upstage/dp-bench huggingface dataset:
content: text: Activity 5. Calculating versus estimating CEC

content: text: There are two ways you can calculate the CEC: the sum of cations method and the mineralogy method.

content: text: The Sum-of-Cations Method

content: text: If you have a soil analysis where the quantities of all cations in the soil are listed, simply summing all those exchangeable
quantities will yield the CEC you found in the preceding problems.

content: text: The "Mineralogy" Method

content: text: As you know from your reading and class discussion, clay minerals have a range of values for CEC. If the mineralogy of
the clay fraction is known (that is, the type and amounts of each clay mineral), then the CEC can be approximated.

content: text: To make these calculations easier, Table 13.4 contains representative values for CEC to use in all calculations for this
class unless otherwise noted. In nature, however, these soil colloids will have a range of values.

content: text: Table 13.4. Typical CEC of various soil colloids.

content: html: <tr><td>Mineral or colloid type</td><td>CEC of pure colloid</td></tr><tr><td></td><td>cmolc/kg</td></tr><tr><td>kaolinite</td><td>10</td></tr><tr><td>illite</td><td>30</td></tr><tr><td>montmorillonite/smectite</td><td>100</td></tr><tr><td>vermiculite</td><td>150</td></tr><tr><td>humus</td><td>200</td></tr>

content: text: As an example of this mineralogy approach to CEC calculations, consider a soil having 100% clay where the clay is 100%
kaolinite. The CEC would then be 10 cmolc/kg. If a soil contains only 10% kaolinite (or 10 kg clay in 100 kg soil), however,
this clay would contribute

content: text: \text{TotalCECofthesoil}=\frac{10\mathrm{cmol}_{\mathrm{c}}}{\mathrm{kg}\text{clay}}\times\frac{10\mathrm{~kg}\text{clay}}{100\mathrm{~kg}\text{soil}}=\frac{1.0\mathrm{cmol}_{\mathrm{c}}}{\mathrm{kg}\mathrm{soil}}

content: text: A prairie soil contains 30% clay. This clay sized fraction is dominantly montmorillonite. The soil also contains 5% humus
(organic matter).

content: text: Using the mineralogy method, what is the cation exchange capacity (CEC) contributed by the clay?

content: text: 120 | Soil Colloids
content: text: Soils with the same pH may require different amounts of limestone due to differences in CEC, which would imply
differences in buffering capacities. For example, consider the amount of limestone necessary to raise the base saturation
of two soils from 70% to 90% when one soil has a CEC of 15 cmolc/kg, and the other has a CEC of 40 cmolc/kg.

content: text: 15\frac{\mathrm{cmol}_{\mathrm{c}}}{\mathrm{kg}}\times20\%\text{increase}=3\frac{\mathrm{cmol}_{\mathrm{c}}}{\mathrm{kg}}\text{basiccationsrequiredfromlime}

content: text: 40\frac{\mathrm{cmol}_{\mathrm{c}}}{\mathrm{kg}}\times20\%\text{increase}=8\frac{\mathrm{cmol}_{\mathrm{c}}}{\mathrm{kg}}\text{basiccationsrequiredfromlime}

content: text: Lastly, soil pH is governed by base saturation. If other factors are constant, the lower the pH, the more lime that is
required to achieve a desired pH. This is because at a low pH, a larger percentage of the CEC is occupied by acid cations,
which requires larger amounts of lime to neutralize.

content: text: Activity 1: Determining pH With Indicator Strips (Field Method)

content: text: Of the several techniques available for determining pH, one that can be used easily in the field is the indicator strip
method. This technique uses the principle of pH sensitivity of certain dyes, which cause differences in color across a
range in pH. With the soils provided, complete the following pH determination:

content: text: Weigh 10.0 g of soil into a small plastic cup. Add 20 ml of distilled water and stir. Allow to stand for 5 minutes,
occasionally stirring.

content: text: Using the pH indicator strips provided, dip the strip into the cup until the tip is wetted. Determine the pH by comparing
the color change of the pH test strip to the color chart.

content: text: Record the soil pH in Table 14.1.

content: text: Activity 2: Determining Soil pH with a pH Meter

content: text: Laboratory pH meters are more accurate than pH dyes and strips. The pH meter measures the hydrogen ion activity [H+]
by measuring the electric potential across a thin, porous glass membrane at the base of the electrode. This potential
changes in response to [H+], and by standardizing the instrument with buffers of known pH, we can measure the pH of
any solution, including soil solutions.

content: text: Using the samples prepared in Activity 1, carefully place the electrode in the suspension. Gently swirl the electrode in
the solution, and note the pH reading. Wait for the pH meter to reach a steady reading, indicated by the word "ready"
on the screen.

content: text: Record the value for this 1:2 soil-water suspension in Table 14.1.

content: text: Soil Acidity and Adjusting Soil pH | 127
content: text: · Lime is recommended if pH < 5.8

content: text: \text{Target}\mathrm{pH}\text{of}5.5=[6,405-(1,590\times\text{buffer}\mathrm{pH})+(98\times\text{buffer}\mathrm{pH}\times\text{buffer}\mathrm{pH})]\times\text{depth}\\

content: text: · Depth is in inches
· Used if cash flow is limited or in lime availability problem areas in Central and Western Kansas
· Lime is recommended if pH < 5.5

content: text: This buffer contains chromium (Cr), a toxic heavy metal. Therefore, your lab instructor will perform the SMP buffer
analysis. As a class, determine which soil-water mixtures from Activity 1 need lime (pH ≤ 6.4). To those solutions, add
10 ml of the SMP buffer solution, and stir with a glass rod. Allow the mixtures to stand for 30 minutes, which should be
enough time for the acid cations to be displaced from the CEC and forced into solution. Read the pH on meter.

content: text: Assuming the desired pH is 6.0 (i.e. use the middle equation), calculate the lime requirement, show your work
below, and record your results in Table 14.1.

content: text: Activity 5: Evaluating Liming Materials

content: text: The type of liming material and the size or fineness of the material determine how efficiently liming materials raise soil
pH. This experiment was actually initiated earlier in the semester to allow time for the liming agents to react. Amending
the soil with several different liming agents allows us assess the effects of particle size and liming material based on the
relative changes in soil. The treatments included the following:

content: text: · Reagent grade CaCO3
· Reagent grade CaO
· Reagent grade CaSO4
· Coarse dolomitic limestone (35 mesh)
· Fine dolomitic limestone (120 mesh)
· Control (no amendments)

content: text: When this experiment was initiated, each lab section was divided into six groups, with each group responsible for one
of the six treatments. Your laboratory instructor assigned a treatment to your group, and you completed the following
steps:

content: text: 1. Label four plastic bags
2. Weigh 20 g of air-dry soil into each plastic bag.
3. Weigh 0.1 gram of designated liming material onto weighing paper.
4. Add the liming material to the soil and mix thoroughly to distribute evenly in the soil.
5. Add a few mL of water to each bag and mix.
6. Close the bags to start incubation.

content: text: Now that the liming agents have had time to react, you will collect the results.

content: text: 130 | Soil Acidity and Adjusting Soil pH
content: text: cropping.

content: html: <tr><td></td><td>Contour Farming</td><td>Contour Farming</td><td>Contour Strip Cropping</td><td>Contour Strip Cropping</td><td>Contour Strip Cropping</td></tr><tr><td>Slope Gradient (%)</td><td>Max Slope Length (ft)</td><td>P Value</td><td>Strip Width (ft)</td><td>P Value, RGMM</td><td>P Value, RRGM</td></tr><tr><td>1- 2</td><td>400</td><td>0.6</td><td>130</td><td>0.30</td><td>0.45</td></tr><tr><td>3 - 5</td><td>300</td><td>0.5</td><td>100</td><td>0.25</td><td>0.38</td></tr><tr><td>6 - 8</td><td>200</td><td>0.5</td><td>100</td><td>0.25</td><td>0.38</td></tr><tr><td>9 - 12</td><td>120</td><td>0.6</td><td>80</td><td>0.30</td><td>0.45</td></tr><tr><td>13 - 16</td><td>100</td><td>0.7</td><td>80</td><td>0.35</td><td>0.52</td></tr><tr><td>17 - 20</td><td>100</td><td>0.8</td><td>60</td><td>0.40</td><td>0.60</td></tr>

content: text: Table adapted from Jones et al. (1988) with permission. †Strip cropping uses a four-year rotation of row crop followed
by one year of a small grain and two years of meadow (forages) for RGMM, or uses two years of row crops followed by
one year of small grain and one year of meadow for RRGM. Meadow includes alfalfa, clover, grass, etc.

content: text: How does the erosion rate under contour tillage compare to the tolerable erosion rate?

content: text: How does the erosion rate under contour tillage compare to the erosion rate under conservation tillage alone?

content: text: Next we will test the impact of installing terraces on the landscape. Using Table 16.5, determine the Pt factor. When
terraces are installed, contour tillage is usually used as well. Also, note that installing a terrace results in a shorter length
of the slope (because the terrace stops water from continuing to run down slope), so this calculation is performed for
each terrace individually. Also note that the net P factor is determined by multiplying the
Pc and Pt values together, or writing the RUSLE as follows:

content: text: \mathrm{~A}4=\mathrm{R}\times\mathrm{K}\times\mathrm{LS}\times\mathrm{Pc}\times\mathrm{Pt}

content: text: Table 16.5. Conservation practice (P) values for terraces with underground outlets or
waterways.

content: html: <tr><td>Terrace Interval</td><td>Underground Outlets</td><td>Waterways with percent grade of:</td><td></td><td></td></tr><tr><td>(ft)</td><td></td><td>0.1-0.3</td><td>0.4-0.7</td><td>0.8</td></tr><tr><td></td><td>Pt Values</td><td>Pt Values</td><td>Pt Values</td><td>Pt Values</td></tr><tr><td><110</td><td>0.5</td><td>0.6</td><td>0.7</td><td>1.0</td></tr><tr><td>110-140</td><td>0.6</td><td>0.7</td><td>0.8</td><td>1.0</td></tr><tr><td>140-180</td><td>0.7</td><td>0.8</td><td>0.9</td><td>1.0</td></tr><tr><td>180-225</td><td>0.8</td><td>0.8</td><td>0.9</td><td>1.0</td></tr><tr><td>225-300</td><td>0.9</td><td>0.9</td><td>1.0</td><td>1.0</td></tr><tr><td>300+</td><td>1.0</td><td>1.0</td><td>1.0</td><td>1.0</td></tr>

content: text: 146 | Soil Erosion and Conservation
content: text: Contents

content: text: Acknowledgment of Country v
Accessibility Information vi
Acknowledgments vii
About the Authors viii
Introduction 1
Part I. Chapter One - Exploring Your Data
Section 1.1: Data and Types of Statistical Variables 3
Section 1.2: Descriptive Statistics 5
Section 1.3: Missing Data 6
Section 1.4: Checking Values 7
Section 1.5: Normality 8
Section 1.6: Outliers 9
Section 1.7: Chapter One Self-Test 10
Part II. Chapter Two - Test Statistics, p Values, Confidence Intervals and Effect Sizes
Section 2.1: p Values 12
Section 2.2: Significance 13
Section 2.3: Confidence Intervals 14
Section 2.4: Effect Sizes 16
Section 2.5: Statistical Power 17
Section 2.6: Chapter Two Self-Test 18
Part III. Chapter Three - Comparing Two Group Means
Section 3.1: Looking at Group Differences 20
Section 3.2: Between Versus Within Groups Analysis 21
Section 3.3: Independent T-test Assumptions, Interpretation, and Write Up 22
Section 3.4: Paired T-test Assumptions, Interpretation, and Write Up 25
Section 3.5: Chapter Three Self-Test 27
Part IV. Chapter Four - Comparing Associations Between Two Variables
Section 4.1: Examining Relationships 29
Section 4.2: Correlation Assumptions, Interpretation, and Write Up 31
Section 4.3: Chapter Four Self-Test 33
content: text: Part V. Chapter Five - Comparing Associations Between Multiple Variables
Section 5.1: The Linear Model 35
Section 5.2: Simple Regression Assumptions, Interpretation, and Write Up 36
Section 5.3: Multiple Regression Explanation, Assumptions, Interpretation, and Write Up 39
Section 5.4: Hierarchical Regression Explanation, Assumptions, Interpretation, and Write Up 43
Section 5.5: Chapter Five Self-Test 47
Part VI. Chapter Six - Comparing Three or More Group Means
Section 6.1: Between Versus Within Group Analyses 49
Section 6.2: One-Way ANOVA Assumptions, Interpretation, and Write Up 51
Section 6.3 Repeated Measures ANOVA Assumptions, Interpretation, and Write Up 54
Section 6.4: Chapter Six Self-Test 62
Part VII. Chapter Seven - Moderation and Mediation Analyses
Section 7.1: Mediation and Moderation Models 64
Section 7.2: Mediation Assumptions, The PROCESS Macro, Interpretation, and Write Up 66
Section 7.3: Moderation Models, Assumptions, Interpretation, and Write Up 69
Section 7.4: Chapter Seven Self-Test 73
Part VIII. Chapter Eight - Factor Analysis and Scale Reliability
Section 8.1: Factor Analysis Definitions 75
Section 8.2: EFA versus CFA 76
Section 8.3: EFA Steps with Factor Extraction 78
Section 8.4: EFA Determining the Number of Factors 80
Section 8.5: EFA Interpretation 84
Section 8.6: EFA Write Up 86
Section 8.7: Scale Reliability 87
Section 8.8: Chapter Eight Self-Test 89
Part IX. Chapter Nine - Nonparametric Statistics
Section 9.1: Nonparametric Definitions 91
Section 9.2: Choosing Appropriate Tests 93
Section 9.3: Comparing Two Independent Conditions: The Mann-Whitney U Test 94
Section 9.4: Comparing Two Dependent Conditions or Paired Samples - Wilcoxon Sign-Rank Test 96
Section 9.5: Differences Between Several Independent Groups: The Kruskal-Wallis Test 98
Section 9.6: Chapter Nine Self-Test 100
References 101
content: text: Humanity's Home Base.

content: text: Figure 1. This image shows the Western hemisphere as viewed
from space 35,400 kilometers (about 22,000 miles) above Earth.
Data about the land surface from one satellite was combined with
another satellite's data about the clouds to create the image.
(credit: modification of work by R. Stockli, A. Nelson, F. Hasler,
NASA/ GSFC/ NOAA/ USGS)

content: text: Our nearest astronomical neighbor is Earth's satellite, commonly
called the Moon. Figure 2 shows Earth and the Moon drawn to scale
on the same diagram. Notice how small we have to make these
bodies to fit them on the page with the right scale. The Moon's
distance from Earth is about 30 times Earth's diameter, or
approximately 384,000 kilometers, and it takes about a month for
the Moon to revolve around Earth. The Moon's diameter is 3476
kilometers, about one fourth the size of Earth.

content: text: Earth and Moon, Drawn to Scale.

content: text: 10 | Chapter 1 Section 1.6: A Tour of the Universe
content: text: Tycho Brahe's Observatory

content: text: Three years after the publication of Copernicus' De Revolutionibus,
Tycho Brahe was born to a family of Danish nobility. He developed
an early interest in astronomy and, as a young man, made significant
astronomical observations. Among these was a careful study of what
we now know was an exploding star that flared up to great brilliance
in the night sky. His growing reputation gained him the patronage of
the Danish King Frederick II, and at the age of 30, Brahe was able to
establish a fine astronomical observatory on the North Sea island of
Hven (Figure1). Brahe was the last and greatest of the pre-telescopic
observers in Europe.

content: text: Tycho Brahe (1546-1601) and Johannes Kepler
(1571-1630).

content: text: JOANNiS KEPPLERI
(a) (b)

content: text: Figure 1. (a) A stylized engraving shows Tycho Brahe using his
instruments to measure the altitude of celestial objects above the
horizon. The large curved instrument in the foreground allowed

content: text: Chapter 3 Orbits and Gravity Section 3.1: The Laws of Planetary
Motion | 99
content: text: radiation at other wavelengths, as shown in (Figure 1). Just as you
can catch more rain with a garbage can than with a coffee cup, large
telescopes gather much more light than your eye can. Second, there
is an instrument attached to the telescope that sorts the incoming
radiation by wavelength. Sometimes the sorting is fairly crude. For
example, we might simply want to separate blue light from red
light SO that we can determine the temperature of a star. But at
other times, we want to see individual spectral lines to determine
what an object is made of, or to measure its speed (as explained
in the Radiation and Spectra chapter). Third, we need some type
of detector, a device that senses the radiation in the wavelength
regions we have chosen and permanently records the observations.

content: text: Orion Region at Different Wavelengths.

content: text: (a) (b) (c)

content: text: Figure 1. The same part of the sky looks different when observed
with instruments that are sensitive to different bands of the
spectrum. (a) Visible light: this shows part of the Orion region as
the human eye sees it, with dotted lines added to show the figure
of the mythical hunter, Orion. (b) X-rays: here, the view emphasizes
the point-like X-ray sources nearby. The colors are artificial,
changing from yellow to white to blue with increasing energy of
the X-rays. The bright, hot stars in Orion are still seen in this
image, but SO are many other objects located at very different

content: text: 276 | Chapter 6 Astronomical Instruments Section 6.1: Telescopes
content: text: vapor and other gases, making it useless. Only in the vacuum of
space can optical elements be cooled to hundreds of degrees below
freezing and still remain operational.

content: text: The first orbiting infrared observatory, launched in 1983, was the
Infrared Astronomical Satellite (IRAS), built as a joint project by
the United States, the Netherlands, and Britain. IRAS was equipped
with a 0.6-meter telescope cooled to a temperature of less than 10
K. For the first time, the infrared sky could be seen as if it were
night, rather than through a bright foreground of atmospheric and
telescope emissions. IRAS carried out a rapid but comprehensive
survey of the entire infrared sky over a 10-month period, cataloging
about 350,000 sources of infrared radiation. Since then, several
other infrared telescopes have operated in space with much better
sensitivity and resolution due to improvements in infrared
detectors. The most powerful of these infrared telescopes is the
0.85-meter Spitzer Space Telescope, which launched in 2003. A
few of its observations are shown in Figure 2. With infrared
observations, astronomers can detect cooler parts of cosmic
objects, such as the dust clouds around star nurseries and the
remnants of dying stars, that visible-light images don't reveal.

content: text: Observations from the Spitzer Space Telescope
(SST).

content: text: Flame nebula Cassiopeia A Helix nebula

content: text: Figure 2. These infrared images-a region of star formation, the
remnant of an exploded star, and a region where an old star is

content: text: 336 | Chapter 6 Section 6.5: Observations outside Earth's Atmosphere
content: text: O

content: text: Figure 7.3. You can read more about KSU's
marketing approach in Marking Open and
Affordable Courses (Hare, Kirschner, and Reed
2020).

content: text: For an even simpler graphic, we can look to Kansas State University. KSU's Open/Alternative
Textbook Initiative developed their OER icon, a book with an "O" on the cover, to be recognizable
even at a small scale. This was done because it would be used as a marking denoting the use of
open materials in their course schedule. This graphic is clear, easy to read, and emblematic of the
initiative itself, by representing open textbooks with a book icon.

content: text: Aligning with Your Identity

content: text: Like KSU did with their OER icon, your branding should be reflective of your initiative's work
in some way. Think about your audience and what you want them to feel when they see your
program's marketing on campus. Does your program have a unique name or tagline that
influences the way you present it (e.g., playful, bold, colorful, or innovative)?

content: text: penEd
CVCC
CC
Innovation & Affordability

content: text: Figure 7.4. You can read more
about CVCC's marketing
approach in Marking Open and
Affordable Courses (Hare,
Kirschner, and Reed 2020).

content: text: A great example of a program whose name and messaging align
clearly with their work is Central Virginia Community College
(CVCC). CVCC uses the tagline "OpenEd CVCC: Innovation and
Affordability" as their program's name and their icon features this
theme of innovation through graphics of light bulbs, gears, and
representations of various disciplines.

content: text: CVCC's logo is more complex than the ones we shared in our
"simple" section. However, this isn't a problem in their case. Keep
in mind that the simplicity of any graphic will depend on where
and how it's used. CVCC's logo might have more going on than
KSU's icon, but it is meant to be used at a larger scale, SO it can
accommodate this complexity. If your logo will be used in print
materials or as a smaller icon, that's when you'll want to focus on
simpler designs. For graphics that will be displayed more
prominently, though, a larger graphic works fine.

content: text: 90 | PROGRAM MANAGEMENT
content: text: Promotional Materials

content: text: A good promotional strategy should include multiple facets, from physical materials to digital
communications. Below, we've compiled a table of promotional materials you might use on
campus, and examples of each type.

content: text: Table 7.1. Types of promotional materials

content: html: <tr><td>Communication Channel</td><td>Medium</td><td>Examples</td></tr><tr><td>Direct communications</td><td>Physical or digital</td><td>meetings, consultations, listening sessions, email lists</td></tr><tr><td>Indirect communications</td><td>Primarily digital</td><td>websites, videos, news articles, newsletters, social media posts,</td></tr><tr><td>Messaging</td><td>Physical or digital</td><td>brochures, posters, signs, booklets</td></tr><tr><td>Events</td><td>Physical or digital</td><td>presentations, webinars, seminars, panels, training sessions</td></tr><tr><td>Interactive</td><td>Physical or digital</td><td>OER "petting zoos," games, exhibits, surveys</td></tr><tr><td>Goodies</td><td>Primarily physical</td><td>pens, notepads, bookmarks, stickers, buttons, etc</td></tr>

content: text: Get in contact with partners at your institution to learn more about the processes and options
available to you and how you can best leverage the support at your disposal. If you have a
marketing team available to you that orders pens and other materials for campus events, get in
contact with them about their vendors and how you can leverage their existing workflows for
ordering materials to support your OER Program. This might be as simple as ordering buttons and
posters through your University Printing Office, or it may require you to browse a third party's
marketing catalog or to create materials yourself, if you lack funding for your work.

content: text: Annual Events

content: text: Creating promotional materials and graphics can make your OER program recognizable on your
college's campus, but just because you've created materials doesn't mean that people will find or
learn from them. As a program manager, you will need to find ways to implement your messaging
and events on campus. Leveraging annual events like Open Education Week in March and
International Open Access Week in October can ground your work in a given time of year and
focus your programming around a topic or theme (Open Education Global, n.d.; SPARC, n.d.).
The Open Education Week website lists past events and provides downloadable promotional
materials to help you kickstart your event planning and coordination. If these weeks regularly
conflict with other events at your institution, that's okay. You can celebrate Open Education Week
the week before or after it falls. So long as you are consistent in the general time you hold these
events, they will still gain recognition at your institution and faculty will come to expect them.

content: text: 92 | PROGRAM MANAGEMENT