Development
This climatic and chronological framework was composed of four glacial and interglacial stages. It was developed between 1894 and 1909 by geomorphologists and Quaternary geologists to subdivide glacial and nonglacial deposits within the United States of America. From youngest to oldest, they were the Wisconsin glaciation, Sangamonian (interglacial), Illinoian Stage (glacial), Yarmouthian, Kansan glaciation, Aftonian (interglacial), and Nebraskan stages. The Yarmouthian (Yarmouth) Interglacial was defined first on the basis of "interglacial" sediments encountered in wells dug in southeasterm Iowa. Later the Yarmouth (Yarmouthian) stage in Illinois was defined on the basis of the Yarmouth Paleosol (Soil) developed in the surface of what were thought at that time to be "Kansan" glacial tills and buried by Illionian glacial tills of the Glasford Formation in southeast Iowa and east-central Illinois. At this time, it was incorrectly presumed that the Yarmouth Paleosol formed during a single interglacial stage that separated a younger glacial stage, the Illinoian Glaciation, represented by the sediments of the Glasford Formation in Illinois and the glacial deposits of an older glacial stage, called the "Kansan Glaciation".
Read more about this topic: Yarmouthian (stage)
Famous quotes containing the word development:
“For the child whose impulsiveness is indulged, who retains his primitive-discharge mechanisms, is not only an ill-behaved child but a child whose intellectual development is slowed down. No matter how well he is endowed intellectually, if direct action and immediate gratification are the guiding principles of his behavior, there will be less incentive to develop the higher mental processes, to reason, to employ the imagination creatively. . . .”
—Selma H. Fraiberg (20th century)
“For decades child development experts have erroneously directed parents to sing with one voice, a unison chorus of values, politics, disciplinary and loving styles. But duets have greater harmonic possibilities and are more interesting to listen to, so long as cacophony or dissonance remains at acceptable levels.”
—Kyle D. Pruett (20th century)
“Ultimately, it is the receiving of the child and hearing what he or she has to say that develops the child’s mind and personhood.... Parents who enter into a dialogue with their children, who draw out and respect their opinions, are more likely to have children whose intellectual and ethical development proceeds rapidly and surely.”
—Mary Field Belenky (20th century)