G115 Virtual Field Trip #2 Coastal Exploration Page 1 G.docx

G115 Virtual Field Trip #2: Coastal Exploration Page 1
G115 VIRTUAL FIELD TRIP #2: COASTAL EXPLORATION
I N T R O D U C T I O N *
This virtual fieldtrip is actually two fieldtrips, and it takes you
first to the west coast and then to the east coast to
compare coastal features and processes, including wave action,
beach sand source and movement, coastal bluff and
dunes, and human interferences. The first fieldtrip is to the
shoreline of San Diego North County in Southern California,
and your trip guide is Chris Metzler, earth science professor at
MiraCosta College (Fieldtrip 1). The second fieldtrip is to
northeast shore of Florida, near the town of Marineland, and
your trip guide is Joann Mossa, geography professor at the
University of Florida (Fieldtrip 2).
Read this entire worksheet carefully and completely to ensure
full credit for this assignment. Instructions for submitting
the Virtual Field Trip questions and Essay can be found at the
end of this document.
*This field trip was adapted from
http://seascisurf.com/geo_virtual_fieldtrip_west-
east_coast_shores.pdf
F I R S T , W H E RE A RE W E ?
Go to maps.google.com, and search for “San Diego, CA” and
“Marineland, FL”.

1. On the blank map here, mark a star near San Diego,
California AND in the Marineland, Florida:
2. What ocean borders the California Coast?
_____________________________________________________
______
3. What ocean borders the northeast Florida Coast?
_____________________________________________________
4. Go to this site (https://goo.gl/maps/NWcnELEQC9E2) and
zoom and pan around the map. Also look at the
photos, linked to the right side of the satellite imagery. What
does the coastline near Marineland, FL look like?
5. Go to this site (https://goo.gl/maps/2a2vUUanZkR2) and
zoom and pan around the map. Also look at the
photos, linked to the right side of the satellite imagery. What
does the coastline near San Diego, CA look like?
http://seascisurf.com/geo_virtual_fieldtrip_west-
east_coast_shores.pdf
https://goo.gl/maps/NWcnELEQC9E2
https://goo.gl/maps/2a2vUUanZkR2

PH Y S I C A L C H A R A C T E RI S T I C S O F T H E T
W O A RE A S
Please review the two links below to learn about the physical
characteristics of the California and northeastern Florida
Coasts. You will have to look around the pages, and click some
of the links within, to find all of the characteristics.
• San Diego, California coastal conditions:
https://www.wunderground.com/marine-
weather/PZ/750.html?map=wave
• Marineland, Florida coastal conditions:
https://www.wunderground.com/MAR/AM/454.html
Fill in the table below with the data from these sites:
San Diego, California Marineland, Florida
Sea surface temperature
Average wave size (make an
estimate, include units on your
answer)
Time of high and low tide (include
the date of your observation)
Wind direction and speed
F I E L D T R I P 1 : S A N D I E GO , C A L I F O R N I A
B E A C H E S

The first part of this virtual fieldtrip will take you to the San
Diego North County beaches can be found at Chris
Metzler’s Coastal Erosion Field Trip Webpage:
http://www.miracosta.cc.ca.us/home/cmetzler/field_trip/top.htm
l
Click on the link above. Read and review each page of the
website by clicking the links in the left box of the page.
Answer the questions below, as you review the pages.
6. What type of shoreline does San Diego North County have?
Describe it.
7. List the following information for ALL THREE of the major
rock formations observed along the bluffs.
Rock formation name:
Principle type(s) of rock
that makes up each
formation
The geologic age of each
rock formation
Relative erodability
(Strong, medium, or weak)
8. Which of these rock units is considered the most durable,
resistant unit – forming the steepest part of a bluff?

9. Which of these rock units is considered the least durable,
resistant unit – prone to greatest bluff failure?
https://www.wunderground.com/MAR/AM/454.html
http://www.miracosta.cc.ca.us/home/cmetzler/field_trip/top.htm
l
10. List thee (3) natural agents, processes or features that help
cause bluff erosion?
11. List the two (2) human activities that help cause bluff
erosion?
12. How does climate fluctuations over the last few centuries
compare with today’s climate in terms of local bluff
erosion?

13. List the three (3) human activities that help reduce or slow
bluff erosion?
14. Which one appears to be the most affective in reducing bluff
erosion? Why?
15. List the two (2) adverse (negative) effects that seawalls
have on the beach.
16. Describe and explain the seawalls along the North County
shoreline, in terms of:
a) Where the seawalls are constructed along a beach
b) The various materials that make up a seawall.
c) How much they cost.
d) Their intended purpose.
e) Some negative, unintended effects.
17. Where are piles of rip rap placed along a beach, what are
they made of, how much do they cost, and what is their
intended purpose?
18. List advantages that rip-rap has over seawalls in protecting
bluffs.

19. List disadvantages that rip-rap has over seawalls in
protecting bluffs.
20. Which one would you choose if you were a bluff
homeowner? Why?
F I E L D T RI P # 2 : M A RI N E L A N D , F L
The second virtual fieldtrip to a Northeast Florida beaches can
be found at Joann Mossa's Coastal Dynamics of
Northwestern Florida webpage:
http://fcit.usf.edu/florida/teacher/science/mod2/resources/coasta
l.pdf
21. What are the two principle materials that Florida beaches
made of? List and describe the following:
a) Principle mineral(s)
b) Sediment grain size(s)
c) Source of the sediment?
22. Describe the beaches in Northeastern Florida. Make sure to
include dimensional characteristics like width and slope.

23. What are the Florida shoreline dunes made of? List and
describe the following
a) Principle mineral(s)
b) Sediment grain size(s)
c) Source of the sediment?
24. Describe the coastal dunes in Northeastern Florida. Make
sure to include dimensional characteristics like width and
slope.
25. Compare and contrast the two different shorelines of the
local barrier islands:
a) Describe the similarities between the open-ocean shorelines
and the lagoonal shorelines, in terms of
beach size, slope and sediment characteristics. Why the
similaries between the two?
b) Describe the differences between the open-ocean shorelines
and the lagoonal shorelines, in terms of
beach size, slope and sediment characteristics. Why the
difference between the two?

l.pdf
l.pdf
26. List and describe the agents or processes that move the
beach material.
27. List and describe the agents or processes that move the dune
material.
28. What is the relationship between the beaches and the coastal
dunes?
29. Did you see examples of both beach and dune erosion and
deposition? List and describe what you observed.
30. What are the significant causes of beach and dunes erosion
here?

31. What are the natural means of stabilizing the coastal dunes?
How and why does it work?
32. List the ways that humans have tried to help reduce or slow
coastal erosion.
33. What are the similarities and differences between groins and
rip rap revetments, in terms of:
a) What they are made of.
b) Their location/orientation to the shore.
c) Their intended purpose.
34. What are the negative effects that groins and rip rap
revetments have on beaches and dunes?
E S S A Y : C O M P A R I S O N O F E A S T A N D W E S
T C O A S T S H O R E L I N E S
Now that you have reviewed the coastal characteristics of two
different locations, you will prepare a well-researched,

well-written, detailed (750-1000 words) comparison of the two
location. Your essay should answer the following
questions:
• What two locations did you study, and what are their physical
characteristics?
• What did you find similar, in terms of features and processes,
that occur on both East and West coast
shorelines?
• What did you find significantly different between the two?
What is the cause of these differences?
• What human effects / interventions did you explore in this
field trip, and what are the consequences of
humans on each coastline?
• Which shoreline would you prefer to spend time at, and why?
Your essay should be informative and well organized. You
should begin with an introduction, followed by several
paragraphs that describe the physical characteristics,
similarities and differences, and human effects of each
coastline, a conclusion, and a reflection. You should include
imagery and maps, and support your discussion with
primary resources from this virtual field trip, or others that you
find through additional research. Follow the tips and
guidelines below when preparing a report on your chosen
location:
• A minimum of 750 words and a maximum of 1000 words. This
is 1-2 pages of double-spaced text.
• Your essay must include a title, at least 3 subheadings, at least
3 images, and a section titled “Works Cited”.
• Your descriptions should be oceanographic and scientific in
nature. Use terminology from the virtual field trip

worksheet and from your textbook readings. Your descriptions
should give a thorough overview of the location and
all of your content must be scientific and geologic in nature.
You may decide how best to do this, but your essay
should be informative, and contain subheadings for each of your
major topics. Consider using the topics explored
on the previous page of this virtual field trip as your major
ideas for the essay.
• Your description should include at least 3 graphics; one
should be a map and all should be captioned and
referenced. A caption tells your reader what the graphic shows.
The reference tells where you found the graphic.
• At least 3 resources must be cited in MLA or APA format,
both in-text and in a Works Cited section. Your essay
should integrate at least three primary resources. Your resources
must be cited in-text, and in a works cited section
at the end of your essay.
• A reflection paragraph at the end of your essay, of no less than
250 words, should address the following
questions:
o What did you learn from this virtual field trip that you did not
know before?
o What did you find most interesting about this virtual field
trip?
o Give a specific example of a time where you were able to
directly apply your oceanographic knowledge during
this virtual field trip.
o What other questions did this virtual field trip create in your
mind? In other words, what more do you want to
know about either location studied in this field trip?

Your essay should clearly flow from introduction to conclusion
and should give your reader a comprehensive
overview of the oceanographic characteristics of the two
locations. Refer to your FT1 feedback for tips to improve
your essay for FT2. Review the grading rubric for FT2 in
Canvas Assignments to know how your work will be assessed.
For more resources on the writing and research process, please
see page 8 of the course syllabus. If you have any
questions, or need more resources for writing, please contact
your instructor or the University Writing Center (see
syllabus, page 10).
S U B M I T T I N G Y O U R C O M P L E T E D V I R T U
A L F I E L D T RI P A N D E S S A Y
Your grade for this assignment is based on your answers to the
virtual field trip questions (page 1-5 of this document)
and the quality and completeness of your essay (page 5 of this
document). Therefore, you need to submit both your
answers to the virtual field trip questions AND your essay to
earn full credit for this assignment. Both portions will be
submitted to the “(FT2) Virtual Field Trip #2: Coastal
Exploration” assignment of Canvas Assignments.
You should plan to upload both at the same time; you will NOT
have the option to submit one first, and the other later –
both parts must be submitted at the SAME time.
V I RT U A L F I E L D T RI P Q U E S T I O N S U B M I

SS I O N ( PA GE S 1 - 5 )
You have several options for submitting your completed field
trip questions on page 1-5 of this document, please
choose ONE of these option to submit your worksheet answers
by the due date.
1. Scan and Upload your completed worksheet (in your own
handwriting) to Canvas Assignments.
2. Upload a Word document of your completed answers (typed)
to Canvas Assignments.
Whichever option you chose should be submitted to the “(FT2)
Virtual Field Trip #2: Coastal Exploration”
assignment of Canvas Assignments. You should plan to upload
your answers at the same time as your essay (see
below). You will NOT have the option to submit one first, and
the other later – both parts must be submitted at the
SAME time.
A rubric is posted to Canvas Assignments for grading, and will
be used to evaluate your work. In general, your instructor
will be looking to see that you answered each question
completely, and that your answers demonstrate a clear
understanding of the web resources provided, and of your
understanding of the module readings assigned.
E S S A Y S U B M I S SI O N ( D E S C R I B E D O N P A
G E 6 - 7 )
Your essay should be submitted as a Word or PDF document
only, submitted to the “(FT2) Virtual Field Trip #2:
Coastal Exploration” assignment of Canvas Assignments. You
should plan to upload your essay at the same time as
your answers to the questions on page 1-5 of this document (see
above). You will NOT have the option to submit one

first, and the other later – both parts must be submitted at the
SAME time.
Your essay will be graded on how well you cover the
oceanography of the locations in an organized, cohesive,
grammatically correct, well-referenced essay. A rubric will be
posted to Canvas Assignment to show how your grade for
the essay will be calculated; plan to review that rubric before
you submit your essay.
G RA D I N G
Your virtual field trip answers and essay will be graded within
1-2 weeks of the due date. The rubric posted to Canvas
Assignments for this assignment will be used to assess your
work. Your instructor may include additional feedback with
the rubric. You should plan to review your rubric and feedback
after it is posted, and apply that feedback to your next
virtual field trip. Generally, your grade will be calculated as:
• 25 points for the accurateness and quality of your answers to
the Virtual Field Trip Questions 1-34.
• 50 points for the quality, accuracy, resources, and reflection
of your Virtual Field Trip Essay.
If you plagiarize this assignment, you will receive zero (0)
points with the possibility of failing the class and being
reported to your Dean for academic misconduct. Your essay will
be submitted to Canvas “Assignments” and will be
checked against the Turntin.com database. Please review pages
6 and 8 of the course syllabus for more information
on academic honesty and plagiarism.
https://guides.instructure.com/m/4212/l/67891-how-do-i-view-
rubric-results-for-my-assignment
https://guides.instructure.com/m/4212/l/67891-how-do-i-view-

rubric-results-for-my-assignmentIntroduction*FIRST, Where
are we?PHysical Characteristics of the TWO areasFieldtrip 1:
San Diego, California BeachesFieldtrip #2: Marineland,
FLEssay: Comparison of east and west coast
shorelinesSubmitting your completed virtual field trip and
EssayVirtual Field Trip Question Submission (pages 1-5)Essay
Submission (described on page 6-7)Grading
Top of Form
Central Line Associated Bloodstream Infections Reduction
Policy in the United States – A Lesson from Spain?
Client: Joint United Nations Programme on AIDS (UNAIDS)
Problem Statement: What can be done to reduce central line
associated bloodstream infections (CLABSI)?
Substantial stakeholders in decreasing CLABSI’s include:
Patients -health care consumers - Individuals who are receiving
or scheduled for healthcare services. Patients’ principal desires
for the health care system are quality, access, and minimal
individually incurred costs (Shaywitz, 2011). There are multiple
organizations and associations that advocate for patients.
Consumer Reports via their policy and action arm, Consumers
Union, provides educational material about CLABSI, and
advocates for healthcare system changes that result in its
decrease (Consumers Union, 2016). The Patient Safety
Movement Organization has a goal of reducing preventable
deaths to zero by 2020 and has specifically targeted reducing
CLABSI (Patient Safety Movement, 2016). They advocate for
policy that results in evidence-based central line placement and
maintenance. Similarly, the European Patients Forum has called
for guidelines to reduce the incidence of HAI’s (Immonen-
Charalambous & Padeanu, 2016).
Providers – Allied health professionals, nurses, and physicians
who provide health care to patients. A representative society in
the United States is the Society of Interventional Radiology
(SIR). The SIR “is a national organization of physicians,
scientists and allied health professionals dedicated to improving

public health through disease management and minimally
invasive, image-guided therapeutic interventions” (The Society
of Interventional Radiology, 2016). A significant percentage of
the 3.4 million central venous access catheters (CVACS) that
are put into patients each year in the United States are placed
by interventional radiologists (The Society of Interventional
Radiology, 2004). The SIR has a strong interest in CVAC
outcomes and publishes a variety of relevant educational,
reporting, and standards of practice documents including one
that specifically deals with central line associated bloodstream
infections (CLABSI) (Miller & O'Grady, 2012). The SIR
maintains a political action committee (SIRPAC) “dedicated to
advancing the interests of SIR members, their practices and
patients before Congress” (The Society of Interventional
Radiology, 2016). In 2015, the SIR launched the Venous
Access National Guideline and Registry Development
(VANGUARD) to further develop terminology, reporting
requirements, registries, standards, and guidelines to help
improve outcomes following CVAC placement including the
reduction of CLABSI (The Society of Interventional Radiology,
2015). Kevin Baskin, the director of VANGUARD, has told me
that he hopes the project will develop evidence and engender
enough public interests that it helps move the national public
policy agenda regarding CLABSI forward. The analogous
society to the SIR in Europe is the Cardiovascular and
Interventional Radiology Society of Europe (CIRSE) (CIRSE,
2016). The SIR and the CIRSE have collaborated on a number
of quality improvement projects and guidelines (The Society of
Interventional Radiology, 2016).
Legislators - The people who make laws. Legislators and
government executives principal concerns about health care are
how it will be financed and delivered (Jaffe, 2009). A
legislative group particularly interested in healthcare is the
Congressional Healthcare Caucus. It was founded at the
beginning of the 111th Congress by Michael C. Burgess, M.D.
(R-Texas) (Congressional Healthcare Caucus, 2009). The

Caucus is focused on educating legislators on healthcare issues.
Activities include policy forms and member briefings. The
Caucus has presented possible solutions to a multitude of health
care issues.
Government executives - Government executive branch
personnel at a variety of jurisdictional levels who execute and
enforce laws. The National Governors Association (NGA)
represents governors of the various states within the United
States.The NGA seeks to “share best practices, speak with a
collective voice on national policy and develop innovative
solutions that improve state government and support the
principles of federalism” (National Governors Association,
2016). The NGA shares best practices in different states,
including on how to reduce medical errors (National Governors
Association, 2005). They have also circulated information
about reducing the incidence of infections (National Governors
Association, 2016).
Insurance Companies - Businesses that cover the cost of
healthcare expenses for individuals and employers who pay
premiums. The principal motivation of insurance companies is
profit (Ubel, 2014). The leading trade organization for the
healthcare insurance companies in the United States is
America’s Health Insurance Plans (AHIP). “AHIP advocates for
public policies that expand access to affordable health care
coverage to all Americans through a competitive marketplace
that fosters choice, quality, and innovation” (America’s Health
Insurance Plans, 2016). AHIP undertakes a variety of patient
safety initiatives including those specifically aimed at reducing
healthcare associated infections (HAIs) (America's Health
Insurance Plans, 2011).
Government payers and/or providers of healthcare - In the
United States,state-run Medicaid programs and the Center for
Medicare and Medicaid services (CMS) that cover the costs of
healthcare for their constituents.CMS maintains a variety of
CLABSI reporting standards (National Healthcare Safety
Network, 2016). CLABSI is included in CMS’ Hospital-

Acquired Condition (HAC) Reduction Program, which
withholds payment for reasonably preventable conditions such
as CLABSI (CMS, 2014). Spain has a national health system
known as Sistema Nacional de Salud (SNS) (García-Armesto,
García-Armesto, Durán, Hernández-Quevedo, & Bernal-
Delgado, 2010). SNS has multiple programs in place to reduce
HAIs and CLABSI. Governments are strongly interested in the
cost of care and in particular desire to improve preventive care
and reduce medical errors in order to reduce those costs.
Hospitals - Institutions that provide in-patient medical and
surgical care to patients.The principal goals of hospitals
depends upon whether they are nonprofit, for-profit or
government facilities (Horwitz, 2005). According to Jill
Horowitz, writing in Health Affairs “For-profits are most likely
to offer relatively profitable medical services; government
hospitals are most likely to offer relatively unprofitable
services; nonprofits often fall in the middle (Horwitz,
2005). The American Hospitals Association (AHA) leads,
represents and serves hospitals, health systems and other related
organizations that are accountable to the community and
committed to health improvement” (American Hospital
Association, 2016). The AHA’s mission is “to advance the
health of individuals and communities. The AHA in partnership
with the Health Research & Educational Trust has developed a
CLABSI “Change Package” for hospitals participating in the
Centers for Medicare and Medicaid’s (CMS) Partnership for
Patients (PFP) Hospital Engagement Network (HEN) 2.0
project. The “Change Package” advocates not only for changes
in practice but also for changes in culture particularly on the
part of physicians. In particular, the “Change Package”
advocates for standardized, multidisciplinary approach to
reducing CLABSI (Health Research & Educational Trust, 2016).
Spanish institutions participate in the healthcare associated
infection surveillance network whose purpose is to reduce
HAIs including CLABSI (The Joint Commission, 2013).

Public Agenda and Window of Opportunity - as evidenced by
the discussion above, CLABSI is getting a great deal of
attention from all of the major Stakeholders. It is therefore
high on the public agenda although I would temper this claim by
recognizing that a significant portion of the general population
is probably not aware of CLABSI. Because the problem is well
recognized, policy is available, and the stakeholders are aligned
in their desire to solve the problem the window of opportunity
is open (in keeping with the requirements of this assignment the
problem background and the policy options are not presented
herein).
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