1
GEO347 – Climatic Geomorphology
Exercise #1 – Hillslope Stability: Analyses and Applications
Handed out: February 19, 2020
Write-up due: March 6, 2020
Purpose:
This exercise explores more deeply some of the mass wasting concepts covered in lectures. In Part (A)
we will make observations and collect some data for use in Part (B).
General Geologic Setting. Montara Mountain and the Devil's Slide area are located within the
California Coast Range Geomorphic Province, which consists of a series of northwesterly trending
ridges and valleys formed by compressional tectonic forces. The geologic units located within the study
area consist of Cretaceous Montara Mountain granodiorite overlain with Paleocene age sedimentary
rock. Granodiorite is a coarse-grained plutonic rock consisting of quartz, plagioclase and potassium
feldspar, biotite, hornblende, or, more rarely pyroxene. It is in fault contact with the overlying
sedimentary rock consisting of sandstone, shale, and conglomerate. The sedimentary rock within the
study area is steeply dipping, folded, faulted, and further disturbed by repeated episodes of landslides.
The fault separating these two units is an inactive, oblique fault that descends northwest across the cliff
face. Colluvium and shallow slide debris are found throughout the slide, above and below the roadway.
Source: U.S. Department of Transpiration and The State of California, Department of Transportation,
1986.
Part A (40 points) – To be worked on in class and written up outside class:
1. For this question we will examine a long-standing problem stretch of highway #1 along the California
coastline north of Half Moon Bay. The general geologic setting is described below, and a photograph is
provided separately (also posted on UBlearns). After reading about the general geologic setting, look
carefully at the left side of the photo.
Find the bedding (layering) of the sedimentary rocks. Don’t be confused by the ravines eroded by water.
Which way does the bedding dip? Explain why this makes the area more vulnerable to landslides. (Hint:
See Table 1, reproduced from Ritter et al. 2011)
2. For this question we will measure slopes at Devil’s Slide. The method for calculating slope from
topographic maps is shown in Figure 1. Figure 2 shows a portion of the Montara Mountain USGS 7.5-
minute Quadrangle. A scale is provided as this image does not retain the original 1:24K scale. Points (A)
and (B) show locations where landslides have occurred several times of the past 30 years.
Determine the average slope of the land surface from the shore to the highway at (A) and (B). Repeat for
an equal horizontal distance above the highway. Be sure to get your group’s numbers written down for
later calculations. Compare the slopes at (A) and (B) to those on the headland (C). Discuss why the
headland denudation rates are lower than those at (A) and (B).
2
tan 𝛼 = !!
.
PHY 103 Final Project Guidelines and RubricOverviewThe final .docxmattjtoni51554
PHY 103: Final Project Guidelines and RubricOverview
The final project for this course is the creation of a preliminary report of environmental findings.
The final project encompasses several Earth science processes that form the foundation of geosciences work—from understanding how human activities change a landscape to mitigating potential natural hazards to addressing the impacts of weather and climate. Students apply geologic science in a practical manner. For example, as a spatial analysis technician uses knowledge of water drainage, underlying geology, soils, and weather components to design and place roads, houses, power lines, and drainage systems in a new neighborhood, you will draw on the knowledge gained in this course to create the final project.
Understanding Earth system processes is critical for projects such as bridge design, soil or water contamination studies, analyzing climate change, and developing policies that safeguard both humans and their environment.
For this assessment, you will apply the Earth systems information learned throughout the course by assuming the role of an intern at an environmental consulting firm. You will be charged with conducting basic background research for an environmental report the company is preparing for a client in relation to the development of a subdivision. The supervisor has asked you to prepare a preliminary report that the firm can eventually incorporate into its report to communicate the findings to the client. The report should cover the basic geomorphology and climate for the area and highlight what these factors suggest for the planned subdivision in broad terms, using the provided documents—the geological cross section, topographical maps, historical data on volcanos and earthquakes, regional weather information, and stream discharge data. (Note that the location in this scenario is fictitious, although the landscape includes elements of the real world, and weather and climate data are representative of the region.)
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final submission will be in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
· Draw basic connections between the Earth’s spheres for their implications on human activities
· Utilize basic geoscience information and data in determining how environmental settings are shaped by landform processes
· Connect key lithospheric processes to the theory of plate tectonics for determining the potential for natural hazards
· Analyze local weather patterns by summarizing how fundamental atmospheric processes create resultant weather and climate
Prompt
Imagine you are an intern working for an environmental consulting firm. One of the firm’s clients is considering building a subdivision .
CE112 Homework 5 – Article Review Winter 2020
1/2
Due: TUESDAY 02/25/2020
• Turn in single-sided, printed and timestamped copy to Box in EB200 CEE office by 4PM
• Turn in PDF to D2L HW5 Submission Folder by 4PM
• No assignments are accepted after 4PM on the due date.
Objective:
There are six articles related to engineering failures or unintended design consequences posted on the
HW5 folder on D2L. The first week of class you will be assigned one of the articles to review. To prepare
you for a discussion of the articles on March 11, 2020 your review should address the following points:
1. Summary of Incident (~ ¾ page): Briefly summarize the history surrounding the project or
event discussed in the article.
2. Discussion (~ ¾ page): Comment on the following:
a. Was the failure or unintended consequence preventable? If so, how?
b. What impact does the failure or unintended consequence have on society and/or the
environment?
c. What responsibility does the professional engineer with respect to the event discussed?
3. Recommending Article to Others (~ 1 paragraph): Would you recommend the instructor use
this article for this assignment in the future? Why or why not? Give at least 2 reasons.
Essay Grading: (see rubric on page 2)
• Grammar, spelling and punctuation (10 pts) – Use spell-check and proofread for proper
punctuation. Try to use Word’s grammar check but do not always believe it. Consider using the
Grammarly add in for Word or other online tool. Having a classmate review your essay is highly
encouraged.
• Content (25 pts) – See points to address in the objectives section above.
• Class Discussion (10 pts) – Actively listen to discussion and volunteer feedback.
• Requirements (5 pts) – Please don’t lose any points on the basics.
Requirements
Page order:
1. CE 112 Cover sheet completed with your name and title of articles review. Cover sheet template
is provided on D2L.
2. Text of your review (~2 pages) (do not include a copy of the article).
The required format elements are:
• Double spaced text.
• Times New Roman eleven (11) point font.
• One inch page margins.
• Numbered pages (on the bottom).
• It is highly suggested that you use the Word.doc template provided. (Do not change the styles).
https://www.grammarly.com/
CE112 Homework 5 – Article Review Winter 2020
2/2
Grammar, Spelling, and Punctuation (10 pts)
Below Avg. (5 pts) Average (7 pts) Good (8 pts) Excellent (10 pts) Points
Many errors and a large
number of the corrections
are major errors.
Several corrections but
most of the corrections
are minor errors.
Few corrections,
mostly minor.
Almost no
corrections.
Content (25 pts):
Summary of Incident:
Below Avg. (4 pts) Average (6 pts) Excellent (10 pts) Points
Writing style is hard to follow or
summary is very brief.
Followable writing and
organization.
Clear, concise writing and
organization.
Discussion:
Below Avg. .
CE112 Homework 5 – Article Review Winter 2020
1/2
Due: TUESDAY 02/25/2020
• Turn in single-sided, printed and timestamped copy to Box in EB200 CEE office by 4PM
• Turn in PDF to D2L HW5 Submission Folder by 4PM
• No assignments are accepted after 4PM on the due date.
Objective:
There are six articles related to engineering failures or unintended design consequences posted on the
HW5 folder on D2L. The first week of class you will be assigned one of the articles to review. To prepare
you for a discussion of the articles on March 11, 2020 your review should address the following points:
1. Summary of Incident (~ ¾ page): Briefly summarize the history surrounding the project or
event discussed in the article.
2. Discussion (~ ¾ page): Comment on the following:
a. Was the failure or unintended consequence preventable? If so, how?
b. What impact does the failure or unintended consequence have on society and/or the
environment?
c. What responsibility does the professional engineer with respect to the event discussed?
3. Recommending Article to Others (~ 1 paragraph): Would you recommend the instructor use
this article for this assignment in the future? Why or why not? Give at least 2 reasons.
Essay Grading: (see rubric on page 2)
• Grammar, spelling and punctuation (10 pts) – Use spell-check and proofread for proper
punctuation. Try to use Word’s grammar check but do not always believe it. Consider using the
Grammarly add in for Word or other online tool. Having a classmate review your essay is highly
encouraged.
• Content (25 pts) – See points to address in the objectives section above.
• Class Discussion (10 pts) – Actively listen to discussion and volunteer feedback.
• Requirements (5 pts) – Please don’t lose any points on the basics.
Requirements
Page order:
1. CE 112 Cover sheet completed with your name and title of articles review. Cover sheet template
is provided on D2L.
2. Text of your review (~2 pages) (do not include a copy of the article).
The required format elements are:
• Double spaced text.
• Times New Roman eleven (11) point font.
• One inch page margins.
• Numbered pages (on the bottom).
• It is highly suggested that you use the Word.doc template provided. (Do not change the styles).
https://www.grammarly.com/
CE112 Homework 5 – Article Review Winter 2020
2/2
Grammar, Spelling, and Punctuation (10 pts)
Below Avg. (5 pts) Average (7 pts) Good (8 pts) Excellent (10 pts) Points
Many errors and a large
number of the corrections
are major errors.
Several corrections but
most of the corrections
are minor errors.
Few corrections,
mostly minor.
Almost no
corrections.
Content (25 pts):
Summary of Incident:
Below Avg. (4 pts) Average (6 pts) Excellent (10 pts) Points
Writing style is hard to follow or
summary is very brief.
Followable writing and
organization.
Clear, concise writing and
organization.
Discussion:
Below Avg. ...
Page | 304
Introductory GeoloGy crustal deformatIon
12.8 lab exerCIse
student responses Name___________________________
This Lab Assignment must be mailed to your Instructor. There is no online
assessment for the Crustal Deformation Lab.
Complete the entire assignment and mail to your instructor postmarked by the
assessment deadline. You should make an extra copy to practice on and mail in a
clean and neat version for grading. Make sure to include your name and staple all
of the pages together. It is a good idea to make a copy of what you mail in, just in
case it gets lost in the mail. For several parts of this lab there are multiple
interpretations! Ask if you have questions.
Part A (6 pts) Circle the correct answer to the following questions.
1. For the following diagram, determine the correct map symbol that would go in
the oval box.
a. b. c. d.
2. For the following diagram, determine the correct map symbol that would go in
the oval box.
a. b. c. d.
Page | 305
Introductory GeoloGy crustal deformatIon
3. Using Google Earth, search for the following area in Pakistan: 27 50 35.00N
67 10 03.70E. Zoom out to an eye altitude of approximately 25,000 feet. The
inclined layers in these folded rocks can be easily seen. As you view them, in
which compass direction are the beds dipping?
a. Northeast (NE) b. Southeast (SE) c. Northwest (NW) d. Southwest (SW)
Part B (24 pts)
For each of the following block diagrams complete the following: 1- Complete
the diagram drawing in geological contacts on each side of the block; 2- Add sym-
bols indicating the strike and dip of each geological layer as well as symbols docu-
menting any other geological features (include the direction of movement for any
faults); 3- In the space provided under the block diagram write the specific name
of the geology feature in the block diagram. Please note that in several of the blocks
the ages of the layers are provided.
Page | 306
Introductory GeoloGy crustal deformatIon
Part C (20 pts)
At the end of the lab there are two full-page block diagrams. Cut along the
dashed lines and fold along the solid lines to examine the block in three dimen-
sions. For each of the block diagrams complete the following: 1- Complete the dia-
gram drawing in geological contacts on each side of the block; 2- Add symbols in-
dicating the strike and dip of each geological layer as well as symbols documenting
any other geological features; 3- Identify the geologic structure presented on the
block and write the name of the structure on the top surface of the block. Please
unfold the blocks flat to mail in to your instructor.
Part D (24 pts)
The geological map on the following page is from the Paleozoic rocks in the
Northwest Georgia Mountains. Please refer to the key to rocks and their ages pres-
ent on the map in order to answer the questions. Note that the rock key is in
chronological order with the oldest rocks on the bottom (Conas.
This document contains a diagnostic test in Science with multiple choice questions about plate tectonics and plate boundaries. There are various questions testing understanding of the three main types of plate boundaries (divergent, convergent, and transform), where new oceanic lithosphere forms, areas of explosive volcanic activity, subduction zones, and features associated with different boundaries. The test aims to assess knowledge of plate tectonics concepts.
The Hoover Dam was built on the Colorado River between Nevada and Arizona to address water needs in the growing Southwestern United States. It controls flooding, provides irrigation water for farming, and generates hydroelectric power. The location was suitable due to the deep sandstone canyons which allowed for water storage and a narrow dam. While the dam provided benefits like water and power, it also displaced Native American settlements and disrupted natural river flows and ecosystems.
Deadline is on Tuesday ,September 16 th2014I would like to .docxtheodorelove43763
Deadline is on Tuesday ,September 16 th/2014
I would like to have a design of the four broadcast protocols using a written description with the graphic representation showing how the design looks like and how information/communication happen between nodes beside the details explanation using scenarios to estimate the complexity.
Each of the designs should have an evaluation of the efficiency in the context of message complexity and round complexity.
The design should be based on a cube system with 8 nodes using
1. message-passing model
2. shared-memory model
3. mobile agent communication model
So the final work will have a total of 4 graphic designs with use case scenarios for each design to explain and calculate the complexity and efficiently of each design. The efficiency would be calculated for each design in term of message complexity and round complexity. Then decide on the best protocol among the proposed designs based on the efficiency.
geology2.pdf
geology1.pdf
1
Plate Tectonics Name: ________________
INTRODUCTION
Plate tectonics is a well established theory that unifies and provides a framework for
all geologic observations. Most geologic phenomenon observed near the Earth’s
surface are linked in some way to plate tectonic processes. The theory states that the
outer 60-100 km of the Earth is divided into slabs of rigid rock (the lithosphere). These
slabs (the plates) rest upon a semi-viscous layer of easily deformable rock (the
asthenosphere). Thermal convection within the asthenosphere pushes the plates in
horizontal directions at rates ranging from 1 cm to 12 cm/year. This causes the plates
to move in relation to one another. Boundaries between the 8 principle plates and
several smaller plates are zones of rock deformation, earthquakes and volcanism.
This lab utilizes real data that demonstrates and/or validates the theory of Plate
Tectonics. Four exercises, modified from Jones and Jones (2003), follow.
o Part A examines global maps of tectonic plate boundaries and earthquake data
to identify plate boundary locations and assess relative motion between the
plates.
o Part B uses maps of the ocean floor to calculate spreading rates across a mid-
oceanic ridge in the South Pacific.
o Part C interprets maps and utilizes geologic ages for Hawaiian Islands to better
understand movement of the underlying Pacific plate over a “hot spot”.
o Part D examines a geologic map along a portion of the San Andreas Fault to
evaluate the direction and rate of plate movement.
OBJECTIVES
Upon completion of this exercise, you will be able to understand:
1. basic differences between major types of plate boundaries.
2. magnetic stripping and use it to calculate spreading rates
3. the concept of “hot spots” and use this understanding to determine the speed
and direction of movement of plates
4. how to interpret a geological map of the San Andreas Fault and calculate the
rate of movement al.
LAB MODULE 13 PLATE TECTONICSNote Please refer to the GETTIN.docxVinaOconner450
LAB MODULE 13: PLATE TECTONICS
Note:
Please refer to the GETTING STARTEDmodule to learn how to maneuver through, and how to answer the lab questions, in the Google Earth (
) component.
KEY TERMS
You should know and understand the following terms
:
Continental Drift
Pacific Ring of Fire
Reverse Fault
Earthquakes
Pangaea
Subduction
Hotspots
Plate Convergence
Transform Fault
Normal Fault
Plate Divergence
Overthrust fault
Plate tectonics
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to do the following tasks:
·
Explain the theory of plate tectonics
·
Explain the theory of continental drift
·
Identify and describe types of plate movement
·
Identify and describe the three types of volcanoes
·
Explain the concept of hotspots
·
Compute the rates of plate movement
·
Identify and describe the different types of faults
INTRODUCTION
This module examines plate tectonics. Topics include continental drift, tectonic landforms, plate boundaries, faults and hotspots. While these topics may appear to be disparate, you will learn how they are inherently related. The module starts with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts of the internal structure of the Earth. Some of the vignettes have animations, videos, or short articles that will provide another perspective or visual explanation for the topic at hand. After reading the vignette and associated links, answer the following questions. Please note that some links might take a while to download based on your Internet speed.
Expandthe
INTRODUCTION
folder and then check
Topic 1: Introduction
.
Read
Topic 1: Introduction
Question 1:
Based on this map, what is one continent in which the there are two (or more) plates?
A.
North America
B.
Europe
C.
Asia
D.
Africa
Read
Topic 2: Continental Drift
Question 2:
What was discovered in Antarctica that solidified Wegener’s theory of continental drift?
A.
Snow and ice
B.
Mineral deposits
C.
Tropical plant fossils
D.
Extinct volcanoes
Read
Topic 3:
Tectonic Landforms
Question 3:
Where do scientists think the next major ocean will be formed?
A.
Gulf of Mexico
B.
Iceland
C.
Australia
D.
East Africa
Read
Topic 4:
Human Interaction
Question 4:
Based on the article, w
hich is not a reason why humans are drawn to plate boundaries.
A.
Nice scenery
B.
Geothermal energy
C.
Fertile soil
D.
Ore deposits
Collapse and uncheck the
Introduction
folder.
GLOBAL PERSPECTIVE
Expand
GLOBAL PERSPECTIVE
. Double-click and select
Tectonic Plate Boundaries and Names
to display the names on the globe of the major tectonic plates.
Millions of humans live near the major tectonic plate boundaries. The potential dangers of living on or near a plate boundary include earthquakes, volcanoes, and tsunamis. However, these natural hazards do little to discourage people f.
PHY 103 Final Project Guidelines and RubricOverviewThe final .docxmattjtoni51554
PHY 103: Final Project Guidelines and RubricOverview
The final project for this course is the creation of a preliminary report of environmental findings.
The final project encompasses several Earth science processes that form the foundation of geosciences work—from understanding how human activities change a landscape to mitigating potential natural hazards to addressing the impacts of weather and climate. Students apply geologic science in a practical manner. For example, as a spatial analysis technician uses knowledge of water drainage, underlying geology, soils, and weather components to design and place roads, houses, power lines, and drainage systems in a new neighborhood, you will draw on the knowledge gained in this course to create the final project.
Understanding Earth system processes is critical for projects such as bridge design, soil or water contamination studies, analyzing climate change, and developing policies that safeguard both humans and their environment.
For this assessment, you will apply the Earth systems information learned throughout the course by assuming the role of an intern at an environmental consulting firm. You will be charged with conducting basic background research for an environmental report the company is preparing for a client in relation to the development of a subdivision. The supervisor has asked you to prepare a preliminary report that the firm can eventually incorporate into its report to communicate the findings to the client. The report should cover the basic geomorphology and climate for the area and highlight what these factors suggest for the planned subdivision in broad terms, using the provided documents—the geological cross section, topographical maps, historical data on volcanos and earthquakes, regional weather information, and stream discharge data. (Note that the location in this scenario is fictitious, although the landscape includes elements of the real world, and weather and climate data are representative of the region.)
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final submission will be in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
· Draw basic connections between the Earth’s spheres for their implications on human activities
· Utilize basic geoscience information and data in determining how environmental settings are shaped by landform processes
· Connect key lithospheric processes to the theory of plate tectonics for determining the potential for natural hazards
· Analyze local weather patterns by summarizing how fundamental atmospheric processes create resultant weather and climate
Prompt
Imagine you are an intern working for an environmental consulting firm. One of the firm’s clients is considering building a subdivision .
CE112 Homework 5 – Article Review Winter 2020
1/2
Due: TUESDAY 02/25/2020
• Turn in single-sided, printed and timestamped copy to Box in EB200 CEE office by 4PM
• Turn in PDF to D2L HW5 Submission Folder by 4PM
• No assignments are accepted after 4PM on the due date.
Objective:
There are six articles related to engineering failures or unintended design consequences posted on the
HW5 folder on D2L. The first week of class you will be assigned one of the articles to review. To prepare
you for a discussion of the articles on March 11, 2020 your review should address the following points:
1. Summary of Incident (~ ¾ page): Briefly summarize the history surrounding the project or
event discussed in the article.
2. Discussion (~ ¾ page): Comment on the following:
a. Was the failure or unintended consequence preventable? If so, how?
b. What impact does the failure or unintended consequence have on society and/or the
environment?
c. What responsibility does the professional engineer with respect to the event discussed?
3. Recommending Article to Others (~ 1 paragraph): Would you recommend the instructor use
this article for this assignment in the future? Why or why not? Give at least 2 reasons.
Essay Grading: (see rubric on page 2)
• Grammar, spelling and punctuation (10 pts) – Use spell-check and proofread for proper
punctuation. Try to use Word’s grammar check but do not always believe it. Consider using the
Grammarly add in for Word or other online tool. Having a classmate review your essay is highly
encouraged.
• Content (25 pts) – See points to address in the objectives section above.
• Class Discussion (10 pts) – Actively listen to discussion and volunteer feedback.
• Requirements (5 pts) – Please don’t lose any points on the basics.
Requirements
Page order:
1. CE 112 Cover sheet completed with your name and title of articles review. Cover sheet template
is provided on D2L.
2. Text of your review (~2 pages) (do not include a copy of the article).
The required format elements are:
• Double spaced text.
• Times New Roman eleven (11) point font.
• One inch page margins.
• Numbered pages (on the bottom).
• It is highly suggested that you use the Word.doc template provided. (Do not change the styles).
https://www.grammarly.com/
CE112 Homework 5 – Article Review Winter 2020
2/2
Grammar, Spelling, and Punctuation (10 pts)
Below Avg. (5 pts) Average (7 pts) Good (8 pts) Excellent (10 pts) Points
Many errors and a large
number of the corrections
are major errors.
Several corrections but
most of the corrections
are minor errors.
Few corrections,
mostly minor.
Almost no
corrections.
Content (25 pts):
Summary of Incident:
Below Avg. (4 pts) Average (6 pts) Excellent (10 pts) Points
Writing style is hard to follow or
summary is very brief.
Followable writing and
organization.
Clear, concise writing and
organization.
Discussion:
Below Avg. .
CE112 Homework 5 – Article Review Winter 2020
1/2
Due: TUESDAY 02/25/2020
• Turn in single-sided, printed and timestamped copy to Box in EB200 CEE office by 4PM
• Turn in PDF to D2L HW5 Submission Folder by 4PM
• No assignments are accepted after 4PM on the due date.
Objective:
There are six articles related to engineering failures or unintended design consequences posted on the
HW5 folder on D2L. The first week of class you will be assigned one of the articles to review. To prepare
you for a discussion of the articles on March 11, 2020 your review should address the following points:
1. Summary of Incident (~ ¾ page): Briefly summarize the history surrounding the project or
event discussed in the article.
2. Discussion (~ ¾ page): Comment on the following:
a. Was the failure or unintended consequence preventable? If so, how?
b. What impact does the failure or unintended consequence have on society and/or the
environment?
c. What responsibility does the professional engineer with respect to the event discussed?
3. Recommending Article to Others (~ 1 paragraph): Would you recommend the instructor use
this article for this assignment in the future? Why or why not? Give at least 2 reasons.
Essay Grading: (see rubric on page 2)
• Grammar, spelling and punctuation (10 pts) – Use spell-check and proofread for proper
punctuation. Try to use Word’s grammar check but do not always believe it. Consider using the
Grammarly add in for Word or other online tool. Having a classmate review your essay is highly
encouraged.
• Content (25 pts) – See points to address in the objectives section above.
• Class Discussion (10 pts) – Actively listen to discussion and volunteer feedback.
• Requirements (5 pts) – Please don’t lose any points on the basics.
Requirements
Page order:
1. CE 112 Cover sheet completed with your name and title of articles review. Cover sheet template
is provided on D2L.
2. Text of your review (~2 pages) (do not include a copy of the article).
The required format elements are:
• Double spaced text.
• Times New Roman eleven (11) point font.
• One inch page margins.
• Numbered pages (on the bottom).
• It is highly suggested that you use the Word.doc template provided. (Do not change the styles).
https://www.grammarly.com/
CE112 Homework 5 – Article Review Winter 2020
2/2
Grammar, Spelling, and Punctuation (10 pts)
Below Avg. (5 pts) Average (7 pts) Good (8 pts) Excellent (10 pts) Points
Many errors and a large
number of the corrections
are major errors.
Several corrections but
most of the corrections
are minor errors.
Few corrections,
mostly minor.
Almost no
corrections.
Content (25 pts):
Summary of Incident:
Below Avg. (4 pts) Average (6 pts) Excellent (10 pts) Points
Writing style is hard to follow or
summary is very brief.
Followable writing and
organization.
Clear, concise writing and
organization.
Discussion:
Below Avg. ...
Page | 304
Introductory GeoloGy crustal deformatIon
12.8 lab exerCIse
student responses Name___________________________
This Lab Assignment must be mailed to your Instructor. There is no online
assessment for the Crustal Deformation Lab.
Complete the entire assignment and mail to your instructor postmarked by the
assessment deadline. You should make an extra copy to practice on and mail in a
clean and neat version for grading. Make sure to include your name and staple all
of the pages together. It is a good idea to make a copy of what you mail in, just in
case it gets lost in the mail. For several parts of this lab there are multiple
interpretations! Ask if you have questions.
Part A (6 pts) Circle the correct answer to the following questions.
1. For the following diagram, determine the correct map symbol that would go in
the oval box.
a. b. c. d.
2. For the following diagram, determine the correct map symbol that would go in
the oval box.
a. b. c. d.
Page | 305
Introductory GeoloGy crustal deformatIon
3. Using Google Earth, search for the following area in Pakistan: 27 50 35.00N
67 10 03.70E. Zoom out to an eye altitude of approximately 25,000 feet. The
inclined layers in these folded rocks can be easily seen. As you view them, in
which compass direction are the beds dipping?
a. Northeast (NE) b. Southeast (SE) c. Northwest (NW) d. Southwest (SW)
Part B (24 pts)
For each of the following block diagrams complete the following: 1- Complete
the diagram drawing in geological contacts on each side of the block; 2- Add sym-
bols indicating the strike and dip of each geological layer as well as symbols docu-
menting any other geological features (include the direction of movement for any
faults); 3- In the space provided under the block diagram write the specific name
of the geology feature in the block diagram. Please note that in several of the blocks
the ages of the layers are provided.
Page | 306
Introductory GeoloGy crustal deformatIon
Part C (20 pts)
At the end of the lab there are two full-page block diagrams. Cut along the
dashed lines and fold along the solid lines to examine the block in three dimen-
sions. For each of the block diagrams complete the following: 1- Complete the dia-
gram drawing in geological contacts on each side of the block; 2- Add symbols in-
dicating the strike and dip of each geological layer as well as symbols documenting
any other geological features; 3- Identify the geologic structure presented on the
block and write the name of the structure on the top surface of the block. Please
unfold the blocks flat to mail in to your instructor.
Part D (24 pts)
The geological map on the following page is from the Paleozoic rocks in the
Northwest Georgia Mountains. Please refer to the key to rocks and their ages pres-
ent on the map in order to answer the questions. Note that the rock key is in
chronological order with the oldest rocks on the bottom (Conas.
This document contains a diagnostic test in Science with multiple choice questions about plate tectonics and plate boundaries. There are various questions testing understanding of the three main types of plate boundaries (divergent, convergent, and transform), where new oceanic lithosphere forms, areas of explosive volcanic activity, subduction zones, and features associated with different boundaries. The test aims to assess knowledge of plate tectonics concepts.
The Hoover Dam was built on the Colorado River between Nevada and Arizona to address water needs in the growing Southwestern United States. It controls flooding, provides irrigation water for farming, and generates hydroelectric power. The location was suitable due to the deep sandstone canyons which allowed for water storage and a narrow dam. While the dam provided benefits like water and power, it also displaced Native American settlements and disrupted natural river flows and ecosystems.
Deadline is on Tuesday ,September 16 th2014I would like to .docxtheodorelove43763
Deadline is on Tuesday ,September 16 th/2014
I would like to have a design of the four broadcast protocols using a written description with the graphic representation showing how the design looks like and how information/communication happen between nodes beside the details explanation using scenarios to estimate the complexity.
Each of the designs should have an evaluation of the efficiency in the context of message complexity and round complexity.
The design should be based on a cube system with 8 nodes using
1. message-passing model
2. shared-memory model
3. mobile agent communication model
So the final work will have a total of 4 graphic designs with use case scenarios for each design to explain and calculate the complexity and efficiently of each design. The efficiency would be calculated for each design in term of message complexity and round complexity. Then decide on the best protocol among the proposed designs based on the efficiency.
geology2.pdf
geology1.pdf
1
Plate Tectonics Name: ________________
INTRODUCTION
Plate tectonics is a well established theory that unifies and provides a framework for
all geologic observations. Most geologic phenomenon observed near the Earth’s
surface are linked in some way to plate tectonic processes. The theory states that the
outer 60-100 km of the Earth is divided into slabs of rigid rock (the lithosphere). These
slabs (the plates) rest upon a semi-viscous layer of easily deformable rock (the
asthenosphere). Thermal convection within the asthenosphere pushes the plates in
horizontal directions at rates ranging from 1 cm to 12 cm/year. This causes the plates
to move in relation to one another. Boundaries between the 8 principle plates and
several smaller plates are zones of rock deformation, earthquakes and volcanism.
This lab utilizes real data that demonstrates and/or validates the theory of Plate
Tectonics. Four exercises, modified from Jones and Jones (2003), follow.
o Part A examines global maps of tectonic plate boundaries and earthquake data
to identify plate boundary locations and assess relative motion between the
plates.
o Part B uses maps of the ocean floor to calculate spreading rates across a mid-
oceanic ridge in the South Pacific.
o Part C interprets maps and utilizes geologic ages for Hawaiian Islands to better
understand movement of the underlying Pacific plate over a “hot spot”.
o Part D examines a geologic map along a portion of the San Andreas Fault to
evaluate the direction and rate of plate movement.
OBJECTIVES
Upon completion of this exercise, you will be able to understand:
1. basic differences between major types of plate boundaries.
2. magnetic stripping and use it to calculate spreading rates
3. the concept of “hot spots” and use this understanding to determine the speed
and direction of movement of plates
4. how to interpret a geological map of the San Andreas Fault and calculate the
rate of movement al.
LAB MODULE 13 PLATE TECTONICSNote Please refer to the GETTIN.docxVinaOconner450
LAB MODULE 13: PLATE TECTONICS
Note:
Please refer to the GETTING STARTEDmodule to learn how to maneuver through, and how to answer the lab questions, in the Google Earth (
) component.
KEY TERMS
You should know and understand the following terms
:
Continental Drift
Pacific Ring of Fire
Reverse Fault
Earthquakes
Pangaea
Subduction
Hotspots
Plate Convergence
Transform Fault
Normal Fault
Plate Divergence
Overthrust fault
Plate tectonics
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to do the following tasks:
·
Explain the theory of plate tectonics
·
Explain the theory of continental drift
·
Identify and describe types of plate movement
·
Identify and describe the three types of volcanoes
·
Explain the concept of hotspots
·
Compute the rates of plate movement
·
Identify and describe the different types of faults
INTRODUCTION
This module examines plate tectonics. Topics include continental drift, tectonic landforms, plate boundaries, faults and hotspots. While these topics may appear to be disparate, you will learn how they are inherently related. The module starts with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts of the internal structure of the Earth. Some of the vignettes have animations, videos, or short articles that will provide another perspective or visual explanation for the topic at hand. After reading the vignette and associated links, answer the following questions. Please note that some links might take a while to download based on your Internet speed.
Expandthe
INTRODUCTION
folder and then check
Topic 1: Introduction
.
Read
Topic 1: Introduction
Question 1:
Based on this map, what is one continent in which the there are two (or more) plates?
A.
North America
B.
Europe
C.
Asia
D.
Africa
Read
Topic 2: Continental Drift
Question 2:
What was discovered in Antarctica that solidified Wegener’s theory of continental drift?
A.
Snow and ice
B.
Mineral deposits
C.
Tropical plant fossils
D.
Extinct volcanoes
Read
Topic 3:
Tectonic Landforms
Question 3:
Where do scientists think the next major ocean will be formed?
A.
Gulf of Mexico
B.
Iceland
C.
Australia
D.
East Africa
Read
Topic 4:
Human Interaction
Question 4:
Based on the article, w
hich is not a reason why humans are drawn to plate boundaries.
A.
Nice scenery
B.
Geothermal energy
C.
Fertile soil
D.
Ore deposits
Collapse and uncheck the
Introduction
folder.
GLOBAL PERSPECTIVE
Expand
GLOBAL PERSPECTIVE
. Double-click and select
Tectonic Plate Boundaries and Names
to display the names on the globe of the major tectonic plates.
Millions of humans live near the major tectonic plate boundaries. The potential dangers of living on or near a plate boundary include earthquakes, volcanoes, and tsunamis. However, these natural hazards do little to discourage people f.
This document discusses different types of plate boundaries including divergent boundaries where plates move apart, convergent boundaries where plates collide, and transform boundaries where plates slide past one another. It provides examples of each boundary type and describes the geological features and processes associated with each, such as the formation of oceanic trenches and volcanic island arcs at convergent boundaries, and the development of rift valleys and oceanic spreading ridges at divergent boundaries. It also discusses examples of hotspots, which are volcanic regions not located along plate boundaries.
Plate tectonics explains earthquakes and volcanoes, which occur at plate boundaries where plates are moving together or apart. Earthquakes are caused by seismic waves from faults deep in the earth, while volcanoes form where weaknesses in the crust allow magma to reach the surface. Despite hazards, volcanoes are attractive to live near due to fertile soil and tourism opportunities from hot springs and geysers.
Oceanography 101 LAB 3 Saunders
Ocean Sediments & Bathymetry
Name:___________________________
1. Sediments (to be done in lab)
(1.1) At each table should be a set of sediment slides containing various sediments from around
the world. Examine the prepared sediments slides and determine their characteristics by
filling out the table below.
Slide Description Type Sorting
A
B
C
D
E
Oceanography 101 LAB 3 Saunders
F
G
(1.2) After you have completed the table, check your results against a key provided by your
instructor. Which sediments are more influenced by land processes (erosion, rivers, etc).
Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(1.3) Given what we’ve learned about sediments and their sources, would you guess that the
sediments of Puget Sound, which has 16 major and many minor rivers draining into it, are
more terrigenous, biogenous, hydrogenous, or cosmogenous? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Core Sample
(2.1) By studying the sediments on the ocean floor, we can gather clues about what surface
conditions were like at various times in the Earth's past when the sediments were deposited.
Using those clues, we can try to reconstruct what might have happened during the Earth's
past. As the particles pile up on the ocean floor, they begin to exert pressure on the
sediments below. What do you think will happen to these sediments over time?
Explain.__________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(2.2) Below is a 6 m long core sample taken from the deep sea floor off shows fine grained mud
layers alternating with sandier layers. The volcanic ash at the bottom is dated as 7700 years
old (after Adams, 1990). How many alternating sand-mud layers do you count?
__________________________________________________________________________
(2.3) How can you explain these alternating course, sandier layers with fine particle mud layers?
(HINT: Note that this sample core was taken in a submarine canyon)___________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Oceanography 101 LAB 3 Saunders
(2.4) Given the location of the core sample and its proximit.
Freeze-thaw weathering involves the expansion of water in rock cracks when it freezes, which exerts pressure and causes pieces of rock to break off when it thaws. Chemical weathering changes the composition of the rock through warm, wet conditions. Mass movement rapidly transforms coastlines by causing cliffs and material on slopes to slide downwards, resulting in cliff retreat and new sediment supply on beaches.
Types of plate boundaries include divergent, convergent, and transform. Convergent boundaries occur when plates collide and one plate slides under the other, resulting in volcanic activity and earthquakes. Divergent boundaries occur where plates are moving apart, forming mid-ocean ridges and rift valleys. Transform boundaries occur where plates slide horizontally past each other, causing shallow earthquakes.
Controlled assessment guidance and linksDavid Rogers
This document provides instructions for a controlled assessment on coastal management in Start Bay, England. It outlines three parts to the assessment: 1) Writing an introduction to describe the location, reasons for choosing Start Bay, and historical flooding events. 2) Telling the story of how the village of Hallsands was washed away by the sea. 3) Setting up an investigation with a hypothesis, key questions, and description of fieldwork techniques to answer the questions. Maps, photographs and additional resources are provided to incorporate into the assessment.
This document discusses geological maps, including what they are, their features and parts. A geological map portrays the distribution of rocks and geological structures on Earth's surface. It shows features like faults, folds, rock layers and more through the use of colors, patterns and symbols. Key parts of a geological map include the legend, interpretation, title, susceptibility and sources. Symbols convey information about geological age, formations, rock types and structures. Geological maps are an important tool that provide information for understanding earth resources, hazards and environments.
Lab 06_ FLUVIAL PROCESSES AND LANDSCAPESLAB 06 FLUVIAL PR.docxVinaOconner450
This document provides an overview of a lab module on fluvial processes and landforms. It introduces key terms and learning objectives related to topics like watersheds, drainage patterns, stream ordering, meandering rivers, and alluvial fans. The document describes how to navigate the accompanying Google Earth file to view examples of these concepts and answer questions to test understanding.
This document discusses different types of plate boundaries: divergent boundaries where plates move apart, convergent boundaries where plates collide, and transform boundaries where plates slide past one another. It focuses on convergent boundaries, describing the processes that occur when an oceanic plate collides with a continental plate or when two oceanic plates collide. These processes include subduction, the formation of volcanoes and mountain ranges, and earthquakes.
Take Test Unit V Assessment Top of FormQUESTION 11. _____.docxperryk1
Take Test: Unit V Assessment
Top of Form
QUESTION 1
1. __________ develop where oceanic lithosphere bends downward and sinks into the mantle.
2.
Guyots
Deep-ocean trenches
Submarine canyons
Oceanic ridges
QUESTION 2
1. One result of wave refraction is that wave energy is concentrated __________.
2.
on headlands projecting into the water
on tombolos
in bays, coves, and other recessed areas between headlands
on spits
QUESTION 3
1. Which element is most common dissolved in seawater?
2.
Sodium
Chlorine
Magnesium
Gold
QUESTION 4
1. The __________ Ocean is the largest; the __________ Ocean is the smallest.
2.
Pacific; Arctic
Atlantic; Indian
Pacific; Indian
Arctic; Atlantic
QUESTION 5
1. __________ are huge circular-moving current systems that dominate the surface of the ocean within an ocean basin.
2.
Tombolos
Gyres
Coriolis
Upwellings
QUESTION 6
1. Examine the figure. Match each of the lettered locations with the name of the shoreline feature shown there.
- A. B. C. D.
A
- A. B. C. D.
B
- A. B. C. D.
C
- A. B. C. D.
D
A.
Oceanic plateau
B.
Seamount
C.
Guyot
D.
Volcanic island
QUESTION 7
1. Match the term with the definition.
- A. B. C. D. E. F. G. H.
Abrasion
- A. B. C. D. E. F. G. H.
Wave period
- A. B. C. D. E. F. G. H.
Wavelength
- A. B. C. D. E. F. G. H.
Hard stabilization
- A. B. C. D. E. F. G. H.
Beach nourishment
- A. B. C. D. E. F. G. H.
Submergent
- A. B. C. D. E. F. G. H.
Emergent
- A. B. C. D. E. F. G. H.
Tidal delta
A.
Like the Pacific coast of the United States, an area of land uplift relative to sea level.
B.
The distance from one wave crest to the next.
C.
The sawing and grinding action of water armed with rock fragments.
D.
Pumping sand onto the beach from some other area, temporarily replenishing the sediment supply.
E.
The amount of time it takes for two wave crests to pass the same point.
F.
Building structures along the coastline to prevent movement of sand.
G.
A deposit of sediment resulting from a flood current pa.
Take Test Unit IV Assessment Top of FormQUESTION 11. Reca.docxperryk1
Take Test: Unit IV Assessment
Top of Form
QUESTION 1
1. Recall from your reading about the principle types of volcanoes to choose the best answer: Crater Lake, a caldera, formed from the collapse of a __________.
2.
composite volcano.
shield volcano.
cinder volcano.
lava dome
QUESTION 2
1. According to the radiometric time scale reading, which of the following describes radioactive decay?
2.
The number of protons remains the same, but the number of neutrons varies
The number of neutrons remains the same, but the number of protons varies
The mass number of the daughter isotope is one more than the parent and both isotopes have the same atomic number
The daughter isotope has an atomic number two less than the parent and a mass number four less
QUESTION 3
1. Refer to the following relative time scale diagram to answer the question: which period represents the longest subdivision of the geologic time.
Precambrian
Eocene
Carboniferous
Mississippian
QUESTION 4
1. Mt. Rainier in Washington State is an excellent example of what principle type of volcano?
2.
An eroded shield volcano
A caldera
A stratovolcano
Flood basalts
QUESTION 5
1. Recall from your reading about the nature of volcanoes to choose the best answer: A volcanic eruption is driven by __________ and __________ which forces its way upward and may ultimately break though zones of weaknesses in the Earth's crust.
2.
heat; water pressure
heat; gas pressure
buoyancy; gas pressure
buoyancy; water pressure
QUESTION 6
1. Recall your reading of Relative Time Scale and Radiometric Time Scale and match the term with the definition.
- A. B. C. D. E. F. G. H.
Isotopes
- A. B. C. D. E. F. G. H.
Half-life
- A. B. C. D. E. F. G. H.
Carbon 14
- A. B. C. D. E. F. G. H.
Igneous rocks
- A. B. C. D. E. F. G. H.
Hutton
- A. B. C. D. E. F. G. H.
Petrology
- A. B. C. D. E. F. G. H.
Index fossil
- A. B. C. D. E. F. G. H.
Stratigraphy
A.
Rocks that generally do not contain fossils
B.
Forms of life which existed during limited periods of geologic time and thus are used as guides to the age of the rocks in which they are preserved
C.
Studies of rock layering
D.
The time it takes for one-half of a particular radioactive isotope.
Jan 2009 Geog Investigation Mark SchemeHarpal Bains
The student's investigation into deprivation and environmental quality in a city has some limitations:
1. The data collection techniques of questionnaires and surveys are subjective and open to bias.
2. Presenting the data as maps and diagrams does not show correlations or causation between variables.
3. No information is provided about sampling strategies, so the reliability of the results is unclear.
The document summarizes the Mark Scheme for the January 2009 GCE Geography exam for Edexcel. It provides information about Edexcel as the examining body, details on how to contact them for subject specific questions, and lists the question topics that will be covered in the exam, including describing characteristics of storms and investigating weather conditions through fieldwork. The document serves to outline the format and expectations of the exam.
This document discusses when a rock engineering design can be considered acceptable. It notes that there are no universal rules and that each design is unique based on the site conditions, loads, and intended use. Acceptability is based on engineering judgment guided by analyses and studies. Tables provide examples of typical problems, parameters, analysis methods, and acceptability criteria for different rock structures. Case histories are also discussed to illustrate the factors considered and criteria used to determine acceptability, including ensuring stability and reducing deformation. One case examines slope drainage works to improve stability of landslides in a reservoir area. Another evaluates deformation control for a power tunnel by locating a replacement in a zone of small movements.
This document provides information about weathering and mass movement. It defines weathering as the breakdown of rocks by mechanical, chemical, or biological processes in place. There are three main types of weathering: chemical, biological, and mechanical. Mass movement is defined as the shifting of rocks or loose material down a slope due to the force of gravity overcoming the forces holding the material in place. This can cause cliff retreat and collapse. Factors like rock type, climate, rock structure, and vegetation affect the degree of weathering and mass movement that occurs.
DAILY LESSON LOG FOR SCIENCE 6_Q4W1.docxJay Rombines
1) The document outlines a science lesson plan for a 6th grade class covering earthquakes and volcanic eruptions.
2) Over the course of several class periods, students will learn about what causes earthquakes and volcanic eruptions due to the movement of tectonic plates.
3) Activities include identifying effects of earthquakes and volcanoes in pictures, group work analyzing events, and a summative test to evaluate learning.
This document contains a task sheet on river discharge and regimes as well as a task sheet on storm hydrographs. It provides definitions for key terms related to calculating river discharge and describing river and storm hydrograph shapes. It also lists tasks related to calculating values from sample hydrographs and describing how factors like precipitation intensity/duration and land use affect hydrograph shapes.
Field geology involves using a variety of skills and geological knowledge to solve problems and interpret the geology of an area based on observations and measurements in the field. A successful field geologist is able to integrate data from different subdisciplines, think spatially, produce accurate maps, and develop hypotheses to explain geological features. While digital methods are increasingly used, traditional skills such as identifying rock units, measuring structures, and making careful field notes remain important. Fieldwork provides opportunities to gain experience solving problems and interpreting geology in different environments. Safety and minimizing environmental impact are also priorities for field geologists.
This document provides a study guide for a geography exam on the natural environment. It includes definitions of key terms related to plate tectonics, relief, climate, rivers, and landscapes. Students are instructed to complete diagrams, maps, and tables summarizing these topics. For example, they must label a diagram of Earth's structure, identify types of relief on a map, and compare characteristics of European and Spanish rivers in a table. The document also includes exercises analyzing how the natural environment impacts society and instructions for building climograph diagrams to identify different climate types.
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403389/View 1/12
Soil Colloids (Chapter 8) Notes
Soil Colloids (Chapter 8) Notes
Did you know ....
Did you know soil fertility or the ability for a soil to provide nutrients is seated in the type of minerals it
contains? Chapter 8 will cover the various types of soil colloids including all the layer and non-layer
silicates, cation exchange, anion exchange, and sorption.
Lecture content notes are accompanied by videos listed below the notes in each submodule (e.g. Soil
Colloids (Chapter 8) Videos A though H). Print or download lecture notes then view videos in
succession alongside lecture content and add additional notes from each video. The start of each
video is noted in parenthesis (e.g. Content for Video A) within each lecture note set and contains
lecture content through the note for the next video (e.g. Content for Video B).
Figures and tables unless specifically referrenced are from the course text, Nature and Property of
Soils, 14th Edition, Brady and Weil.
Content Video A
Soil Colloids
Smallest soil particles < 1 µm
Surface area - LARGE
Surface charge - CEC
Adsorb water
AGRI1050R50: Introduction to Soil Science (2020S) LH
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/176/Previous?pId=60403304
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/176/Next?pId=60403304
https://gotoclass.tnecampus.org/d2l/common/dialogs/quickLink/quickLink.d2l?ou=8094442&type=content&rcode=TBR-23958617
https://gotoclass.tnecampus.org/d2l/home/8094442
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403389/View 2/12
Types of Colloids
Crystalline Silicate clays: ordered, crystalline, layers
Non-crystalline silicate clays: non-ordered, layers, volcanic
Iron/Aluminum Oxides – weathered soils, less CEC
Humus – OM, not mineral or crystalline, high CEC
Soil Colloids
Content Video B
Layer Silicates - Construction
Phyllosillicates
Tetrahedral Sheets
1 Si with 4 Oxygen
Share basal oxygen
Form sheets
Octahedral Sheets
6 Oxygen with Al3+ or Mg 2+
Di T i O t h d l b d # f di ti i
https://gotoclass.tnecampus.org/d2l/common/dialogs/quickLink/quickLink.d2l?ou=8094442&type=content&rcode=TBR-23958618
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403389/View 3/12
Di or Tri Octahedral based on # of coordinating ions
http://web.utk.edu/~drtd0c/Soil%20Colloids.pdf
http://web.utk.edu/~drtd0c/Soil%20Colloids.pdf
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403389/View 4/12
Size .
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This document discusses different types of plate boundaries including divergent boundaries where plates move apart, convergent boundaries where plates collide, and transform boundaries where plates slide past one another. It provides examples of each boundary type and describes the geological features and processes associated with each, such as the formation of oceanic trenches and volcanic island arcs at convergent boundaries, and the development of rift valleys and oceanic spreading ridges at divergent boundaries. It also discusses examples of hotspots, which are volcanic regions not located along plate boundaries.
Plate tectonics explains earthquakes and volcanoes, which occur at plate boundaries where plates are moving together or apart. Earthquakes are caused by seismic waves from faults deep in the earth, while volcanoes form where weaknesses in the crust allow magma to reach the surface. Despite hazards, volcanoes are attractive to live near due to fertile soil and tourism opportunities from hot springs and geysers.
Oceanography 101 LAB 3 Saunders
Ocean Sediments & Bathymetry
Name:___________________________
1. Sediments (to be done in lab)
(1.1) At each table should be a set of sediment slides containing various sediments from around
the world. Examine the prepared sediments slides and determine their characteristics by
filling out the table below.
Slide Description Type Sorting
A
B
C
D
E
Oceanography 101 LAB 3 Saunders
F
G
(1.2) After you have completed the table, check your results against a key provided by your
instructor. Which sediments are more influenced by land processes (erosion, rivers, etc).
Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(1.3) Given what we’ve learned about sediments and their sources, would you guess that the
sediments of Puget Sound, which has 16 major and many minor rivers draining into it, are
more terrigenous, biogenous, hydrogenous, or cosmogenous? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Core Sample
(2.1) By studying the sediments on the ocean floor, we can gather clues about what surface
conditions were like at various times in the Earth's past when the sediments were deposited.
Using those clues, we can try to reconstruct what might have happened during the Earth's
past. As the particles pile up on the ocean floor, they begin to exert pressure on the
sediments below. What do you think will happen to these sediments over time?
Explain.__________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(2.2) Below is a 6 m long core sample taken from the deep sea floor off shows fine grained mud
layers alternating with sandier layers. The volcanic ash at the bottom is dated as 7700 years
old (after Adams, 1990). How many alternating sand-mud layers do you count?
__________________________________________________________________________
(2.3) How can you explain these alternating course, sandier layers with fine particle mud layers?
(HINT: Note that this sample core was taken in a submarine canyon)___________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Oceanography 101 LAB 3 Saunders
(2.4) Given the location of the core sample and its proximit.
Freeze-thaw weathering involves the expansion of water in rock cracks when it freezes, which exerts pressure and causes pieces of rock to break off when it thaws. Chemical weathering changes the composition of the rock through warm, wet conditions. Mass movement rapidly transforms coastlines by causing cliffs and material on slopes to slide downwards, resulting in cliff retreat and new sediment supply on beaches.
Types of plate boundaries include divergent, convergent, and transform. Convergent boundaries occur when plates collide and one plate slides under the other, resulting in volcanic activity and earthquakes. Divergent boundaries occur where plates are moving apart, forming mid-ocean ridges and rift valleys. Transform boundaries occur where plates slide horizontally past each other, causing shallow earthquakes.
Controlled assessment guidance and linksDavid Rogers
This document provides instructions for a controlled assessment on coastal management in Start Bay, England. It outlines three parts to the assessment: 1) Writing an introduction to describe the location, reasons for choosing Start Bay, and historical flooding events. 2) Telling the story of how the village of Hallsands was washed away by the sea. 3) Setting up an investigation with a hypothesis, key questions, and description of fieldwork techniques to answer the questions. Maps, photographs and additional resources are provided to incorporate into the assessment.
This document discusses geological maps, including what they are, their features and parts. A geological map portrays the distribution of rocks and geological structures on Earth's surface. It shows features like faults, folds, rock layers and more through the use of colors, patterns and symbols. Key parts of a geological map include the legend, interpretation, title, susceptibility and sources. Symbols convey information about geological age, formations, rock types and structures. Geological maps are an important tool that provide information for understanding earth resources, hazards and environments.
Lab 06_ FLUVIAL PROCESSES AND LANDSCAPESLAB 06 FLUVIAL PR.docxVinaOconner450
This document provides an overview of a lab module on fluvial processes and landforms. It introduces key terms and learning objectives related to topics like watersheds, drainage patterns, stream ordering, meandering rivers, and alluvial fans. The document describes how to navigate the accompanying Google Earth file to view examples of these concepts and answer questions to test understanding.
This document discusses different types of plate boundaries: divergent boundaries where plates move apart, convergent boundaries where plates collide, and transform boundaries where plates slide past one another. It focuses on convergent boundaries, describing the processes that occur when an oceanic plate collides with a continental plate or when two oceanic plates collide. These processes include subduction, the formation of volcanoes and mountain ranges, and earthquakes.
Take Test Unit V Assessment Top of FormQUESTION 11. _____.docxperryk1
Take Test: Unit V Assessment
Top of Form
QUESTION 1
1. __________ develop where oceanic lithosphere bends downward and sinks into the mantle.
2.
Guyots
Deep-ocean trenches
Submarine canyons
Oceanic ridges
QUESTION 2
1. One result of wave refraction is that wave energy is concentrated __________.
2.
on headlands projecting into the water
on tombolos
in bays, coves, and other recessed areas between headlands
on spits
QUESTION 3
1. Which element is most common dissolved in seawater?
2.
Sodium
Chlorine
Magnesium
Gold
QUESTION 4
1. The __________ Ocean is the largest; the __________ Ocean is the smallest.
2.
Pacific; Arctic
Atlantic; Indian
Pacific; Indian
Arctic; Atlantic
QUESTION 5
1. __________ are huge circular-moving current systems that dominate the surface of the ocean within an ocean basin.
2.
Tombolos
Gyres
Coriolis
Upwellings
QUESTION 6
1. Examine the figure. Match each of the lettered locations with the name of the shoreline feature shown there.
- A. B. C. D.
A
- A. B. C. D.
B
- A. B. C. D.
C
- A. B. C. D.
D
A.
Oceanic plateau
B.
Seamount
C.
Guyot
D.
Volcanic island
QUESTION 7
1. Match the term with the definition.
- A. B. C. D. E. F. G. H.
Abrasion
- A. B. C. D. E. F. G. H.
Wave period
- A. B. C. D. E. F. G. H.
Wavelength
- A. B. C. D. E. F. G. H.
Hard stabilization
- A. B. C. D. E. F. G. H.
Beach nourishment
- A. B. C. D. E. F. G. H.
Submergent
- A. B. C. D. E. F. G. H.
Emergent
- A. B. C. D. E. F. G. H.
Tidal delta
A.
Like the Pacific coast of the United States, an area of land uplift relative to sea level.
B.
The distance from one wave crest to the next.
C.
The sawing and grinding action of water armed with rock fragments.
D.
Pumping sand onto the beach from some other area, temporarily replenishing the sediment supply.
E.
The amount of time it takes for two wave crests to pass the same point.
F.
Building structures along the coastline to prevent movement of sand.
G.
A deposit of sediment resulting from a flood current pa.
Take Test Unit IV Assessment Top of FormQUESTION 11. Reca.docxperryk1
Take Test: Unit IV Assessment
Top of Form
QUESTION 1
1. Recall from your reading about the principle types of volcanoes to choose the best answer: Crater Lake, a caldera, formed from the collapse of a __________.
2.
composite volcano.
shield volcano.
cinder volcano.
lava dome
QUESTION 2
1. According to the radiometric time scale reading, which of the following describes radioactive decay?
2.
The number of protons remains the same, but the number of neutrons varies
The number of neutrons remains the same, but the number of protons varies
The mass number of the daughter isotope is one more than the parent and both isotopes have the same atomic number
The daughter isotope has an atomic number two less than the parent and a mass number four less
QUESTION 3
1. Refer to the following relative time scale diagram to answer the question: which period represents the longest subdivision of the geologic time.
Precambrian
Eocene
Carboniferous
Mississippian
QUESTION 4
1. Mt. Rainier in Washington State is an excellent example of what principle type of volcano?
2.
An eroded shield volcano
A caldera
A stratovolcano
Flood basalts
QUESTION 5
1. Recall from your reading about the nature of volcanoes to choose the best answer: A volcanic eruption is driven by __________ and __________ which forces its way upward and may ultimately break though zones of weaknesses in the Earth's crust.
2.
heat; water pressure
heat; gas pressure
buoyancy; gas pressure
buoyancy; water pressure
QUESTION 6
1. Recall your reading of Relative Time Scale and Radiometric Time Scale and match the term with the definition.
- A. B. C. D. E. F. G. H.
Isotopes
- A. B. C. D. E. F. G. H.
Half-life
- A. B. C. D. E. F. G. H.
Carbon 14
- A. B. C. D. E. F. G. H.
Igneous rocks
- A. B. C. D. E. F. G. H.
Hutton
- A. B. C. D. E. F. G. H.
Petrology
- A. B. C. D. E. F. G. H.
Index fossil
- A. B. C. D. E. F. G. H.
Stratigraphy
A.
Rocks that generally do not contain fossils
B.
Forms of life which existed during limited periods of geologic time and thus are used as guides to the age of the rocks in which they are preserved
C.
Studies of rock layering
D.
The time it takes for one-half of a particular radioactive isotope.
Jan 2009 Geog Investigation Mark SchemeHarpal Bains
The student's investigation into deprivation and environmental quality in a city has some limitations:
1. The data collection techniques of questionnaires and surveys are subjective and open to bias.
2. Presenting the data as maps and diagrams does not show correlations or causation between variables.
3. No information is provided about sampling strategies, so the reliability of the results is unclear.
The document summarizes the Mark Scheme for the January 2009 GCE Geography exam for Edexcel. It provides information about Edexcel as the examining body, details on how to contact them for subject specific questions, and lists the question topics that will be covered in the exam, including describing characteristics of storms and investigating weather conditions through fieldwork. The document serves to outline the format and expectations of the exam.
This document discusses when a rock engineering design can be considered acceptable. It notes that there are no universal rules and that each design is unique based on the site conditions, loads, and intended use. Acceptability is based on engineering judgment guided by analyses and studies. Tables provide examples of typical problems, parameters, analysis methods, and acceptability criteria for different rock structures. Case histories are also discussed to illustrate the factors considered and criteria used to determine acceptability, including ensuring stability and reducing deformation. One case examines slope drainage works to improve stability of landslides in a reservoir area. Another evaluates deformation control for a power tunnel by locating a replacement in a zone of small movements.
This document provides information about weathering and mass movement. It defines weathering as the breakdown of rocks by mechanical, chemical, or biological processes in place. There are three main types of weathering: chemical, biological, and mechanical. Mass movement is defined as the shifting of rocks or loose material down a slope due to the force of gravity overcoming the forces holding the material in place. This can cause cliff retreat and collapse. Factors like rock type, climate, rock structure, and vegetation affect the degree of weathering and mass movement that occurs.
DAILY LESSON LOG FOR SCIENCE 6_Q4W1.docxJay Rombines
1) The document outlines a science lesson plan for a 6th grade class covering earthquakes and volcanic eruptions.
2) Over the course of several class periods, students will learn about what causes earthquakes and volcanic eruptions due to the movement of tectonic plates.
3) Activities include identifying effects of earthquakes and volcanoes in pictures, group work analyzing events, and a summative test to evaluate learning.
This document contains a task sheet on river discharge and regimes as well as a task sheet on storm hydrographs. It provides definitions for key terms related to calculating river discharge and describing river and storm hydrograph shapes. It also lists tasks related to calculating values from sample hydrographs and describing how factors like precipitation intensity/duration and land use affect hydrograph shapes.
Field geology involves using a variety of skills and geological knowledge to solve problems and interpret the geology of an area based on observations and measurements in the field. A successful field geologist is able to integrate data from different subdisciplines, think spatially, produce accurate maps, and develop hypotheses to explain geological features. While digital methods are increasingly used, traditional skills such as identifying rock units, measuring structures, and making careful field notes remain important. Fieldwork provides opportunities to gain experience solving problems and interpreting geology in different environments. Safety and minimizing environmental impact are also priorities for field geologists.
This document provides a study guide for a geography exam on the natural environment. It includes definitions of key terms related to plate tectonics, relief, climate, rivers, and landscapes. Students are instructed to complete diagrams, maps, and tables summarizing these topics. For example, they must label a diagram of Earth's structure, identify types of relief on a map, and compare characteristics of European and Spanish rivers in a table. The document also includes exercises analyzing how the natural environment impacts society and instructions for building climograph diagrams to identify different climate types.
Similar to 1GEO347 – Climatic Geomorphology Exercise #1 – Hills.docx (20)
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403389/View 1/12
Soil Colloids (Chapter 8) Notes
Soil Colloids (Chapter 8) Notes
Did you know ....
Did you know soil fertility or the ability for a soil to provide nutrients is seated in the type of minerals it
contains? Chapter 8 will cover the various types of soil colloids including all the layer and non-layer
silicates, cation exchange, anion exchange, and sorption.
Lecture content notes are accompanied by videos listed below the notes in each submodule (e.g. Soil
Colloids (Chapter 8) Videos A though H). Print or download lecture notes then view videos in
succession alongside lecture content and add additional notes from each video. The start of each
video is noted in parenthesis (e.g. Content for Video A) within each lecture note set and contains
lecture content through the note for the next video (e.g. Content for Video B).
Figures and tables unless specifically referrenced are from the course text, Nature and Property of
Soils, 14th Edition, Brady and Weil.
Content Video A
Soil Colloids
Smallest soil particles < 1 µm
Surface area - LARGE
Surface charge - CEC
Adsorb water
AGRI1050R50: Introduction to Soil Science (2020S) LH
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/176/Previous?pId=60403304
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/176/Next?pId=60403304
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https://gotoclass.tnecampus.org/d2l/home/8094442
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403389/View 2/12
Types of Colloids
Crystalline Silicate clays: ordered, crystalline, layers
Non-crystalline silicate clays: non-ordered, layers, volcanic
Iron/Aluminum Oxides – weathered soils, less CEC
Humus – OM, not mineral or crystalline, high CEC
Soil Colloids
Content Video B
Layer Silicates - Construction
Phyllosillicates
Tetrahedral Sheets
1 Si with 4 Oxygen
Share basal oxygen
Form sheets
Octahedral Sheets
6 Oxygen with Al3+ or Mg 2+
Di T i O t h d l b d # f di ti i
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2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403389/View 3/12
Di or Tri Octahedral based on # of coordinating ions
http://web.utk.edu/~drtd0c/Soil%20Colloids.pdf
http://web.utk.edu/~drtd0c/Soil%20Colloids.pdf
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
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Size .
20 Other Conditions That May Be a Focus of Clinical AttentionV-c.docxRAJU852744
20 Other Conditions That May Be a Focus of Clinical Attention
V-codes and z-codes
V-codes and Z-codes are conditions that may be the focus of clinical attention but are not considered mental disorders. They correspond to International Classification of Diseases, Ninth Revision, Clinical Modification ICD-9-CM (V-codes) and International Classification of Diseases, Tenth Revision, Clinical Modification ICD-10-CM (Z-codes that become effective in 2015. In most instances, third-party payers do not cover charges for delivering services to an individual if the diagnosis is solely a V- or Z-code alone. If the V- or Z-code is not the primary diagnosis then it should be documented following the primary diagnosis. In addition, when writing the psychosocial assessment any psychosocial and cultural factors that might impact the client's diagnosis should be documented. The psychosocial stressors reflected in these diagnoses are widespread across all classes and cultures and have been shown to impact all aspects of an individual's life from the physical and psychological to the financial. Furthermore, these conditions have been shown to significantly impact the diagnosis and outcome for a multitude of mental and medical disorders. V- and Z-codes are grouped into numerous categories including: relational problems, problems related to abuse/neglect, educational and occupational problems, housing and economic problems, problems related to the social environment, problems related to the legal system, other counseling services, other psychosocial, personal and environmental problems, and problems of personal history (APA, 2013).
Broadly speaking, the category “Relational Problems” describes interactional problems between family members (e.g., parent/caregiver-child) or partners that result in significant impairment of family functioning or development of symptoms in the distressed individual, spouses, siblings, or other family members. Relational problems are broken down into two categories, Problems Related to Family Upbringing and Other Problems Related to Primary Support Group. For example, in the first category a Parent-Child Relational Problem involves interactional problems between one or both parents and a child that lead to dysfunction in behavioral (e.g., inadequate protection, overprotection), cognitive (e.g., antagonism toward or blaming of the other) or affective (e.g., feeling sad and angry) realms. Here, the critical factor is the quality of the parent-child relationship or when the dysfunction in this relationship is impacting the course and outcome of a psychological or medical condition. Other examples include Sibling Relational Problem, Upbringing Away from Parents, and Child Affected by Parental Relationship Distress. Similarly, family relationships and interactional patterns leading to problems related to primary support group include Partner Relational Problem, Disruption of Family by Separation/Divorce, High Expressed Emotion Level with.
223 Case 53 Problems in Pasta Land by Andres Sous.docxRAJU852744
1) The pasta factory is facing increasing customer demand that exceeds its production capacity due to outdated equipment.
2) New technology allows for higher production capacity using lower quality ingredients, but requires different skills and labor than the current factory's outdated equipment.
3) Introducing new technology and expanding production would require overcoming resistance from employees accustomed to current methods and addressing concerns about job losses in the local community.
2
2
2
1
1
1
Organization Name: Insta-Buy
Insta-Buy is an E-Commerce Multinational American company. It was founded in 2010 and is based in Atlanta, Georgia. It mainly operates with grocery delivery and pick up and it offers services through web application and mobile application to various states in United States. It is one of the major online marketplaces for grocery delivery. The company is valued at $1 billion worth and has partnership with over 150 retailers. It is known for its fresh produce and timely delivery and pickup.
Predictive Analysis at Insta-Buy:
The predictive analytics is termed as what is likely to happen in the future. The predictive analytics is based on statistical and data mining technique. The aim of this technique is to predict the future of the project such as what would be the customer reaction on project, financial need, etc. In developing predictive analytical application, a number of techniques are used such as classification algorithms. The classification techniques are logistic regression, decision tree models and neural network. Clustering algorithms are used to segment customers in different groups which helps to target specific promotions to them. To estimate the relationship between different purchasing behavior, association mining technique is used (Mehra, 2014). As an example, for any product on Amazon.com results in the retailer also suggesting similar products that a customer might be interested in. Predictive analytics can be used in E-commerce to solve the following problems
1. Improve customer engagement and increase revenue
1. Launch promotions that target specific customer group
1. Optimizing prices to generate maximum profits
1. Keep proper inventory and reduce over stalking
1. Minimizing fraud happenings and protecting privacy
1. Provide batter customer service at low cost
1. Analyze data and make decision in real time
TOPICS:
Student: Ahmed
Topic: Bayesian Networks (Predicting Sales In E-commerce Using Bayesian Network Model)
Student: Meet
Topic: Predictive Analysis
Student: Peter
Topic: Privacy and Confidentiality in an e-Commerce World: Data Mining, Data Warehousing, Matching and Disclosure Limitation
Student: Nayeem
Topic: Ensemble Modeling
Student: Shek
Topic: L.Jack & Y.D. Tsai, Using Text Mining of Amazon Reviews to Explore User-Defined Product Highlights and Issues.
Student: Suma
Topic: Deep Neural Networks
REFERENCES:
Olufunke Rebecca Vincent, A. S. (2017). A Cognitive Buying Decision-Making Process in B2B E-Commerce Using Analytic-MLP. Elsevier.
https://www.researchgate.net/publication/319278239_A_Cognitive_Buying_Decision-Making_Process_in_B2B_E-Commerce_Using_Analytic-MLP
Wan, C. C. (2017). Forcasting E-commerce Key Performance Indicators
https://beta.vu.nl/nl/Images/stageverslag-wan_tcm235-867619.pdf
Fienberg, S. (2006). Privacy and Confidentiality in an e-Commerce World: Data Mining, Data Warehousing, Matching and Disclosure Limitation. Statistical Science, .
22-6 Reporting the Plight of Depression FamiliesMARTHA GELLHOR.docxRAJU852744
22-6 | Reporting the Plight of Depression Families
MARTHA GELLHORN, Field Report to Harry Hopkins (1934)
1. From Martha Gellhorn to Harry Hopkins, Report, Gaston County, North Carolina, November 11, 1934, Franklin D. Roosevelt Library, Harry Hopkins Papers, Box 66. Online transcript available at http://newdeal.feri.org/hopkins/hop08.htm.
Journalist and novelist Martha Gellhorn’s heartrending field report describing impoverished Gastonia, North Carolina, families vividly captures the desperate hope of depression-era families. Hired by Harry Hopkins, Franklin Roosevelt’s point man for federal relief efforts, Gellhorn detailed the enormous challenge facing the administration. Compounding the epic humanitarian crisis she encountered was the political opposition, which she singled out as one among many obstacles hampering relief efforts.
All during this trip [to North Carolina] I have been thinking to myself about that curious phrase “red menace,” and wondering where said menace hid itself. Every house I visited — mill worker or unemployed — had a picture of the President. These ranged from newspaper clippings (in destitute homes) to large colored prints, framed in gilt cardboard. The portrait holds the place of honour over the mantel. . . . He is at once God and their intimate friend; he knows them all by name, knows their little town and mill, their little lives and problems. And, though everything else fails, he is there, and will not let them down.
I have been seeing people who, according to almost any standard, have practically nothing in life and practically nothing to look forward to or hope for. But there is hope; confidence, something intangible and real: “the president isn’t going to forget us.”
Let me cite cases: I went to see a woman with five children who was living on relief ($3.40 a week). Her picture of the President was a small one, and she told me her oldest daughter had been married some months ago and had cried for the big, coloured picture as a wedding present. The children have no shoes and that woman is terrified of the coming cold as if it were a definite physical entity. There is practically no furniture left in the home, and you can imagine what and how they eat. But she said, suddenly brightening, “I’d give my heart to see the President. I know he means to do everything he can for us; but they make it hard for him; they won’t let him.” I note this case as something special; because here the faith was coupled with a feeling (entirely sympathetic) that the President was not entirely omnipotent.
I have been seeing mill workers; and in every mill when possible, the local Union president. There has been widespread discrimination in the south; and many mills haven’t re-opened since the strike. Those open often run on such curtailment that workers are getting from 2 to 3 days work a week. The price of food has risen (especially the kind of food they eat: fat-back bacon, flour, meal, sorghum) as high as 100%. It is getting cold;.
2018 4th International Conference on Green Technology and Sust.docxRAJU852744
2018 4th International Conference on Green Technology and Sustainable Development (GTSD)
130
�
Abstract - The Vietnamese government have plan to develop the
wind farms with the expected capacity of 6 GW by 2030. With the
high penetration of wind power into power system, wind power
forecasting is essentially needed for a power generation
balancing in power system operation and electricity market.
However, such a tool is currently not available in Vietnamese
wind farms as well as electricity market. Therefore, a short-term
wind power forecasting tool for 24 hours has been created to fill
in this gap, using artificial neural network technique. The neural
network has been trained with past data recorded from 2015 to
2017 at Tuy Phong wind farm in Binh Thuan province of Viet
Nam. It has been tested for wind power prediction with the input
data from hourly weather forecast for the same wind farm. The
tool can be used for short-term wind power forecasting in
Vietnamese power system in a foreseeable future.
Keywords: power system; wind farm; wind power forecasting;
neural network; electricity market.
I. NECESITY OF WIND POWER FORECASTING
Today, the integration of wind power into the existing
grid is a big issue in power system operation. For the system
operators, power generation curve of wind turbines is a
necessary information in the power sources balancing. From
the dispatchers’ point of view, wind power forecast errors
will impact the system net imbalances when the share of
wind power increases, and more accurate forecasts mean less
regulating capacity will be activated from the real time
electricity market [1]. In the deregulated market, day-ahead
electricity spot prices are also affected by day-ahead wind
power forecasting [2]. Wind power forecasting is also
essential in reducing the power curtailment, supporting the
ancillary service. However, due to uncertainty of wind speed
and weather factors, the wind power is not easy to predict.
In recent years, many wind power forecasting methods
have been proposed. In [3], a review of different approaches
for short-term wind power forecasting has been introduced,
including statistical and physical methods with different
models such as WPMS, WPPT, Prediktor, Zephyr, WPFS,
ANEMOS, ARMINES, Ewind, Sipreolico. In [4], [5], the
methods, models of wind power forecasting and its impact on
*Research supported by Gesellschaft fuer Internationale
Zusammenarbeit GmbH (GIZ).
D. T. Viet is with the University of Danang, Vietnam (email:
[email protected]).
V. V. Phuong is with the University of Danang, Vietnam (email:
[email protected]).
D. M. Quan is with the University of Danang, Vietnam (email:
[email protected]).
A. Kies is with the Frankfurt Institute for Advanced Studies, Germany
(email: [email protected] uni-frankfurt.de).
B. U. Schyska is with the Carl von Ossietzky Universität Oldenburg,
Germany (email: [email protected]).
Y. K. Wu i.
202 S.W.3d 811Court of Appeals of Texas,San Antonio.PROG.docxRAJU852744
202 S.W.3d 811
Court of Appeals of Texas,
San Antonio.
PROGRESSIVE COUNTY MUTUAL INSURANCE
COMPANY, Appellant,
v.
Hector Raul TREVINO and Mario Moyeda,
Appellees.
No. 04–05–00113–CV.
|
June 28, 2006.
|
Rehearing Overruled July 31, 2006.
.
200 wordsResearch Interest Lack of minorities in top level ma.docxRAJU852744
200 words
Research Interest: Lack of minorities in top level management positions
Describe why and how a qualitative approach may be appropriate for your area of interest for your research. Include a rationale for each proposed use of qualitative inquiry.
.
2019 14th Iberian Conference on Information Systems and Tech.docxRAJU852744
2019 14th Iberian Conference on Information Systems and Technologies (CISTI)
19 – 22 June 2019, Coimbra, Portugal
ISBN: 978-989-98434-9-3
How ISO 27001 can help achieve GDPR compliance
Isabel Maria Lopes
Polytechnic Institute of Bragança, Bragança, Portugal
UNIAG, Polytechnic Institute of Bragança, Portugal
ALGORITMI Centre, Minho University, Guimarães,
Portugal
[email protected]
Pedro Oliveira
Polytechnic Institute of Bragança, Bragança, Portugal
[email protected]
Teresa Guarda
Universidad Estatal Península de Santa Elena – UPSE, La
Libertad, Ecuador
Universidad de las Fuerzas Armadas – ESPE, Sangolqui,
Quito, Equador
ALGORITMI Centre, Minho University, Guimarães,
Portugal
[email protected]
Abstract — Personal Data Protection has been among the most
discussed topics lately and a reason for great concern among
organizations. The EU General Data Protection Regulation
(GDPR) is the most important change in data privacy regulation
in 20 years. The regulation will fundamentally reshape the way in
which data is handled across every sector. The organizations had
two years to implement it. As referred by many authors, the
implementation of the regulation has not been an easy task for
companies. The question we aim to answer in this study is how far
the implementation of ISO 27001 standards might represent a
facilitating factor to organizations for an easier compliance with
the regulation. In order to answer this question, several websites
(mostly of consulting companies) were analyzed, and the aspects
considered as facilitating are listed in this paper.
Keywords - regulation (EU) 2016/679; general data protection
regulation; ISO/IEC 27001.
I. INTRODUCTION
In recent years, data protection has become a forefront issue
in cyber security. The issues introduced by recurring
organizational data breaches, social media and the Internet of
Things (IoT) have raised the stakes even further [1, 2]. The EU
GDPR, enforced from May 25 2018, is an attempt to address
such data protection. The GDPR makes for stronger, unified data
protection throughout the EU.
The EU GDPR states that organizations must adopt
appropriate policies, procedures and processes to protect the
personal data they hold.
The International Organization for Standardization (ISO)
/International Electrotechnical Commission (IEC) 27000 series
is a set of information security standards that provide best-
practice recommendations for information security management
[3].
This international standard for information security, ISO
27001, provides an excellent starting point for achieving the
technical and operational requirements necessary to reduce the
risk of a breach.
Not all data is protected by the GDPR, since it is only
applicable to personal data. This is defined in Article 4 as
follows [4]:
“personal data” means any information relating to an
identified or identifiable natural person (’data subject’); an
identifiable.
200520201ORG30002 – Leadership Practice and Skills.docxRAJU852744
This document provides information on cross-cultural leadership, including readings and topics for the week. It discusses cross-cultural leadership, the GLOBE study on cultural dimensions, universally desirable and undesirable leadership attributes across cultures, and developing cultural intelligence. It also covers implications of cross-cultural leadership for organizations, traditional vs inclusive models of leadership, and developing global leadership competencies.
2/18/2020 Sample Content Topic
https://purdueglobal.brightspace.com/d2l/le/content/115691/viewContent/9226875/View 1/1
Trouble at 3Forks
Introduction: The foreclosure process can differ for deeds
versus mortgages. You will conduct research to determine
these differences since it is not only covered in the real estate
exam, but it is important to know this process in professional
practice.
Scenario: Henri and Lila own a restaurant which the
government has caused to close due to widening the road in
front of their establishment. Since this is the main source of
their income, and has caused Lila and Henri to stop payments
on their mortgage, address the following questions.
Checklist:
Explain the action that Henri and Lila should expect from the
bank regarding their property.
Describe how the banks actions would differ if it was a deed of
trust rather than a mortgage.
Respond in a minimum of 600–850-word essay with additional
title and reference pages using APA format and citation style.
Access the Unit 4 Assignment grading rubric.
Submit your response to the Unit 4 Assignment Dropbox.
Assignment Details
https://kapextmediassl-a.akamaihd.net/business/MT431/1904c/rubrics/u4_rubric.pdf
Mitchell, Taylor N.
Donaldson, Jayda N
Recommended Presentation Outline
My Name is …
The title of my article is…
I found it in…
My article is relevant and interesting because….
The Economics Article
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Economics
The study of the allocation of scarce resources: implies a cost to every action
Basic assumption
People are rational
People act to maximize their happiness
Economics is predictive
5
Economic Modeling
"The theory of economics does not furnish a body of settled conclusions immediately applicable to policy. It is a method rather than a doctrine, an apparatus of the mind, a technique of thinking which helps its possessor to draw correct conclusions." (John Maynard Keynes)
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Demand
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Tastes
Prices of Substitutes
Prices of Compliments
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Supply
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MAX U(F, N)
Subject to the budget constraint:
PnN + PfF = I
(with a little algebra)
N= I/Pn - (Pf / Pn) F
15
Good X
Y
I/PY
U2
U1
U3
16
Theory of the Firm
Firm Maximizes profits
Max: p = Revenue - Costs
Max: p = P(Q)* Q- C(Q)
First Order Conditions:
dp/dQ = P’(Q)*P + P(Q) - C’(Q) =0
P’(Q)*P + P(Q) = C’(Q)
Marginal Revenue = Marginal Costs
17
X
$
0
AC
MC
P1
Po
X1
Xo
18
Assumptions of Perfect Competition
Free Entr.
21 hours agoMercy Eke Week 2 Discussion Hamilton Depression.docxRAJU852744
21 hours ago
Mercy Eke
Week 2 Discussion: Hamilton Depression Rating Scale
COLLAPSE
Top of Form
Depression or Major Depressive Disorder is considered as a mental health disorder that negatively impacts how an individual feel, think and behave. Individuals who suffer from depression exhibit feelings of sadness and loss in interest in once enjoyed activities (Parekh. 2017). It can cause different kinds of emotional and physical problems and can minimize an individual’s ability to be functional in their daily routines. Annually, approximately 6.7% of adults are impacted by depression. It is estimated that 16.6% of individuals will experience depression at some time in their life (Parekh. 2017). Depression is said to manifest at any time, but on average, the first manifestation occurs during the late teens to mid-20s. The female population is susceptible to experience depression than the male population. Some research indicated that one-third of the female population would experience a major depressive episode in their lifetime (Parekh. 2017).
Among all the mental disorders, depression is one of the most treatable. It is estimated that between 80-90 % of individuals suffering from depression respond well to treatment and experienced remission of their symptoms (Parekh. 2017). As a mental health professional, prior to deciphering diagnosis and initiating diagnosis, it is paramount to conduct a complete diagnostic evaluation, which includes an interview and, if necessary, a physical examination (Parekh. 2017). Blood tests can be conducted to ascertain that depression is not precipitated by a medical condition like thyroid dysfunction. The evaluation is to identify specific symptoms, medical and family history, cultural factors, and environmental factors to derive a diagnosis and establish a treatment plan (Parekh. 2017). One of the assessment tools for depression is the Hamilton Depression Rating Scale. In this discussion, I will be discussing the psychometric properties of the Hamilton Depression Rating Scale and elaborate on when it is appropriate to utilize this assessment tool with clients, including whether the tool can be utilized to evaluate the efficacy of psychopharmacologic medications.
The Hamilton Depression Rating Scale (HDRS) was introduced in early 1960. It has been considered as a gold standard in depression studies and a preferred scale in the evaluation of depression treatment. It is the most vastly utilized observer-rated depression scale worldwide (Vindbjerg.et.al., 2019). The HDRS was initially created to measure symptoms severity in depressed inpatient; however, the 17-item HAM-D has advanced in over five decades into 11 modified versions that have been administered to various patient populations in an array of psychiatric, medical, and other research settings (Rohan.et.al., 2016). There are two most common versions with either 17 or 21 items and is scored between 0-4 points. Each item assists mental health professionals or c.
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Running Head: SERVER VIRTUALIZATION 1
SERVER VIRTUALIZATION 8
Week 4 Assignment
Technet Case Study for Virtualization Mohana Murali Krishna Karnati
University of the Cumberlands
Technet Case Study for Virtualization
Technet is a hypothetical business in the storage manufacturing industry. This paper intend to elaborate the server virtualization concept using Microsoft
virtualization software from Windows server 2012R2. Organization’s Preparedness for Virtualization. As of now, the IT system design is a mishmash of old
frameworks that were obtained through various acquisitions of different providers in the storage industry. In any case, these old frameworks are aging and will soon
need to be upgraded. Generally, these old frameworks support applications that have been in service for about 10 years. The IT system situated in one of Technet
branch in Asia for instance comprise of old servers that have been in service for the last 5 years. These old servers were launched to support production and
productivity applications. The expense for permit of these old applications are presently being inspected to check whether they can be dropped and the
information moved to current Technet Enterprise Resource Planning (ERP) applications. Consequently, since several IT related components are potential
contender for upgrading, this makes the likelihood of changing over current physical server farms into virtualized computing resources appropriate. Microsoft
Licensing of Virtualized Environments
Datacenter and the Standard edition are the two license version for Windows Server 2012R2 offered by Microsoft. There is likewise a free version called
Hyper-V Server which is an independent system that only contains the Windows hypervisor, a driver model as well as virtualization modules. Every window
version underpins Hyper-V, which is Microsoft's Type-1 hypervisor offering, likewise referred to as a bare-metal installation, and each Hyper-V server is known as a
Host (Portnoy, 2012). The Windows Server.
20810chapter Information Systems Sourcing .docxRAJU852744
208
10
chapter Information Systems
Sourcing
After 13 years, Kellwood, an American apparel maker, ended its soups!to!nuts IS outsourcing
arrangement with EDS . The primary focus of the original outsourcing contract was to integrate
12 individually acquired units with different systems into one system. Kellwood had been satis-
" ed enough with EDS ’ s performance to renegotiate the contract in 2002 and 2008, even though
at each renegotiation point, Kellwood had considered bringing the IS operations back in house,
or backsourcing. The 2008 contract iteration resulted in a more # exible $105 million contract that
EDS estimated would save Kellwood $2 million in the " rst year and $9 million over the remaining
contract years. But the situation at Kellwood had changed drastically. In 2008, Kellwood had been
purchased by Sun Capital Partners and taken private. The chief operating of" cer (COO), who was
facing a mountain of debt and possibly bankruptcy, wanted to consolidate and bring the operations
back in house to give some order to the current situation and reduce costs. Kellwood was suffering
from a lack of IS standardization as a result of its many acquisitions. The chief information of" cer
(CIO) recognized the importance of IS standardization and costs, but she was concerned that the
transition from outsourcing to insourcing would cause serious disruption to IS service levels and
project deadlines if it went poorly. Kellwood hired a third!party consultant to help it explore the
issues and decided that backsourcing would save money and respond to changes caused by both the
market and internal forces. Kellwood decided to backsource and started the process in late 2009. It
carefully planned for the transition, and the implementation went smoothly. By performing stream-
lined operations in house, it was able to report an impressive $3.6 million savings, or about 17% of
annual IS expenses after the " rst year. 1
The Kellwood case demonstrates a series of decisions made in relation to sourcing. Both the
decision to outsource IS operations and then to bring them back in house were based on a series of
This chapter is organized around decisions in the Sourcing Decision Cycle. The ! rst question
regarding information systems (IS) in the cycle relates to the decision to make (insource) or
buy (outsource) them. This chapter ’ s focus is on issues related to outsourcing whereas issues
related to insourcing are discussed in other chapters of this book. Discussed are the critical
decisions in the Sourcing Decision Cycle: how and where (cloud computing, onshoring,
offshoring). When the choice is offshoring, the next decision is where abroad (farshoring,
nearshoring, or captive centers). Explored next in this chapter is the ! nal decision in the
cycle, keep as is or change in which case the current arrangements are assessed and modi-
! cations are made to the outsourcing arrangem.
21720201Chapter 14Eating and WeightHealth Ps.docxRAJU852744
2/17/2020
1
Chapter 14
Eating and Weight
Health Psychology (PSYC 172)
Professor: Andrea Cook, PhD
February 18, 2020
The Digestive System
– Food nourishes the body by providing energy for
activity
– Digestion begins in the mouth
• Salivary glands provide moisture that allows food to
have taste
• Importance of good mastication
The Digestive System
The Digestive System
– Food is swallowed and then moves through the
pharynx and esophagus
– Peristalsis moves food through the digestive
system
– In the stomach, food is mixed with gastric juices
so it can be absorbed by the small intestine
– Most nutrients are digested in the small intestine
– Digestion process is complete when waste is
eliminated
The Digestive System, Continued
2/17/2020
2
Microbiome
4YouTube: What is the human microbiome?
Supporting the Gut Microbiome
Dysbiosis = unbalanced gut microbiome
• associated with weight gain, insulin resistance,
inflammation
Probiotics
• contain live microorganisms
• maintain or improve the "good" bacteria (normal microflora)
in the body
• e.g., fermented foods, yogurt, sauerkraut, kimchi
Prebiotics
• act as food for human microflora
• helps improve microflora balance
• e.g., whole grains, bananas, greens, onions, garlic
5
https://www.mayoclinic.org/healthy-lifestyle/consumer-health/expert-
answers/probiotics/faq-20058065
Supporting the Gut Microbiome
Medication overuse
• anti-inflammatories, antibiotics, acid blocking drugs, and
steroids damage gut or block normal digestive function
Stress
• chronic stress alters the normal bacteria in the gut
Lifestyle
• plenty of fiber, water, exercise and rest
Healthy Defecation
• three bowel movements a day to three each week
• no intestinal pain or bloating
• no straining
6
https://drhyman.com/blog/2014/10/10/tend-inner-garden-gut-flora-may-
making-sick/
2/17/2020
3
Bristol Stool Chart
7
Factors in Weight Maintenance
– Stable weight occurs when calories eaten equal those
expended for body metabolism and physical exercise
[OLD THINKING]
– Complicated interplay of nutrients, hormones, and
inflammation
• Metabolic rates differ from person to person
• Ghrelin, a hormone, stimulates appetite
• Leptin, a protein, signals satiation and fat storage
• Insulin, a hormone produced in pancreas
– unlocks cells for glucose use for energy
– cues hypothalamus for satiation and decreased appetite
Factors in Weight Maintenance
What is obesity?
– Overeating is not the sole cause of obesity
– Various methods to assess body fat
• Skin-fold technique
• Percentage body fat
• Body mass index (BMI)
– Can also be thought of in terms of social and
cultural standards
– ideal body = thinner in past 50 years
What is Obesity?
2/17/2020
4
BMI
10
– Obesity rates have increased, especially
“extreme” obesity
• past 30 years obesity rates have nearly doubled to
600 million
• 37.8% of US adults are obese and an additional 32.6%
are over.
2020/2/21 Critical Review #2 - WebCOM™ 2.0
https://smc.grtep.com/index.cfm/smcc/page/2criticalreviews 1/10
Santa Monica College Democracy and Di�erence Through the Aesthetics
of Film
Tahvildaran
Assignment Objectives: Enhance and/or improve critical thinking and
media literacy skills by:
1. Developing a clear and concise thesis statement (an
argument) in response to the
following question: Does the �lm have the power to
transform political sensibilities?
2. Writing an outline for a �ve paragraph analytical essay
building on a clear and
concise thesis statement, including topic sentences and
secondary supports.
3. Identifying and explaining three scenes from the �lm text in
support of the thesis
statement/argument.
4. Writing an introductory paragraph for the outlined analytical
essay
Be sure to read thoroughly the writing conventions below before beginning this
assignment.
Note: You are NOT writing a full essay; rather, you are outlining an analytical
essay by completing the dialogue in the boxes below.
Writing a Critical Review (analytical) Essay
2020/2/21 Critical Review #2 - WebCOM™ 2.0
https://smc.grtep.com/index.cfm/smcc/page/2criticalreviews 2/10
1. Every essay that you write for this course must have a clear thesis, placed
(perhaps) somewhere near the end of the introductory paragraph. Simply
stated, a THESIS (or ARGUMENT) expresses, preferably in a single sentence,
the point you want to make about the text that is the subject of your essay. A
THESIS should be an opinion or interpretation of the text, not merely a fact or
observation. The best possible THESIS will answer some speci�c questions
about the text. Very often the THESIS contains an outline of the major points
to be covered in the essay. A possible thesis for an essay on character in
Perry Henzell’s The Harder They Come might read somewhat as follows:
The protagonist of THTC is not a hero in the epic sense of the word, but a
self-centered young man bred of economic oppression and cultural
dependency. The characters in this �lm have no real psychological depth, but
are markers for a society of consumption and momentary glory.
(You might then go on to exemplify from the text and argue in favor or
against this interpretation: your essay need not hold to only one perspective.)
What single, clear QUESTION does the above THESIS attempt to answer?
2. Each essay should be organized into �ve (5) paragraphs, each based on one
of two to four major ideas, which will comprise the BODY of the essay. Each
paragraph must have a topic sentence, often (but not always) towards the
beginning of the paragraph, which clearly states the ARGUMENT or point to
be made in the paragraph. Following the thesis set forth.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
1. 1
GEO347 – Climatic Geomorphology
Exercise #1 – Hillslope Stability: Analyses and Applications
Handed out: February 19, 2020
Write-up due: March 6, 2020
Purpose:
This exercise explores more deeply some of the mass wasting
concepts covered in lectures. In Part (A)
we will make observations and collect some data for use in Part
(B).
General Geologic Setting. Montara Mountain and the Devil's
Slide area are located within the
California Coast Range Geomorphic Province, which consists of
a series of northwesterly trending
ridges and valleys formed by compressional tectonic forces. The
geologic units located within the study
area consist of Cretaceous Montara Mountain granodiorite
overlain with Paleocene age sedimentary
rock. Granodiorite is a coarse-grained plutonic rock consisting
of quartz, plagioclase and potassium
feldspar, biotite, hornblende, or, more rarely pyroxene. It is in
fault contact with the overlying
sedimentary rock consisting of sandstone, shale, and
conglomerate. The sedimentary rock within the
study area is steeply dipping, folded, faulted, and further
disturbed by repeated episodes of landslides.
2. The fault separating these two units is an inactive, oblique fault
that descends northwest across the cliff
face. Colluvium and shallow slide debris are found throughout
the slide, above and below the roadway.
Source: U.S. Department of Transpiration and The State of
California, Department of Transportation,
1986.
Part A (40 points) – To be worked on in class and written up
outside class:
1. For this question we will examine a long-standing problem
stretch of highway #1 along the California
coastline north of Half Moon Bay. The general geologic setting
is described below, and a photograph is
provided separately (also posted on UBlearns). After reading
about the general geologic setting, look
carefully at the left side of the photo.
Find the bedding (layering) of the sedimentary rocks. Don’t be
confused by the ravines eroded by water.
Which way does the bedding dip? Explain why this makes the
area more vulnerable to landslides. (Hint:
See Table 1, reproduced from Ritter et al. 2011)
2. For this question we will measure slopes at Devil’s Slide.
The method for calculating slope from
topographic maps is shown in Figure 1. Figure 2 shows a
portion of the Montara Mountain USGS 7.5-
minute Quadrangle. A scale is provided as this image does not
retain the original 1:24K scale. Points (A)
and (B) show locations where landslides have occurred several
times of the past 30 years.
Determine the average slope of the land surface from the shore
3. to the highway at (A) and (B). Repeat for
an equal horizontal distance above the highway. Be sure to get
your group’s numbers written down for
later calculations. Compare the slopes at (A) and (B) to those on
the headland (C). Discuss why the
headland denudation rates are lower than those at (A) and (B).
2
tan � = !!
!!
Figure 1. Physical meaning of elevation contours (left) and
method for calculating slope (α)
from horizontal (dX) and vertical (dZ) distances.
4. Table 1. Field classification of rock strength. Reproduced from
Ritter et al., 2011.
α
dZ
dX
3
Figure 2. Topographic map from the USGS Montara Mountain
Quadrangle.
Part B (60 points) – To be worked on and written up outside
class:
3. For solid rock the slope stability depends in part on rock
strength (see Table 4.4 on page 100 in your
text), which depends on both cohesion (c) and internal friction
angle (φ). Assume the rock has φ of 25°.
From the Coulomb equation and factor of safety, at just the
point of slope failure,
� = 1.0 =
5. �
�
=
� + � ∙ ℎ �! − �! ��������
� ∙ ℎ ∙ �!����
We can solve for the value of c under dry conditions using
� = � ∙ ℎ ∙ �! ���� − �������� .
N
(A)
(B)
(C)
4
Assuming all slopes are just at the point of failure, calculate c
for each of the four slopes (θ) your group
derived in class (at points A and B, above and below the
highway) for the Devil’s Slide area. Assume ps
= 2000.0 kg m-3, g = 9.8 m s-2, and h = 0.1 m. What factors
might contribute to the variable rock
strengths in different parts of the Devil’s Slide area? Although
the fault at this location is stable there has
6. been suggestion that it might combine with rainfall to promote
landslides. Speculate on how.
4. When rock breaks down it first forms relatively large blocks,
which pile up as talus. Voids between
the blocks are large so that water drains freely and does not
contribute any pore water pressure. The
strength (s) and the angle of repose (θ) is approximately equal
to the internal friction angle (φ), which is
close to 35° for most unconsolidated materials. As weathering
continues, sandy grus and silt develop
and fill in the voids. The dry strength remains at a θ = 35°.
However, significant pore water pressure
may develop in the fine material if enough water is present.
Suppose that a slope fails when the material
is saturated. Then, for failure at depth h, the factor of safety
� = 1.0 =
�
�
=
� ∙ ℎ �! − �! ��������
� ∙ ℎ ∙ �!����
find θ, the repose angle, for φ = 35°. Assume ps = 2000.0 kg m-
3 and pw = 1000.0 kg m-3. Discuss to what
extent pore pressure is or is not a factor in triggering debris
flows in this particular area.
5. In this section we will apply what we have learned to a case
about litigation concerning the 1956
7. Portuguese Bend landslide in Los Angeles County, California.
Here is the case:
Homeowners Allege Negligence (AP) Homeowners in the
exclusive Portuguese Bend
neighborhood near Long Beach, CA have fi led a class action
suit in state court against the
County of Los Angeles. This suit seeks compensation for
damages to 160 homes affected by a
landslide encompassing an area of roughly 270 acres. The
homeowners allege that this
landslide was caused by road construction along Crenshaw
Boulevard, a county highway that
traverses the northern portion of the slide area. The lawsuit also
alleges fraud and negligence
on the part of the developers for participating with the county in
road construction in a
geologically unstable area.
The scientific basis for this complaint can be found in the
following article (on UBlearns):
Merriam, R. 1960. Portuguese Bend Landslide, Palos Verdes
Hills, California. Journal of Geology,
68(2), 140-153.
What is the scientific basis for the homeowner’s lawsuit? What
natural conditions in this area are
conducive to landslides? What specific type of mass movement
is likely to occur in this geologic
setting? To what extent is it possible that the 1956 Portuguese
Bend Landslide was triggered entirely by
8. natural causes? What human action(s) could have contributed or
triggered this landslide? How would the
construction of Crenshaw Boulevard differ from the earlier
construction of houses in terms of its ability
to trigger a landslide? What do the successes of various
corrective actions taken here suggest was (were)
the cause(s) of the landslide?
Paper #1 and #2 Assignments
COM 4462 Conflict Management
For the Paper #1 assignment, you are asked to write a complete
summary of each of the
assigned chapters up to the time that Paper #1 is assigned and
due (chapters 1-4). The
summary paper is where you synthesize each chapter and write
analytically.
For Paper #2, you are asked to write a complete summary of
chapters 5-9.
Requirements
In writing your summary paper, you should structure your paper
in alignment with each chapter,
by summarizing all of the main themes and terminology set
forth in each chapter. For each
chapter summary, you will need to have an introduction
paragraph with a thesis statement, body
paragraphs in support of the thesis statement which discuss the
main themes in the text book
chapter. You must have a conclusion as you summarize each
9. chapter. The nature of your writing
is analytical, in the third person, and formal. Do not use
colloquialisms.
You should have one reflection paragraph at the end of each
chapter summary in which you
discuss your own personal example of the theories and themes
discussed in each chapter.
Provide a subheading for this reflection paragraph indicating
that it is a reflection based on the
assigned chapter.
Your summary of each chapter should be approximately 10%-
20% of the source. Therefore, if
one chapter is 40 pages long, then your summary of that chapter
could logically be between 4-8
pages long. You must include headings and subheadings in the
formatting of your paper. You
will need to use APA style.
What is the purpose of the Paper #1 and #2 assignments?
There is a dual purpose:
1. To create a piece of writing that helps you to comprehend and
remember what you learn
from the assigned readings.
2. To demonstrate for grading purposes that you have read and
understood the assigned
reading, and that you are prepared to make meaning out of
theories to then apply them in
everyday life.
Preparing to Write
Ensure that you have read and understand the chapters before
10. writing your summary. These
are some preliminary steps as you write a summary.
1. Skim the chapter. Notice the subheadings. If there are no
subheadings, notice the division
of themes in the chapter. Consider why you have been assigned
the reading; what value
does it bring to understanding the course content and objectives.
2. As you read the text, take notes on the important information.
3. In your own words, make notes on the main points of each
section.
4. Write down the key support points for the main ideas.
5. Do this for each chapter.
Here are some errors made by students when writing analysis or
summary papers.
• Summarizing the paper without going into detail; writing is
overly generalized
• Regurgitation without showing evidence of deeper
understanding
• Excessive quotations
• Poor balance of specific details and general ideas
• Vague critical analysis
• Criticism with no supporting evidence
• Poor organization, no thesis statement, no paragraph structure,
abrupt conclusion or overly
simplified conclusion.
• Errors in grammar, punctuation, mechanics, poor proofreading
Here are some sources which may be helpful as you prepare a
summary paper:
12. an introduction to conflict and
conflict management that is firmly grounded in current theory,
research, and practice,
covering a range of conflict settings (interpersonal, group, and
organizational). The text
includes an abundance of real life case studies that encompass a
spectrum of theoretical
perspectives. Its emphasis on application makes it highly
accessible to students, while
expanding their comprehension of conflict theory and practical
skills. This new edition
features a wealth of up-to-date research and case examples,
suggested readings and video
resources, and integrated questions for review and discussion.
Joseph P. Folger is Professor of Adult & Organizational
Development at Temple University.
He is co-founder and current president of the Institute for the
Study of Conflict
Transformation.
Marshall Scott Poole is the David L. Swanson Professor of
Communication, Senior Research
Scientist at the National Center for Supercomputing
Applications, and Director of I-CHASS:
The Institute for Computing in the Humanities, Arts, and Social
Sciences at the University of
Illinois, Urbana-Champaign.
Randall K. Stutman is Managing Partner of CRA, Inc. He is the
author of Communication in
Legal Advocacy (with Richard D. Rieke, 2008).
2
14. known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system,
without permission in writing from the publishers.
Trademark notice: Product or corporate names may be
trademarks or registered trademarks,
and are used only for identification and explanation without
intent to infringe.
First edition published by Pearson Education, Inc. 2001
Seventh edition published by Routledge 2016
Library of Congress Cataloging-in-Publication Data
Names: Folger, Joseph P., 1951– author. | Poole, Marshall
Scott, 1951– | Stutman, Randall K.,
1957–
Title: Working through conflict : strategies for relationships,
groups, and organizations /
Joseph P. Folger, Marshall Scott Poole, Randall K. Stutman.
Description: 8th edition. | New York, NY : Routledge, 2018.
Identifiers: LCCN 2017029114 | ISBN 9781138238954
(hardback) | ISBN 9781138233928 (pbk.)
Subjects: LCSH: Social conflict. | Conflict (Psychology) |
Conflict management. | Social
interaction. | Interpersonal conflict.
Classification: LCC HM1121 .F65 2018 | DDC 303.6—dc23
LC record available at https://lccn.loc.gov/2017029114
ISBN: 978-1-138-23895-4 (hbk)
ISBN: 978-1-138-23392-8 (pbk)
ISBN: 978-1-315-29629-6 (ebk)
15. Typeset in ITC Giovanni
by Apex CoVantage, LLC
Visit the companion website at www.routledge.com/cw/folger
4
https://lccn.loc.gov/2017029114
http://www.routledge.com/cw/folger
5
To our parents:
Ed and Virginia
Ed and Helen
Bernie and Marge
6
Contents
List of Cases
Preface
Acknowledgments
Introduction
16. Case I.1A The Women’s Hotline Case
Case I.1B The Women’s Hotline Case
I.1 Conflict Defined
I.2 Arenas for Conflict
I.3 Communication Media and Conflict Interaction
I.4 Productive and Destructive Conflict Interaction
I.5 Judgments About Conflict Outcomes
I.6 Plan of the Book
I.7 Summary and Review
I.8 Activities
Chapter 1 Communication and Conflict
1.1 A Model of Effective Conflict Management
1.1.1 Moving Through Differentiation and Integration
1.1.2 Taking the Middle Path: Moving Toward Integration
1.1.3 Recognizing Destructive Cycles
1.1.4 Tacking Against the Wind
1.2 Properties of Conflict Interaction
1.2.1 Property 1: Conflict Is Constituted and Sustained by
Moves and
Countermoves During Interaction
1.2.2 Property 2: Patterns of Behavior in Conflicts Tend to
Perpetuate
Themselves
1.2.3 Property 3: Conflict Interaction Is Influenced by and in
Turn Affects
Relationships
Exhibit 1.1 Confrontation Episodes Theory
1.2.4 Property 4: Conflict Interaction Is Influenced by Context
Case 1.1 The Columnist’s Brown Bag
1.3 Summary and Review
1.4 Activities
17. 1.5 Conclusion
Chapter 2 The Inner Experience of Conflict
7
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Case 2.1 The Parking Lot Scuffle
2.1 The Psychodynamic Perspective
Exhibit 2.1 Collusion and Intractable Conflict
Case 2.2 Psychodynamic Theory and the Parking Lot Scuffle
2.2 Emotion and Conflict
Exhibit 2.2 Verbal Aggressiveness
Case 2.3 Emotion in the Parking Lot Scuffle
2.3 Social Cognition and Conflict
2.3.1 Social Knowledge About Conflict and Conflict Interaction
2.3.2 Social Cognitive Processes and Conflict
Case 2.4 Social Knowledge About Conflict and the Parking Lot
Scuffle
Case 2.5 Expectancy Violations and the Parking Lot Scuffle
Case 2.6 The Role of Attributions in the Parking Lot Scuffle
2.4 The Interaction of Psychodynamics, Emotion, and Social
Cognition in
Conflict
2.5 Summary and Review
2.6 Activities
2.7 Conclusion
Chapter 3 Conflict Interaction
3.1 Stages of Conflict
18. 3.1.1 Rummel’s Five-Stage Model
3.1.2 Pondy’s Model
3.1.3 Stage Models of Negotiation
3.1.4 Insights of Stage Models of Conflict
Case 3.1 Stage Models and the Parking Lot Scuffle
3.2 Interdependence
Case 3.2 Interdependence and the Parking Lot Scuffle
3.3 Reciprocity and Compensation
Exhibit 3.1 Can Conflict Competence Be Assessed?
Case 3.3 Reciprocity and Compensation in the Parking Lot
Scuffle
Exhibit 3.2 The Tit-For-Tat Strategy
3.4 Framing Issues in Conflict Interaction
Case 3.4 Issue Framing and the Parking Lot Scuffle
3.5 Social Identity and Intergroup Conflict
Case 3.5 Intergroup Conflict Dynamics and the Parking Lot
Scuffle
Exhibit 3.3 Counteracting the Negative Impacts of Social
Identity and
Intergroup Conflict
3.6 Summary and Review
3.7 Activities
3.8 Conclusion
Chapter 4 Conflict Styles and Strategic Conflict Interaction
4.1 Origins of Conflict Styles
Case 4.1 Conflict Styles in the Parking Lot Scuffle
8
4.2 What Is a Conflict Style?
4.3 An Expanded View of Conflict Styles
19. 4.3.1 Competing
4.3.2 Avoiding
4.3.3 Accommodating
4.3.4 Compromising
4.3.5 Collaborating
4.4 Determining the Styles of Others
4.5 Pairings of Conflict Styles
4.6 Shifting Styles During Conflict Episodes
Case 4.2 College Roommates
4.7 Selecting Conflict Styles
Exhibit 4.1 A Procedure for Selecting Conflict Styles
4.8 Cultural, Gender, and Racial Influences on Conflict Styles
4.8.1 Cultural Influences
4.8.2 Gender Influences
4.8.3 Racial and Ethnic Influences
4.9 Styles and Tactics in Practice
Case 4.3 The Would-Be Borrower
4.10 Summary and Review
4.11 Activities
4.12 Conclusion
Chapter 5 Power: The Architecture of Conflict
5.1 Power and the Emergence of Conflict
Case 5.1A A Raid on the Student Activity Fees Fund
Case 5.1B A Raid on the Student Activity Fees Fund
5.2 A Relational View of Power
5.2.1 Forms of Power
Case 5.2 The Amazing Hacker
5.2.2 Social Categorization
5.2.3 The Mystique of Power
5.2.4 Interaction
20. 5.2.5 Legitimacy
5.2.6 Endorsement and Power
5.3 Power and Conflict Interaction
Case 5.3 The Creativity Development Committee
5.4 The Use of Power in Conflict Tactics
5.4.1 Threats and Promises
5.4.2 Relational Control
5.4.3 Issue Control
5.5 The Balance of Power in Conflict
5.5.1 The Dilemmas of Strength
Case 5.4 The Copywriters’ Committee
Case 5.5 Unbalanced Intimacy
9
Case 5.6 Job Resignation at a Social Service Agency
5.5.2 The Dangers of Weakness
5.5.3 Cultural Differences in Values Concerning Power
5.6 Working with Power
5.6.1 Diagnosing the Role of Power in Conflict
5.6.2 Fostering Shared Power in Conflicts
5.6.3 Bolstering the Position of Those Not Typically in Power
5.7 Summary and Review
5.8 Activities
5.9 Conclusion
Chapter 6 Face-Saving
6.1 The Dimensions of Face
21. 6.2 Face-Loss as It Relates to Face-Saving
6.3 A Threat to Flexibility in Conflict Interaction
Case 6.1 The Professor’s Decision
Case 6.2 The Outspoken Member
Case 6.3 The Controversial Team Member
6.4 Conflict Interaction as a Face-Saving Arena
6.5 Face-Saving Frames in Conflict Interaction
6.5.1 Resisting Unjust Intimidation
6.5.2 Refusing to Give on a Position
6.5.3 Suppressing Conflict Issues
6.6 Face-Saving in Other Cultures
6.7 Face-Giving Strategies
Exhibit 6.1 Why Do Meteorologists Never Apologize?
Exhibit 6.2 Disagreeing Agreeably
6.8 Working with Face-Saving Issues
Exhibit 6.3 When Honor Can Kill
Case 6.4 The Productivity and Performance Report
6.9 Summary and Review
6.10 Activities
6.11 Conclusion
Chapter 7 Climate and Conflict Interaction
7.1 Climate and Conflict
Case 7.1 Riverdale Halfway House
7.1.1 More Precisely Defining Climate
7.1.2 Climate and Conflict Interaction
Exhibit 7.1 Identifying Climates
7.2 Working with Climate
Case 7.2 Breakup at the Bakery
Exhibit 7.2 Climate and Predicting What Marriages Survive
Case 7.3 The Expanding Printing Company
7.3 The Leader’s Impact on Climate
22. 10
Case 7.4 The Start-Up
7.4 Summary and Review
7.5 Activities
7.6 Conclusion
Chapter 8 Managing Conflict
8.1 Review of the Normative Model for Conflict Management
8.2 Navigating Differentiation
8.2.1 Framing Problems or Issues
8.2.2 Rethinking How Problems Are Defined
Case 8.1 The Psychological Evaluation Unit
8.2.3 Cultivating a Collaborative Attitude
8.2.4 Moving from Differentiation to Integration
8.3 A Procedure for Managing Conflicts
Exhibit 8.1 A Procedure for Moving Through Differentiation
and
Integration
8.4 Addressing Severe Challenges to Conflict Integration
8.4.1 Challenging Belief Systems That Escalate Conflict
Responses
8.4.2 Moving Beyond Deep Transgressions Through
Forgiveness
8.5 Dispute Systems: Managing Conflicts Within Organizations
Exhibit 8.2 What Type of a Dispute Resolution System Does an
Organization Have?
23. 8.5.1 Working with Organizational Dispute Resolution Systems
8.6 Summary and Review
8.7 Activities
8.8 Conclusion
Chapter 9 Third Party Intervention
9.1 Property 1: Conflict Interaction Is Constituted and Sustained
by Moves and
Countermoves During Interaction
9.1.1 Third Party Mandate
9.1.2 Responsiveness to Emerging Interaction
Case 9.1 Organizational Co-Heads
Case 9.2 The Family Conflict
Case 9.3 Mediator Pressure and the Intransigent Negotiator
9.2 Property 2: Patterns of Behavior in Conflict Tend to
Perpetuate Themselves
9.2.1 Third Parties and Conflict Cycles
Case 9.4 Party Process Control
Case 9.5 Neighbor Noise Problems
9.2.2 Third Parties and the Overall Shape of Conflict Behavior
Exhibit 9.1 Third Parties, Differentiation, and Integration
9.3 Property 3: Conflict Interaction Is Influenced by, and in
Turn Affects,
Relationships
9.4 Property 4: Conflict Interaction Is Influenced by the Context
in Which It
Occurs
11
24. 9.4.1 Third Party Roles and Ideologies
Exhibit 9.2 Transformative Mediation: A Relational Approach
to Conflict
Intervention
9.4.2 Third Party Roles and Climate
Exhibit 9.3 Testing Your Own Ability to Intervene
Transformatively
9.5 Summary and Review
9.6 Activities
9.7 Conclusion
References
Index
12
Cases
I.1A The Women’s Hotline Case
I.1B The Women’s Hotline Case
1.1 The Columnist’s Brown Bag
2.1 The Parking Lot Scuffle
2.2 Psychodynamic Theory and the Parking Lot Scuffle
2.3 Emotion in the Parking Lot Scuffle
2.4 Social Knowledge About Conflict and the Parking Lot
Scuffle
2.5 Expectancy Violations and the Parking Lot Scuffle
2.6 The Role of Attributions in the Parking Lot Scuffle
3.1 Stage Models and the Parking Lot Scuffle
3.2 Interdependence and the Parking Lot Scuffle
3.3 Reciprocity and Compensation in the Parking Lot Scuffle
3.4 Issue Framing and the Parking Lot Scuffle
3.5 Intergroup Conflict Dynamics and the Parking Lot
25. Scuffle
4.1 Conflict Styles in the Parking Lot Scuffle
4.2 College Roommates
4.3 The Would-Be Borrower
5.1A A Raid on the Student Activity Fees Fund
5.1B A Raid on the Student Activity Fees Fund
5.2 The Amazing Hacker
5.3 The Creativity Development Committee
5.4 The Copywriters’ Committee
5.5 Unbalanced Intimacy
5.6 Job Resignation at a Social Service Agency
6.1 The Professor’s Decision
6.2 The Outspoken Member
6.3 The Controversial Team Member
6.4 The Productivity and Performance Report
7.1 Riverdale Halfway House
7.2 Breakup at the Bakery
7.3 The Expanding Printing Company
7.4 The Start-Up
8.1 The Psychological Evaluation Unit
9.1 Organizational Co-Heads
9.2 The Family Conflict
9.3 Mediator Pressure and the Intransigent Negotiator
9.4 Party Process Control
13
9.5 Neighbor Noise Problems
14
Preface
26. The Study of Conflict
The main objective of Working Through Conflict is to provide a
summary and synthesis of
social science research and theory on conflict. It offers students
of conflict a review of the core
concepts and theoretical frameworks that enhance an
understanding of human behavior in a
wide range of conflict situations. The research and theory
covered in this book reflect the
many social science disciplines that have contributed to the
study of conflict.
Although it takes an interdisciplinary view of conflict, this book
emphasizes understanding
conflict as a communication phenomenon. It assumes that
conflict is something that people
create and shape as they interact with each other. Sometimes
conflict interaction is immediate
and face-to-face. In other instances, it is played out in a series
of moves, actions, and responses
that occur over time and in different places. This book
highlights the interactive nature of
conflict, no matter what form it takes. This focus on
communication means that readers gain
an appreciation for how mutual influence occurs, how language
and message choices shape
conflict, and how patterns of behavior and the structure of
human discourse create important
dimensions of any unfolding conflict.
In addition, Working Through Conflict offers a road map for
how theory and research can
be used to understand and influence conflict dynamics in
everyday life. The field of conflict
management is supported by a long history of useful research
27. and theory that forms a basis
for a wide variety of conflict management work. This book
demonstrates how conflicts across
settings can be understood by seeing them through a range of
theoretical lenses. It illustrates
how students of conflict can begin thinking and acting in ways
that can have profound effects
on the dynamics of difficult conflicts.
New to This Edition
We have revised this eighth edition of Working Through
Conflict to reflect new developments
in theory and research on conflict and conflict management. We
also clarified and expanded
certain discussions to make this the most user-friendly edition
to date, with special emphasis
on applying theory to practical, contemporary topics. Here are
the highlights of the changes in
this eighth edition:
Updated citations and inclusion of new literature throughout the
volume;
Suggested activities for each chapter to engage students in
exploring the meaning and
significance of the ideas discussed in the chapter;
A new section on the impact of communication media on
conflict and conflict
interaction in the Introduction;
15
Inclusion of the latest scholarship of the impact of media on
conflict throughout the
book;
28. Updating of Chapter 4 to include new research on conflict styles
and discussion of
racial and ethnic impacts on conflict styles;
A revised Chapter 5 to streamline and better define how power
is produced in
interaction and the role this plays in conflict;
A new case study has been added to Chapter 5;
Discussion of the leader’s role in shaping climate in Chapter 7.
While we capture the most current thinking about the topics
covered in this book, we have
also retained older references because they point to classic, core
work that has served as the
foundation for more recent studies. New, contemporary
scholarship is important, but we
believe that students should also be aware of the field’s
conceptual roots as represented in
classic conflict literature.
We consider conflicts occurring in a wide range of arenas, from
intimate relationships,
marriages, and friendships to group, inter-group, organizational,
and negotiation settings. This
added breadth makes the book suitable as a primary text for
courses in conflict and conflict
management, as well as a useful supplement to courses that
devote substantial attention to
conflict or third party work.
The title of this book is an intentional double entendre. Because
its major emphasis is on
communication patterns people use when attempting to manage
conflict, we hope that the
book will help people successfully work through difficult
conflicts. The book is also built on
the assumption that effective work is often promoted by the
29. emergence and productive use of
conflict. It is our hope that this book will encourage people to
confront their conflicts and to
work through them creatively rather than suppressing or
superficially “resolving” conflicts.
Developing Theory-Based Intuition
It is often said that people who are good at their work have
excellent intuition. Usually this
means that they instinctively make good decisions and employ
effective strategies to create
change or accomplish productive objectives. Intuition is often
assumed to be innate—it is seen
as a gift that some people have. But in most cases effective
professional intuition comes from a
broad background of knowledge, study, and experience gained
over time. Working Through
Conflict is written for those who want to develop their intuition
about how to react, interact,
and intervene in conflict situations. Conflict is usually
complex—it is often multilayered,
steeped in a history of events, and shaped by diverse
perspectives and understandings. As a
result, having good intuition about conflict starts by mastering a
broad repertoire of ideas—
ideas that create different explanations for why conflict
interaction moves in destructive or
constructive directions.
Working Through Conflict covers a wide range of essential
concepts and theories that
clarify the practical implications for managing conflicts in
relationships, groups, teams, and
organizations. It is a primer for those who might want to pursue
professional work in the
conflict management field as mediators, ombudspersons,
30. facilitators, or conciliators. It can also
help build a strong intuition in those who deal with conflict
daily in work and professional
16
settings and in those who want to have an impact on conflicts in
their personal lives within
families, romantic relationships, marriages, and friendships.
17
Acknowledgments
We thank Ann Bryan and David Roache for assistance and ideas
related to this revision. Once
again, we owe our greatest debt to our colleagues at the Center
for Conflict Resolution in
Madison, Wisconsin. We are very grateful to Lonnie Weiss for
her insight and help with our
analyses. We also thank Syd Bernard, Jim Carrilon, Betsy
Densmore, Robert Everett, Jay
Herman, Jan Shubert, Rick Sloan, Dennis Smith, Tommy Vines,
and Kathy Zoppi for their
responses to parts or all of the initial manuscript of the first
edition of this book. We also
thank Linda Klug, Jean Kebis, and Wayne Beach for supplying
the transcript of interaction in
Chapter 6. Subsequent editions were greatly improved by
comments from Charley Conrad,
Melissa Dobosh, Mistee Freeman, Tricia Jones, Leanne
Knobloch, Phoebe Kruger, Kevin Real,
31. Bethany Sills, Cynthia Stohl, Shirley A. Van Hoeven, and
Elizabeth Vegso.
We appreciate the feedback reviewers provided for this
revision: Stuart Allen, Corey Young,
Michael Comos, and Kathy Krone. We also want to express our
continued gratitude to
reviewers of previous editions, whose wisdom persists still:
Wayne Beach, Tom Biesecker, Lori
Carrell, Steven Colmbs, Charles R. Conrad, Alice Crume,
Robert J. Doolittle, David A. Frank,
Dennis Gouran, Bruce Gronbeck, Dale Hample, Thomas Harris,
Gary Hartzell, Tricia Jones,
Keven E. McCleary, Laura L. Jansma, Sara E. Newell, Linda
Putnam, Susan Rice, Gale
Richards, Tracy Routsong, Dale L. Shannon, Cynthia Stohl,
Michael Sunnafrank, Stella Ting-
Toomey, Shirley Van Hoeven, Hal R. Witteman, and Paul
Yelsma.
The excellent editorial and production staff at Routledge, Linda
Bathgate, Laura Briskman,
Nicole Salazar, and Jenny Guildford have greatly assisted with
the production of this volume.
Joseph P. Folger
Marshall Scott Poole
Randall K. Stutman
18
Introduction
Conflict offers a mixture of the good, the bad, and the
32. uncertain. On the positive side, conflicts
allow us to air important issues; they produce new and creative
ideas; they release built-up
tensions. Handled properly, conflicts can strengthen
relationships; they can help groups and
organizations to re-evaluate and clarify goals and missions; and
they can also initiate social
change to eliminate inequities and injustice. These advantages
suggest that conflict is normal
and healthy, and they underscore the importance of
understanding and handling conflict
properly.
But perhaps more familiar is the negative side of conflict.
Heated exchanges spiral out of
control, resulting in frustration, tension, hard feelings, and,
ultimately, more conflict. Low-
grade family conflicts, perpetuated through criticism,
arguments, nagging, and verbal abuse,
not only distance parents from children and spouses from one
another but also lower self-
esteem and create problems that can follow people throughout
their entire lives. Additionally,
conflicts are sometimes violent, not only between strangers but
also in the workplace and
within the family. Sometimes the source of frustration is not
being able to get someone else to
engage a conflict. If one friend persistently denies that a
problem exists or changes the subject
when it comes up, the other cannot discuss the things that are
bothering her or him, and the
friendship suffers. The various negative experiences we all have
with conflict are reinforced in
the media, where it often seems that the only effective way to
solve problems is to shoot
somebody.
33. Conflicts also bring uncertainty. As we will see, the great
“unpredictables” in life often arise
in interactions we have with others. Conversations, meetings,
and conflicts all have in
common the fact that they may suddenly move in unexpected
directions. Indeed, the
uncertainties that arise during conflicts often cause them to
move in negative directions.
The twists and turns of the following case—in this instance a
conflict in a small office—offer
a good illustration of the positive, negative, and uncertain sides
of conflict. The conflict in
Case 1.1 at the women’s hotline initially exhibits several
negative features and might easily
move in a destructive direction.
Case Study I.1 A The Women’s Hotline Case
Imagine yourself as a staff member in this organization. How
would you react as this
conflict unfolded? What is it about this particular conflict that
makes it seem difficult to
face—let alone solve?
Women’s Hotline is a rape and domestic crisis center in a
medium-sized city. The
center employed seven full- and part-time workers. The
workers, all women, formed a
cohesive unit and made all important decisions as a group.
There were no formal
19
34. supervisors. The hotline started as a voluntary organization and
had grown by capturing
local and federal funds. The group remained proud of its roots
in a democratic, feminist
tradition.
The atmosphere at the hotline was rather informal. The staff
members saw each other
as friends, but there was an implicit understanding that people
should not have to take
responsibility for each other’s cases. Because the hotline’s work
was draining, having to
handle each other’s worries could create an unbearable strain.
This norm encouraged
workers to work on their own and keep problems to themselves.
The conflict arose when Diane, a new counselor who had only
six months of
experience, was involved in a very disturbing incident. One of
her clients was killed by a
man who had previously raped her. Diane had trouble dealing
with this incident. She felt
guilty about it; she questioned her own ability and asked herself
whether she might have
been able to prevent this tragedy. In the months following,
Diane had increasing
difficulty in coping with her feelings and began to feel that her
co-workers were not
giving her the support she needed. Diane had no supervisor to
turn to, and, although her
friends outside the hotline were helpful, she did not believe
they could understand the
pressure as well as her co-workers could.
Since the murder, Diane had not been able to work to full
35. capacity, and she began to
notice some resentment from the other counselors. She felt the
other staff members were
more concerned about whether she was adding to their
workloads than whether she was
recovering from the traumatic incident. Although Diane did not
realize it at the time,
most of the staff members felt she had been slow to take on
responsibilities even before
her client was killed. They thought Diane had generally asked
for more help than other
staff members and that these requests were adding to their own
responsibilities. No one
was willing to tell Diane about these feelings after the incident
because they realized she
was very disturbed. After six months, Diane believed she could
no longer continue to
work effectively. She felt pressure from the others at the center,
and she was still shaken
by the tragedy. She requested two weeks off with pay to get
away from the work
situation for a while, to reduce the stress she felt, and to come
back with renewed energy.
The staff, feeling that Diane was slacking off, denied this
request. They responded by
outlining, in writing, what they saw as the responsibilities of a
full-time staff worker.
Diane was angry when she realized her request had been denied,
and she decided to file a
formal work grievance.
Diane and the staff felt bad about having to resort to such a
formal, adversarial
procedure. No staff member had ever filed a work grievance,
and the group was
embarrassed by its inability to deal with the problem on a more
36. informal basis. These
feelings created additional tension between Diane and the staff.
Discussion Questions
Can you foresee any benefits to this conflict?
Is it possible to foresee whether a conflict will move in a
constructive or
destructive direction?
What clues would lead you to believe that this conflict is going
to be productive?
20
Several elements of this case suggest a move in a negative
direction. First, the situation at the
hotline was tense and threatening. This was a difficult time for
the workers. Even for “old
hands” at negotiation, conflicts are often unpleasant and
frightening. Second, the parties
experienced a great deal of uncertainty. They were unable to
understand what was going on
and how their behavior affected the conflict. Conflicts are
confusing; actions can have
consequences quite different from what is intended because the
situation is more complicated
than we had assumed. Diane did not know her co-workers
thought she was slacking even
before the tragedy. When she asked for time off she was
surprised at their refusal, and her
angry reaction nearly started a major battle. Third, the situation
was fragile. A conflict may
evolve in very different ways depending on the behavior of just
a single worker. If, for
37. example, the staff chose to fire Diane, the conflict may have
been squelched, or it may fester
and undermine relationships among the remaining staff. If, on
the other hand, Diane won
allies, the others might split over the issue and ultimately
dissolve the hotline. As the case
continues, observe staff members’ behavior and their method of
dealing with this tense and
unfamiliar situation.
Case Study I.1B The Women’s Hotline Case (Continued)
Imagine yourself in the midst of this conflict. What would you
recommend this group do
to promote a constructive outcome to this conflict?
The committee who received Diane’s grievance suggested that
they could handle the
problem in a less formal way if both Diane and the staff agreed
to accept a neutral, third
party mediator. Everyone agreed that this suggestion had
promise, and a third party was
invited to a meeting where the entire staff could address the
issue.
At this meeting, the group faced a difficult task. Each member
offered reactions they
had been previously unwilling to …