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79 Landsat Images Provided to International Charter, Dec. 2015
Mapping Rice, Managing Water in Parched California
This joint NASA/USGS program supplies the longest continuous space-based record of Earths land on the market. Every day, Landsat satellites provide essential information to help you land managers and policy makers make wise decisions about our resources and types. Landsat Case Studies ebook
Jan 13, 2016 Source: USGS Landsat Landsat 8 Thermal Infrared Sensor
At 2010 AGU Fall meeting over 325 presentations feature research done using Landsat data. The Landsat - related papers and posters run the
Journey along with us into the cartographic past. Latest look: Creating an Oasis inside the Desert: Lake Havasu City, Arizona, 1911
The rich reputation of Landsat forty years enables not merely change detection and trend analysis, and also provides a unique oppurtunity for hydrologic model calibration and validation as shown with this application.
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Report Hawaiian monk seal sightings by calling the Hawaiian Monk Seal Sighting Hotline at 808 220-7802 or email us.
Report stranded, entangled, or injured marine mammals whales, dolphins, and seals by calling the NOAA Fisheries Marine Mammal Hotline at 1-888-256-9840.
Report marine turtle sightings by calling the Marine Turtle Biology and Assessment Program at 808 725-5730.
The Pacific Islands Fisheries Science Center on the National Marine Fisheries Service NMFS is part with the National Oceanic and Atmospheric Administration NOAA. The Center administers and conducts scientific research and monitoring programs that offer the domestic and international conservation and treatments for living marine resources along the Pacific Islands Region.
In 2007, NOAA Fisheries received funding from Congress to find out fisheries monitoring programs to compliment requirements on the Reauthorized Magnuson-Stevens Fisheries Conservation and Management Act RMSA of 2006.
The 2016 PIFSC Young Scientist Opportunity PYSO program website is updated together with the four new projects available come july 1st.
For the past decade, the Barbless Circle Hook Project did to increase the awareness and rehearse of barbless circle hooks among Hawai is shoreline fishermen. Read about how this excellent project got off the floor and what can be done to convince fishermen to make use of the hooks, along with the man who causes it to become all possible.
NMFS announces the availability in the Draft Programmatic Environmental Assessment DPEA for Fisheries and Ecosystem Research Conducted and Funded from the Pacific Islands Fisheries Science Center PIFSC.
Area of Operation: Waters relating to the islands of Maui, L na i, and Kaho olawe
Period: October 15, 2015 - October 26, 2015
Sundberg M, Humphreys R, Lowe MK, Cruz E, Gourley J, Ochavillo D
2015 Pacific Islands Fisheries Science Center Administrative Report H-15-08, 56p
1990 In: Shomura RS and Godfrey ML eds. Proceedings on the Second International Conference on Marine Debris, April 2-7, 1989, Honolulu, Hawaii, p. 718. Dept. of Commerce, NOAA Technical Memorandum NOAA-TM-NMFS-SWFSC-154
Ayotte P, McCoy K, Heenan A, Williams I, Zamzow J
2015 Pacific Islands Fisheries Science Center Administrative Report H-15-07, 33p
Graham KS, Boggs CH, DeMartini EE, Schroeder RE, Trianni MS
2015 Dept. of Commerce, NOAA Technical Memorandum NOAA-TM-NMFS-PIFSC-48, 126 p. Appendices
2015 Pacific Islands Fisheries Science Center, PIFSC Special Publication, SP-15-003, 8 p
Proceedings in the 2014 NOAA Economics of Protected Resources Workshop, September 9-11, 2014, La Jolla, California
Bisack KD, Squires DE, Lipton DW, Hilger JR, Holland DS, Johnson DH, Lee M-Y, Lent R, Lew DK, Magnusson G, Pan M, Queirolo LE, Stohs S, Speir CL, Wallmo KA
2015 Dept. of Commerce, NOAA Technical Memorandum, NMFS NE-233, 179 p. DOI: 10.7289/v5qr4v3d
2016 Journal of Fish Biology 2016 DOI: 10.1111/jfb.12831
2015 Marine Policy 62: 302-308. DOI: 2015.07.018
Balazs GH, Van Houtan KS, Hargrove SA, Brunson SM, Murakawa KK
Weijerman M, Fulton EA, Kaplan IC, Gorton R, Leemans R, Mooij WM, Brainard RE
2015 PLoS ONE 1012: e0144165. DOI: 0144165
Abecassis M, Polovina J, Baird RW, Copeland A, Drazen JC, Domokos R, Oleson E, Jia Y, Schorr GS, Webster DL, Andrerws RD
2015 PLoS ONE 1011: e0142628. 0142628
Parker DM, Balazs GH, Frutchey K, Kabua E, Langridik M, Boktok K
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Presented in easy-to-use, step-by-step order, Pipeline Rules of Thumb Handbook is usually a quick reference for day-to-day pipeline operations. For more than 35 years, the Pipeline Rules of Thumb Handbook has served because go-to reference for solving the most day-to-day vexing pipeline workflow problems. Now rolling around in its 8th edition, this handbook will continue to set the standard through which all other piping books are judged. Along with over 30% new or updated material regarding codes, construction processes, and equipment, this book will continue to offer countless how-to methods and handy formulas for pipeline construction, design, and engineering and carries a multitude of calculations to help with problem solving, directly applying the rules and equations for specific design and operating conditions as an example correct application, in one convenient reference.
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Impact Factor: 1.389 Ranking: Experimental Psychology
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Evolutionary Psychology publishes original empirical research on human psychology and behavior which is guided by an evolutionary perspective. Evolutionary psychology is surely an interdisciplinary field and, therefore, the Journal welcomes submission from over the social, behavioral, and life sciences.
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University of Connecticut, Dept. of Human Development and Family Studies, 348 Mansfield Rd., U-1058, Storrs, CT 06269, USA
Shattuck Applied Research and Evaluation, 1205 Pacific Avenue, Suite 206, Santa Cruz, CA 95060, USA
Tufts University, Center for Promise, 177 College Ave, Medford, MA 02155, USA
San Jose State University, Department of Psychology, One Washington Square, San Jose, CA 95192, USA
University of California Santa Cruz, Psychology Department, 1156 High Street, Santa Cruz, CA 95064, USA
Received 4 October 2013, Revised 10 June 2014, Accepted 10 June 2014, Available online 18 June 2014
The intervention uses suggestions in victimization risk-reduction and prevention.
We used a quasi-experimental design having a comparison group, and pre post-testing.
Participation predicted greater increases in complete safety knowledge across domains.
Safety knowledge increases were generally maintained at both post-tests.
Both students and teachers reported this system to be successful and helpful.
Changes in child safety knowledge concerning bullying, boundary-setting, and help-seeking were evaluated after participation within the Kidpower Everyday Safety Skills Program ESSP, a workshop designed to improve childrens familiarity with safe choices. The program was made up of an in-school workshop, weekly follow-up sessions, and homework assignments over 10 weeks and included skills-training, parental involvement, and possibilities to practice safety skills. Third-grade students n 128 took part in pre- and post-tests of safety skills, and were than the comparison group n 110 that would not participate from the program. Findings indicate that students who participated had increases in complete safety knowledge maintained over a couple of months greater than the comparison group. Additional assessments indicate that this system was implemented with higher fidelity and both teachers and students found this software successful. Childrens understanding in the competency areas boundary-setting, stranger safety, hel
Statistics on bullying, child victimization, and child abuse are staggering and reflect a troubling public health problem. The United States Department of Health and Human Services estimate that in over 2.a million reported instances, over 678, 000 child victims were maltreated in 2012, with 18.3% of such children experiencing physical abuse and 9.3% experiencing sexual abuse Department of Health and Services DHHS, 2013. Estimates on the rates of bullying in schools range between 1 atlanta divorce attorneys 10 students Nansel et al., 2001 to one out of every 4 students Lumsden, 2002 reported as victims of bullying. Furthermore, these rates vary because of the intensity of victimization; whereas approximately one tenth of kids experience more intense or frequent victimization, much more children experience less intense or less frequent victimization Hanish Guerra, 2000.
Even more troubling are definitely the related long-term and short-term eating habits study child mistreatment. Victimization pertains to increased risks for psychological, physical, behavioral, educational, and interpersonal problems see Anda et al., 2006, Boden et al., 2007, Crooks et al., 2007, Gilbert et al., 2009, Lansford et al., 2002 and Wegman and Stetler, 2009. Psychologically, bullied and abused kids are more likely to discover both internalizing and externalizing disorders for example emotion regulation difficulties, anxiety, depression, aggression, anger, Hanish and Guerra, 2002, Hussey et al., 2006 and Lansford et al., 2002, lower self-esteem Sourander, Helstela, Helenius, Piha, 2000, and increased risk for attempting suicide Fergusson, Boden, Horwood, 2008. Physically, children who experience or witness abuse or maltreatment have greater risk for obesity Anda et al., 2006, coronary disease Batten, Aslan, Maciejewski, Mazure, 2004, neurological, musculoskeletal, and respiratory prob
Moreover, if children experience one way of victimization, they can be much prone to experience other types of victimization also Finkelhor, 2007 and Finkelhor et al., 2007. The literature indicates that this greater the severity and frequency from the victimization, greater the likelihood and severity in the cumulative negative outcomes, Crooks et al., 2007, Gilbert et al., 2009 and Maas et al., 2008.
This body of previous numerous studies have indicated the negative effects of abuse and victimization are vast, emerge within the short-term and long-term, and so are cumulative, even among kids, Gilbert et al., 2009 and Shalev et al., 2012. These lessons underscore require early victimization risk-reduction, prevention, and intervention. In particular, the requirement for early risk-reduction, prevention, and intervention is warranted, since children often lack self-protection skills and knowledge about dangerous and abusive particularly sexually abusive situations, and possess difficulties distinguishing acceptable versus unacceptable interactions Wurtele, 2009. However, in case a child has the capacity to utilize better strategies for working with abuse or bullying, the victimization may just be shorter in duration and possess less of a difficult impact within the child Kochenderfer-Ladd, 2004, Salmivalli et al., 1996, Smith and Shu, 2000 and Smith et al., 2004. Personal safety skil
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