danaleeling

Laboratory seven seeks to determine the conversion factor from arcminutes to meters. This exercise leads to answering a question posed in yesterday's hide and seek exercise : how close to my hide can commercial GPS coordinates put one?  Jessie Mae, Jasmine, Adelina In the 8:00 session I began as in the past at N 06° 54.570' E 158° 09.600'. The section then walked 30 meters due east. Renay The first stop was at 30 meters, which is 0.016 ± 0.002 arcminutes east of the starting point. The measuring wheel is not metric, a conversion table provides feet to meters conversions.  Cyron and Richard just beyond the 90 meter mark Darla recording data out around 120 meters 591 feet, 180 meters, the 2000 is spurious. The wheel started at 2000. Darla with the college sign The new fence will curtail moving out to 0.100 arcminutes as the fence is at 0.098 arcminutes Cyron coming up through the future fence line Jasmine at 0.100 arcminutes just beyond the future fence location This is consi

On Monday I introduced the concepts of latitude and longitude. This was review for some students and apparently whole cloth new material to others. Wednesday the hide and seek launched as a self-serve operation with the GPS units left unattended on a desk in the faculty office. Along with the GPS units was a sheet with the search and rescue coordinates . Coordinates were provided in both degrees and decimal minutes and in decimal degrees. Renay, holding a GPS and phone, was first to arrive accompanied by Johnston and Richard Darla was also with this group As was Cyron Moving on a parallel track to the north of the first group was a second group led by Saya with the GPS and accompanied by Donnalynn and Adelina. Here they are checking to see how close they were to N 06° 54.601' E 158° 09.329'. While the latitude agreed, their longitude was 158° 09.337' primarily because I was sitting in the shade slightly to the east of the sunny opening in the canopy where I had taken the G

Back in January I discovered that assignment comments lose their page break formatting in the feedback viewer for students on the Instructure Canvas platform. Thus if the instructor enters a comment with line breaks in the comment: Then the above instructor comment appears to the student in the feedback dialog as: All of the line breaks have been lost. Note that the above dialog box is accessed by students who click on the Recent Feedback in the Card View of their Dashboard. The Card View is the default view for both faculty and students. Clicking on a Recent Feedback item opens the Assignments screen for that assignment. On the far right is the View Feedback button that opens the unformatted Feedback dialog box. For reference, the address of this student assignment screen is the same as the assignment address that the instructor sees.  There is, however, another view of feedback comments that I only just saw today for the first time.  In the upper right hand corner of the student Dash

Koahp en Palau in a beautifully woven basket. Ground and kneaded yam dumplings in coconut milk. A wonderful way to present a local dish brought in by K'Con and Sean. Koaph noair, a traditional variety of yam on Pohnpei Sean and K'Con presenting koahp en palau, koahp noair Kamaloni "Kai" presented sehu: sugar cane This led to a brief discussion of the types and uses of sugar cane. Kai brought in seutoal (the long h being dropped in the two syllable word). Seatoal is noted in the dictionary as also being known as seun nukini (Papua New Guinea). Sean and K'Con noted that seupwet is normally used to invite the Sohpeidi to a feast or a social function. If the cane aligns with, points to, the Nahnmwarki, the invitation is to a feast. If the cane is placed cross-wise the invitation will be to a funeral. I noted that a student in U said that Nahnmwarki U must be invited with sehu kala, a yellow fleshed variety. The dictionary notes that seun nta, also seuweita, is a sugar