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Putney, VT, United States

Landmark College is a private college located in Putney, Vermont, which offers two and four-year programs in the liberal arts and in professional disciplines. Landmark College is fully accredited by the New England Association of Schools and Colleges and provides to students a progressive and comprehensive overall college experience. Established in 1985, Landmark College was the first institution of higher learning to pioneer college-level studies for students with dyslexia. Today it serves students who have a diagnosed learning disability , or other learning difficulties such as attention deficit hyperactivity disorder , or autism spectrum disorder . Landmark College offers degrees at the associate and bachelor’s levels in liberal studies, computer science, business, and life science, as well as summer programs and an online/hybrid graduate certificate in universal design and assistive technology for educators and professionals. The current college president is Dr. Peter Eden, Ph.D., who started at Landmark College in 2011. Wikipedia.


Banner C.,Landmark College
Journal of Planning and Environment Law | Year: 2011

Charles Banner focuses on the position of the Application of the Public Contracts Directive to Planning at the Beginning of 2011. The Directive imposes various procedural requirements wherever a 'contracting authority,' either by itself or through a third party, seeks to offer in relation to a proposed public 'works,' 'supply' or 'service' contract to an 'economic operator,' the value of which exceeds the specified thresholds. The most difficult issues to date have revolved around the requirements that, in order for the Directive to apply, the work must correspond to 'the requirements specified by the contracting authority' and that the work must be sufficient of itself to fulfill an economic or technical function. However, Commission decisions are not formally binding precedent so far as EU law is concerned and the decision should be treated with an element of caution. Source


Grumbine R.,Landmark College
American Biology Teacher | Year: 2010

I describe the use of long-term data-collection projects for introductory biology or environmental science students at both the high school and the college nonmajors level. I provide specific examples of projects and information on guiding students as they learn to gather, organize, and describe data sets. © 2010 by National Association of Biology Teachers. Source


Grumbine R.,Landmark College
American Biology Teacher | Year: 2012

This article outlines an exercise that assesses student knowledge of food-web and energy-flow concepts. Students work in teams and use manipulatives to build food-web models based on criteria assigned by the instructor. The models are then peer reviewed according to guidelines supplied by the instructor. © 2012 by National Association of Biology Teachers. All rights reserved. Source


Morimoto M.,University of Alaska Fairbanks | Juday G.P.,University of Alaska Fairbanks | Young B.D.,Landmark College
Forest Ecology and Management | Year: 2016

The boreal forest of Alaska has experienced a small area of forest cuttings, amounting to 7137 ha out of a total of 256,284 ha of timberland in the Fairbanks and Kantishna area of state forest land. Low product values and high costs for management have resulted in a low-input type management with heavy reliance on natural regeneration. Because of increasing demand for wood biomass energy which may reduce rotation ages, understanding post-harvest regeneration is crucial. Harvested areas must meet stocking standards within seven years under the state Forest Resources & Practices Act (FRPA). We evaluated whether state forest harvest units are adequately regenerated up to 40 years following harvest based on FRPA standards in terms of stem density and biomass accumulation. We measured density of all tree size classes, and DBH and height of tree species in 726 plots from 30 representative harvest units, distributed according to harvest and treatment types, harvest year, unit size, and the geographical location of harvests. The majority of regenerated tree stems came from natural regeneration, even on planted units (77%). White spruce (Picea glauca) natural regeneration appears to continue for a few decades (seed crops) following harvest. Stem density was below the standard in most units surveyed during the FRPA 7-year period, but far exceeded the standard when resampled in this study (average 16 years later), suggesting either seven years is too early to evaluate tree regeneration, or that a different standard is needed for early surveys. We found a major peak in white spruce stem density (45,000 ha-1) in units harvested in 1987 (an historically large spruce seed crop year), suggesting that where possible, foresters need to adjust management plans according to spruce mast years. Post-harvest and post-fire successional patterns are similar, involving rapid establishment and growth of hardwoods and slow growth of white spruce, but post-harvest white spruce recruitment appears to continue longer than post-fire. By 2014 all measured harvest units met FRPA standard under low-input management, but some issues of uniformity of regeneration may remain. Although regeneration density varied among species and by management practices, biomass accumulated steadily over time (60 t ha-1 after 40 years), largely composed of hardwoods, indicating that short-rotation forest management must utilize hardwoods. Our results are based on relatively small harvest units within a matrix of natural forest, and similar results might not occur in landscapes dominated by stands originated from more extensive and intensive management. © 2016 Published by Elsevier B.V. Source


Katz L.J.,Landmark College | Brown F.C.,Keene Neuropsychology Clinic | Brown F.C.,Yale University | Beers S.R.,University of Pittsburgh
Archives of Clinical Neuropsychology | Year: 2011

In previous studies, children with both Attention-Deficit Hyperactivity Disorder (ADHD) and a Reading Disorder were found to have more difficulties with processing speed, working memory, and timed as opposed to non-timed executive functioning (EF) measures when compared with those with either disorder alone. The current study found that older adolescents and adults with both disorders also had more difficulties on processing speed and working memory measures than individuals who only had ADHD. There were no differences among non-timed EF scores. These results add support to the premise that common underlying features may be contributing to the high co-morbidity between these disorders and associated cognitive weaknesses. © The Author 2011. Published by Oxford University Press. All rights reserved. Source

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