Earth’s radiation budget
We have learned about the greenhouse effect. Now, with the greenhouse
effect in mind, lets dive a little deeper and see what is happening in the
atmosphere.
The Structure of the Atmosphere
Temperature
varia3ons define the
atmosphere�s four
principal layers:
the troposphere,
stratosphere,
mesosphere, and
exosphere.
The ozone layer is
within the
stratosphere.
This picture represents the temperature profile of the atmosphere. As you will recall
from Week 2’s lecture, most gas molecules are within the lower atmosphere,
specifically, the troposphere. Within the troposphere, temperatures decrease with
increases in altitude. This is because incoming solar energy is absorbed by the Earth, a
blackbody, and back radiation from the Earth heats up the atmosphere (Gas molecules
in the atmosphere can be blackbodies, however, they are not as effective at absorbing
and maintaining heat as the solid Earth). Thus, temperature vertically decreases as
you move away from the heat source (the Earth).
Interestingly, there is an inversion within the stratosphere. Temperature increases
when you go higher in altitude. This makes stratosphere a very stable environment.
Warmer, therefore less dense, air sits on top of colder, therefore denser, air. With this,
the atmosphere in the stratosphere is very difficult to disturbed (thus stratified). This is
mainly because of the ozone layer, a layer that contains a relatively high concentration
of ozone, that exists within the stratosphere. As you learned in
�Geograph110_6_Greenhouse Effect III�, ozone in the stratosphere absorbs mainly
incoming shortwave energy. This is good for us because the ozone layer blocks ultra
violet light and other shortwave energy that are harmful to living organisms. This
absorbed incoming energy keeps the stratosphere warmer with increases in altitude.
The Atmosphere Screens Earth from Harmful Solar Radiation
Shorter wavelength
gamma and X-ray
radiation and large
amounts of infrared
radiation are
completely absorbed
by the atmosphere.
The ozone layer
absorbs the most
harmful ultraviolet
wavelengths. Only
radio waves, visible
light, and some
ultraviolet radiation
reach Earth�s surface
relatively unimpeded.
Portion of the electromagnetic spectrum
A schematic image showing incoming and outgoing radiation and their interference
within the atmosphere. Purple bars represent incoming shortwave energy and red
bars are outgoing longwave energy. As you can see, the majority of shorter
wavelength energy is absorbed within the atmosphere and never reaches the
surface. Also, part of the outgoing back radiation is absorbed in the atmosphere
due to greenhouse gases.
Solar Radiation
Infrared radiation: Wavelengths longer than 780 nm.
Quickly absorbed and converted to heat in the upper few meters of a body of
water.
Ultraviolet radiation: (< 380 nm)
Forms only a small fraction of total radi ...
There are three main forms of heat transfer: conduction, convection, and radiation. Conduction involves the transfer of kinetic energy between particles in direct contact. Convection involves the transfer of heat by the movement of fluids like gases and liquids. Radiation involves the transfer of energy through electromagnetic waves and does not require a medium. Increased concentrations of greenhouse gases like carbon dioxide and methane in the atmosphere have intensified the natural greenhouse effect, contributing to global warming by trapping more heat in the lower atmosphere. The impacts of climate change include rising temperatures, changes to climate and weather patterns, rising sea levels, and disruption of natural ecosystems.
This document summarizes key concepts about Earth's atmosphere including its composition, structure, and the factors that influence weather and climate. The atmosphere is made up primarily of nitrogen and oxygen, with trace amounts of other gases like carbon dioxide and water vapor. Solar radiation interacts with the atmosphere and Earth's surface in complex ways, heating the atmosphere through absorption, conduction, convection, and the greenhouse effect. Temperature varies based on factors like latitude, altitude, proximity to water, and cloud cover. Together these atmospheric dynamics help determine global and regional weather patterns and climates over time.
The document discusses the structure and temperature of the atmosphere. It describes how uneven heating from the sun causes temperature differences between the equator and poles and drives winds and ocean currents. Climate is the average weather over many years, while weather changes daily. The atmosphere is composed mainly of nitrogen and oxygen but also contains variable amounts of water vapor, dust and other substances. Heat transfer mechanisms like radiation, conduction and convection influence atmospheric temperature.
This document provides an overview of a lecture on fundamental renewable energy supply. It discusses the following key points in 3 sentences or less:
The lecture covers energy balance of the Earth, solar radiation principles, wind energy principles, and is given on Wednesdays from 10:20-11:50 in Room 208. Solar energy provides over 99.9% of the energy converted on Earth, with the sun's radiation passing through the atmosphere and being weakened through processes like diffusion and absorption before reaching the Earth's surface. The document discusses various aspects of solar radiation in detail, including the spectral range, direct and diffuse radiation, and radiation levels on tilted surfaces oriented towards the sun.
PHY 1301, Physics I 1 Course Learning Outcomes forajoy21
PHY 1301, Physics I 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
7. Describe fundamental thermodynamic concepts.
7.1 Explain the various heat transfer mechanisms with practical examples.
7.2 Recognize the ideal gas law and apply it to daily life.
7.3 Describe the relationship between kinetic energy and the Kelvin temperature.
Course/Unit
Learning Outcomes
Learning Activity
7.1
Unit Lesson
Chapter 13
Chapter 14
Unit VII PowerPoint Presentation
7.2
Unit Lesson
Chapter 13
Chapter 14
Unit VII PowerPoint Presentation
7.3
Unit Lesson
Chapter 13
Chapter 14
Unit VII PowerPoint Presentation
Required Unit Resources
Chapter 13: The Transfer of Heat, pp. 360–379
Chapter 14: The Ideal Gas Law and Kinetic Theory, pp. 380–400
Unit Lesson
UNIT VII STUDY GUIDE
Heat Mechanism and Kinetic Theory
PHY 1301, Physics I 2
UNIT x STUDY GUIDE
Title
The Three Methods to Transfer Heat
The above image illustrates the three heat transfer methods. The sun heats the Earth by radiation, the
surface of the Earth heats the air by conduction, and the warm air rises by convection.
What is heat? Heat is energy that moves from a high-temperature object to a low-temperature object. Its unit
is the Joule (J), but sometimes it is measured with the kilocalorie (kcal). The conversion factor between the
two units is 1 kcal = 4186 J. The transfer of heat is processed by the following mechanisms.
Conduction is the process in which heat is transferred through a material. The atoms or molecules in a hotter
part of the material have greater energy than those in a colder part of the material, and thus the energy is
transferred from the hotter place to the colder place. Notice that the bulk motion of the material has nothing to
do with this process. You can easily find examples of conduction. A radiator in your house is one of them. If
you put an object on the radiator, the object will become warmer. Another example is when you pour the
brewed hot coffee into a cold cup; the heat from the hot coffee makes the cup itself hot.
The heat Q conducted during a time t through a bar of length L and cross-sectional area A is expressed as
Q = kA (dT) t / L. Here, k is thermal conductivity, and it depends on the substance; dT is the temperature
difference between the higher temperature and the lower temperature of the bar.
Convection is the process in which heat is transferred by the bulk motion of a fluid. According to the ideal gas
law for constant pressure, the volume (V) is proportional to the temperature (T). V increases as T increases,
and the density decreases within the constant mass. Warm air rises and cooler air goes down; this circulation
makes the energy transported. The generated energy from the center of the sun is transported by convection
near the photosphere. Cool gas sinks while bubbles of hot gas rise. There is a patchwork patte ...
The document discusses three main ways that energy is transferred in weather: radiation, conduction, and convection. It focuses on electromagnetic radiation and how different wavelengths are emitted or absorbed depending on the temperature of objects. The sky appears blue due to Rayleigh scattering of light by air molecules, which scatter blue light more than longer wavelengths. Certain gases in the atmosphere cause a greenhouse effect by absorbing outgoing long-wave radiation from the Earth's surface and warming the air.
Meteorology-a student's report( a compilation of facts from books,internet,jo...John Allen Marilla
it is a summary of the topic about t6he atmosphere..... all information written are not words of the maker but are compilations only from various book,journal,internet sources... this makes learning about the atmosphere for freshmen easier,,,
There are three main forms of heat transfer: conduction, convection, and radiation. Conduction involves the transfer of kinetic energy between particles in direct contact. Convection involves the transfer of heat by the movement of fluids like gases and liquids. Radiation involves the transfer of energy through electromagnetic waves and does not require a medium. Increased concentrations of greenhouse gases like carbon dioxide and methane in the atmosphere have intensified the natural greenhouse effect, contributing to global warming by trapping more heat in the lower atmosphere. The impacts of climate change include rising temperatures, changes to climate and weather patterns, rising sea levels, and disruption of natural ecosystems.
This document summarizes key concepts about Earth's atmosphere including its composition, structure, and the factors that influence weather and climate. The atmosphere is made up primarily of nitrogen and oxygen, with trace amounts of other gases like carbon dioxide and water vapor. Solar radiation interacts with the atmosphere and Earth's surface in complex ways, heating the atmosphere through absorption, conduction, convection, and the greenhouse effect. Temperature varies based on factors like latitude, altitude, proximity to water, and cloud cover. Together these atmospheric dynamics help determine global and regional weather patterns and climates over time.
The document discusses the structure and temperature of the atmosphere. It describes how uneven heating from the sun causes temperature differences between the equator and poles and drives winds and ocean currents. Climate is the average weather over many years, while weather changes daily. The atmosphere is composed mainly of nitrogen and oxygen but also contains variable amounts of water vapor, dust and other substances. Heat transfer mechanisms like radiation, conduction and convection influence atmospheric temperature.
This document provides an overview of a lecture on fundamental renewable energy supply. It discusses the following key points in 3 sentences or less:
The lecture covers energy balance of the Earth, solar radiation principles, wind energy principles, and is given on Wednesdays from 10:20-11:50 in Room 208. Solar energy provides over 99.9% of the energy converted on Earth, with the sun's radiation passing through the atmosphere and being weakened through processes like diffusion and absorption before reaching the Earth's surface. The document discusses various aspects of solar radiation in detail, including the spectral range, direct and diffuse radiation, and radiation levels on tilted surfaces oriented towards the sun.
PHY 1301, Physics I 1 Course Learning Outcomes forajoy21
PHY 1301, Physics I 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
7. Describe fundamental thermodynamic concepts.
7.1 Explain the various heat transfer mechanisms with practical examples.
7.2 Recognize the ideal gas law and apply it to daily life.
7.3 Describe the relationship between kinetic energy and the Kelvin temperature.
Course/Unit
Learning Outcomes
Learning Activity
7.1
Unit Lesson
Chapter 13
Chapter 14
Unit VII PowerPoint Presentation
7.2
Unit Lesson
Chapter 13
Chapter 14
Unit VII PowerPoint Presentation
7.3
Unit Lesson
Chapter 13
Chapter 14
Unit VII PowerPoint Presentation
Required Unit Resources
Chapter 13: The Transfer of Heat, pp. 360–379
Chapter 14: The Ideal Gas Law and Kinetic Theory, pp. 380–400
Unit Lesson
UNIT VII STUDY GUIDE
Heat Mechanism and Kinetic Theory
PHY 1301, Physics I 2
UNIT x STUDY GUIDE
Title
The Three Methods to Transfer Heat
The above image illustrates the three heat transfer methods. The sun heats the Earth by radiation, the
surface of the Earth heats the air by conduction, and the warm air rises by convection.
What is heat? Heat is energy that moves from a high-temperature object to a low-temperature object. Its unit
is the Joule (J), but sometimes it is measured with the kilocalorie (kcal). The conversion factor between the
two units is 1 kcal = 4186 J. The transfer of heat is processed by the following mechanisms.
Conduction is the process in which heat is transferred through a material. The atoms or molecules in a hotter
part of the material have greater energy than those in a colder part of the material, and thus the energy is
transferred from the hotter place to the colder place. Notice that the bulk motion of the material has nothing to
do with this process. You can easily find examples of conduction. A radiator in your house is one of them. If
you put an object on the radiator, the object will become warmer. Another example is when you pour the
brewed hot coffee into a cold cup; the heat from the hot coffee makes the cup itself hot.
The heat Q conducted during a time t through a bar of length L and cross-sectional area A is expressed as
Q = kA (dT) t / L. Here, k is thermal conductivity, and it depends on the substance; dT is the temperature
difference between the higher temperature and the lower temperature of the bar.
Convection is the process in which heat is transferred by the bulk motion of a fluid. According to the ideal gas
law for constant pressure, the volume (V) is proportional to the temperature (T). V increases as T increases,
and the density decreases within the constant mass. Warm air rises and cooler air goes down; this circulation
makes the energy transported. The generated energy from the center of the sun is transported by convection
near the photosphere. Cool gas sinks while bubbles of hot gas rise. There is a patchwork patte ...
The document discusses three main ways that energy is transferred in weather: radiation, conduction, and convection. It focuses on electromagnetic radiation and how different wavelengths are emitted or absorbed depending on the temperature of objects. The sky appears blue due to Rayleigh scattering of light by air molecules, which scatter blue light more than longer wavelengths. Certain gases in the atmosphere cause a greenhouse effect by absorbing outgoing long-wave radiation from the Earth's surface and warming the air.
Meteorology-a student's report( a compilation of facts from books,internet,jo...John Allen Marilla
it is a summary of the topic about t6he atmosphere..... all information written are not words of the maker but are compilations only from various book,journal,internet sources... this makes learning about the atmosphere for freshmen easier,,,
The document summarizes key concepts about the Earth's energy balance. It explains that the atmosphere absorbs and scatters some incoming solar radiation while allowing visible light to pass through, and greenhouse gases like carbon dioxide and water vapor in the atmosphere absorb outgoing infrared radiation from the Earth's surface, enhancing the greenhouse effect and warming the planet. The Earth's temperature remains relatively constant over time as the gains and losses of radiant energy are balanced on a global scale, though human activities can affect these energy flows and potentially disrupt this balance.
The document discusses solar radiation and its properties. It begins by outlining the objectives of the lecture, which are to review properties of solar radiation, determine the theoretical upper limit of solar radiation at Earth's surface, and determine the position of the sun and direction of beam radiation on surfaces of various orientations. It then provides information on electromagnetic radiation, the solar radiation spectrum, atmospheric effects on incoming solar radiation like scattering, absorption, and reflection. Key concepts discussed include irradiance, irradiation, insolation, and the selective absorption of the atmosphere. Information is also provided on sun-Earth relationships like seasonal variations and equations for solar time and the hour angle.
The document discusses concepts related to solar radiation, including:
1. The objectives are to review properties of solar radiation, determine the theoretical upper limit of solar radiation at Earth's surface, and determine the sun's position and beam radiation direction on surfaces of various orientations.
2. Solar radiation transfers energy via electromagnetic waves from the sun to Earth within 8 minutes.
3. Radiation is defined by its wavelength, with the sun emitting most strongly in the visible light spectrum.
4. Factors like atmospheric composition and clouds influence the solar radiation that reaches Earth's surface.
Here are the answers to your questions:
1) Heat is a form of energy that causes temperature change, while temperature is a measure of how hot or cold something is.
2) Fahrenheit measures temperature in degrees Fahrenheit (°F). Water freezes at 32°F and boils at 212°F. Celsius measures temperature in degrees Celsius (°C). Water freezes at 0°C and boils at 100°C. Kelvin measures temperature in kelvins (K) using the same increments as Celsius but water freezes at 273.15 K and boils at 373.15 K.
3) Dew point is the temperature at which water vapor in air condenses into liquid water. Condens
The document discusses several key topics related to solar radiation and its interaction with the Earth's atmosphere:
1. It describes the electromagnetic spectrum of solar radiation, noting that most of the Sun's emission is in the invisible infrared spectrum.
2. It explains atmospheric effects like scattering, absorption, and reflection that influence the amount and wavelength of solar radiation reaching the Earth's surface. Clouds play a major role by reflecting a large portion of radiation.
3. Gases in the atmosphere selectively absorb different wavelengths based on the orbital structures of their atoms, with most absorption occurring in the long-wavelength infrared range where the Earth emits.
The document discusses several key pieces of evidence that show the climate is changing due to human activity:
1) Satellite data shows that while the sun's energy output has remained stable, the Earth has been warming since 1979.
2) Greenhouse gas levels, especially carbon dioxide, are higher now than at any other time in the last 800,000 years due to human fossil fuel use.
3) Computer models used to study past and present climates indicate that the observed warming is only explained when human greenhouse gas emissions are included.
Energy Balance lecture 4................................pptMagrethJoseph
The document summarizes key points from a lecture on environmental energy resources and climate change:
1. It discusses how the sun's radiation reaches Earth and how the planet maintains an energy balance to regulate its temperature. Factors like greenhouse gases, albedo, and particulate matter can influence this balance and cause global warming.
2. It then explains the greenhouse effect in more detail, noting how greenhouse gases in the atmosphere trap heat and have warmed the planet beyond natural levels due to human activities like burning fossil fuels.
3. The summary concludes that climate change is the effect of global warming, causing changes to weather patterns and temperature that impact life worldwide. Mitigation efforts aim to curb greenhouse gas emissions and use
http://www.ces.fau.edu/nasa/mod
ule-2/how-greenhouse-effect-
works.php
This figure shows the blackbody spectra of Earth and sun. The incoming radiation from
the sun is much more intense (Y-axis) than that of outgoing radiation from the Earth
because the energy emitted from a blackbody is proportionate to its temperature to the
fourth (σT4) – i.e. the sun emits a far greater amount of energy than the Earth. Incoming
solar radiation is shortwave (X-axis, wavelength in microns) and in the wavelength range
of ultraviolet and visible radiation (shown as the rainbow spectrum of colors). Outgoing
Earth’s radiation is long wave and and is in the range of infrared radiation (shown in red).
Below the blackbody spectra, molecules in the atmosphere, known as greenhouse gases,
interfere with incoming and outgoing radiation. For instance, ozone (O3) in the
stratosphere absorbs some of incoming radiation and is known as the ozone layer. That
said, greenhouse gases (N2O, O3, CO2, and H2O) mainly interfere with outgoing radiation.
Let’s talk about the molecular motion of these greenhouse gases to understand the
greenhouse effect.
Molecular Motions and the Greenhouse Gases H2O and CO2
2349cm-1 667cm-1
Here are the physical causes (molecular motion) of the greenhouse effect. But first… it
may be a bit chunky, so sit back, take a deep breath!
Gas molecules can absorb or emit radiation in the infrared range in two different
ways. One way is by changing the rate at which the molecules rotate. The theory of
quantum mechanics describes the behavior of matter on a microscopic scale – that is,
the size of molecules and smaller. According to this theory, molecules can rotate only
at certain discrete frequencies as if vibrations of a piano string in that they tend to be
at specific “ringing” frequencies. (The rotation frequency is the number of revolutions
that a molecule completes per second.) The molecule can absorb incident wave
(energy), if this incident wave has just the right frequency.
This frequency of the radiation that can be absorbed or emitted depends on the
molecule’s structure. The H2O molecule is constructed in such a manner that it
absorbs infrared radiation of wavelengths of about 12 micrometers and longer. This
interaction gives rise to a very strong absorption feature in Earth’s atmosphere called
the H2O rotation band. As shown in the previous slide, virtually 100 % of infrared
radiation longer than 12 micrometers is absorbed with a combination of CO2 and H2O.
(By the way, the H2O rotation band extends all the way into the microwave region of
the electromagnetic spectrum, i.e. above a wavelength of 1000 micrometer, which is
why a microwave oven is able to heat up anything that contains water.)
Molecular Motions and the Greenhouse Gases H2O and CO2
2349cm-1 667cm-1
The second way in which molecules can absorb or emit infrared radiation is by changing
the amplitude at which they vibrate. Molecules ...
This document provides a summary of the greenhouse effect. It begins with acknowledgements and an introduction defining the greenhouse effect as a process where gases in the atmosphere trap heat radiation from the Earth's surface, resulting in elevated surface temperatures. It then describes the procedure of how solar radiation is absorbed and re-radiated within the atmosphere and surface, outlines the major greenhouse gases, and discusses radiative forcing from increased gases. It concludes that the science shows climate is changing due to human activities like burning fossil fuels.
This document provides an overview of atmospheric pollution and the structure and composition of the atmosphere. It discusses the different sources of air pollution, including mobile, stationary, area, and natural sources. It then describes the layers of the atmosphere from troposphere to exosphere, including details on temperature and pressure profiles. Key components like the ozone layer and ionosphere are explained. Processes such as photosynthesis, photolysis, and photoionization are also summarized.
Ozone depletion refers to the steady decline of the ozone layer since the 1970s, particularly over polar regions where it forms holes. The primary cause is CFCs and related chemicals released by human activities which break down in the stratosphere to release chlorine atoms that catalytically destroy ozone. Increased UV radiation due to ozone depletion is a concern as it can damage human health through higher rates of skin cancer and cataracts, as well as harming crops and other organisms. The Montreal Protocol banned CFCs and other ozone-depleting chemicals to address this issue.
I wish the person who shared this with me had put their name to the presentation - if it was you, please let me know if you would prefer not to have it on Slideshare. Alternatively, contact me and I will credit your name to this presentation.
The document discusses solar radiation and its interaction with the Earth's atmosphere. It begins by defining different types of electromagnetic radiation and properties like wavelength. It then discusses how solar radiation is affected by passing through the atmosphere, including being scattered, absorbed, or reflected. Key concepts covered include the solar spectrum, atmospheric selective absorption, air mass, and relationships between the sun and earth like variations in solar intensity due to the tilt of the Earth's axis. Diagrams are provided to illustrate solar angles and time definitions.
The sun produces energy through the nuclear fusion of hydrogen atoms in its core. It takes millions of years for the energy produced in the core to reach the sun's surface. Once at the surface, it only takes 8 minutes for the energy to reach Earth. Sunspots are cooler areas on the sun caused by strong magnetic fields. Patterns in sunspot activity have been linked to cooler temperatures on Earth. Solar flares can interfere with radio communications by emitting powerful bursts of radiation and charged particles.
The document discusses the sun and its impact on Earth. It provides background on the sun's lifespan, solar events like sunspots and flares, and how these events can impact systems on Earth like power grids, GPS, and satellites. High-resolution imaging of the sun is needed to better understand and predict solar activity and space weather in order to mitigate negative effects on life and technology on Earth.
The miracle planet 2. the design in light and water. englishHarunyahyaEnglish
This document summarizes the extraordinary design features of sunlight and water that make life possible on Earth. It discusses how:
1) Sunlight is concentrated into a narrow range of the electromagnetic spectrum that supports photosynthesis and life.
2) Photosynthesis converts sunlight into oxygen and glucose, and the cycle of photosynthesis and respiration sustains all life.
3) The atmosphere allows beneficial sunlight to pass through but filters out harmful radiation, showing design.
4) Water is another vital substance that was designed for life, as the document will explore further.
Bright
Dark
Blues
Grays
Night
Assignment 2The Global Environment: An Emerging World View (cont.)
Reading Assignment:
Read Article 5, A safe operating space for humanity by Johan Rockstrom et al. on pages 36-41 in your textbook.
Overview:
This lesson will illustrate understanding of how locally-based activities influence global phenomena as climate change. You will also observe that in a time of disappointing progress is occurring in global initiatives to curb greenhouse gas emissions, one of the most promising paths might be a localized action.
The authors identified planetary boundaries that must not be crossed in order to avoid significant environmental degradation.
Of the 10 factors considered, 3 of them--biodiversity loss, climate change,and agricultural pollution--have already crossed the threshold for a sustainable planet.
Evidence so far suggests that, as long as the thresholds are not crossed, humanity has the freedom to pursue long-term social and economic development.
Topics Covered:Planetary BoundariesClimate ChangeRate of Biodiversity LossNitrogen and Phosphorus CyclesDelicate Balance
Key Terms:
Planetary Boundaries -- boundaries that define the safe operating space for humanity with respect to the Earth system and are associated with the planet’s biophysical subsystems or processes.
Holocene -- the unusually stable environment of the planet for the past 10,000 years, which has seen human civilizations arise, develop, and thrive.
Anthropecene -- an era that has arisen since the Industrial Revolution, in which human actions become the main driver of global environmental change.
EPA -- Environmental Protection Agency (www.epa.gov) for more information.
Greenhouse Gas (GHG)-- an atmospheric gas such as carbon dioxide, water vapor, or methane that easily absorbs infrared radiation & gives off heat, some of it directed toward space & the rest toward Earth.
Carbon Cycle -- the cycle of CO2 in the Earth‘s ecosystem; photosynthetic organisms transform the gas into organic nutrients, which are then restored to a gaseous state by respiration & decay. Instructor's Comments:
Fact 1: Currently, atmospheric CO2 concentration is 31% higher than in 1750, a level that has not been exceeded during the last 420,000 years.
Fact 2: The primary cause is human activity, particularly fossil fuel use & deforestation leading to further increases in CO2.
As we have seen a similar trend in the previous lesson, the following graph illustrates the CO2 concentration (dashes) and the global surface Ts (solid line)
Fact 3: Burning fossil fuels in power plats and automobiles ejects poisonous particles & gases that alter the chemical structure of the Atmosphere.
Fact 4: Worldwide CO2 emissions from burning fossil fuels (coal, oil, and natural gas) reached a record 30.6 Billion metric tons in 2010 that economists and scientist call this as “a wake-up call”. (Source: Int.
The greenhouse effect is the process by which absorption and emission of infrared radiation by gases in a planet's atmosphere warm its lower atmosphere and surface. It was proposed by Joseph Fourier in 1824, discovered in 1860 by John Tyndall, was first investigated quantitatively by Svante Arrhenius in 1896 and was developed in the 1930s through 1960s by Guy Stewart Callendar.Heat waves, wildfires, floods and droughts hit us hard in 2012 (the warmest year on record for the United States). Scientists warn that if we don't address climate change, this is just a taste of what we could expect in the years ahead. You can use our interactive map to see how your local community was affected by extreme weather last year
This document discusses greenhouse gases, global warming, and the ozone layer. It provides information on major greenhouse gases like carbon dioxide, methane, and nitrous oxide and their contributions to global warming. It explains how greenhouse gases trap heat in the atmosphere and have increased global temperatures since the industrial revolution. The document also discusses effects of global warming like rising ocean temperatures, shrinking ice sheets, and ocean acidification. Additionally, it covers the ozone layer, the gases responsible for its depletion, and actions needed to support its recovery.
This is a Team Assignment. I have attached what another student on t.docxEvonCanales257
This is a Team Assignment. I have attached what another student on the team's paper. She would like set up that way. She wants to just add to what she started in APA format. The team part that ONLY needs to be answered and to be added to the attached paper is in
BOLD "Person #4"
I think 400 words or less should be enough to make that student happy for Person #4 part. The Topic is the
Research
the U.S. Supreme Court case,
Miranda vs. Arizona,
paying particular attention to the transcript of the oral arguements.
For this assignment I was thinking of the break down of our portions. I have as follows:
Person 1:
Briefly describe the facts of the case.
Introduction
Person 2:
When was the case argued?
Which lawyers argued the case for each side?
Conclusion
Person 3:
Summarize the arguments of counsel regarding self-incrimination.
Person 4:
Why is the case significant with respect to the right to counsel and self-incrimination?
.
this is about databases questions , maybe i miss copy some option D,.docxEvonCanales257
this is about databases questions , maybe i miss copy some option D, if ABC there are all incorrecct please type D after that question thank you
Suppose that a PRODUCT table contains two attributes, PROD_CODE and VEND_CODE. Those two attributes have values of ABC, 125, DEF, 124, GHI, 124, and JKL, 123, respectively. The VENDOR table contains a single attribute, VEND_CODE, with values 123, 124, 125, and 126, respectively. (The VEND_CODE attribute in the PRODUCT table is a foreign key to the VEND_CODE in the VENDOR table.) Given that information, what would be the query output for a INTERSECT query based on these two tables?
[removed]
a. The query output will be: 125,124,123,126
[removed]
b. The query output will be: 123
[removed]
c. The query output will be: 125,124,124,123,123,124,125,126
[removed]
d. The query output will be: 123,124,125
What is the difference between UNION and UNION ALL?
[removed]
a. A UNION ALL operator will yield all rows of both relations, including duplicates
[removed]
b. UNION yields unique rows
[removed]
c. UNION eliminates duplicates rows
[removed]
d. All of these choices are correct.
A(n) ______________ is a block of PL/SQL code that is automatically invoked by the DBMS upon the occurrence of a data manipulation event (INSERT, UPDATE or DELETE.)
[removed]
a. stored procedure
[removed]
b. trigger
[removed]
c. view
[removed]
d. function
__________________ means that the relations yield attributes with identical names and compatible data types.
[removed]
a. duplicated
[removed]
b. Set comparable
[removed]
c. Union compatible
[removed]
d. compatible-oriented
Which of the following a parts of the definition of a trigger?
[removed]
a. The triggering level
[removed]
b. The triggering action
[removed]
c. The triggering timing
[removed]
d. All of these choices are correct.
Which of the following relational set operators does NOT require that the relations are union-compatible?
[removed]
a. INTERSECT
[removed]
b. PROJECT
[removed]
c. MINUS
[removed]
d. UNION
Suppose that you have two tables, EMPLOYEE and EMPLOYEE_1. The EMPLOYEE table contains the records for three employees: Alice Cordoza, John Cretchakov, and Anne McDonald. The EMPLOYEE_1 table contains the records for employees John Cretchakov and Mary Chen. Given that information, what is the query output for the INTERSECT query?
[removed]
a. The query output will be: John Cretchakov and Mary Chen
[removed]
b. The query output will be: Alice Cordoza, John Cretchakov, Anne McDonald and Mary Chen
[removed]
c. The query output will be: John Cretchakov
[removed]
d. The query output will be: Alice Cordoza, John Cretchakov, Anne McDonald, John Cretchakov and Mary Chen
A _____________________ is a join that performs a relational product (or Cartesian product) of two tables.
[removed]
a. CROSS JOIN
[removed]
b. DUPLICATE JOIN
[removed]
c. OUTER JOIN
[removed]
d. INNER JOIN
What Oracle function should you use to calculate the number of days between t.
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Similar to Earth’s radiation budget We have learned about the gre
The document summarizes key concepts about the Earth's energy balance. It explains that the atmosphere absorbs and scatters some incoming solar radiation while allowing visible light to pass through, and greenhouse gases like carbon dioxide and water vapor in the atmosphere absorb outgoing infrared radiation from the Earth's surface, enhancing the greenhouse effect and warming the planet. The Earth's temperature remains relatively constant over time as the gains and losses of radiant energy are balanced on a global scale, though human activities can affect these energy flows and potentially disrupt this balance.
The document discusses solar radiation and its properties. It begins by outlining the objectives of the lecture, which are to review properties of solar radiation, determine the theoretical upper limit of solar radiation at Earth's surface, and determine the position of the sun and direction of beam radiation on surfaces of various orientations. It then provides information on electromagnetic radiation, the solar radiation spectrum, atmospheric effects on incoming solar radiation like scattering, absorption, and reflection. Key concepts discussed include irradiance, irradiation, insolation, and the selective absorption of the atmosphere. Information is also provided on sun-Earth relationships like seasonal variations and equations for solar time and the hour angle.
The document discusses concepts related to solar radiation, including:
1. The objectives are to review properties of solar radiation, determine the theoretical upper limit of solar radiation at Earth's surface, and determine the sun's position and beam radiation direction on surfaces of various orientations.
2. Solar radiation transfers energy via electromagnetic waves from the sun to Earth within 8 minutes.
3. Radiation is defined by its wavelength, with the sun emitting most strongly in the visible light spectrum.
4. Factors like atmospheric composition and clouds influence the solar radiation that reaches Earth's surface.
Here are the answers to your questions:
1) Heat is a form of energy that causes temperature change, while temperature is a measure of how hot or cold something is.
2) Fahrenheit measures temperature in degrees Fahrenheit (°F). Water freezes at 32°F and boils at 212°F. Celsius measures temperature in degrees Celsius (°C). Water freezes at 0°C and boils at 100°C. Kelvin measures temperature in kelvins (K) using the same increments as Celsius but water freezes at 273.15 K and boils at 373.15 K.
3) Dew point is the temperature at which water vapor in air condenses into liquid water. Condens
The document discusses several key topics related to solar radiation and its interaction with the Earth's atmosphere:
1. It describes the electromagnetic spectrum of solar radiation, noting that most of the Sun's emission is in the invisible infrared spectrum.
2. It explains atmospheric effects like scattering, absorption, and reflection that influence the amount and wavelength of solar radiation reaching the Earth's surface. Clouds play a major role by reflecting a large portion of radiation.
3. Gases in the atmosphere selectively absorb different wavelengths based on the orbital structures of their atoms, with most absorption occurring in the long-wavelength infrared range where the Earth emits.
The document discusses several key pieces of evidence that show the climate is changing due to human activity:
1) Satellite data shows that while the sun's energy output has remained stable, the Earth has been warming since 1979.
2) Greenhouse gas levels, especially carbon dioxide, are higher now than at any other time in the last 800,000 years due to human fossil fuel use.
3) Computer models used to study past and present climates indicate that the observed warming is only explained when human greenhouse gas emissions are included.
Energy Balance lecture 4................................pptMagrethJoseph
The document summarizes key points from a lecture on environmental energy resources and climate change:
1. It discusses how the sun's radiation reaches Earth and how the planet maintains an energy balance to regulate its temperature. Factors like greenhouse gases, albedo, and particulate matter can influence this balance and cause global warming.
2. It then explains the greenhouse effect in more detail, noting how greenhouse gases in the atmosphere trap heat and have warmed the planet beyond natural levels due to human activities like burning fossil fuels.
3. The summary concludes that climate change is the effect of global warming, causing changes to weather patterns and temperature that impact life worldwide. Mitigation efforts aim to curb greenhouse gas emissions and use
http://www.ces.fau.edu/nasa/mod
ule-2/how-greenhouse-effect-
works.php
This figure shows the blackbody spectra of Earth and sun. The incoming radiation from
the sun is much more intense (Y-axis) than that of outgoing radiation from the Earth
because the energy emitted from a blackbody is proportionate to its temperature to the
fourth (σT4) – i.e. the sun emits a far greater amount of energy than the Earth. Incoming
solar radiation is shortwave (X-axis, wavelength in microns) and in the wavelength range
of ultraviolet and visible radiation (shown as the rainbow spectrum of colors). Outgoing
Earth’s radiation is long wave and and is in the range of infrared radiation (shown in red).
Below the blackbody spectra, molecules in the atmosphere, known as greenhouse gases,
interfere with incoming and outgoing radiation. For instance, ozone (O3) in the
stratosphere absorbs some of incoming radiation and is known as the ozone layer. That
said, greenhouse gases (N2O, O3, CO2, and H2O) mainly interfere with outgoing radiation.
Let’s talk about the molecular motion of these greenhouse gases to understand the
greenhouse effect.
Molecular Motions and the Greenhouse Gases H2O and CO2
2349cm-1 667cm-1
Here are the physical causes (molecular motion) of the greenhouse effect. But first… it
may be a bit chunky, so sit back, take a deep breath!
Gas molecules can absorb or emit radiation in the infrared range in two different
ways. One way is by changing the rate at which the molecules rotate. The theory of
quantum mechanics describes the behavior of matter on a microscopic scale – that is,
the size of molecules and smaller. According to this theory, molecules can rotate only
at certain discrete frequencies as if vibrations of a piano string in that they tend to be
at specific “ringing” frequencies. (The rotation frequency is the number of revolutions
that a molecule completes per second.) The molecule can absorb incident wave
(energy), if this incident wave has just the right frequency.
This frequency of the radiation that can be absorbed or emitted depends on the
molecule’s structure. The H2O molecule is constructed in such a manner that it
absorbs infrared radiation of wavelengths of about 12 micrometers and longer. This
interaction gives rise to a very strong absorption feature in Earth’s atmosphere called
the H2O rotation band. As shown in the previous slide, virtually 100 % of infrared
radiation longer than 12 micrometers is absorbed with a combination of CO2 and H2O.
(By the way, the H2O rotation band extends all the way into the microwave region of
the electromagnetic spectrum, i.e. above a wavelength of 1000 micrometer, which is
why a microwave oven is able to heat up anything that contains water.)
Molecular Motions and the Greenhouse Gases H2O and CO2
2349cm-1 667cm-1
The second way in which molecules can absorb or emit infrared radiation is by changing
the amplitude at which they vibrate. Molecules ...
This document provides a summary of the greenhouse effect. It begins with acknowledgements and an introduction defining the greenhouse effect as a process where gases in the atmosphere trap heat radiation from the Earth's surface, resulting in elevated surface temperatures. It then describes the procedure of how solar radiation is absorbed and re-radiated within the atmosphere and surface, outlines the major greenhouse gases, and discusses radiative forcing from increased gases. It concludes that the science shows climate is changing due to human activities like burning fossil fuels.
This document provides an overview of atmospheric pollution and the structure and composition of the atmosphere. It discusses the different sources of air pollution, including mobile, stationary, area, and natural sources. It then describes the layers of the atmosphere from troposphere to exosphere, including details on temperature and pressure profiles. Key components like the ozone layer and ionosphere are explained. Processes such as photosynthesis, photolysis, and photoionization are also summarized.
Ozone depletion refers to the steady decline of the ozone layer since the 1970s, particularly over polar regions where it forms holes. The primary cause is CFCs and related chemicals released by human activities which break down in the stratosphere to release chlorine atoms that catalytically destroy ozone. Increased UV radiation due to ozone depletion is a concern as it can damage human health through higher rates of skin cancer and cataracts, as well as harming crops and other organisms. The Montreal Protocol banned CFCs and other ozone-depleting chemicals to address this issue.
I wish the person who shared this with me had put their name to the presentation - if it was you, please let me know if you would prefer not to have it on Slideshare. Alternatively, contact me and I will credit your name to this presentation.
The document discusses solar radiation and its interaction with the Earth's atmosphere. It begins by defining different types of electromagnetic radiation and properties like wavelength. It then discusses how solar radiation is affected by passing through the atmosphere, including being scattered, absorbed, or reflected. Key concepts covered include the solar spectrum, atmospheric selective absorption, air mass, and relationships between the sun and earth like variations in solar intensity due to the tilt of the Earth's axis. Diagrams are provided to illustrate solar angles and time definitions.
The sun produces energy through the nuclear fusion of hydrogen atoms in its core. It takes millions of years for the energy produced in the core to reach the sun's surface. Once at the surface, it only takes 8 minutes for the energy to reach Earth. Sunspots are cooler areas on the sun caused by strong magnetic fields. Patterns in sunspot activity have been linked to cooler temperatures on Earth. Solar flares can interfere with radio communications by emitting powerful bursts of radiation and charged particles.
The document discusses the sun and its impact on Earth. It provides background on the sun's lifespan, solar events like sunspots and flares, and how these events can impact systems on Earth like power grids, GPS, and satellites. High-resolution imaging of the sun is needed to better understand and predict solar activity and space weather in order to mitigate negative effects on life and technology on Earth.
The miracle planet 2. the design in light and water. englishHarunyahyaEnglish
This document summarizes the extraordinary design features of sunlight and water that make life possible on Earth. It discusses how:
1) Sunlight is concentrated into a narrow range of the electromagnetic spectrum that supports photosynthesis and life.
2) Photosynthesis converts sunlight into oxygen and glucose, and the cycle of photosynthesis and respiration sustains all life.
3) The atmosphere allows beneficial sunlight to pass through but filters out harmful radiation, showing design.
4) Water is another vital substance that was designed for life, as the document will explore further.
Bright
Dark
Blues
Grays
Night
Assignment 2The Global Environment: An Emerging World View (cont.)
Reading Assignment:
Read Article 5, A safe operating space for humanity by Johan Rockstrom et al. on pages 36-41 in your textbook.
Overview:
This lesson will illustrate understanding of how locally-based activities influence global phenomena as climate change. You will also observe that in a time of disappointing progress is occurring in global initiatives to curb greenhouse gas emissions, one of the most promising paths might be a localized action.
The authors identified planetary boundaries that must not be crossed in order to avoid significant environmental degradation.
Of the 10 factors considered, 3 of them--biodiversity loss, climate change,and agricultural pollution--have already crossed the threshold for a sustainable planet.
Evidence so far suggests that, as long as the thresholds are not crossed, humanity has the freedom to pursue long-term social and economic development.
Topics Covered:Planetary BoundariesClimate ChangeRate of Biodiversity LossNitrogen and Phosphorus CyclesDelicate Balance
Key Terms:
Planetary Boundaries -- boundaries that define the safe operating space for humanity with respect to the Earth system and are associated with the planet’s biophysical subsystems or processes.
Holocene -- the unusually stable environment of the planet for the past 10,000 years, which has seen human civilizations arise, develop, and thrive.
Anthropecene -- an era that has arisen since the Industrial Revolution, in which human actions become the main driver of global environmental change.
EPA -- Environmental Protection Agency (www.epa.gov) for more information.
Greenhouse Gas (GHG)-- an atmospheric gas such as carbon dioxide, water vapor, or methane that easily absorbs infrared radiation & gives off heat, some of it directed toward space & the rest toward Earth.
Carbon Cycle -- the cycle of CO2 in the Earth‘s ecosystem; photosynthetic organisms transform the gas into organic nutrients, which are then restored to a gaseous state by respiration & decay. Instructor's Comments:
Fact 1: Currently, atmospheric CO2 concentration is 31% higher than in 1750, a level that has not been exceeded during the last 420,000 years.
Fact 2: The primary cause is human activity, particularly fossil fuel use & deforestation leading to further increases in CO2.
As we have seen a similar trend in the previous lesson, the following graph illustrates the CO2 concentration (dashes) and the global surface Ts (solid line)
Fact 3: Burning fossil fuels in power plats and automobiles ejects poisonous particles & gases that alter the chemical structure of the Atmosphere.
Fact 4: Worldwide CO2 emissions from burning fossil fuels (coal, oil, and natural gas) reached a record 30.6 Billion metric tons in 2010 that economists and scientist call this as “a wake-up call”. (Source: Int.
The greenhouse effect is the process by which absorption and emission of infrared radiation by gases in a planet's atmosphere warm its lower atmosphere and surface. It was proposed by Joseph Fourier in 1824, discovered in 1860 by John Tyndall, was first investigated quantitatively by Svante Arrhenius in 1896 and was developed in the 1930s through 1960s by Guy Stewart Callendar.Heat waves, wildfires, floods and droughts hit us hard in 2012 (the warmest year on record for the United States). Scientists warn that if we don't address climate change, this is just a taste of what we could expect in the years ahead. You can use our interactive map to see how your local community was affected by extreme weather last year
This document discusses greenhouse gases, global warming, and the ozone layer. It provides information on major greenhouse gases like carbon dioxide, methane, and nitrous oxide and their contributions to global warming. It explains how greenhouse gases trap heat in the atmosphere and have increased global temperatures since the industrial revolution. The document also discusses effects of global warming like rising ocean temperatures, shrinking ice sheets, and ocean acidification. Additionally, it covers the ozone layer, the gases responsible for its depletion, and actions needed to support its recovery.
Similar to Earth’s radiation budget We have learned about the gre (20)
This is a Team Assignment. I have attached what another student on t.docxEvonCanales257
This is a Team Assignment. I have attached what another student on the team's paper. She would like set up that way. She wants to just add to what she started in APA format. The team part that ONLY needs to be answered and to be added to the attached paper is in
BOLD "Person #4"
I think 400 words or less should be enough to make that student happy for Person #4 part. The Topic is the
Research
the U.S. Supreme Court case,
Miranda vs. Arizona,
paying particular attention to the transcript of the oral arguements.
For this assignment I was thinking of the break down of our portions. I have as follows:
Person 1:
Briefly describe the facts of the case.
Introduction
Person 2:
When was the case argued?
Which lawyers argued the case for each side?
Conclusion
Person 3:
Summarize the arguments of counsel regarding self-incrimination.
Person 4:
Why is the case significant with respect to the right to counsel and self-incrimination?
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this is about databases questions , maybe i miss copy some option D,.docxEvonCanales257
this is about databases questions , maybe i miss copy some option D, if ABC there are all incorrecct please type D after that question thank you
Suppose that a PRODUCT table contains two attributes, PROD_CODE and VEND_CODE. Those two attributes have values of ABC, 125, DEF, 124, GHI, 124, and JKL, 123, respectively. The VENDOR table contains a single attribute, VEND_CODE, with values 123, 124, 125, and 126, respectively. (The VEND_CODE attribute in the PRODUCT table is a foreign key to the VEND_CODE in the VENDOR table.) Given that information, what would be the query output for a INTERSECT query based on these two tables?
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a. The query output will be: 125,124,123,126
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b. The query output will be: 123
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c. The query output will be: 125,124,124,123,123,124,125,126
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d. The query output will be: 123,124,125
What is the difference between UNION and UNION ALL?
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a. A UNION ALL operator will yield all rows of both relations, including duplicates
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b. UNION yields unique rows
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c. UNION eliminates duplicates rows
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d. All of these choices are correct.
A(n) ______________ is a block of PL/SQL code that is automatically invoked by the DBMS upon the occurrence of a data manipulation event (INSERT, UPDATE or DELETE.)
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a. stored procedure
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b. trigger
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c. view
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d. function
__________________ means that the relations yield attributes with identical names and compatible data types.
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a. duplicated
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b. Set comparable
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c. Union compatible
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d. compatible-oriented
Which of the following a parts of the definition of a trigger?
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a. The triggering level
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b. The triggering action
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c. The triggering timing
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d. All of these choices are correct.
Which of the following relational set operators does NOT require that the relations are union-compatible?
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a. INTERSECT
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b. PROJECT
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c. MINUS
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d. UNION
Suppose that you have two tables, EMPLOYEE and EMPLOYEE_1. The EMPLOYEE table contains the records for three employees: Alice Cordoza, John Cretchakov, and Anne McDonald. The EMPLOYEE_1 table contains the records for employees John Cretchakov and Mary Chen. Given that information, what is the query output for the INTERSECT query?
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a. The query output will be: John Cretchakov and Mary Chen
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b. The query output will be: Alice Cordoza, John Cretchakov, Anne McDonald and Mary Chen
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c. The query output will be: John Cretchakov
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d. The query output will be: Alice Cordoza, John Cretchakov, Anne McDonald, John Cretchakov and Mary Chen
A _____________________ is a join that performs a relational product (or Cartesian product) of two tables.
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a. CROSS JOIN
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b. DUPLICATE JOIN
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c. OUTER JOIN
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d. INNER JOIN
What Oracle function should you use to calculate the number of days between t.
This is a summary of White Teeth by Zadie Smith, analyze a short pas.docxEvonCanales257
This is a summary of White Teeth by Zadie Smith, analyze a short passage from the book, cite , quote, include details. What patterns do you see? What details?
Find any passage from the book White Teeth to write on, have the passage written at the top and then write the analysis after it.
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This is a repetition of the first What Am I assignment, in which yo.docxEvonCanales257
This is a repetition of the first What Am I? assignment, in which you should indicate your current position in regards to the nature of consciousness (are you a materialist, an idealist, or a dualist?), but this time you need to say something about the phenomenological aspect of consciousness. How do you account for the nature of the conscious experiences people report (especially if you are a materialist) and how do you account for the nature of the effects of behavioral rituals, like meditation or hypnosis (especially if you are a dualist or an idealist)?
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This is a persuasive presentation on your Communication Audit Report.docxEvonCanales257
This is a persuasive presentation on your Communication Audit Report findings. Please be sure you have an attention getter, overview of the presentation information, introduction to your topic, its importance, discuss each question on the survey and/or list of interview questions, include a visual aid, and persuasive closing.
This Presentation is on your Communication Audit Report data.
Please do the following:
Stand during your Presentation; dress in business attire
Use an Attention Getter
State your Topic (data from ______ Company)
State your Name
Share two/three comments from journal articles (author, date, name of journal)
Share demographic data (males/females, titles, length of time with Company)
Share data from remaining questions (put two/three questions in graphic form—table/pie chart)
State your Summary
State your Conclusions (enumerate/number them)
State your Recommendations (enumerate/number them)
.
This is a flow chart of an existing project. It should be about .docxEvonCanales257
This is a flow chart of an existing project. It should be about my project and nothing else! (so ne refrences) I attached my project paper and also attached an example of the flow chart. The flow chart should look like the example.
FOLLOW ALL OF THE FOLLOWING POINTS:
you will explore the architecture of your intended multimedia project. Create a preliminary flowchart of the flow of content in your project. Include every page the user will interact with and a clear architecture of the flow of all pages or screens.
Research your multimedia project and create a preliminary flowchart for your concept. You can create your flowchart using a wide variety of software applications, including Adobe Photoshop, Adobe Illustrator, Microsoft Word, Microsoft Visio, or Microsoft PowerPoint.
The flowchart should demonstrate the architectural flow of your entire project. Include every page the user will interact with.
Keep your project simple. Your flowchart should show 5 to 7 pages (windows) in the website for your course project.
Briefly describe the navigation structure and functionality of your project on the same page as the flowchart. Discuss how the global navigation and any supplemental navigation will work in your project. Remember to discuss the text navigation in the footer that mirrors your global navigation, should it be utilized.
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This is a history library paper.The library paper should be double.docxEvonCanales257
This is a history library paper.
The library paper should be double space . Students are expected to use at least a total of 10 academic references (reference journal articles or books) in their papers.
The paper will be graded based on 5 criteria: content, language/clarity, references, organization and completeness.
This is what the library paper is about or the question we need to answer
" After considering the history of the Muslim world in the period between the early fifteenth and early twentieth centuries, which particular events, processes, and/or encounters would you deem overall the most enduring and most defining? "
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This is a Discussion post onlyGlobalization may have.docxEvonCanales257
********This is a Discussion post only******
Globalization may have considerable beneficial and detrimental effects on various countries. Using what you've learned from this module share your thoughts on the economic and political impact of globalization on the Russian economy.
Add information about today current events on this topic
Please see additional document attached for additional readings
Only two paragraphs required, APA, with intext citation
.
This is a criminal justice homeworkThe topic is Actus Reus and Men.docxEvonCanales257
This is a criminal justice homework
The topic is Actus Reus and Mens Rea
Be sure to talk about both, explaining the differences and what each of them mean.
APA format 4 to 5 pages long
No Wikipedia!
Sources must be cited in the reference page and throughout the paper
Have a discussion section (or paragraph) interpreting and explaining the results.
.
This is a combined interview and short research paper. You are fir.docxEvonCanales257
This is a combined interview and short research paper. You are first required to interview a health care worker and ask them to identify and discuss solutions to a perceived health care issue in their field. Then, you will research and discuss this issue and proposed solutions.
The paper should be at least 850 words. Use APA or MLA Style for your paper format. For assistance with this, reference the
Citation Style Guide
developed for the Stafford Library.
Part I: Interview
This portion of Paper 1 will be a written report based on your interview of an individual who works in the health care system. (This person could be a direct caregiver, such as a physician, nurse, therapist, dentist, pharmacist, or chiropractor, or it could be someone who works as a medical secretary, hospital administrator, or in medical billing.) This interview can be accomplished either in person or by phone.
Clearly state the worker’s job description, the type of facility or organization in which he or she works, a summary of his or her training and experience, whether her or she performs administrative duties or are involved in finances, and whether he or she provides direct patient care or works closely with other care professionals.
Elicit this individual’s overall perceptions of and general satisfaction with our current health care system and the facility where they work. Ask him or her to identify a key issue or concern, either with our health care system or in his or her particular setting, and the solutions this worker would propose to address this particular issue.
Interview part is done
Alanna Falk is a Medical office manager for an endocrinologist.
She has a bachelor’s degree in business administration and is a trained medical assistant for over twenty years.
She has direct contact with the three providers in her office as well as the patients on a daily basis.
She performs the administrative aspect of the office and fills in where needed.
Overall she enjoys her office but at times feel that it is overwhelming with the amount of patients and being her doctor is one of two in the area for this specialty.
One problem that she is having is getting the patients to get onboard with the use of technology to simplify and reduce the amount of time spent filling paperwork out to include the cost in staff printing, ink and filing space. This often delays the patients getting in the back office to see the physicians on time even after they are checked in on time and it throws the whole schedule off for the day.
She would like to go paperless as possible and being that their scheduling team gets their information for the most part over the phone she would like to utilize tablets or a computer program that will help them become more efficient in the practice and maintain patient privacy.
Part II: Discussion
Elaborate and discuss the health care issue identified by your interviewee, demonstrating your understanding of both the problem raised and their prop.
This is a 250 word minimum forum post. How do different types o.docxEvonCanales257
This is a 250 word minimum forum post.
How do different types of cultures impact HRIS implementation and acceptance? What are some of legal and regulatory issues that were discussed in our reading material this week that could impact HRIS? Provide an overview of one of the regulations discussed in our reading material. What was the purpose of the regulation? Are there HRIS systems that could help with compliance of these regulations? (Search the Internet for software and post links here). Lastly, what are some of the future technologies discussed in our reading material? Are any of these being offered right now? Again, this will require you to research for software that fits future trends. Discuss your finding with each other and how they relate to our reading material this week.
References
Torres, T. (2004). E-Human Resources Management
.
Hershey
,
PA
: ICI Global
Gueutal, H. (2005). The Brave New World of EHR
.
Hoboken
,
NJ
: Wiley
.
This homework is for the outline ONLY of a research paper. The outli.docxEvonCanales257
This homework is for the outline ONLY of a research paper. The outline will be submitted first and later on in the course the final essay will be submitted, therefore the same person that does the outline will also do the essay. In this way, the person would be familiar with the assignment. The outline should follow this template: http://www2.ivcc.edu/rambo/eng1001/outline.htm
The topic shall be chosen from the following list:
allure of scent
androgyny
Attachment theory
beauty pageants
behaviorism
bipolar disorder
birth order
body modification
borderline personality disorder
bullies
child prodigies
communication differences - male/female
complaining behavior
concept of self
coping c.a.t. program
corporal punishment
cross-dressing
cults
cyberbullying
deja vu
developmental psychology
dreams
family therapy
fear of flying
guilt
hirsuit--attractive?
histrionic personality disorder
how music affects learning
humor
id
Indigo children
jealousy
laughter
megalomania
memory
mind-body connection
mindfulness
multiple personalities
occultism
optimism/pessimism
peer pressure
phobias
postnatal (postpartum) depression
private vs. public self
psychology of music
"retail therapy" / "shopaholism"
resilience
revenge
rumors
sadism
self esteem
senses & the psyche
short-term memory
sibling rivalry
sleeping disorders
social anxiety disorder
somnambulism
stereotyping
subliminal advertising
super-ego
twins
visual perception
.
this homework for reaserch methods class I have choose my topic for .docxEvonCanales257
this homework for reaserch methods class I have choose my topic for the introdiction of study I will upload my paper, and the instrctor of how u do the survey qustion, also example of a good work is attached, so then u will know how to do it.
Use the Table from the Colloquium Study that links: Hypotheses, Variable Definition, and Measures (Survey Questions) as a model.
NOTE: You do NOT have to develop a Likert scale questions (unless one makes sense for your study).
Develop your own version of this for at least 2-3 survey questions or interview questions YOU will ask for you Draft and Final Research Design assignment.
In other words, and just to be clear, pick a question that would work for you. The Likert scale question below is just an example of a question I used to measure one variable. You need to pick a question that will work for you - it will measure your variables in your hypotheses.
If you don’t want to mess with formatting a table for this assignment (keep in mind you may want to for your Draft and Final Research Design assignment) you can just do it bulleted, for example:
Hypotheses: Policy actors within a coalition will show substantial consensus on deep core and policy core beliefs, less so on secondary aspects.
Concept Definition: Deep core beliefs: “General normative and ontological assumptions about human nature…the proper role of government vs. markets in general…” (Sabatier and Weible 2007).
Measures (Survey Questions):
“How liberal or conservative do you consider yourself to be on fiscal policy?” (Likert scale 1-5): 1) strongly disagree, 2) disagree, 3) neutral, 4) agree, 5) strongly agree
“How liberal or conservative do you consider yourself to be on social policy?” (Likert scale 1-5): 1) strongly disagree, 2) disagree, 3) neutral, 4) agree, 5) strongly agree
Table 3: Chapter Three Hypotheses, Key Variables / Concepts, and Measures
RQ3: What role do coalition membership and organizational affiliation have in shaping policy actor and coalition members’ belief change and reinforcement in a local and state level energy and climate policy subsystem?
Hypotheses
Key Variable / Concept & Definition
Measures:
Survey Questions
(Typically agree / disagree likert scale 1-5)
H1. Policy actors within a coalition will show substantial consensus on deep core and policy core beliefs, less so on secondary aspects.
1. Advocacy coalitions & Coalition affiliation
“A group of legislators, agency officials, interest group leaders, and researchers with similar policy core beliefs who share resources and “engage in a nontrivial degree of coordination” (Sabatier and Weible 2007 p.196)
2: Deep core beliefs
“General normative and ontological assumptions about human nature...the proper role of government vs. markets in general...” (Sabatier and Weible 2007).
1: Responses to survey questions, which are already collected, pertaining to deep core, policy core, and secondary beliefs will determine which advocacy coalition respondents are .
This is a business information System project (at least 3 pages AP.docxEvonCanales257
This is a business information System project (at least 3 pages APA format)
A retention MIS (management Information System) for colleges to track and retain students. 1)
Introduction (describes the business and its objectives)
2) Statement of Problem or /Business Opportunity.
.
This is a 2 part assignment. You did the last one now we need to.docxEvonCanales257
This is a 2 part assignment. You did the last one now we need to do an outline and then the final draft. I have copied the last assignment we did and enclosed the abstract for part one. If it needs to be changed then please change this. I need this by Sunday afternoon.
Assignment 2: Identifying Themes
For this assignment, you will develop a Title page, Abstract, and a References page. Articulate your main research/focal question as the opening for your paper. Be sure it is specific, researchable, and important to the field. Then go on to list a detailed outline of the body of the paper, (including all headings and subheadings). Be sure to format your entire paper, including the headings and subheadings according to APA style.
Also include ten references with this outline.
Abstract
The Relation between Heredity and Suicidal Behavior has many different experiments to use as examples. Some say that most individuals inherit the suicidal behavior and other does not. This paper will examine different experiments on the outcome of this topic and what might be influenced by genes that might run in a family. Then again there are the other factors that might show the influence of other suicidal behaviors. The outcome will provide different articles that will provide information on the behavior characteristics of suicidal behavior and what the interpersonal psychology theory of suicidal behavior just might be.
Assignment 2: LASA 1: Writing a Brief Draft
The Relation between Heredity and Suicidal Behavior
Patricia Vela
Dr.: Edith Nolan
Writing in Psychology | PSY250 A02
21 June 2017
The Relation between Heredity and Suicidal Behavior
Introduction
The paper will focus on examining the relation between heredity and suicidal behavior and also look into the interpersonal psychology theory of suicidal behavior.
The paper will seek to affirm that suicidal behavior is influenced by genes that run in the family lineage and as such it could be inherited. Various theories can be used to explain the relationship between hereditary and suicidal behavior.
One these theories are Interpersonal psychology theory of suicidal behavior.
This theory provides
that, acquired capability, belongingness and burdensome are the 3 main determinants of suicidal behavior.
The paper will also provide articles review on the interpersonal psychology theory of suicidal behavior.
The Research questions
This paper is guided by the research question; what does the research show about the relation between heredity and suicidal behavior. This will help in formulating the best research methods and topics for the study.
Article review
Article 1
In the International
Journal of Neuropsychopharmacology
a meta-analysis research paper on the Brain-derived neurotrophic factor gene in suicidal behavior is presented. This is a meta-analysis work that looks into the brain-derived neurotrophic factor gene in suicidal behavior. The analysis links the BDNF (brain deriv.
This hoework assignment course is named Operations Management.The .docxEvonCanales257
This hoework assignment course is named Operations Management.
The warehouse manager asked you to create an example inventory list for his staff. The inventory list is a comprehensive chart that lists all of the company’s internal resources: equipment, machines, technology, furniture, office supplies, etc.
.
This handout helps explain your class project. Your task is to d.docxEvonCanales257
This handout helps explain your class project. Your task is to develop a creative project that demonstrates/comments on one of the social psychological phenomena we have covered in class (attitudes, attitude change, conformity, obedience, compliance). I encourage to you to scan through the chapters and explore different social theories, concepts, famous experiments, etc. Find some area of social psychology you have an interest in and further explore that area (i.e. Milgram’s experiment, cognitive dissonance, implicit bias, altruism, Prisoner’s Dilemma, etc). Projects that bring together multiple phenomena are especially encouraged.
You should use any artistic medium you wish (photography, video, graphic design, prose, poetry, electronic art/design, visual art, etc). The goal is to have you merge your creative side with your scholarly side and integrate social psychology into your everyday life.
PROPOSAL (Due 9/10): Please submit a
1-2 page paper describing your project in detail. Address the medium you will be using, the phenomena you will be examining and the general concept of the project. You may
submit HERE in canvas your proposal early to get a jump start on the project.
.
This for my reflection paper 1-2 pagesIt is due Friday at midnigh.docxEvonCanales257
This for my reflection paper 1-2 pages
It is due Friday at midnight
Here is what needs to be in the reflection paper
It needs to have my own learning styles throughout this course:
Which those are just pretty
•Not waiting til the last minute for my readings each week
•asking questions
•Group discussions
Understanding the Christian Worldview for me
• we all need to look through our spiritual goggles in life
•understanding the fundamental purpose in the world we live in
•understanding the use to make sense of our world
•Worldview is what we presuppose
Personal development
•improve awareness & indenting
•become more proactive
•become more confident
•release the past
Professional Development
• plan,plan,plan& prepare
• allow choices
•Attend to my environment
•celebrate
.
This first briefing should be an introduction to your AOI(Area of In.docxEvonCanales257
This first briefing should be an introduction to your AOI(Area of Interest). I'm Looking for basic information; govt system, population, social system, religion(s), economics [imports and exports], and a map. After that, I want to know what is my AOI known for? Plus, any notable current events. This should be one page, two page maximum 300 words, double spaced, size 14 font.
.
This discussion will allow you to examine several different prev.docxEvonCanales257
This discussion will allow you to examine several different preventive guidelines related to men's health. Please include at least three scholarly sources within your initial post.
Topic 1: Colorectal Cancer Screening
A 47-year-old man presents to your clinic for a routine physical. He considers himself to be “fairly healthy” and doesn’t routinely go to the doctor. His last physical was five years ago. In reviewing his chart, you see that his BMI is 30, he exercises twice a week at the local gym, and he does not take any medication. Part of your discussion during today’s visit is about screening for colorectal cancers. He did endorse some constipation in the review of systems. He noted an uncle in his family history who was diagnosed at age 54 with colon cancer. You begin to talk about colorectal screening, and the patient interrupts you and tells you that he is only 47 and that he should not have to worry about it until he is 50.
What are the recommendations and source(s) for the colorectal cancer screening test?
The patient thinks he does not have to worry about “being screened” until age 50. Is he correct? Why or why not? What age would you recommend screening for this patient and why? Does his family history come into play here?
What age would you recommend screening for this patient and why? Does his family history come into play here?
What are the screening options for this patient, and which would you recommend? Why?
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cit.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Earth’s radiation budget We have learned about the gre
1. Earth’s radiation budget
We have learned about the greenhouse effect. Now, with the
greenhouse
effect in mind, lets dive a little deeper and see what is
happening in the
atmosphere.
The Structure of the Atmosphere
Temperature
varia3ons define the
atmosphere�s four
principal layers:
the troposphere,
stratosphere,
mesosphere, and
exosphere.
The ozone layer is
within the
stratosphere.
This picture represents the temperature profile of the
atmosphere. As you will recall
from Week 2’s lecture, most gas molecules are within the lower
2. atmosphere,
specifically, the troposphere. Within the troposphere,
temperatures decrease with
increases in altitude. This is because incoming solar energy is
absorbed by the Earth, a
blackbody, and back radiation from the Earth heats up the
atmosphere (Gas molecules
in the atmosphere can be blackbodies, however, they are not as
effective at absorbing
and maintaining heat as the solid Earth). Thus, temperature
vertically decreases as
you move away from the heat source (the Earth).
Interestingly, there is an inversion within the stratosphere.
Temperature increases
when you go higher in altitude. This makes stratosphere a very
stable environment.
Warmer, therefore less dense, air sits on top of colder, therefore
denser, air. With this,
the atmosphere in the stratosphere is very difficult to disturbed
(thus stratified). This is
mainly because of the ozone layer, a layer that contains a
relatively high concentration
of ozone, that exists within the stratosphere. As you learned in
3. �Geograph110_6_Greenhouse Effect III�, ozone in the
stratosphere absorbs mainly
incoming shortwave energy. This is good for us because the
ozone layer blocks ultra
violet light and other shortwave energy that are harmful to
living organisms. This
absorbed incoming energy keeps the stratosphere warmer with
increases in altitude.
The Atmosphere Screens Earth from Harmful Solar Radiation
Shorter wavelength
gamma and X-ray
radiation and large
amounts of infrared
radiation are
completely absorbed
by the atmosphere.
The ozone layer
absorbs the most
harmful ultraviolet
wavelengths. Only
radio waves, visible
light, and some
ultraviolet radiation
reach Earth�s surface
4. relatively unimpeded.
Portion of the electromagnetic spectrum
A schematic image showing incoming and outgoing radiation
and their interference
within the atmosphere. Purple bars represent incoming
shortwave energy and red
bars are outgoing longwave energy. As you can see, the
majority of shorter
wavelength energy is absorbed within the atmosphere and never
reaches the
surface. Also, part of the outgoing back radiation is absorbed in
the atmosphere
due to greenhouse gases.
Solar Radiation
Infrared radiation: Wavelengths longer than 780 nm.
Quickly absorbed and converted to heat in the upper few meters
of a body of
water.
Ultraviolet radiation: (< 380 nm)
Forms only a small fraction of total radiation.
Usually rapidly scattered and absorbed, except in the clearest
body of water.
Visible spectrum :(400-700nm)
� Penetrates deeper into the sea.
5. ParJcularly important for
animals with vision.
� Approx. the same wavelength
as used by plants for
photosynthesis, so oLen called
photosyntheJcally acJve
radiaJon (PAR).
Absorption
Spectra of
Greenhouse Gases
The shapes of the
blackbody
spectra of Earth
and the sun
Percentage of
radiation
absorbed through
the atmosphere
Here is a re-cap of what we leaned:
6. • The radiation emitted by a blackbody has a characteristic
wavelength
distribution that depends on the body’s absolute temperature
(the Earth’s
blackbody radiation = infrared wavelength).
• “Percentage of radiation absorbed through the atmosphere”,
absorption of
100 % means that no radiation penetrates the atmosphere. CO2,
O3, N2O,
CH4, H2O are the media that absorb associated wavelength
energy – and we
now know that these media are called greenhouse gases!
Outgoing spectrum of the Earth
with an atmosphere
This figure shows the Blackbody spectrum for objects with
temperatures
ranging from 300 K (surface temperature) on a hot summer day,
down to 220
K, about the coldest it gets in the atmosphere, up near the
troposphere at
about 10-km altitude. The jagged-looking curve (denoted as
“Atmosphere”) is
a model-generated spectrum of infrared light escaping to space
from the top
of the atmosphere. This is jagged-looking, because CO2, water
vapor, ozone,
7. and methane absorb specific wavelengths of outgoing energy
emitted from
the ground.
MODTRAN MODEL
Please visit the following interactive Modtran Model site,
developed by David Archer
of Chicago University to explore the Earth’s outgoing spectrum.
hGp://climatemodels.uchicago.edu/modtran/
http://climatemodels.uchicago.edu/modtran/
So what would the Earth’s surface
temperature look like from space if
the Earth had no atmosphere?
Outgoing spectrum of the Earth
With an atmosphere
270 K
Without an atmosphere, more energy will be radiated due to an
absence of
the greenhouse effect. In fact, the outgoing spectrum will look
like a
blackbody spectrum at 270 K (= -3 C�, 26.6 F), between the
8. 260 K and 280 K
spectra shown in this figure.
Greenhouse Effect
What is the hottest planet in the solar system?
H2, He, O2
CO2, N2, H2O, SO2
The ho&est planet in the solar system?
Mercury – closest to the Sun – is not the ho&est. Very thin
atmosphere composed of
H2, He, O2 - no greenhouse gases. The temperature is 426C
during the day, -173C in
the shadow.
The atmosphere of Venus is very thick. It is composed of CO2
gas (96%), with some
nitrogen (3%) and a very small amount of water vapor
(0.003%). Venus also has a
thick layer of sulfuric acid clouds. Although Venus is much
further away from the
Sun, due its thick atmosphere made up of greenhouse gases,
Venus remains the
same temperature no ma&er where you go on the plant; at the
North Pole, day or
night: 461C
Mercury is hot, but Venus is ho&er (greenhouse effect)!
10. What difference can a reform make? That’s a timely question in
the United States
today. Many previous victories of progressive social movements
now face mortal threat
from determined opponents, among them the Voting Rights Act
of 1965 and the
right of workers to organize collectively, to select just two. The
fiftieth anniversary of
the Civil Rights Act of 1964 offers historians an opportunity to
remind the public of
how a legislative milestone, even one containing many
compromises, improved the
quality of life for millions of ordinary Americans and ennobled
our culture. Rather
than minimize the significance of the law, as some are wont to
do, scholars should
highlight the vast advances it enabled — while also drawing
attention to the obstacles
that kept it from achieving its full promise.
The Civil Rights Act of 1964 is one of the premier legislative
victories of
American social movements; it also illuminates how a historic
reform can advance
activism and alter movement strategy. The product of long
struggle by African
Americans and progressive white allies, particularly Jewish
activists, the bill addressed
many areas of public life. It sought to end segregation and
discrimination in are-
nas including workplaces, courts, polls, government agencies,
municipal facilities,
schools, and public accommodations such as restaurants, motels,
and transportation.
The Supreme Court’s Brown v. Board of Education decisions
had no bite, for exam-
11. ple, until the civil rights act added teeth. Its Title VI, w hich
enabled the withdrawal
of federal funds from districts that continued to discriminate,
sparked the first school
desegregation efforts that went beyond tokenism.
But the section of the act that prohibited discrimination on the
job — Title
VII — had the most far-reaching and enduring impact. Civil
rights activists had made
fair employment legislation their top legislative priority for two
decades after Con-
gress, cowed by an alliance of southern segregationists and
northern business interests,
failed to continue the World War II Fair Employment Practices
Committee won by
labor leader A. Philip Randolph’s March on Washington
movement. The combined
power of these potent enemies of labor rights and racial reform
defeated dozens of
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L A
BO
R 1
1. 3
20
12. postwar efforts to prevent employment discrimination and made
Title VII the most
hotly contested element of this hard-won act. It passed only
after a historic 534-hour
filibuster.
Today few remember what a radical achievement this was.
Indeed, without
Lyndon Johnson’s singular legislative genius, it would not have
passed. The act ele-
vated human rights above property rights in America for the
first time since eman-
cipation ended slavery without compensation to those who
owned and traded men,
women, and children. Property rights had trumped all other
claims from the defeat
of Reconstruction through the New Deal, owing to the Supreme
Court’s interpre-
tation of the Fourteenth Amendment to protect corporate
personhood rather than
actual African American persons. Where discrimination was
concerned, property
owners continued to reign all powerful in national law until
1964. Corporations and
other employers were free to refuse to consider African
Americans, Jews, Latinos,
Asian Americans, and women of all backgrounds for any or all
jobs.
The extent of the change can be gauged by the vitriol of the
act’s opponents.
The southern segregationists and right-wing business interests
who were joining
together in the nascent conservative movement fought hard to
defend, as some put it,
“the precious right to discriminate.” They were losing a power
13. they had long taken
for granted as vouchsafed to them by the “original intent” of the
Constitution. Out-
raged, many came together in a quest to take over the party of
Lincoln and remake
it in their image. In the wake of the passage of the civil rights
act, they rallied to the
1964 presidential candidacy of Arizona Republican US Senator
Barry Goldwater,
the anti-union, free-market apostle who said in explanation of
his vote against the
legislation, “Our right of property is perhaps our most sacred
right.”1
Much to the horror of such opponents, the civil rights act
heralded a new
America. The federal government now affirmed a commitment
to end discrimi-
nation and provided tools for aggrieved citizens to secure equal
opportunity. They
could file complaints with the new Equal Employment
Opportunities Commission
(EEOC) and sue employers for violating their right to fair
treatment. The movement
organizations that fought for the reform’s passage helped them
to do so. The legend-
ary labor secretary of the National Association for the
Advancement of Colored Peo-
ple (NAACP), Herbert Hill, reminded the organization’s
branches that “Title VII is
not self-enforcing,” as he traveled the country to teach black
workers about this new
resource and how they could use it to fight discrimination.
Public officials were wholly unprepared for the number of
complaints workers
14. filed: some nine thousand in the EEOC’s first year, which
climbed to seventy-seven
thousand by 1975. “It was difficult to do anything before the
Civil Rights Bill was
passed,” explained a North Carolina worker; “there wasn’t
anything to do, you were
scared to talk.” But with it, he and other workers filed not just
complaints but ulti-
1. For a fuller account of all the processes described here and
the sources for quotations in the text, see
Nancy MacLean, Freedom Is Not Enough: The Opening of the
American Work place (Cambridge, MA: Har-
vard University Press, 2006).
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M a c L e a n / T h e C i v i l R i g h t s A c t o f 19 6 4 : T
h e D i f f e r e n c e a L a w C a n M a k e 21
mately class-action lawsuits — another new departure from the
old legal regime,
which empowered collective action in the courts as never
before. Between 1965 and
1971, more than twelve hundred such lawsuits were filed
against what one attorney
called “labor apartheid.” When they won costly back-pay
settlements, corporations
began adopting more proactive efforts at inclusion. The new
climate created by pas-
sage of the act also gave a boost to the decades-old effort to end
15. discrimination by fed-
eral contractors, which led to potent and effective affirmative
action remedies. These
combined measures enabled black workers to gain access to
once-closed employment
and promotion as never before, even in some industries as
recalcitrant as southern
textiles, long lily-white.
As it enabled victims of racial and religious discrimination to
challenge
wrongdoing, Title VII of the act also empowered American
women as nothing had
since 1920, when they won the right to vote after more than
seventy years of strug-
gle. Contemporary women activists were most focused on
workplace matters, and
Title VII provided them with an unprecedented lever for change.
They used it with
an alacrity and ingenuity that took all observers by surprise.
The prospect of equal
employment — and the EEOC’s initial reluctance to act on sex
discrimination — gave
rise in 1966 to the largest and most lasting organization of the
new women’s move-
ment, the National Organization for Women (NOW). Over the
next few years
its members lobbied government, sued in court, and organized
at the grass roots
throughout the country to win fair treatment for women in every
line of work from
the skilled trades to the professions. They pried open door after
door long slammed
in women’s faces — among them, tenured faculty positions in
the nation’s colleges and
universities. Led by African American visionaries such as Pauli
16. Murray and Eleanor
Holmes Norton, feminists increasingly allied with civil rights
groups in legal coali-
tions to end racial and gender discrimination. They also
broadened understanding
of the nature of discrimination, as evidenced by the Supreme
Court’s recognition of
sexual harassment as illegal employment discrimination in
1985.
The civil rights act also encouraged Mexican American activis ts
to rethink
their strategies of empowerment. “Whether Mexicans are whites
or people of color,”
the veteran activist Bert Corona observed near the time of its
passage, “has been a
thorny issue for years.” The issue was above all a political one:
whether to form coa-
litions with African Americans, in particular, on the basis of
nonwhite identity or
pursue advancement through assimilation and respectability, as
white immigrants
from Europe had. The legal construction of race prior to the
Civil Rights Act of 1964
encouraged Mexican Americans to lay claim to whiteness in
order to have any hope
of escaping discrimination. The 1848 Treaty of Guadalupe
Hidalgo had effectively
made Mexicans in US territory “white” by recognizing them as
citizens at a time
when naturalization law made whiteness a prerequisite of
citizenship. As a result, for
more than a century, Mexican Americans’ main line of defense
against being subject
to the same abysmal treatment as African Americans was to
hold the US government
17. accountable for treating them as “white,” sometimes with
backing from the Mexican
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government. As long as discrimination against minorities was
legal, this leverage was
their only hope of protection. By providing better tools to battle
discrimination, the
1964 act enabled Mexican Americans to pursue a strategy that
was also more likely
to lead to cooperation with other minorities. Changing the legal
ground on which
Mexican American and African American political activists
encountered one another
created new possibilities for national and local alliances to
advance progressive poli-
tics more generally.
These wide-ranging efforts, in turn, enabled others. The rights
struggles of
lesbian, gay, bisexual, transgendered, and queer (LGBTQ)
Americans and of peo-
18. ple with disabilities built on the groundwork laid by the civil
rights act, as activists
in these causes emulated the arguments and tactics of African
Americans, Mexican
Americans, and women of all groups. The passage of the 1990
Americans with Dis-
abilities Act, the opening of the military to lesbians and gay
men, and the prospect of
marriage equality all would have been unthinkable without the
passage of the civil
rights act and the transformation in culture it expressed and
furthered.
It is a truism among political scientists and legal scholars that
reforms have
about a fifteen-year window to do their work before their
opponents find ways to
circumvent them. That was true — with uncanny precision — of
the civil rights act.
Advocates of equal employment made significant headway right
through the 1970s,
when both racial and sex segregation on the job broke down as
never before, but
the effort ground to a crawl after the election of Ronald Reagan
to the presidency in
1980. Reagan was a movement conservative who first came to
national attention for
the powerful 1964 speech he gave in support of Barry
Goldwater, the only Republi-
can senator to have voted against the civil rights act and the
spokesman for the effort
to drive moderates from the GOP. Once in office Reagan’s
people set about systemat-
ically undermining the fight against discrimination, from
underfunding the agencies
charged with ending it, to appointing leaders hostile to their
19. missions, to backing and
even soliciting “reverse discrimination” lawsuits designed to
roll back previous legal
victories. After 1980, nearly all studies find a cessation of black
advances in particular.
The tougher atmosphere for equal employment advocates after
1980 was
not simply due to conservative opposition, even as that should
never be understated
because it was continuous and increasingly powerful over time.
One challenge was
that Title VII’s supports and companion measures weakened
gravely over the years.
The law was never envisioned as a panacea; most activists saw
it as part of a larger
toolkit to create greater fairness in American life. The labor
movement, the nation’s
prime force for economic justice, was at its peak strength during
the fight for the civil
rights act, in which it played an indispensable role. Since then,
however, its members
have seen their power chipped away by economic change, fierce
employer opposition,
weak leadership, waning liberal commitment to trade unions,
and the effective loss
of the right to strike. The mass membership advocacy groups
that helped win and
enforce the act in its first decade — preeminently the NAACP,
the American Jew-
ish Committee, and NOW — are also weaker and less attentive
to workplace and
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working- class issues.2 So, too, are the liberal religious bodies
that proved so pivotal in
lobbying for the civil rights act and helping to create a far -
reaching values-based con-
sensus against discrimination.3
The economy itself was also a big challenge: after the mid-
1970s, it altered in
ways that were only barely visible in 1964. Then, manufacturing
still dominated the
economy. In unionized sectors such as auto, steel, and
meatpacking, workers with
a high school education or less might find jobs that paid living
wages and provided
health care and pensions. Some activists, particularly labor
activists, understood in the
1960s the threat that “automation” posed to the unskilled;
leaders such as A. Philip
Randolph enlisted it in their case for the complementary remedy
of full-employment
legislation. However, no one could foresee how radically the
prospects for all workers
have worsened as corporations shifted production overseas and
the low-wage service
industry has come to generate most new job openings. So, too,
contingent work has
spread, as employers have shirked the kinds of defined-benefit
pensions and health-
care commitments that were common in the civil rights era. The
21. race to the bot-
tom in private employment, in turn, is affecting the public
sector, long the beacon of
black advance, as politicians decry the “advantages”
government workers now have,
by default, and seek to cut their jobs and benefits.
These changes in political economy — economic restructuring
in a context
of weakening working-class power and conservative
ascendency— confront today’s
activists with trials more daunting than those of fifty years ago.
America’s surging
inequality, unmatched in the industrialized world, is surely the
biggest issue. How to
make work pay and create more economic security for all? How
to address the large
numbers exiled from a shrinking labor force and consigned, in
effect, to incarcera-
tion? How to provide young people from impoverished
communities with the quality
of education they need for today’s world? How to reduce the
stranglehold the wealth-
iest 1 percent now have on our democracy, a grip that has
rendered it dysfunctional?
The answers are not obvious, given the balance of class power
in American life today.
So, in the end, how should we assess Title VII and the larger
Civil Rights Act
of 1964? Some observers will point to how the legislation fell
short: the limitations
put in to win passage; the groups to whom it offered no
protection, such as domes-
tic workers, those in small workplaces, and undocumented
workers; its incomplete
22. fulfillment of its core promise of an end to discrimination; its
weakening applica-
tion over time; and its incapacity to address today’s most
profound political-economic
challenges.
This is where a historical perspective has so much to contribute,
because all
of this can be true enough — and yet, the overall achievement
still formidable. Those
2. See, for example, Dara Strolovitch, Affirmative Advocacy:
Race, Class, and Gender in Interest Group
Politics (Chicago: University of Chicago Press, 2007).
3. See James Findlay, Church People in the Struggle: The
National Council of Churches and the Black
Freedom Movement, 1950–1970 (New York: Oxford University
Press, 1993), and Robert Wuthnow, The
Restructuring of American Religion (Princeton: Princeton
University Press, 1998).
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23. who designed the US Constitution put powerful roadblocks in
the way of significant
reform that might challenge property rights, among them states’
rights and the over-
representation of rural interests in the Senate and the Electoral
College. Politicians
later added still more obstacles, such as the filibuster and
seniority as a basis for com-
mittee chairmanships. Recall, too, that the Civil Rights Act of
1964 passed before the
Voting Rights Act of 1965 ended the racial dictatorship that
passed for democracy in
the states of the former Confederacy.
Given all this, the audacity and accomplishment of the activists
who won this
landmark law and enhanced its capacity through their creative
application of it are
what stand out the most to me. They opened the nation’s
workplaces to all as never
before. In the process, they created a national consensus that
employment discrimi-
nation is wrong — a consensus now so powerful that even the
most right-wing aspi-
rants for office dare not openly advocate it as so many did,
routinely, fifty years ago.
However much remains to be done, those are transformations to
be savored. In this
era of pervasive cynicism, citizens need to know what a
difference a hard-won reform
can make.
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25. organizational cohe-
sion descended from the civil rights movement. It is far from
clear that the same or
similar approaches can be effective in confronting racial and
class inequalities in the
twenty-first century.
The role of political mobilization was important from the
beginning. Early
drafts of the Kennedy administration’s civil rights bill did not
even include a fair
employment section, perhaps because the issue was already
being addressed by the
President’s Commission on Equal Employment Opportunity
(overseeing compliance
by federal contractors under John F. Kennedy’s 1961 executive
order) and by voluntary
efforts under the Plans for Progress program launched in the
same year. This omis-
sion was reversed in response to vigorous lobbying by several
groups allied in the civil
rights coalition. These advocates well understood that progress
under existing pro-
grams was painfully slow at best. Although the resulting act
prohibited employment
discrimination on the basis of race or color (as well as religion,
sex, and national ori-
gin), many contemporary observers expected little of
significance from Title VII. Not
only did the text contain glaring loopholes (such as protection
for “bona fide” seniority
or merit systems), but the newly created Equal Employment
Opportunity Commis-
sion (EEOC) had limited powers of enforcement. Because the
EEOC could neither
issue “cease-and-desist” orders nor initiate lawsuits, it was
26. described by discrimination
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expert Michael Sovern in 1966 as a “poor, enfeebled thing . . .
[with] the power to con-
ciliate but not to compel.”1
Nonetheless, passage of Title VII had a galvanizing effect on
black job seek-
ers. Emboldened by a sense of legal standing (as well as
strength in numbers), black
men and women began to apply for jobs in the southern textiles
industry from which
they had long been excluded. The EEOC actively encouraged
this assertiveness.
Although textile firms initially resisted and dragged their feet,
within a few years
they came to see the advantages of an expanded labor supply.
The New York Times
reported in 1969: “Virtually all of the large [textile] companies
have begun to preach
a doctrine of equal, color-blind employment.”2
27. Outside of textiles, progress was slower and more litigious, as
workers invoked
Title VII to challenge segregated “lines of progression.” In the
higher paying paper
industry, many applications for job transfers were filed almost
immediately after the
act came into effect on July 2, 1965. When the transfers were
not approved, workers
sued, supported by the National Association for the
Advancement of Colored People
(NAACP) Legal Defense Fund. In a landmark 1968 case, the US
Justice Department
sued Crown-Zellerbach, a major paper employer based in
Bogalusa, Louisiana, along
with its leading union. The outcome was a court determination
that even a super-
ficially neutral seniority system could be illegal if it hindered
rectification of long-
standing barriers to black advancement opportunities. This
decision led in turn to the
Jackson Memorandum of 1968, negotiated by the Office of
Federal Contract Compli-
ance, in which International Paper and its southern unions
accepted the principle that
blacks could advance to their “rightful place” on the
companywide seniority ladder.3
Another landmark decision was Griggs v. Duke Power (1971),
which estab-
lished the “disparate impact” test for discrimination in
promotion criteria. On March
1, 1966, fourteen janitors from the all-black Labor Department
at Duke Power’s Dan
River plant signed a letter of complaint about the absence of
promotion opportuni-
28. ties. The letter requested “promotion [for janitors] when
vacancies occur” into any of
four specified job classifications. The instigator, a former
tobacco sharecropper named
Willie Boyd, had been active in the NAACP for years and
closely followed passage
of Title VII. The company informed the men that standards were
being raised and
that they were welcome to take the test required for promotion.
The group then for-
warded their complaint to the EEOC, which tried to resolve the
matter through con-
ciliation. When this effort also proved fruitless, the workers
turned to the NAACP
Legal Defense Fund, which assisted them in filing suit on
September 9, 1966. After
setbacks in appeals courts, the Supreme Court ruled
unanimously — five years after
the initial complaint — that tests having a disparate impact on
minorities could be
1. Timothy J. Minchin and John A. Salmond, After the Dream:
Black and White Southerners since 1965
(Lexington: University Press of Kentucky, 2011), 75.
2. Roy Reed, “Industry in South Was Negro Labor,” New York
Times, May 19, 1969.
3. Timothy J. Minchin, The Color of Work: The Struggle for
Civil Rights in the Southern Paper Industry,
1945–1980 (Chapel Hill: University of North Carolina Press,
2001).
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invalid regardless of intent, unless shown to be demonstrable
measures of job perfor-
mance. As a result of the decision, the high school graduates in
Duke’s Labor Depart-
ment were promoted, and education and testing requirements
were waived for the
others. Willie Boyd ultimately became the first black supervisor
over white men at
the Dan River plant.4
More fundamentally, Griggs and related rulings gave new
credibility to EEOC
guidelines and impelled a much more thoroughgoing change
than firms had antici-
pated. Veteran labor lawyer and legal scholar Alfred W.
Blumrosen writes: “Griggs
infused Title VII with extraordinary power. . . . Without
Griggs, the statute might
have warranted little more than a text note in law case courts.”
Citations to the case in
federal courts rose steadily through the 1970s, reaching a peak
in 1980 before declin-
ing in the next decade. The Griggs principle went well beyond
what could have been
predicted in 1964, but as Blumrosen concludes: “There was no
‘plain meaning’ to
Title VII.”5 It acquired specific meaning only through the
ongoing efforts of work-
ers, activists, and lawyers, supported by the courts. Congress
30. added to the impact by
passing the Equal Employment Opportunity Act of 1972, finally
giving litigation
power to the EEOC and extending Title VII coverage to state
and local governments.
Did this extended struggle to make Title VII operational have
any signifi-
cant effect in the real world? Emphatically yes. Figure 1
displays the black share of
white-collar and blue-collar occupations by region, as compiled
from EEO-1 reports
from large employers. The picture clearly shows a sharp upward
surge in black occu-
pational status after 1965, in all regions but especially in the
South. Prior to the act,
black occupational shares were increasing slowly in the North
and West (from 1950
and perhaps earlier, according to US Census Bureau figures) but
stagnant or declin-
ing within the South. Thus the strong positive growth in
southern states after 1965
seems clearly attributable to Title VII.
Most early gains were in southern blue-collar occupations. The
South was a
tempting target for Title VII, because discrimination was
perpetuated there through
explicit segregation systems. Most of these were dismantled
between 1965 and 1980,
with significant benefits for black southerners. James Heckman
and his collaborators
show that relative black income gains during this era were
overwhelmingly southern,
reflecting primarily a shift from “laborer” into higher-paying
“operative” and “crafts-
31. man” positions.6 Advances were not limited to the South, but
elsewhere progress
slowed to a crawl after 1980, roughly coincident with the
drastic cutbacks in funding
4. Robert Samuel Smith, Labor and Civil Rights: Griggs versus
Duke Power and the Struggle for Equal
Employment Opportunity (Baton Rouge: Louisiana State
University Press, 2008).
5. Alfred W. Blumrosen, “The Legacy of Griggs: Social
Progress and Subjective Judgments,” Chicago-
Kent Law Review 63 (1987): 1–3; and Modern Law: The Law
Transmission System and Equal Employment
Opportunity (Madison: University of Wisconsin Press, 1993),
337.
6. Richard J. Butler, James Heckman, and Brook Payner, “The
Impact of the Economy and the State
on the Economic Status of Blacks,” in Markets in History, ed.
David Galenson (Cambridge: Cambridge Uni-
versity Press, 1989); and John J. Donohue III and James
Heckman, “Continuous versus Episodic Change:
The Impact of Civil Rights Policy on the Economic Status of
Blacks,” Journal of Economic Literature 29
(1991): 1603–43.
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and staffing at the EEOC and the Office of Federal Contract
Compliance Programs
at that time.
What is perhaps most surprising is that growth in the black
share of
white-collar employment continued long after the post-1980
political transition, but
almost exclusively in the South. We do not yet know all of the
reasons for this pattern,
but the list of likely contributing factors includes long-term
gains in black educational
attainment, economic growth in southern cities with large black
populations and
political representation, “networks effects” associated with
historically black southern
communities, and the impact of black representation in
corporate management on
recruitment and retention of new black employees.7 We can say
with more confidence
that these gains were not driven by increasingly forceful
applications of Title VII to
private employers in the South, because, with rare though
important exceptions (such
as Texaco and Coca-Cola), racial employment discrimination
cases sharply declined
relative to other types of employment issues as of the 1980s.8
7. Zoë Cullen and I are currently engaged in a study addressing
this question, drawing on EEOC data.
33. 8. John J. Donohue III and Peter Siegleman, “The Changing
Nature of Employment Litigation,”
Stanford Law Review 43 (1991): 983–1083; and “The Evolution
of Employment Discrimination Law in the
1990s,” in Handbook of Employment Discrimination Research,
ed. Laura Beth Nielsen and Robert L. Nelson
(Dordrecht, the Netherlands: Springer 2005).
Figure 1. Black share of white-collar and blue-collar
occupations, south and elsewhere, 1966–2009.
Source: EEOC EEO-1 reports. Observations for 1966–70 are
taken from the annual EEOC publication
Job Patterns for Minorities and Women in Private Industry.
Blue-collar occupations include both
operative and skilled crafts, excluding laborer and service jobs.
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What then are we to make of the legacy and current status of
Title VII in
light of this brief historical survey? The legislation was clearly
prompted by the race
issue, and in this realm, it has been a great success, generating
lasting gains for Afri-
can Americans through major reductions in racial exclusions
and inequities, with few
signs of significant inefficiencies in the process. But even
34. during the era of its great-
est achievements, and certainly since then, Title VII has been
soaked in paradox: it
prohibits discrimination on the basis of race or color, yet
progress has not come pri-
marily from ignoring race but by taking race systematically into
account. Title VII’s
main accomplishments have occurred in a region where racial
consciousness remains
strong. The uneasy partnership between universalist rhetoric
and race-conscious
mobilization has been historically productive, but it is difficult
to see this same for-
mula as the major vehicle in current and future struggles against
economic inequal-
ity. Racial prejudice and subtler forms of discrimination no
doubt continue, but they
have been overwhelmed by structural changes in the US labor
market that could not
have been foreseen in 1964.
The principles of Title VII are still important and should clearly
be retained.
They were effectively extended to women in the original
legislation and by subse-
quent court ruling to sexual harassment. Later legislation
extended protected status
to age, pregnancy, and disabilities, and we may soon see a
further extension to sexual
orientation. Individuals in all of these categories deserve
protection against discrim-
ination in employment and on the job. But with a majority of
the labor force now
in protected status, Title VII can hardly serve as the basis for
the racial, ethnic, and
gender- based coalition that our times require.
35. Antidiscrimination laws will not raise
the living standards or life prospects of large numbers of low -
income Americans, as
they did during the civil rights era.
It should not be discouraging to acknowledge that reform
strategies that were
effective in one historical era do not carry over readily to
another time. We can still
look to history for inspiration. In building coalitions across
racial, ethnic, and gen-
der lines, we can hardly do better than to draw upon the
inclusive values of the civil
rights movement.
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History 167cb
Capitalism and Class
Instructor: Nelson Lichtenstei n
Five Page Paper Due February 28, 2022
36. Write a five-page paper seeking to answer the following
questions.
1.To what degree did the emergence of a large union movement
in the middle decades
of the 20th century advance the civil rights and general
economic well-being of
African-Americans and Latina/os during those same decades. To
what extent did these
new unions and the new laws that helped sustain them prove
problematic for the civil
rights movement; and conversely, to what degree did the
emergence of a powerful
“rights consciousness” in the 1960s and afterward diminish the
appeal of trade unionism
and collective bargaining? Consider the nature of the Wagner -
era labor law and also
that of the civil rights laws enacted in the 1960s.
Create an argument and back it up with examples from the
readings and the lectures.
Use more than one source from the various assigned readings.
The paper is due on
Gauchospace at 11 p.m. on February 25. Double space and put
footnotes at the bottom
of the paper.
A successful essay demonstrates an understanding of the
arguments put forward by the
author of the books and essays you have read and chosen to cite.
But avoid long
quotations and instead use example and narrative, mainly in
your own words, to explain
the meaning of the historians or historical figures you have
read. And of course, if you
37. think the authors or sources disagree on some points, tell us that
as well. Indeed,
understanding such conflicts of interpretation should make for a
very good essay.
Do not use social science notation! Instead use the kind of
footnotes or endnotes that
the author of State of the Union deploys.