Steps to Plate Tectonics:
Step 1 – Continental Drift
www.math.montana.edu / ~nmp / materials / ess / geosphere / inter / activities / plate_calc / pangaea_map.gif
The Continental Drift hypothesis published by Alfred Wegener in his 1915 book “ The Origin of Continents and Oceans”, although this was partially based on the work of earlier investigators.
Continental Drift = the continents were once connected in a single supercontinent called Pangaea. They have since drifted apart and are still moving today.
http://www.kidsgeo.com/geology-for-kids/0042-pangaea.php
Wegener’s hypothesis had several problems:
1) He had no power source – no way to make the continents move.
2) He thought the continents moved through the seafloor just like boats move through the ocean, but there was no evidence of this (no wake)
3) He was a meteorologist so many geologists didn’t take him seriously!
BUT Wegener had lots of evidence to show that the continents were once connected!
1) The jigsaw puzzle-like fit of the continents.
Figure 2.3 in text
Identical fossil assemblages on now widely spaced continents!
best about 250-200 MY ago
become increasingly dissimilar the closer to today we look!
Garrison, 2012, Essentials of Oceanography
3) Sequences of similar rock types on continents which do not now have the same geologic environment!
http://www.geology.ohio-state.edu/~vonfrese/gs100/lect25/index.html
4) Geologic structures (mountain ranges, faults, chains of volcanoes) which match up on either side of oceans but can not be found underwater.
5) Apparent polar wander – paleoclimatic evidence the continents had very different climates 250 MY ago than they do today.
either the continents moved or
the climate bands moved – which means the Earth’s poles of rotation moved.
Earth’s climate zones today are arranged symmetrically around the poles.
http://www.webquest.hawaii.edu/kahihi/sciencedictionary/C/climatezone.php
Paleoclimatic data from ˶300 MY ago, figure 2.5 in text
After Wegener died, his ideas were largely dismissed, until…
Post-Wegener evidence for drifting continents (and plate tectonics)…
6) Apparent Polar Wander – Paleomagnetic evidence.
Figure 2.7 showing that the Earth has a magnetic field very similar to that created by a bar magnet.
Directions of magnets parallel to Earth’s magnetic field lines.
Post-Wegener evidence for drifting continents (and plate tectonics)…
Figure 2.7b showing how magnets align to the Earth’s magnetic field when allowed to move freely.
Rocks containing the mineral magnetite (especially basalt) record the orientation of the Earth’s magnetic field at the time the rocks formed.
Figure 2.8a showing apparent polar wander paths for Europe and North America.
Figure 2.8b showing alignment of polar wander curves if the Atlantic Ocean is “closed”
The polar wander tracks for all the continents show great variation, suggesting it is the continents that moved!
If we put the continents “back to.
Alfred Wegener first proposed the continental drift hypothesis in the early 1900s, which theorized that the continents were once joined together in a supercontinent called Pangaea before drifting apart to their current locations. We now know from the theory of plate tectonics that Pangaea existed around 245 million years ago and later split into the continents of Laurasia and Gondwana. Sea-floor spreading at mid-ocean ridges drives the movement of tectonic plates and the formation of new oceanic crust, which is evidenced by magnetic reversals recorded in oceanic rocks over time.
This document provides information about plate tectonics and is designed to meet South Carolina science standards. It discusses the layers of the Earth, tectonic plates and their movement, and the three types of plate boundaries - convergent where plates collide, divergent where they separate, and transform where they slide past each other. Specific examples are given for each boundary type, including discussions of sea floor spreading at mid-ocean ridges, subduction zones creating volcanoes and trenches, and the San Andreas Fault as a transform boundary.
This document provides an overview of plate tectonics and the key individuals and discoveries that led to the development of the theory. It discusses Alfred Wegener's idea of continental drift in the early 20th century, which was initially rejected. It then covers the discoveries of the mid-ocean ridge system and magnetic striping of the ocean floor in the 1950s-60s, which provided evidence that the continents are moving and new crust is generated at ocean ridges through seafloor spreading. This led to the acceptance of plate tectonics as a scientific theory to explain geological phenomena.
introduction of plate tectonics leading to finding the epicenter.
Divergent plate boundary is alsoincluded in the ppt. Search the activity sheet on this topic also uploaded here
This document provides information about plate tectonics and related geological concepts. It begins with an overview of plate tectonics theory, including the three main types of plate boundaries (transform, convergent, and divergent). It then discusses early evidence that supported continental drift, including matching coastlines and shared fossil distributions. Additional sections cover paleomagnetism data, seafloor spreading evidence, characteristics of different plate boundary types, and potential driving forces of plate tectonics like mantle convection. The document concludes by discussing mountain building at plate boundaries and ways plate tectonics may operate on other celestial bodies.
The document discusses various concepts related to plate tectonics and volcanic landforms. It describes plate tectonics theory including evidence for seafloor spreading and subduction. It also discusses plate boundaries, mechanisms of volcanism, types of volcanic landforms such as shield volcanoes and calderas, and volcanic hazards.
Study of plate tectonics of the earth, or plate movement,
a) Wegener’s Evidence (Continental Drift)
b) History of Plate Tectonics
c) Breakup and Appearence of Pangea
WHAT IS A PLATE?
Major continental and oceanic plates include:
Types of Earth’s Crust:
Plate tectonics (from the Late Latin tectonicus) is a scientific theory which describes the large scale motions of Earth's lithosphere.
THE DYNAMIC EARTH:
The earth is a dynamic planet, continuously changing both externally and internally. The earth’s surface is constantly being changed by endo-genetic processes resulting in volcanism and tectonism, and exogenetic processes such as erosion and deposition. These processes have been active throughout geological history. The processes that change the surface feature are normally very slow (erosion and deposition) except some catastrophic changes that occur instantaneously as in the case of volcanism or earthquakes. The interior of the earth is also in motion. Deeper inside the earth, the liquid core probably flows at a geologically rapid rate of a few tenths of mm/s. Several hypotheses attempted to explain the dynamism of the earth.
+ Horizontal movement hypothesis
+ Continental drift, displacement hypothesis
Development of the plate tectonic theory.
Plate tectonic theory arose out of the hypothesis of continental drift proposed by Alfred Wegener in 1912. He suggested that the present continents once formed a single land mass that drifted apart, thus releasing the continents from the Earth's core and likening them to "icebergs" of low density granite floating on a sea of denser basalt.
Seafloor Spreading
The first evidence that the lithospheric plates did move came with the discovery of variable magnetic field direction in rocks of differing ages.
1) Scientists discovered an underwater system of ridges and valleys on the ocean floor similar to those on continents using sound waves to map the seafloor. 2) In the 1960s, Harry Hess proposed the theory of seafloor spreading to explain movement of the ocean floor. He suggested hot material rises at mid-ocean ridges, spreads the seafloor apart as new material is created. 3) Evidence for seafloor spreading includes samples showing the youngest rocks are at ridges, with older rocks farther away, and magnetic patterns in rocks aligning in strips parallel to ridges from magnetic field reversals.
1. Alfred Wegener first proposed the theory of continental drift in 1912, suggesting that the continents were once joined together in a supercontinent called Pangaea and have since moved to their current locations.
2. Evidence such as matching rock formations and fossil distributions across continents supports continental drift. Fossils of the same plants and animals have been found on separated continents.
3. The theory of plate tectonics emerged in the 1950s with the discovery of seafloor spreading at ocean ridges, where new crust is formed and plates move apart, providing a mechanism for continental drift.
1. The document discusses the scientific discoveries that led to the development of the theory of seafloor spreading in the 1960s. These included findings that the ocean floor is much younger than originally thought, gets older further from mid-ocean ridges, and displays magnetic banding patterns that can be explained by the flipping of Earth's magnetic field during volcanic eruptions.
2. Harry Hess and Robert Dietz independently developed the theory of seafloor spreading to explain these patterns, proposing that new crust is formed at mid-ocean ridges and spreads laterally over time.
3. Vine and Matthews combined the theory of seafloor spreading with the hypothesis
In the beginning of 20th century scientist realized that they could not explain many of the earth structure and processes with in a single theory. Many hypotheses developed to try and support the confliction observation
The document discusses Earth's structure and plate tectonics. It describes how seismic waves can reveal Earth's internal layers and how the inner core generates the planet's magnetic field. It also summarizes the development of the theory of plate tectonics through studies of ocean floor mapping, magnetic reversals, earthquake locations, and polar wandering. Plate boundaries are classified as divergent, convergent, or transform, each producing different surface features.
Plate tectonics is the theory that Earth's outer shell is divided into several plates that glide over the mantle, the rocky inner layer above the core. The plates act like a hard and rigid shell compared to Earth's mantle. This strong outer layer is called the lithosphere.
The document provides an overview of several geological models that were used in the early 20th century to understand global geological features, including continental drift. It discusses the theory of contractionism, which proposed that continents separated as the Earth cooled and shrank. It also discusses permanentenism, which argued that continents have always been in largely the same positions. The land-bridge hypothesis suggested that land bridges once connected continents to explain terrestrial fossil distributions. The document examines problems with each of these early models and how they helped address questions about matching fossil distributions across continents.
The document provides an overview of the structure and composition of the Earth's layers, including the crust, mantle, and core. It then discusses plate tectonics and evidence that supports the theory of continental drift, such as matching geological formations and fossil distributions between continents before they drifted apart. The development of the modern theory of plate tectonics to explain continental movement is also outlined.
This document discusses the theory of plate tectonics and the movement of tectonic plates. It describes how early theories like catastrophism were replaced by uniformitarianism. It then explains how the theory of continental drift was proposed and how evidence from paleomagnetism supported it. It discusses how seafloor spreading was discovered through mapping of the seafloor and analysis of magnetic properties in the rocks. This led to the modern theory of plate tectonics, where lithospheric plates move through divergent, convergent, and transform boundaries. The movement of plates has shaped continents over geologic time.
Alfred Wegener first proposed the continental drift hypothesis in the early 1900s, which theorized that the continents were once joined together in a supercontinent called Pangaea before drifting apart to their current locations. We now know from the theory of plate tectonics that Pangaea existed around 245 million years ago and later split into the continents of Laurasia and Gondwana. Sea-floor spreading at mid-ocean ridges drives the movement of tectonic plates and the formation of new oceanic crust, which is evidenced by magnetic reversals recorded in oceanic rocks over time.
This document provides information about plate tectonics and is designed to meet South Carolina science standards. It discusses the layers of the Earth, tectonic plates and their movement, and the three types of plate boundaries - convergent where plates collide, divergent where they separate, and transform where they slide past each other. Specific examples are given for each boundary type, including discussions of sea floor spreading at mid-ocean ridges, subduction zones creating volcanoes and trenches, and the San Andreas Fault as a transform boundary.
This document provides an overview of plate tectonics and the key individuals and discoveries that led to the development of the theory. It discusses Alfred Wegener's idea of continental drift in the early 20th century, which was initially rejected. It then covers the discoveries of the mid-ocean ridge system and magnetic striping of the ocean floor in the 1950s-60s, which provided evidence that the continents are moving and new crust is generated at ocean ridges through seafloor spreading. This led to the acceptance of plate tectonics as a scientific theory to explain geological phenomena.
introduction of plate tectonics leading to finding the epicenter.
Divergent plate boundary is alsoincluded in the ppt. Search the activity sheet on this topic also uploaded here
This document provides information about plate tectonics and related geological concepts. It begins with an overview of plate tectonics theory, including the three main types of plate boundaries (transform, convergent, and divergent). It then discusses early evidence that supported continental drift, including matching coastlines and shared fossil distributions. Additional sections cover paleomagnetism data, seafloor spreading evidence, characteristics of different plate boundary types, and potential driving forces of plate tectonics like mantle convection. The document concludes by discussing mountain building at plate boundaries and ways plate tectonics may operate on other celestial bodies.
The document discusses various concepts related to plate tectonics and volcanic landforms. It describes plate tectonics theory including evidence for seafloor spreading and subduction. It also discusses plate boundaries, mechanisms of volcanism, types of volcanic landforms such as shield volcanoes and calderas, and volcanic hazards.
Study of plate tectonics of the earth, or plate movement, Jahangir Alam
a) Wegener’s Evidence (Continental Drift)
b) History of Plate Tectonics
c) Breakup and Appearence of Pangea
WHAT IS A PLATE?
Major continental and oceanic plates include:
Types of Earth’s Crust:
Plate tectonics (from the Late Latin tectonicus) is a scientific theory which describes the large scale motions of Earth's lithosphere.
THE DYNAMIC EARTH:
The earth is a dynamic planet, continuously changing both externally and internally. The earth’s surface is constantly being changed by endo-genetic processes resulting in volcanism and tectonism, and exogenetic processes such as erosion and deposition. These processes have been active throughout geological history. The processes that change the surface feature are normally very slow (erosion and deposition) except some catastrophic changes that occur instantaneously as in the case of volcanism or earthquakes. The interior of the earth is also in motion. Deeper inside the earth, the liquid core probably flows at a geologically rapid rate of a few tenths of mm/s. Several hypotheses attempted to explain the dynamism of the earth.
+ Horizontal movement hypothesis
+ Continental drift, displacement hypothesis
Development of the plate tectonic theory.
Plate tectonic theory arose out of the hypothesis of continental drift proposed by Alfred Wegener in 1912. He suggested that the present continents once formed a single land mass that drifted apart, thus releasing the continents from the Earth's core and likening them to "icebergs" of low density granite floating on a sea of denser basalt.
Seafloor Spreading
The first evidence that the lithospheric plates did move came with the discovery of variable magnetic field direction in rocks of differing ages.
1) Scientists discovered an underwater system of ridges and valleys on the ocean floor similar to those on continents using sound waves to map the seafloor. 2) In the 1960s, Harry Hess proposed the theory of seafloor spreading to explain movement of the ocean floor. He suggested hot material rises at mid-ocean ridges, spreads the seafloor apart as new material is created. 3) Evidence for seafloor spreading includes samples showing the youngest rocks are at ridges, with older rocks farther away, and magnetic patterns in rocks aligning in strips parallel to ridges from magnetic field reversals.
1. Alfred Wegener first proposed the theory of continental drift in 1912, suggesting that the continents were once joined together in a supercontinent called Pangaea and have since moved to their current locations.
2. Evidence such as matching rock formations and fossil distributions across continents supports continental drift. Fossils of the same plants and animals have been found on separated continents.
3. The theory of plate tectonics emerged in the 1950s with the discovery of seafloor spreading at ocean ridges, where new crust is formed and plates move apart, providing a mechanism for continental drift.
1. The document discusses the scientific discoveries that led to the development of the theory of seafloor spreading in the 1960s. These included findings that the ocean floor is much younger than originally thought, gets older further from mid-ocean ridges, and displays magnetic banding patterns that can be explained by the flipping of Earth's magnetic field during volcanic eruptions.
2. Harry Hess and Robert Dietz independently developed the theory of seafloor spreading to explain these patterns, proposing that new crust is formed at mid-ocean ridges and spreads laterally over time.
3. Vine and Matthews combined the theory of seafloor spreading with the hypothesis
In the beginning of 20th century scientist realized that they could not explain many of the earth structure and processes with in a single theory. Many hypotheses developed to try and support the confliction observation
The document discusses Earth's structure and plate tectonics. It describes how seismic waves can reveal Earth's internal layers and how the inner core generates the planet's magnetic field. It also summarizes the development of the theory of plate tectonics through studies of ocean floor mapping, magnetic reversals, earthquake locations, and polar wandering. Plate boundaries are classified as divergent, convergent, or transform, each producing different surface features.
Plate tectonics is the theory that Earth's outer shell is divided into several plates that glide over the mantle, the rocky inner layer above the core. The plates act like a hard and rigid shell compared to Earth's mantle. This strong outer layer is called the lithosphere.
1. Harry Hess proposed the theory of seafloor spreading in 1962, which provided evidence that Wegener's theory of continental drift was correct. Hess theorized that new ocean crust is formed at mid-ocean ridges through volcanic eruptions and then spreads outwards, pushing older crust farther away.
2. Evidence for seafloor spreading includes rock formations only possible from cooled lava, magnetic stripe patterns in ocean crust recording reversals of Earth's magnetic field, and drilling samples showing younger rock nearer to ridges.
3. Seafloor spreading is driven by convection currents in the Earth's mantle; subduction zones allow parts of ocean crust to sink back into the mantle and regulate ocean size.
Plate tectonics is the theory that the Earth's outermost shell is divided into plates that constantly move and interact with one another. At plate boundaries, where the plates meet, seismic activity like earthquakes and volcanic eruptions occur. The three main types of plate boundaries are divergent boundaries, where plates move apart; convergent boundaries, where plates collide; and transform boundaries, where plates slide past one another. Each boundary type results in different geological features and phenomena.
Similar to Steps to Plate TectonicsStep 1 – Continental Driftwww.mat.docx (20)
Project 2: Research Paper Compendium
Choose what you consider to be a monster or monstrosity –
literal
figurative (ideology, practice)
historical
cryptozoology
Examples:
mythology
invention
Vlad Tepes
Joseph Stalin
Pablo Escobar
Nazis
Biological Weapons
Assault Rifles
Adolf Hitler
the Ku Klux Klan
Dylan Roof
Griselda Blanco
Aileen Wuornos
Fred & Rosemary West
Mark Twitchell
Jeffrey Dahmer
Long Island Serial Killer
Jack the Ripper
Jim Jones/Jonestown
Bigfoot
Loch Ness Monster
the Hydra
Slender Man
Michael Myers
Ed Gein
Freddy Krueger
Slavery
Human Trafficking
the Drug Trade
Drug Addiction
Rwandan Genocide
Pol Pot’s Khmer Rouge
Aurora shooting
Sandy Hook
Lizzie Borden
Saddam Hussein
Heaven’s Gate Cult
Baba Yaga
the Holocaust
Balkan Genocide
the list goes on…
Write an 8 to 9 page research paper in which you are the expert on this monster/monstrosity. Both your paper and your expert presentation will reflect the biography/origin; timeline of actions/atrocities; cultural/societal impact; how this subject is depicted/sensationalized through various writings/the media (stories, biographies, scholarly articles, comics, graphic novels, poems, movies, interviews, folklore/fairy tails, television shows, et cetera); and why this monster/monstrosity has meaning to you. The paper must also include
7-8 annotated bibliography entries (I have attatched a document to show what it is).
Jamal Sampson's paper has to focus on the two monsters listed:
Saddam Hussein
Osama Bin Laden
.
Project 1 Interview Essay Conduct a brief interview with an Asian.docxdessiechisomjj4
Project 1: Interview Essay
Conduct a brief interview with an Asian immigrant to ask about their immigration story and push-pull factors. This can last 5-15 minutes. Then, write a 2 paragraphs on the DB.
You do
not
have to include the person’s real name! Immigration status is a sensitive topic, so please understand if someone does not want to be interviewed. Students have interviewed friends, family members, people in their community, and other students.
Project 1: Prompt
1.
Brief facts:
Around what age did they immigrate? How old are they now (in my 30s is acceptable)? What push-pull factors led them to immigrate to the U.S.? (You may have to explain what push-pull factors are.)
2. Add your own comments/perspective and perhaps even your own immigration story. What aspects of their story did you find interesting or surprising? What aspects were familiar to you?
Example:
I conducted a 10 minute interview with my neighbor "Dr. Villanueva" who immigrated to the U.S. over 45 years ago at the age of 26. I asked him about his push and pull factors. What reasons did he have for leaving his home country and why did he choose the U.S. as his new home? He stated that he wanted to leave the Philippines for a better life and more opportunities. He had grown up as the youngest of nine children and was very poor, but was able to study medicine and become a medical doctor specializing in ophthalmology. He heard that the U.S. was encouraging medical professionals to work there especially if they were fluent in English. According to our reading "Filipinos in America," (Lee 2015) the Philippines was a colony of the U.S. from 1898-1945 and English was taught in the education system (Lee, p. 90). Plus, many Filipinos then and still today dream about immigrating to the United States to improve their educational and financial opportunities. Dr. Villanueva came to the U.S. after the 1965 Immigration and Nationality Act abolished national quotas but limited immigration from Asia to educated professionals. When I asked if he felt that he experienced discrimination, Dr. Villanueva said yes, many times, but overall he is glad that he immigrated because his children had so many more opportunities in the U.S. Often, people still think that he is a foreigner or can't speak English. There have been a few occasions that people directed racial slurs at him, but he has not experienced any physical harm.
Dr. Villanueva seems to fit much of the data on Asian Americans that we studied in this class. However, I noticed some ways that he did not. For example, {etc....} Dr. Villanueva's story is much different than my grandparents' story who immigrated from __ and did not have college degrees when they arrived. [ADD YOUR PERSONAL REFLECTIONS ON THE INTERVIEW.]
.
Project 1 Scenario There is a Top Secret intelligence report.docxdessiechisomjj4
Project 1:
Scenario
: There is a Top Secret intelligence report that a terrorist organization based in the Middle East is planning to plant a dirty bomb in the inner harbor of major American city in the next 48 hours. The report has not been officially released or the classification reduced. You (the student) are the Chief of Police of this major metro city and do not have a security clearance at this time. The inner harbor is a major tourist attraction, a major shipping port and home to many international shipping companies, trade zones and military and federal government facilities.
You have heard the report exists but have not seen it. As the Police Chief of (you choose the city e.g. Baltimore, New York, Miami, Los Angeles, San Diego, Seattle etc) you have many questions about the report and many different agencies you will want to coordinate with. You will identify the real Homeland Security, LE and Intelligence organizations within the jurisdiction of the city you have chosen.
Requirement:
Write a minimum 1000 word paper (double space, 12 Font, New Times Roman) explaining how you would deal with this yet unseen report.
What actions would you take upon hearing of this report?
What Federal, state, local or government agencies would want to contact?
What questions would you want to ask about this report?
If it were true who would you want to share it with? Can you share it? What factors (e.g. legal, operational, public safety) might impede sharing this information?
Address
at least ten
of the concepts listed below within your paper:
Dissemination
Differentiate between intelligence and information
Intelligence products
Strategic versus tactical intelligence
Information sharing
Jurisdiction
Security classifications
Public safety
Intelligence roles
Federal versus local, state, and/or tribal
Target identification
Media/Hollywood portrayals
Database security/security of data
Value of intelligence
Domain awareness
Intelligence gap
Collection plans
Reliability, viability, and validity
Security clearances
.
Project #1 Personal Reflection (10)Consider an opinion that you .docxdessiechisomjj4
Project #1: Personal Reflection (10%)
Consider an opinion that you hold dearly. Write a brief reflection on the genealogy of your opinion. This can include personal experience, upbringing, social influence, media analysis, philosophy, anything that’s helped you form your opinion.
Purpose: I want you to start thinking about your process as a thinker. We can’t improve our processes in the future without understanding what we’ve done in the past.
Length: 1-3 pages
Format: MLA, 12 point Times New Roman font, 1 inch margins
.
Project 1 Chinese Dialect Exploration and InterviewYou will nee.docxdessiechisomjj4
Project 1: Chinese Dialect Exploration and Interview
You will need to cite references whenever you get the information from an article or from some online resources. In the written report, you need to include the following:
Title: An Exploration of [Dialect Name (spoken
where
)]
1.
Introduction
Introduce the geography of the dialect and which particular dialect variant you are focusing on. Give basic introduction about how many people are using this dialect and its current situation. Provide a map to indicate the dialectal grouping and the location of the speakers of the dialect.
2.
Linguistic Features of [Dialect Name (spoken
where
)]
Explore the following topics and introduce the
differences between this dialect and Standard Chinese (Mandarin)
in an organized and systematic way.
·
Syllable structure
·
Initial consonants
·
Finals (Rhymes)
·
Medials
·
Basic tones
·
Tone changes (optional: you get additional points if you explore this one)
·
Lexical or syntactic differences
To be able to do this section, you need to find resources online or from the library that reliably analyzed a dialect and systematically introduces this dialect or a dialect closely related to it. At the end of this linguistic description, summarize the speech features of speakers of this dialect when s/he uses Standard Chinese. What features do you expect a speaker of this dialect may carry into Standard Chinese? Are the differences going to be drastic enough to be detectable?
3.
Method:
In this section, you introduce the linguistic and social background of your interviewee(s).
1.
Informant Background:
Personal profile (gender, age, relevant linguistic and educational history, family background) [Have your interviewee fill out a linguistic background form provided by Prof. Lin]
2.
Setting (time and location of the interview, how was it documented?)
4.
Findings: Sociolinguistic aspect of the dialect according to the interview
You will present the interview results in an organized way. You should discuss the following issues related to the dialect:
·
What is the status of the particular dialect in relation to Mandarin? Discuss the issues related to diglossia (high versus low varieties). What are the social functions of the dialects? When do people use them and when do they not use them but opt for other languages and dialects? Compare the different uses of different dialects or speech variants.
·
Ask your interviewee his or her experiences with “accents”. How do people sound if they have accents? Do people using the dialects carry a special accent speaking Mandarin? How are people with accents perceived? Are there social stigma, attitudes, and identity issues associated with the dialect? How are people speaking this dialect usually perceived? Why do you think there are these social meanings that go with the accented speech?
·
How has this dialect changed in recent years, which may be associated with the above social political properties?
5.
Online.
Project 1 (1-2 pages)What are the employee workplace rights mand.docxdessiechisomjj4
Project 1 (1-2 pages)
What are the employee workplace rights mandated by U.S. Federal law?
Briefly discuss at least two controversial issues concerning workplace rights (other than monitoring e-mail). Provide real-life examples to illustrate your answer.
In addition, discuss the issue of workplace privacy. Specifically, do employees have the right to expect privacy in their e-mail conversations, or do companies have a right and/or responsibility to monitor e-mail?
Project 2 (1-2 pages)
Draft a performance action plan for a company to follow when providing discipline in response to complaints of sexual harassment. Use the Library or other Web resources if needed.
Please submit your assignment.
.
PROGRAM 1 Favorite Show!Write an HLA Assembly program that displa.docxdessiechisomjj4
PROGRAM 1: Favorite Show!
Write an HLA Assembly program that displays your favorite television show on screen in large letters. There should be no input, only output. For example, I really like The X-Files, so my output would look like this:
All this output should be generated by just five
stdout.put
statements.
.
Program must have these things Format currency, total pieces & e.docxdessiechisomjj4
The program must include a form to format currency and totals, an exit or OK button, and comments and tooltips. It should modify an existing Piecework B program into a multi-form project with a Splash screen, Summary screen, and ability to independently display or hide a slogan and logo via toggling checkmarks in the menu. It needs to start with the slogan and logo displayed, add a version number and graphic to the About box (displayed modally), and change the Summary data to its own modal form rather than a message box.
Professors Comments1) Only the three body paragraphs were require.docxdessiechisomjj4
Professors Comments:
1) Only the three body paragraphs were required. The introduction and the conclusion were not to be included in the Unit 6 paper. They should be saved for the Unit 8 paper when the thesis will be moved to the end of the introduction.
2) You paper is already over the length limit, so nothing else can be added. Some parts could be deleted, for example: "
Samimi and Jenatabadi (2014), point out that" and "
In another article, Sandbrook and Güven (2014) asserted that
." Those phrases add nothing to the paper and are distracting. You would have to explain who they are, so eliminate that phrase and others like it.
3) Keep in mind that your paper is not a literature review. It is an essay in which you are to explain your topic clearly and concisely. Also keep in mind that your topic is one that is difficult to understand and you are not writing for economists or for those with Ph.D.'s. Write in a manner that your average reader can comprehend. Explain concepts clearly in non-jargon type language. Clarity is your goal.
4) The Federal Reserve Bank information at the end of the introduction is not cited.
5) Bullet points should not be used in this paper. Everything should be integrated into the paragraphs using transitions.
6) Subtitles should not be used. This is a short paper, 2 - 2 1/2 pages double spaced, and they are not needed.
7) What does this mean: "
Globalization makes it possible for huge organizations to comprehend economies of scale
"?
8) Do not use the word "we."
9) Since you are discussing globalization, you must explain which country you are discussing. For example, when you say "federal policy," do you mean the United States?
My draft of paper:
Thesis statement:
Globalization has influenced practically every facet regarding today’s lifestyles.
Globalization
Globalization
refers to the action or process of global incorporation as a result of the interchange associated with world perspectives, goods, concepts, as well as other facets of tradition.
Improvements in transportation (like the steam train engine, steamship, aircraft engine, as well as container ships) in addition to telecommunications infrastructure (such as the development of the telegraph along with its contemporary progeny, the world wide web as well as cellular phones) happen to be significant aspects of globalization. Therefore, it creates new interdependence associated with monetary as well as social functions.
Samimi and Jenatabadi (2014), point out that a
lthough a lot of scholars place the beginnings connected with globalization within contemporary days. Some trace its heritage a long time before the Western Age regarding Discovery as well as voyages towards the New World, others even to the 3rd centuries BC
(Samimi, & Jenatabadi, 2014)
.
Large-scale globalization started out in the 1820s. Back in the Nineteenth millennium as well as in the
early
Twentieth century, the connection of the globe's financial system.
Program EssayPlease answer essay prompt in a separate 1-page file..docxdessiechisomjj4
Program Essay
Please answer essay prompt in a separate 1-page file. Responses should be double-spaced, 11 point font or greater with 1-inch margins.
Based on what you’ve learned about the NYU communicative sciences and disorders master’s program through your application process, please name two faculty members whose research or fieldwork you are most interested in and why.
Ist
• Voice and Voice Disorders
• Neurogenic Communicative Disorders
• Dysphagia
Professor Celia Stewart is a tenured Associate Professor in the Department of Communicative Sciences and Disorders at NYU: Steinhardt School of Culture, Education, and Human Development. She provides classes in Voice Disorders, Interdisciplinary Habilitation of the Speaking Voice, Multicultural and Professional Issues, and Motor Speech Disorders. She maintains a small private practice that specializes in care of the professional voice, transgender voice modification, neurogenic voice disorders, and dysphagia. She has published in the areas of spasmodic dysphonia, transgender voice, dysphagia, Parkinson’s disease, and Huntington’s disease.
2nd
• Perception of linguistic and talker information in speech
• Relationship between talker processing, working memory, and linguistic processing
• Development of talker processing in children with both typical and impaired language development.
Susannah Levi is an Associate Professor in the Department of Communicative Sciences and Disorders. She examines how information about a speaker affects language processing. Her past research has looked at whether people sound the same when speaking different languages and whether being familiar with a speaker’s voice in one language, helps a listener understand that speaker in a different language. Her current work expands on this to examine whether children, like adults, also show a processing benefit when listening to familiar talkers. She is also exploring whether language processing can be improved for children with language disorders using speaker familiarity.
Dr. Levi received her doctorate from the Department of Linguistics at the University of Washington, completed a postdoctoral research position in the Department of Brain and Psychological Sciences at Indiana University. Prior to coming to NYU, she taught at the University of Michigan. She is currently the Director of the Undergraduate Program in the Department of Communicative Sciences and Disorders.
.
Program Computing Project 4 builds upon CP3 to develop a program to .docxdessiechisomjj4
Program Computing Project 4 builds upon CP3 to develop a program to perform truss analysis. A truss consists of straight, slender bars pinned together at their end points. Truss members are considered to be two force, axial members. Thus, the force caused by each truss member - and the internal force in each member - acts only along it’s axis. In other words, the direction of each member force is known and only the magnitudes must be determined. To analyze a truss we study the forces acting at each individual pin joint. This is known as the Method of Joints. We will call each pin joint a node and the slender bars connecting the nodes will be called members. The previous project computed a unit vector to describe the vector direction of every member of a truss structure. To analyze the structure a few other key inputs must be included like the support reactions and external loads applied to the structure. With all of this information, you will need to make the correct changes to the provided planar (2-D) truss template program to be able to analyze a space (3-D) truss. What you need to do For a planar truss, every node has 2 degrees of freedom, the e1 and e2 directions. Therefore, for every planar truss problem, the total number of degrees of freedom (DOF) in the structure is equal to 2 times the number of nodes. We will consider the first degree of freedom for each node as the component acting in the e1 direction. So for any given node, i, the corresponding degree of freedom is (2·i)-1. For the same node, i, the corresponding value for the second degree of freedom, the component in the e2 direction, is 2-i. This numbering notation can be modified for a space truss. The difference with the space truss is that every node has 3 degrees of freedom, one degree for each of the e1, e2 and e3 directions. The degree of freedom indices are extremely crucial in understanding how to set up the matrices for the truss analysis. For this computing project, you will first need to understand the planar truss program and the inputs that are needed for that program. The first input is the spatial coordinates (x, y, z) of the nodal locations for a truss. It is convenient to label each node with a unique number (also known as the “node number”). Each row of the nodal coordinate array should contain the x and y coordinates of the node. We will use the matrix name of “x” for all nodal coordinates. Please note that “nNode” is an integer value that corresponds to the number of nodes in the truss and must be adjusted for every new truss problem. For Node 1 this matrix array input looks like: x(1,:) = [0,0]; Once the coordinates of the nodes are in the program, you will need to input how those nodes are connected by the members of the truss. In order to describe how the members connect the nodes you will also need to label each member with a “member number”. This connectivity array should contain only the nodes that are joined by a member, with each row containing firs.
Project 1 Resource Research and ReviewNo directly quoted material.docxdessiechisomjj4
Project 1: Resource Research and Review
No directly quoted material may be used in this project paper. Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Project 1 is designed to help prepare you for the final project at the end of the semester. You will notice that, for your final project in this course, you will be asked to trace a crime or criminal incident through the adult criminal justice system, from initial arrest to the eventual return to the community following incarceration. As you work on the final project, you will encounter numerous decision points or stages in the system. Project 1 will assist you in preparing for your final project by introducing you to topic research. You may then use the results of this project to support your final project paper.
Project 1 Assignment:
Using the designated topic listed below (see, Topics), you will search the UMUC Library Services databases and the Internet for resource material that explains, clarifies, critiques, etc. the topic.
1. Your Resource Research and Review project must contain four (4) outside sources (not instructional material for this course), at least two of which must come from the UMUC Library data base.
2. Locate books, periodicals, and documents that may contain useful information and ideas on your topic. You may conduct your research with the assistance of a UMUC librarian, reviewing your own personal materials on the topic, using the Internet, visiting an actual library, etc. and reviewing the available items. Then, choose those works that provide a variety of perspectives on your topic.
Note: You can connect to Library Services by using the Library link under RESOURCES in the Classroom task bar, or link directly to the UMUC Library Guide to Criminal Justice Resources link in CONTENT
3. Type the reference “citation” information for the book, article, or document using the American Psychological Association (APA) formatting standards. (There are links to APA format standards under Library Services.)
4. Each reference is to be followed by the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited. Creating an annotated bibliography calls for a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.
5. Write a concise annotation (150 words) for each reference that summarizes the central theme and scope of the book, article, or document. This must include:
a) briefly, in your own words, describe the content of the article
b) compares or contrasts the work with at least one other article in your research review
The topic: Issues with evidence (DNA, eyewitness testimonies, direct vs. circumstantial, etc.)
Format
The project paper should begin with an introductory paragraph and end with a concluding paragraph
Each annotation should contain approximately 150 words
Double space, 12 pt. font, 1” margins
Cover pa.
Professionalism Assignment I would like for you to put together yo.docxdessiechisomjj4
Professionalism Assignment
I would like for you to put together your current resume or update one that you have previously created. Refer to the attached curriculum vitae as an example to assist with the completion of this assignment. A curriculum vitae, or CV, is typically a longer version of a resume which includes conference and journal publications, research, and awards. CVs are usually 2-3 pages, compared to a resume which should usually be limited to a single page. Since most of you will not have publication or conference presentations at this point in your academic career, please leave that section out and submit a more traditional single page resume.
Education
M.S. Electrical and Computer Engineering, 2012
University of Louisville, Louisville, KY
B.S. Electrical Engineering, 2008
Western Kentucky University, Bowling Green, KY
Experience
Engineering Technician, 2014-Current
Engineering, Manufacturing, and Commercialization Center
Applied Physics Institute
Western Kentucky University
Instructor, 2014 - Current
Electrical Engineering Program
Department of Engineering
Western Kentucky University
Grosscurth PhD Fellow, 2012-2014
Department of Electrical and Computer Engineering
J.B. Speed School of Engineering
University of Louisville
Graduate Research Assistant, 2011-2012
Department of Electrical and Computer Engineering
J.B. Speed School of Engineering
University of Louisville
Electrical Engineer, 2009-2012
Applied Physics Institute
Western Kentucky University
Research Associate, 2008-2009
Applied Physics Institute
Western Kentucky University
Research Assistant, 2005-2008
Applied Physics Institute
Western Kentucky University
Publications
Craig Dickson, Stuart Foster,
Kyle Moss
, Anoop Paidipally, Jonathan Quiton, William Ray, and Phillip Womble,
Stochastic Modeling for Automatic Response Technology with Applications to Climate and Energy,
at the 8
th
Kentucky Entrepreneurship and Innovation Conference, Louisville, KY, June 2012
Jeffrey L. Hieb, James H. Graham, Nathan Armentrout, and
Kyle Moss
,
Security Pre-Processor for Industrial Control Systems,
at the 8
th
Kentucky Entrepreneurship and Innovation Conference, Louisville, KY, June 2012
Jeffery Hieb, James Graham, Jacob Schreiver,
Kyle Moss,
Security Preprocessor for Industrial Control Networks,
at the 7
th
International Conference on Information-Warfare and Security, Seattle, Washington, March 2012
Kyle Moss,
Phillip Womble, Alexander Barzilov, Jon Paschal, Jeremy Board,
Wireless Orthogonal Sensor Networks for Homeland Security
at 2007 IEEE Conference on Technologies for Homeland Security, Woburn, MA, May 2007
Barzilov, P. Womble, I. Novikov, J. Paschal, Jeremy Board, and
Kyle Moss
,
Network of Wireless Gamma Ray Sensors for Radiological Detection and Identification
at the SPIE Defense and Security Symposium, Orlando, FL, April 2007
Alexander Barzilov, Jeremy Board, .
Professor Drebins Executive MBA students were recently discussing t.docxdessiechisomjj4
Professor Drebin's Executive MBA students were recently discussing the benefits of a chart of accounts. Following is a transcript of the discussion. Most of the comments were correct, but two students were off base. Assume the role of Professor Drebin, and identify the two students whose statements are incorrect. Record your answer in Blackboard.
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Professional Legal Issues with Medical and Nursing Professionals .docxdessiechisomjj4
"Professional Legal Issues with Medical and Nursing Professionals" Please respond to the following:
* From the scenario, analyze the different and overlapping general roles of physicians and nurses as they apply to professional credentialing and subsequent patient safety and satisfaction. Determine the major ways in which these overlapping roles may help play a part in health professional credentialing processes and conduct, and identify and analyze the ethical role these influences play in health care.
Analyze the major professional roles played by physicians and nurses as they apply to physicians’ conduct in the medical arena and to nurses in the role of adjuncts to physicians. Evaluate the degree and quality of care that physicians, nurses, and medical technologists provide in their primary roles, including, but not limited to, patient safety and satisfaction as required in 21st Century U.S. hospitals.
.
Prof Washington, ScenarioHere is another assignment I need help wi.docxdessiechisomjj4
Prof Washington, Scenario
Here is another assignment I need help with. I know the scenario is the same as before but now we need to come up with the project management plan. The Scenario is
You have been asked to be the project manager for the development of an information technology (IT) project. The system to be developed will allow a large company to coordinate and maintain records of the professional development of its employees. The company has over 30,000 employees who are located in four sites: Florida, Colorado, Illinois, and Texas. The system needs to allow employees to locate and schedule professional development activities that are relevant to their positions. Sophisticated search capabilities are required, and the ability to add scheduled events to the employees’ calendars is desired. The system needs to support social networking to allow employees to determine who is attending conferences and events. This will promote fostering relationships and ensure coverage of conferences that are considered of high importance.
Once an activity has been completed, employees will use the system to submit the documentation. The system should support notifications to management personnel whenever their direct reports have submitted documentation. The system should also notify employees if their deadline to complete professional development requirements is approaching and is not yet satisfied.
Project Scope Management Plan
For the given scenario, create a project scope management plan that will detail how the project scope will be defined, managed, and controlled to prevent scope creep. The plan may also include how the scope will be communicated to all stakeholders.
Project Scope
After you have the project scope management plan developed, define the project scope.
.
Prof James Kelvin onlyIts just this one and simple question 1.docxdessiechisomjj4
Prof James Kelvin only
It's just this one and simple question
1. This week we begin focusing on PowerPoint. When you create a PowerPoint presentation, there are many elements included such as: theme, transitions, images, font, color, content layout, etc. List and explain four guidelines you learned about how to create a successful PowerPoint presentation. Additionally, describe some common mistakes that are made when PowerPoint presentations are created.
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Product life cycle for album and single . sales vs time ( 2 pa.docxdessiechisomjj4
The document discusses the product life cycle for albums and singles over time. It includes charts showing the sales of albums and singles at each stage: introduction, growth, maturity, and decline. The stages are the same for both albums and singles.
Produce the following components as the final draft of your health p.docxdessiechisomjj4
Produce the following components as the final draft of your health promotion program written proposal;
1. Introduction to the Program project.
2. Epidemiological and Needs Assessments Summary
3. Risk Factors, Goals, Objectives and Educational Plans
4. Marketing Plans and Proposed Budget
5. Evaluation Plans
6. Leadership Needs and Collaborative Strategies
.
Produce a preparedness proposal the will recommend specific steps th.docxdessiechisomjj4
Produce a preparedness proposal the will recommend specific steps that could potentially reduce (mitigate) the loss of life and property resulting from you climate impact or natural hazard. The proposal should target a specific person, agency, municipality or organization responsible for emergency mitigation efforts. Seven sections should be labelled as indicated in bold and address the following:
Specifically Identify and state who is the intended audience for your proposal (Target audience)
Identify and describe the climate impact or natural hazard (Hazard)
Identify and explain the risk associated with your specific geographic location (Location)
Describe the atmospheric and geologic conditions or processes that give rise to the impact or hazard (Earth processes)
Describe ways in which human and environmental processes contribute to the impact or hazard (Human processes)
Discuss past impact/hazard events and mitigation or communication policies and their effectiveness (Past events/policies)
Recommend ethically and socially responsible ways to improve current mitigation and communication policies (Proposal)
Make sure and answer according to the bolded labels (Target audience, Hazard, etc.) Responses should be brief, except for your Proposal recommendation. If you have completed the Milestones as directed the majority of this information should already exist!
1. The preparedness proposal should focus on COMMUNICATING the science information to the target audience
2. The proposal MUST include at least two data sources supporting your recommendations and be represented in a graphical format
3. The proposal must be double spaced, size 12 font
4. The proposal must list references/citations where appropriate
1.5-2page.
China Gansu
mudslides. Read mileston I write fist. here will have the information you need use in that paper.
.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Is Email Marketing Really Effective In 2024?Rakesh Jalan
Slide 1
Is Email Marketing Really Effective in 2024?
Yes, Email Marketing is still a great method for direct marketing.
Slide 2
In this article we will cover:
- What is Email Marketing?
- Pros and cons of Email Marketing.
- Tools available for Email Marketing.
- Ways to make Email Marketing effective.
Slide 3
What Is Email Marketing?
Using email to contact customers is called Email Marketing. It's a quiet and effective communication method. Mastering it can significantly boost business. In digital marketing, two long-term assets are your website and your email list. Social media apps may change, but your website and email list remain constant.
Slide 4
Types of Email Marketing:
1. Welcome Emails
2. Information Emails
3. Transactional Emails
4. Newsletter Emails
5. Lead Nurturing Emails
6. Sponsorship Emails
7. Sales Letter Emails
8. Re-Engagement Emails
9. Brand Story Emails
10. Review Request Emails
Slide 5
Advantages Of Email Marketing
1. Cost-Effective: Cheaper than other methods.
2. Easy: Simple to learn and use.
3. Targeted Audience: Reach your exact audience.
4. Detailed Messages: Convey clear, detailed messages.
5. Non-Disturbing: Less intrusive than social media.
6. Non-Irritating: Customers are less likely to get annoyed.
7. Long Format: Use detailed text, photos, and videos.
8. Easy to Unsubscribe: Customers can easily opt out.
9. Easy Tracking: Track delivery, open rates, and clicks.
10. Professional: Seen as more professional; customers read carefully.
Slide 6
Disadvantages Of Email Marketing:
1. Irrelevant Emails: Costs can rise with irrelevant emails.
2. Poor Content: Boring emails can lead to disengagement.
3. Easy Unsubscribe: Customers can easily leave your list.
Slide 7
Email Marketing Tools
Choosing a good tool involves considering:
1. Deliverability: Email delivery rate.
2. Inbox Placement: Reaching inbox, not spam or promotions.
3. Ease of Use: Simplicity of use.
4. Cost: Affordability.
5. List Maintenance: Keeping the list clean.
6. Features: Regular features like Broadcast and Sequence.
7. Automation: Better with automation.
Slide 8
Top 5 Email Marketing Tools:
1. ConvertKit
2. Get Response
3. Mailchimp
4. Active Campaign
5. Aweber
Slide 9
Email Marketing Strategy
To get good results, consider:
1. Build your own list.
2. Never buy leads.
3. Respect your customers.
4. Always provide value.
5. Don’t email just to sell.
6. Write heartfelt emails.
7. Stick to a schedule.
8. Use photos and videos.
9. Segment your list.
10. Personalize emails.
11. Ensure mobile-friendliness.
12. Optimize timing.
13. Keep designs clean.
14. Remove cold leads.
Slide 10
Uses of Email Marketing:
1. Affiliate Marketing
2. Blogging
3. Customer Relationship Management (CRM)
4. Newsletter Circulation
5. Transaction Notifications
6. Information Dissemination
7. Gathering Feedback
8. Selling Courses
9. Selling Products/Services
Read Full Article:
https://digitalsamaaj.com/is-email-marketing-effective-in-2024/
Ardra Nakshatra (आर्द्रा): Understanding its Effects and RemediesAstro Pathshala
Ardra Nakshatra, the sixth Nakshatra in Vedic astrology, spans from 6°40' to 20° in the Gemini zodiac sign. Governed by Rahu, the north lunar node, Ardra translates to "the moist one" or "the star of sorrow." Symbolized by a teardrop, it represents the transformational power of storms, bringing both destruction and renewal.
About Astro Pathshala
Astro Pathshala is a renowned astrology institute offering comprehensive astrology courses and personalized astrological consultations for over 20 years. Founded by Gurudev Sunil Vashist ji, Astro Pathshala has been a beacon of knowledge and guidance in the field of Vedic astrology. With a team of experienced astrologers, the institute provides in-depth courses that cover various aspects of astrology, including Nakshatras, planetary influences, and remedies. Whether you are a beginner seeking to learn astrology or someone looking for expert astrological advice, Astro Pathshala is dedicated to helping you navigate life's challenges and unlock your full potential through the ancient wisdom of Vedic astrology.
For more information about their courses and consultations, visit Astro Pathshala.
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Murugan Solaiyappan
Title: Relational Database Management System Concepts(RDBMS)
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX
Sub-Topic :
Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity,
creating and maintain a table, Modifying a table, alter a table, Deleting a table
Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Feedback and Contact Information:
Your feedback is valuable! For any queries or suggestions, please contact muruganjit@agacollege.in
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Steps to Plate TectonicsStep 1 – Continental Driftwww.mat.docx
1. Steps to Plate Tectonics:
Step 1 – Continental Drift
www.math.montana.edu / ~nmp / materials / ess / geosphere /
inter / activities / plate_calc / pangaea_map.gif
The Continental Drift hypothesis published by Alfred Wegener
in his 1915 book “ The Origin of Continents and Oceans”,
although this was partially based on the work of earlier
investigators.
Continental Drift = the continents were once connected in a
single supercontinent called Pangaea. They have since drifted
apart and are still moving today.
http://www.kidsgeo.com/geology-for-kids/0042-pangaea.php
Wegener’s hypothesis had several problems:
1) He had no power source – no way to make the
continents move.
2) He thought the continents moved through the seafloor
just like boats move through the ocean, but there was no
evidence of this (no wake)
3) He was a meteorologist so many geologists didn’t take
him seriously!
BUT Wegener had lots of evidence to show that the continents
were once connected!
1) The jigsaw puzzle-like fit of the continents.
Figure 2.3 in text
Identical fossil assemblages on now widely spaced continents!
2. best about 250-200 MY ago
become increasingly dissimilar the closer to today we
look!
Garrison, 2012, Essentials of Oceanography
3) Sequences of similar rock types on continents which do not
now have the same geologic environment!
http://www.geology.ohio-
state.edu/~vonfrese/gs100/lect25/index.html
4) Geologic structures (mountain ranges, faults, chains of
volcanoes) which match up on either side of oceans but can not
be found underwater.
5) Apparent polar wander – paleoclimatic evidence the
continents had very different climates 250 MY ago than they do
today.
either the continents moved or
the climate bands moved – which means the Earth’s poles
of rotation moved.
Earth’s climate zones today are arranged symmetrically around
the poles.
http://www.webquest.hawaii.edu/kahihi/sciencedictionary/C/cli
matezone.php
Paleoclimatic data from ˶300 MY ago, figure 2.5 in text
3. After Wegener died, his ideas were largely dismissed, until…
Post-Wegener evidence for drifting continents (and plate
tectonics)…
6) Apparent Polar Wander – Paleomagnetic evidence.
Figure 2.7 showing that the Earth has a magnetic field very
similar to that created by a bar magnet.
Directions of magnets parallel to Earth’s magnetic field lines.
Post-Wegener evidence for drifting continents (and plate
tectonics)…
Figure 2.7b showing how magnets align to the Earth’s magnetic
field when allowed to move freely.
Rocks containing the mineral magnetite (especially basalt)
record the orientation of the Earth’s magnetic field at the time
the rocks formed.
Figure 2.8a showing apparent polar wander paths for Europe
and North America.
Figure 2.8b showing alignment of polar wander curves if the
Atlantic Ocean is “closed”
The polar wander tracks for all the continents show great
4. variation, suggesting it is the continents that moved!
If we put the continents “back together” we can make their
paleomagnetic poles all line up at the true north pole!
When geologists studied the paleomagnetic record, they
discovered:
Old rocks showed that the north pole in the past was not where
the north pole is today (did the pole move or did the continent
move?)
Every continent recorded a different position for the north pole
If we “move” the continents back together – reassemble
Pangaea – the paleo-North Poles rearrange to all line up
together at the position of today’s north pole!
Other Important discoveries that confused scientists:
1) The presence of the Mid-Ocean Ridge, a chain of
underwater volcanoes that circle through the world’s oceans
like the seams on a baseball!
www.ceoe.udel.edu / extreme2001 / mission / location / images
/ ridgemap.gif
Other Important discoveries, cont.:
2) The presence of the Deep-Sea Trenches, a series of
deep basins on the seafloor next to continents or island chains.
Other Important discoveries:
3) No area of the seafloor is older than 200 MY, about
1/20th the age of the oldest continental crust, and
5. 4) The seafloor in brand-new at the mid-ocean ridges, and
gets older the farther from the ridge we look. The oldest
seafloor is located next to the deep sea trenches.
Continental Drift: The continents were once connected in a
supercontinent called Pangaea, they have since moved apart and
are still moving today.
Problems: No power source and no “wake.”
Evidence for:
“Jigsaw puzzle” fit of the continents,
matching fossils, rocks, and geologic structures on now
widely separated continents
apparent polar wander
changing climates
“wandering” magnetic north pole
Other confusing discoveries
mid-ocean ridges
deep sea trenches
age distribution of the seafloor
none older than 200 my
newest at the mid-ocean ridge, gets older with
distance
REVIEW
REVIEW
Steps to Plate Tectonics: Step 2 – Seafloor Spreading
The Theory of Seafloor Spreading was first published in 1962
by Harry Hess, a geology professor at Princeton University. It
was based on work he did as a naval captain during WWII!
According to the Theory of Seafloor Spreading, the seafloor is
moving like a conveyor belt from its creation at Spreading
6. Centers (mid-ocean ridges) to its destruction at Subduction
Zones (deep sea trenches). This process is powered by mantle
convection.
http://rst.gsfc.nasa.gov/Sect2/Sect2_1b.html
Mantle Convection is similar to boiling water in a pot on the
stove, but much slower. In mantle convection, the rocks move
as fast as your fingernails grow.
Hotter, less dense, so rises
Cooler, more dense, so sinks
Evidence for Seafloor Spreading:
1) Age distribution of the seafloor
2) Presence of Mid-ocean Ridges
3) Presence of Deep Sea Trenches
4) Paleomagnetic Evidence – Seafloor Magnetic Stripes
http://portale.ingv.it/research-areas/the-earth/characteristics-of-
the-earth-s-magnetic-field
Studies of the paleomagnetic field as recorded in rocks
worldwide discovered that the Earth’s magnetic field has
reversed periodically.
N becomes S and S becomes N during one of these flips. Your
compass would point south during a reversed period!
Normal Field
Reversed Field
7. On land (rocks don’t move) magnetic reversals are recorded by
layers of basalt with normal and reversed magnetic polarity.
Figure 2.9
Hess said that, if the seafloor is spreading as he described, then
the magnetic reversals should be recorded as a series of normal
(+) and reversed (-) polarity stripes.
http://higheredbcs.wiley.com/legacy/college/levin/0471697435/
chap_tut/chaps/chapter07-08.html
Once scientists began to look for them, they found these
magnetic stripes in every ocean basin, suggesting that seafloor
spreading did indeed occur as Hess suggested!
Garrison, 2007, Oceanography
Magnetic stripes are sections of reversed and normal polarity
seafloor. These record the Earth’s magnetic field polarity shifts
in the same way as a tape recorder records a voice. Like a tape
recorder, the sea floor can only record these stripes if it is
“turned on”, i.e. if the seafloor is really spreading!
The Continental Drift Hypothesis showed that the continents
move, but couldn’t explain how or why.
The Theory of Seafloor Spreading showed that the seafloor was
moving and explained how, but it did not explain the moving
continents.
? ? ? ? ? ? ?
8. ? ? ? ? ? ? ?
According to Plate Tectonics, the Earth is covered by a small
number of lithospheric plates that move relative to each other.
This movement is powered by mantle convection.
The oceanic portion of each plate moves as described in
seafloor spreading, carrying the continental portion of the plate
with it!
Lithosphere = the top 100 km of the Earth = cold and rigid
material.
Mantle Convection = the slow boiling of the rocks in the
mantle due to the heat released during radioactive decay.
Garrison, 2009, Oceanography, Introduction to Marine Science
The 7 major plates: North American, South American, Indo-
Australian, African, Eurasian, Pacific, and Antarctic; plus some
minor plates. Note that most plates contain both continental
and oceanic lithosphere!
Plate Boundaries are the regions where tectonic plates interact
or move relative to each other. There are three types of
boundaries:
1) divergent – New plate is formed (constructive).
2) convergent – Old plate is destroyed (destructive).
3) transform – Plate size is constant (conservative).
9. Garrison, 2012, Essential of Oceanography
Garrison, 2012, Essentials of Oceanography
Simple plate model showing the three types of plate boundaries
formed when plate A moves westward relative to plates B and
C.
The location of plate boundaries are marked by belts of
earthquakes and volcanoes
Plate Boundaries, arrows indicate direction of plate motion,
numbers show rate of motion.
Table 2.1
29
Divergent Plate Boundaries
(constructive) occur where two plates pull apart and new
oceanic plate is created!
Divergent Plate Boundaries (DPB) are also called
Mid-Ocean Ridges and Spreading Centers.
At Divergent Plate Boundaries, we see
10. 1) frequent basaltic volcanic eruptions which build new
seafloor
2) small, shallow earthquakes ≤ magnitude 5, ≤ 10 km
deep
Mature DPB always occur within an ocean basin,
where they act to “grow” the ocean larger!
Examples of DPB include the Mid-Atlantic Ridge
and the East Pacific Rise.
Divergent Plate Boundaries form by continental rifting, a
process which rips continents apart.
This occurs when heat builds up under the thick continent
following the development of a mantle plume or “blow torch” of
super-heated mantle rock.
The warm rock bulges and cracks, letting magma in and
splitting the continent.
Continued eruptions grow the new ocean.
Garrison, 2012, Essentials of Oceanography
Map of the East African Rift System = one of two places where
we can see active continental rifting and a new ocean basin
being “born”. Figure 2.18
11. The Gulf of California is the other place where we see
continental rifting in action!
http://pictures.servegame.org/picture-of-the-gulf-of-
california.html
http://earthobservatory.nasa.gov/IOTD/view.php?id=1282
Transform Plate Boundaries
(conservative) occur where two plates slide past each other!
Plate is neither
destroyed or constructed.
Transform plate boundaries are rips in the rigid plate which
form to allow curves in the plate boundary. They always form
between two segments of a mid-ocean ridge/DPB
Garrison, 2012, Essentials of Oceanography
compression
stretching
compression
stretching
Transform Plate Boundaries have:
1) large, shallow earthquakes, ≤ 10 – 20 km deep, ≤ magnitude
7 (rarely higher)
2) no volcanoes
Examples include our very own San Andreas Fault!
http://www.calstatela.edu/dept/geology/SanAndreasFault.htm
12. Most transform plate boundaries are found on the seafloor,
where they offset divergent plate boundaries. Fig. 2.23
Convergent Plate Boundaries
(destructive) occur where two plates push together and old plate
is destroyed!
There are three possible situations at CPB based on what type of
plates are converging: Oceanic – Oceanic, Oceanic –
Continental, and Continental – Continental. Each behaves
differently…
At Oceanic – Oceanic and Oceanic – Continental convergent
plate boundaries
old, cold oceanic plate is subducted.
Subduction = when a lithospheric plate is somehow pushed or
pulled into the mantle beneath a second oceanic or continental
plate.
Subduction is accompanied by:
1) large to great (up to magnitude 8+) and shallow to deep
(0 to 700 km) earthquakes
2) explosive andesitic volcanoes – the most dangerous on
Earth!
3) mountain building – volcanoes on land or islands
4) accretion of new land (continent) by scraping sediments,
islands, coral reefs, etc off of the top of the subducting plate
and adding them to the overriding plate.
cdn.autoanything.com / images / products / rell / hitch /
red_chevy_pushing...
13. http://www.geology.um.maine.edu/geodynamics/AnalogWebsite
/UndergradProjects2005/Perry/html/index.html
Example of oceanic-continental convergence = the Peru-Chili
Trench along western South America. Garrison, 2012, Essentials
of Oceanography, see also figure 2.20
Example of oceanic-oceanic convergence = subduction at the
Japan Trench.
Garrison, 2012, Essentials of Oceanography, see also fig. 2.20
At Continental – Continental convergent plate boundaries
continental collision occurs.
Continental lithosphere is too buoyant to subduct.
http://www.los-angeles-injury-lawyer-blog.com/car_accidents/
Continent-continent collision occurs after many years of
subduction completely closes an ocean basin!
This is how supercontinents like Pangaea are constructed!
Continent – continent collision creates chains of tall mountains
as the edges of the colliding continents crumple under the
pressure. The subducting oceanic plate breaks off and
disappears into the mantle.
The Himalaya Mountains of Asia are the result of continent –
continent collision between India and Eurasia. The collision
and mountain building continues today!
14. Additional evidence comes from Hot Spot Tracks
= chains of volcanoes located in the middle of tectonic
plates.
The Hawaiian Island – Emperor Sea Mount chain is an
example.
Figure 2.26
Figure 2.24 showing how we think hot spot volcanoes form over
mantle plumes= rising blobs of superheated mantle.
Map showing location of active hot spots.
Hot spot track volcanoes are always
newest on one end and
get older the farther up the chain you look.
Only the most recent (end) volcano is active.
These chains are believed to form as the tectonic plate passes
over a hot spot or mantle plume.
Mantle Plumes are superheated jets of hot mantle material
that remain fixed in place in the mantle.
They may also cause continental rifting
Once we accept that hot spot chains form over stationary mantle
plumes, we can use the age and spacing of the volcanoes to
calculate how fast and in what direction the plate moved in the
past.
In the example, the plate velocity or rate is: 100 km/5 my = 20
km/my = 2 cm/yr
15. The direction of plate motion is always from the newest toward
the oldest volcano, so in the example, the plate is moving:
Northwest
N
Old Island = 5 MY
New Island = 0 MY
100 km
One of the many questions left in plate tectonics is how plates
move. Present rates are determined by satellite.
Notice that the islands erode flat at the surface, then get deeper
and sink as they move farther from the hot spot = get older.
Why?
Isostasy => the extinct volcanoes cool down, get more dense,
and sink deeper.
Results in guyot = tablemounts = flat topped volcanoes, eroded
at the surface, but now far below the surface.
The same thing happens at mid-ocean ridges
Coral reefs will change shape as the island sinks out from
underneath them due to isostasy.
Figure 2.28
47
16. Figure 2.32
48
The Wilson Cycle.
Figure 2.34
49
Supercontinent cycle – plate tectonic cycle from supercontinent,
to continental rifting, to drifting of the continents across the
Earth as oceans open and close, to eventual creation of a new
supercontinent. This cycle probably takes about 500 MY. We
think we can identify at least 3 past supercontinents. including
Pangaea.
The Earth today (left) and 200 my in the future (right) assuming
today’s motions continue.
http://www.historyoftheuniverse.com/cf200.html
Chapter 2:Read the entire chapter.
Watch the following Youtube videos from “Geoscience Videos”
https://www.youtube.com/watch?v=vxjUn8PVvmc
https://www.youtube.com/watch?v=7nxITuot-ko
Vocabulary (do not turn in):
Alfred Wegener
Continental drift
17. Evidence for continental drift
Jigsaw puzzle fit of continents
Matching sequences of rocks
Matching sequences of faults and mountain chains
http://carnivoraforum.com/topic/9691943/
Climatic evidence
Glacial ages
Matching fossil assemblages (groups of fossils)
Problems with continental drift
Power source / why continents move
How continent move
Harry Hess
Seafloor spreading
Mantle convection
Mid-ocean ridge = spreading center
Deep sea/ocean trench = subduction zone
Evidence for Seafloor spreading
Magnetic stripes on the seafloor
Magnetic field
Age of the seafloor
Heat Flow
http://pubs.usgs.gov/gip/dynamic/developing.html
Plate Tectonics
Evidence for plate tectonics
Hot spot tracks
Apparent polar wander
Igneous rocks
Magma
Magnetite
Basalt
Distribution of earthquakes and volcanoes
Types of plate boundaries (know examples)
Divergent plate boundaries (DPB)
Mid-ocean ridge = spreading center = DPB
18. Ridge vs. rise
Difference in shape, size, and earthquakes
Rifting = continental rifting
Convergent plate boundaries (CPB)
Oceanic vs. Oceanic CPB
Island arc Subduction
Continental vs. Oceanic CPB types of
volcanoes
Continental arc types of earthquakes
Continental – Continental CPB
Continental collision
redxken192jyd.blogspot.com
Types of earthquakes
Transform plate boundaries (TPB)
Oceanic transform faults
Continental transform faults
Earthquakes at TPB
Hot Spots
Mantle plumes
Hot spot tracks
Formation of guyot (table mountains)
Evidence for plate motion over time
Coral reef development and relationship to plate tectonics and
isostasy
Fringing reef
Barrier reef
Atoll
Paleogeography
Continental accretion
Predictions for the future
Wilson Cycle – life cycle of oceans
19. http://www.starrynighteducation.com/sntimes/2012/jan/
Name ____________
Homework:
1) Concept Check 2.1 #1 Cite the lines of evidence Alfred
Wegener used to support his idea of continental drift? Why did
scientists of the time doubt that continents had drifted?
2) T or F? Harry Hess’s Theory of Seafloor Spreading explains
only the motion of the seafloor, but not continental movement.
3) Answer the following questions about evidence for seafloor
spreading using the terms magnetic stripes, age of the seafloor,
deep sea trenches, mid-ocean ridges, or both.
a. Records the periodic switch of the Earth’s magnetic field (N
<-> S) like a VCR records a movie._________________
b. Least / smallest at the spreading center, and increases with
distance away from the spreading center. _________________
20. c. Also known as the spreading center. _________________
d. Locations where seafloor is believed to subduct back into the
mantle. _________________
4) What do I mean when I say that plate tectonics combines
continental drift and seafloor spreading?
5) What is the power source that is believed to move the plates?
_________________
6) About how fast do the plates move? a) centimeters per year
b) meters per year c) kilometers per year d) what is a plate?
7) T or F? Plates with both divergent and convergent plate
boundaries move faster than plates with only a divergent plate
boundary (see videos listed above for answer).
8) Concept Check 2.4 #1 How is the age distribution pattern of
the Hawaiian Island- Emperor Seamount chain explained by the
position of the Hawaiian hot-spot? What could have caused the
curious bend in the chain?
9) Complete the following table comparing the various types of
plate boundaries.
21. Type of Plate Boundary
Variety of that Type of Plate Boundary
Volcanoes: none, explosive, non-explosive.
Earthquakes: small/large, shallow / deep / both
Effect on plate size: grows, shrinks, stays the same
Example
Divergent Plate Boundary (DPB)
Non-explosive (basalt)
Mid-Atlantic Ridge
Convergent Plate Boundary (CPB)
Ocean-Ocean
22. Marianas Trench
Ocean- Continental
Continental- Continental
Transform Plate Boundaries (TPB)
Large, shallow
Stays the same
10) T or F? Subduction along a continental margin (edge of a
continent) will cause the continent to get bigger (wider) over
time.
11) T or F? Table mountains / guyot formed by wave erosion
when sea level was much deeper (>2000 m) than it is today?