Interpreting Climagraphs (24 pts)3)Based on your group ass.docx
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Interpreting Climagraphs (24 pts) 3) Based on your group assessment of the newly discovered planet’s climate, NASA decides to land surface probes on the planet. The probes landing locations are determined by NASA officials (see Map 1 ). After a year of data collection they provide you with enough information to form climagraphs for each location. Analyze the probe data on from each landing site. This data includes information of temperature and precipitation in climagraph form. Additional probe data for annual precipiatation, temperature and evapotranspiration (POTET) is also included in Table 2 . Using Map 1 , individual probe data , Table 2 and the handout on Köppen classification, answer each of the following questions for each probe (12 points) . A) Based on the probe data which Köppen climate appears at the landing site? B) Do these observations match your speculations in the climate regionalization in Lab 4 at this site? C) What geographic factors might explain any differences between your speculative genetic regionalization and your field observations from the probes? Note: At least one climagraph is totally irregular and does not match any Köppen climate. Question our initial assumptions about the planet! Probe 1 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 2 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 3 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 4 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 5 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 6 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 7 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 8 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 9 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 10 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 11 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 12 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: 4) A press conference is held about the data from the surface probes on Tau Ceti 3. Answer the following questions (write out in complete sentences!). Be sure to address location in terms of latitude and position on the relevant landmass. A) Which probe site has the lowest mean annual temperature ? Is this expected or unexpected given its location? Briefly explain why. (1 pt) B) Which probe site has the highest monthly temperature ? Is this expected or unexpected given its location? Briefly explain why. (1 pt) .
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1 GEOG 1112 Lab 4 Insolation and Net Radiation .docx
1
GEOG 1112
Lab 4 Insolation and Net Radiation
Due: 11:59pm, Sept. 12, 2015
Please type your answers in Word, and print out the blank graphs, and draw the graphs by
hand, and then scan the completed graphs (or take pictures of your answers if you don’t have
a scanner) as images. And then insert the images into the Word file. Submit it to the folder of
Lab 4 in the Dropbox on the homepage of the course on D2L in the following format:
If Mary Smith is submitting lab 4, please name the file as MarySmith_lab4.doc.
Purpose
The purpose of this lab is for you to understand annual cycle of insolation and daily cycle of
net radiation.
Background
Insolation is the amount of solar radiation that reaches the earth surface. The annual cycle of
insolation at a given location on the globe depends on two factors: (a) the latitude at which the
observer is located and (b) the sun’s changing angle above the horizon at noon, which is caused
by the movement of subsolar point.
Net radiation is the difference between incoming and outgoing flows of solar radiation. The
daily cycles of net radiation at a given location on the global depends on the changing incoming
and outgoing flows of radiation in the course of a day. It is called radiation surplus when
incoming radiation is larger than outgoing; It is radiation deficit when outgoing larger than
incoming. Air temperature change is associated with the change in net radiation.
Assignment
1 The Annual Cycle of Insolation
(1) Table 1 gives the latitude of the subsolar point at ten-day intervals throughout the year. Plot
theses points on the blank graph (A) and connect them with a smooth curve. (10 points)
(2) Table 2 gives the intensity of insolation at various latitudes throughout the year. Plot these
monthly values for the following latitudes: 0°, 20°N, 40°S, 60°N, 90°N on the blank graph
(B). Enter the data point in the middle of the month as shown on the partially drawn line for
60°N. Connect the points with a smooth curve and label the latitude. (20 points)
2
Table 1 The latitude of subsolar point throughout the year
Table 2 Insolation throughout the Year (one unit is 889 gram calories per square
centimeter)
Date Subsolar Point Date Subsolar Point
3
S
u
b
so
la
r
P
o
in
t
4
(3) Study the insolation curves in relation to the annual curve of the subsolar point.
Compare times of maximum and minimum values at 60°N and 40°S. Explain how these two
curves differ in timing. (10 points)
(4) Explain how the maximum and minimum of insolation at the equator are related to the
curve of the subsolar point. (10 points)
(5) Compare the insolation curves of 20°N and 90°N. Explain how these two curves differ
in timing. (10 points)
su
b
so
la
r
p
o
in
t
5
2 The Daily Cycle of Net Radiation
(1) Table 3 gives the net radiation at the ground and air temperat ...
Evidence for a_spectroscopic_direct_detection_of_reflected_light_from_51_peg_b
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Keppler, Lydia: Reconstructing sub-surface Dissolved Inorganic Carbon from ob...
Keppler, Lydia: Reconstructing sub-surface Dissolved Inorganic Carbon from ob...Integrated Carbon Observation System (ICOS)
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2) The mean amplitude of the surface seasonal cycle in DIC is estimated to be 13 μmol/kg, with maxima occurring in austral spring and minima in austral autumn.
3) Estimates of net community production in summer indicate a drawdown of 1.3±0.9 petagrams of carbon, with most removal occurring north of the Antarctic Circumpolar Current.
4) Preliminary results suggest inter-annual variability in DIC is dominated by an anthropogenic trend, strongest in ocean uptake regions between 35-55°S.Changes in the atmosphere
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2) Regional temperature changes are often larger than global averages, with greater warming at northern high latitudes and Arctic regions.
3) Satellite and weather balloon data also indicate warming of the lower troposphere and cooling of the lower stratosphere.
4) Atmospheric levels of greenhouse gases like carbon dioxide and methane have risen substantially since the industrial revolution due to human activities like fossil fuel burning
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- Atmospheric modeling found water to be the dominant absorber influencing the phase-resolved emission spectra. The data showed large day-night temperature variations at all measured altitudes and a monotonically decreasing temperature with pressure.
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This document discusses the Soil Moisture Active Passive (SMAP) mission and its objectives to map global soil moisture and freeze/thaw state using L-band radar and radiometer instruments. It describes how SMAP measurements will improve understanding of links between terrestrial water, energy and carbon cycles. It also outlines the development of a Level 4 carbon product that will estimate land-atmosphere carbon exchange using SMAP and ancillary data as inputs to models.
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1 GEOG 1112 Lab 4 Insolation and Net Radiation .docx
1
GEOG 1112
Lab 4 Insolation and Net Radiation
Due: 11:59pm, Sept. 12, 2015
Please type your answers in Word, and print out the blank graphs, and draw the graphs by
hand, and then scan the completed graphs (or take pictures of your answers if you don’t have
a scanner) as images. And then insert the images into the Word file. Submit it to the folder of
Lab 4 in the Dropbox on the homepage of the course on D2L in the following format:
If Mary Smith is submitting lab 4, please name the file as MarySmith_lab4.doc.
Purpose
The purpose of this lab is for you to understand annual cycle of insolation and daily cycle of
net radiation.
Background
Insolation is the amount of solar radiation that reaches the earth surface. The annual cycle of
insolation at a given location on the globe depends on two factors: (a) the latitude at which the
observer is located and (b) the sun’s changing angle above the horizon at noon, which is caused
by the movement of subsolar point.
Net radiation is the difference between incoming and outgoing flows of solar radiation. The
daily cycles of net radiation at a given location on the global depends on the changing incoming
and outgoing flows of radiation in the course of a day. It is called radiation surplus when
incoming radiation is larger than outgoing; It is radiation deficit when outgoing larger than
incoming. Air temperature change is associated with the change in net radiation.
Assignment
1 The Annual Cycle of Insolation
(1) Table 1 gives the latitude of the subsolar point at ten-day intervals throughout the year. Plot
theses points on the blank graph (A) and connect them with a smooth curve. (10 points)
(2) Table 2 gives the intensity of insolation at various latitudes throughout the year. Plot these
monthly values for the following latitudes: 0°, 20°N, 40°S, 60°N, 90°N on the blank graph
(B). Enter the data point in the middle of the month as shown on the partially drawn line for
60°N. Connect the points with a smooth curve and label the latitude. (20 points)
2
Table 1 The latitude of subsolar point throughout the year
Table 2 Insolation throughout the Year (one unit is 889 gram calories per square
centimeter)
Date Subsolar Point Date Subsolar Point
3
S
u
b
so
la
r
P
o
in
t
4
(3) Study the insolation curves in relation to the annual curve of the subsolar point.
Compare times of maximum and minimum values at 60°N and 40°S. Explain how these two
curves differ in timing. (10 points)
(4) Explain how the maximum and minimum of insolation at the equator are related to the
curve of the subsolar point. (10 points)
(5) Compare the insolation curves of 20°N and 90°N. Explain how these two curves differ
in timing. (10 points)
su
b
so
la
r
p
o
in
t
5
2 The Daily Cycle of Net Radiation
(1) Table 3 gives the net radiation at the ground and air temperat ...
Evidence for a_spectroscopic_direct_detection_of_reflected_light_from_51_peg_b
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Keppler, Lydia: Reconstructing sub-surface Dissolved Inorganic Carbon from ob...
Keppler, Lydia: Reconstructing sub-surface Dissolved Inorganic Carbon from ob...Integrated Carbon Observation System (ICOS)
1) The document reconstructs sparse dissolved inorganic carbon (DIC) observations in the Southern Ocean using a neural network mapping method.
2) The mean amplitude of the surface seasonal cycle in DIC is estimated to be 13 μmol/kg, with maxima occurring in austral spring and minima in austral autumn.
3) Estimates of net community production in summer indicate a drawdown of 1.3±0.9 petagrams of carbon, with most removal occurring north of the Antarctic Circumpolar Current.
4) Preliminary results suggest inter-annual variability in DIC is dominated by an anthropogenic trend, strongest in ocean uptake regions between 35-55°S.Changes in the atmosphere
This document summarizes data from multiple scientific organizations on trends in global surface air temperatures and atmospheric greenhouse gas levels. The key points are:
1) Six independent scientific groups find that average global land and sea surface temperatures have steadily increased over the past century, with the most rapid rise occurring over the past 50 years.
2) Regional temperature changes are often larger than global averages, with greater warming at northern high latitudes and Arctic regions.
3) Satellite and weather balloon data also indicate warming of the lower troposphere and cooling of the lower stratosphere.
4) Atmospheric levels of greenhouse gases like carbon dioxide and methane have risen substantially since the industrial revolution due to human activities like fossil fuel burning
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- Spectroscopic phase curve observations of the exoplanet WASP-43b using the Hubble Space Telescope revealed a distinct increase in flux as the dayside rotated into view, peaking prior to secondary eclipse.
- Analysis of the spectrally resolved phase curves showed wavelength-dependent amplitudes, phase shifts, and eclipse depths, allowing inference of the temperature structure and molecular abundances at 15 orbital phases.
- Atmospheric modeling found water to be the dominant absorber influencing the phase-resolved emission spectra. The data showed large day-night temperature variations at all measured altitudes and a monotonically decreasing temperature with pressure.
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This document summarizes data on changes in Earth's surface temperature and atmospheric greenhouse gases. It presents data from 6 independent scientific organizations that show global surface temperatures have been steadily increasing over the past century, with land warming more than oceans and the Northern Hemisphere warming more than the Southern. Regional and seasonal data also show uneven impacts. Satellite, temperature probe, and borehole data corroborate surface warming. Atmospheric levels of greenhouse gases like CO2, methane, and nitrous oxide have also increased due to human activities and contribute to rising temperatures.
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Dos quase 2000 planetas confirmados orbitando outras estrelas, um subconjunto deles são planetas gasosos com características similares ao planeta Júpiter, mas, como suas órbitas são muito próximas de suas estrelas, eles são terrivelmente quentes.
A proximidade desses exoplanetas das suas estrelas, faz com que seja difícil observá-los. Devido a essa dificuldade, o Hubble só conseguiu explorar poucos desses exoplanetas, chamados de Júpiteres Quentes, no passado. Esses estudos iniciais descobriram que alguns planetas possuem menos água do que era previsto pelos modelos atmosféricos.
Uma equipe internacional de astrônomos tem atacado o problema fazendo o maior catálogo espectroscópico de atmosferas de exoplanetas até o momento. Todos os planetas no catálogo seguem órbitas orientadas de modo que o planeta passa em frente da estrela quando visto da Terra. Devido a esse trânsito, parte da luz da estrela viaja pela atmosfera externa do exoplaneta. “A atmosfera deixa sua impressão digital única na luz da estrela, que nós podemos estudar, quando ela chega até nós”, explicou a coautora Hannah Wakeford, do Goddard Space Flight Center da NASA , em Greenbelt, Maryland.
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3) Advanced 3D models that combine radiative transfer with hydrodynamics to model atmospheric chemistry, clouds, and winds. These simulations produce synthetic spectra and light curves for comparison to observations.
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Meridional brightness temperatures were measured on the surface of Titan during the 2004–2014 portion of the
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periods show a marked seasonal dependence. The surface temperature near the south pole over this time
decreased by 2 K from 91.7±0.3 to 89.7±0.5 K while at the north pole the temperature increased by 1 K from
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latitude. As the latitude changed, the maximum temperature remained constant at 93.65±0.15 K. In 2010
our temperatures repeated the north–south symmetry seen by Voyager one Titan year earlier in 1980. Early in the
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Ecology 107 Midterm: I hereby pledge that my answers on this exam are entirely my own, & I only used materials provided by Dr. Kilpatrick in the course. I understand that doing otherwise constitutes cheating.
Name:_______________________ See equations on page 5.
1) The graphs below show the classic research I showed in class by Gause from 1934 were he examined competition between two species of Paramecium. He started each species off with 5 individuals of in flasks of media alone.
He next measured the nutrient use of both species. He found that P. aurelia used 2/3 of the resource that limits P. caudatum populations (nitrogen), whereas P. caudatum used 1.0 times as much of the resource that limit P. aurelia populations (phosphorus) (the different resources limiting Pa and Pc makes competition asymmetric).
a) Use this information to construct a “state-space” graph (below). Draw isoclines for the two species using different colors and label them by putting a box around the name with the color for that species (6 pts). Remember that an isocline is a line where the population growth rate, dN/dt, for that species is 0. The endpoints of the isocline for a hypothetical species 1 (competing with species 2) are K1 and K1/21. The competition coefficient 21 measures the impact (or conversion) of species 2 on (or into) species 1 in terms of the resources that limit species 1 (& vice versa for 12).
What are the values of these parameters: (4 pts)
Kpa= pcpa=
Kpc= papc=
b) If we start with 50 Pa and 100 Pc, what will happen? Trace the path of the two populations through the state-space graph: Put a point at 50 Pa and 100 Pc, and move in the appropriate direction based on the isoclines. If you encounter an isocline or one of the axes, re-assess the correct direction. If you reach the intersection of both lines stop (both species co-exist at equilibrium). If you reach an intersection of an axis and an isocline and the correct direction is to go off the graph into negative space, stop (one species has gone extinct while the other is at equilibrium).
Kpc
Kpa
Kpc/
Kpc/
c) Put a second point at 250 Pa, 100 Pc and repeat the same process as in (b) until you stop again. (4 pts)
d) (4 pts) Interpret these results biologically. Can these two species co-exist together or does one go extinct? Does it depend on the starting population sizes?
e) At equilibrium, what are the abundances of the two species and which species is more abundant? (2 pts)
f) You wanted to grow the two paramecium species as fast as possible to send paramecium to biology classes all across the world. At what density should you grow them, and how long would this take, starting at a density of 5 (see top figs)?
Density Pa (1pt): Day Pa (1pt):
Density Pc (1pt): Day Pc (1pt):
g) What is the fastest rate you could sustainably harvest each species? Show your work!
Maximum harvest Pa (2pts): Maximum harvest Pc (2pts):
h) What is the maximum per capita population growth ra.
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This document discusses corrections made to estimates of global ocean-atmosphere CO2 fluxes calculated from Surface Ocean CO2 Atlas (SOCAT) data. Applying temperature corrections to account for differences between sampling depths and subsurface temperatures increases the estimated fluxes by around 50% or 0.9 petagrams of carbon per year. The corrected global fluxes are consistent with observed increases in anthropogenic CO2 in the ocean interior. However, uncertainties remain high for the Southern Ocean and South Pacific, which contribute much to the overall uncertainty in estimated ocean CO2 uptake.Geothermal exploration using remote sensing techniques
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2) Another evaluates global soil moisture from the ERS scatterometer and AMSR-E, finding general agreement except in deserts and dense vegetation due to limitations.
3) A third analyzes terrestrial water storage changes using GRACE satellite data and GLDAS land surface models,
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2. Preliminary results on Hurricane Isabel showed the ETKF could predict the reduction in forecast error variance from targeted observations and identified key regions to observe.
3. During the 2004 hurricane season, the ETKF was used alongside ensemble spread to design synoptic surveillance flights around several hurricanes in the Atlantic basin.
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1) Researchers observed 15 transits of the exoplanet GJ 1214b using the Hubble Space Telescope to measure its transmission spectrum from 1.1 to 1.7 microns.
2) The transmission spectrum was featureless, inconsistent with cloud-free atmospheres dominated by water, methane, carbon monoxide, nitrogen, or carbon dioxide.
3) The most likely explanation for the featureless spectrum is the presence of high-altitude clouds in the planet's atmosphere, which block the transmission of stellar light through the lower atmosphere.
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The document describes a numerical chemical model that was developed to simulate the formation of HNCO (isocyanic acid) in different astrophysical environments. The model consists of two stages - a collapsing cloud phase followed by a hot core phase where the temperature increases. Various models were run to investigate HNCO formation through gas-phase reactions and grain surface reactions. The models show that HNCO formation is inefficient through gas-phase reactions alone. Surface reactions are needed to explain observed HNCO abundances. The ratio of HNCO to CS abundances varies over time in hot cores and can match observed ranges, indicating this ratio is not a simple tracer of UV radiation as previously suggested.
Gurpreet Singh Poster for LURA 2016
The document describes an imaging Fourier transform spectrometer (IFTS) intended to provide atmospheric measurements of the Arctic region from a highly elliptical orbit. The IFTS would measure pressure, temperature, and concentrations of gases like O2, CH4, and CO2 to improve understanding of climate change, methane hydrate releases, and air quality in the Arctic. A balloon mission is planned to test the instrument at a technology readiness level of 7. The IFTS design uses a commercial Michelson interferometer with a diode laser, beam splitter, and double-axis mirror pointing system to collect interferograms at 100 frames per second with 0.25 cm-1 spectral resolution across two wavelength channels.
Explainable AI for distinguishing future climate change scenarios
Labe, Z.M., T.L. Delworth, N.C. Johnson, and W.F. Cooke. Explainable AI for distinguishing future climate change scenarios, EGU General Assembly 2024, Vienna, Austria (Apr 2024).
Abstract... https://meetingorganizer.copernicus.org/EGU24/EGU24-9110.html
References...
Labe, Z.M., T.L. Delworth, N.C. Johnson, and W.F. Cooke (2024). Exploring a data-driven approach to identify regions of change associated with future climate scenarios. (submitted; preprint - https://doi.org/10.22541/essoar.171288901.17027965/v1)
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Venus and Earth provide astonishingly different views of the evolution of a rocky planet, raising the question of why these two rock y worlds evolv ed so differently. The recently disco v ered transiting Super-Earth LP 890-9c (TOI-4306c, SPECULOOS-2c) is a key to the question. It circles a nearby M6V star in 8.46 d. LP890-9c receives similar flux as modern Earth, which puts it very close to the inner edge of the Habitable Zone (HZ), where models differ strongly in their prediction of how long rocky planets can hold onto their water. We model the atmosphere of a hot LP890-9c at the inner edge of the HZ, where the planet could sustain several very different environments. The resulting transmission spectra differ considerably between a hot, wet exo-Earth, a steamy planet caught in a runaway greenhouse, and an exo-Venus. Distinguishing these scenarios from the planet’s spectra will provide critical new insights into the evolution of hot terrestrial planets into exo-Venus. Our model and spectra are available online as a tool to plan observations. They show that observing LP890-9c can provide key insights into the evolution of a rocky planet at the inner edge of the HZ as well as the long-term future of Earth.
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This document presents a precise measurement of the water abundance in the atmosphere of the exoplanet WASP-43b using transmission and thermal emission spectroscopy from the Hubble Space Telescope. The key findings are:
1) The water content of WASP-43b's atmosphere is consistent with solar composition at planetary temperatures, ranging from 0.4 to 3.5 times the solar water abundance.
2) This metallicity measurement extends the trend seen in the solar system of lower metal enrichment for higher mass planets.
3) Measuring a planet's water content constrains its formation location in the protoplanetary disk and provides insight into planetary formation models.
Inventory Management Homework Set You work in the administrat.docx
Inventory Management Homework Set
You work in the administration of a major hospital. One of your tasks is the scheduling of one of the operating rooms in the hospital. The room is used for a specific elective surgery. You allocate a certain amount of time for a surgery; if the actual duration of the surgery exceeds the allocated time, the surgery scheduled next has to start later, and this usually results in overtime at the end of the day where surgery personnel have to stay late into the evening hours. If the actual duration of the surgery is less than the allocated time, the operating rooms remains idle until the next scheduled surgery, since the required resources for the surgery to start (staff, surgeon, equipment, patient) do not become available earlier.
You currently allocate 90 minutes for each surgery (from the beginning until the room is ready for the next patient). However, surgeons and personnel have voiced their opinion that they believe this is not enough time – too often do they run over, and too often do they have to stay late to resolve schedule overruns. The higher levels of the administration agree, since overtime work is generally associated with higher costs as well as possibly worse patient outcomes. You decide to manage this process more rigorously, and download data on 200 completed surgeries that contains information on the actual durations of the surgeries (beginning until the room is ready again), as well as some data on which surgery team was involved, and some patient specific data (Body Mass Index, or BMI of patient), see Surgery Data.xls.
Question 1
: Your higher level managers in the hospital tell you that surgeries should finish within the allocated time 99% of all times. Calculate the amount of time you should allocate per surgery to make that happen. How much safety buffer is included in this number? (
Note that the safety buffer is the difference between your allocated time, and the time it would take to complete the surgery on average
)
Question 2
: You try to understand the precise cost factors associated with allocating too much and too little time to a surgery. While opinions diverge, most of your colleagues tell you that a minute of being overtime is about 3 times as bad as a minute of finishing early. Can you use this information to revise how much total time (and buffer time) you would allocate to a surgery?
Question 3
: One of the surgery teams (let’s leave it unspecified which one!) likes to schedule surgeries in continuous blocks. They tell you that they can handle three surgeries in a row; according to them, an advantage would be that all resources to start the next surgery early, in case they are done early, would be available. How much time would you allocate to such a block of three surgeries in a row (under the cost information from Q2)? Compare this time to the time you would normally allocate to three surgeries made by three different teams. How much buffer time can you save .
Inventory Costing Methods Please respond to the followingUse.docx
Inventory Costing Methods" Please respond to the following:
Use the Internet to research the annual report of at least three (3) merchandising companies. Determine the costing method (Last in First Out [LIFO], First in First out [FIFO], and weighted average) that is used to record inventory. Next, watch C. Pence’s video:
Watch Video
http://www.youtube.com/watch?v=UGs1EXalrZo
Duration: (12:05)
Identify the primary benefits in using the costing method (LIFO, FIFO, and weighted average) that is used to record inventory. Explain at least three (3) reasons that would lead each of your chosen companies to switch to a different costing method.
.
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Name:_______________________ See equations on page 5.
1) The graphs below show the classic research I showed in class by Gause from 1934 were he examined competition between two species of Paramecium. He started each species off with 5 individuals of in flasks of media alone.
He next measured the nutrient use of both species. He found that P. aurelia used 2/3 of the resource that limits P. caudatum populations (nitrogen), whereas P. caudatum used 1.0 times as much of the resource that limit P. aurelia populations (phosphorus) (the different resources limiting Pa and Pc makes competition asymmetric).
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What are the values of these parameters: (4 pts)
Kpa= pcpa=
Kpc= papc=
b) If we start with 50 Pa and 100 Pc, what will happen? Trace the path of the two populations through the state-space graph: Put a point at 50 Pa and 100 Pc, and move in the appropriate direction based on the isoclines. If you encounter an isocline or one of the axes, re-assess the correct direction. If you reach the intersection of both lines stop (both species co-exist at equilibrium). If you reach an intersection of an axis and an isocline and the correct direction is to go off the graph into negative space, stop (one species has gone extinct while the other is at equilibrium).
Kpc
Kpa
Kpc/
Kpc/
c) Put a second point at 250 Pa, 100 Pc and repeat the same process as in (b) until you stop again. (4 pts)
d) (4 pts) Interpret these results biologically. Can these two species co-exist together or does one go extinct? Does it depend on the starting population sizes?
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Density Pa (1pt): Day Pa (1pt):
Density Pc (1pt): Day Pc (1pt):
g) What is the fastest rate you could sustainably harvest each species? Show your work!
Maximum harvest Pa (2pts): Maximum harvest Pc (2pts):
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References...
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Inventory Management Homework Set
You work in the administration of a major hospital. One of your tasks is the scheduling of one of the operating rooms in the hospital. The room is used for a specific elective surgery. You allocate a certain amount of time for a surgery; if the actual duration of the surgery exceeds the allocated time, the surgery scheduled next has to start later, and this usually results in overtime at the end of the day where surgery personnel have to stay late into the evening hours. If the actual duration of the surgery is less than the allocated time, the operating rooms remains idle until the next scheduled surgery, since the required resources for the surgery to start (staff, surgeon, equipment, patient) do not become available earlier.
You currently allocate 90 minutes for each surgery (from the beginning until the room is ready for the next patient). However, surgeons and personnel have voiced their opinion that they believe this is not enough time – too often do they run over, and too often do they have to stay late to resolve schedule overruns. The higher levels of the administration agree, since overtime work is generally associated with higher costs as well as possibly worse patient outcomes. You decide to manage this process more rigorously, and download data on 200 completed surgeries that contains information on the actual durations of the surgeries (beginning until the room is ready again), as well as some data on which surgery team was involved, and some patient specific data (Body Mass Index, or BMI of patient), see Surgery Data.xls.
Question 1
: Your higher level managers in the hospital tell you that surgeries should finish within the allocated time 99% of all times. Calculate the amount of time you should allocate per surgery to make that happen. How much safety buffer is included in this number? (
Note that the safety buffer is the difference between your allocated time, and the time it would take to complete the surgery on average
)
Question 2
: You try to understand the precise cost factors associated with allocating too much and too little time to a surgery. While opinions diverge, most of your colleagues tell you that a minute of being overtime is about 3 times as bad as a minute of finishing early. Can you use this information to revise how much total time (and buffer time) you would allocate to a surgery?
Question 3
: One of the surgery teams (let’s leave it unspecified which one!) likes to schedule surgeries in continuous blocks. They tell you that they can handle three surgeries in a row; according to them, an advantage would be that all resources to start the next surgery early, in case they are done early, would be available. How much time would you allocate to such a block of three surgeries in a row (under the cost information from Q2)? Compare this time to the time you would normally allocate to three surgeries made by three different teams. How much buffer time can you save .
Inventory Costing Methods Please respond to the followingUse.docx
Inventory Costing Methods" Please respond to the following:
Use the Internet to research the annual report of at least three (3) merchandising companies. Determine the costing method (Last in First Out [LIFO], First in First out [FIFO], and weighted average) that is used to record inventory. Next, watch C. Pence’s video:
Watch Video
http://www.youtube.com/watch?v=UGs1EXalrZo
Duration: (12:05)
Identify the primary benefits in using the costing method (LIFO, FIFO, and weighted average) that is used to record inventory. Explain at least three (3) reasons that would lead each of your chosen companies to switch to a different costing method.
.
Inventory Costing Methods Please respond to the followingUse th.docx
Three inventory costing methods - LIFO, FIFO, and weighted average - were researched by examining annual reports of three merchandising companies and watching a video explaining the methods. The primary benefits of each company's method will be identified. Reasons why each company may switch methods will also be provided, such as to reduce tax liability, better match current costs, or improve financial statement presentation.
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Intrusion Detection Systems
Objectives
In this lab, students will examine the following objectives.
Differentiate the use of IDS and IPS to detect network attacks
Design a network with IDS/IPS.
Justify the use of IDS/IPS for a given network solution.
Scenario
A small company is using the topology shown below to secure its intranet while provides a less-secured environment to its eCommerce DMZ server. The company is concerned firewalls are not enough to detect and prevent network attacks.
Hence, deployment of sensors to Intrusion detection systems (IDS) and/or intrusion prevention systems (IPS) are needed in the network.
Your job is to provide recommendations including a network design with IDS/IPS that meet company’s requirements.
Initial Topology
Company’s Requirements
Detect any malicious traffic entering the ecommerce server without performance penalty to traffic getting in the server from revenue-generating customers.
Stop any malicious traffic entering the human resources LAN (HR LAN).
Detect any malicious traffic entering the computer terminal in the marketing LAN (MKT LAN).
Stop any traffic entering the File Server in MKT LAN.
Deploy a centralized database and analysis console in the intranet to managing and monitoring both; IDS and IPS sensors.
Note:
RED
text indicates the required questions to answer
Task 1—Layout the New Network Design
Click on the
Initial Network Topology
link at iLab tab in week 7, and save in your computer the power point file
Initial_Network_Topology_iLab7.ppt
.
This file contains a diagram for the initial network topology and pictures of all components needed to create the new network design.
Review the documentation provided in the references at the end of this instructions, to get more familiar with the implementation of IDS and IPS in network design.
You need to find a network solution that meets company’s requirements.
#1.
Paste below your new network design diagram.
Task 2—IDS/IPS Recommendations
#2.
Write an engineering specification document of at least 250 words (e.g. 1 page of full text, double space & size 12) describing why your networks design meets each of the company’s requirements. Justify how each recommendation addresses the company’s needs.
Task 3—
Conclusions
#3.
Describe in two paragraphs your learning experience in this lab.
.
Introduction Understanding culture is essential for effectively ex.docx
Introduction
Understanding culture is essential for effectively examining how people and society operate and interact with one another.
The Prompt
Respond to the following question in the discussion forum for this module.
Beauty is an important value (whether we like it or not) in our society today. Why do you think some Americans obsess so much about attractiveness? To what lengths will some Americans go to either become or stay beautiful? What do you think about some Americans' preoccupation with beauty?
Resources
Go to
The Beauty Myth
for interesting information on female beauty.
.
Inventory Management Homework Set You work in the .docx
Inventory Management Homework Set
You work in the administration of a major hospital in the Twin Cities. One of your tasks is the scheduling of one of the operating rooms in the hospital. The room is used for a specific elective surgery. You allocate a certain amount of time for a surgery; if the actual duration of the surgery exceeds the allocated time, the surgery scheduled next has to start later, and this usually results in overtime at the end of the day where surgery personnel have to stay late into the evening hours. If the actual duration of the surgery is less than the allocated time, the operating rooms remains idle until the next scheduled surgery, since the required resources for the surgery to start (staff, surgeon, equipment, patient) do not become available earlier.
You currently allocate 90 minutes for each surgery (from the beginning until the room is ready for the next patient). However, surgeons and personnel have voiced their opinion that they believe this is not enough time – too often do they run over, and too often do they have to stay late to resolve schedule overruns. The higher levels of the administration agree, since overtime work is generally associated with higher costs as well as possibly worse patient outcomes. You decide to manage this process more rigorously, and download data on 200 completed surgeries that contains information on the actual durations of the surgeries (beginning until the room is ready again), as well as some data on which surgery team was involved, and some patient specific data (Body Mass Index, or BMI of patient), see Surgery Data.xls.
Question 1
: Your higher level managers in the hospital tell you that surgeries should finish within the allocated time 99% of all times. Calculate the amount of time you should allocate per surgery to make that happen. How much safety buffer is included in this number? (
Note that the safety buffer is the difference between your allocated time, and the time it would take to complete the surgery on average
)
Question 2
: You try to understand the precise cost factors associated with allocating too much and too little time to a surgery. While opinions diverge, most of your colleagues tell you that a minute of being overtime is about 3 times as bad as a minute of finishing early. Can you use this information to revise how much total time (and buffer time) you would allocate to a surgery?
Question 3
: One of the surgery teams (let’s leave it unspecified which one!) likes to schedule surgeries in continuous blocks. They tell you that they can handle three surgeries in a row; according to them, an advantage would be that all resources to start the next surgery early, in case they are done early, would be available. How much time would you allocate to such a block of three surgeries in a row (under the cost information from Q2)? Compare this time to the time you would normally allocate to three surgeries made by three different teams. How much.
IntroductionI am 43 years old and married with three childre.docx
Introduction
I am 43 years old and married with three children. My income is $98,000 annually. The variables included: SE- Income, SE – Marital status, SE family size, and USD food.
Variable/Data Set
Description
Variable Type
Variable 1 “Income”
Annual Income (USD)
Quantitative
Variable 2
“Age”
Head of Household Age
Qualitative
Variable 3
“Size of family”
No. of people in household
Quantitative
Income is necessary for basic needs for the survival of the family.
Numerical Summary
For income, the median is the measure of central tendency, the variable is quantitative. If any outliers or if the data is not distributed normally, the median is the best measure for central tendency.
.
IntroductionThroughout this course, the breadth and depth of you.docx
Introduction
Throughout this course, the breadth and depth of your knowledge with regard to aspects of culture and diversity—race, economic level, social class, family background, language, gender, sexual orientation, abilities—has grown. However, it is the role of professionals in the early childhood field to not only understand and respect the diversity of children and families with whom they work, but also to help build a community of people who recognize and respect each others' cultures and diversity as well.
This week, your study will focus on powerful learning resources that offer information, insights, and practical advice about creating such a community through multicultural education. You will consider the role of significant adults in children's lives and contemplate the influence that you can have as a professional working to help foster understanding and counteract bias. And you will have the opportunity to reflect on what you have learned in this course—the attitudes and perceptions you had when you began, the insights and knowledge you have gained, and the ways you will use what you have learned in your work as an early childhood professional.
Learning Objectives
Students will:
Reflect on what they have learned and experienced in the course, explain new insights, and apply new knowledge
Reflection
Reflective Journal: Final Course Entry
Throughout this course, you have completed journal entries that were both introspective and autobiographical in nature. Reread your entries for Weeks 1–4. Reflect on how well you were able to describe who you are and the ways that you are growing with respect to your understanding of race, social class, gender, sexual orientation, cultural and linguistic diversity, and abilities and disabilities.
Your fifth and final journal entry asks you to reflect on the personal and professional insights you have gained throughout the course and respond to at least two of the following questions:
How will this greater awareness of yourself and your strengths, challenges, and comfort levels influence your life and help you relate to and work with children and families of all backgrounds, cultures, influences, preferences, and readiness levels?
What kinds of professional development will you seek to help you continue to grow in your personal and professional knowledge of issues related to race, social class, gender, sexual orientation, culture, language, and abilities and disabilities?
What considerations will you need to keep in mind during your ongoing quest to understand children as unique individuals and foster not only their healthy development but also take an active part in creating caring, responsive, and collaborative communities in your future professional setting?
Assignment length: 1–2 pages
.
IntroductionPg. 2The Arrival Of Violence As A Key Component Of T.docx
Introduction
Pg. 2
The Arrival Of Violence As A Key Component Of The Action Film
Pg. 3
Racial Stereotypes As An Essential Part Of The Action Movie Formula
Pg. 5
Concerning Violence: The Role Of Discourse In Stereotyping People Of Colour
Pg. 8
James Bond And The Changing Face Of Racial Stereotypes
Pg. 10
Frantz Fanon: Capitalism, Colonialism And Language As A Tool Of Oppression
Pg. 12
Toward The Cinematic Revolution: The Fight For Independence
Pg. 14
Conclusion
Pg. 17
Bibliography
Pg. 18
.
IntroductionPatients usually go through a lot and in most inst.docx
Introduction
Patients usually go through a lot and in most instances; other people influence their decisions in all aspects. They are forced to follow certain aspects even though they themselves are against them. This is because they are sick and as thus depend on the help of others in order to regain their healthy.
The scenario
Ella has been sick and as thus has been requiring medical help. She wishes to stick to the alternative and complementary medical practices but is coerced to follow the mainstream medical advice. Her husband, who insists to make decision on her behalf, as he is the head of the family, opts for traditional practices.
There are alternatives for her care as she may be discharged home to receive treatment and care from there.However; the family members at home also have individual problems. The son is an alcoholic while the daughter has diabetis.The grandson has drugs problems while the grand daughter is bipolar and also has drug problems. The daughter in law is also stressed because of the medical issues in the family which include nephew with leukemia, brother who has HIV and her father’s view that they are all crazy.
Ella is expected by the doctor to go home and receive care from there. The family members are thus expected to provide her with all the care needed in order to enhance her recovery. The question is, keeping in mind the current situation with family members; will she be able to recover adequately?
Cultural
Aspects and alternative treatments
Ella’s husband wants the family traditions to be followed in her medications. Assessment of therapy process and its outcome usually vary across cultures. A cure in a system may be regarded as a failure in another system. This makes assessment of success or failure a daunting task.
The biomedical perspective of traditional systems is that they usually lack models necessary for chronic disorders. In a scenario, a medicine man may say that their therapy works as their patients never come back. A physician may say that their therapy works as their patients do come back. Physicians view this as success to an ongoing process while the medicine mans` cure does not appear to need any further therapy. These thoughts reflect the different expectations of people on illnesses and therapy. These methods are based on various expectations of patients and their families.
(Jennifer Christine Mills Niemeyer, 2010)
The current scenario is complicated further as the husband opts for traditional mechanisms. He wants a therapy that will adequately provide a permanent cure and relief. The husband challenging the use of biomedical to traditional poses a great task to physicians and healers of any tradition. This makes the patients to struggle and reject with the chronic illness. The physician should thus recognize the psychosocial problems and try to analyze the complexities of the cross-cultural settings of caring for the patient. This is to ensure positive progress of the patient’s .
INTRODUCTION TO TERRORISMONLY ONE PARAGRAPH FOR THIS DISCUSSION ON.docx
INTRODUCTION TO TERRORISM
ONLY ONE PARAGRAPH FOR THIS DISCUSSION ONLY
As discussed in the previous studies by Combs, apply your knowledge of the research on the internationalization of terrorism and the funding sources.
Please respond to all of the following prompts:
Individually research the internationalization of terrorism in Europe and the terrorist networks of the Middle East. Report your findings.
Compare and contrast the networks by thoroughly explaining their similarities and differences. Include the funding source for each group.
.
IntroductionIn this module, you have learned about the intention.docx
This document provides instructions for an assignment to design age-appropriate outdoor learning activities for infants and toddlers. Students are asked to review developmental needs for non-mobile infants, mobile infants, toddlers, and two-year-olds, and then propose one outdoor learning experience for each age group. For each activity, students must justify how it supports early learning and cite sources to back up their choices. They will submit their proposed activities chart along with a summary and justification for each one. The rubric for grading the assignment is also referenced.
IntroductionBody part (literature review) which includesT.docx
Introduction
Body part (literature review) which includes:
Theories
Hypotheses
Different concepts
Identify the economic problem
Comparing and contrasting authors
Conclusion
Should be up to 5000 words
With references – minimum 5
.
Introduction to SociologyAll work must be original in APA Format, .docx
Introduction to Sociology
All work must be original in APA Format, 2 pages 500 words or more. The title page and reference page do not count.
Text Book Reference:
References
Macionis, J. J. (2011).
Society: The basics
(11th ed.). Upper
Saddle River, NJ: Prentice Hall.
Unit III Project
Portfolio Project 1:
For this assignment, you are to select ONE (1) of the following Case Studies for the project. A Case Study is an assignment in which a situation (a case) is provided and is analyzed through a series of questions. You will need to answer these questions as you would a short answer question or essay question (depending on the length of your response) for an assessment. The questions and subsequent answers should be placed within a word document with proper headings, title page, and reference list (if outside sources are used). Use APA style formatting for this assignment.
The Case Study is the first entry in what is to be a portfolio for this course. There are a total of four portfolio assignments, with the other assignments meant to test your ability to apply the information you learned to the environment around you. This skill is important as it will allow you to perceive the changing world around you and apply the concepts of sociology in your everyday life. The ability to apply these concepts to the world around you can also be transferred to other courses as well.
Case 1:
John Rommel was born in 1955 to a lower class family in New York. His father had immigrated over to the United States from Germany prior to the rise of Hitler in 1933. He desired to show pride in his new country, so he worked hard at the docks to earn a living for his family. While he was never made much, he always stressed pride in his work and obeyed the law. He believed this was a firm foundation for becoming successful.
John always showed a bright mind and highly intuitive nature, but he never showed any desire for schooling. He saw society as an unfair, unforgiving system that repressed those of lower social status. John was not a violent person; he considered himself very honorable, but he did not have a desire to work like his father did, earning low wages for hours of tedious work to support his family. Instead, he opted for more illegal endeavors—gambling, stealing, and even dabbling in organized crime. However, he never told his father because he did not want to disrespect his family. When he turned 17, he became a drug-runner for the Gambino family because a couple of his close “brothers” had become involved in the business as well.
Soon John became involved with more than just drug running; he began to assist the family with offering “protective services” to different shops and businesses in Brooklyn’s lower east side. Should the businesses miss a payment or refuse their help, he would instigate certain actions against the business to cause severe damage, enough to ensure the business owner would seek their protection from then on.
Eventually, John’s .
Introduction to Sociology Unit 5 ProjectTextbook Help Macio.docx
Introduction to Sociology Unit 5 Project
Textbook
Help
:
Macionis, J. J. (2011).
Society: The basics
(11th ed.). Upper Saddle River, NJ: Prentice Hall. Chapter
11
Race and Ethnicity &
13
Family and Religion
Portfolio Project 3:
The third portfolio entry requires the construction of a document that reflects the information you have learned in Unit V. The assignment will also test your ability to think critically about the concepts within the unit. This portfolio entry should be in one word document with proper headings for each section.
This project allows you to develop some interviewing skills, generate tables, create a timeline, and write a debate. These different mini projects allow you to think outside of the box of the traditional assignment and assessment format, stretching your academic capabilities and applying them to the sociology discipline.
1. Ask five people how they would define racism, religion, and family, and then summarize the definitions. Identify the similarities and differences in the definitions. Provide your own definitions of each and how they relate to each other.
a. You can use any means you want to interview people. Social media (Facebook, Twitter, etc.), email, or personal interviews are all acceptable.
2. Generate a table with a list of the different patterns of interaction between minority and majority groups. The table should have three columns:
a. One column for the models
b. One column providing three facts about each model
c. One column providing two different examples for each model
3. Develop a K-W-L table for each of the racial/ethnic groups in the United States. Create three columns for each table with the following categories: What I KNOW (K), what I WANT to know (W), and what I LEARNED (L). Complete the “K” and “W” sections, listing at least three things you know and three things that you want to know about each of the racial/ethnic groups in the United States. Then, perform research on the different associated cultures, and list three things you learned about the different cultures, and fill them in the “L” section.
4. Create a timeline listing the different stages of family life. Make note of any events, significant milestones, or problems that may occur.
5. Argue both sides (supporting and rejecting) the following statement in one to two paragraphs: The religions in the world will never get along because they are too different.
.
INTRODUCTION TO CORRECTIONS ONLY ONE PARAGRAPH AND A HALFInstruct.docx
INTRODUCTION TO CORRECTIONS ONLY ONE PARAGRAPH AND A HALF
Instructional Objectives for this activity:
Compare differences between jail and prison programming.
Participate in the teamwork activity by entering the Teamwork area in your online course and completing the following:
Individual Portion:
Identify a program in a specific prison system of your choice. It is recommended that each team chose a specific type of program (
sex offender,
substance abuse, etc.).
Once you have chosen a program, define the program, and discuss the effectiveness of the program.
.
Introduction One or two pages to introduce the issue, group, or.docx
Introduction
: One or two pages to introduce the issue, group, or problem you will be working on.
Brief literature review
: What have others written about this group or issue? What will your analysis contribute to that discourse? Asking a librarian for help on finding any prior studies is highly recommended.
Methodology
: A few pages describing your methodology. How did you find your group or your informants, or your issue? What method did you use to collect your information – participant observation, interviews, surveys?
Data presentation
: page discussing the results of your observations-what people said, including pull quotes or excerpts from interviews or surveys.
Analysis
: page explanation of the problem. Analyze how your observations compare and/or relate to the original problem, issue or group you studied.
Summary
: a short conclusion wrapping up the overall experience, how it affected your perceptions of the subject, and what it added to our body of knowledge on the topic.
.
Introduction on Islamic philosophy In order to write about evolut.docx
Introduction on Islamic philosophy:
In order to write about evolution and I believe, I should give a descriptive introduction about the Islamic philosophy.
Verses of the Quran touch upon the theory of evolution and the Tafsir:
I will put the Qur’anic Verses that touch evolution and its Tafsir which is the interruption of Quran where each Islamic theologian has his own way to interpret Quran.
The Islamic Hadith on evolution:
The hadith is the prophet’s collective saying where there are some Hadiths that can be discussed under the umbrella of the evolution.
Evolution and the Islamic Philosophers and scientists:
During what it is called the golden Age of the Islamic civilizational era there was some remarkable scientists, philosophers and scholars who theorized some kinds of ideas about evolution. I will bring those people and their ideas to a kind of forefront in this paper writing.
Conclusion:
In order to conclude, I will restate briefly the topics that I coved in this paper.
.
Introduction to Assignment This assignment contains a number of s.docx
Introduction to Assignment
: This assignment contains a number of sections. Each section contains a reading followed by a practice exercise. To complete the assignment, you need to respond to all the practice exercises in the assignment.
Directions
: Type out the answers to all the practice exercises on a separate sheet of paper. This sheet of paper or document will be known as the “Answer Sheet for Grammar Assignment 2” Be sure to number your answer sheet in the same way the practice exercises are numbered. For this assignment, your answer sheet should be numbered from 1 through 56. Also, be aware that for some of the practice exercises you have to rewrite the sentences to complete the practice, and for some of the practice exercise you do not have to rewrite the sentences to complete the practice.
Where and How to Submit Assignment
: When you complete the assignment, you will submit it either by uploading it as an attachment or by cutting and pasting the assignment from your word processing program into the textbox. Both of these options appear at the bottom of the assignment page. If you cut and paste your assignment into the textbox, be sure to do so by choosing the option to “Paste from Word.” Using this option will maintain your original formatting. To access the “Paste from Word” option, click on the three dots that appear in the box in the far right hand corner of the textbox. After you do this, several more buttons should appear. Once these buttons appear, click on the arrow beside the picture of the clipboard in order to see the option “Paste from Word.” Click on this option and follow the directions provided.
If you send the assignment as an attachment, name the attachment in the following way: GA2LastName. For example, if I were submitting the assignment as an attachment, I would name the attachment GA2Tolbert.
If you submit the exercise as an attachment, be sure to save it and attach it as a Rich Text Format (RTF) since the majority of computers can open an RTF attachment.
If you submit an assignment as an attachment that my computer will not open, I will return the assignment to you ungraded. The assignment will remain ungraded until you submit it in a form my computer will open
.
When to Submit Your Assignment:
Grammar Assignment 2 is due by 11:59 Eastern Standard Time on
Sunday, November 2, 2014.
How to Format Assignmen
t:
Title
: Center the following information at the top of the completed exercise:
Answer Sheet for Grammar Assignment 2
Font
: 12pt Times New Roman
Spacing
: Double Spacing
If you have any questions about how to do Grammar Assignment 2 or how to submit it, be sure to let me know.
Section 1: Past Tense of Regular Verbs [The following information about verb tenses is taken from p. 72 of
Writing for Success
.]
Suppose you must give an oral presentation about what you did last summer. How do you make it clear that you are talking about the past and not about the present or the future? Using the c.
Introduction to Assignment This assignment contains a number .docx
Introduction to Assignment: This assignment contains a number of sections. Each section contains a reading followed by a practice exercise. To complete the assignment, you need to respond to all the practice exercises in the assignment.
Directions: Type out the answers to all the practice exercises on a separate sheet of paper. This sheet of paper or document will be known as the “Answer Sheet for Grammar Assignment 2” Be sure to number your answer sheet in the same way the practice exercises are numbered. For this assignment, your answer sheet should be numbered from 1 through 56. Also, be aware that for some of the practice exercises you have to rewrite the sentences to complete the practice, and for some of the practice exercise you do not have to rewrite the sentences to complete the practice.
Where and How to Submit Assignment: When you complete the assignment, you will submit it either by uploading it as an attachment or by cutting and pasting the assignment from your word processing program into the textbox. Both of these options appear at the bottom of the assignment page. If you cut and paste your assignment into the textbox, be sure to do so by choosing the option to “Paste from Word.” Using this option will maintain your original formatting. To access the “Paste from Word” option, click on the three dots that appear in the box in the far right hand corner of the textbox. After you do this, several more buttons should appear. Once these buttons appear, click on the arrow beside the picture of the clipboard in order to see the option “Paste from Word.” Click on this option and follow the directions provided.
If you send the assignment as an attachment, name the attachment in the following way: GA2LastName. For example, if I were submitting the assignment as an attachment, I would name the attachment GA2Tolbert.
If you submit the exercise as an attachment, be sure to save it and attach it as a Rich Text Format (RTF) since the majority of computers can open an RTF attachment. If you submit an assignment as an attachment that my computer will not open, I will return the assignment to you ungraded. The assignment will remain ungraded until you submit it in a form my computer will open.
When to Submit Your Assignment: Grammar Assignment 2 is due by 11:59 Eastern Standard Time on Sunday, November 2, 2014.
How to Format Assignment:
Title: Center the following information at the top of the completed exercise:
Answer Sheet for Grammar Assignment 2
Font: 12pt Times New Roman
Spacing: Double Spacing
If you have any questions about how to do Grammar Assignment 2 or how to submit it, be sure to let me know.
Section 1: Past Tense of Regular Verbs [The following information about verb tenses is taken from p. 72 of Writing for Success.]
Suppose you must give an oral presentation about what you did last summer. How do you make it clear that you are talking about the past and not about the present or the future? Using the correct verb tense can hel.
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Interpreting Climagraphs (24 pts)3)Based on your group ass.docx
- 1. Interpreting Climagraphs (24 pts) 3) Based on your group assessment of the newly discovered planet’s climate, NASA decides to land surface probes on the planet. The probes landing locations are determined by NASA officials (see Map 1 ). After a year of data collection they provide you with enough information to form climagraphs for each location. Analyze the probe data on from each landing site. This data includes information of temperature and precipitation in climagraph form. Additional probe data for annual precipiatation, temperature and evapotranspiration (POTET) is also included in Table 2 . Using Map 1 , individual probe data , Table 2 and the handout on Köppen classification, answer each of the following questions for each probe
- 2. (12 points) . A) Based on the probe data which Köppen climate appears at the landing site? B) Do these observations match your speculations in the climate regionalization in Lab 4 at this site? C) What geographic factors might explain any differences between your speculative genetic regionalization and your field observations from the probes? Note: At least one climagraph is totally irregular and does not match any Köppen climate. Question our initial assumptions about the planet! Probe 1 A) Köppen Climate:
- 3. B) Expected Climate: C) Explanation of Differences: Probe 2 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 3
- 4. A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 4 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences:
- 5. Probe 5 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 6 A) Köppen Climate: B) Expected Climate:
- 6. C) Explanation of Differences: Probe 7 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 8 A) Köppen Climate:
- 7. B) Expected Climate: C) Explanation of Differences: Probe 9 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences:
- 8. Probe 10 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences: Probe 11 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences:
- 9. Probe 12 A) Köppen Climate: B) Expected Climate: C) Explanation of Differences:
- 10. 4) A press conference is held about the data from the surface probes on Tau Ceti 3. Answer the following questions (write out in complete sentences!). Be sure to address location in terms of latitude and position on the relevant landmass. A) Which probe site has the lowest mean annual temperature ? Is this expected or unexpected given its location? Briefly explain why. (1 pt)
- 11. B) Which probe site has the highest monthly temperature ? Is this expected or unexpected given its location? Briefly explain why. (1 pt)
- 12. C) Which probe site experiences the greatest fluctuation between highest and lowest monthly temperatures ? Approximately how much is the fluctuation? Is this expected or unexpected given its location? Briefly explain why. (3 pts) D)
- 13. Which probe site experiences the least fluctuation between highest and lowest monthly temperatures? Approximately how much is the fluctuation in degrees? Is this expected or unexpected given its location? Briefly explain why. (3 pts) E)
- 14. Why is POTET and Precip so low at Probe 10? What other probe site shows an unexpectedly low POTET? (3 pts) F) Which probe site is the most suitable for human colonization in your opinion? Kim Kardashian has announced that she wants to lead the colonization efforts, yet she insists on only living in a climate similar to Los Angeles. Which site would you recommend to Kim? (1 pt)
- 15. Table 2 POTET (inches) Precip (inches) Mean Annual Temp. (F°) Probe 1:
- 16. 26.8 27.1 59.8° Probe 2: 69.2 124.6 77.9° Probe 3: 21.5 38.7 43.5° Probe 4: 30.3 16.5 53.6°
- 17. Probe 5: 21.3 28.1 40.6° Probe 6: 25.4 14.4 47.2° Probe 7: 17.3 31.2 26.0° Probe 8: 29.6
- 18. 38.8 51.6° Probe 9: 66.1 74.8 77.7° Probe 10: 16.5 24.8 36.9° Probe 11: 47.6 3.8 70.1°