The challenge of communication in planetary exploration has been unusual. The guidance and control of spacecraft depend on reliable communication. Scientific data returned to earth are irreplaceable, or replaceable only at the cost of another mission. In deep space, communications propagation is good, relative to terrestrial communications, and there is an opportunity to press toward the mathematical limit of microwave communication. Yet the limits must be approached warily, with reliability as well as channel capacity in mind. Further, the effects of small changes in the earth's atmosphere and the interplanetary plasma have small but important effects on propagation time and hence on the measurement of distance. Advances are almost incredible. Communication capability measured in 18 bits per second at a given range rose by a factor of 10 in the 19 years from Explorer I of 1958 to Voyager of 1977. This improvement was attained through ingenious design based on the sort of penetrating analysis set forth in this book by engineers who took part in a highly detailed and amazingly successful pro gram. Careful observation and analysis have told us much about limitations on the accurate measurement of distance. It is not easy to get busy people to tell others clearly and in detail how they have solved important problems. Joseph H. Yuen and the other contribu tors to this book are to be commended for the time and care they have devoted to explicating one vital aspect of a great adventure of mankind.

An intimate look at one majestic hundred-year-old oak tree through four seasons--and the reality of global climate change it reveals. In the life of this one grand oak, we can see for ourselves the results of one hundred years of rapid environmental change. It's leafing out earlier, and dropping its leaves later as the climate warms. Even the inner workings of individual leaves have changed to accommodate more CO2 in our atmosphere. Climate science can seem dense, remote, and abstract. But through the lens of this one tree, it becomes immediate and intimate. In Witness Tree, environmental reporter Lynda V. Mapes takes us through her year living with one red oak at the Harvard Forest. We learn about carbon cycles and leaf physiology, but also experience the seasons as people have for centuries, watching for each new bud, and listening for each new bird and frog call in spring. We savor the cadence of falling autumn leaves, and glory of snow and starry winter nights. Lynda takes us along as she climbs high into the oak's swaying boughs, and scientists core deep into the oak's heartwood, dig into its roots and probe the teeming life of the soil. She brings us eye-level with garter snakes and newts, and alongside the squirrels and jays devouring the oak's acorns. Season by season she reveals the secrets of trees, how they work, and sustain a vast community of lives, including our own. The oak is a living timeline and witness to climate change. While stark in its implications, Witness Tree is a beautiful and lyrical read, rich in detail, sweeps of weather, history, people, and animals. It is a story rooted in hope, beauty, wonder, and the possibility of renewal in people's connection to nature.

In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.

The 4th edition of the Handbook of Research on Educational Communications and Technology expands upon the previous 3 versions, providing a comprehensive update on research pertaining to new and emerging educational technologies. Chapters that are no longer pertinent have been eliminated in this edition, with most chapters being completely rewritten, expanded, and updated Additionally, new chapters pertaining to research methodologies in educational technology have been added due to expressed reader interest. Each chapter now contains an extensive literature review, documenting and explaining the most recent, outstanding research, including major findings and methodologies employed. The Handbook authors continue to be international leaders in their respective fields; the list is cross disciplinary by design and great effort was taken to invite authors outside of the traditional instructional design and technology community.