HEALTH POLICY TO ADDRESS HEALTH DISPARITIES

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According to Thornton et al. (2016), “Despite improvements in medical care and in disease prevention, health disparities persist and may be increasing for chronic conditions such as obesity, cardiovascular disease, and cancer” (p. 1416), but health policy can serve as a form of intervention to address these health disparities. Whether the policy is directed at funding, education, or specific healthcare practices, identifying the health disparities, why they exist, and to whom they impact is a necessary component to improving overall public health.

During the next week, you will explore the how healthcare policy can help to address disparities that impact vulnerable, marginalized, or stigmatized populations. You will continue to explore the population you identified in Week 1 in order to determine a specific policy advocacy priority.

Reference:
Thornton, R. L. J., Glover, C. M., Cené, C. W., Glik, D. C., Henderson, J. A., & Williams, D. R. (2016). Evaluating Strategies For Reducing Health Disparities By Addressing The Social Determinants Of Health. Health (Project Hope), 35(8), 1416–1423. https://doi.org/10.1377/hlthaff.2015.1357

 

Identifying barriers and challenges that impact vulnerable and marginalized groups is an important first step, but advocates cannot stop there. What can be done to address the inequities, the challenges, and the barriers? How might an advocate use policy to enact change?

The Allegory of the Orchard required you to consider the barriers and challenges of specific vulnerable or marginalized populations. In our Week 1 Discussion, you identified a specific population connected to your practice, organization, or experience. This week you will explore that population further by determining a specific advocacy priority for the population.

RESOURCES

 

  • Review your selected population discussed in the Module 1, Week 1 Discussion: Allegory of the Orchard. (  political determinants of health negatively impact the health outcomes of underserved, vulnerable, and marginalized populations, and communities )
  • Review the resources on vulnerable or marginalized populations.
  • Consider the factors that create and maintain these populations.
  • Reflect on nursing’s relationship with these populations and how this shapes our role in policy advocacy.

BY DAY 3 OF WEEK 2

Using the selected population discussed in the Week 1 Discussion: Allegory of the Orchard, post a response detailing the following:

  • What are the advocacy priorities for the population? What are the needs of this population?
  • How are disparities reflected in policy and policy reflected in the disparities?
  • What is the role of nursing, individually and collectively, in influencing policy decisions that adversely impact vulnerable populations?

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layers of the atmosphere

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Interpret and explain Layers of the Atmosphere graph found below. Discuss the characteristics of all the layers in detail. Final product needs to be analytical, including all layers and components of the graph. Save word document, upload and submit for grading

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Strength and weekness of (six) articles

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Submit a summary of six of your articles on the discussion board. Discuss one strength and one weakness for each of these six articles on why the article may or may not provide sufficient evidence for your practice change.

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Assignment: Advocating for the Nursing Role in Program Design and Implementation

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As their names imply, the honeyguide bird and the honey badger both share an affinity for honey. Honeyguide birds specialize in finding beehives but struggle to access the honey within. Honey badgers are well-equipped to raid beehives but cannot always find them. However, these two honey-loving species have learned to collaborate on an effective means to meet their objectives. The honeyguide bird guides honey badgers to newly discovered hives. Once the honey badger has ransacked the hive, the honey guide bird safely enters to enjoy the leftover honey.

Much like honeyguide birds and honey badgers, nurses and health professionals from other specialty areas can—and should—collaborate to design effective programs. Nurses bring specialties to the table that make them natural partners to professionals with different specialties. When nurses take the requisite leadership in becoming involved throughout the healthcare system, these partnerships can better design and deliver highly effective programs that meet objectives.

In this Assignment, you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program. To do this, assume you are preparing to be interviewed by a professional organization/publication regarding your thoughts on the role of the nurse in the design and implementation of new healthcare programs.

To Prepare:

  • Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs.
  • Select a healthcare program within your practice and consider the design and implementation of this program.
  • Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation.

The Assignment: (2–4 pages)

In a 2- to 4-page paper, create an interview transcript of your responses to the following interview questions:

  • Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?
  • Who is your target population?
  • What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
  • What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?
  • What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?
  • Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why?

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Earth Science

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ES 110 – Earth & Astronomical Science

Homework #6

PART ONE

 

Answer the following questions and submit via Blackboard in the correct file format as outlined in the syllabus. No other formats will be accepted. Also, please put your name on your homework.

 

Chapter 13 – The Ocean

1) Lecture Notes Review Question (2 pt.)

Describe TWO theories for the origin of the oceans on Earth: (hint: review over lecture notes!!)

 

2) Textbook Review Question (2 pt.)

Which seafloor resource is presently most valuable? Which non energy seafloor resource is most valuable?

 

Chapter 16 – The Atmosphere

3) Textbook/Lecture Notes Review Question (2pt.)

The atmosphere is divided vertically into four layers on the basis of temperature. List the names of these layers in order (from lowest to highest) AND describe how temperature changes within each layer.

 

4) Lecture Notes Review Question (2pts)

A) What is climate and climate change?

B) Climate change is closely linked to green house gas emission. What major human cause is correlated with global average temperature increase on Earth? (e.g. what have we been doing to cause global warming?)

 

5) **Very Important Question!** Textbook/Lecture Notes Review Question (3pt)

Why do we experience seasons? Why do we experience warmer temperatures in the summer and cooler temperatures in the winter?

 

 

Chapter 22 – Touring Our Solar System

6) Textbook Review Question (2 pt.)

By what specific criteria are the planets placed into either the Jovian (gas giants) or Terrestrial (rocky planets) group?

 

 

7) Textbook Review Question (2 pt.)

Why are impact craters more common on the moon than on Earth, even though the Moon is a much smaller target and has a weaker gravitational field? Use those thinking caps!

 

 

8) Lecture Notes Review Question (2 pt)

Differentiate between the following solar bodies: meteoroid, meteor, and meteorite.

 

 

9) Textbook Review Question (2pt)

What physical evidence (visually or other) on Mars suggests that Mars may have had an active hydrologic cycle in the past?

 

 

10) Earth Science & Astronomy Working Together (6pts)

Now that you have learned more about the Planets in our Solar System, I would like you to take a moment to think about the specific ways in which our knowledge of Earth Science has aided scientists in learning about the Planets in our Solar System.

 

Describe, in detail, specific ways in which the topics we have covered in Earth Science are used to understand the Planets in our Solar System. Make sure to give 2 specific examples of how Earth Science topics are used to understand the Planets in our Solar System.

 

 

 

 

PART TWO

Bottom of Form

Question 1

1. ______ are found both on Mars and Earth.

    Heavily cratered landscapes preserved from early in the planets’ histories
    Erosional features related to flowing water
    Oceans full of water
    Answer 1 and 2: erosional features related to flowing water AND active tectonic plates
    Extremely active tectonic plates

Question 2

1. The Great Red Spot on the planet Jupiter is

    a type of storm in Jupiter’s atmosphere that can last for a few months at a time before disappearing.
    a large, long-lived, high-pressure storm in Jupiter’s atmosphere.
    clouds of dust-laden gas upwelling above the top of a massive mountain or a volcano on the planet’s surface.
    the colored polar cap of Jupiter.

Question 3

1. Many people get confused by the difference between asteroids, comets, meteors and meteorites.  In this jumbled sentence choose the correct term describing these astronomical objects: (sorry for the long runon sentence)

Term 1

are made of water-ice and frozen crystals of  methane, ammonia, carbon and originate in the outer reaches of the Solar System, where as Term 2 are composed mainly of rock and rubble, but if either of these (or pieces) enter the Earth’s atmosphere we call it a Term 3, or a shooting star and if they strike the surface of the Earth they are called a Term 4

1.

Question 4

1. Match the Planet name with its corresponding description and the “earth sphere” the planet is LACKING!

 

 
 
 

 

Mercury
 

 

 

Jupiter
 

 

1.

Neptune

Mars

 

 
A. This planet is heavily cratered and is very small in diameter.  It has extreme daytime and nighttime temperatures.  It is very close to the Sun.

The main “Earth Spheres” missing on this planet are: Biosphere, Hydrosphere, & Atmosphere
B. This is a Jovian planet with a lot of atmospheric storms!  This planet often displays aurora and has a strong magnetic field.  It is the largest of the gas giants.

The main “Earth Spheres” missing on this planet are: Biosphere and Geosphere.
C. A terrestrial Planet with contains seasons similar to Earth, due to it’s axial tilt!  The seasons on this planet are longer than on Earth.  This planet contains remnant of Huge volcanoes and has polar ice caps.

The main “Earth Spheres” missing on this planet are: Biosphere.
D. This planet is Blue/Green in color and is a gas giant!  It is covered in a thick atmosphere, often riddled with storms that look like white ovals.  This Planet has an axis of rotation that is similar to Earth’s, rotating relatively perpendicular to the orbital plane of motion around the Sun.

The main “Earth Spheres” missing on this planet are: Biosphere & Geosphere.

 

 

 

Question 5

1. Which planet in our solar system has the lowest average density?

    Saturn
    Earth
    Jupiter
    Uranus

Question 6

1. The atmosphere of Venus mainly consists of the gas molecule ____________, causing the planet to experience a runaway greenhouse effect resulting in the surface being hotter than the surface of Mercury!  Earth does not want to become Venus, so we are trying to cut back from producing these greenhouse gases.

 

Question 7

1. Why do we experience Seasons on Earth?  And

Why is it warmer in the Summer and colder in the Winter in the Northern hemisphere?

 

    We experience Seasons on Earth due to the 45 degree tilt of the Earth’s rotational axis.  The Earth is tilted toward to the Sun in summer and away from the Sun in winter.  This allows for the length of day to vary, shorter daylight hours in the summer and longer daylight hours in the winter.  The second factor making summers warmer is that when the Earth is tilted away from the Sun, the surface of the Earth receives more direct solar radiation, making it warmer.
    We experience Seasons on Earth due to the 23.5 degree tilt of the Earth’s rotational axis and the fact that the earth gets closer and further from the Sun throughout the year.  This allows for the length of day to vary, longer daylight hours in the summer and shorter daylight hours in the winter, which is one factor causing summers to be warmer than winters.  The second factor making summers warmer is that the Earth is physically at lot closer to the Sun in the summer (Northern Hemisphere), making it warmer.  In the winter the Earth is much further from the Sun so the Earth is cooler.
    We experience Seasons on Earth due to the fact that the earth gets closer and further from the Sun throughout the year.  The Earth is physically closer to the Sun in the summer, making it warmer.  In the winter the Earth is further from the Sun so the Earth is cooler.
    We experience Seasons on Earth due to the 23.5 degree tilt of the Earth’s rotational axis.  The Earth is tilted toward to the Sun in summer and away from the Sun in winter.  This allows for the length of day to vary: longer daylight hours in the summer and shorter daylight hours in the winter, which is one factor causing summers to be warmer than winters.  The second factor making summers warmer is that when the Earth is tilted toward Sun, the surface of the Earth receives more direct solar radiation, making it warmer.  In the winter we receive more indirect solar radiation, which heats Earth’s surface less.

Question 8

1. According to the condensation model of the solar system:

  A. Rocks and iron condense furthest from the Sun
  B. Rocks and iron don’t last in the Solar System formation
  C. Ices and gases condense condense furthest from the Sun because that is where they originated
  D. Ices and gases condense condense furthest from the Sun because they evaporate close to the Sun

Question 9

1. Our solar system seems to have formed about how long ago?

    5 billion years
    5 million years
    50,000 years
    13.5 billion years

 

 

 

 

 

 

 

Question 10

1. Match the moons of Jupiter with their correct description

 
 

 

Europa

Ganymede
Callisto
 

 

 

Io
 

 

1.

 

 
A. Surface contains two terrains, one densly cratered and the other linear groves perhaps formed from recent tectonic activity.  This would indicate a convecting, metallic core.
B. Moon is old as indicated by its heavily cratered surface.  Furthest moon from Jupiter.
C. Moon has active volcanoes and its interior is most likely warmed by tidal effects from Jupiter gravitationally tugging on the moon.  Most active volcanic body in the Solar System!
D. Moon has an interior of rock and a surface of frozen water.  Subterranean oceans are most likely warmed by tidal effects from Jupiter gravitationally tugging on the moon.

 

 

Question 11

1. Mars has polar ice caps composed of Carbon Dioxide and Water ice.

True

False

Question 12

1. Which one of the terrestrial planets has a surface landscape similar to that of the older areas of the Moon?

    Mercury
    Uranus
    Venus
    Neptune

Question 13

1. Ozone is concentrated in which layer of the atmosphere?   ____________.

    troposphere
    ionosphere
    stratosphere
    mesosphere

Question 14

1. The most probable theory for the solar system’s formation is

    gas and dust clouds condensed to form the Sun, while planets formed later within a nebular disk.
    an encounter, in which a passing star ripped off material from the Sun to form the planets.
    condensation of a slowly contracting nebula of hot gas, first into planets in the outer region, then into the Sun at the center.
    a capture theory in which the Sun captured objects moving through space which then became the planets.

Question 15

1. Which of the following statements is true about the equinoxes?

    They occur in June and December
    Days and nights are equal in length everywhere
    The Sun’s vertical rays are striking either the Tropic of Cancer or the Tropic of Capricorn
    The length of daylight at the Arctic and Antarctic Circles is 24 hours

Question 16

1. In our solar system, which of the following planets is not a member of the terrestrial group?

    Venus
    Mercury
    Jupiter
    Mars

Question 17

1. By what means do most scientists believe the water that fills our large oceans came to reside on Earth?  In other words, where did all the water contained in oceans originate from?

    10% from Polar Ice caps on Mars, 10% from green algae, and 80% from water contained in rocks
    90% from comets, meteoroids, and asteroids, 10% from volatiles and outgassing
    10% from comets, meteoroids, and asteroids, 90% from volatiles and outgassing
    80% from green algae and 20% from volatiles and outgassing

Question 18

1. The only planet in the solar system whose axis of rotation lies close to its equatorial plane (plane of orbit around the sun) is _______.

 

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GEO100 Midterm

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Student Name________________________ Prof. Robert J. Sager

GEOLOGY 100 – MIDTERM EXAM (20% of course grade)

PART A: INTERPRETATON OF A STRATIGRAPHY CROSS-SECTION (10%)

Purpose: Apply the scientific method to interpret geologic data/information in this exercise. The student should review the topics covered on rocks (igneous, sedimentary, and metamorphic rocks) and geologic time from your previous assignments, the course “Webliography”, and online geologic research sources. Your research sources must be listed in proper APA-style citations at the end of the questions.

image1.jpg

Figure 1.

Answer the following questions based on your interpretation of the geologic cross-section above (Page 1).

1) How would you apply the “principle of original horizontality” to the layers (strata) in Fig. 1? Use the strata from B to M (includes B-K-N-J-D-M). Explain.

2) How would you apply the “principle of superposition” to the layers (strata) in Fig. 1? Use the strata from B to M

(includes B-K-N-J-D-M). Which is the oldest strata and which is the youngest strata (identify by letter)? Explain.

3) Which is the surface cover (identify by letter)? What would this be composed of? What are the possible sources of this material? Why is this not considered part of the sedimentary rock strata? Explain.

4) What is a geologic “unconformity”? Are there any unconformities in this strata sequence? If so, what type of unconformity are they? Describe in the stratigraphy (between letters) where at least two (2) unconformities are located, if any.

5) If rock region A is composed of igneous rock, would it be intrusive or extrusive igneous rock? What type of common igneous rock would it most likely be composed of? What is this large igneous feature called?

6) If the sedimentary strata from B to M had some metamorphic rock in it, which strata (identify by letter) would most likely have had the most contact metamorphism? Explain.

APA citations:

PART B. SEISMIC PROFILE AND TECTONIC PLATE BOUNDARY EXERCISE (10%)

Purpose: Apply the scientific method to interpret geologic data/information in this exercise. The student should review the topics covered on Plate Tectonics from your previous assignments, the course “Webliography”, and other online geologic research sources that cover earthquake distribution. Your research sources must be listed in proper APA-style citations, including any websites you used.

Earthquake data has been collected over a 32-month period from a local seismograph network. A total of 2,476 seismic events were recorded, of which, 205 are chosen to serve as the master data set (earthquakes with the most reliable locations).

The master data set is provided in Table 2, which shows only the earthquake foci locations that occur within the line of the cross section in Figure 1 at latitude 20ºS. The focus (pl. foci) of an earthquake is the point of the earthquake source below the surface, while the epicenter is the point directly above the focus and located at the surface.

Plot the earthquake data from Table 2 on the cross-section of Figure 2 by placing a dot on the cross-section at the correct location for each earthquake focus.

Longitude, ºW Depth (km) Longitude, ºW Depth (km) Longitude, ºW Depth (km)
68 -18 66 -24 69 -15
65 -29 68 -28 65 -25
71 -15 67 -21 73 -8
67 -20 68 -20 63 -33
70 -12 72 -6 67 -23
72 -9 66 -26 66 -22
68 -23 69 -20 72 -12
71 -10 67 -25 64 -30
65 -27 70 -14 71 -9
64 -32 70 -17 69 -17

Table 2. Earthquake foci data recorded along the plane of the cross section of Figure 2.

 

                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             
                             

 

Figure 2: Cross-section along the 20ºS latitude (20S) parallel (X-axis=latitude, Y-axis=depth).

Interpret the data (Pages 3 and 4) by answering the following questions:

1) Based on the pattern that emerged when you plotted the earthquake foci data, determine the plate tectonic boundary type for this region. Indicate this by drawing a possible plate boundary on the cross-section, and show the direction of motion of the plates with arrows.

2) Describe the geologic processes and activity associated with this type of tectonic boundary.

3) Assess this region for geologic hazards. Name three geologic hazards that could be expected in this region.

a.

b.

c.

4) Based on the latitude and longitude from Figure 2, where is this plate boundary located?

APA Citations:

RjS

Updated 09.12.18

70ºW

 

75ºW

 

3km

 

60ºW

 

65ºW

 

Sea Level

 

Earth’s surface

 

-3km

 

-6km

 

-9km

 

-12km

 

-15km

 

-18km

 

-21km

 

-24km

 

-27km

 

-30km

 

-33km

 

 

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Lab 8

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Guidelines and Questions for the Module 8 Lab: Glaciers This assignment is due Monday, April 23rd at 5:00 pm. Please submit your answers to this lab using the “Lab 08 Questions” quiz in D2L. The quiz will be available in D2L until the due date. The Module 8 Lab may be accessed at this URL (I recommend opening the lab in a new browser window, so you can maximize its screen extent, rather than working on the lab within D2L): https://ksugis.maps.arcgis.com/apps/MapSeries/index.html?appid=b9e27469277e4ceea738f639b5e7e7 46 Module 8 Lab questions and multiple choice options are given below. Please read “Hints” regarding story map functions, content, and required response format for #6-7 (provided in yellow highlighting). LAB QUESTIONS Introduction 1. What are some uses of freshwater from glaciers? A. Agriculture B. Industry C. Tourism D. All of the above 2. What is the semi-circular feature at the far left of the image? A. Drumlin B. Lateral moraine C. Terminal moraine D. Medial moraine Note: the link to the animation needed to answer question 3 is broken. For #3, please read the article at this website, and study the figure below, which depicts water vapor transport to Antarctica in the modern climate.

Source: NASA Earth Observatory, https://earthobservatory.nasa.gov/Features/Paleoclimatology_OxygenBalance/oxygen_balance.php

 

 

Prior to answering #3, also note the following: under ice age conditions, less 18O was evaporated from the oceans, because the heavier isotope (18O) requires more energy for evaporation than does the lighter isotope (16O). In general, less energy was available to evaporate 18O during colder, ice age conditions. The colder conditions during ice ages also promoted greater condensation and “rain out” of 18O relative to 16O in the mid-latitudes. Thus, during ice ages, the polar ice sheets became even more enriched in 16O and depleted in 18O than during modern conditions. 3. Within the snow, do colder temperatures result in higher or lower concentrations of light oxygen (16O)?

A. Higher, because there is more energy to lift 18O out of the ocean B. Lower, because there is more energy to lift 18O out of the ocean C. Higher, because there is less energy to lift 18O out of the ocean D. Lower, because there is less energy to lift 18O out of the ocean 4. What happened to the Peterman Glacier on Aug 5, 2010? A. Satellite imagery notice the glacier was actually advancing B. A large mass of the glacier broke off the main glacier C. Icebergs were spotted calving D. An ice dam created by icebergs broke unleashing 3 million cfs of water 5. What was the peak discharge on August 14, 2002? A. 97 cfs B. 3.9 million cfs C. 1.9 million cfs D. 145,000 cfs Global Perspective Note: For questions 6-7 list the capital letter of the multiple choice option that corresponds to the appropriate city, followed by the capital letter of the multiple choice option that corresponds to the appropriate population, followed by the capital letter of the multiple choice option that corresponds to the appropriate direction. List the capital letters only, as you did for Lab 7. Do not include periods or spaces between, before, or after the answers. Hint: Click the push pin marking the city location, then click the arrow on the right hand side of the pop-up label that appears to determine the city’s population. Zoom in and out or pan around to determine the direction of the glacier from each city. The specific glaciers of interest are typically represented by a light blue polygon that is superimposed on the imagery close to the city. 6. City, Population, Glacier? City: A. Lima B. Buenos Aires C. Santiago D. Bogotá Population: A. 7.2 million B. 2.7 million

 

 

C. 3.6 million D. 4.5 million Glacier(s) located which direction from city: A. North B. East C. West D. South 7. City, Population, Glacier? City: A. Bhutan B. Lhasa C. Katmandu D. Tibet Population: A. 2.7 million B. 4.3 million C. 1.9 million D. 4.5 million Glacier(s) located which direction from city: A. North B. West C. East D. South Note: for #8, rather than determining the glacier’s latitude and longitude, please determine its name. To find the name, click the push pin marker for this question, then click the arrow on the right hand side of the pop-up label that appears. 8. Glacier name? A. Atetsch Glacier B. Chacaltaya Glacier C. Hubbard Glacier D. Valerie Glacier Alpine Glaciation 9. Where do we find the deep fissures in the glacier known as crevasses– in the zone of accumulation or the zone of ablation? (Hint – when answering this question, you should select the area on the glacier where crevasses are most readily visible on the surface of the glacier.) A. Zone of accumulation B. Both zone of accumulation and ablation C. Zone of ablation D. Neither zone of accumulation now ablation.

 

 

10. Explain the direction of flow of glacial ice, from the zone of accumulation to the loss of ice by meltwater. A. The glacier flows downward from the zone of accumulation under the influence of gravity. B. The glacier flows uphill as it melts. C. The glacier flows in a northern direction towards the North Pole. D. Direction depends on the amount of snowfall. Hint: The landforms shown in questions 11-16 can be challenging to identify. Use the material provided in Section 14.5 of the course text, along with the imagery and information in the story map, to help you identify these features. 11. The ridgeline (between points A and B) is what type of glacial feature? A. Cirque B. Tarn C. Horn D. Arete 12. What glacial feature (there are nearly 20 of them) is found on both sides of the ridgeline between A and B? A. Cirque B. Tarn C. Horn D. Arete 13. Look at the lake below this ridgeline. This lake is what type of glacial feature? A. Cirque B. Tarn C. Horn D. Arete 14. What type of glacial feature is this lake? A. Cirque B. Tarn C. Horn D. Arete 15. What is the name of this glacial feature, to which the mountain is named? (Hint – this feature is named “Matterhorn.”) A. Cirque B. Tarn C. Horn D. Arete

 

 

Hint: Be sure to follow the “click here” link to learn more about valleys before trying to answer #16. Also, inspect the 3D perspective of Feature E (immediately above #16 in the story map) before attempting this question. 16. What type of valley is found at E? A. River valley B. Glacial valley C. Hanging valley D. V-shaped valley Hint: questions 17-19 are related to types of moraines produced by alpine glaciation. Use the material about moraines provided in Section 14.5 of the course text, along with the imagery and information in the story map, to help you identify features F, G, and H. 17. Feature F? Hint: zoom in close before trying to identify this feature. A. Medial moraine B. Terminal moraine C. Lateral moraine D. Recessional moraine 18. Feature G? A. Medial moraine B. Terminal moraine C. Lateral moraine D. Recessional moraine 19. Feature H? Hint: zoom in close before trying to identify this feature. A. Medial moraine B. Terminal moraine C. Lateral moraine D. Recessional moraine Continental Glaciation 20. According to the shapes of the drumlins, what (compass) direction do you think the ice was moving when it formed the drumlins? (Hint-North is at the top of the contour overlay aerial image). A. NE B. NW C. SE D. SW 21. How wide, in miles, is the lake (from H to I)? A. 1.6 miles B. 2.6 miles C. 3.6 miles D. 4.6 miles

 

 

22. Assuming the lake is circular, calculate the area of this lake (A = πr2) in square miles, where A is area, pi is 3.14, and r2 is the radius of the circle squared. A. 2.00 square miles B. 8.04 square miles C. 40.72 square miles D. 66.48 square miles Note: for #23 and 25, you may find that you are unable to adjust the opacity (transparency) of the topographic map. If so, you can still complete the question. If you want to view the imagery rather than the topographic map, just uncheck the box beside the topographic map’s label in the layer list. To redisplay the topo map, recheck its box. 23. What is the length of the esker in miles? (Select the option that is closest to the value you observe in the story map). A. 0.1 mile B. 2 miles C. 5 miles D. 10 miles 24. What are the two dominant economic activities found around the esker? A. Farming and ranching B. Ranching and quarrying C. Tourism and farming D. Quarrying and farming 25. What is the high point of the moraine in section 1 (the central eastern part of the topographic map marked by the red number 1)? (Hint: the blue pin indicates the location of the grid square containing section 1. Click the info icon in the lower right hand corner of the viewer window for info about the map, including its contour interval). A. 1550 B. 1650 C. 1705 D. 1555

 

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Geology Lab Assignment

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part 1 with the experiments will not be graded and does not need to be completed.

In part 2 you will be creating a profile. Follow the instructions for 13.2 and refer to the Glacier Lab Handout document

Part 3: Follow handout instructions and let me know if you need assistance with math or glacial landform features!

Part 4: Refer to glacial landform features like moraines, drumlins, outwash plains, kettle lakes, and so on.

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Complete an easy assignment

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GEOLOGY 111 ONLINE–GEOLOGY

DEPELTION OF WATER (30 pts)

Watch the Video:

https://www.youtube.com/watch?v=XQ0X_O-uRQ0

There are some issues with this video’s volume. If you cannot hear the video, read the transcript at this link: http://www.cbsnews.com/news/depleting-the-water/

Type a half-page response on your opinion of the video (10 pts). In addition to this half-page opinion piece, include answers to the following questions (20 pts). Don’t forget to include both your opinion on the video and answers to the three questions below.

1. California has experienced exceptional drought for the last few years, yet when you visit the state you’ll see many, many acres of food crops. How is this possible? Where does most of the water used for irrigation in California come from? (5 pts)

2. What is GRACE (Gravity Recovery and Climate Experiment) telling us about water around the world? (5 pts)

3. An increasing number of people are moving to the arid southwestern U.S., even though water supplies are already being overdrawn. If you were governor of one of the states in this region, what policies would you advocate to address this situation? Please give a five to six sentence response to this question, and be sure to go into some detail on your proposed policies. (10 pts)

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The Hidden Secrets of the Ordovician Age

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Historical Geology class

Watch the video and answer the following questions:

Video link: https://www.youtube.com/watch?time_continue=64&v=8Y8NfXCn5NE&feature=emb_title

Video title on YouTube: The Hidden Secrets Of The Ordovician Age

The Hidden Secrets of the Ordovician Age Video: please watch the video and answer the following questions:

1. Where is this video taking place? (1 pts)

2. Where was Australia’s position on Gondwana? (1 pts)

3. What did the first vertebrate look like and where was it first found? (1 pts)

4. What did the Murchison gorge look like during the Silurian? (1 pts)

5. What provided the oldest evidence for animals on land? (2 pts)

6. What kind of rocks are most likely preserved in the Murchison Gorge? – think about the environment they described. (4 pts)

7. Where was the first land plant found? ( 1 pts)

8. What kind of geologic structures would you expect to see in rocks from the Ordovician if there was a lot of wind? (3 pts)

9. What is happening to in-land Australia and why? (2 pts)

10. What rock is the Devonian Reef made of? (1 pts)

11. In was Period did fish fill the ocean? (1 pts)

12. During what period did Reptiles start breeding on land? (1 pts)

13. Why are many rocks in Australia red? (2 pts)

14. What is the mineral in these red rocks? (1 pts)

15. What period contained the ice age? (1 pts)

16. What kind of features indicate glacial coverage? (2 pts)

17. How is coal formed? (2 pts)

18. How did the Permian come to an end? (4 pts)

19. What percentage of species died? (1 pts)

20. List 3 things that you learned while watching this video (1 pts each)

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