Alan McIntosh – författare

Case Studies for Integrating Science and the Global Environment is designed to help students of the environment and natural resources make the connections between their training in science and math and today's complex environmental issues. The book provides an opportunity for students to apply important skills, knowledge, and analytical tools to understand, evaluate, and propose solutions to today's critical environmental issues.

The heart of the book includes four major content areas: water resources; the atmosphere and air quality; ecosystem alteration; and global resources and human needs. Each of these sections features in-depth case studies covering a range of issues for each resource, offering rich opportunities to teach how various scientific disciplines help inform the issue at hand. Case studies provide readers with experience in interpreting real data sets and considering alternate explanations for trends shown by the data. This book helps prepare students for careers that require collaboration with stakeholders and co-workers from various disciplines.

Includes global case studies using real data sets that allow readers to practice interpreting data and evaluating alternative explanations Focuses on critical skills and knowledge, encouraging readers to apply science and math to real world problems Employs a system-based approach, linking air, water, and land resources to help readers understand that cause-effect may be complex and solutions to environmental problems require multiple perspectives Includes special features such as links to video clips of scientists at work, boxed information, a solutions section at the end of each case study, and practice exercises

It covers critical scientific skills and ways of thinking that bridge the gap between the knowledge-based content of introductory environmental textbooks and the professional skills students of the environment need to succeed in both their academic programs and professional careers.

It covers critical scientific skills and ways of thinking that bridge the gap between the knowledge-based content of introductory environmental textbooks and the professional skills students of the environment need to succeed in both their academic programs and professional careers.

Designed to provide problem-area options to match student interests (from sea turtle conservation to climate migrants to urban heat islands), instructors can choose among units to best engage students, or work through units sequentially to scaffold instruction while building student capacity.

Designed to provide problem-area options to match student interests (from sea turtle conservation to climate migrants to urban heat islands), instructors can choose among units to best engage students, or work through units sequentially to scaffold instruction while building student capacity.

On the 16th of October 1843, Sir William R. Hamilton made the discovery of the quaternion algebra H = qo + qli + q2j + q3k whereby the product is determined by the defining relations ·2 ·2 1 Z =] = - , ij = -ji = k. In fact he was inspired by the beautiful geometric model of the complex numbers in which rotations are represented by simple multiplications z ----t az. His goal was to obtain an algebra structure for three dimensional visual space with in particular the possibility of representing all spatial rotations by algebra multiplications and since 1835 he started looking for generalized complex numbers (hypercomplex numbers) of the form a + bi + cj. It hence took him a long time to accept that a fourth dimension was necessary and that commutativity couldn't be kept and he wondered about a possible real life meaning of this fourth dimension which he identified with the scalar part qo as opposed to the vector part ql i + q2j + q3k which represents a point in space.