wow

what a sad, unserious fantasy of meaningful research

I occasionally show your videos to my 4 year old grandson, who lives in Charlotte, NC. He is a great fan of your work! If you ever grace Charlotte with your art, I hope I know and can tell him to find you. And if you ever visit Nashville, I’d definitely try to find you to watch your magic.

happy new year and wondering if the lesson is that we should agree to not be friends lol

This chapter of the book is soooo fun. One of Earth's clearest examples of the elements and consequences of unsteady, rarefied, nonlocal transport conditions.

"Indeed, an explanation of how rain splash transport works requires a probabilistic description; no other possibility exists."

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The inherent beauty of real paper maps!

22 year old stick shift Subaru

still doing great… CD player and all lol

will use paper maps if I ever do a Walden Pond pilgrimage

the bed stress is probably the wrong choice as a macroscopic state variable.) The preview below (Chapter 6: Kinematics of the Particle Flux) provides an explanation of key factors contributing to this behavior in measured transport rates, and much more.

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cdn.vanderbilt.edu/t2-my/my-prd...

one or two orders of magnitude or more. To be sure, the data scatter in this type of plot will never, ever go away. It partly reflects the inherent stochastic qualities of rarefied bed load transport together with uncertainty of measurement procedures. (This is aside from the fact that...

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6.4 Properties of Time Averaging
6.4.1 Uncertainty with Time Averaging
6.4.2 Moving Average
6.5 Local Versus Nonlocal Transport

Here is a link to the Preface and Chapter 1. These describe the material covered in the book, including its philosophical basis.

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cdn.vanderbilt.edu/t2-my/my-prd...

Chapter headings include:

6.1 Preamble
6.2 Resolution
6.2.1 Temporal Resolution
6.2.2 Spatial Resolution
6.3 Descriptions of the Flux
6.3.1 Activity Form
6.3.2 Entrainment Form
6.3.3 Key Contrasts and Applications

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This chapter is particularly fun because, judging from colleague reactions, several of the foundational concepts are decidedly counterintuitive to those steeped in the continuum framework that is conventionally adopted for describing sediment transport.

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…although progression of scientific thinking and discipline history (people, places, broader science/social context, etc.) are certainly related.

My experience (student and faculty) suggests that this varies considerably from one course to another. It is true that course sequencing matters, but any historical aspects are likely to be focused on progression of scientific thinking, not discipline history per se.

Because Earth science involves many subfields, and includes required work in allied fields (physics, chemistry, etc.), historical coverage is really up to individual instructors in relation to their expertise and interests, and the degree to which they fold historical material into their courses.