Brevard College is a small, private, United Methodist, liberal arts college in Brevard, North Carolina, United States. The college currently grants the Bachelor of Arts, Bachelor of Science, or Bachelor of Music degree. Current enrollment is about 705 students. Wikipedia.
News Article | May 3, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has analyzed more than a dozen metrics to determine the best two-year and four-year schools in North Carolina for 2017. 50 four-year colleges and universities were ranked, and Duke University, University of North Carolina at Chapel Hill, North Carolina State University at Raleigh, Wake Forest University and Queens University of Charlotte were the top five. Of the 50 two-year schools also made the list, with McDowell Technical Community College, Rockingham Community College, Asheville-Buncombe Technical Community College, Pitt Community College and Durham Technical Community College taking the top five positions. A complete list of schools is included below. “Students in North Carolina have a lot of options when it comes to earning a certificate or degree, but the schools on our list have distinguished themselves as being a cut above the rest,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “Not only do they offer solid educational programs, they also have career services that lead to strong post-college earnings.” To be included on the “Best Colleges in North Carolina” list, all schools must be regionally accredited, not-for-profit institutions. Each college is ranked on additional statistics including the number of degree programs offered, the availability of career and academic resources, the opportunity for financial aid, graduation rates and annual alumni earnings 10 years after entering college. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in North Carolina” list, visit: The Best Four-Year Colleges in North Carolina for 2017 include: Appalachian State University Barton College Belmont Abbey College Bennett College Brevard College Campbell University Catawba College Chowan University Davidson College Duke University East Carolina University Elizabeth City State University Elon University Fayetteville State University Gardner-Webb University Greensboro College Guilford College High Point University Johnson C Smith University Lees-McRae College Lenoir-Rhyne University Livingstone College Mars Hill University Meredith College Methodist University Montreat College North Carolina A & T State University North Carolina Central University North Carolina State University at Raleigh North Carolina Wesleyan College Pfeiffer University Piedmont International University Queens University of Charlotte Saint Augustine's University Salem College Shaw University St Andrews University University of Mount Olive University of North Carolina at Asheville University of North Carolina at Chapel Hill University of North Carolina at Charlotte University of North Carolina at Greensboro University of North Carolina at Pembroke University of North Carolina Wilmington Wake Forest University Warren Wilson College Western Carolina University William Peace University Wingate University Winston-Salem State University The Best Two-Year Colleges in North Carolina for 2017 include: Alamance Community College Asheville-Buncombe Technical Community College Beaufort County Community College Bladen Community College Blue Ridge Community College Caldwell Community College and Technical Institute Cape Fear Community College Carolinas College of Health Sciences Carteret Community College Catawba Valley Community College Central Carolina Community College Central Piedmont Community College Cleveland Community College Coastal Carolina Community College College of the Albemarle Craven Community College Davidson County Community College Durham Technical Community College Fayetteville Technical Community College Forsyth Technical Community College Gaston College Guilford Technical Community College Halifax Community College Haywood Community College James Sprunt Community College Johnston Community College Lenoir Community College Martin Community College McDowell Technical Community College Mitchell Community College Montgomery Community College Nash Community College Pamlico Community College Piedmont Community College Pitt Community College Randolph Community College Rockingham Community College Rowan-Cabarrus Community College Sandhills Community College South Piedmont Community College Southeastern Community College Southwestern Community College Stanly Community College Surry Community College Vance-Granville Community College Wake Technical Community College Wayne Community College Western Piedmont Community College Wilkes Community College Wilson Community College ### About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.
Thaxton J.M.,University of Puerto Rico at Mayaguez |
Thaxton J.M.,U.S. Department of Agriculture |
Cordell S.,U.S. Department of Agriculture |
Cabin R.J.,Brevard College |
Sandquist D.R.,California State University, Fullerton
Restoration Ecology | Year: 2012
Invasive non-native species can create especially problematic restoration barriers in subtropical and tropical dry forests. Native dry forests in Hawaii presently cover less than 10% of their original area. Many sites that historically supported dry forest are now completely dominated by non-native species, particularly grasses. Within a grass-dominated site in leeward Hawaii, we explored the mechanisms by which non-native Pennisetum setaceum, African fountain grass, limits seedlings of native species. We planted 1,800 seedlings of five native trees, three native shrubs, and two native vines into a factorial field experiment to examine the effects of grass removal (bulldozed vs. clipped plus herbicide vs. control), shade (60% shade vs. full sun), and water (supplemental vs. ambient) on seedling survival, growth, and physiology. Both grass removal and shade independently increased survival and growth, as well as soil moisture. Seedling survival and relative growth rate were also significantly dependent on soil moisture. These results suggest that altering soil moisture may be one of the primary mechanisms by which grasses limit native seedlings. Grass removal increased foliar nitrogen content of seedlings, which resulted in an increase in leaf-level photosynthesis and intrinsic water use efficiency. Thus in the absence of grasses, native species showed increased productivity and resource acquisition. We conclude that the combination of grass removal and shading may be an effective approach to the restoration of degraded tropical dry forests in Hawaii and other ecologically similar ecosystems. © 2011 Society for Ecological Restoration International.
Cabin R.J.,Brevard College |
Clewell A.,5974 Willows Bridge Loop |
Ingram M.,University of Wisconsin - Madison |
McDonald T.,Tein McDonald and Associates |
Temperton V.,Institute of Chemistry and Dynamics of the Geosphere ICG 3
Restoration Ecology | Year: 2010
Developing and strengthening a more mutualistic relationship between the science of restoration ecology and the practice of ecological restoration has been a central but elusive goal of SERI since its inaugural meeting in 1989. We surveyed the delegates to the 2009 SERI World Conference to learn more about their perceptions of and ideas for improving restoration science, practice, and scientist/practitioner relationships. The respondents' assessments of restoration practice were less optimistic than their assessments of restoration science. Only 26% believed that scientist/practitioner relationships were "generally mutually beneficial and supportive of each other," and the "science-practice gap" was the second and third most frequently cited category of factors limiting the science and practice of restoration, respectively ("insufficient funding" was first in both cases). Although few faulted practitioners for ignoring available science, many criticized scientists for ignoring the pressing needs of practitioners and/or failing to effectively communicate their work to nonscientists. Most of the suggestions for bridging the gap between restoration science and practice focused on (1) developing the necessary political support for more funding of restoration science, practice, and outreach; and (2) creating alternative research paradigms to both facilitate on-the-ground projects and promote more mutualistic exchanges between scientists and practitioners. We suggest that one way to implement these recommendations is to create a "Restoration Extension Service" modeled after the United States Department of Agriculture's Cooperative Extension Service. We also recommend more events that bring together a fuller spectrum of restoration scientists, practitioners, and relevant stakeholders. © 2010 Society for Ecological Restoration International.
Bell T.M.,College of Charleston |
Bell T.M.,Brevard College |
Strand A.E.,College of Charleston |
Sotka E.E.,College of Charleston
Journal of Heredity | Year: 2014
Since the 1970s, water temperatures along the Atlantic seaboard of the United States have risen by an average of 0.5 °C in summer months and 2.2 °C in winter months. In response, the distribution and abundance of several nearshore species have changed dramatically, but no study has attempted to document whether estuarine populations have evolved greater thermal tolerance. Here, we re-examine the classic latitudinal cline at lactate dehydrogenase (LDH) in the killifish Fundulus heteroclitus that was originally described by Dennis Powers and associates from samples collected between 1970 and 1972. Laboratory and field evidences indicated that northern and southern isozymes at muscle LDH are locally adapted to cold and warm temperatures, respectively. Despite the potential for evolutionary response at this adaptive locus, we detected no significant shift of the LDH cline from 20 to 30 F. heteroclitus collected at each of 13 locations between the early 1970s and 2010. We conclude that the microevolution of LDH-mediated thermal tolerance has not occurred, that shifts in alleles are too incremental to be distinguished from random processes, or that F. heteroclitus uses phenotypic and genetic mechanisms besides LDH to respond to warmer waters. © 2014 The American Genetic Association 2014. All rights reserved.
News Article | October 28, 2016
It’s not often you’ll hear the words rainforest, North Carolina, and synthetic turf mentioned in the same breath, but Brevard College in North Carolina made the choice to install a new synthetic turf field, in part, because of the effects of a rain forest. Brevard lies on the western edge of North Carolina near Gorges State Park, the only temperate rain forest in the United States east of the Rocky Mountains. The area receives nearly 100 inches of rainfall each year and through the years that rainfall has played havoc with the fields at Brevard College. “Maintaining our grass fields was too difficult. Switching to Shaw Sports Turf was only logical,” said Juan Mascaro, Athletic Director at Brevard College. “We simply couldn’t keep them up to playing par anymore.” The college also experienced challenges going between two grass fields, but now, with one synthetic turf surface, all sports can use the same field. Sports to be played on the field include men’s and women’s soccer and lacrosse as well as softball. Football games will still be played at Brevard High School, on their Shaw Sports Turf field that was installed in 2014. One of the main reasons Brevard College chose Shaw was because of what they saw at Brevard High School. “We were already familiar with the product,” said Mascaro. “So it was a natural choice for us.” The college saw firsthand the quality of work provided by Medallion Athletics from Mooresville. Medallion is a distributor for Shaw Sports Turf of Calhoun, Georgia and the Momentum 41 system was selected for the project. Brevard College chose to install Shaw’s PowerBlade Pro System. The system features Shaw’s revolutionary Bolt fiber. Bolt is a stronger, more resilient monofilament fiber, featuring a lightning bolt shape which creates a stronger vertical axis that causes fibers to stand upright for less breakdown and increased durability. Bolt is specifically built for performance and to reflect light for a lower luster and more natural looking field. The manufacturing and installation of the field are very important and involved processes. Construction began in July and the turf field is now ready for full-time use. The field has already seen some play, with men’s and women’s soccer games. The final addition will be the lights. “We are eager to see how the new turf field at Brevard College will positively affect the athletes, making the field more accessible year-round, regardless of weather,” said Andrew Barksdale, Territory Manager with Shaw Sports Turf. The official ribbon-cutting ceremony will be held a couple of weeks ago during the men's and women's soccer games during Homecoming weekend. About Shaw Sports Turf A wholly-owned subsidiary of Berkshire Hathaway Inc., Shaw Industries is a full flooring provider to the residential and commercial markets. Shaw supplies carpet, hardwood, laminate, resilient, and tile/ stone flooring products, as well as synthetic turf. Shaw Sports Turf is one of the leading synthetic turf companies in North America and has represented quality and innovation for more than two decades with over 2,000 successful installations, including an impressive list of high-profile field installations. For more information please visit http://www.shawsportsturf.com, call 866-703-4004 or find us on Facebook. About Medallion Athletics Medallion Athletic Products is both a licensed general contractor and sub-contractor of athletic surfaces and artificial turf fields required for virtually any sports venue. At Medallion, our plan is straight forward. Partner with the best manufacturers in the business, design and install premium sports surfaces from start to finish, and offer the best customer service support in the industry. You can reach Medallion Athletics at 888-600-3412 or find us online at http://www.medallionathletics.com.
Weller S.G.,University of California at Irvine |
Cabin R.J.,Brevard College |
Lorence D.H.,National Tropical Botanical Garden |
Perlman S.,National Tropical Botanical Garden |
And 3 more authors.
Restoration Ecology | Year: 2011
Restoration by natural successional processes after removal of perturbations may not be feasible for many degraded ecosystems. Controlling major ecological threats such as non-native ungulates is often a critical first step toward restoring native communities but past degradation, interactions with alien species and abiotic features may create conditions requiring additional intervention to ensure effective conservation. We monitored a series of fenced plots within diverse mesic forest on western Kauai in the Hawaiian Islands from 1998 to 2005 to determine the effects of ungulate removal on native and alien plant species. Relative to unfenced control plots, germination of seedlings and frequency of understory species of both native and alien species increased in the fenced plots. Density of both native and alien canopy and understory species declined more in unfenced than fenced plots, but density of native species declined more than alien species density in both fenced and unfenced plots. In fenced plots, the frequency of larger alien woody species and cover of an alien, mat-forming fern species increased over time, indicating that fencing may encourage alien species that could interfere with regeneration of native species. Our study suggests that effective conservation of this and other remnant native Hawaiian forests will require both ungulate exclusion, removal of alien plant species with especially detrimental effects on native species, and proactive restoration programs for native species without natural sources of propagules. As the effects of invasive species continue to escalate, continental ecosystems lacking high endemism may also require similar interventions to preserve their biodiversity. © 2010 Society for Ecological Restoration International.
Korotkevich A.O.,University of New Mexico |
Korotkevich A.O.,Moscow State Textile University |
Rasmussen K.E.,Brevard College |
Kovacic G.,Rensselaer Polytechnic Institute |
And 3 more authors.
Journal of the Optical Society of America B: Optical Physics | Year: 2013
We study numerically the propagation of two-color light pulses through a metamaterial doped with active atoms such that the carrier frequencies of the pulses are in resonance with two atomic transitions in the Λ configuration and that one color propagates in the regime of positive refraction and the other in the regime of negative refraction. In such a metamaterial, one resonant color of light propagates with positive and the other with negative group velocity. We investigate nonlinear interaction of these forward- and backward-propagating waves and find selftrapped waves, counterpropagating radiation waves, and hot spots of medium excitation. © 2013 Optical Society of America.
Cabin R.J.,Brevard College
Ecological Restoration | Year: 2014
It is often difficult or impossible to take conventional academic students into the field to observe and participate in real world ecological restoration projects. Consequently, many educators attempt to simulate these experiences by incorporating more active learning, non-lecture activities into their classes. In this paper, I share the results of, and what I have learned from, years of tinkering with a hands-on "degraded objects" activity for undergraduate students first presented in a 2004 paper by Lundholm and Larson. I have discovered that this activity is most effective when students select degraded objects that they care deeply about, bring their restored objects to class, and are free to present their work in whatever manner they think best. Although every class and every project has been unique, some common themes have emerged: 1) Restoring their objects turns out to be far more complex and interesting than the students thought it would be; 2) They demonstrate an impressive amount of perseverance, creativity, and resourcefulness; and 3) They meaningfully connect their projects to the individual components and overarching themes of the class as a whole. In conclusion, this can be a remarkably effective activity for simulating the experience of ecological restoration that simultaneously provides a concrete, achievable assignment and a holistic, open-ended challenge. It also helps the class develop a spirit of camaraderie and learn more about each other. This in turn helps us better understand, appreciate, and respect people whose values and perspectives may be radically different than our own. ©2014 by the Board of Regents of the University of Wisconsin System.