What do the humanities have to offer in the twenty-first century? Are there compelling reasons to go on teaching the literate arts when the schools themselves have become battlefields? Does it make sense to go on writing when the world itself is overrun with books that no one reads? In these simultaneously personal and erudite reflections on the future of higher education, Richard E. Miller moves from the headlines to the classroom, focusing in on how teachers and students alike confront the existential challenge of making life meaningful. In meditating on the violent events that now dominate our daily lives—school shootings, suicide bombings, terrorist attacks, contemporary warfare—Miller prompts a reconsideration of the role that institutions of higher education play in shaping our daily experiences, and asks us to reimagine the humanities as centrally important to the maintenance of a compassionate, secular society. By concentrating on those moments when individuals and institutions meet and violence results, Writing at the End of the World provides the framework that students and teachers require to engage in the work of building a better future.
Dwarf mistletoe had no noticeable effect on trunk taper of young, dominant and codominant red firs 4 to 22 inches (10.2 to 55.9 cm) d.b.h. Also, taper was not influenced by live crown ratio of infected and uninfected trees. Trees less than 7 inches d.b.h. had significantly more taper than larger trees, irrespective of dwarf mistletoe.
The procedure for determination of running skyline load-carrying capability is discussed. A desk-top computer/plotter is employed to plot terrain profiles and determine and plot the path of a loaded running skyline carriage. The computer programs implementing the procedure are included. The paper is intended for the designer who is investigating the use of running skylines in harvesting plans.