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“China Is Running Out of Cheap Labor” by David Frum Essay (Critical Writing)

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Table of Contents Article Summary How the article is related to the course content Why I chose this particular article Article critique Works Cited Article Summary The author of the article reports that China is currently faced with a labor shortage as there has been a drastic decrease in the number of peasants moving to cities in search of unskilled labor. What this means is that the wages paid to unskilled laborers will increase. As a result, many businesses in China that rely heavily on low-end labor are relocating to other cities where they hope to get cheap labor (Frum para. 1). In other words, it has become costly to do business in China. Some of the examples of countries where Chinese businesses are finding surplus and cheap labor include Vietnam, Indonesia, Pakistan, Honduras, and Africa, among others. The author of the article opines that the idea of a country with a population of over 1 billion people to lack skilled laborers appears to joke. Although we still have a number of countries with surplus laborers, nevertheless, the estimates that this will only last for about 20 to 25 years. Therefore, we are likely to be faced with a global shortage of unskilled laborers in the next 2 decades (Frum para. 3). The anticipated shortage in low-wage workers means that companies in the United States, for example, will also find it hard very hard to hire low-wage workers to work in their industries either in the united states or overseas. This will more than likely affect immigration policies. As a result, the United States will no longer appeal to unskilled laborers, and they will opt to remain home and take local jobs in spite of the poor pay. In the same way, most Americans may be forced to take low-skilled jobs in spite of the poor pay. How the article is related to the course content The current article is relevant to the course content in that it talks about one of the factors of production-labor- and how its shortage can affect an economy and, in the process, the business world. It is important to note that most organizations are mainly focused on maintaining profits in order to fulfill the ultimate goals of their shareholders. In this case, the ultimate goal of a shareholder is to get a return on his/her investment. One way of doing this is by outsourcing cheap labor. However, when cheap labor is no longer affordable, companies have to pay more for it, and this is of great concern to shareholders. As such, the article is very relevant to the course content. Why I chose this particular article The reason why I chose this particular article is that it is easy to understand, not to mention that the author has made use of various examples to drive the point home. More importantly, the article has dwelt on the issue of labor, which happens to be a critical component of any business entity. In this case, the article talks about how an acute labor shortage could have implications in the decades ahead. Article critique The author’s arguments are well thought out and coherent. As such, the article tends to flow smoothly. In addition, the author has made use of the cause-effect principle, and this helps the reader to understand what the shortage of unskilled workers would mean to the economy. However, the author has failed to use statistics to back his claims. For example, when he says that the number of peasants in China’s cities has declined, we are not told by how many. Also, the author has not quoted other credible sources to support his claims. Works Cited Frum, David. 2012. China is running out of cheap labor. 2012. Web. Get your 100% original paper on any topic done in as little as 3 hours Learn More
The Walt Disney Company first appeared in America (and soon after the rest of the world) in the 1920’s. 90 years later and it is still going strong and is a corporation to be reckoned with. From their beginnings as a simple animation company, it now covers lots of different genres of film as well as branching out to television companies, theme parks, books, theatre adaptations, cruises and music labels. To date, Disney has produced 49 animated films, 10 live-action, 11 ‘DisneyToon’ productions, two stop-motion and 10 Pixar films with the hugely anticipated release of Toy Story 3 in June 2010. But concentrating on their main produce, their range of animated films has been experience by everyone from the ages of 1 to 101. Disney is at the forefront of family entertainment as well as a form of escapism (a flying elephant, living toys, mermaids and monsters?!) and a hidden (if not obvious to adults) way to introduce morality to children as early as possible. However, who decides what morals to portray in these very Americanised films? In recent times, Disney films have reflected the social climate with the introduction of the first black protagonist in The Princess and the Frog (2009). So as these films are becoming true to life and “educating” future generations, has there been an introduction of non-heterosexual characters as well? The Disney Company’s first feature length animated film Snow White and the Seven Dwarves (1937) was a colossal project which pushed every employee working on the production extremely hard but the results were worth it. The amalgamation of a moral filled story with realistic animation then paved the way for the following Disney films during, what was known as their “Golden Age”: Pinocchio (1940), Fantasia (1940), Dumbo (1941) and Bambi (1942). The morals contained within these films and all to follow, were seen by conservative Americans as important family values and trusted upon Disney to teach these values to everyone. “For more than 50 years Walt Disney Company has represented all that is good and pure and wholesome in our nation. Families flocked to Walk Disney World and Disneyland because they knew that Walt Disney respected and nurtured the traditional American family and its strong moral values. Disney could always be counted on to provide parents and children alike with family-friendly, good-natured entertainment” Letter from a coalition of Florida lawmakers, 1995 However, are these morals and values shared by all? And does the way in which they are portrayed actually reflect reality? They are American ideals of conservative family values which support the life storyline of romance, marriage (to someone of the opposite sex) and then children in a parallel world to that of the traditional Anglo-Saxon, Christian American upbringing. Reading further into these ideals are that of the issues of individuality, love and capitalism that are being depicted to all Disney viewers, namely children. These viewers cannot differentiate what is being shown to them as not necessarily the reality of the world (as the world consists of more than just the one religion of Christianity). New generations of children subjected to Disney films are growing up with ideologies from these stories as they have faith in them to contain some element of truth. Not all the storyline’s can be deemed as promoting negative beliefs though. Disney movies always contain an aspect of the ‘follow your heart’ love which if regarded as the most important moral, then maybe some people will overlook the American family values shown in favour of love. However, this ‘follow your heart’ belief can only really exist within some religions as others have strict rulings as to who you can marry and really fall in love with. Throughout film history (up until recently), there were very few storyline’s which contained a gay or lesbian character as a protagonist. The general film public saw those films, which did include a main gay character, as ‘gay-themed’ (so not to their tastes) or ‘alternative’. In recent years, filmmakers have seen a niche in the market for gay films, although it was in 1896 with The Celluloid Closet that a gay subtext was used within in a film. It would then take some 70 years later before ‘Queer Cinema’ would come about. Censorship on homosexuality in films came about in Britain in 1912 with the founding of the British Board of Film Censors and in 1934, the Production Code in America was enforced. Within this strict guideline for ‘good taste’ was that homosexuality or bisexuality must never be represented or even inferred. Slowly though, gay and lesbian characters were brought into films such as Four Weddings and a Funeral (1994), Clueless (1995) and Billy Elliot (2000). But as previously said, only in supporting roles as the ‘gay best friend’. When they finally were given the main storyline’s, the characters were shown to ‘imitate’ heterosexuality as much as possible to be accepted. This can be seen in Philadelphia (1993) where many believe this to a patronising look at gay life and the yearning to be accepted as ‘normal’ in a heterosexual world. There are no outrageous scenes of affection between Hanks and his partner within in the film. Queer identity can be related to many different people not just gay and lesbian individuals. The Western world may seem like a land of equality but to those in the minorities, it is not. Studies have shown it is suggested by traditional teachers and career advisors that schoolgirls go into ‘feminine’ jobs (Apter, 2000) while schoolboys are driven away from jobs seen as traditionally ‘female’ (Woodward, 2000). Men and women’s identities have changed however as equality for women in the workplace is fought more and more showing that females can be the ‘provider’ that men traditionally were. This leaves the men unsure of their identity in the world but through popular culture and mass media, they can be shown as well as women where they belong in contemporary life. So as society has become accepting of women in the workplace by it being reinforced by popular culture and mass media (but perhaps not by Disney films) that when non-heterosexual characters are introduced, tolerance towards them should improve? With Disney films, the morals and values are “chosen” so it can be said that capitalism will control how homosexuality is visualised and dealt with. Despite this limited perspective, society is becoming more accommodating of different sexualities although many non-heterosexuals are still facing prejudice and discrimination from older generations and others. America is slightly less open-minded than the UK as a survey by Gallup showed that although homosexuality is tolerated more as an acceptable lifestyle, 42 per cent of the people surveyed felt that homosexuality should be illegal. Contrasting against this is a poll from the same year showing that just 17% of people in England felt ‘less positive’ towards non-heterosexuals (MORI, 2001). Heteronormativity can be defined as a set of ‘lifestyle rules’ to which society follows and falls into a specific gender with an outlook of a traditional role in life. Heteronormativity occurs in nearly every film in various ways. It can promote the message of men being the dominating person in a relationship with women following after them being housewives. However it is usually seen to promote that heterosexuality is the ‘normal’ sexual orientation and any kind of sexual relationships should only be between a man and a woman. Sometimes it is obvious and other times the viewer does not realise that the story they are watching is promoting heterosexuality and that this is the “ideal” (or assumed, expected, ordinary and privileged) sexuality. Viewers can recognise that films have hidden meaning and semes such as good vs. evil, rich vs. poor, children vs. adult’s etc. However it is the seme of heterosexuality vs. homosexuality, which is the problem with films pushing heteronormativity. “Films that set up neat systems of good and evil – do’s and don’ts – are part of the pervasive simple-mindedness that posits heterosexuality and queerdom as irreconcilable opposites which cannot co-exist respectfully.” Todd Hayward, “The Lyin’ King” Planet Homo 69 (21st Sept 1994, 17) With heterosexuality being the assumed sexuality of society, this only reinforces discrimination and prejudice towards non-heterosexuals. The amount of different heterosexual storyline’s shown will increase the amount of heteronormativity within the media in general as generations are exposed to it. With heteronormativity shown in most popular culture, it also redefines how homosexuality is perceived. It can be compared to public vs. private, with heterosexuality being public and homosexuality being private therefore something to be hidden. Even before a viewer experiences heteronormativity in a film, the masculine/feminine definitions of gender are promoted first. From this, sexuality, pleasure and identity can then come forth as the storyline’s and characters develop, which leads to heteronormativity. Obviously it is easy to see that Disney films promote heteronormativity although many people believe Disney films to be sexually ‘free’, it can still be a non-sexual part of our lives. Disney films show the traditional domesticity of the roles of men and women against a credible heterosexual backdrop by replacing sex with romance and reinforcing the patriarchal family structure. This can be seen in Bambi (1942) as Bambi’s character is promoted as the ‘King of the Forest’ and will take over from his father. It also depicts his forsaking of his dependence on his mother as she is killed during the film. The very over-used storyline of the princess or girl being romanticised by the male character, which then leads to an eventual wedding, is predominant in many Disney films. A comparison of Disney films against other animated films from different companies made during 1990-2005, show that there is a much stronger hetero-romantic storyline in Disney films. Many Disney films have a reference to a hetero-romantic storyline, usually as the main plot but they also contain sexiness (Kazyak and Martin, 2009) as women’s bodies are portrayed as curvaceous with semi-revealing costumes. With these hetero-romantic storyline’s, heterosexuality is glamorised as being special and different from other kinds of relationships. It is shown to have the power to change the world (either by breaking a spell (Beauty and the Beast), belonging to the “ideal” world (The Little Mermaid), stopping a war (Pocahontas) or changing an old-fashioned law (Aladdin)). These storyline’s are usually only shown through kissing and no other sexually embodiment. This can reinforce the heteronormativity, as Conservatives believe that any two characters have to be heterosexual unless seen kissing someone of the same sex. For instance, there could be some homosexual affection between Aladdin and the Genie but viewers do not read into this friendship with this outlook. The friendships portrayed in Disney films do not reflect reality as it is unusual for a female character to have a same sex friendship with another character unless they of a maternal nature, whereas in reality, many young girls and women have a female best friend. For males they usually have a comical friend/sidekick which could be said to show reality slightly more. All of this can be shown that Disney endorses heterosexuality within the majority of their films and even tries to influence the thinking that being heterosexual is far more glamorous than being homosexual. With this “educating” outlook, Disney actually took another step by creating military and educational films during the 1940’s. As the Second World War took its toll, Walt Disney knew his company was facing bankruptcy as the profits from Snow White were transferred into the productions for Pinocchio and Fantasia but these did not reach the same high profits. With a strike by animators also, productions were delayed for months. Disney knew he had to keep his company going and believed that his animation films could be used to help the war effort through education and propaganda. Military training films were churned out at an amazing rate and low budgets. The films used the, by now, well-known characters and newly designed mascots to keep the soldiers morale’s high. Soon they were being made to also keep the spirits high of American’s at home, while their loved ones went overseas to fight. With these films, the federal government and Disney were forming a strong relationship, as the studios were used by army personnel and kept afloat for the duration of the war. The federal government even made it possible for Disney to obtain the chemicals needed to make the films despite its requirement for the making of weapons. The films were hugely popular as they used the traditional animation and moral-driven narrative used for the previous Disney films and this suited the government’s needs. Many cartoons started to take on a wartime theme to entertain but also to educate. “Disney’s public health and education films were, in part, attempts to provide models for domestic life” (Cartwright and Goldfarb (1994), 175). Within these educational films, there was the notion that hard work combats illness whereas laziness breeds disease. So as well as supporting heteronormativity within their films, Disney had started to educate not just America but the world, in their ideals. Being practically “sponsored” by the federal government, the issue was then whose ideals were being portrayed – America’s or what the government wants its country to represent? Even within their films for children, Disney started to become an influential power over everyone who watched their films. Subliminal messaging started to occur in its short films as a humorous way for the animators to disrespect Disney as he refused to share creative credit. However, some of Disney’s films from the 1990’s started to have questionable sexual subliminal messaging. Some instances of these hidden messages are an erect penis on the cover of The Little Mermaid video as well as an erection in the film (which was actually the character’s knee). Others saw the word “sex” depicted in The Lion King (it says SFX as a credit to the special effects team) whilst others heard someone whispering “All good teenagers, take off your clothes” in Aladdin. And finally it was thought you could see that Jessica Rabbit wasn’t wearing any underwear in Who Framed Roger Rabbit? These supposed messages could be seen as “queer” readings (not in the non-heterosexual meaning but in the non-standard meaning) as people started to think of Disney as a lewd company with a “gay agenda”. However these messages are focussed on sex not sexual orientation and really do rely on the viewer knowing to listen or look for them. But when a child likes a film, many will watch it over and over again. And through this repeated viewing, children can begin to understand more and perhaps the innuendoes that were meant only for adults. This is particularly so as it is becoming almost impossible to avoid popular culture and advertising which can broaden a child’s mind prematurely. A survey in 2006 of 1,300 UK families showed that seven in 10 children now have their own television in their bedrooms, with more than half of these also owning a DVD player. Similarly, a survey in America released in November 1999 showed that 88% of all US households have two or more televisions, 60 % have three or more and 53% of all children have a television in their bedrooms. With all this access to popular culture, children are growing up with the media’s point of view on situations and relationships. With Disney such a presence in children’s lives also, once again whose morals are they growing up with? (EXPECTATIONS OF ENTERTAINMENT PARAGRAPH) Disney film’s can be a used a form of escapism, not just for children but also for adults. Despite whether its supporting heteronormativity or Americanism, their storyline’s often show that a good life is possible despite misfortune and difficulty. Even the homosexual culture has adopted this chance of escapism (QUEER READINGS PARAGRAPH) However as the 20th Century progressed, as did the heads of the company. With the passing away of Walt and then his brother Roy Disney, Michael Eisner took charge during the mid 1970’s and started to change a few things about the company. Miramax films were brought under the Disney umbrella, which allowed an outlet for (more profitable) R and X-rated films (15 and 18 under the BBFC). This started to threaten the “Disney ideals” that had been so strongly portrayed in many of its films. Right wing Christian fundamentalists felt it was a betrayal of their trust in a company they had believed in for so long. Various organisations (the American Family Association, the Family Research Council and Morality in Media for example) started to boycott Disney as they thought that the company
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California State Medical Services in the Post Industrial Era Discussion Paper.

Short papers should be between 1000 and 1200 words (excluding references). The paper should be written in APA format. The short papers’ function is to permit you to synthesize facts that you have learned in the course and apply critical reasoning to those integrated facts. Another role of the short papers is to help you work on concise presentations of complex facts and ideas. The main topic and title of this short paper will be “Medical Services in the Postindustrial Era.” Please talk about the advancement of American physicians, and how they were successful in retaining private practice of medicine and resisting national healthcare. Talk about the scientific and technically advanced services to insured patients from physicians, and how they became an organized medical profession; and gained power, prestige, and success. Talk about how this transformation occurred after the Civil War, and if that has anything to do with it. Talk about how the American system for delivering health care took its current shape during this period and the well-defined role of employers in providing compensation for work-related injuries and illnesses and how it was vital in the growth of private health insurance. lease complete a reference page at the end of the paper. Here is the rubric on which the short paper will be graded upon.Inquiry and Analysis RubricCriteriaRatingsPtsTopic Selection4 ptsFull Marks (the maximum award in an examination or assessment)Identifies a creative, focused, and manageable topic that addresses potentially significant yet previously less- explored aspects of the topic.3 ptsMilestones (an action or event marking a significant change or stage in development)Identifies a focused and manageable/ doable topic that appropriately addresses relevant aspects of the topic.2 ptsMilestones (an action or event marking a significant change or stage in development)Identifies a topic that while manageable/ doable, is too narrowly focused and leaves out relevant aspects of the topic.1 ptsBenchmark (a point of reference from which measurements may be made)Identifies a topic that is far too general and wide-ranging as to be manageable and doable.4ptsExisting Knowledge, Research, and/or Views4 ptsFull MarksSynthesizes in-depth information from relevant sources representing various points of view/approaches.3 ptsMilestonesPresents in-depth information from relevant sources representing various points of view/approaches.2 ptsMilestonesPresents information from relevant sources representing limited points of view/approaches.1 ptsBenchmarkPresents information from irrelevant sources representing limited points of view/approaches.4ptsDesign Process4 ptsFull MarksAll elements of the methodology or theoretical frameworks are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant subdisciplines.3 ptsMilestonesCritical elements of the methodology or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted for.2 ptsMilestonesCritical elements of the methodology or theoretical framework are missing, incorrectly developed, or unfocused.1 ptsBenchmarkInquiry design demonstrates a misunderstanding of the methodology or theoretical framework.4ptsAnalysis4 ptsFull MarksOrganizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.3 ptsMilestonesOrganizes evidence to reveal important patterns, differences, or similarities related to focus.2 ptsMilestonesOrganizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities.1 ptsBenchmarkL ists evidence, but it is not organized and/or is unrelated to focus.4ptsConclusion4 ptsFull MarksStates a conclusion that is a logical extrapolation from the inquiry findings.3 ptsMilestonesStates a conclusion focused solely on the inquiry findings. The conclusion arises specifically from and responds specifically to the inquiry findings.2 ptsMilestonesStates a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.1 ptsBenchmarkStates an ambiguous, illogical, or unsupportable conclusion from inquiry findings.4ptsLimitations and Implications4 ptsFull MarksInsightfully discusses in detail relevant and supported limitations and implications.3 ptsMilestonesDiscusses relevant and supported limitations and implications.2 ptsMilestonesPresents relevant and supported limitations and implications.1 ptsBenchmarkPresents limitations and implications, but they are possibly irrelevant and unsupported.4ptsTotal Points: 24Requirements: 1000-1200 words
California State Medical Services in the Post Industrial Era Discussion Paper

De Anza College Environmental Science Questions

De Anza College Environmental Science Questions.

I’m working on a environmental science question and need a sample draft to help me understand better.

questions:1. Explain why the Neolithic Era considered the last great advancement of prehistoric humans?2. Describe the environmental changes that were occurring during the Neolithic Era that enabled this change? 3. Describe nomadic pastoral societies, what do they require and what are the challenges they face today. 4. List the 6 different geographical places did the earliest domestication of plants occur? What did they have in common?5. Describe the process of shifting agriculture, how long has it been around. How has shifting agriculture changed today?
De Anza College Environmental Science Questions

Features and Importance of Patient Centered Care Discussion Questions

nursing essay writing service Features and Importance of Patient Centered Care Discussion Questions.

Answer the following questions. Each question must have at least 3 paragraphs and you must use at 3 least references (APA) included in your post.1. Describe the characteristics of patient-centered care AND the importance of each characteristic.2. You are taking care of an 80 African-American year old male patient in a medical surgical unit who was hhospitalized with congestive heart failure. He is being discharged with multiple medications and home health care. Describe the steps you would take to provide patient education including cultural considerations. 3. Describe how you will evaluate the effectiveness of your education on the scenario stated in question 2.
Features and Importance of Patient Centered Care Discussion Questions

ENC 1101 Miami Dade College Childhood Experience Narrative Essay

ENC 1101 Miami Dade College Childhood Experience Narrative Essay.

ENC 1101 Assignment: Narrative EssaySelect a childhood experience that was meaningful to you. Your assignment is to choose the most important details and develop them into an essay that leaves your reader with a vivid impression of your experience and an understanding of the significance of the event. Try to keep the event within a brief a time period as possible (a few hours to a day).Think about why the experience was significant: Did it challenge your feelings or beliefs about something? Did some aspect of your life change as a result? Did you discover something about yourself or others?The narrative essay will have these features:Use specific detail and subjective and objective description to show your audience what happened, so that they feel as though they have experienced it with you. Consider sensory information such as sight, sound, taste, feel, and smell. You can also use dialogue to express feelings and emotions. Also, figures of speech like similes, metaphors, and personification will be used throughout the narrative.Follow MLA guidelines. The essay will be 3 pages.
ENC 1101 Miami Dade College Childhood Experience Narrative Essay

Los Angeles Community College District Atmospheric Hazard Map Set Paper

Los Angeles Community College District Atmospheric Hazard Map Set Paper.

book: http://www.earthonlinemedia.com/ebooks/tpe_3e/contents.html Atmospheric Hazard Map Set How to Complete Your AssignmentTHREE Original DIGITAL MAPS (one map at a local, regional and global scale) that shows data on natural hazards in the atmosphere and LithosphereThree paragraphs written by you about the hazard you have mapped and description of the patterns seen on the mapsSee the weekly modules for due dates for each of your map sets. Why maps? Maps are something that we all use in our daily lives whether we are using Google Maps to divert our way around traffic, or trying to find a new restaurant with our in car navigation, or we are trying to follow a hand drawn map to get to a wedding reception. For this project the maps you create must be original, that is you just didn’t search Google images for maps already created by other people. You will be creating maps of areas that you choose, using data you choose, and you will format it with a scale bar, north arrow, title, and paragraph caption that are all original. What is a Physical Geography Hazard? A Natural Hazard is any naturally occurring event that can have a negative effect on people or the environment. Examples include hurricanes floods, earthquakes, volcanic eruptions, and tornado’s. These events are natural because they are a part of earths systems, but when they occur where people live, than they become a hazard to people. Find out more about hazards by checking out information from the USGS and the U.S.Federal Government (Links to an external site.). Possible Hazard Topic Ideas include (but are not limited to): Week 4 Atmospheric Hazard Map set:LightningTornadoesHurricanesClimate ChangeWeek 5 Map Set Lithosphere:LandslidesVolcanismEarthquakesSinkholes & Subsidence To complete this project, follow these instructions: 1. Choose a free map maker and play around with the available data. 2. Pick an appropriate hazard for the week from the list above. 3. Explore the mapping data provided in the links below to find an interesting pattern for your hazard. If no patterns emerge, then you may want to map a different data set or look in a different area (zoom in/out or focus on a different area) 4. Create 3 maps(one city scale, one state, one continental) showing the distribution of the hazard. Each map should be of the same hazard. If you choose sinkholes in week 5, then all three maps should show the distribution of sinkholes. 5. Capture an image of your completed map(or just a screen shot) and import it into a word processing program like Word or Pages where you can add a title, legend, any labels and a paragraph caption. 6. Write one paragraph(5 -10 sentences, college level writing) for each map explaining one or more of the following questions: What is the pattern shown(Where does it occur or not occur)? What process causes the pattern shown(Why does the hazard occur in some places and not others)? How dangerous is this hazard? How could this hazard be managed? Outside research should be conducted and cited 7. Submit all maps and paragraphs in a single file (PDF preferred) This part of the project is basically asking you to create a series of thematic maps. Watch this short video which explains what thematic maps are and what they look like. What is this scale thing? A map which depicts a small territory is referred to as a large scale map. This is because the area of land being represented by the map has been scaled down less, or in other words, the scale is larger. A large scale map only shows a small area, but it shows it in great detail. A map depicting a large area, such as an entire country, is considered a small scale map. In order to show the entire country, the map must be scaled down until it is much smaller. A small scale map shows more territory, but it is less detailed. Large Scale vs. Small Scalehttps://www.youtube.com/watch?v=Lg08g9w3by0 (Links to an external site.) How will you make an original map set for each sphere? In order to make a map you need a base map, and data. You will use a variety of sources such as National Map, National Geographic Map Maker, (Links to an external site.) Google Earth (Links to an external site.)(free download), Weather Underground Mapper, ArcGIS Explorer (requires creating a free account) to get base maps and data, NOAA National Hazard Viewer (Links to an external site.), Historical Hurricane Tracker (Links to an external site.), Tornado History Project (Links to an external site.), Water Risk Atlas (Links to an external site.), and Windyty (Links to an external site.) Video tutorial on how to Create your Own Original Map: https://youtu.be/p0VNZ42i4mU (Links to an external site.) Map Set Examples: Atmosphere Map Set.pdfHydrosphere Map Set.pdfLithosphere Map Set.pdf Actions Actions Actions Your INDIVIDUAL Map Set Should Be original, and cite all outside data and sourcesMap the week’s sphere hazard at local (1 city or county), regional (1 state or small country) and global (the entire U.S., a continent, or the world) scales.Contain a descriptive paragraph for each map (5-10 sentences, college level writing) which describes the hazard patterns, process and proposed solutions.Contain a scale bar (Links to an external site.), north arrow, legend and descriptive title.Be easy to see and read. Here are some pointers to help you create your maps and start thinking about your Map Sets: Your map needs to be original, meaning you created it using an online tool where you chose the data to be mapped, the area and zoom level. You should not use an existing (e.g., jpg, png, gif) image of a map that has already been created by someone else.You need to do research to explain the patterns that you see. That is, you will need to discover the processes that create the map pattern. For example, if you see a line of volcanoes in the Pacific coast of Central America you will need to explain how the Cocos plate is subducting beneath the Caribbean plate in an oceanic-to-continental convergent plate boundary, how the sinking oceanic plate melts and rises, etc.All the information that you use in the descriptive paragraphs needs to be properly cited. It is best if you have a separate reference section at the end of your map set. You also need to cite the source or sources of your maps.Your maps need to have a scale bar, north arrow and descriptive title. In some tools such as the National Geographic Mapmaker, the scale bar shows up automatically. In others, you may need to draw it in. You may also need to draw in the north arrow. A descriptive title is one that describes the area covered by the map and its content. “Regional map” is not a descriptive title, “Volcanoes on the Pacific coast of Central America” is.You need to describe the hazard patterns, process and proposed solutions. Describe the pattern you see in each map (e.g., Most tornadoes occur in the South and lower Midwest). Describe the process that causes this pattern (e.g, Clashes of cold and warm air masses, moist conditions, formation of thunderstorms, flat,open land, etc.). Describe proposed solutions (e.g., Practice a tornado drill, keep safety supplies, heed warnings, go to the basement, etc.). Again, you will need to do research and cite your sources.There should only be one hazard or physical geography phenomena per map set. Do not use more than one layer in a map set. If your local map shows areas of landslide susceptibility, then your regional and continental/global map should also show areas of landslide susceptibility.Make sure that each of your maps provides somewhat different information (different patterns and/or processes) so that you have something new to say for each of the different scales (zoom levels). How will your project be graded? The map and paragraph captions for each “sphere” will each be assessed based on simple rubric. You can find these rubrics in the submission areas for each. Please use them for reference. Part 2 Discussion 5: Formulate geographic research questions and hypothesis Overview You will collaborate with your peers using this Canvas discussion board to formulate geographic research questions and hypotheses about geography patterns and processes. This assignment addresses Learning Outcome SLO 3 & Student Performance Objective SPO 6. See the syllabus for definitions and details. Directions Post a reply to this discussion board a with a written paragraph (1 pts, 5 sentence minimum) reflection on a specific geography research question about the age of a place or item, and why you have the question. You must choose a natural physical geography feature or place, not a human-made or conceived place (e.g., no artificial lakes or the Bermuda Triangle!). Include an image of the feature or place, with a caption describing the image and a citation for the images source.Your reply can use the following format: “I have always wondered about _____________ because ______? How do scientists know the age of _________________? What evidence do scientists have about the age of ________________? Note: Some questions will sound awkward with the above format. Feel free to phrase your question in a similar but non-awkward format. Read your peers research questions and then reply to at least two of their questions where you provide a specific evidence based hypothesis to answer the student question. (2 pts each, 10 sentence minimum).Your reply should include the following language: “I would like to address the research question ________________.” “The best way to determine the age of ____________ would be to _____________.” “Scientists know the age of _____________ because of the following research _______________.” “I used background information from _________ in my answer.” Student #1 I’ve always wondered about Mt. Fuji because I always wanted to know how it and its surrounding beauty was formed. How do scientists know about the formation of Mt Fuji ? Do they know how long it took for it to get to its modern-day point of beauty? What tells scientists the age of Mt Fuji? Since it’s a volcano, what kind of volcano is it? When was its last eruption? Is there a possibility of a future eruption? Student #2 I have always wondered about Mount Everest because it is considered to be the highest mountain on earth. How do you measure the height of a mountain? Mount Everest is considered to be about 60 million years old. How do scientists know the age of Mount Everest? What evidence do scientists have about the age of Mount Everest? Part 3 Discussion 6: Evaluate and apply solutions to complex real world physical geography problems Overview To complete this discussion assignment you will collaborate using social media and discussion board tools to evaluate and apply solutions to complex real world physical geography problems. This assignment addresses Learning Outcome SLO 3 & Student Performance Objective SPO 7. See the syllabus for definitions and details. Directions Identify a current news story (within the past 6 months) about problems associated with the one of the following lithosphere topics: earthquakes, faulting, mountain building, or volcanism.Post a web link to the news story in a new reply to this discussion board. 3.In your post (10 sentences minimum, using college level writing): Briefly summarize the lithosphere problem in the news story. Your summary should include mention where the story takes place, what caused the particular lithosphere hazard to occur and its impact on the local area.Come up with your own solution to the problem and describe your proposed solution. Note: You don’t have to invent a solution to plate tectonics or volcanism…but what are your unique ideas about how to solve the problems they cause to humans? 1.Read your classmates’ initial posts and then post your reply, which should evaluate the solutions viability, real world application, potential limitations, cost, and likelihood of future adoption. The Instructor will monitor the posts and provide feedback using rubrics. An important Note on PLAGIARISM This is a reminder that any assignments you turn in to this course must be written in your own words. Copying from the internet or any other source can only be done if you put the text in quotes and immediately cite the source next to the quote. Although, you should refrain from this and instead put ideas gathered from your research into your own words. This is called paraphrasing. All of your assignments in this course are checked using Turnitin’s plagiarism detection software. Plagiarism is a serious academic offense with serious consequences. Please see the links below for suggestions on how to successfully paraphrase sources and how to avoid plagiarism in general. Student #1 https://www.wbrz.com/news/puerto-rico-rocked-by-4-9-magnitude-earthquake-friday/ (Links to an external site.) On July 3, 2020 a 4.9 magnitude rocked Puerto Rico. The earthquake is one of many that have rocked the island nonstop within the last year. Thankfully there was no threat of a tsunami for the islanders, who are still recovering from a major earthquake in 2019. The most destruction experienced from this earthquake was an empty house that collapsed and thankfully was vacant. This July earthquake was a tremor from one that occurred in January with a magnitude of 6.4. One of the reasons for the onslaught of earthquakes that have been occurring in Puerto Rico is the location of the island, which is between the Caribbean and Northern American tectonic plates. The North American plate is sliding beneath the Caribbean plate and creating the earthquakes that are experienced on the island. I don’t believe that anyone as ignorant as myself to this topic can realistically propose any ideas on how to solve earthquakes without the generic response of minimizing the causes of global warming. What I can realistically and seriously offer as an idea is to promote efforts to upgrade buildings to higher standards so that they can withstand the earthquakes and minimize the damage and fatalities that are a result of the earthquakes. In the brief time that I’ve been in this class I’ve learned more about the destruction that we’re intentionally and unintentionally doing to this planet and I’m terrified and depressed about it. Even if we stopped every bad thing we do daily, today, the damage seems to be done. This has nothing to do with the topic maybe but I felt like discussing it because its an honest response. I’m praying for the world. Student 2 On October 30th, Greece and Turkey were hit by a 7.0 magnitude earthquake that happened in the Aegean Sea 13 miles below the seafloor which was quite shallow for earthquakes in this area. The earthquake damaged buildings and also caused water to rush into the streets. Around 14 people died and over 400 people were injured. This area of the world sees earthquakes often but it’s not as simple as some of the other earthquake-prone areas of the world. Many other places around the world have earthquakes that are typical caused by two tectonic plates, but not the Aegean sea. This is because the area does not just have one single fault that can cause an earthquake but rather many in one area, all of which can cause earthquakes. Geologically this area of the Aegean Sea is located where the plates of the African, Eurasian, and Arabian meet. Because of this natural event that occurs, solutions to this are limited to what is in our control as humans. Simply put, we cannot control or prevent earthquakes, but we can, however, rebuild or fortify existing buildings to be stronger and withstand earthquakes. We can also build in areas that are less prone to earthquake activity. Creating and implementing emergency safety plans for the areas prone to earthquakes such as California or in this case the areas around the Aegean sea is also another suggestion. Lastly, education about earthquakes and earthquake safety should be not only taught early on in school but also continued in order to inform communities about how to protect themselves and be prepared in the case of an emergency. https://www.nationalgeographic.com/science/2020/10/greece-and-turkey-earthquake-driven-by-wild-tectonics-of-aegean-sea/ Part 4 Overview For this assignment you will get some formal instructor feedback to help guide your reflective process. How to Complete Your Assignment For this assignment you will need to: Choose one assignment from this class to reflect on. NOTE: If you submit a reflection from a different class, you will fail this assignment.Write the equivalent of a one-two page double-spaced essay about what you have learned. Your reflection must discuss how you met the requirements of one of the course Student Learning Outcomes. In addition, choose two or more of the questions below to answer: What skills do you feel this assignment helped you to develop the most?Do you feel that in doing this assignment your academic skills have improved? If yes, how? If no, why not?What are your learning goals for your next assignment? What skills do you feel you need to work on more? Explain your answer.What would you change about the way you wrote this paper/did this assignment? (Think in terms of the time, place, and way in which you organized your project.)Can you think of anything else you can do outside of this class that will help you on your next project? Explain your ideas.How has this assignment helped you study for your other classes? Submit your work here in the CANVAS system as a pdf. Directions to Submit On the right hand Menu, you will see a SUBMIT ASSIGNMENT button with a white plus sign.Click on the SUBMIT ASSIGNMENT button. Then click BROWSE to look for your file on your computer.When done, click the SUBMIT ASSIGNMENT button
Los Angeles Community College District Atmospheric Hazard Map Set Paper