2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
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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
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2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
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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 ...
3/19/2020 Soil Acidity (Chapter 9) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403398/View 1/8
Soil Acidity (Chapter 9) Notes
Soil Acidity (Chapter 9) Notes
Did you know ....
Did you know that wood ashes can actually help change the pH of your soil? Chapter 9 highlights soil acidity,
its sources, how it occurs in soil naturally as well as man-induced, why pH is important for nutrient availabilty,
and finally how to manage soil acidity.
Lecture content notes are accompanied by videos listed below the notes in each submodule (e.g. Soil Acidity
(Chapter 9) Videos A though E). 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 referenced are from the course text, Nature and Property of Soils, 14th
Edition, Brady and Weil.
Content Video A
Soil Acidity
http://kimscountyline.blogspot.com/
Chemistry Review
Reversible Reaction: double arrows going left and right
LEFT of Arrow: Reactant RIGHT of Arrow: Product
AGRI1050R50: Introduction to Soil Science (2020S) LH
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/220/Previous?pId=60403314
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/220/Next?pId=60403314
https://gotoclass.tnecampus.org/d2l/common/dialogs/quickLink/quickLink.d2l?ou=8094442&type=content&rcode=TBR-23960583
http://kimscountyline.blogspot.com/
https://gotoclass.tnecampus.org/d2l/home/8094442
3/19/2020 Soil Acidity (Chapter 9) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403398/View 2/8
Law Mass action:
Add Reactant (to the left side) push reaction to the RIGHT–Make more product (right side)
Add Product (to the right side) push reaction to the LEFT –Make more reactant (left side)
Dissociation – Break apart into constituents, generally adds to acidity (H+)
See carbonation above
pH, Acidity, and Alkalinity
Kw = [H+] + [OH-] = 10-14
pH = - log10 [H+]
Example:
[H+]= 0.0001 M (10-4)
10-4 M = pH = 4
Log Scale – Every step, pH change is 10X
Chemistry Review: Moles (M) = g/L
pH and pKa
Acids – donate protons – H+
Acid dissociative constant – pKa
Dissociate – Break apart – Produce more H+
½ the acid dissociate and ½ stays in solution
pH > pKa – More likely to dissociate
pH < pKa – More likely to stay in tact (undissociated)
pH = pKa – in equal concentrations
Weak Acids –Reaction pKa between 0 and 14
Lots of weak acids in soils – Offer BUFFERING CAPACITY
Carbonate, Nitrate, Phosphate, Sulfate
Strong Acids – Reaction pKa < 0
Content Video B
https://gotoclass.tnecampus.org/d2 ...
3/19/2020 Soil Acidity (Chapter 9) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403398/View 1/8
Soil Acidity (Chapter 9) Notes
Soil Acidity (Chapter 9) Notes
Did you know ....
Did you know that wood ashes can actually help change the pH of your soil? Chapter 9 highlights soil acidity,
its sources, how it occurs in soil naturally as well as man-induced, why pH is important for nutrient availabilty,
and finally how to manage soil acidity.
Lecture content notes are accompanied by videos listed below the notes in each submodule (e.g. Soil Acidity
(Chapter 9) Videos A though E). 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 referenced are from the course text, Nature and Property of Soils, 14th
Edition, Brady and Weil.
Content Video A
Soil Acidity
http://kimscountyline.blogspot.com/
Chemistry Review
Reversible Reaction: double arrows going left and right
LEFT of Arrow: Reactant RIGHT of Arrow: Product
AGRI1050R50: Introduction to Soil Science (2020S) LH
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/220/Previous?pId=60403314
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/220/Next?pId=60403314
https://gotoclass.tnecampus.org/d2l/common/dialogs/quickLink/quickLink.d2l?ou=8094442&type=content&rcode=TBR-23960583
http://kimscountyline.blogspot.com/
https://gotoclass.tnecampus.org/d2l/home/8094442
3/19/2020 Soil Acidity (Chapter 9) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403398/View 2/8
Law Mass action:
Add Reactant (to the left side) push reaction to the RIGHT–Make more product (right side)
Add Product (to the right side) push reaction to the LEFT –Make more reactant (left side)
Dissociation – Break apart into constituents, generally adds to acidity (H+)
See carbonation above
pH, Acidity, and Alkalinity
Kw = [H+] + [OH-] = 10-14
pH = - log10 [H+]
Example:
[H+]= 0.0001 M (10-4)
10-4 M = pH = 4
Log Scale – Every step, pH change is 10X
Chemistry Review: Moles (M) = g/L
pH and pKa
Acids – donate protons – H+
Acid dissociative constant – pKa
Dissociate – Break apart – Produce more H+
½ the acid dissociate and ½ stays in solution
pH > pKa – More likely to dissociate
pH < pKa – More likely to stay in tact (undissociated)
pH = pKa – in equal concentrations
Weak Acids –Reaction pKa between 0 and 14
Lots of weak acids in soils – Offer BUFFERING CAPACITY
Carbonate, Nitrate, Phosphate, Sulfate
Strong Acids – Reaction pKa < 0
Content Video B
https://gotoclass.tnecampus.org/d2.
Silicon processing and Semiconductor Manufacturingachal88
This is part of seminar with brief introduction to silicon processing and semiconductor manufacturing.
Note- This is just concise part I made for seminar, any scientific inaccuracies is probable and highly regretted. Any constructive criticism is welcome.
The growing use of energy that underlies current economic growth puts unsustainable pressure on natural resources and on the environment.
What options do we have for switching to a cleaner and more efficient energy future? How much will it cost? And what policies could achieve this?
European Green Cars Initiative Projects HELIOS Proposal Paper (July 2012)Andrew Gelston
European Green Cars Initiative Projects-
Helios Presentation with the objectives of
Evaluate the performances of 4 positive electrode (NCA, LMO blend, LFP & NMC/ Graphite anode)
Comparative assessment of Performance (12- 15 months cycling tests) life, cost, recycling and safety characteristics
3/19/2020 Soil Acidity (Chapter 9) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403398/View 1/8
Soil Acidity (Chapter 9) Notes
Soil Acidity (Chapter 9) Notes
Did you know ....
Did you know that wood ashes can actually help change the pH of your soil? Chapter 9 highlights soil acidity,
its sources, how it occurs in soil naturally as well as man-induced, why pH is important for nutrient availabilty,
and finally how to manage soil acidity.
Lecture content notes are accompanied by videos listed below the notes in each submodule (e.g. Soil Acidity
(Chapter 9) Videos A though E). 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 referenced are from the course text, Nature and Property of Soils, 14th
Edition, Brady and Weil.
Content Video A
Soil Acidity
http://kimscountyline.blogspot.com/
Chemistry Review
Reversible Reaction: double arrows going left and right
LEFT of Arrow: Reactant RIGHT of Arrow: Product
AGRI1050R50: Introduction to Soil Science (2020S) LH
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/220/Previous?pId=60403314
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/220/Next?pId=60403314
https://gotoclass.tnecampus.org/d2l/common/dialogs/quickLink/quickLink.d2l?ou=8094442&type=content&rcode=TBR-23960583
http://kimscountyline.blogspot.com/
https://gotoclass.tnecampus.org/d2l/home/8094442
3/19/2020 Soil Acidity (Chapter 9) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403398/View 2/8
Law Mass action:
Add Reactant (to the left side) push reaction to the RIGHT–Make more product (right side)
Add Product (to the right side) push reaction to the LEFT –Make more reactant (left side)
Dissociation – Break apart into constituents, generally adds to acidity (H+)
See carbonation above
pH, Acidity, and Alkalinity
Kw = [H+] + [OH-] = 10-14
pH = - log10 [H+]
Example:
[H+]= 0.0001 M (10-4)
10-4 M = pH = 4
Log Scale – Every step, pH change is 10X
Chemistry Review: Moles (M) = g/L
pH and pKa
Acids – donate protons – H+
Acid dissociative constant – pKa
Dissociate – Break apart – Produce more H+
½ the acid dissociate and ½ stays in solution
pH > pKa – More likely to dissociate
pH < pKa – More likely to stay in tact (undissociated)
pH = pKa – in equal concentrations
Weak Acids –Reaction pKa between 0 and 14
Lots of weak acids in soils – Offer BUFFERING CAPACITY
Carbonate, Nitrate, Phosphate, Sulfate
Strong Acids – Reaction pKa < 0
Content Video B
https://gotoclass.tnecampus.org/d2 ...
3/19/2020 Soil Acidity (Chapter 9) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403398/View 1/8
Soil Acidity (Chapter 9) Notes
Soil Acidity (Chapter 9) Notes
Did you know ....
Did you know that wood ashes can actually help change the pH of your soil? Chapter 9 highlights soil acidity,
its sources, how it occurs in soil naturally as well as man-induced, why pH is important for nutrient availabilty,
and finally how to manage soil acidity.
Lecture content notes are accompanied by videos listed below the notes in each submodule (e.g. Soil Acidity
(Chapter 9) Videos A though E). 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 referenced are from the course text, Nature and Property of Soils, 14th
Edition, Brady and Weil.
Content Video A
Soil Acidity
http://kimscountyline.blogspot.com/
Chemistry Review
Reversible Reaction: double arrows going left and right
LEFT of Arrow: Reactant RIGHT of Arrow: Product
AGRI1050R50: Introduction to Soil Science (2020S) LH
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/220/Previous?pId=60403314
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigateContent/220/Next?pId=60403314
https://gotoclass.tnecampus.org/d2l/common/dialogs/quickLink/quickLink.d2l?ou=8094442&type=content&rcode=TBR-23960583
http://kimscountyline.blogspot.com/
https://gotoclass.tnecampus.org/d2l/home/8094442
3/19/2020 Soil Acidity (Chapter 9) Notes - AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewContent/60403398/View 2/8
Law Mass action:
Add Reactant (to the left side) push reaction to the RIGHT–Make more product (right side)
Add Product (to the right side) push reaction to the LEFT –Make more reactant (left side)
Dissociation – Break apart into constituents, generally adds to acidity (H+)
See carbonation above
pH, Acidity, and Alkalinity
Kw = [H+] + [OH-] = 10-14
pH = - log10 [H+]
Example:
[H+]= 0.0001 M (10-4)
10-4 M = pH = 4
Log Scale – Every step, pH change is 10X
Chemistry Review: Moles (M) = g/L
pH and pKa
Acids – donate protons – H+
Acid dissociative constant – pKa
Dissociate – Break apart – Produce more H+
½ the acid dissociate and ½ stays in solution
pH > pKa – More likely to dissociate
pH < pKa – More likely to stay in tact (undissociated)
pH = pKa – in equal concentrations
Weak Acids –Reaction pKa between 0 and 14
Lots of weak acids in soils – Offer BUFFERING CAPACITY
Carbonate, Nitrate, Phosphate, Sulfate
Strong Acids – Reaction pKa < 0
Content Video B
https://gotoclass.tnecampus.org/d2.
Silicon processing and Semiconductor Manufacturingachal88
This is part of seminar with brief introduction to silicon processing and semiconductor manufacturing.
Note- This is just concise part I made for seminar, any scientific inaccuracies is probable and highly regretted. Any constructive criticism is welcome.
The growing use of energy that underlies current economic growth puts unsustainable pressure on natural resources and on the environment.
What options do we have for switching to a cleaner and more efficient energy future? How much will it cost? And what policies could achieve this?
European Green Cars Initiative Projects HELIOS Proposal Paper (July 2012)Andrew Gelston
European Green Cars Initiative Projects-
Helios Presentation with the objectives of
Evaluate the performances of 4 positive electrode (NCA, LMO blend, LFP & NMC/ Graphite anode)
Comparative assessment of Performance (12- 15 months cycling tests) life, cost, recycling and safety characteristics
Presentation on the world energy system and the role for fuel cells therein.
Delivered to Simon Fraser University Surrey campus Engineers Without Borders student club. Feb 2012.
Photovoltaic Training - Session 2 - Construction and Start-UpLeonardo ENERGY
* Civil works. Preparation of infrastructure.
* Mechanical assembly.
* Electrical Installation: Ground‐mounted PV facilities. Rooftop installations. Wiring. Cabinets. Ground net.
* Environmental aspects and waste management.
* Quality. Critical aspects in the development of the installation.
* Testing. Key issues. Inverter tests. Maximum power of the PV generator. Evaluation of the Performance Ratio real.
Beetle like droplet-jumping superamphiphobic coatings for enhancing fog colle...JyotiBishlay
This file encloses a brief understanding of the technique of harvesting water from collecting fog from hilly areas as inspired from Namib desert beetle. you can find methods, materials, process and its resulting conclusion and discussion
DSD-INT 2023 European Digital Twin Ocean and Delft3D FM - DolsDeltares
Presentation by Felix Dols (Deltares, Netherlands) at the Delft3D User Days, during the Delft Software Days - Edition 2023 (DSD-INT 2023). Tuesday, 14 November 2023, Delft.
4.1 EXPLORING INCENTIVE PAY4-1 Explore the incentive pay a.docxlorainedeserre
4.1 EXPLORING INCENTIVE PAY
4-1 Explore the incentive pay approach.
Incentive pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss212) or
variable pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss462)
rewards employees for partially or completely attaining a predetermined work objective.
Incentive or variable pay is defined as compensation, other than base wages or salaries that
fluctuate according to employees’ attainment of some standard, such as a preestablished
formula, individual or group goals, or company earnings.
Effective incentive pay systems are based on three assumptions:
Individual employees and work teams differ in how much they contribute to the
company, both in what they do as well as in how well they do it.
The company’s overall performance depends to a large degree on the performance of
individuals and groups within the company.
To attract, retain, and motivate high performers and to be fair to all employees, a
company needs to reward employees on the basis of their relative performance.
Much like seniority and merit pay approaches, incentive pay augments employees’ base pay,
but incentive pay appears as a one-time payment. Employees usually receive a combination
of recurring base pay and incentive pay, with base pay representing the greater portion of
core compensation. More employees are presently eligible for incentive pay than ever before,
as companies seek to control costs and motivate personnel continually to strive for exemplary
performance. Companies increasingly recognize the importance of applying incentive pay
programs to various kinds of employees as well, including production workers, technical
employees, and service workers.
Some companies use incentive pay extensively. Lincoln Electric Company, a manufacturer of
welding machines and motors, is renowned for its use of incentive pay plans. At Lincoln
Electric, production employees receive recurring base pay as well as incentive pay. The
company determines incentive pay awards according to five performance criteria: quality,
output, dependability, cooperation, and ideas. The company has awarded incentive payments
every year since 1934, through prosperous and poor economic times. In 2014, the average
profit sharing payment per employee was $33,984.
Coupled with average base
pay, total core compensation for Lincoln employees was $82,903. Over the past 10 years,
Lincoln’s profit-sharing payments averaged approximately 40 percent of annual salary.
1
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end1)
2
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end2)
3
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end3)
4
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end4)
4.1 Exploring Incentive Pay
4/15/20, 8:49 PM
Page 1 ...
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Similar to 2212020 Soil Colloids (Chapter 8) Notes - AGRI1050R50 Intro.docx
Presentation on the world energy system and the role for fuel cells therein.
Delivered to Simon Fraser University Surrey campus Engineers Without Borders student club. Feb 2012.
Photovoltaic Training - Session 2 - Construction and Start-UpLeonardo ENERGY
* Civil works. Preparation of infrastructure.
* Mechanical assembly.
* Electrical Installation: Ground‐mounted PV facilities. Rooftop installations. Wiring. Cabinets. Ground net.
* Environmental aspects and waste management.
* Quality. Critical aspects in the development of the installation.
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This file encloses a brief understanding of the technique of harvesting water from collecting fog from hilly areas as inspired from Namib desert beetle. you can find methods, materials, process and its resulting conclusion and discussion
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4.1 EXPLORING INCENTIVE PAY4-1 Explore the incentive pay a.docxlorainedeserre
4.1 EXPLORING INCENTIVE PAY
4-1 Explore the incentive pay approach.
Incentive pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss212) or
variable pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss462)
rewards employees for partially or completely attaining a predetermined work objective.
Incentive or variable pay is defined as compensation, other than base wages or salaries that
fluctuate according to employees’ attainment of some standard, such as a preestablished
formula, individual or group goals, or company earnings.
Effective incentive pay systems are based on three assumptions:
Individual employees and work teams differ in how much they contribute to the
company, both in what they do as well as in how well they do it.
The company’s overall performance depends to a large degree on the performance of
individuals and groups within the company.
To attract, retain, and motivate high performers and to be fair to all employees, a
company needs to reward employees on the basis of their relative performance.
Much like seniority and merit pay approaches, incentive pay augments employees’ base pay,
but incentive pay appears as a one-time payment. Employees usually receive a combination
of recurring base pay and incentive pay, with base pay representing the greater portion of
core compensation. More employees are presently eligible for incentive pay than ever before,
as companies seek to control costs and motivate personnel continually to strive for exemplary
performance. Companies increasingly recognize the importance of applying incentive pay
programs to various kinds of employees as well, including production workers, technical
employees, and service workers.
Some companies use incentive pay extensively. Lincoln Electric Company, a manufacturer of
welding machines and motors, is renowned for its use of incentive pay plans. At Lincoln
Electric, production employees receive recurring base pay as well as incentive pay. The
company determines incentive pay awards according to five performance criteria: quality,
output, dependability, cooperation, and ideas. The company has awarded incentive payments
every year since 1934, through prosperous and poor economic times. In 2014, the average
profit sharing payment per employee was $33,984.
Coupled with average base
pay, total core compensation for Lincoln employees was $82,903. Over the past 10 years,
Lincoln’s profit-sharing payments averaged approximately 40 percent of annual salary.
1
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end1)
2
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end2)
3
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end3)
4
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end4)
4.1 Exploring Incentive Pay
4/15/20, 8:49 PM
Page 1 ...
38 u December 2017 January 2018The authorities beli.docxlorainedeserre
38 u December 2017 / January 2018
T
he authorities believe he slipped across the United States-Mexico
border sometime during the summer of 2016, likely deep in the
night. He carried no papers. The crossing happened in the rugged
backcountry of southeastern Arizona, where the main deterrent to
trespassers is the challenging nature of the terrain—not the metal
walls, checkpoints, and aerial surveillance that dominate much of the border.
But the border crosser was des-
ert-hardy and something of an expert
at camouflage. No one knows for cer-
tain how long he’d been in the United
States before a motion-activated cam-
era caught him walking a trail in the
Dos Cabezas Mountains on the night
of November 16. When a government
agency retrieved the photo in late Feb-
ruary, the image was plastered across
Arizona newspapers, causing an imme-
diate sensation.
The border crosser was a jaguar.
Jaguars once roamed throughout
the southwestern United States, but
are now quite rare. A core population
resides in the mountains of northern
Mexico, and occasionally an adventur-
ous jaguar will venture north of the bor-
der. When one of these elusive, graceful
cats makes an appearance stateside,
Mrill Ingram is The Progressive’s online media editor.
‘The Border Is
a Beautiful Place’
For Many, Both Sides of the
Arizona-Mexico Border Are Home
B
O
R
D
ER
A
R
TS
C
O
R
R
ID
O
R
By Mrill Ingram
Artists Ana Teresa Fernández in Agua Prieta, Mexico, and Jenea Sanchez in Douglas, Arizona, worked with dozens of community members to paint sections
of the border fence sky blue, “erasing” it as a symbolic act of resistance against increasing violence and oppression of human rights along the border.
https://apnews.com/79c83219af724016b8cfa2c505018ac4/agency-reports-rare-jaguar-sighting-mountains-arizona
The Progressive u 39
usually via a motion-triggered camera,
it may get celebrity status.
“We’ve had positive identifications
of seven cats, alive and well, in the last
twenty years in the United States,” says
Diana Hadley of the Mexico-based
Northern Jaguar Project, which works
with people in both countries to pro-
tect the big cat. One of those cats be-
came known as El Jefe, after he took
up residence in 2011 in the Santa Rita
Mountains south of Tucson, Arizona.
His presence was proof that the United
States still had enough wild habitat to
support a jaguar.
The new cat was especially excit-
ing because, based on size and shape,
observers initially thought it might
be female. “A lot of people in Arizona
would be very happy to have jaguars
from Mexico breeding in Arizona,” re-
marks Hadley.
In September 2017, the Arizo-
na-based Center for Biological Di-
versity released new video of the cat,
apparently a male, caught on a mo-
tion-triggered camera ambling through
the oak scrub forest in the Chiricahua
Mountains. He’s been named Sombra,
or Shadow, by schoolkids in Tucson.
Such things will no longer ...
3Prototypes of Ethical ProblemsObjectivesThe reader shou.docxlorainedeserre
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Prototypes of Ethical Problems
Objectives
The reader should be able to:
• Recognize an ethical question and distinguish it from a strictly clinical or legal one.
• Identify three component parts of any ethical problem.
• Describe what an agent is and, more importantly, what it is to be a moral agent.
• Name two prototypical ethical problems.
• Distinguish between two varieties of moral distress.
• Compare the fundamental difference between moral distress and an ethical dilemma.
• Describe the role of emotions in moral distress and ethical dilemmas.
• Describe a type of ethical dilemma that challenges a professional’s desire (and duty) to treat everyone fairly and equitably.
• Discuss the role of locus of authority considerations in ethical problem solving.
• Identify four criteria to assist in deciding who should assume authority for a specific ethical decision to achieve a caring response.
• Describe how shared agency functions in ethical problem solving.
NEW TERMS AND IDEAS YOU WILL ENCOUNTER IN THIS CHAPTER
legal question
disability benefits
ethical question
prototype
clinical question
agent
moral agent
locus of authority
shared agency
moral distress
moral residue
ethical dilemma
Topics in this chapter introduced in earlier chapters
Topic
Introduced in chapter
Ethical problem
1
Integrity
1
Interprofessional care team
1
Professional responsibility
2
A caring response
2
Accountability
2
Social determinants of care
2
Justice
2
Introduction
You have come a long way already and are prepared to take the next steps toward becoming skilled in the art of ethical decision making. The first part of this chapter guides you through an inquiry regarding how to know when you are faced with an ethical question instead of (or in addition to) a clinical or legal question. A further question is raised: How do you know whether the situation that raised the question is a problem that requires your involvement? This chapter helps you prepare to answer that question too. You will learn the basic components of an ethical problem and be introduced to two prototypes of ethical problems. We start with the story of Bill Boyd and Kate Lindy.
 The Story of Bill Boyd and Kate Lindy
Bill Boyd is a 25-year-old soldier who lives in a large city. Bill served in the U.S. Army for more than 6 years and was deployed to both Iraq and Afghanistan for multiple military missions in the past 4 years. During his final deployment, Bill suffered a blast injury in which he sustained significant shoulder and neck trauma and a mild traumatic brain injury (TBI) and posttraumatic stress. He was treated in an inpatient military hospital and transitioned back to his hometown, where he moved into his childhood home with his mother.
Kate Lindy is the outpatient psychologist who has been treating Bill for pain and posttraumatic stress. Bill is in a structured civilian reentry program. This competitive program is administered by a government subcontractor; its goal is to help in ...
4-5 Annotations and Writing Plan - Thu Jan 30 2111Claire Knaus.docxlorainedeserre
4-5 Annotations and Writing Plan - Thu Jan 30 21:11
Claire Knaus
Annotations:
Bekalu, M. A., McCloud, R. F., & Viswanath, K. (2019). Association of Social Media Use With Social Well-Being, Positive Mental Health, and Self-Rated Health: Disentangling Routine Use From Emotional Connection to Use. Health Education & Behavior, 46(2_suppl), 69S-80S. https://doi.org/10.1177/1090198119863768
It seems that this source is arguing the effect of social media on mental health. This source uses this evidence to support the argument: Provided studies focusing on why individuals use social media, types of social network platforms, and the value of social capital. A counterargument for this source is: Studies that focus more on statistical usage rather than emotion connection. Personally, I believe the source is doing a good job of supporting its arguments because it provides an abundance of study references and clearly portrays the information and intent. I think this source will be very helpful in supporting my argument because of the focus on emotional connection to social media and its effects on mental health.
Matsakis, L. (2019). How Pro-Eating Disorder Posts Evade Filters on Social Media. In Gale Opposing Viewpoints Online Collection. Farmington Hills, MI: Gale. (Reprinted from How Pro-Eating Disorder Posts Evade Filters on Social Media, Wired, 2018, June 13) Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/UAZKKH366290962/OVIC?u=nhc_main&sid=OVIC&xid=2c90b7b5
It seems that this source is arguing that social media platforms are not doing enough to eliminate harmful pro-ED posts. This source uses this evidence to support the argument: Information about specific platforms and what they have done to moderate content, links for more information, and what constitutes as harmful content. A counterargument for this source is that it is too difficult for platforms to remove the content and to even find it. In addition, it is believed there may be harmful effects on vulnerable people posting this type of content. Personally, I believe the source is doing a good job of supporting its arguments because it provides opposing viewpoints as well as raising awareness of some of the dangers of social media posts. I think this source will be very helpful in supporting my argument because it provides information on specifically what is being done to moderate this type of content on social media, and what some of the difficulties in moderating are.
Investigators at University of Leeds Describe Findings in Eating Disorders (Pro-ana versus Pro-recovery: A Content Analytic Comparison of Social Media Users' Communication about Eating Disorders on Twitter and Tumblr). (2017, September 4). Mental Health Weekly Digest, 38. Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/A502914419/OVIC?u=nhc_main&sid=OVIC&xid=5e60152f
It seems that this source is arguing that there are more positive, anti-anorexia posts on social media than harmful, pro-ED content. ...
3NIMH Opinion or FactThe National Institute of Mental Healt.docxlorainedeserre
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NIMH: Opinion or Fact
The National Institute of Mental Health (NIMH) was formed in 1946 and is one of 27 institutes that form the National Institute of Health (NIH) (NIMH, 2019). The mission of the NIMH is “To transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery, and cure.” (NIMH, 2019). There are many different mental illnesses discussed on the NIMH website to include Attention-Deficit/Hyperactivity Disorder (ADHD). The NIMH website about ADHD is effective at providing the public general information and meets the criteria of authority, objectivity, and currency.
The NIMH website about ADHD provides an overview of ADHD, discusses signs and symptoms, and risk factors. The NIMH continues with information about treatment and therapies. Information provided by the NIMH is intended for both children and adults. The NIMH concludes on the page with studies the public can join and more resources for the public such as booklets, brochures, research and clinical trials.
As described by Jim Kapoun authority can be identified by who or what institution/organization published the document and if the information in the document is cited correctly (Cornell, 2020). The information on the website is published by the NIMH which is the lead research institute related to mental health for the last 70 plus years (NIMH, 2019). On the page related to ADHD the NIMH references the program of Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) and provides a hyperlink to access the resources available with the agency (NIMH,2019). This link can be found under the support groups section in the treatment and therapies. On the website to the right of the area describing inattention the NIMH has a section on research. In this block there is a link to “PubMed: Journal Articles about Attention Deficit Hyperactivity Disorder (ADHD)” which will take you to a search of the National Center for Biotechnology Information (NCBI) published by PubMed on ADHD (NIMH, 2019). Throughout the entire page the NIMH provides sources and hyperlinks to the sources as citations. Based on the reputation of the NIMH and the citations to the source material the website meets the criteria of authority.
According to Kapoun objectivity can be identified looking for areas where the author expresses his or her opinion (Cornell, 2020). Information provided on the NIMH page about ADHD does not express the opinion of the author. The author produces only factual information based on research. The NIMH makes it a point not to mention the names of medications when discussing treatments and only explains the medications fall in two categories stimulants and non-stimulants (NIMH, 2019). In this same area the NIMH provides hyperlinks to the NIMH Mental Health Medication and FDA website for information about medication. The extent at which the NIMH goes to not provide an opinion on the website meet ...
4.1
Updated April-09
Lecture Notes
Chapter 4
Enterprise Excellence
Implementation
ENTERPRISE EXCELLENCE
4.2
Updated April-09
Learning Objectives
• Management & Operations Plans
• Enterprise Excellence Projects
• Enterprise Excellence Project decision Process
• Planning the Enterprise Excellence Project
• Tollgate Reviews
• Project Notebook
4.3
Updated April-09
MANAGEMENT AND OPERATIONS PLANS
• The scope and complexity of the
implementation projects will vary from the
executive level, to the management level, to
the operational level
• Each plan, as it is developed and deployed,
will include projects to be accomplished
• Conflicts typically will occur amongst
requirements of quality, cost, and schedule
when executing a project
4.4
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• An Enterprise Excellence project will be one of three
types:
1. Technology invention or innovation
2. New product, service, or process development
3. Product, service, or process improvement
• Enterprise Excellence uses the scientific method
• The scientific method is a process of organizing
empirical facts and their interrelationships in a
manner that allows a hypothesis to be developed and
tested
4.5
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• The scientific method consists of the
following steps:
1. Observe and describe the situation
2. Formulate a hypothesis
3. Use the hypothesis to predict results
4. Perform controlled tests to confirm the hypothesis
4.6
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• Figure 4.1 shows the project decision process
4.7
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Inventing/Innovating Technology:
Technology development is accomplished using
system engineering
This system approach enables critical functional
parameters and responses to be quickly transferred
into now products, services, and processes
The process is a four-phase process (I2DOV):
Invention & Innovation – Develop – Optimize – Verify
4.8
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Development of Products, Services, and
Processes
The Enterprise Excellence approach for developing
products, services, and processes is the Design for
Lean Six Sigma strategy.
This strategy helps to incorporate customer
requirements and expectations into the product
and/or service.
Concept – Design – Optimize - Verify (CDOV) is a
specific sequential design & development process
used to execute the design strategy.
4.9
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Improving Products, Services, and Processes:
Improving products, services and processes usually
involves the effectiveness and efficiency of operations.
A product or service is said to be effective when it meets
all of its customer requirements.
Effectiveness can be simply expressed as "doing the
right things the first time ...
3Type your name hereType your three-letter and -number cours.docxlorainedeserre
3
Type your name here
Type your three-letter and -number course code here
The date goes here
Type instructor’s name here
Your Title Goes Here
This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5"). The line spacing is double throughout the paper, even on the reference page. One space after punctuation is used at the end of a sentence. The font style used in this template is Times New Roman. The font size is 12 point. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. If you have any questions, please consult with your instructor.
Citations are used to reference material from another source. When paraphrasing material from another source (such as a book, journal, website), include the author’s last name and the publication year in parentheses.When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal his or her words either. To avoid potential problems, always be sure to cite your sources. Cite by referring to the author’s last name, the year of publication in parentheses at the end of the sentence, such as (George & Mallery, 2016), and page numbers if you are using word-for-word materials. For example, “The developments of the World War II years firmly established the probability sample survey as a tool for describing population characteristics, beliefs, and attitudes” (Heeringa, West, & Berglund, 2017, p. 3).
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples (George & Mallery, 2016; Heeringa et al., 2017; Smith et al., 2018; “USA swimming,” 2018; Yu, Johnson, Deutsch, & Varga, 2018) of how to format different reference types (e.g., books, journal articles, and a website). For additional examples, see the GCU Style Guide.
References
George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New York, NY: Routledge.
Heeringa, S. G., West, B. T., & Berglund, P. A. (2017). Applied survey data analysis (2nd ed.). New York, NY: Chapman & Hall/CRC Press.
Smith, P. D., Martin, B., Chewning, B., ...
3Welcome to Writing at Work! After you have completed.docxlorainedeserre
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Welcome to Writing at Work! After you have completed the reading for the week, write an email to introduce yourself to your peers. The name of your thread should be what you would include in the subject of the email.
As you compose your email, keep in mind the following:
· You are addressing a group you will work with in a professional capacity for at least 15 weeks. Let us know something about you, but don't share anything you wouldn't want repeated.
· You should include what you perceive to be your relative strengths with regard to writing at work. What types of tasks would you feel most comfortable taking on?
· You should also include what aspects of writing at work make you feel least comfortable. What types of tasks would you not be as suited for?
· What do you hope to learn in the next several months?
Next, in an attachment, choose one of the following two prompts and write a letter, taking into account the purpose, audience, and appropriate style for the task.
1. Your organization has been contracted to complete a project for an important client, and you were charged with managing the project. It has unfortunately become clear that your team will not meet the deadline. Your supervisor has told you to contact the client in writing to alert them to the situation and wants to be cc'd on the message. Write a letter, which you will send via email, addressing the above.
2. After a year-long working relationship, your organization will no longer be making use of a freelancer's services due to no fault of their own. Write a letter alerting them to this fact.
Name:
HRT 4760 Assignment 01
Timeliness
First, you will choose one particular organization where you will conduct each of your 15 different observational assignments. Stick with this same organization throughout your coursework. (Do not switch around assignment locations at different organizations or locations.) The reason for continuing your observational assignments at the same organization is to give you a deeper understanding of this particular organization across the 15 different assignments. As you read on, you will get a more complete understanding as to how these 15 assignments come together.
Tip: Many students choose the organization where they are currently working. This works particularly well. If you are working there, you have much opportunity to gain access to the areas that will give you a more complete understanding of the quality of entire service package (the 15 different elements) that the organization offers to its customers.
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of oth ...
3JWI 531 Finance II Assignment 1TemplateHOW TO USE THIS TEMP.docxlorainedeserre
3
JWI 531 Finance II Assignment 1Template
HOW TO USE THIS TEMPLATE:
This is a template and checklist corresponding to your Assignment 1 paper: Enterprise Risk Management and Moat Strength. See below for an explanation of the color-coding in this template:
· All green text includes instructions to support your writing. You should delete all green text before submitting your final paper.
· All blue text indicates areas where you need to replace text with your own information. Replace the blue text with your own words in black.
· Headings and subheadings are written in black, bold type. Keep these in your paper.
TIPS:
· Write in the third person, using “he” or “she” or “they”, or using specific names. Do not use the second person “you”.
· The body of this paper has one-inch margins and uses a professional font (size 10-12); we recommend Arial or Times New Roman fonts.
· The Assignment template is already formatted with all needed specifications like margins, appropriate font, and double spacing.
· Before submitting your paper, use Grammarly to check for punctuation and usage errors and make the required corrections. Then read aloud to edit for tone and flow.
· You should also run your paper through SafeAssign to ensure that it meets the required standards for originality.
FINALIZING YOUR PAPER
Your submission should be a maximum of 4 pages in length. The page count doesnotinclude the Cover Page at the beginning and the References page at the end. The final paper that you submit for grading should be in black text only with all remaining green text and blue text removed. Assignment 1: Enterprise Risk Analysis and Moat Strength
Author’s Name
Jack Welch Management Institute
Professor’s Name
JWI 531
Date
Introduction
An Introduction should be succinct and to the point. Start your Introduction with a general and brief observation about the paper’s topic. Write a thesis statement, which is the “road map” for your paper - it helps your reader to navigate your work. In your thesis statement, be specific about the major areas you plan to address in your paper.
The headings below should guide your introduction, since they identify the topics to be addressed in your paper. The introduction is not a graded part of your rubric but it helps your reader to understand what your assignment will be about. We recommend that you write this part of your Introduction after you complete the other sections of your paper. It only needs to be one paragraph in length.
Analysis and Recommendations
You must answer each of the following questions in your paper. Keep your responses focused on the topic. Straying off into additional areas, even if they are interesting, will not earn additional marks, and may actually detract from the clarity of your responses.
I. Where is each company in its corporate lifecycle (startup, growth, maturity or decline)? Explain.
Before writing your response to this question, make sure you understand what characterizes ea ...
3Big Data Analyst QuestionnaireWithin this document are fo.docxlorainedeserre
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Big Data Analyst Questionnaire
Within this document are four different questions. Each question is structured in the following manner:
1) Premise
- Contains any needed background information
2) Request
- The actual question, what you are to solve
3) Notes
- A space if you feel like including notes of any kind for the given question
Please place your answer for each question in a separate file, following this naming convention:
Name_Qn.docx, where n = the question number (i.e., 1, 2 ...). So the file for the first question should be named ‘Name_Q1.docx’.
When complete, please package everything together and send email responses to the designated POCs.
Page | 1
Premise:
You have a table named “TRADES” with the following six columns:
Column Name
Data Type
Description
Date
DATE
The calendar date on which the trade took place.
Firm
VARCHAR(255)
A symbol representing the Broker/Dealer who conducted the trade.
Symbol
VARCHAR(10)
The security traded.
Side
VARCHAR(1)
Denotes whether the trade was a buy (purchase) or a sell (sale) of a security.
Quantity
BIGINT
The number of shares involved in the trade.
Price
DECIMAL(18,8)
The dollar price per share traded.
You write a query looking for all trades in the month of August 2019. The query returns the following:
DATE
FIRM
SYMBOL
SIDE
QUANTITY
PRICE
8/5/2019
ABC
123
B
200
41
8/5/2019
CDE
456
B
601
60
8/5/2019
ABC
789
S
600
70
8/5/2019
CDE
789
S
600
70
8/5/2019
FGH
456
B
200
62
8/6/2019
3CDE
456
X
300
61
8/8/2019
ABC
123
B
300
40
8/9/2019
ABC
123
S
300
30
8/9/2019
FGH
789
B
2100
71
8/10/2019
CDE
456
S
1100
63
Questions:
1) Conduct an analysis of the data set returned by your query. Write a paragraph describing your analysis. Please also note any questions or assumptions made about this data.
2) Your business user asks you to show them a table output that includes an additional column categorizing the TRADES data into volume based Tiers, with a column named ‘Tier’. Quantities between 0-250 will be considered ‘Small’, quantities greater than ‘Small’ but less than or equal to 500 will be considered ‘Medium’, quantities greater than ‘Medium’ but less than or equal to 500 will be considered ‘Large’, and quantities greater than ‘Tier 3’ will be considered ‘Very Large’ .
a. Please write the SQL query you would use to add the column to the table output.
b. Please show the exact results you expect based on your SQL query.
3) Your business user asks you to show them a table output summarizing the TRADES data (Buy and Sell) on week-by-week basis.
a. Please write the SQL query you would use to query this table.
b. Please show the exact results you expect based on your SQL query.
Notes:
1
Premise:
You need to describe in writing how to accomplish a task. Your audience has never completed this task before.
Question:
In a few paragraphs, please describe how to complete a task of your choice. You may choose a task of your own liking or one of the sample tasks below:
1) How to make a p ...
3HR StrategiesKey concepts and termsHigh commitment .docxlorainedeserre
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HR Strategies
Key concepts and terms
High commitment management •
High performance management •
HR strategy •
High involvement management •
Horizontal fi t •
Vertical fi t •
On completing this chapter you should be able to defi ne these key concepts.
You should also understand:
Learning outcomes
T • he purpose of HR strategy
Specifi c HR strategy areas •
How HR strategy is formulated •
How the vertical integration of •
business and HR strategies is
achieved
How HR strategies can be set out •
General HR strategy areas •
The criteria for a successful HR •
strategy
The fundamental questions on •
the development of HR strategy
How horizontal fi t (bundling) is •
achieved
How HR strategies can be •
implemented
47
48 Human Resource Management
Introduction
As described in Chapter 2, strategic HRM is a mindset that leads to strategic actions and reac-
tions, either in the form of overall or specifi c HR strategies or strategic behaviour on the part
of HR professionals. This chapter focuses on HR strategies and answers the following ques-
tions: What are HR strategies? What are the main types of overall HR strategies? What are the
main areas in which specifi c HR strategies are developed? What are the criteria for an effective
HR strategy? How should HR strategies be developed? How should HR strategies be
implemented?
What are HR strategies?
HR strategies set out what the organization intends to do about its human resource manage-
ment policies and practices and how they should be integrated with the business strategy and
each other. They are described by Dyer and Reeves (1995) as ‘internally consistent bundles of
human resource practices’. Richardson and Thompson (1999) suggest that:
A strategy, whether it is an HR strategy or any other kind of management strategy must
have two key elements: there must be strategic objectives (ie things the strategy is sup-
posed to achieve), and there must be a plan of action (ie the means by which it is pro-
posed that the objectives will be met).
The purpose of HR strategies is to articulate what an organization intends to do about its
human resource management policies and practices now and in the longer term, bearing in
mind the dictum of Fombrun et al (1984) that business and managers should perform well in
the present to succeed in the future. HR strategies aim to meet both business and human needs
in the organization.
HR strategies may set out intentions and provide a sense of purpose and direction, but they are
not just long-term plans. As Gratton (2000) commented: ‘There is no great strategy, only great
execution.’
Because all organizations are different, all HR strategies are different. There is no such thing as
a standard strategy and research into HR strategy conducted by Armstrong and Long (1994)
and Armstrong and Baron (2002) revealed many variations. Some strategies are simply very
general declarations of intent. Others go into much more detail. ...
3Implementing ChangeConstruction workers on scaffolding..docxlorainedeserre
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Implementing Change
Construction workers on scaffolding.
hxdbzxy/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
Summarize the nine steps in Ackerman and Anderson’s road map for change.
Analyze Cummings and Worley’s five dimensions of leading and managing change.
Describe how to align an organization with its new vision and future state.
Explain how roles/relationships and interventions are used to implement change.
Examine ways to interact with and influence stakeholders.
Change is the law of life and those who look only to the past or present are certain to miss the future.
—John F. Kennedy
Alan Mulally was selected to lead Ford in 2006 after he was bypassed as CEO at Boeing, where he had worked and was expected to become CEO. Insiders and top-level managers at Ford, some of whom had expected to become CEO, were initially suspicious and then outraged when Mulally was hired. They questioned what someone from the airplane industry would know about the car business (Kiley, 2009).
Chair William (Bill) Clay Ford, Jr.—who selected Mulally as CEO—told Ford’s officers that the company needed a fresh perspective and a shake-up, especially since it had lost $14.8 billion in 2008—the most in its 105-year history—and had burned through $21.2 billion, or 61%, of its cash (Kiley, 2009). Because Ford knew that the company’s upper echelon culture was closed, bureaucratic, and rejected outsiders and new ways of thinking, he was not surprised by his officers’ reactions. However, Ford’s managers had no idea that the company was fighting for its life. To succeed, Mulally would need Chair Ford’s full endorsement and support, and he got it.
The company’s biggest cultural challenge was to break down the silos that various executives had built. As we will discuss more in Chapter 4, silos are specific processes or departments in an organization that work independently of each other without strong communication between or among them. A lack of communication can often stifle productivity and innovation, and this was exactly what was happening at Ford.
Mulally devised a turnaround strategy and developed it into the Way Forward Plan. The plan centralized and modernized plants to handle several models at once, to be sold in several markets. The plan was designed to break up the fiefdoms of isolated cultures, in which leaders independently developed and decided where to sell cars. Mulally’s plan also kept managers in positions for longer periods of time to deepen their expertise and improve consistency of operations. The manager who ran the Mazda Motor affiliate commented, “I’m going into my fourth year in the same job. I’ve never had such consistency of purpose before” (as cited in Kiley, 2009, “Meetings About Meetings,” para. 2).
Mulally’s leadership style involved evaluating and analyzing a situation using data and facts and then earning individuals’ support with his determinatio ...
3Assignment Three Purpose of the study and Research Questions.docxlorainedeserre
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Assignment Three: Purpose of the study and Research Questions
RES 9300
Recently, Autism has become a serious health concern to parents. According to Center for Disease Control and Prevention (2018), about one in fifty nine United States children has been identified with autism spectrum disorder with one in six children developing developmental disability ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism (CDC,2018). World Health Organization (2019) estimates that 1 in 160 children globally has autism making it one of the most prevalent diseases. Despite the disease prevalence, most population has little knowledge about the disease. Many health practitioners have proposed early care as a means to control the disease effects.
Purpose Statement
The purpose of this study is to determine whether early intervention services can help improve the development of children suffering from autism. This study also aims to explore the general public awareness and perception about autism disorder.
Research Questions
(1) How should service delivery for autistic patients be improved to promote their health? (2) What impact does early intervention services have on development of children suffering from autism? (3) How can public knowledge on autism improve support and care for autistic patients? (4) What effect will early intervention have on patient’s social skills?
References
Center for Disease Control and Prevention. (2018). Autism Spectrum Disorder (ASD). Data & Statistics. Retrieved From https://www.cdc.gov/ncbddd/autism/data.html
World Health Organization. (2019). Autism Spectrum Disorders. Fact Sheet. Retrieved From https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
3
Assignment Two: Theoretical Perspective and Literature Review
RES 9300
Literature Map
Parenting an Autism Child
(Dependent Variable)
9
Mothers/Father Role
Education
Religious Beliefs
Gender/Age
Financial Resources
Maternal Relationship
Region
Public Awareness
Support
Ethnicity
Independent Variables
Secondary Source I Will Be Using In My Literature Review
Mother/Father Roles
Glynn, K. A. (2015). Predictors of parenting practices in parents of children with autism spectrum disorder.
Religious Beliefs
Huang, C. Y., Yen, H. C., Tseng, M. H., Tung, L. C., Chen, Y. D., & Chen, K. L. (2014). Impacts of autistic behaviors, emotional and behavioral problems on parenting stress in caregivers of children with autism. Journal of Autism and Developmental Disorders, 44(6), 1383-1390.
Education
Brezis, R. S., Weisner, T. S., Daley, T. C., Singhal, N., Barua, M., & Chollera, S. P. (2015). Parenting a child with autism in India: Narratives before and after a parent–child intervention program. Culture, Medicine, and Psychiatry, 39(2), 277-298.
Financial Resources
Zaidm ...
380067.docxby Jamie FeryllFILET IME SUBMIT T ED 22- .docxlorainedeserre
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by Jamie Feryll
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380067by Jamie Feryll380067ORIGINALITY REPORT380067WRITECHECK REPORT
Interpretations of Iron Age Architecture Brochs in Society/Social Identity
Archaeology is a historical field which has advanced over the years based on more discoveries still being experienced by the archaeologists who seek them. According to Kelly and Thomas (2010; p.5), the concession that life existed in more ancient times than stipulated by biblical scholars and human culture allowed the archaeologists to dig deeper into genealogical data. Iron Age architecture and social/society identity relate to one another. For instance, the population, based on their identity and perception will construct buildings that directly reflect their beliefs. This essay will discuss these archaeological concepts of Iron Age architecture and society/social identity. Need a paragraph on brochs and how many and where they are across Scotland with patcialur focus on the atlantc region, this is not relevant for masters essay. Must define broch from its architecture and how long it would take to build and note famous ones and note the ones that will be referred to in this essay – this could be Perhaps incorpated into the next paragraph.
Iron Age architecture has over the years been dominated by differing archaeological concepts and debates. It was defined by settlements and settlement structures such as duns, brochs, wheelhouses, hillforts, stone-built round houses and timber. The social and societal identity which is identified through material remains indicates aspects of differentiation, regional patterns and segregation. According to Kelly and Thomas (2010; p.28), people who existed in Iron Age Scotland were isolated. This is demonstrated by the presence of a burial followed by an assembled chariot at Newbridge. Northern and western Scotland have been the source of the well-structured developments that have provided cultural, architectural and social data over time. Maes Howe, which is the largest Orkney burial cairn, located between Stromne ...
39Chapter 7Theories of TeachingIntroductionTheories of l.docxlorainedeserre
39
Chapter 7
Theories of Teaching
Introduction
Theories of learning are typically only useful to adult learning practitioners when they are applied to the facilitation of learning—a function assigned usually in our society to a person designated as teacher or trainer.
A distinction must be made between theories of learning and theories of teaching. Theories of learning deal with the ways in which people learn, whereas theories of teaching deal with the ways in which one person influences others to learn (Gage, 1972, p. 56).
Presumably, the learning theory subscribed to by a teacher will influence his or her teaching theory.
Early on, Hilgard resisted this fragmentation of learning theory. He identified 20 principles he believed to be universally acceptable from three different families of theories: Stimulus–Response (S–R) theory, cognitive theory, and motivation and personality theory. These principles are summarized in Table 7.1.
Hilgard’s conviction in his belief that his 20 principles would be “in large part acceptable to all parties” was grounded in his limited verification process. The “parties” with whom he checked out these principles were control-oriented theorists. In spite of their differences about the internal mechanics of learning, these theorists are fairly close in their conceptualization of the role of the teacher.
Table 7.1 Summary of Hilgard’s principles
Teaching Concepts Based on Animal and Child Learning Theories
Let’s examine the concepts of a variety of theories about the nature of teaching and the role of the teacher. First, we’ll look at the members of Hilgard’s jury. These include Thorndike, Guthrie, Skinner, Hull, Tolman, and Gagné.
Thorndike
Thorndike essentially saw teaching as the control of learning by the management of reward. The teacher and learner must know the characteristics of a good performance in order that practice may be appropriately arranged. Errors must be diagnosed so that they will not be repeated. The teacher is not primarily concerned with the internal states of the organism, but with structuring the situation so that rewards will operate to strengthen desired responses. The learner should be interested, problem-oriented, and attentive. However, the best way to obtain these conditions is to manipulate the learning situation so that the learner accepts the problem posed because of the rewards involved. Attention is maintained and appropriate S–R connections are strengthened through the precise application of rewards toward the goals set by the teacher. A teacher’s role is to cause appropriate S–R bonds to be built up in the learner’s behavior repertoire (Hilgard and Bower, 1966, pp. 22–23; Pittenger and Gooding, 1971, pp. 82–83).
Guthrie
Guthrie’s suggestions for teaching are summarized as follows:
1. If you wish to encourage a particular kind of behavior or discourage another, discover the cues leading to the behavior in question. In the one case, arrange the situation so that the desired be ...
38 Monthly Labor Review • June 2012TelecommutingThe.docxlorainedeserre
38 Monthly Labor Review • June 2012
Telecommuting
The hard truth about telecommuting
Telecommuting has not permeated the American workplace, and
where it has become commonly used, it is not helpful in reducing
work-family conflicts; telecommuting appears, instead, to have
become instrumental in the general expansion of work hours,
facilitating workers’ needs for additional worktime beyond the
standard workweek and/or the ability of employers to increase or
intensify work demands among their salaried employees
Mary C. Noonan
and
Jennifer L. Glass
Mary C. Noonan is an Associate
Professor at the Department of
Sociology, The University of Iowa;
Jennifer L. Glass is the Barbara
Bush Regents Professor of Liberal
Arts at the Department of Sociol-
ogy and Population Research
Center, University of Texas at
Austin. Email: [email protected]
uiowa.edu or [email protected]
austin.utexas.edu.
Telecommuting, defined here as work tasks regularly performed at home, has achieved enough
traction in the American workplace to
merit intensive scrutiny, with 24 percent
of employed Americans reporting in recent
surveys that they work at least some hours
at home each week.1 The definitions of
telecommuting are quite diverse. In this ar-
ticle, we define telecommuters as employ-
ees who work regularly, but not exclusively,
at home. In our definition, at-home work
activities do not need to be technologically
mediated nor do telecommuters need a
formal arrangement with their employer to
work at home.
Telecommuting is popular with policy
makers and activists, with proponents
pointing out the multiple ways in which
telecommuting can cut commuting time
and costs,2 reduce energy consumption
and traffic congestion, and contribute to
worklife balance for those with caregiving
responsibilities.3 Changes in the structure
of jobs that enable mothers to more effec-
tively compete in the workplace, such as
telecommuting, may be needed to finally
eliminate the gender gap in earnings and
direct more earned income to children,
both important public policy goals.4
Evidence also reveals that an increasing num-
ber of jobs in the American economy could be
performed at home if employers were willing
to allow employees to do so.5 Often, employees
can perform jobs at home without supervision
in the “high-tech” sector, in the financial sector,
and many in the communication sector that are
technology dependent. The obstacles or barriers
to telecommuting seem to be more organiza-
tional, stemming from the managers’ reluctance
to give up direct supervisory control of workers
and from their fears of shirking among workers
who telecommute.6
Where the impact of telecommuting has
been empirically evaluated, it seems to boost
productivity, decrease absenteeism, and increase
retention.7 But can telecommuting live up to its
promise as an effective work-family policy that
helps employees meet their nonwork responsi-
bilities? To do so, tel ...
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Extraction Of Natural Dye From Beetroot (Beta Vulgaris) And Preparation Of He...SachinKumar945617
If you want to make , ppt, dissertation/research, project or any document edit service
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Power-sharing Class 10 is a vital aspect of democratic governance. It refers to the distribution of power among different organs of government, levels of government, and social groups. This ensures that no single entity can control all aspects of governance, promoting stability and unity in a diverse society.
For more information, visit-www.vavaclasses.com
1. 2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50:
Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewCo
ntent/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.
2. 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
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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/viewCo
ntent/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
3. 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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ntent/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
4. 2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50:
Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewCo
ntent/60403389/View 4/12
Size and Charge
Isomorphic substitution and surface charge
Content Video C
1:1 Silicate Clays
Kaolinite
Hydrogen bonding – Fixed Structure
Low Isomorphic Substitution
Relatively low CEC
Water Holding capacity lower most clays
Inert clay – lots of uses
2:1 Silicate Clays
Expanding Type Minerals
Smectites
Isomorphic substitution high – CEC
Oxygen bonding – weak
Shrink-swell clays
Montmorillonite
Vermiculites
Isomorphic substitution high again – Highest CEC of 2:1
Interlayer space smaller, ions/water held tighter
Less shrink/swell than smectites
Non-Expanding Type Minerals
Fine-grained Micas
5. Illites and Glauconites
Al 3+ for Si4+ - Strong Negative – K+ fits/satisfies charge
Non-Expansive
Chlorites
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ntent/60403389/View 5/12
2:1:1 with Mg2+ in the octahedral sheets
Hydrogen bonding – strong
CEC and physical properties similar to fine-grained micas
Review Silicate Layer Clays
Content Video D
Non-Silicate Clays
Iron/Aluminum Oxides
No silica
No tetrahedral sheets
Al3+ and Fe3+ main cations
Low Isomorphic Substitution, Low CEC, Sorb P
Non-Expansive – Low surface area
Gibbsite – Aluminum Hydroxide
Goethite – Iron Hydroxide
6. Humus - OM
Non-Crystalline
Carbon based
Difficult to characterize
HI CEC
Vital to soil fertility
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2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50:
Introduction to Soil Science (2020S)
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ntent/60403389/View 6/12
Soil Colloids
Where did you come from, where did you go?
Soil Orders - Major Colloids
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50:
Introduction to Soil Science (2020S)
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ntent/60403389/View 7/12
Content Video E
7. Sources of Charge
Isomorphic Substitution – Constant Charge
Net Negative Charge
2:1 layer clays
Mg2+ for Al 3+ - octahedral sheets
Al 3+ for Si4+ - tetrahedral sheets
Net Positive Charge
Less common
Al 3+ for Mg2+
pH dependent – Variable Charge
Mostly negative charges
Basic pH
OH groups
Broken Edges
Important in 1:1 (Kaolinite) and Iron/Aluminum Hydroxide
Some positive charge
Moderate/Extreme Acidity
Humus – Wide Range +/- sites
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ntent/60403389/View 8/12
Sources of Charge Review
8. d
Content Video F
Sources of Charge
Outer–sphere complex:
Waters bridges
Weak attraction
Inner-sphere complex
Direct bonding to colloid
CATION EXCHANGE
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ntent/60403389/View 9/12
Cation Exchange
Reversible
Stoichiometric Balance – cmolc “neutralized”
Mass Balance – Le Chatelier’s Principle
Flood the system, cation will replace on the exchange
Loss/precipitation of product will pull reaction in one direction,
loss of reversibility
9. Selectivity – Size and Charge
Higher Charge, Smaller Radii > Stronger adsorption
Lyotrophic Series
Al3+ > Sr2+ > Ca2+ > Mg2+ > Cs+ > K+ = NH4+ > Na+ > Li+
Cation Exchagne Capacity
CEC mass of exchangeable cation adsorbed per unit mass of soil
cmolc/kg soil
Charge for charge basis – NOT ion for ion
1 cmol Na+ = ½ cmol Ca2+ = 1/3 cmol Al3+
pH dependent
Lab Exercise for quantification of CEC
Content Video G
CEC - Soil Order
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Introduction to Soil Science (2020S)
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ntent/60403389/View 10/12
Soil
Solution
10. - Plant Uptake
Vary with climate:
Humid/Wet/Warm/Acidic pH: Ca2+, Al3+, Al(OH)x, H+
Less Wet/Neutral pH: Ca2+, Mg2+, Na+
Soil Cations - Plant Nutrition
2/21/2020 Soil Colloids (Chapter 8) Notes - AGRI1050R50:
Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewCo
ntent/60403389/View 11/12
Anion Exchange
CEC majority of ion exchange
Opposite of CEC
Negatively charged anions – satisfy positive charge
Sulfate, Nitrate, Phosphate
Inner-sphere complex
Less plant available, but less leaching loss
Weathering, Clays, CEC
11. Content Video H
Sorption
Sorption – adsorption + absorption
Soil – Bind pesticides – Slow down leaching
Kd = { (mg chemical sorbed/kg soil) / (mg chemical/L solution)
}
Koc = { (mg chemical sorbed/kg organic carbon) / (mg
chemical/L solution) }
Higher Kd or Koc – more tightly bound
Management strategy – hi or low
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Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewCo
ntent/60403389/View 12/12
Reflect in ePortfolio Download Print
12. Biomolecules and Soil Colloids
Task: View this topic
Activity Details
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2/21/2020 Soil and Hydrologic Cycle (Chapter 6) Notes -
AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewCo
ntent/60403378/View 1/8
Soil and Hydrologic Cycle (Chapter 6) Notes
Soil and Hydrologic Cycle (Chapter 6) Notes
13. Did you know ....
Did you know that the majority of the water you drink comes
from underground aquifers? And that soils play a
very important part keeping that water clean for consumption.
Chapter 6 continue our discussion on water and
soils and includes discussion of the global hydrologic cycle and
soils role in it, what happens to water when it
comes in contact with the soil surface, how water moves from
the soil up through the plants and out throgh the
leaves, controlling water loss, and managment of soil water.
Lecture content notes are accompanied by videos listed below
the notes in each submodule (e.g. Soil and
Hydrologic Cycle (Chapter 6) Videos A though D). 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.
14. Content Video A
Hydrologic Cycle
AGRI1050R50: Introduction to Soil Science (2020S) LH
https://gotoclass.tnecampus.org/d2l/le/content/8094442/navigate
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2/21/2020 Soil and Hydrologic Cycle (Chapter 6) Notes -
AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewCo
ntent/60403378/View 2/8
15. Fate and Transport
P = ET + SS + D
Interception
Infiltration
Runoff
Soil Storage Water
Vegetation
Cover
Stem Flow
Soil Texture
Soil Management
Maintain cover
Increase structure
16. Decrease compaction
Soils and Urban Development
Content Video B
https://gotoclass.tnecampus.org/d2l/common/dialogs/quickLink/
quickLink.d2l?ou=8094442&type=content&rcode=TBR-
23956139
2/21/2020 Soil and Hydrologic Cycle (Chapter 6) Notes -
AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewCo
ntent/60403378/View 3/8
Soil-Plant-Atmosphere Continuum
Vapor Loss
Evapotranspiration – Evaporation + Transpiration
PET – Potential ET
Factors Effecting ET:
17. Soil Moisture
Plant Stress
Solar Radiation – LAI
2/21/2020 Soil and Hydrologic Cycle (Chapter 6) Notes -
AGRI1050R50: Introduction to Soil Science (2020S)
https://gotoclass.tnecampus.org/d2l/le/content/8094442/viewCo
ntent/60403378/View 4/8
Water Efficiency
Tremendous amount of water to produce our food and fiber.
Efficiency peaks at ~1kg dry matter/1000 kg or m3 of water
Content Video C
Control ET Loss
Transpiration – Plant loss
22. Chapter 7 will cover soil aeration and temperature including
how water and temperature effect soil properties
and functions as well as wetlands.
Lecture content notes are accompanied by videos listed below
the notes in each submodule (e.g. Soil Aeration
and Temperature (Chapter 7) Videos A though D). 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 Aeration and Temperature
'Land, then is not merely soil; it is the fountain of energy
flowing through a circuit of soils, plants, and
anumals.'
Aldo Leopod, A Sand County Almanac, 1949
23. Soil Air Composition and Exchange
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Soil Gases and Aeration
Respiration – Ventilation
24. Oxygen Availability
Macroporosity
Water content
Oxygen consumption
Oxygen limited: 0.1 L/L
80-90% Pore Space Water – 10-20% Air
Microbial Activity / Root Respiration limited
Water Saturation – Water Logged
http://www.tn.gov/tsla/exhibits/disasters/newmadrid.htm
Redox
Redox Potential – Eh – potential to transfer electrons
Ionic Species – Valence State – Availability
Oxygen – Oxidizing Agent – TEA
25. Important Notes:
Iron Looses Electron – 2+ to 3+ - Electrons are negatively
charged, so it increases valence state.
Lower the pH – Produced an H+
BALANCE – Oxidation – Reduction
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Table 7.1 Common Soil Inorganics Reduced/Oxidized Forms
Aerated/Oxidizing Conditions: Eh 0.4 to 0.7 Volts
Anaerobic/Reducing Conditions: Eh 0.32 to 0.38 Volts
Content Video B
26. Ecological Effects Soil Aeration
Microbial Community – Residue Breakdown
Inorganic Elements – Redox
Heavy Metals – Toxic
Soil Colors – Redox Status – Iron and Manganese
Greenhouse Gas Emission
Plant Roots – Oxygen needed
Content Video C
Wetlands
Wet/Saturated/Anaerobic Conditions
Hydric Soils
Periods of saturation – Diffusion of Oxygen into soil limited
Reducing conditions
27. Redoxomorphic features
Hydrophytic plants
Wetland Value
Species Habitat
Water Filtration
Flooding Reduction
Shoreline Protection
Recreation
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Recreation
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Content Video D
Soil Temperature
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29. More Processes Affected by Temperature
Freeze/Thaw (f) – Frost Heaving (g)
Forrest Fire – Surface temperature increase, movement VOC
downward, decreased infiltration rates
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Content Video E
Soil Temperature
Temperature
Solar Radiation:
Small percentage used to heat soil
Lots of interception
30. Specific Heat
Energy for evaporation
Albedo – Reflection back off the surface
Aspect – Angle of the sun
Thermal Properties
Specific Heat amount of energy required to increase the
temperature of water by 1°C
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Specific Heat - amount of energy required to increase the
temperature of water by 1 C
31. Heat of Vaporization – energy for evaporation HI
Thermal Conductivity
Managing Soil Temperature
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Soil Water (Chapter 5) Notes
Soil Water (Chapter 5) Notes
Did you know ....
Did you know that only 3% of the water on earth is fresh water?
And that soils play a very important part in the
movement and filtering of water before we find it in our taps.
Chapter 5 will start our discussion on water and
soils and includes discussion of water's properties that make it
so unique, energ of water movement in in soils,
measuring water content in soils, and how water becomes plant
available.
33. Lecture content notes are accompanied by videos listed below
the notes in each submodule (e.g. Soil Water
(Chapter 5) Videos A though C). 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 Water
“When the well is dry, we will know the importance of water.”
Benjamin Franklin
Water Trivia
Only 3% of Earth’s water is fresh water. 97% of the water on
Earth is salt water.
34. Water covers 70.9% of the Earth’s surface.
There is more fresh water in the atmosphere than in all of the
rivers on the planet combined.
American residents use about 100 gallons of water per day
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35. American residents use about 100 gallons of water per day.
The first water pipes were made from wood.
More than 25% of bottled water comes from a municipal water
supply, the same place that tap water
comes from.
An inch of water covering one acre (27,154 gallons) weighs 113
tons.
Water makes up between 55-78% of a human’s body weight.
Data courtesy of USEPA
Structure and Properties
Polarity
Hydrogen Bonding
Cohesion – Stick together
Adhesion – Stick to other materials
36. Hydration
Surface Tension
Capillary Action
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Content Video B
It’s all about the ...... Energy
HI to LOW
Relative not absolute values – Difference determines direction
of movement
37. Potential – standard atmospheric pressure (bar) or Pascal
Gravitational
Osmotic
Matrix
Freedom of movement –Wet vs Dry Soils
Water Content and Potential
Measuring Soil Water
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38. Movement of Water in Soils
Saturated Flow
Heavy Rain - Fast
Hydraulic Gradient (Table 5.3)
Contamination and Loss - pesticides, nutrients , pathogens
Unsaturated Flow
Dominant movement of water
Texture
Driven by matric potential
Slow
Stratified Layer
Major textural change - Fragipan
Changes flow routes
39. Positive or Negative – Box 5.3
Vapor Flow
Wetting Front
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Content Video C
Qualitative Descriptions
Maximum Retentive Capacity – water saturated
Field Capacity
Plants with adequate water
40. Moisture is adequate but not too high for activities
Proper aeration for microbial community
Permanent Wilting Coefficient – Wilting Point
Hydroscopic Coefficient
Plant-Available Soil Water
Texture
Organic Matter
Compaction
Roots
Capillary Action
Root Extension
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42. o Labs submitted without advised instructions will result in a 3
point deduction:
answers
o Labs submitted early will receive feedback to aid in exam
preparation with the opportunity to
resubmit the lab. Do not miss out on a great opportunity to be
ensure understanding of the
materials and increase your lab grade.
Lab 3 –Soil Colloids and Cation Exchange Capacity
Soil colloids are the smallest size fraction of the soil particles
and are the most chemically active portions
43. of the soil; soil colloids include clays and humus. These
particles are generally <0.1µm in size and are
collectively called the soil colloid fraction. The soil colloids
have very large per unit volume surface areas
and thus are critical in attracting and holding water and
nutrients in the soil profile. There are four types
of soil colloids including crystalline silicate clays, non-
crystalline silicate clays, iron and aluminum oxides,
and humus (organic matter). The clay minerals are a result of
the weathering or decomposition and
recrystallization of primary minerals into secondary minerals.
The composition of these clay minerals is
contingent on the weathering conditions, parent materials, and
climate under which they are formed.
The surfaces of soil colloids carry electrostatic charges, most of
which are net negative. Colloid charge
can either originate from two main sources. Charge can be
constant from isomorphic substitution of a
higher charged ion for a lower charged one in the tetrahedral or
octahedral sheets in the layer silicates.
Charge can also be pH dependent originating from humus or
protonation on broken edges of the clay
crystals in layer silicates and the iron and aluminum
hydroxides. As the pH in soil increases, to do these
44. pH dependent charges.
Net negative charge serves as the seat of soil chemistry and
fertility. The negative charges are
neutralized by positive cations in the soil solution and include
calcium, magnesium, potassium, sodium,
ammonium, and hydrogen. These cations are retained in the soil
solution and used for plant and
microbial nutrition. The mass of exchangeable cations sorbed
per unit mass of soil is the cation
exchange capacity (CEC). The CEC of soils is a good indicator
of soil fertility, and the capacity of a soil to
sorb and make available existing and applied plant nutrients.
The exchange of cations is determined by several principles:
(1.) Exchange reactions are reversible and rapid. The cations in
soil are exchangeable and will
move in the direction of the most available product or reactant.
(2.) The reactions are charge equivalent. Ultimately, the
negative charges created on colloid
surfaces will be neutralized by cations in soil solution, but they
are neutralized on a
45. stoichiometric basis not on an ion to ion basis. The soil ions
have varying levels of charge
per mole, discussed below and will be satisfied on a charge to
charge basis.
(3.) The law of mass action will be obeyed. If the system is
flooded with a particular cation, it
will move onto the exchange sites. The law of mass action is
utilized in determining
exchangeable cations to calculate CEC.
(4.) Size and charge dictate which ions if available will move
onto the exchange site. The higher
the charge and smaller the radii of the ion the stronger it will be
held. The lyotrophic series
lists the order in which cations will be exchanged on the soil
colloid surface based on
complementary ions in the soil solution. Waters of hydration
around ions give rise to the
formation of outer-sphere complexes where the ions are more
loosely held and are easily
exchangeable. Ions that form inner-sphere complexes bond
directly with the colloid surface
46. forming a stronger bond with less exchangeability.
Cation exchange capacity is quantified by measuring the amount
of exchangeable ions that can be
replaced on the soil colloid surface. Simply, the soil sample is
flooded with a high concentration of a
cation which through mass flow displaces all of the soluble
cations (most common in soils are sodium,
potassium, magnesium, calcium, and in acidic soils hydrogen
and aluminum) off the soil colloids and into
solution. A benchtop method first uses ammonium to replace
cations on the soil exchange sites,
followed by a second exchange which moves another ion like
sodium or potassium onto the exchange
sites. The amount of ammonium can be quantified to calculate
the chemical equivalent CEC (cmolc/kg)
(Text Figure 8.22).
Soil testing laboratories do not generally directly measure CEC,
instead CEC is estimated using the
quantity of soil cations tested in a standard soil test. Soil
testing facilities use standardized extractants
(Meilich I or III, Bray-I) to displace the all of the exchangeable
47. ions in soil to determine how much of
those particular elements will be available for plant uptake
during a crop season. Those determinations
are then used to recommend a range of nutrient additions,
fertilizer and lime, required to meet crop
needs for an expected crop yield. Soil testing facilities
routinely utilize inductively coupled plasma
spectrometry (ICP) coupled with atomic adsorption (AA)
spectroscopy to determine a wide range of
elemental concentrations. Inductively couple plasma
technologies heat the samples to a very high
degree to create ionization; individual ions emit specific
wavelengths of light which are quantified
downstream by various detection methods including atomic
adsorption, mass spectrometry and others.
These tools can analyze for multiple elements simultaneously
and can also be used for several matrices
including plants, soils, manures, and water. CEC can then be
estimated using the by summing up the
contributions from the major soil cations in the extracted
solution. More traditional benchtop methods
analyze the elements individually using colorimetric assays for
end point quantification. Again, the mass
of these soluble, exchangeable cations per unit of soil and
represent the capacity of that soil to
48. exchange cations, CEC.
At pH 7, neutral conditions, some soils do not have
exchangeable hydrogen ions and aluminum ions, and
some soils to not exhibit exchangeable sodium ions, so caution
is taken to know what exchangeable ions
are in the soils which are tested, reported, and utilized for CEC
calculations. CEC estimation using soil
test data is easy to generate using already measured soil test
nutrients, but just as the name implies, it is
an estimate, and should be interpreted as such. There are
various means of determining CEC beyond
the scope of this exercise, but again, it is important to note the
method used to determine CEC and
potential pitfalls and the agronomic ramifications of over or
underestimation of plant nutrients, and
thus CEC. The importance and value of CEC cannot be
understated. CEC is the ability of a soil to sorb
ions and molecules, making them available or not to the plant
and microbial community or ultimately to
leaching or runoff, and is key to managing soil fertility.
49. Estimating CEC using Soil Test Values (ppm)
To calculate the CEC using soil test values, chemistry concepts,
the charge for charge neutralization rule,
and the units for CEC should be reviewed. The end goal is to
convert a parts per million (ppm or mg/kg)
quantity from soil test into CEC which is conveyed in cmolc/kg
of soil. Recall from chemistry, each ion
(element, metal) has a specific atomic weight found on the
periodic table in units of grams per mole
(reference pg. 923 in text). We can utilize that information as
well as the equivalent charge per ion to
make this conversion. It is important to be aware of the units
used and understand the end point unit.
Ultimately, the cmolc from each cation are summed together to
determine the estimated CEC. Soil labs
also utilize the units of meq/100 grams of soil but cmolc/kg is
the standard international unit.
Table 1: Cations, Atomic Wt, Charge Equivalence
Cation Atomic Wt (g/mol)
Equivalent
50. Charge/Valence
Calcium (Ca2+) 40 2
Magnesium (Mg2+) 24 2
Potassium (K+) 39 1
Sodium (Na+) 23 1
Hydrogen (H+) 1 1
Example calculations:
Equation 1: Determining cmolc from the calcium ion
contribution from the soil test calcium values. Sum
the values from the ‘top’ (above the dividing lines) then divide
by the sum of the ‘bottom’ (below the
dividing line) to produce cmolc for each particular ion/kg soil.
Equation 2: Review of unit cancellations. Each member of the
51. equation is utilized to convert one unit to
another to ultimately end with cmolc/kg soil. Mark-thru lines
are unit cancellations; in order for a unit to
‘cancel’ it must occur in the top and bottom of the overall
equation.
Equation 3: Procedure for calculating the CEC contribution
from the additional ions (calcium is shown in
Equation 1). You will simply use the exact same equation
(Equation 1) replacing each time the ppm
(mg/kg) from the soil test for each ion, the molecular weight of
the particular ion, and the equivalent
charge of the particular ion (provided in the table above).
Equation 4: CEC is the sum of the contribution from each
52. individual major soil cation. Again, calcium,
magnesium, and phosphorus are always used and include
sodium, hydrogen, or aluminum in soils with
those exchangeable ions.
Calculating CEC using soil test values (lbs/acre)
Many soil labs also report the various elemental analysis in
terms of lbs/acre since fertilizer
recommendations are still calculated in that manner. Here, the
calculations for estimated CEC is still the
summation of the contribution from each individual ion but
using the equivalent weight in pounds per
acre equal to 1 meq/100 g (older unit estimation, same as
cmolc/kg soil) in one acre soil to a depth of 6
inches (Table 2). To obtain this value, divide the molecular
weight by the valence (equivalent weight)
and multiply by 20. To calculate the estimated CEC
contribution from each ion, simply divide the
lbs/acre of each ion by its meq weight in lbs/acre (far right
value) from Table 2.
53. For instance, if a soil test result is 1500 lbs/acre of calcium, its
contribution to CEC would be calculated
as (1500 lbs/acre / 400 meq) or 3.75 meq/100g of soil. Each of
the ions would be calculated individually
and summed to compute the estimated CEC using lbs/acre.
Table 2: CEC Calculations using lbs/acre
Cation
Atomic Wt
(g/mol)
Equivalent
Charge/Valence
Equivalent
Weight
Amount in 1 acre soil 6-inch
deep @ 1 meq cation/100g
Lbs/acre
54. Calcium (Ca2+) 40 2 20 400
Magnesium (Mg2+) 24 2 12 240
Potassium (K+) 39 1 39 780
Sodium (Na+) 23 1 23 460
Hydrogen (H+) 1 1 1 20
Estimating CEC using Soil Texture
Cation exchange is based in the soil colloids, clays and humus,
so CEC can actually be estimated using
soil texture. Ranges of common estimates of cation exchange
capacity of some of the major soil textural
classes are included below. It should be apparent that
increasing clays also increase CEC and thus the
ability of a soil to maintain and provide soil nutrients for plants
and the microbial community.
55. 1.) Sands 1-5 cmolc/kg
2.) Sandy Loams 5-10 cmolc/kg
3.) Loams/Silt Loams 5-15 cmolc/kg
4.) Clay loams 15-30 cmolc/kg
5.) Clays > 30 cmolc/kg
Using knowledge of the clay percentage, organic matter
percentage, as well as information of the parent
material of the local soil type one can estimate CEC. For
instance, if you have a Tennessee Alfisol known
to contain 15% clay and 3% organic matter. You also happen to
know the dominant clay in this area are
kaolinites. At neutral pH, the CEC of kaolinite is
approximately 8 cmolc/kg and OM approximately 200
cmolc/kg.
Kaolinite: 15% or 0.15 kg x 8 cmolc/kg = 1.2 cmolc
OM: 3% of 0.03 kg x 200 cmolc/kg = 6 cmolc
Total Estimated CEC: 1.2 + 6 = 7.2 cmolc/kg
56. Intro Soils - Lab 3 Assignment Questions
Soil Colloids – Cation Exchange Capacity
o Utilize Lecture and Text Materials: Soil Colloids (Chapter 8)
o Note: Again, if I cannot recreate how/where you came up
with any calculated number in this
exercise you will not get credit for that answer. If you utilize
reference values for any of your
calculations, please include the reference, i.e., table/figure
number from the text.
1.) Farmer Brown has purchased a new area of land to add to his
row crop operation. He has
collected soil samples to get a baseline assessment of the land
to obtain soil test values and to
determine how much lime and fertilizer will be needed for his
corn crop. His soil test arrived
back from Lab XX and included the amount of several soil
cations in the soil, but did not
57. estimate CEC of his new property. Below are the values
reported of the soil major cations:
Calcium: 1800 ppm
Magnesium: 450 ppm
Potassium: 380 ppm
Sodium: 25 ppm
Calculate the estimated CEC using the soil test ppm values
using information from Table 1 and
Equations 1 thru 4. Reminder to show your work!
2.) Farmer Brown decided his pasture was not performing very
well either, so he sent this sample
to another soil lab for similar assessment. This time, his
pasture soil test values arrived and this
lab too failed to estimate CEC, but this time, his cations were
reported in lbs/acre. Below is a
list of the cations and their test values:
58. Calcium: 2700
Magnesium: 344
Potassium: 218
Sodium: 14
Calculate the estimated CEC on this pasture soil using the
above soil test values. Utilize the
information from Table 2 for these calculations.
Review Questions
3.) Define what constitutes a soil colloid and list 4 main
characteristics.
4.) Discuss isomorphic substitution: Include a definition,
where it occurs, discuss what ions might
be included in isomorphic substitution, and name three clays in
which their charge is dependent
on isomorphic substitution.
59. 5.) List at least one major colloid from each of the four types of
colloids, include their colloid type,
and CEC; rank them in order of decreasing CEC, and include
their major source of charge
(constant or pH dependent).
6.) Rank the following soil orders highest to lowest based on
expected CEC: Mollisols, Alfisols,
Ultisols, Histosols, and Vertisols.
7.) Discuss the four main principles that govern cation
exchange?
8.) Why are cations not exchanged ‘ion for ion’ but rather on
charge equivalence?
9.) Clay type and amount in soils are the result of weathering of
parent materials. In general,
discuss how the weathering process shapes clay formation
(Utilize Figures 8.16 and 8.28).
60. 10.) When using a new herbicide, why might a famer or crop
consultant want to understand the
combination of the Kd or Koc and major soil characteristics
(texture and CEC) prior to using this
product? What information do the Kd or Koc provide?
11.) BONUS! Estimate the CEC of a Soil in Texas known for
its shrinking and swelling smectititic clay.
The soil contains 25% clay and 2% organic matter.