Page | 331
Introductory GeoloGy earthquakes
13.10 sTudenT resPonses
1. For Carrier, Oklahoma, what is the approximate time of the arrival of the first
P-wave?
a. 10 seconds b. 15 seconds c. 21 seconds d. 30 seconds
2. For Marlow, Oklahoma, what is the approximate time of the arrival of the first
S-wave?
a. 19 seconds b. 22 seconds c. 35 seconds d. 42 seconds
3. For Bolivar, Missouri, what is the difference between the P and S wave arrival
times?
a. 10 seconds b. 20 seconds c. 40 seconds d. 55 seconds
4. What is the approximate distance to the epicenter from Carrier, Oklahoma?
a. 70 km b. 130 km c. 240 km d. 390 km
5. What is the approximate distance to the epicenter from Marlow, Oklahoma?
a. 70 km b. 130 km c. 240 km d. 390 km
6. What is the approximate distance to the epicenter from Bolivar, Missouri?
a. 70 km b. 130 km c. 240 km d. 390 km
7. Look at the location that you determined was the earthquake epicenter.
Compare its location to Oklahoma City. Which direction is the epicenter located
from Oklahoma City?
a. southeast b. northwest c. northeast d. southwest
8. Examine the before and after image of the National Cathedral. Based on the
changes seen within the structure, decide where this earthquake would most
likely fall on the Modified Mercalli Intensity Scale. Based off this image, the
most likely intensity of this earthquake would be:
a. <IV b. V-VI c. VII d. VIII or greater
Page | 332
Introductory GeoloGy earthquakes
9. Residents in Port-au-Prince complained of extreme shaking during the
earthquake, while residents of Santo Domingo, the capital of the Dominican
Republic that sits 150 miles east of Port-au-Prince, assumed the shaking was
caused by the passing of a large truck. Based on the Modified Mercalli Intensity
Scale, the residents of Port-au-Prince mostly like experienced an intensity of
___, while the residents of Santo Domingo experienced an intensity of ___.
a. VII, II b. VIII, III c. X, III d. X, IV
10. A significant earthquake hits San Mateo, California while you are there. During
the shaking you are caught indoors. Would you rather be at the US Social
Security Administration Building (located at South Claremont Street, San
Mateo) or with the San Mateo Park Rangers (located at J Hart Clinton Drive,
San Mateo)?
a. the US Social Security Administration Building b. the San Mateo Park Rangers
11. While visiting California, you become violently ill and must visit a hospital.
Based off of your fears of a possible earthquake occurring, would you rather go
to Highland Hospital in Oakland or Alameda Hospital in Alameda?
a. Highland Hospital, Oakland, CA b. Alameda Hospital, Alameda, CA
12. After what year does the number of magnitude 3 or greater earthquakes begin
to rise significantly?
a. 2007 b. 2009 c. 2011 d. 2015
13. After what year does the number of fracking wells begin to rise significantly?
a. 2007 b. 2009 c. 2011 d. 2015
14. Based on the graph that you constructed, do .
Page 313 13.1 InTroduCTIonIt was the deadliest day in .docxgerardkortney
Page | 313
13.1 InTroduCTIon
It was the deadliest day in the
history of Mt. Everest. On April
25, 2015, a 7.8 magnitude earth-
quake hit Nepal. This triggered
an avalanche that killed 19 climb-
ers on Mt. Everest. In Nepal, over
8,800 people died, and many more
were injured and made homeless.
Hundreds of aftershocks (smaller
earthquakes that follow a larger
earthquake) have occurred since
(Figure 13.1).
Earthquakes are not new to this
region. A similar death toll was ex-
perienced in a 1934 earthquake, and
many other smaller earthquakes
have occurred within historical
times. An 1833 quake of similar
magnitude resulted in less than 500
deaths, though this was most likely due to two very large foreshocks (smaller earth-
quakes that precede the main earthquake) that sent most residents out of doors in
alarm, which was safer for them. Worldwide, there have been much deadlier and
stronger earthquakes just in this century (Haiti, 2010 – 316,000 dead; Sumatra,
2004 – 227,000 dead, both with deaths related to ground shaking and the other
hazards that were created by the earthquake). Earthquakes give geologists valuable
information about the Earth, both the interior, as we learned about in the Earth’s In-
terior chapter, and about conditions at the Earth’s surface (most earthquakes occur
at plate boundaries, as we learned in the Plate Tectonics chapter, Figure 4.8).
figure 13.1 | A map of the main earthquake to hit Nepal
on April 25, 2015, along with a major aftershock on May 12,
and numerous (>100) other aftershocks (in red – note the
magnitude scale in the upper right).
Author: USGS
Source: USGS
License: Public Domain
13 earthquakesRanda Harris
Page | 314
Introductory GeoloGy earthquakes
13.1.1 learning outcomes
After completing this chapter, you should be able to:
• Compare and contrast the different types of seismic waves
• Understand the different scales used to measure earthquakes, and
apply them to the amount of devastation
• Understand how different geologic materials behave during an
earthquake, and the resulting impact on structures
• Explain how an earthquake epicenter is located
• Explore the relationship between the fracking industry and seismicity
13.1.2 Key Terms
13.2 The ePICenTer, foCus, and waves
An earthquake is a like a telegram from the Earth. It sends a message about the
conditions beneath the Earth’s surface. The shaking or trembling experienced
during an earthquake is the result of a rapid
release of energy within the Earth, usually
as a result of movement along geologic
faults. Think back to the strike-slip fault
from the Crustal Deformation chapter.
Rocks on either side of the fault are sliding
past each other. As they move in opposite
directions, the rocks become deformed, as
they will bend slightly and build up pres-
sure. Eventually they will reach a breaking
point. Once the strength of the rock has
been exceeded, the rocks will snap back to
their normal shape, rel.
Describing earthquakes more in detail about what, how, why, when and from whom are these caused, affected and what makes it so important to study this in current spatial and geographical scenario taking in mind the historical events.
Page 313 13.1 InTroduCTIonIt was the deadliest day in .docxgerardkortney
Page | 313
13.1 InTroduCTIon
It was the deadliest day in the
history of Mt. Everest. On April
25, 2015, a 7.8 magnitude earth-
quake hit Nepal. This triggered
an avalanche that killed 19 climb-
ers on Mt. Everest. In Nepal, over
8,800 people died, and many more
were injured and made homeless.
Hundreds of aftershocks (smaller
earthquakes that follow a larger
earthquake) have occurred since
(Figure 13.1).
Earthquakes are not new to this
region. A similar death toll was ex-
perienced in a 1934 earthquake, and
many other smaller earthquakes
have occurred within historical
times. An 1833 quake of similar
magnitude resulted in less than 500
deaths, though this was most likely due to two very large foreshocks (smaller earth-
quakes that precede the main earthquake) that sent most residents out of doors in
alarm, which was safer for them. Worldwide, there have been much deadlier and
stronger earthquakes just in this century (Haiti, 2010 – 316,000 dead; Sumatra,
2004 – 227,000 dead, both with deaths related to ground shaking and the other
hazards that were created by the earthquake). Earthquakes give geologists valuable
information about the Earth, both the interior, as we learned about in the Earth’s In-
terior chapter, and about conditions at the Earth’s surface (most earthquakes occur
at plate boundaries, as we learned in the Plate Tectonics chapter, Figure 4.8).
figure 13.1 | A map of the main earthquake to hit Nepal
on April 25, 2015, along with a major aftershock on May 12,
and numerous (>100) other aftershocks (in red – note the
magnitude scale in the upper right).
Author: USGS
Source: USGS
License: Public Domain
13 earthquakesRanda Harris
Page | 314
Introductory GeoloGy earthquakes
13.1.1 learning outcomes
After completing this chapter, you should be able to:
• Compare and contrast the different types of seismic waves
• Understand the different scales used to measure earthquakes, and
apply them to the amount of devastation
• Understand how different geologic materials behave during an
earthquake, and the resulting impact on structures
• Explain how an earthquake epicenter is located
• Explore the relationship between the fracking industry and seismicity
13.1.2 Key Terms
13.2 The ePICenTer, foCus, and waves
An earthquake is a like a telegram from the Earth. It sends a message about the
conditions beneath the Earth’s surface. The shaking or trembling experienced
during an earthquake is the result of a rapid
release of energy within the Earth, usually
as a result of movement along geologic
faults. Think back to the strike-slip fault
from the Crustal Deformation chapter.
Rocks on either side of the fault are sliding
past each other. As they move in opposite
directions, the rocks become deformed, as
they will bend slightly and build up pres-
sure. Eventually they will reach a breaking
point. Once the strength of the rock has
been exceeded, the rocks will snap back to
their normal shape, rel.
Describing earthquakes more in detail about what, how, why, when and from whom are these caused, affected and what makes it so important to study this in current spatial and geographical scenario taking in mind the historical events.
This report contains the brief introduction to earthquake,its effect,causes etc..
And case study of kuchha(bhuj),Gujarat Earthquake on 26th january,2001
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
· Critical thinking paper · · · 1. A case study..docxgerardkortney
· Critical thinking paper
·
·
· 1.
A case study.
Deborah Shore, aged 45, works for a small corporation in the Research and Development department.
When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration.
She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers.
Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why?
2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text.
3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants.
4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten?
5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center.
Note:
Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule.
6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recor.
· Coronel & Morris Chapter 7, Problems 1, 2 and 3
· Coronel & Morris Chapter 8, Problems 1 and 2
A People’s History of Modern Europe
“A fascinating journey across centuries towards the world as we experience it today. ... It is
the voice of the ordinary people, and women in particular, their ideas and actions, protests
and sufferings that have gone into the making of this alternative narrative.”
——Sobhanlal Datta Gupta, former Surendra Nath Banerjee
Professor of Political Science, University of Calcutta
“A history of Europe that doesn’t remove the Europeans. Here there are not only kings,
presidents and institutions but the pulse of the people and social organizations that shaped
Europe. A must-read.”
——Raquel Varela, Universidade Nova de Lisboa
“Lively and engaging. William A Pelz takes the reader through a thousand years of
European history from below. This is the not the story of lords, kings and rulers. It is the
story of the ordinary people of Europe and their struggles against those lords, kings and
rulers, from the Middle Ages to the present day. A fine introduction.”
——Francis King, editor, Socialist History
“This book is an exception to the rule that the winner takes all. It highlights the importance
of the commoners which often is only shown in the dark corners of mainstream history
books. From Hussites, Levellers and sans-culottes to the women who defended the Paris
Commune and the workers who occupied the shipyards during the Carnation revolution in
Portugal. The author gives them their deserved place in history just like Howard Zinn did
for the American people.”
——Sjaak van der Velden, International Institute of Social History, Amsterdam
“The author puts his focus on the lives and historical impact of those excluded from
power and wealth: peasants and serfs of the Middle Ages, workers during the Industrial
Revolution, women in a patriarchic order that transcended different eras. This focus not
only makes history relevant for contemporary debates on social justice, it also urges the
reader to develop a critical approach.”
——Ralf Hoffrogge, Ruhr-Universität Bochum
“An exciting story of generations of people struggling for better living conditions, and for
social and political rights. ... This story has to be considered now, when the very notions of
enlightenment, progress and social change are being questioned.”
——Boris Kagarlitsky, director of Institute for globalization studies and social
movements, Moscow, and author of From Empires to Imperialism
“A splendid antidote to the many European histories dominated by kings, businessmen
and generals. It should be on the shelves of both academics and activists ... A lively and
informative intellectual tour-de-force.”
——Marcel van der Linden, International Institute of Social History, Amsterdam
A People’s History
of Modern Europe
William A. Pelz
First published 2016 by Pluto Press
345 Archway Road, London N6 5AA
www.pluto.
· Complete the following problems from your textbook· Pages 378.docxgerardkortney
· Complete the following problems from your textbook:
· Pages 378–381: 10-1, 10-2, 10-16, and 10-20.
· Pages 443–444: 12-7 and 12-9.
· Page 469: 13-5.
· 10-1 How would each of the following scenarios affect a firm’s cost of debt, rd(1 − T); its cost of equity, rs; and its WACC? Indicate with a plus (+), a minus (−), or a zero (0) whether the factor would raise, lower, or have an indeterminate effect on the item in question. Assume for each answer that other things are held constant, even though in some instances this would probably not be true. Be prepared to justify your answer but recognize that several of the parts have no single correct answer. These questions are designed to stimulate thought and discussion.
Effect on
rd(1 − T)
rs
WACC
a. The corporate tax rate is lowered.
__
__
__
b. The Federal Reserve tightens credit.
__
__
__
c. The firm uses more debt; that is, it increases its debt ratio.
__
__
__
d. The dividend payout ratio is increased.
__
__
__
e. The firm doubles the amount of capital it raises during the year.
__
__
__
f. The firm expands into a risky new area.
__
__
__
g. The firm merges with another firm whose earnings are countercyclical both to those of the first firm and to the stock market.
__
__
__
h. The stock market falls drastically, and the firm’s stock price falls along with the rest.
__
__
__
i. Investors become more risk-averse.
__
__
__
j. The firm is an electric utility with a large investment in nuclear plants. Several states are considering a ban on nuclear power generation.
__
__
__
· 10-2 Assume that the risk-free rate increases, but the market risk premium
· 10-16COST OF COMMON EQUITY The Bouchard Company’s EPS was $6.50 in 2018, up from $4.42 in 2013. The company pays out 40% of its earnings as dividends, and its common stock sells for $36.00.
· a. Calculate the past growth rate in earnings. (Hint: This is a 5-year growth period.)
· b. The last dividend was D0 = 0.4($6.50) = $2.60. Calculate the next expected dividend, D1, assuming that the past growth rate continues.
· c. What is Bouchard’s cost of retained earnings, rs?
· 10-20WACC The following table gives Foust Company’s earnings per share for the last 10 years. The common stock, 7.8 million shares outstanding, is now (1/1/19) selling for $65.00 per share. The expected dividend at the end of the current year (12/31/19) is 55% of the 2018 EPS. Because investors expect past trends to continue, g may be based on the historical earnings growth rate. (Note that 9 years of growth are reflected in the 10 years of data.)
The current interest rate on new debt is 9%; Foust’s marginal tax rate is 40%, and its target capital structure is 40% debt and 60% equity.
· a. Calculate Foust’s after-tax cost of debt and common equity. Calculate the cost of equity as rs = D1/P0 + g.
· b. Find Foust’s WACC
· 12-7SCENARIO ANALYSIS Huang Industries is considering a proposed project whose estimated NPV is $12 million. This estimate assumes that economic conditions wi.
· Consider how different countries approach aging. As you consid.docxgerardkortney
· Consider how different countries approach aging. As you consider different countries, think about the following:
o Do older adults live with their children, or are they more likely to live in a nursing home?
o Are older adults seen as wise individuals to be respected and revered, or are they a burden to their family and to society?
· Next, select two different countries and compare and contrast their approaches to aging.
· Post and identify each of the countries you selected. Then, explain two similarities and two differences in how the countries approach aging. Be specific and provide examples. Use proper APA format and citation. LSW10
.
· Clarifying some things on the Revolution I am going to say som.docxgerardkortney
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
· Chapter 9 – Review the section on Establishing a Security Cultur.docxgerardkortney
· Chapter 9 – Review the section on Establishing a Security Culture. Review the methods to reduce the chances of a cyber threat noted in the textbook. Research other peer-reviewed source and note additional methods to reduce cyber-attacks within an organization.
· Chapter 10 – Review the section on the IT leader in the digital transformation era. Note how IT professionals and especially leaders must transform their thinking to adapt to the constantly changing organizational climate. What are some methods or resources leaders can utilize to enhance their change attitude?
.
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Similar to Page 331 Introductory GeoloGy earthquakes13.10 sTude.docx
This report contains the brief introduction to earthquake,its effect,causes etc..
And case study of kuchha(bhuj),Gujarat Earthquake on 26th january,2001
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
· Critical thinking paper · · · 1. A case study..docxgerardkortney
· Critical thinking paper
·
·
· 1.
A case study.
Deborah Shore, aged 45, works for a small corporation in the Research and Development department.
When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration.
She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers.
Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why?
2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text.
3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants.
4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten?
5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center.
Note:
Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule.
6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recor.
· Coronel & Morris Chapter 7, Problems 1, 2 and 3
· Coronel & Morris Chapter 8, Problems 1 and 2
A People’s History of Modern Europe
“A fascinating journey across centuries towards the world as we experience it today. ... It is
the voice of the ordinary people, and women in particular, their ideas and actions, protests
and sufferings that have gone into the making of this alternative narrative.”
——Sobhanlal Datta Gupta, former Surendra Nath Banerjee
Professor of Political Science, University of Calcutta
“A history of Europe that doesn’t remove the Europeans. Here there are not only kings,
presidents and institutions but the pulse of the people and social organizations that shaped
Europe. A must-read.”
——Raquel Varela, Universidade Nova de Lisboa
“Lively and engaging. William A Pelz takes the reader through a thousand years of
European history from below. This is the not the story of lords, kings and rulers. It is the
story of the ordinary people of Europe and their struggles against those lords, kings and
rulers, from the Middle Ages to the present day. A fine introduction.”
——Francis King, editor, Socialist History
“This book is an exception to the rule that the winner takes all. It highlights the importance
of the commoners which often is only shown in the dark corners of mainstream history
books. From Hussites, Levellers and sans-culottes to the women who defended the Paris
Commune and the workers who occupied the shipyards during the Carnation revolution in
Portugal. The author gives them their deserved place in history just like Howard Zinn did
for the American people.”
——Sjaak van der Velden, International Institute of Social History, Amsterdam
“The author puts his focus on the lives and historical impact of those excluded from
power and wealth: peasants and serfs of the Middle Ages, workers during the Industrial
Revolution, women in a patriarchic order that transcended different eras. This focus not
only makes history relevant for contemporary debates on social justice, it also urges the
reader to develop a critical approach.”
——Ralf Hoffrogge, Ruhr-Universität Bochum
“An exciting story of generations of people struggling for better living conditions, and for
social and political rights. ... This story has to be considered now, when the very notions of
enlightenment, progress and social change are being questioned.”
——Boris Kagarlitsky, director of Institute for globalization studies and social
movements, Moscow, and author of From Empires to Imperialism
“A splendid antidote to the many European histories dominated by kings, businessmen
and generals. It should be on the shelves of both academics and activists ... A lively and
informative intellectual tour-de-force.”
——Marcel van der Linden, International Institute of Social History, Amsterdam
A People’s History
of Modern Europe
William A. Pelz
First published 2016 by Pluto Press
345 Archway Road, London N6 5AA
www.pluto.
· Complete the following problems from your textbook· Pages 378.docxgerardkortney
· Complete the following problems from your textbook:
· Pages 378–381: 10-1, 10-2, 10-16, and 10-20.
· Pages 443–444: 12-7 and 12-9.
· Page 469: 13-5.
· 10-1 How would each of the following scenarios affect a firm’s cost of debt, rd(1 − T); its cost of equity, rs; and its WACC? Indicate with a plus (+), a minus (−), or a zero (0) whether the factor would raise, lower, or have an indeterminate effect on the item in question. Assume for each answer that other things are held constant, even though in some instances this would probably not be true. Be prepared to justify your answer but recognize that several of the parts have no single correct answer. These questions are designed to stimulate thought and discussion.
Effect on
rd(1 − T)
rs
WACC
a. The corporate tax rate is lowered.
__
__
__
b. The Federal Reserve tightens credit.
__
__
__
c. The firm uses more debt; that is, it increases its debt ratio.
__
__
__
d. The dividend payout ratio is increased.
__
__
__
e. The firm doubles the amount of capital it raises during the year.
__
__
__
f. The firm expands into a risky new area.
__
__
__
g. The firm merges with another firm whose earnings are countercyclical both to those of the first firm and to the stock market.
__
__
__
h. The stock market falls drastically, and the firm’s stock price falls along with the rest.
__
__
__
i. Investors become more risk-averse.
__
__
__
j. The firm is an electric utility with a large investment in nuclear plants. Several states are considering a ban on nuclear power generation.
__
__
__
· 10-2 Assume that the risk-free rate increases, but the market risk premium
· 10-16COST OF COMMON EQUITY The Bouchard Company’s EPS was $6.50 in 2018, up from $4.42 in 2013. The company pays out 40% of its earnings as dividends, and its common stock sells for $36.00.
· a. Calculate the past growth rate in earnings. (Hint: This is a 5-year growth period.)
· b. The last dividend was D0 = 0.4($6.50) = $2.60. Calculate the next expected dividend, D1, assuming that the past growth rate continues.
· c. What is Bouchard’s cost of retained earnings, rs?
· 10-20WACC The following table gives Foust Company’s earnings per share for the last 10 years. The common stock, 7.8 million shares outstanding, is now (1/1/19) selling for $65.00 per share. The expected dividend at the end of the current year (12/31/19) is 55% of the 2018 EPS. Because investors expect past trends to continue, g may be based on the historical earnings growth rate. (Note that 9 years of growth are reflected in the 10 years of data.)
The current interest rate on new debt is 9%; Foust’s marginal tax rate is 40%, and its target capital structure is 40% debt and 60% equity.
· a. Calculate Foust’s after-tax cost of debt and common equity. Calculate the cost of equity as rs = D1/P0 + g.
· b. Find Foust’s WACC
· 12-7SCENARIO ANALYSIS Huang Industries is considering a proposed project whose estimated NPV is $12 million. This estimate assumes that economic conditions wi.
· Consider how different countries approach aging. As you consid.docxgerardkortney
· Consider how different countries approach aging. As you consider different countries, think about the following:
o Do older adults live with their children, or are they more likely to live in a nursing home?
o Are older adults seen as wise individuals to be respected and revered, or are they a burden to their family and to society?
· Next, select two different countries and compare and contrast their approaches to aging.
· Post and identify each of the countries you selected. Then, explain two similarities and two differences in how the countries approach aging. Be specific and provide examples. Use proper APA format and citation. LSW10
.
· Clarifying some things on the Revolution I am going to say som.docxgerardkortney
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
· Chapter 9 – Review the section on Establishing a Security Cultur.docxgerardkortney
· Chapter 9 – Review the section on Establishing a Security Culture. Review the methods to reduce the chances of a cyber threat noted in the textbook. Research other peer-reviewed source and note additional methods to reduce cyber-attacks within an organization.
· Chapter 10 – Review the section on the IT leader in the digital transformation era. Note how IT professionals and especially leaders must transform their thinking to adapt to the constantly changing organizational climate. What are some methods or resources leaders can utilize to enhance their change attitude?
.
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docxgerardkortney
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
· Chap 2 and 3· what barriers are there in terms of the inter.docxgerardkortney
· Chap 2 and 3
· what barriers are there in terms of the interpersonal communication model?
Typically, communication breakdowns result from lack of understanding without clarification; often, there wasn't even an attempt at clarification. If barriers to interpersonal communication are not acknowledged and addressed, workplace productivity can suffer.
Language Differences
Interpersonal communication can go awry when the sender and receiver of the message speak a different language -- literally and figuratively. Not everyone in the workplace will understand slang, jargon, acronyms and industry terminology. Instead of seeking clarification, employees might guess at the meaning of the message and then act on mistaken assumptions. Also, misunderstandings may occur among workers who do not speak the same primary language. As a result, feelings may be hurt, based on misinterpretation of words or of body language.
Cultural Differences
Interpersonal communication may be adversely affected by lack of cultural understanding, mis-perception, bias and stereotypical beliefs. Workers may have limited skill or experience communicating with people from a different background. Many companies offer diversity training to help employees understand how to communicate more effectively across cultures and relate to those who may have different background experiences. Similarly, gender barriers can obstruct interpersonal communication if men and women are treated differently, and held to different standards, causing interpersonal conflicts in the workplace.
Personality Differences
Like any skill, some people are better at interpersonal communication than others. Personality traits also influence how well an individual interacts with subordinates, peers and supervisors. Extraversion can be an advantage when it comes to speaking out, sharing opinions and disseminating information. However, introverts may have the edge when it comes to listening, reflecting and remembering. Barriers to interpersonal communication may occur when employees lack self-awareness, sensitivity and flexibility. Such behavior undermines teamwork, which requires mutual respect, compromise and negotiation. Bullying, backstabbing and cut throat competition create a toxic workplace climate that will strain interpersonal relationships.
Generational Differences
Interpersonal communication can be complicated by generational differences in speech, dress, values, priorities and preferences. For instance, there may be a generational divide as to how team members prefer to communicate with one another. If younger workers sit in cubicles, using social networking as their primary channel of communication, it can alienate them from older workers who may prefer face-to-face communication. Broad generalizations and stereotypes can also cause interpersonal rifts when a worker from one generation feels superior to those who are younger or older. Biases against workers based on age can constitute a form of disc.
· Case Study 2 Improving E-Mail Marketing ResponseDue Week 8 an.docxgerardkortney
· Case Study 2: Improving E-Mail Marketing Response
Due Week 8 and worth 160 points
Read the following case study.
A company wishes to improve its e-mail marketing process, as measured by an increase in the response rate to e-mail advertisements. The company has decided to study the process by evaluating all combinations of two (2) options of the three (3) key factors: E-Mail Heading (Detailed, Generic); Email Open (No, Yes); and E-Mail Body (Text, HTML). Each of the combinations in the design was repeated on two (2) different occasions. The factors studied and the measured response rates are summarized in the following table.
Write a two to three (2-3) page paper in which you:
1. Use the data shown in the table to conduct a design of experiment (DOE) in order to test cause-and-effect relationships in business processes for the company.
2. Determine the graphical display tool (e.g., Interaction Effects Chart, Scatter Chart, etc.) that you would use to present the results of the DOE that you conducted in Question 1. Provide a rationale for your response.
3. Recommend the main actions that the company could take in order to increase the response rate of its e-mail advertising. Provide a rationale for your response.
4. Propose one (1) overall strategy for developing a process model for this company that will increase the response rate of its e-mail advertising and obtain effective business process. Provide a rationale for your response.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Build regression models for improving business processes.
. Design experiments to test cause-and-effect relationships in business processes.
. Use technology and information resources to research issues in business process improvement.
. Write clearly and concisely about business process improvement using proper writing mechanics.
Read each discussion 1-4 and then write a 200 word response for each.
With your response, you can either expand on the initial post with similar, formally cited, specific examples or additional information regarding the original example(s) (be sure the additional information isn’t simply a re-statement of what has already been posted) or you can respond with a well-supported (based on formally cited information) counter point.
APA FORMAT
Response should have 1 source for each discussion
1. A message in sports is brought to sports economists in Jeremiah 29:11. This verse states, “For I.
· Briefly describe the technologies that are leading businesses in.docxgerardkortney
· Briefly describe the technologies that are leading businesses into the third wave of electronic commerce.
· In about 100 words, describe the function of the Internet Corporation for Assigned Names and Numbers. Include a discussion of the differences between gTLDs and sTLDs in your answer.
· In one or two paragraphs, describe how the Internet changed from a government research project into a technology for business users.
· In about 100 words, explain the difference between an extranet and an intranet. In your answer, describe when you might use a VPN in either.
· Define “channel conflict” and describe in one or two paragraphs how a company might deal with this issue.
· In two paragraphs, explain why a customer-centric Web site design is so important, yet is so difficult to accomplish.
· In about two paragraphs, distinguish between outsourcing and offshoring as they relate to business processes.
· In about 200 words, explain how the achieved trust level of a company’s communications using blogs and social media compare with similar communication efforts conducted using mass media and personal contact.
· Write a paragraph in which you distinguish between a virtual community and a social networking Web site
· Write two or three paragraphs in which you describe the role that culture plays in the development of a country’s laws and ethical standards.
QUESTION 1
Lakota peoples of the Great Plains are notably:
nomadic and followed the buffalo herds
Sedentary farmers, raising corn, northern beans, and potatoes
peaceful people who tried to live in harmony with neighboring tribes and the environment
religious and employed a variety of psychoactive plants during religious ceremonies
QUESTION 2
Tribal peoples of the Great Plains experienced greater ease at hunting and warfare after the introduction of:
Hotchkiss guns
smokeless gunpowder
horses
Intertribal powwows
all of the above
QUESTION 3
The Apaches and Navajos (Dine’) of the southwestern region of North America speak a language similar to their relatives of northern California and western Canada called:
Yuman
Uto-Aztecan
Tanoan
Athabaskan
Algonkian
QUESTION 4
The Navajo lived in six or eight-sided domed earth dwellings called:
wickiups
kivas
hogans
roadhouses
sweat lodge
QUESTION 5
Pueblo Indians, such as the Zuni and Hopi tribes, are descendants of the ancient people known as the:
Anasazi
Ashkenazi
Athabaskan
Aztecanotewa
Atlantean
2 points
QUESTION 6
1. Kachinas, or spirits of nature, were believed to:
Assist in the growth of crops and send rain
Help defend the Navajo against all foreign invaders
Provide medical assistance to the Hopi when doctors were not available
Combat evil spirits such as Skin-walkers or Diablitos
All of the above
2 points
QUESTION 7
1. The preferred dwellings among the Lakota Sioux were:
wickiups
adobe pueblos
pit houses
teepees
buffalo huts
2 points
QUESTION 8
1. Native Americansbenef.
· Assignment List· My Personality Theory Paper (Week Four)My.docxgerardkortney
· Assignment List
· My Personality Theory Paper (Week Four)
My Personality Theory Paper (Week Four)
DUE: May 31, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
May 4, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
My Personality Theory Paper
Instructions:
For this assignment, you will write a paper no less than 7 pages in length, not including required cover and Reference pages, describing a single personality theory from the course readings that best explains your own personality and life choices. You are free to select from among the several theories covered in the course to date but only one theory may be used.
Your task is to demonstrate your knowledge of the theory you choose via descriptions of its key concepts and use of them to explain how you developed your own personality. It is recommended that you revisit the material covered to date to refresh your knowledge of theory details. This is a "midterm" assignment and you should show in your work that you have studied and comprehended the first four weeks of course material. Your submission should be double-spaced with 1 inch margins on all sides of each page and should be free of spelling and grammar errors. It must include source crediting of any materials used in APA format, including source citations in the body of your paper and in a Reference list attached to the end. Easy to follow guides to APA formatting can be found on the tutorial section of the APUS Online Library.
Your paper will include three parts:
I. A brief description of the premise and key components of the theory you selected. You should be thorough and concise in this section and not spend the bulk of the paper detailing the theory, but rather just give enough of a summary of the key points so that an intelligent but uniformed reader would be able to understand its basics. If you pick a more complicated theory, you should expect explaining its premise and key components to take longer than explaining the same for one of the simpler theories but, in either case, focus on the basics and keep in mind that a paper that is almost all theory description and little use of the theory described to explain your own personality will receive a significant point deduction as will the reverse case of the paper being largely personal experience sharing with little linkage to clearly described key theory components.
II. A description of how your chosen theory explains your personality and life choices with supporting examples.
III. A description of the limitations of the theory in explaining your personality or anyone else’s.
NOTE: Although only your instructor will be reading your paper, you should still think about how much personal information you want to disclose. The purpose of this paper is not to get you to share private information, but rather to bring one .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment 3 Creating a Compelling VisionLeaders today must be .docxgerardkortney
· Assignment 3: Creating a Compelling Vision
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
To learn more about organizational vision statements, do an Internet search and review various vision statements.
In this assignment, you will consider yourself as a leader of an organization and write a vision statement and supporting values statement.
Select an organization of choice. This could be an organization that you are familiar with, or a fictitious organization. Then, respond to the following:
· Provide the name and description of the organization. In the description, be sure to include the purpose of the organization, the products or services it provides, and the description of its customer base.
· Describe the core values of the organization. Why are these specific values important to the organization?
· Describe the benefits and purpose for an organizational vision statement.
· Develop a vision statement for this organization. When developing a vision statement, be mindful of the module readings and lecture materials.
· In the vision statement, be sure to communicate the future goals and aspirations of the organization.
· Once you have developed the vision statement, describe how you would communicate the statement to the organizational stakeholders, that is, the owners, employees, vendors, and customers.
· How would you incorporate the communication of the vision into the new employee on-boarding and ongoing training?
Write your response in approximately 3–5 pages in Microsoft Word. Apply APA standards to citation of sources.
Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 3 Grading Criteria
Maximum Points
Chose and described the organization. The description included the purpose of the organization, the products or services the organization provides, and the description of its customer base.
16
Developed a vision statement for the organization. Ensured to accurately communicate the goals and aspirations of the organization in the vision statement.
24
Ensured that the incorporation and communication strategy for the vision statement is clear, detailed, well thought out and realistic.
28
Evaluated and explained which values are most important to the organization.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate r.
· Assignment 4
· Week 4 – Assignment: Explain Theoretical Perspectives for Real-life Scenarios
Assignment
Updated
Top of Form
Bottom of Form
For each of the following three scenarios, use a chart format to assess how each traditional theoretical perspective would best explain the situation that a social worker would need to address. You may create your charts in Word or another software program of your choice. An example chart follows the three scenarios.
Scenario 1
You are a hospital social worker who is working with a family whose older adult relative is in end-stage renal failure. There are no advanced directives and the family is conflicted over what the next steps should be.
Scenario 2
You are a caseworker in a drug court. Your client has had three consecutive dirty urine analyses. She is unemployed and has violated her probation order.
Scenario 3
You are a school social worker. A teacher sends her 9-year-old student to you because he reports that he has not eaten in 2 days and there are no adults at home to take care of him.
Chart Example:
Your client, an 11-year-old girl, was removed from home because of parental substance abuse. She is acting out in her foster home, disobeying her foster parents and not following their rules.
Theory
Explanation for Scenario – please respond to the questions below in your explanation
Systems Theory
What systems need to be developed or put in place to support the child? Would Child Protective Services need to become involved? What other systems would support her and a successful outcome for being in foster care?
Generalist Theory
What is the best intervention or therapy to use based on this child’s situation? Given her circumstances, how could you best improve her functioning?
Behavioral Theory
What behaviors are being reinforced? What behaviors are being ignored or punished? What would you suggest to maintain this placement? Would this involve working with the foster parents?
Cognitive Theory
How would you help your client to examine her thinking, emotions, and behavior? What would this entail from a cognitive developmental framework?
Support your assignment with a minimum of three resources.
Length: 3 charts, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Assignement 3
State the function of each of the following musculoskeletal system structures: Describe the structures of the musculoskeletal system.
Skeletal muscle
Tendons
Ligaments
Bone
Cartilage
Describe each of the following types of joints:
Ball-and-socket
Hinge
Pivot
Gliding
Saddle
Condyloid
Newspaper Rubric
CATEGORY
4
3
2
1
Headline & Byline & images
16 points
Article has a .
· Assignment 2 Leader ProfileMany argue that the single largest v.docxgerardkortney
· Assignment 2: Leader Profile
Many argue that the single largest variable in organizational success is leadership. Effective leadership can transform an organization and create a positive environment for all stakeholders. In this assignment, you will have the chance to evaluate a leader and identify what makes him/her effective.
Consider all the leaders who have affected your life in some way. Think of people with whom you work—community leaders, a family member, or anyone who has had a direct impact on you.
· Choose one leader you consider to be effective. This can be a leader you are personally aware of, or someone you don’t know, but have observed to be an effective leader. Write a paper addressing the following:
· Explain how this leader has influenced you and why you think he or she is effective.
· Analyze what characteristics or qualities this person possesses that affected you most.
· Rate this leader by using a leadership scorecard. This can be a developed scorecard, or one you develop yourself. If you use a developed scorecard, please be sure to cite the sources of the scorecard. Once you have identified your scorecard, rate your leader. You decide what scores to include (for example, scale of 1–5, 5 being the highest) but be sure to assess the leader holistically across the critical leadership competencies you feel are most important (for example, visioning, empowering, strategy development and communication).
· Critique this individual’s skills against what you have learned about leadership so far in this course. Consider the following:
· How well does he/she meet the practices covered in your required readings?
· How well has he/she adapted to the challenges facing leaders today?
· If you could recommend changes to his/her leadership approach, philosophy, and style, what would you suggest? Why?
· Using the assigned readings, the Argosy University online library resources, and the Internet including general organizational sources like the Wall Street Journal, BusinessWeek, or Harvard Business Review, build a leadership profile of the leader you selected. Include information from personal experiences as well as general postings on the selected leader from Internet sources such as blogs. Be sure to include 2–3 additional resources not already included in the required readings in support of your leadership profile.
Write a 3–5-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 2 Grading Criteria
Maximum Points
Explained how this leader has been influential and why you think the leader is effective showing analysis of the leader’s characteristics or qualities.
16
Analyzed the characteristics or qualities the leader possesses that have affected you most..
16
Rated your leader using a leadership scorecard and supported your rationale for your rating.
32
Criti.
· Assignment 1 Diversity Issues in Treating AddictionThe comple.docxgerardkortney
· Assignment 1: Diversity Issues in Treating Addiction
The complexities of working with diverse populations in treating disorders, such as addictions, require special considerations. Some approaches work better with some populations than with others. For example, Alcoholics Anonymous (AA) programs are spiritually based and focus on a higher power. Some populations have difficulty with these concepts and are averse to participating in such groups.
Select a population—for example, African Americans; Native Americans; or lesbians, gays, or bisexual individuals. Research your topic by using articles from the supplemental readings for this course or from other resources such as the Web, texts, experience, or other journal articles related to diversity issues and addictions.
Write a three- to five-page paper discussing the following:
· Some specific considerations for working with your chosen population in the area of addiction treatment
· Whether your research indicates that 12-step groups work with this population
· Any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult
· Any language or other barriers that this population faces when seeking treatment
Prepare your paper in Microsoft Word document format. Name your file M4_A1_LastName_Research.doc, and submit it to the Submissions Area by the due date assigned Follow APA guidelines for writing and citing text.
Assignment 1 Grading Criteria
Maximum Points
Discussed some specific considerations for working with your chosen population in the area of addiction.
8
Discussed whether your research indicates that 12-step groups work with your chosen population.
8
Discussed any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult .
8
Discussed any language or other barriers that this population faces when seeking treatment.
8
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
4
Total:
36
· M4 Assignment 2 Discussion
Discussion Topic
Top of Form
Due February 9 at 11:59 PM
Bottom of Form
Assignment 2: Discussion Questions
Your facilitator will guide you in the selection of two of the three discussion questions. Submit your responses to these questions to the appropriate Discussion Area by the due date assigned. Through the end of the module, comment on the responses of others.
All written assignments and responses should follow APA rules for attributing sources.
You will be attempting two discussion questions in this module; each worth 28 points. The total number of points that can be earned for this assignment is 56.
Minority Groups
Many minority groups experience stress secondary to their social surroundings. For example, a family living in poverty may face frequent violence. Limited income makes meeting the day-to-day need.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Page | 331
Introductory GeoloGy earthquakes
13.10 sTudenT resPonses
1. For Carrier, Oklahoma, what is the approximate time of the
arrival of the first
P-wave?
a. 10 seconds b. 15 seconds c. 21 seconds d. 30 seconds
2. For Marlow, Oklahoma, what is the approximate time of the
arrival of the first
S-wave?
a. 19 seconds b. 22 seconds c. 35 seconds d. 42 seconds
3. For Bolivar, Missouri, what is the difference between the P
and S wave arrival
times?
a. 10 seconds b. 20 seconds c. 40 seconds d. 55 seconds
4. What is the approximate distance to the epicenter from
Carrier, Oklahoma?
a. 70 km b. 130 km c. 240 km d. 390 km
5. What is the approximate distance to the epicenter from
Marlow, Oklahoma?
2. a. 70 km b. 130 km c. 240 km d. 390 km
6. What is the approximate distance to the epicenter from
Bolivar, Missouri?
a. 70 km b. 130 km c. 240 km d. 390 km
7. Look at the location that you determined was the earthquake
epicenter.
Compare its location to Oklahoma City. Which direction is the
epicenter located
from Oklahoma City?
a. southeast b. northwest c. northeast d. southwest
8. Examine the before and after image of the National
Cathedral. Based on the
changes seen within the structure, decide where this earthquake
would most
likely fall on the Modified Mercalli Intensity Scale. Based off
this image, the
most likely intensity of this earthquake would be:
a. <IV b. V-VI c. VII d. VIII or greater
Page | 332
Introductory GeoloGy earthquakes
9. Residents in Port-au-Prince complained of extreme shaking
during the
earthquake, while residents of Santo Domingo, the capital of the
Dominican
Republic that sits 150 miles east of Port-au-Prince, assumed the
3. shaking was
caused by the passing of a large truck. Based on the Modified
Mercalli Intensity
Scale, the residents of Port-au-Prince mostly like experienced
an intensity of
___, while the residents of Santo Domingo experienced an
intensity of ___.
a. VII, II b. VIII, III c. X, III d. X, IV
10. A significant earthquake hits San Mateo, California while
you are there. During
the shaking you are caught indoors. Would you rather be at the
US Social
Security Administration Building (located at South Claremont
Street, San
Mateo) or with the San Mateo Park Rangers (located at J Hart
Clinton Drive,
San Mateo)?
a. the US Social Security Administration Building b. the San
Mateo Park Rangers
11. While visiting California, you become violently ill and must
visit a hospital.
Based off of your fears of a possible earthquake occurring,
would you rather go
to Highland Hospital in Oakland or Alameda Hospital in
Alameda?
a. Highland Hospital, Oakland, CA b. Alameda Hospital,
Alameda, CA
12. After what year does the number of magnitude 3 or greater
earthquakes begin
to rise significantly?
4. a. 2007 b. 2009 c. 2011 d. 2015
13. After what year does the number of fracking wells begin to
rise significantly?
a. 2007 b. 2009 c. 2011 d. 2015
14. Based on the graph that you constructed, do significant
earthquakes and the
number of fracking wells appear to be related?
a. Yes b. No
15. How long was the rupture length (the length of the fault that
was affected)?
a. 25 miles b. 74 miles c. 198 miles d. 296 miles e. 408 miles
Page | 333
Introductory GeoloGy earthquakes
16. Locate the epicenter of the 1906 quake. Does the amount of
horizontal slip
decrease faster along the northern end or the southern end of the
rupture?
a. northern end of the rupture b. southern end of the rupture
17. What was the shaking intensity like in Sacramento?
a. light b. strong c. severe d. violent e. extreme
5. 18. What was the shaking intensity like in Sebastopol?
a. light b. strong c. severe d. violent e. extreme
19. Based on the map, would you be more likely to experience
an earthquake of
magnitude >6.7 by 2031 if living in the northwest Bay Area or
southeast Bay Area?
a. northwest b. southeast
20. Based on the liquefaction map, are areas more dangerous
inland or along the
coast?
a. inland b. along the coast
Page | 313
13.1 InTroduCTIon
It was the deadliest day in the
history of Mt. Everest. On April
25, 2015, a 7.8 magnitude earth-
quake hit Nepal. This triggered
an avalanche that killed 19 climb-
ers on Mt. Everest. In Nepal, over
8,800 people died, and many more
were injured and made homeless.
Hundreds of aftershocks (smaller
earthquakes that follow a larger
earthquake) have occurred since
6. (Figure 13.1).
Earthquakes are not new to this
region. A similar death toll was ex-
perienced in a 1934 earthquake, and
many other smaller earthquakes
have occurred within historical
times. An 1833 quake of similar
magnitude resulted in less than 500
deaths, though this was most likely due to two very large
foreshocks (smaller earth-
quakes that precede the main earthquake) that sent most
residents out of doors in
alarm, which was safer for them. Worldwide, there have been
much deadlier and
stronger earthquakes just in this century (Haiti, 2010 – 316,000
dead; Sumatra,
2004 – 227,000 dead, both with deaths related to ground
shaking and the other
hazards that were created by the earthquake). Earthquakes give
geologists valuable
information about the Earth, both the interior, as we learned
about in the Earth’s In-
terior chapter, and about conditions at the Earth’s surface (most
earthquakes occur
at plate boundaries, as we learned in the Plate Tectonics
chapter, Figure 4.8).
figure 13.1 | A map of the main earthquake to hit Nepal
on April 25, 2015, along with a major aftershock on May 12,
and numerous (>100) other aftershocks (in red – note the
magnitude scale in the upper right).
Author: USGS
Source: USGS
License: Public Domain
7. 13 earthquakesRanda Harris
Page | 314
Introductory GeoloGy earthquakes
13.1.1 learning outcomes
After completing this chapter, you should be able to:
• Compare and contrast the different types of seismic waves
• Understand the different scales used to measure earthquakes,
and
apply them to the amount of devastation
• Understand how different geologic materials behave during an
earthquake, and the resulting impact on structures
• Explain how an earthquake epicenter is located
• Explore the relationship between the fracking industry and
seismicity
13.1.2 Key Terms
13.2 The ePICenTer, foCus, and waves
An earthquake is a like a telegram from the Earth. It sends a
message about the
conditions beneath the Earth’s surface. The shaking or
trembling experienced
during an earthquake is the result of a rapid
release of energy within the Earth, usually
as a result of movement along geologic
faults. Think back to the strike-slip fault
from the Crustal Deformation chapter.
8. Rocks on either side of the fault are sliding
past each other. As they move in opposite
directions, the rocks become deformed, as
they will bend slightly and build up pres-
sure. Eventually they will reach a breaking
point. Once the strength of the rock has
been exceeded, the rocks will snap back to
their normal shape, releasing all that stored
energy as an earthquake. The more energy
that has been stored, the larger the earth-
• Benioff Zones
• Body Waves
• Epicenter
• Focus
• Induced Seismicity
• Intensity
• Liquefaction
• Love Waves
• Magnitude
• P Waves
• Rayleigh Waves
• S Waves
• Seismogram
• Seismograph
• Seismology
• Surface Waves
figure 13.2 | An illustration depicting the
focus, where the earthquake originates, and
the epicenter, the point on the ground’s surface
directly above the focus.
author: Unknown
source: Wikimedia Commons
license: GNU Free Documentation
9. Page | 315
Introductory GeoloGy earthquakes
quake is. Remember the stress-strain diagram from Crustal
Deformation. When
rocks are under too great of a stress, they undergo brittle failure
(the earthquake).
The strength of the rock has been exceeded at this point.
Earthquakes originate at a point called the focus (plural foci).
From this point,
energy travels outward in different types of waves. The place on
the Earth’s surface
directly above the focus is called the epicenter (Figure 13.2).
Earthquake foci may
be shallow (less than 70 km from Earth’s surface) to deep
(greater than 300 km
deep), though shallow to intermediate depths are much more
common. Earth-
quake frequency and depth are related to plate boundaries. The
vast majority
(95%) of earthquakes occur along a plate boundary, with
shallow focus earthquakes
tending to occur at divergent and transform plate boundaries,
and shallow to inter-
mediate to deep focus earthquakes occurring at convergent
boundaries (along the
subducting plate). The earthquakes associated with convergent
boundaries occur
along Wadati-Benioff zones, or simply Benioff zones, areas of
dipping seismicity
along the subducting plate (Figure 13.3).
10. As an earthquake occurs, two different types of waves are
produced; body
waves, so termed because they travel through the body of the
Earth, and surface
waves that travel along the Earth’s surface (Figure 13.4). There
are two types of
body waves. P-waves, or primary waves, are compressional
waves that move back
and forth, similar to the action of an accordion. As the wave
passes, the atoms in the
material it is travelling through are being compressed and
stretched. Movement is
compressional parallel to the direction of wave propagation,
which makes P-waves
the fastest of the seismic waves. These waves can travel through
solids, liquids, and
gases, because all materials can be compressed to some degree.
S-waves, or sec-
ondary waves, are shear waves that move material in a direction
perpendicular to
the direction of travel. S-waves can only travel through solids,
and are slower than
P-waves. A similar motion to S-wave motion can be created by
two people hold-
figure 13.3 | This is a
seismicity cross-section,
taken along the subducting
plate in an ocean-ocean
convergent boundary at
the Kuril Islands, located
just northeast of Japan.
Foci are located in the
descending slab. Only
brittle substances (like the
11. lithosphere) can generate
earthquakes, so this must
be the subducting slab.
The star represents the
location of an 8.3 magnitude
earthquake that occurred on
11/15/06.
author: USGS
source: Wikimedia Commons
license: Public Domain
Page | 316
Introductory GeoloGy earthquakes
ing a rope, with one snapping the rope
quickly. Alternately, you can also think
of this wave movement similar to the
wave created by fans in a stadium that
stand up and sit down. Body waves are
responsible for the jerking and shaking
motions felt during an earthquake.
Surface waves are slower than body
waves, and tend to produce more roll-
ing sensations to those experiencing an
earthquake, similar to being in a boat
on the sea. Because surface waves are
located at the ground’s surfacewhere
humans (and their structures) are lo-
cated, and because they move so slowly,
which bunches them up and increas-
es their amplitude, they are the most
damaging of seismic waves. Love waves
12. are the faster surface waves, and they
move material back and forth in a hor-
izontal plane that is perpendicular to
the direction of wave travel (see Figure
13.4). Buildings do not handle this type
of movement well, and Love waves may
be responsible for considerable damage
to structures. Rayleigh waves make the
Earth’s surface move in an elliptical mo-
tion, similar to the movement in a sea
wave. This results in ground movement
that is up and down and side-to-side.
13.3 seIsmoloGy
Earthquakes have been experienced by humans as long as
humans have roamed
the Earth, though most ancient cultures developed myths to
explain them (includ-
ing envisioning large creatures within the Earth that were
moving to create the
quake). The study of earthquakes, called seismology, began to
take off with the
development of instruments that can detect earthquakes; this
instrument, called a
seismograph, can measure the slightest of Earth’s vibrations
(Figure 13.5). A typ-
ical seismograph consists of a mass suspended on a string from
a frame that moves
as the Earth’s surface moves. A rotating drum is attached to the
frame, and a pen
attached to the mass, so that the relative motion is recorded in a
seismogram. It
is the frame (attached to the ground) that moves during an
earthquake—the sus-
13. figure 13.4 | The different types of seismic
waves. Body waves, in the upper portion of the
figure, consist of P-waves and S-waves. The
P-wave motion is compressional. The hammer
on the left starts the wave moving. The arrow
on the right shows the general direction of the
wave. In the S-wave, the motion is undulating.
Surface waves are depicted in the lower portion
of the chart. Love waves move similarly to
S-waves, resulting in horizontal shifting of the
Earth’s surface. Rayleigh waves are surface
waves that travel much like a wave along the
water’s surface.
author: USGS
source: Wikimedia Commons
license: Public Domain
Page | 317
Introductory GeoloGy earthquakes
pended mass generally stays still due to inertia (the tendency of
a body to stay at
rest and resist movement).
13.3.1 how are earthquakes measured?
The tragic consequences of earthquakes can be measured in
many ways, like
death tolls or force of ground shaking. Two measures in
particular are commonly
used. One is a qualitative measure of the damage inflicted by
the earthquake, and
it is referred to as intensity. The second is a quantitative
14. measure of the energy
released by the earthquake, termed magnitude. Both measures
provide mean-
ingful data.
13.3.2 earthquake Intensity
Intensity measurements take into account both the damage
incurred due to
the quake and the way that people respond to it. The Modified
Mercalli Intensity
Scale (Figure 13.6) is the most widely used scale to measure
earthquake intensi-
ties. This scale has values that range from Roman numerals I to
XII which char-
acterize the damage observed and people’s reactions to it. Data
for this scale is
often collected right after an earthquake by having the local
population answer
questions about the damage they see and what happened during
the quake. This
information can then be pooled to create an intensity map,
which creates colored
zones based on the information collected (Figure 13.7). These
maps are frequently
used by the insurance industry.
figure 13.5 | A seismograph and the seismogram it produces.
author: User “Yamaguchi”
source: Wikimedia Commons
license: CC BY-SA 3.0
Page | 318
15. Introductory GeoloGy earthquakes
Intensity Characteristics
I Shaking not felt under normal circumstances.
II Shaking felt only by those at rest, mostly along upper floors
in buildings.
III Weak shaking felt noticeably by people indoors. Many do
not recognize this as an earthquake. Vibra-
tions similar to a large vehicle passing by.
IV Light shaking felt indoors by many, outside by few. At
night, some were awakened. Dishes, doors, and
windows disturbed; walls cracked. Sensation like heavy truck
hitting a building. Cars rock noticeably.
V Moderate shaking felt by most; many awakened. Some dishes
and windows broken. Unstable objects
overturned.
VI Strong shaking felt by all, with many frightened. Heavy
furniture may move, and plaster breaks. Dam-
age is slight.
VII Very strong shaking sends all outdoors. Well-designed
buildings sustain minimal damage; slight-moderate
damage in ordinary buildings; considerable damage in poorly
built structures.
VIII Severe shaking. Well-designed buildings sustain slight
damage; considerable damage in ordinary build-
ings; great damage in poorly built structures.
IX Violent shaking. Well-designed buildings sustain
considerable damage; buildings are shifted off foundations,
with some partial collapse. Underground pipes are broken.
16. X Extreme shaking. Some well-built wooden structures are
destroyed; most masonry and frame structures
are destroyed. Landslides considerable.
XI Few structures are left standing. Bridges are destroyed, and
large cracks open in the ground.
XII Total damage. Objects thrown upward in the air.
figure 13.6 | (Above) An abbreviated
table of the Modified Mercalli Intensity
Scale. Intensity for a particular
earthquake is determined by the
maximum damage incurred.
author: Randa Harris
source: Original Work
license: CC BY-SA 3.0
figure 13.7 | (Right) An intensity map
for the San Fernando earthquake in
southern California on 2/9/76. Notice
that near the epicenter (marked by a
star), the intensity was extreme.
author: USGS
source: Wikimedia Commons
license: Public Domain
Page | 319
Introductory GeoloGy earthquakes
13.3.3 earthquake magnitude
Another way to classify an earthquake is by the energy released
during the event;
17. this is referred to as the magnitude of the earthquake. While
magnitude has been
measured using the Richter scale, as the frequency of
earthquake measurements
around the world increased, it was realized that the Richter
magnitude scale was
not valid for all earthquakes (it is not accurate for large
magnitude earthquakes).
A new scale called the Moment Magnitude Intensity Scale was
developed, which
maintains a similar scale to the Richter scale. This scale
estimates the total energy
released by an earthquake and can be used to characterize
earthquakes of all sizes
throughout the world. The magnitude is based on the seismic
moment (estimated
based on ground motions recorded on a seismogram), which is a
product of the
distance a fault moved and the force required to move it. This
scale works particu-
larly well with larger earthquakes and has been adopted by the
United States Geo-
logical Survey. Magnitude is based on a logarithmic scale,
which means for each
whole number that you increase, the amplitude of the ground
motion recorded by
a seismograph increases by 10 and the energy released increases
by 101.5, rather
than one (so that a 3 magnitude quake results in ten times the
ground shaking as a
2 magnitude quake; a magnitude 4 quake has 102 or 100 times
the level of ground
shaking as a 2 magnitude quake (releasing 103 or 1000 times as
much energy). For
a rough comparison of magnitude scale to intensity, see Figure
13.8. Why is it nec-
18. essary to have more than one type of scale? The magnitude
scale allows for world-
wide characterization of any earthquake event, while the
intensity scale does not.
With an intensity scale, a IV in one location could be ranked a
II or III in another
location, based off of building construction (ex. poorly
constructed buildings will
suffer more damage in the same magnitude earthquake as those
built with stron-
ger construction).
13.4 loCaTInG an earThQuaKe ePICenTer
During an earthquake, seismic waves are sent all over the globe.
Though they
may weaken with distance, seismographs are sensitive enough
to still detect these
waves. In order to determine the location of an earthquake
epicenter, seismographs
Magnitude Typical Maximum Modified Mercalli Intensity
1.0 – 2.9 I
3.0 – 3.9 II – III
4.0 – 4.9 IV – V
5.0 – 5.9 VI – VII
6.0 – 6.9 VII – IX
7.0 and above VIII or above
figure 13.8 | A comparison of magnitude versus intensity scales
for
earthquakes.
author: Randa Harris
source: Original Work
license: CC BY-SA 3.0
19. Page | 320
Introductory GeoloGy earthquakes
from at least three different places are needed for a particular
event. In Figure 13.9,
there is an example seismogram from a station that includes a
minor earthquake.
Once three seismographs have
been located, find the time interval
between the arrival of the P-wave
and the arrival of the S-wave. First
determine the P-wave arrival, and
read down to the bottom of the seis-
mogram to note at what time (usually
marked in seconds) that the P-wave
arrived. Then do the same for the
S-wave. The arrival of seismic waves
will be recognized by an increase in
amplitude – look for a pattern change
as lines get taller and more closely
spaced (ex. Figure 13.10).
By looking at the time between
the arrivals of the P- and S-waves,
one can determine the distance to the
earthquake from that station, with longer time intervals
indicating longer distance.
These distances are determined using a travel-time curve, which
is a graph of P-
and S-wave arrival times (see Figure 13.11).
20. Though distance to the epicenter can be determined using a
travel-time graph,
direction cannot be told. A circle with a radius of the distance
to the quake can
be drawn. The earthquake occurred somewhere along that circle.
Triangulation is
required to determine exactly where it happened. Three
seismographs are needed.
A circle is drawn from each of the three different seismograph
locations, where the
radius of each circle is equal to the distance from that station to
the epicenter. The
spot where those three circles intersect is the epicenter (Figure
13.12).
figure 13.9 | This seismogram is read from left to right and top
to bottom. Note the small
earthquake that is marked, and the resulting change in wave
amplitude at that point.
author: USGS
source: USGS
license: Public Domain
figure 13.10 | An example seismogram with the
arrival of P and S waves included. Note how the
arrival of waves is marked by an increase in the
wave height (known as amplitude) and by more
tightly packed waves. This example does not
include time along the bottom, but those in the
lab exercise will.
author: User “Pekachu”
source: Wikimedia Commons
license: Public Domain
21. Page | 321
Introductory GeoloGy earthquakes
figure 13.11 | A travel-time graph that includes the arrival of P-
waves and S-waves. Note that these
curves plot distance versus time, and are calculated based on the
fact that the Earth is a sphere. Curves
vary with the depth of earthquake because waves behave
differently (i.e. their velocities change) with
depth and change in material. This particular curve is used for
shallow earthquakes (<20 km deep) with
stations within 800 km. The S-P curve refers to the difference in
time between the arrival of the P-wave and
S-wave. If you noted on your seismogram that the P-wave
arrived at 10 seconds, and the S-wave arrived at
30 seconds, the difference between arrival times would be 20
seconds. You would read the 20 seconds off
the y-axis above to the S-P line, then drop down to determine
the distance to the epicenter. In this case, it
would be approximately 200 kilometers.
author: Randa Harris
source: Original Work
license: CC BY-SA 3.0
figure 13.12 | In order to locate this earthquake epicenter,
seismograms from Portland, Salt Lake City,
and Los Angeles were used. The time between P and S wave
arrivals was calculated, and travel time tables
gave a distance. Circles with each distance for its radii were
drawn from each station. The one resulting
overlap, at San Francisco, was the earthquake epicenter.
author: Randa Harris
source: Original Work
license: CC BY-SA 3.0
22. Page | 322
Introductory GeoloGy earthquakes
13.5 lab exerCIse
Part a – locating an epicenter
You will determine the location of an earthquake epicenter
using seismograms
from Carrier, Oklahoma, Smith Ranch in Marlow, Oklahoma,
and Bolivar Missouri
available at the end of this chapter. These are actual
seismograms that you will be
reading, from an actual event. For each, three different readouts
are given, as the
seismograph measured in three different axes. You may focus
on any of the three
readouts for each station, as all will have the same arrival times
for each wave.
First, determine when the P and S waves arrived, and note these
times (remember
to look for a pattern change as lines get taller and more closely
spaced). Mark both
the arrival of the P-wave and S-wave, then using the time scale
in seconds, note the
time difference between the P and S wave arrivals. Add this to
the table below for
each of the three seismograms.
Table 13.1
Station
P-wave arrival
23. time (sec)
S-wave arrival
time (sec)
Difference between P
and S travel times (sec)
Distance to Epicenter
from Station (km)
Carrier, OK
Marlow, OK
Bolivar, MO
The difference between the P and S wave arrivals will be used
to determine the
distances to the epicenter from each station using Figure 13.11.
Make sure that you use
the curve for S-P Difference – find the seconds on the y-axis,
read over to the S-P curve,
then draw a line down to the x- axis for distance. Add the
values to the table above. Now
you need to create the circles from each station using Figure
13.13, a map with the three
stations on it. This map includes a legend in kilometers. For
each station, note the dis-
tance to the epicenter. Using a drafting compass (or alternately,
tie a string to a pencil,
cut the string the length of the distance to the epicenter, pin it
at the station, and draw
a circle, with the pencil stretched out the full distance of the
string), you will create the
circle. First, measure the scale on the map in Figure 13.13 in
centimeters, and use that
to convert your distances in kilometers to centimeters (ex. the
map’s scale of 100 km =
24. 2.1 cm on your ruler, so if you had a measured distance from
one station of 400 km, that
would equal 8.4 cm on your ruler). For this fictional example,
starting at the station, use
the drafting compass to make a circle that is 8.4 cm in radius.
Create a circle for each of
the three stations, using their different distances to the
epicenter. They should overlap
(or nearly overlap) in one location. The location where they
overlap is the approximate
epicenter of the earthquake. Once done, answer the questions
below.
Page | 323
Introductory GeoloGy earthquakes
1. For Carrier, Oklahoma, what is the approximate time of the
arrival of the first
P-wave?
a. 10 seconds b. 15 seconds c. 21 seconds d. 30 seconds
2. For Marlow, Oklahoma, what is the approximate time of the
arrival of the first
S-wave?
a. 19 seconds b. 22 seconds c. 35 seconds d. 42 seconds
3. For Bolivar, Missouri, what is the difference between the P
and S wave arrival
times?
a. 10 seconds b. 20 seconds c. 40 seconds d. 55 seconds
25. 4. What is the approximate distance to the epicenter from
Carrier, Oklahoma?
a. 70 km b. 130 km c. 240 km d. 390 km
5. What is the approximate distance to the epicenter from
Marlow, Oklahoma?
a. 70 km b. 130 km c. 240 km d. 390 km
figure 13.13
author: Google Earth
source: Google Earth
license: Used with attribution per Google’s Permissions
Guidelines
Page | 324
Introductory GeoloGy earthquakes
6. What is the approximate distance to the epicenter from
Bolivar, Missouri?
a. 70 km b. 130 km c. 240 km d. 390 km
7. Look at the location that you determined was the earthquake
epicenter.
Compare its location to Oklahoma City. Which direction is the
epicenter located
from Oklahoma City?
a. southeast b. northwest c. northeast d. southwest
26. On January 12, 2010, a devastating magnitude 7.0 earthquake
hit 16 miles west
of Port-au-Prince, the capital of Haiti. At the following website,
images are given of
areas in Port-au-Prince both before the earthquake and soon
after the earthquake,
with a slider bar so that you can compare them. Access these
images at: http://
www.nytimes.com/interactive/2010/01/14/world/20100114-
haiti-im-
agery.html (or alternately at http://elearningexamples.com/the-
destruc-
tion-in-port-au-prince-2/) and note the changes in many areas
due to damage
from the earthquake.
8. Examine the before and after image of the National
Cathedral. Based on the
changes seen within the structure, decide where this earthquake
would most
likely fall on the Modified Mercalli Intensity Scale. Based off
this image, the
most likely intensity of this earthquake would be:
a. <IV b. V-VI c. VII d. VIII or greater
9. Residents in Port-au-Prince complained of extreme shaking
during the
earthquake, while residents of Santo Domingo, the capital of the
Dominican
Republic that sits 150 miles east of Port-au-Prince, assumed the
shaking was
caused by the passing of a large truck. Based on the Modified
Mercalli Intensity
Scale, the residents of Port-au-Prince mostly like experienced
an intensity of
27. ___, while the residents of Santo Domingo experienced an
intensity of ___.
a. VII, II b. VIII, III c. X, III d. X, IV
13.6 hazards from earThQuaKes
Earthquakes are among nature’s most destructive phenomena,
and there are
numerous hazards associated with them. Ground shaking itself
leads to falling
structures, making it the most dangerous hazard. The intensity
of ground shaking
depends on several factors, including the size of the earthquake,
the duration of
shaking, the distance from the epicenter, and the material the
ground is made of.
Solid bedrock will not shake much during a quake, rendering it
safer than other
http://www.nytimes.com/interactive/2010/01/14/world/2010011
4-haiti-imagery.html
http://www.nytimes.com/interactive/2010/01/14/world/2010011
4-haiti-imagery.html
http://www.nytimes.com/interactive/2010/01/14/world/2010011
4-haiti-imagery.html
http://elearningexamples.com/the-destruction-in-port-au-prince-
2/
http://elearningexamples.com/the-destruction-in-port-au-prince-
2/
Page | 325
Introductory GeoloGy earthquakes
28. ground materials. Artificial fill refers to areas that have been
filled in for construc-
tion and/or waste disposal (think of a hill that gets cleared for a
shopping mall –
the soil that was removed is dumped somewhere else as
artificial fill). Sediment is
not compacted in areas of artificial fill, but compaction will
occur during the shak-
ing of an earthquake, leading to structure collapse. Artificial fill
sediments behave
similarly to water-saturated sediments. As they shake, they may
experience lique-
faction, in which the sediments behave like a fluid. Normally,
friction between
grains holds them together. Once an earthquake occurs, water
surrounds every
grain, eliminating the friction between them and causing them
to liquefy (Figure
13.14). This can be very dangerous. Seismic waves will amplify
as they come in
contact with these weaker materials, leading to even more
damage.
Other hazards associated
with earthquakes include fire
(as gas lines rupture), which
may be difficult to combat
as water lines may also be
ruptured. The vast majority
of damage during the 1906
San Francisco earthquake
was due to fire. Earthquakes
can trigger tsunamis, large
sea waves created by the dis-
placement of a large volume
of water during fault move-
29. ment. The Sumatra-Anda-
man earthquake in 2004
triggered a tsunami in the
Indian Ocean that resulted in 230,000 deaths. Earthquakes can
trigger landslides
in mountainous areas, and initiate secondary hazards such as
fires, dam breaks,
chemical spills, or even nuclear disasters like the one at
Fukushima Daiichi Nucle-
ar Power Plant in Japan. Earthquake-prone areas can take steps
to minimize de-
struction, such as implementing strong building codes,
responding to the tsunami
warning system, addressing poverty and social vulnerability,
retrofitting existing
buildings, and limiting development in hazardous zones.
13.7 lab exerCIse
Part b - liquefaction
Download the kml file from the USGS for Google Earth found
here: http://
earthquake.usgs.gov/regional/nca/bayarea/kml/liquefaction.kmz
(Al-
ternately the file can be downloaded from this site:
http://earthquake.usgs.
gov/regional/nca/bayarea/liquefaction.php). Note that this file
adds a lay-
er of liquefaction susceptibility, with areas more likely to
experience liquefaction
figure 13.14 | A diagram depicting liquefaction. In the water-
saturated sediment on the left, the pore (open) spaces between
the
grains are filled with water, but friction holds the grains
30. together. In
liquefaction, on the right, water surrounds the grains so that
they no
longer have contact with each other, leading them to behave as
a liquid.
author: Randa Harris
source: Original Work
license: CC BY-SA 3.0
http://earthquake.usgs.gov/regional/nca/bayarea/kml/liquefactio
n.kmz
http://earthquake.usgs.gov/regional/nca/bayarea/kml/liquefactio
n.kmz
http://earthquake.usgs.gov/regional/nca/bayarea/liquefaction.ph
p
http://earthquake.usgs.gov/regional/nca/bayarea/liquefaction.ph
p
Page | 326
Introductory GeoloGy earthquakes
in yellow, orange, or red. Once in Google Earth, type in San
Francisco, CA. Zoom
in to less than 25 miles to see the layers added and note where
liquefaction is most
likely, then answer the following questions. When necessary,
type locations into
the Search box to locate them.
10. A significant earthquake hits San Mateo, California while
you are there. During
the shaking you are caught indoors. Would you rather be at the
US Social
Security Administration Building (located at South Claremont
31. Street, San
Mateo) or with the San Mateo Park Rangers (located at J Hart
Clinton Drive,
San Mateo)?
a. the US Social Security Administration Building b. the San
Mateo Park Rangers
11. While visiting California, you become violently ill and must
visit a hospital.
Based off of your fears of a possible earthquake occurring,
would you rather go
to Highland Hospital in Oakland or Alameda Hospital in
Alameda?
a. Highland Hospital, Oakland, CA b. Alameda Hospital,
Alameda, CA
13.8 InduCed seIsmICITy
The number of significant earthquakes within the central and
eastern United
States has climbed sharply in recent years. During the thirty-six
year period between
1973 and 2008, only 21 earthquakes with a magnitude of 3.0 or
greater occurred.
During the 5 year period of 2009-2013, 99 earthquakes of that
size occurred within
the same area, with 659 earthquakes in 2014 alone and well over
800 earthquakes in
2015 just in Oklahoma (see the blue and red line on the graph in
Figure 13.15).
Human intervention is apparently the cause, resulting in induced
seismicity
(earthquakes caused by human activities). Humans have induced
32. earthquakes in
the past (for example, impounding reservoirs has led to
earthquakes in Georgia),
but this rapid increase in induced seismicity has led to much
current research into
the problem. Evidence points to several contributing factors, all
related to types
of fluid injection used by the oil industry. Hydraulic fracturing,
also referred to as
fracking, has been used for decades by oil and gas companies to
improve well pro-
duction. Fluid (usually water, though other fluids are often
present) is injected at
high pressure into low-permeability rocks in an effort to
fracture the rock. As more
fractures open up within the rock, fluid flow is enhanced and
more distant fluids
can be accessed, increasing the production of a well. In the past,
this practice was
utilized in vertical wells. With the recent advent of horizontal
drilling technology,
the fracking industry has really taken off. Drillers can now
access thin horizon-
tal oil and gas reservoirs over long distances, highly increasing
well production
in rocks that formerly were not exploited, creating a boom in
US gas and oil pro-
duction. While there have been many reports in the public that
blame fracking for
all of the increased seismicity rates, this is not entirely the case.
Fracking mainly
Page | 327
33. Introductory GeoloGy earthquakes
produces very minor earthquakes
(less than magnitude 3), though it
has been shown to produce signifi-
cant earthquakes on occasion. The
majority of induced earthquakes are
caused by injection of wastewater
deep underground. This wastewater
is the byproduct of fracking, so ulti-
mately the industry is to blame.
As wells are developed (by
fracking or other processes), large
amounts of waste fluid, which may
contain potentially hazardous chem-
icals, are created. When the fluids
cannot be recycled or stored in re-
tention ponds above ground, they
are injected deep underground, the-
oretically deep enough to not come
into contact with oil reservoirs or
water supplies. These wastewater
wells are quite common and are con-
sidered a safe option for wastewater
disposal. By injecting this water in
areas that contain faults, the stress
conditions on the faults change as
friction is reduced, which can result
in movement along faults (resulting
in earthquakes).
For our lab exercise, we will focus
on the state of Oklahoma, and the in-
creased seismicity there (Figure 13.16).
34. The USGS has focused some re-
search on the seismicity in Oklaho-
ma and determined that the main
seismic hazard within the state is the
disposal of wastewater from the oil
and gas industry by deep injection,
though some smaller quakes (mag-
nitude 0.6 to 2.9) have been shown
to correlate directly to fracking. A 50% increase in earthquake
rate has occurred
within the state since 2013. One large earthquake of 5.7
magnitude struck in No-
vember, 2011, and has been linked to an active wastewater
injection site ~200 me-
ters away. A 4.7 magnitude earthquake struck in November
2015, too.
figure 13.15 | Chart of increased seismicity of magnitude 3
or greater earthquakes within the central and eastern U.S. from
1973-2015. The spatial distribution of the earthquakes is shown
on the map, with blue dots representing quakes from 1973-2008,
and red dots representing quakes from 2009-2015.
author: USGS
source: USGS
license: Public Domain
figure 13.16 | Earthquakes that occurred within Oklahoma
from 1970 – 5/27/15 are depicted above. Please note that
the colors indicate year and the size indicates magnitude (see
legend on image). The inset image is a close-up view of the
outlined box.
author: USGS
source: USGS
license: Public Domain
35. Page | 328
Introductory GeoloGy earthquakes
13.9 lab exerCIse
Part C – Induced seismicity
The table below contains data regarding the number of fracking
wells within
the state of Oklahoma and the number of significant earthquakes
(magnitude 3 or
greater) that have occurred since 2000. Before answering the
questions for this lab
exercise, plot the information in the table below on the graph
that is provided; note
that the graph has two y-axes, one for the number of fracking
wells and the other
for the number of earthquakes.
Table 13.2
Year # of Fracking Wells in Oklahoma # of Earthquakes greater
than M 3
2000 0 0
2001 0 0
2002 0 3
2003 0 0
2004 0 2
2005 0 1
2006 0 2
2007 0 1
2008 1 2
2009 4 20
2010 1 43
2011 637 63
36. 2012 1,568 34
2013 470 109
2014 No Data 585
2015 No Data 850
(From: http://www.oudaily.com/news/oklahoma-reports-surge-
in-earthquakes-during/arti-
cle_79a364da-a1d4-11e5-894a-5ba84c8399c1.html)
Note: Information on number of fracked wells was obtained by
SkyTruth through
accessing FracFocus. Oklahomans are required to report all
fracked wells, but
the site was only created in 2011, so some wells may have not
been retroactively
added pre-2011. Seismic data was obtained through the USGS.
Page | 329
Introductory GeoloGy earthquakes
12. After what year does the number of magnitude 3 or greater
earthquakes begin
to rise significantly?
a. 2007 b. 2009 c. 2011 d. 2015
13. After what year does the number of fracking wells begin to
rise significantly?
a. 2007 b. 2009 c. 2011 d. 2015
14. Based on the graph that you constructed, do significant
earthquakes and the
37. number of fracking wells appear to be related?
a. Yes b. No
The exercises that follow use Google Earth. Let’s start by
examining the 1906
earthquake that hit Northern California. Access the following
website: http://
earthquake.usgs.gov/regional/nca/virtualtour/
There are several links of interest here. Spend some time
familiarizing yourself
with the site. Scroll down to the section entitled “The Northern
California Earth-
quake, April 18, 1906” and open the link. The San Andreas
Fault is ~800 miles
long, located in California. In 1906, a major earthquake
occurred along a portion
of the fault. Scroll down and check out the Rupture Length and
Slip.
http://earthquake.usgs.gov/regional/nca/virtualtour/
http://earthquake.usgs.gov/regional/nca/virtualtour/
Page | 330
Introductory GeoloGy earthquakes
15. How long was the rupture length (the length of the fault that
was affected)?
a. 25 miles b. 74 miles c. 198 miles d. 296 miles e. 408 miles
Horizontal slip, or relative movement along the fault, ranged
from 2-32 feet.
38. To envision this, imagine that you are facing an object directly
across from you.
Suddenly, it moves up to 32 feet to your right! Horizontal slip
is shown along the
rupture as a histogram. Check out all the measurements along
the fault by clicking
the Rupture Length and Slip on the Google Earth link.
16. Locate the epicenter of the 1906 quake. Does the amount of
horizontal slip
decrease faster along the northern end or the southern end of the
rupture?
a. northern end of the rupture b. southern end of the rupture
Go back to the “The Northern California Earthquake, April 18,
1906” page and
scroll down to check out the Shaking Intensity. If your map
begins to get difficult
to read, remember that by clicking on a checked box in the
Places folder, you can
remove prior data. Use the search box to display the desired
location.
17. What was the shaking intensity like in Sacramento?
a. light b. strong c. severe d. violent e. extreme
18. What was the shaking intensity like in Sebastopol?
a. light b. strong c. severe d. violent e. extreme
Navigate back to the main page and select “Earthquake Hazards
of the Bay Ar-
ea Today.” Check out the Earthquake Probabilities for the Bay
Area.
39. 19. Based on the map, would you be more likely to experience
an earthquake of
magnitude >6.7 by 2031 if living in the northwest Bay Area or
southeast Bay Area?
a. northwest b. southeast
Go back to the “Earthquake Hazards of the Bay Area Today”
page and check
out the Liquefaction Susceptibility in San Francisco. Look at
the overall trend in
the areas affected by liquefaction.
20. Based on the liquefaction map, are areas more dangerous
inland or along the
coast?
a. inland b. along the coast
Page | 331
Introductory GeoloGy earthquakes
13.10 sTudenT resPonses
1. For Carrier, Oklahoma, what is the approximate time of the
arrival of the first
P-wave?
a. 10 seconds b. 15 seconds c. 21 seconds d. 30 seconds
2. For Marlow, Oklahoma, what is the approximate time of the
arrival of the first
40. S-wave?
a. 19 seconds b. 22 seconds c. 35 seconds d. 42 seconds
3. For Bolivar, Missouri, what is the difference between the P
and S wave arrival
times?
a. 10 seconds b. 20 seconds c. 40 seconds d. 55 seconds
4. What is the approximate distance to the epicenter from
Carrier, Oklahoma?
a. 70 km b. 130 km c. 240 km d. 390 km
5. What is the approximate distance to the epicenter from
Marlow, Oklahoma?
a. 70 km b. 130 km c. 240 km d. 390 km
6. What is the approximate distance to the epicenter from
Bolivar, Missouri?
a. 70 km b. 130 km c. 240 km d. 390 km
7. Look at the location that you determined was the earthquake
epicenter.
Compare its location to Oklahoma City. Which direction is the
epicenter located
from Oklahoma City?
a. southeast b. northwest c. northeast d. southwest
8. Examine the before and after image of the National
Cathedral. Based on the
changes seen within the structure, decide where this earthquake
41. would most
likely fall on the Modified Mercalli Intensity Scale. Based off
this image, the
most likely intensity of this earthquake would be:
a. <IV b. V-VI c. VII d. VIII or greater
Page | 332
Introductory GeoloGy earthquakes
9. Residents in Port-au-Prince complained of extreme shaking
during the
earthquake, while residents of Santo Domingo, the capital of the
Dominican
Republic that sits 150 miles east of Port-au-Prince, assumed the
shaking was
caused by the passing of a large truck. Based on the Modified
Mercalli Intensity
Scale, the residents of Port-au-Prince mostly like experienced
an intensity of
___, while the residents of Santo Domingo experienced an
intensity of ___.
a. VII, II b. VIII, III c. X, III d. X, IV
10. A significant earthquake hits San Mateo, California while
you are there. During
the shaking you are caught indoors. Would you rather be at the
US Social
Security Administration Building (located at South Claremont
Street, San
Mateo) or with the San Mateo Park Rangers (located at J Hart
Clinton Drive,
42. San Mateo)?
a. the US Social Security Administration Building b. the San
Mateo Park Rangers
11. While visiting California, you become violently ill and must
visit a hospital.
Based off of your fears of a possible earthquake occurring,
would you rather go
to Highland Hospital in Oakland or Alameda Hospital in
Alameda?
a. Highland Hospital, Oakland, CA b. Alameda Hospital,
Alameda, CA
12. After what year does the number of magnitude 3 or greater
earthquakes begin
to rise significantly?
a. 2007 b. 2009 c. 2011 d. 2015
13. After what year does the number of fracking wells begin to
rise significantly?
a. 2007 b. 2009 c. 2011 d. 2015
14. Based on the graph that you constructed, do significant
earthquakes and the
number of fracking wells appear to be related?
a. Yes b. No
15. How long was the rupture length (the length of the fault that
was affected)?
a. 25 miles b. 74 miles c. 198 miles d. 296 miles e. 408 miles
43. Page | 333
Introductory GeoloGy earthquakes
16. Locate the epicenter of the 1906 quake. Does the amount of
horizontal slip
decrease faster along the northern end or the southern end of the
rupture?
a. northern end of the rupture b. southern end of the rupture
17. What was the shaking intensity like in Sacramento?
a. light b. strong c. severe d. violent e. extreme
18. What was the shaking intensity like in Sebastopol?
a. light b. strong c. severe d. violent e. extreme
19. Based on the map, would you be more likely to experience
an earthquake of
magnitude >6.7 by 2031 if living in the northwest Bay Area or
southeast Bay Area?
a. northwest b. southeast
20. Based on the liquefaction map, are areas more dangerous
inland or along the
coast?
a. inland b. along the coast
44. S e i s m o g r a m B e g i n T i m e : 2 0 1 5 - 0 6 - 1 4 1 8 :
1 7 : 4 1 G M T
S t a t i o n : S 3 9 B - B o l i v a r , M O , U S A
S t a t i o n L o c a t i o n : L a t i t u d e 3 7 . 6 9 N , L o n g
i t u d e 9 3 . 3 2 W
T i m e ( s )
0 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0
- 2 0
- 1 0
0
1 0
2 0
- 2 0
- 1 0
0
1 0
2 0
T i m e ( s )
0 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0
- 2 0
45. - 1 0
0
1 0
2 0
S e i s m o g r a m B e g i n T i m e : 2 0 1 5 - 0 6 - 1 4 1 8 :
1 7 : 0 2 G M T
S t a t i o n : C R O K - C a r r i e r , O k l a h o m a
S t a t i o n L o c a t i o n : L a t i t u d e 3 6 . 5 0 N , L o n g
i t u d e 9 7 . 9 8 W
T i m e ( s )
0 . 0 0 3 . 0 0 6 . 0 0 9 . 0 0 1 2 . 0 0 1 5 . 0 0 1 8 . 0 0 2 1 . 0 0
2 4 . 0 0 2 7 . 0 0 3 0 . 0 0 3 3 . 0 0 3 6 . 0 0
-2E-03
-1E-03
0E00
1E-03
-2E-03
-1E-03
0E00
1E-03
46. T i m e ( s )
0 . 0 0 3 . 0 0 6 . 0 0 9 . 0 0 1 2 . 0 0 1 5 . 0 0 1 8 . 0 0 2 1 . 0 0
2 4 . 0 0 2 7 . 0 0 3 0 . 0 0 3 3 . 0 0 3 6 . 0 0
-2E-03
-1E-03
0E00
1E-03
S e i s m o g r a m B e g i n T i m e : 2 0 1 5 - 0 6 - 1 4 1 8 :
1 7 : 2 1 G M T
S t a t i o n : X 3 4 A - S m i t h R a n c h , M a r l o w , O
K , U S A
S t a t i o n L o c a t i o n : L a t i t u d e 3 4 . 6 0 N , L o n g
i t u d e 9 7 . 8 3 W
T i m e ( s )
0 . 0 0 5 . 0 0 1 0 . 0 0 1 5 . 0 0 2 0 . 0 0 2 5 . 0 0 3 0 . 0 0 3 5 .
0 0 4 0 . 0 0 4 5 . 0 0 5 0 . 0 0
-4E-05
-2E-05
0E00
2E-05
4E-05