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1. Observe this block diagram. Place events in order of occurrence in the respective places below. Work from oldest to youngest, bottom to top. Be sure to note any unconformities and their types. 16. 15. 14. 13. 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. 2. Observe the block diagram above. Place events in order of occurrence in the respective places below. Work from oldest to youngest, bottom to top. Be sure to note any unconformities and their types. 13. 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. ir3. Observe the block diagram above. Place events in order of occurrence in their respective places below. Work from oldest to youngest, bottom to top. Be sure to note any unconformities and their types. 28. 27. 26. 25. 24. 23. 22. 21. 20. 19. 18. 17. 16. 15. 14. 13. 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. Absolute Dating In this part of the exercise, you will be calculating the actual, or absolute, ages of the rock. The figure above shows the relationship between the percentage of parent material and the number of half-lives that have passed. 4. What percentage of the parent material is present after one half-life? Two? Three? Four? 5. If you start with 80 grams of an isotope, how much would be left after-one half-life? What about three half-lives? 6. If an isotope has a half-life of 600 million years, how old is a rock that contains the isotope after 50% of the parent has decayed? How old is the rock after four half-lives have passed? 7. You discover the parent isotope in a lava flow has gone through 0.75 half-lifes. If a half-life is 800 million years, how old is that rock? 8. In number 1, at the beginning of the exercise, Layer F was dated at 260 million years old. Layer E was determined to be 235 million years old. When did the fold occur? 9. The image to the left show a series of sections containing various fossils. If the star is 325 million years old (ma), and the heptagram (the 7-sided fossil) is 337 ma, how old is the 15-sided fossil in between? If the star existed for three million years, from 324ma-327ma, how old must the arched arrow in section three be? 10. Based on what you learned about fossil preservation, how might the following be preserved as fossils? Dinosaur bones? Microscopic organisms like bacteria and protists? Skin or feathers? DNA? ...
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GEO101 Module 2 Lab 2Instructions Complete Parts 1-4 of the do.docx
GEO101 Module 2: Lab 2
Instructions: Complete Parts 1-4 of the document below. Use this week’s lecture to help you answer the questions.
Part 1
Observe this block diagram. Place events in order of occurrence in the respective places below. Work from oldest to youngest, bottom to top. Be sure to note any unconformities and their types.
16.
15.
14.
13.
12.
11.
10.
9.
8.
7.
6.
5.
4.
3.
2.
1.
Part 2
Observe the block diagram above. Place events in order of occurrence in the respective places below. Work from oldest to youngest, bottom to top. Be sure to note any unconformities and their types.
13.
12.
11.
10.
9.
8.
7.
6.
5.
4.
3.
2.
1.
Part 3
Observe the block diagram above. Place events in order of occurrence in the respective places below. Work from oldest to youngest, bottom to top. Be sure to note any unconformities and their types.
28.
27.
26.
25.
24.
23.
22.
21.
20.
19.
18.
17.
16.
15.
14.
13.
12.
11.
10.
9.
8.
7.
6.
5.
4.
3.
2.
1.
Part 4
Absolute Dating
In this part of the exercise, you will be calculating the actual, or absolute, ages of the rock.
The figure above shows the relationship between the percentage of parent material and the number of half-lives that have passed.
1. How much of the parent material is present after one half-life?
a. Two?
b. Three?
c. Four?
2. If you start with 80 grams of an isotope, how much would be left after-one half-life?
a. Three half-lives?
3. If an isotope has a half-life of 600 million years, how old is a rock that contains the isotope after 50% of the parent has decayed?
4. How old is the rock after four half-lives have passed?
5. You discover the parent isotope in a lava flow has gone through 0.75 half-lifes. If a half-life is 800 million years, how old is that rock?
6. In number 1, at the beginning of the exercise, Layer F was dated at 260 million years old. Layer E was determined to be 235 million years old. When did the fold occur?
The image above shows a series of sections containing various fossils.
7. If the star is 325 million years old (ma), and the heptagon (the 7-point star fossil) is 337 ma, how old is the 15-spiked fossil in between?
8. If the star existed for three million years, from 324ma-327ma, how old must the arched arrow in section three be?
9. Based on what you learned about fossil preservation, how might the following be preserved?
a. Dinosaur bones?
b. Microscopic organisms like bacteria and protists?
c. Skin or feathers?
d. DNA?
Earth Science Lab
Module 2: Relative and Absolute Dating
GEO101L
Table of Contents Tools
Module Introduction
Readings
Required
The Rock Cycle (2006). Rock cycle & how rocks can give information about the earth’s past.
Science Reference Center, 1.
Formation of Rocks (2006). Science Reference Center, 1.
Recommended
Foundations of Earth Science, Chapter 8
For Your Success
Make sure that you read the content. When it comes to sequence of events, most s.
Introduction and BackgroundEarth is the only planet known to h.docx
Introduction and Background
Earth is the only planet known to harbor life of any kind, past or present. As part of the search for evidence of life on other planets, both in our solar systems and in other planetary systems, we are looking not just for evidence of the living organisms itself, but for evidence of the conditions that might even be hospitable to life as we know it. One feature that astronomers consider to determine whether a planet MIGHT have the conditions necessary for life as we know it is whether the planet falls within a 'habitable zone' of its host star. (Note: This lab will explore circumstellar habitable zones only, not galactic habitable zones.) If you have already learned about habitable zones in another astronomy class or from your own general knowledge, great. If not, or if you'd like to get a stronger background before proceeding, please read more about habitable zones at astro.unl.edu, universetoday.com, astronomynotes.com, or space.com.
1.
What is a "habitable zone"? Give a good, complete definition, in your own words. If you're not sure and need to look anything up, use a reliable resource (such as one of the four linked above), and be sure to reference the resource you use. Be sure to include in your definition:
a) what is meant by "habitable",
b) why it is a "zone" and not one specific location,
c) what object it is surrounding, and
d) what object(s) may be located within it.
e) Use complete sentences.
Part 1 of 5: The Habitability of the Earth
To begin, load up the Habitable Zone simulator written by the University of Nebraska at the following URL in a new window:
http://astro.unl.edu/naap/habitablezones/animations/stellarHabitableZone.swf
You will need this Angel question window and the unl.edu habitable zone simulator window open simultaneously, as you will need to switch back and forth frequently.
The flash simulator will show you a visual diagram of the solar system in the top panel, a set of simulation settings in the middle panel, and a timeline of the habitability of the Earth in the bottom panel. The timeline units will either be Megayears (Myr) which means millions of years, or Gigayears (Gyr) which means billions of years. To run the simulation, click run in the bottom panel. This button immediately becomes a pause button which will allow you to pause the simulation at any time.
The simulation runs pretty quickly by default. To adjust the speed use the rate slider bar to the right of the run button. You can also manually advance the simulation forward or backward by clicking and dragging the upside-down dark grey triangle above the timeline. To restore the simulation to the original default settings, press the reset button at the very top of the simulation.
2.
The simulation is currently set to zero-age - this is the Solar System as it was when it first formed, about 4.5 billion years ago. Which planet(s) were in the Habitable Zone at this time, if any?
3.
The blue region marked on the diag.
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3. Explaining the interaction process in living things and substances that make up living things.
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GEO101 Module 2 Lab 2Instructions Complete Parts 1-4 of the do.docx
GEO101 Module 2: Lab 2
Instructions: Complete Parts 1-4 of the document below. Use this week’s lecture to help you answer the questions.
Part 1
Observe this block diagram. Place events in order of occurrence in the respective places below. Work from oldest to youngest, bottom to top. Be sure to note any unconformities and their types.
16.
15.
14.
13.
12.
11.
10.
9.
8.
7.
6.
5.
4.
3.
2.
1.
Part 2
Observe the block diagram above. Place events in order of occurrence in the respective places below. Work from oldest to youngest, bottom to top. Be sure to note any unconformities and their types.
13.
12.
11.
10.
9.
8.
7.
6.
5.
4.
3.
2.
1.
Part 3
Observe the block diagram above. Place events in order of occurrence in the respective places below. Work from oldest to youngest, bottom to top. Be sure to note any unconformities and their types.
28.
27.
26.
25.
24.
23.
22.
21.
20.
19.
18.
17.
16.
15.
14.
13.
12.
11.
10.
9.
8.
7.
6.
5.
4.
3.
2.
1.
Part 4
Absolute Dating
In this part of the exercise, you will be calculating the actual, or absolute, ages of the rock.
The figure above shows the relationship between the percentage of parent material and the number of half-lives that have passed.
1. How much of the parent material is present after one half-life?
a. Two?
b. Three?
c. Four?
2. If you start with 80 grams of an isotope, how much would be left after-one half-life?
a. Three half-lives?
3. If an isotope has a half-life of 600 million years, how old is a rock that contains the isotope after 50% of the parent has decayed?
4. How old is the rock after four half-lives have passed?
5. You discover the parent isotope in a lava flow has gone through 0.75 half-lifes. If a half-life is 800 million years, how old is that rock?
6. In number 1, at the beginning of the exercise, Layer F was dated at 260 million years old. Layer E was determined to be 235 million years old. When did the fold occur?
The image above shows a series of sections containing various fossils.
7. If the star is 325 million years old (ma), and the heptagon (the 7-point star fossil) is 337 ma, how old is the 15-spiked fossil in between?
8. If the star existed for three million years, from 324ma-327ma, how old must the arched arrow in section three be?
9. Based on what you learned about fossil preservation, how might the following be preserved?
a. Dinosaur bones?
b. Microscopic organisms like bacteria and protists?
c. Skin or feathers?
d. DNA?
Earth Science Lab
Module 2: Relative and Absolute Dating
GEO101L
Table of Contents Tools
Module Introduction
Readings
Required
The Rock Cycle (2006). Rock cycle & how rocks can give information about the earth’s past.
Science Reference Center, 1.
Formation of Rocks (2006). Science Reference Center, 1.
Recommended
Foundations of Earth Science, Chapter 8
For Your Success
Make sure that you read the content. When it comes to sequence of events, most s.
Introduction and BackgroundEarth is the only planet known to h.docx
Introduction and Background
Earth is the only planet known to harbor life of any kind, past or present. As part of the search for evidence of life on other planets, both in our solar systems and in other planetary systems, we are looking not just for evidence of the living organisms itself, but for evidence of the conditions that might even be hospitable to life as we know it. One feature that astronomers consider to determine whether a planet MIGHT have the conditions necessary for life as we know it is whether the planet falls within a 'habitable zone' of its host star. (Note: This lab will explore circumstellar habitable zones only, not galactic habitable zones.) If you have already learned about habitable zones in another astronomy class or from your own general knowledge, great. If not, or if you'd like to get a stronger background before proceeding, please read more about habitable zones at astro.unl.edu, universetoday.com, astronomynotes.com, or space.com.
1.
What is a "habitable zone"? Give a good, complete definition, in your own words. If you're not sure and need to look anything up, use a reliable resource (such as one of the four linked above), and be sure to reference the resource you use. Be sure to include in your definition:
a) what is meant by "habitable",
b) why it is a "zone" and not one specific location,
c) what object it is surrounding, and
d) what object(s) may be located within it.
e) Use complete sentences.
Part 1 of 5: The Habitability of the Earth
To begin, load up the Habitable Zone simulator written by the University of Nebraska at the following URL in a new window:
http://astro.unl.edu/naap/habitablezones/animations/stellarHabitableZone.swf
You will need this Angel question window and the unl.edu habitable zone simulator window open simultaneously, as you will need to switch back and forth frequently.
The flash simulator will show you a visual diagram of the solar system in the top panel, a set of simulation settings in the middle panel, and a timeline of the habitability of the Earth in the bottom panel. The timeline units will either be Megayears (Myr) which means millions of years, or Gigayears (Gyr) which means billions of years. To run the simulation, click run in the bottom panel. This button immediately becomes a pause button which will allow you to pause the simulation at any time.
The simulation runs pretty quickly by default. To adjust the speed use the rate slider bar to the right of the run button. You can also manually advance the simulation forward or backward by clicking and dragging the upside-down dark grey triangle above the timeline. To restore the simulation to the original default settings, press the reset button at the very top of the simulation.
2.
The simulation is currently set to zero-age - this is the Solar System as it was when it first formed, about 4.5 billion years ago. Which planet(s) were in the Habitable Zone at this time, if any?
3.
The blue region marked on the diag.
Plate tectonics
This document provides information about plate tectonics through a series of classroom activities and lessons:
- Students draw and label the three types of plate boundaries (divergent, convergent, transform) and the direction of plate motions.
- Through analyzing seismic wave data and earthquake tracking, scientists have determined the composition and shape of tectonic plates.
- An "egg model" demonstration shows how cracks represent plate boundaries and how continental and oceanic crust interact differently at boundaries.
ELS MODULE 1 PPT.pptx
Here are 5 reasons why life as a human being is possible on Earth:
1. Atmospheric composition - Earth's atmosphere contains the right balance of gases like nitrogen, oxygen, and trace amounts of carbon dioxide and water vapor that make breathing and metabolism possible.
2. Temperature regulation - Factors like the greenhouse effect, ocean currents, and Earth's axial tilt help regulate temperatures within a range that allows liquid water to exist and biological processes to function properly.
3. Liquid water - The presence of abundant liquid water on Earth's surface and in its crust acts as a solvent for chemical reactions and provides a medium for transporting nutrients and waste products in living organisms.
4. Protection from radiation - Earth's magnetic field
Big Bang Station Lab
The document describes an activity using a balloon to model the expansion of the universe. Students mark dots representing galaxies on an uninflated balloon and measure the distances between them. After inflating the balloon, the distances have increased, simulating the observed expansion of space in the actual universe. The activity shows that as the space between objects expands, the wavelength of light from distant galaxies appears redshifted. While useful, the balloon model has limitations and a three-dimensional model may better represent the large-scale structure of our expanding universe.
Review 1º eso
This document contains a review for the 1oESO Earth and Living Things subject. It includes 10 questions on various topics:
1. Drawing and naming cell parts and defining nutrition, interaction, and reproduction.
2. Characteristics of living things and filling in blanks about sensing environment, types of reproduction, cell types, and vital functions.
3. Explaining the interaction process in living things and substances that make up living things.
4. Questions cover biodiversity, fossils, classification of living things, microorganisms, plants, animals, units of measurement, states of matter, minerals, rocks, and the solar system.
Unit 2 earth & space
This document provides information about spiraling concepts in geology, meteorology, and astronomy across grade levels 7-10 in the Philippines. In geology, concepts about earthquakes and volcanoes are introduced starting in grade 7 and built upon in subsequent grades, culminating in plate tectonics in grade 10. Meteorology concepts about atmospheric phenomena, typhoons, and climate are also introduced and expanded over grades 7-9. Astronomy topics like the solar system, stars, and motions of celestial bodies are taught from grades 7-9. The document includes examples of learning objectives and activities for different grade levels.
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Procedure:
The diagram you are creating requires a large space. To create your workspace, tape together 8
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Time Period
( 2 1/2 inches wide)
Began (years ago)
( 2 1/2 inches wide)
Fossils
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term "lower" means an earlier time period, fossils from a "lower" time period should be place
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Imagine you have recently been hired to be the Chief Learning Officer (CLO) for a corporation and have been tasked to establish a corporate university.
Discuss the various types of training media you would use to educate your corporate students and how these media would be put to use.
Make sure to include a rationale and at least one citation from your reading.
.
Please respond to one (1) the followingRead the article e.docx
Please respond to
one (1)
the following:
Read the article entitled
“Leadership Excellence: Communicate Your Vision”
. Next, assess the consequences of leaders not being able to communicate their change vision. Discuss the outcomes of a change management plan with an under-communicated vision of change. Develop a strategy for avoiding under-communicating the change vision.
View the video titled “John Kotter – Communicating a Vision for Change” (4 min 16 s) below. You may also view the video at
https://www.youtube.com/watch?v=bGVe3wRKmH0
. Next, assess the means of communication that are available to us as leaders. Review Kotter’s comments regarding communication, and efficient and effective communications. As the leader of a large organization implementing a change, develop a strategy for communicating your vision of change. Discuss the tools that the organization would use as well as the frequency of communication.
.
Please respond to the followingResearch on the Internet a rec.docx
Please respond to the following:
Research on the Internet a recent public relations campaign that was undertaken to address a corporate scandal or misbehavior by a government official or celebrity, and study what part ethics played in the campaign, whether positively or negatively. Communications professor John Marston proposed a four-step model of the process through which public relations can influence public opinion. These steps include research, action, communication, and evaluation. Explain in detail how Marston’s four-step approach can be used to shape public opinion on the story you researched.
Research on the Internet a celebrity who has generated negative publicity in recent years for his/her sponsoring company. Businesses choose celebrities to endorse their products for a variety of reasons. Unfortunately, some of these celebrities act in ways that generate a lot of negative publicity for themselves and, by extension, for the sponsors who pay them. In the case of the celebrity you researched, explain in detail what actions you would take in this situation and why you would take them.
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Please respond to Question One (bolded) and one additional ess.docx
Please respond to
Question One
(bolded) and
one additional essay
question under
Question Two
of your choice. Please provide a complete essay response for both questions. Each response should be at least two pages (double- spaced, 12 pitch, Times New Roman). One reference page should accompany your work in APA format. Please place your name on each page. No late work will be accepted.
Question One:
As a student researcher, please introduce one theorist from the list below and describe what major components he or she has offered to those attempting to understand the development of children and/or families? Please include a photo of the selected theorist and critique his or her theory. For example, please discuss the strengths
and limitations of the individual’s theory.
Albert Bandura
David Liu
Erik Erikson
Harriette Pipes McAdoo
Jean Piaget
Lawrence Kohlberg
Lev Vygotsky
Question Two: (Choose One Question To Answer Below)
•
Linda Espinosa
•
Maria Montessori
•
Robert Coles
•
Sigmund Freud
•
Terry Cross
•
Urie Bronfenbrenner
What happens to children who experience consistent and high levels of stress and Cortisol? https://www.medstargeorgetown.org/ourservices/psychiatry/treatments/child-and-adolescent- psychiatryprogram/
How can parents work to protect children from Contaminants at School? http://www.niehs.nih.gov/research/supported/translational/peph/podc asts/school/index.cfm
Many children love being in or around water, whether it’s a backyard pool or a local beach. But without proper safety measures, water can be dangerous for young children. Please identify one academic journal article related to water safety? How can parents make water safety a priority? Please review this site: https://www.redcross.org/gethelp/how-to-prepare-for-emergencies/types-of-emergencies/watersafety.html
How could the Special Supplemental Nutrition Program for Women, Infants, and Children, also known as the WIC program, assist a single parent with limited income? What foods are eligible under this program?
hat steps can parents take to keep their children healthy?
https://www.cdc.gov/coronavirus/2019-ncov/daily-life- coping/children.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019- ncov%2Fprepare%2Fchildren.html
According to the NIEHS and EPA how can parents help prevent lead poisoning in children and youth? What is your state or local area doing to help eradicate lead poisoning?
*Student should utilize the referenced links above as well as other scholarly documents to develop their responses.
*Students must include a reference page for each question in APA format.
Important: Work submitted without a reference page
will not
be graded.
.
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Background
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2) hello -----,
I like your explination and view of this short story. Other then giving a little more detail from the story I think you did great. What made you choose this story to write about?
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Running head: FICTION ANALYSIS: DEAD MEN’S PATH 1
FICTION ANALYSIS: DEAD MEN’S PATH 4
Fiction Analysis:Dead Men's Path
Estrella Gonzalez
South University
ENG1300 SU01 Composition III/Literature
Joseph Walker
Fiction Analysis:Dead Men's Path Comment by Joseph: Start actual paper at the top of a new page.
Dead Men's Path by China Achebe delves into the implications of making choices. Achebe uses symbolism to bring home his views on the repercussions that choices people make can have on their lives. Achebe presents a society that is torn apart in two divides: between the tradition on one hand and modernity on the other hand. The society is not willing to welcome the new progressive thoughts that have been brought by the missionaries(Achebe, 2009). Through the use of symbolism, Achebe makes a cataclysmic flowing story that has much deeper imnsights than the superficial representations in words. What are some of the dangers of disregarding the opinions that is supported by majority in the society? Achebe’s Dead Men's Path answers this question using symbolic presentations. Comment by Joseph: Set off titles. Comment by Joseph: Be careful of the spelling of names. Comment by Joseph: You don’t need a citation for simple plot summary. Comment by J.
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please respond to both discussion in your own words in citation please need it in your own words
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2.The Florida mouse is a species of rodent in the family Cricetidae. It is the only species in the genus Podomys, which is the single mammal genus endemic to Florida. I like this mouse because it reminds me of Mickey Mouse created by Walt Disney, and redirect me to its amusement parks in Orlando, Florida. This mouse also caught my attention because it looks so funny and different from the rest of the mice. The Florida mouse is found only in a limited area in central peninsular Florida and one small area in the Florida panhandle. The mouse inhabits some of Florida's hottest and driest regions in the high pinelands, sandhills, flatlands, and coastal scrub. They average between 5 to 8 inches long, and their tails are between 2 to 3.5 inches long, weighing between 1/2 ounce to 1 ounce. The Florida mouse has soft silky fur that is brown or brownish-orange in color. Its underparts are white. Their ears are large and furless. Their tails are long, and their back paws are large and have 5 pads. Their teeth are sharp, and they use them for gnawing.
The Florida mouse is nocturnal and is active throughout the year except on unusually cold nights. The mouse can climb but is primarily a terrestrial species. They communicate by emitting high pitched squeals, and when they are excited, they thump the ground with their front paws producing a drumming sound. The Florida mouse also has a distinctive odor, almost like a skunk. A baby of a Florida mouse is called a pinkie, kitten, or pup. The females are called doe and males buck. A Florida mouse group is called a nest, colony, harvest, horde, or mischief.
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please respond In your own words not citations
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From the nymph stage to the adult stage, the dragonfly has a significant, positive ecological impact. Dragonfly eggs are laid and hatched in or near water, so their lives impact both water and land ecosystems. Once hatched, dragonfly nymphs can breathe underwater, and they use a motion similar to jet propulsion to move through their environment. This enables them to eat harmful aquatic organisms such as mosquito larvae. The nymph will continue contributing to this ecosystem for one to five years before becoming a mature adult. The adult dragonfly has enormous compound eyes that are useful in searching for flying insects. While flying, it uses its six legs to scoop food out of the air. Clasping the prey in its front legs, it then eats the insect in flight.
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Please respond in 300 words the following
We see SWOT presented in a 4 block matrix:
Internal: S/W
External: O/Th
Choose a department in a hospital, such as labor and delivery, and provide an analysis that involves both internal and external matrices.
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A portfolio can be an effective way to provide evidence of accomplishments to pursue career goals by collecting examples of one's work, qualifications, and achievements in one place. It allows potential employers to easily see relevant skills and experience. According to Smith (2019), portfolios provide a comprehensive picture of a candidate that can strengthen their application.
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Please respond to the following:
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Please respond to the following:
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
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Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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