Weather interpretation

Weather interpretation

Weather Interpretation Exercise

56 points total

1)     Begin by picking a location in the continental United States (not in Florida) that starts with the letter G.  

2)     Go to www.weather.com and make sure that the location you have chosen is listed.  You will need to pick a location that is large enough to have its own statistics listed.  Some locations might be too small to have a corresponding set of climatic data; if you type in a location and the website lists the necessary data, it’s an appropriate location to use for this assignment.    

3)     Make sure that all of the data you need to collect for this assignment is provided on the website depicting the “weather” for your chosen location.  If one of the following is missing, pick a new location.  Here’s what you need to record:

0. Temperature

0. Relative humidity

0. Air pressure in millibars or inches of Hg (either is OK to use, just be consistent)

0. Barometric tendency (is the air pressure rising, falling, remaining constant, etc.?)

0. Wind direction and wind speed

0.  

4)     For three consecutive days at approximately the same time of day. You will record these data for the location you chose. 

5)     At the end of the three days, review the data you have recorded.  Write a one to two-page (12 point font, double-spaced) description of your data.  In this essay, address the following:  Over the three days what changes occurred in the weather statistics and how did these changes relate to the movement of High/Low pressure regions, etc?  You do not need to give me a day-to-day account.  Instead, broadly examine the changes and the reasons why.   For example, if you record a 17 degree drop in temperature over the course of two days that was accompanied by falling air pressure, you need to explain why this occurred; was it related to a cold front, a warm front, or something else?  Basically, use the data you have collected, your book, and your budding meteorological savvy to guide your interpretation.     

 Your grade will be based on completeness, and the quality of your analysis.

Weather interpretation

  •  

Weather Interpretation Exercise

56 points total

1)     Begin by picking a location in the continental United States (not in Florida) that starts with the letter G.  

2)     Go to www.weather.com and make sure that the location you have chosen is listed.  You will need to pick a location that is large enough to have its own statistics listed.  Some locations might be too small to have a corresponding set of climatic data; if you type in a location and the website lists the necessary data, it’s an appropriate location to use for this assignment.    

3)     Make sure that all of the data you need to collect for this assignment is provided on the website depicting the “weather” for your chosen location.  If one of the following is missing, pick a new location.  Here’s what you need to record:

0. Temperature

0. Relative humidity

0. Air pressure in millibars or inches of Hg (either is OK to use, just be consistent)

0. Barometric tendency (is the air pressure rising, falling, remaining constant, etc.?)

0. Wind direction and wind speed

0.  

4)     For three consecutive days at approximately the same time of day. You will record these data for the location you chose. 

5)     At the end of the three days, review the data you have recorded.  Write a one to two-page (12 point font, double-spaced) description of your data.  In this essay, address the following:  Over the three days what changes occurred in the weather statistics and how did these changes relate to the movement of High/Low pressure regions, etc?  You do not need to give me a day-to-day account.  Instead, broadly examine the changes and the reasons why.   For example, if you record a 17 degree drop in temperature over the course of two days that was accompanied by falling air pressure, you need to explain why this occurred; was it related to a cold front, a warm front, or something else?  Basically, use the data you have collected, your book, and your budding meteorological savvy to guide your interpretation.     

 Your grade will be based on completeness, and the quality of your analysis.

 
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SUNSPOT ANALYSIS

SUNSPOT ANALYSIS

100 points

Photographs of the sun show dark areas on its surface. These spots are believed to be due to solar storms, areas of cooler gases on the surface. The number and pattern of these spots change with time. When the data collected over many years are graphed, a pattern emerges.

Using the data given, graph the number of sunspots in the years from 1943 to 1992.  (60 pts)

  1. Each peak on the graph represents a sunspot maximum. In which years do these maxima occur?  (5 points)
  1. According to the data graphed, during which year did the last maximum occur?  (5 points)
  1. What is the average time span (to the nearest tenth of a year) between maxima? (5 points)
  1. What is the average time span (to the nearest tenth of a year) between minima? (5 points)
  1. What is the average time of one complete sunspot cycle? (5 points)
  1. Predict when the next maximum will occur after the last one plotted on your graph. –Use your answers to questions 4 and 5 to assist you on this question. (5 points)
  1. Predict when the next minimum will occur after the last one plotted on your graph. Use your answer to question 6 to assist you on this question. (5 points)
  1. Extrapolate this graph at its present rate to determine approximately how many sunspots will occur in the year that you will be graduated from SPC. (5 points)
 
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Solar System Concept map

Solar System Concept map

100 points

We’re going to do another concept map but this one will be a little different from the Plate Tectonics concept map. This is going to be a visual concept map.

  • First, get an 11×17 piece of paper. If you don’t have a piece that big you can make one by taping two 8.5×11 (that’s normal size) pieces together.
  • Draw the Sun, the 8 planets and the asteroid belt as much to scale as possible (in terms of size and distance from the Sun) on the piece of paper.
    • Note: you CANNOT draw the solar system to scale and still expect it to be visible. But as you draw think about which planets are larger, which are smaller, which are tightly spaced and which are far from each other. And draw so that those relationships are visible.
  • Now labeling, label everything you can possibly think of about each planet. We want this concept map to include everything any reasonable person could want to know about the solar system. Some things to think about.
    • Name
    • Period of rotation
    • Period of revolution
    • Jovian or terrestrial?
    • Distance from the sun
    • Atmosphere?
    • Size
    • Moons?
    • Rings?
    • Anything interesting about that particular  planet
      • Large volcanoes
      • Big red spots
      • Orbits on its side
      • Runaway greenhouse atmosphere

I’m not saying label it with these things, I’m saying label it with every possible thing you can think of. This should help you see and make sense of patterns in the solar system. Feel free to be creative, get some colored pencils and do it in color if you want. Draw little spaceships and aliens if you want. Have all the fun you want with it. The important thing is to get the information on there so you’ve worked with it, you can see it and your brain can assimilate it. (resistance is futile)

Once you’ve finished your concept map photograph it (Note: it might take more than one picture to do it justice) and submit your photos to the drop box. THEN hang the concept map on your wall in all its glory for everyone to see and admire and for you to study from.  

 
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Observational Astronomy

Observational Astronomy

You can do a great deal of astronomy without the aid of a telescope, in fact many famous astronomers worked without telescopes. This lab (which you should begin at the beginning of the semester) we will learn about the Moon and Sun and the just by looking up at the right time.

80 points total

Part One Observing The Sun.

DO NOT LOOK DIRECTLY AT THE SUN!!!

If you really want to look at the sun get some of these

Find a place where you have a good view of the western horizon were there are still a few features on the horizon for you to note. (The beach will NOT work for this). WITHOUT LOOKING DIRECTLY AT THE SUN estimate where the Sun is going to set relative to a feature (tree, building etc.) on the horizon and Draw it in the box labeled week 1.  Note the Date and time the sun set (when the bottom of the sun touched the horizon) One again DON’T LOOK AT THE SUN… estimate. Return to that exact same spot for three more weeks (give or take) and estimate where the sun is setting relative to your tree or building and note the date and time. Once your observations are complete (Worth 20 points) answer the following questions in a separate document that you can submit to the drop box.

  1. What did you notice about how the position of sunset was changing? (5 points)
  • Why was it changing? (5 points)
  • How might the changing of the position of the sunset relate to the seasons? (5 points)
  • How might the changing of the position of the sunset relate to the passage of a year? (5 points)
  • Given your answer to #4 would you need to know the Earth was going around the Sun to keep track of the passage of a year? (5 points)

Week 1

Date________________

Time _______________

Week 2

Date________________

Time _______________

Week 3

Date________________

Time _______________

Week 4

Date________________

Time _______________

Part 2 Observing the Moon

Go to this web site

http://www.moonconnection.com/moon_phases_calendar.phtml

and find a day with a waxing crescent Moon (just a sliver of it lit on the right side) that you can observe. You’ll need a place where you can see the western sky (for this the beach will work just fine).

  • Get to your spot right after sunset you’ll see the Moon right on the horizon. Make a drawing of the Moon relative to the horizon and note the Date and time beside your drawing of the Moon.  Make sure your drawing includes how much of the Moon is lit and about how far it is off the horizon. (5 points)
  • Return to the same place two or three days later at the same time and draw the Moon again on the same drawing and label the Moon with the time and date. (5 points)
  • Return to the same place two or three days later at the same time and draw the Moon again on the same drawing and label the Moon with the time and date. (5 points)

So In the end you’ll have one drawing of the Moon on three different nights from the same place. Once you have your drawings answer the following questions in the same document you answered the Sun questions in.

  • How did the Moon’s distance from the horizon change from one observation to the next? (5 points)
  1. How did the lit portion of the Moon change from one observation to the next? (5 points)
  1. From our point of view is the Moon moving around the Earth east to west or west to east? (5 points)
  1. Based on your observations is the Moon setting later or sooner as the month goes by? (5 points)
 
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Geology

The Hawaiian Hot Spot

63 points total

Introduction: Review the text on hot spot volcanism and recall that hotspots produce a string of dormant volcanoes behind an active volcano. Because we know the age of the volcanoes and their distance from the hot spot we can use the dormant volcanoes produced by a hot spot to determine the speed and direction that a tectonic plate is moving. This exercise will guide you through that process.

There are a couple of different ways to do this. One would be to recognize that if a dormant volcano is 5 million years old and is sitting 450 km from a hot spot then it has moved 450 km in 5 million years. If we divide 450 by 5 we get 90 km/Ma.  That unit is kilometers per million years (Ma is an abbreviation for millions of years). This is not a particularly useful unit. A million years is a very long time so it’s difficult to really understand how fast a speed given in km/Ma really is. For most of what we do we measure speeds in miles per hour. You know how long and hour is and you know how far a mile is so it’s a useful unit. For Plate tectonic velocities it’s best to measure the speed in centimeters per year (cm/yr). Doing this gives a number usually between 5 and 15 or so which is a very useful and manageable unit. Since there are 100,000 centimeters in a kilometer converting from km/Ma to cm/yr is relatively easy: divide my 10. So 90 km/Ma is 9.0 cm/yr.

Use the map below to figure out how fast the Pacific plate has been moving since Oahu formed over the hot spot. The questions on the next page will guide you through the process.

  1. How old are the lava flows on Oahu?  ___________ Ma (3 points)
  • Use the Map scale to determine how far Oahu is from the hot spot (which is the brand new underwater volcano Loihi)  ___________ km (3 points)
  • Divide the distance (#2) by the time (#1) to get a speed for the Pacific plate

             ___________ km/Ma (5 points)

  • Now divide by 10 to convert to cm/yr ___________ cm/yr (5 points)
  • What direction did Oahu move as it moved off of the hotspot. This is the direction that the Pacific plate is moving. _____________  (5 points)

While this technique is useful it’s limited in that it doesn’t take advantage of all the data we have. We have age and distance data for the entire Emperor Seamount Chain as well as the Hawaiian islands. The following exercise will guide you through the process of using all the available data to learn about the speed and direction that the Pacific plate has been moving.

First the data.

# Name Age (Ma) Distance from the hotspot (km)
1 Kilauea 0.20 0
3 Mauna Kea 0.38 54
5 Kohala 0.43 100
6 East Maui 0.75 182
7 Kahoolawe 1.03 185
8 West Maui 1.32 221
9 Lanai 1.28 226
10 East Molokai 1.76 256
11 West Molokai 1.90 280
12 Koolau 2.60 339
13 Waianae 3.70 374
14 Kauai 5.10 519
15 Niihau 4.89 565
17 Nihoa 7.20 780
20 unnamed 1 9.60 913
23 Necker 10.30 1058
26 La Perouse 12.00 1209
27 Brooks Bank 13.00 1256
30 Gardner 12.30 1435
36 Laysan 19.90 1818
37 Northampton 26.60 1841
50 Pearl & Hermes 20.60 2291
52 Midway 27.70 2432
57 unnamed 2 28.00 2600
63 unnamed 3 27.40 2825
65 Colahan 38.60 3128
65a Abbott 38.70 3280
67 Daikakuji 42.40 3493
69 Yuryaku 43.40 3520
72 Kimmei 39.90 3668
74 Koko 48.10 3758
81 Ojin 55.20 4102
83 Jingu 55.40 4175
86 Nintoku 56.20 4452
90 Suiko 1 59.60 4794
91 Suiko 2 64.70 4860
  • One of the most effective and easiest ways to analyze data is to graph them, so the first step in our analysis will be to graph the data. You’ve been provided with graph paper. Graph the age on the X axis (the one on the bottom) and the distance from the hot spot on the Y axis. (10 points)
  • Once you’ve graphed your points draw one straight line that goes through your ‘cloud’ of points. Don’t try to ‘connect the dots’ draw one straight line with about half your points above and about half your points below the line. It doesn’t need to be perfect just one straight line that approximates your data. (5 points)
  • The slope of this line is the average speed that the Pacific plate has been moving over the past 65 million years or so. So let’s calculate the slope of the line. The slope of a line equals the change in y divided by the change in x for two points. Even though your line might not go through them it’s easiest to use the first and last points to do this so look at the data chart and fill in the appropriate numbers and subtract.

Volcano 91 Suiko 2 age (x) ____________Ma, Distance (y) ____________ km (4 points)

Volcano 1 Kilauea age (x) ____________ Ma, Distance (y) ____________ km (4 points)

Difference in the x values ____________ Ma. Difference in the y values ____________ km (4 points)

(Subtract the two numbers above the blanks)

Now divide the difference in y by the difference in x:

 ____________km / ____________Ma=____________ km/Ma (4 points)

convert km/Ma to cm/yr (like you did in question # 4)

Speed of the Pacific tectonic plate ____________ cm/yr (2 points)

Now that we’ve done speed, let’s do direction. Look at the map below.

Note that there is a bend in the seamount chain (labeled bend). The Daikakuji seamount is located right at the bend.

  • How long ago did the bend happen? _________ million years ago (hint: you have a data set that includes Daikakuji) (3 points)
  1. Keeping in mind how plates move over hot spots, what direction was the Pacific plate

moving between the formation of Meiji and  Daikakuji? ________________ (3 points)

  1. What direction has the Pacific plate been moving since the formation of Daikakuji?

              ______________ (3 points)

So there you are, you just used real geoscience data to do what real geoscientists do, you calculated the speed and direction of a tectonic plate.

Turn the word file with your answers into the drop box. Photograph or scan the graph name it with your name and turn it in to the drop box as well. 

 
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Critical Thinking

Critical Thinking 1 page…

First. Choose one of these two exercises.

1. Thought Piece: From e-Commerce to e-Government

Pick an e-government service with which you are familiar. Explain how the service, in your opinion, has been improved through the use of electronic technology. Explain what social costs, if any, have been incurred because electronic technology has been used.

2. Investigation: Governmental Use of Emergent Communication Technologies

Second. Select a governmental Facebook or Twitter feed. What kind of information is provided through new social media? Who are the likely consumers of government through new social media such as Facebook and Twitter? Are governmental Facebook pages, Twitter feeds, and YouTube channels effective? Why or why not?

Criteria. 

1. APA format.

2. One page, no more than 2.

 
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Community Based Health Programs

Community Based Health Programs

Identify one community based program (in Prince George’s County, Maryland or Washington, D.C) that focuses on addressing health issues. The program will focus on behavior change, changing local environments for health, or developing new health policies. The program can be through a local health department or a local non-profit organization (in Prince George’s County, Maryland or Washington, D.C).

Describe: (Introduction)

>> the purpose of the program

>> its target population

>> major activities and/or components of the program

The critical reflection component of the assignment is your reactions to the program, which needs to be about the significance, approaches, or content of the program. I am looking for thoughtfulness, critical thinking, and a clear presentation of your thoughts in writing. You may have to visit or call the program to get some of these details.

If the reference is a book >>>PLEASE!!! PLEASE!!! Include the book page(s). Thanks!!

Please make sure the reference is cited CORRECTLY in APA form. Thanks!!

This assignment should be 5 pages. The reflection component should be 2 pages of the paper.

Page 2 is an outline of what the assignment should look like… Please place subtitles SO I can follow the assignment, thanks!

Title page

Introduction

>> the purpose of the program

>> its target population

>> major activities and/or components of the program

Body:

  1. The program will focus on behavior change, changing local environments for health, & developing new health policies.
  • critical reflection component of the assignment is your reactions to the program, which needs to be about the significance, approaches, or content of the program.   (((should be 2 pages of the paper)))

Conclusion:

References:

If the reference is a book >>>PLEASE!!! PLEASE!!! Include the book number page(s). Thanks!!

Please make sure the reference is cited CORRECTLY in APA format. Thanks!!

 
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psy


The case of guinea worm illustrates how concerted efforts by international aid organizations can dramatically reduce or even eradicate a highly contagious, painful, and debilitating disease. Guinea worm has been reduced from 3.5 million cases in 1986 to less than 11,000 cases in 2005 and is targeted for total eradication. The primary means of eradicating this disease is through providing safe, clean drinking water, something that Americans take for granted.

Consider also the example of ready-to-use-therapeutic food (RUTF), a peanut butter paste that can reverse the effects of malnutrition in 48-72 hours and requires no special storage or refrigeration.

DIRECTIONS: (ONE PAGE)

  1. As a student >>>>> Discuss what they think is our responsibility as global citizens to provide these simple, low cost interventions to the children of the world? You may recall having trick or treated for UNICEF or collected money for the Heifer Project as children.
  • Develop some way to help adults maintain this commitment to helping organizations with this global health initiative.
 
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Psy

1 page DUE 5 PM

Please cite assignment properly to give the author credit……

Your task in this activity>>>> is to create a proposal for a culturally competent HIV prevention program for a different culture (((African American))).

Example:

>>>>This is an example of culturally competent practice and an effective community-based health psychology intervention.





>>>>>Dr. Eduardo Morales is a health psychologist who received the American Psychological Association’s Award for Distinguished Contributions to Institutional Practice in 2009. He is the executive director of AGUILAS (Spanish for “eagles”), a San Francisco HIV prevention program developed and run by Latino gay and bisexual men. The program is specifically designed to reduce cultural barriers, isolation, and marginalization of men in the Latino gay and bisexual community. As opposed to using impersonal mass mailings, the program reaches out to its target community through person to person contacts at community events, such as street fairs. Representatives of AGUILAS partner with businesses in the community to sponsor events that will attract the target population. Participants bond over dinner together before participating in support and education groups that might otherwise seem threatening or uninviting. Risk reduction counseling is done through evidenced based motivational interviewing approaches that are offered in English and Spanish. Grant monies subsidize these services, which are offered on a sliding scale. Program evaluation data show that whereas the San Francisco 2010 HIV Prevention Plan reports that there are three new cases of HIV infections every day, only three persons total converted among AGUILAS participants between 2002-2009.

Source: APA Practice Organization, (2010). Good Practice. Summer Issue, 16-17.

 
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law

No title page needed…Please have subtitles so I can follow the assignments… Thanks

The Legislature and Crime Control Policy   >>>>>>>>>>The first issue to consider is that there is no single “crime control policy” for either the President or any governor. There are multiple policies on a variety of crime related issues, such as a gun policy, a drug policy or a corrections policy.  Compare and contrast the overall crime policies of each office by considering their stance on these and other crime control issues.

Crime control policy goes back to the founding principles laid out in the Constitution and the debate over federal versus state rights. In preparation for this discussion, you will compare and contrast the President’s policy on crime control with the crime control policies of Governors ((state of Maryland & the District of Columbia-D.C.)).

The Presidential policies on crime control are a bit easier to locate. A good place to start is the Whitehouse.gov webpage or any other legitimate website. Visit the congressional websites of the United States Senate and the United States House of Representatives for a wealth of information. There are a wide range of opinions on several crime control issues stemming from terrorism attacks (e.g., personal freedoms, surveillance, militarizing the police, etc.), response to school shootings (e.g., gun control, etc.), and gang and drug trafficking (e.g., Byrne Justice Assistance Grant, etc.).

Initial Post: (subtopics … please list on the assignment, as well)…

  1. Explain the key elements of your representative’s crime control policy.
  • As you examine the Congressional policy process, how effective is your Senator or Representative’s policy on the overall state criminal justice system or one of the components?
  • Are the state policies in alignment with the national policy? Support your claims with examples from the required materials and/or other scholarly sources, and properly cite your references with both in-text and APA citation.

Support your claims with examples from the required materials and/or other scholarly sources, and properly cite your references with both in-text and APA citations in the assignment.

FOR EXAMPLE:

The National Governor’s Association (NGA) is an excellent place to start your work on this discussion.  The National Governors Association (NGA) “is the bipartisan organization of the nation’s governors. Through NGA, governors share best practices, speak with a collective voice on national policy and develop innovative solutions that improve state government and support the principles of federalism.” (Drug Policy, 2015)

The Presidential policies on crime control are a bit easier to locate.  A good place to start is the Whitehouse.gov webpage. The President’s current policy on criminal justice reform can be found on this site.  An excerpt from the President’s policy declaration:

“Over the past 25 years, the U.S. prison and jail population reached an all-time high and the number of people on probation and parole doubled. In 2009, nearly seven million people were under supervision of the state and Federal criminal justice systems. Nearly two million of these people were incarcerated, while the remaining five million were on probation or parole. Unfortunately, many people charged with drug-related crimes are often ill – afflicted with an underlying substance use disorder. Many of these people don’t need jail time. They need treatment, and they deserve a chance to recover and change their lives. That’s why this Administration is working to expand innovative programs like drug court annually that divert more than 100,000 non-violent offenders into treatment instead of prison. To achieve lasting criminal justice reform, we must continue to look for ways to turn “tough on crime” to “smart on crime.” (Drug Policy, 2015)

REFERENCES

A Drug Policy for the 21st Century. (2015). Retrieved 2015, from https://www.whitehouse.gov/ondcp/drugpolicyreform#section-presidents-plan

National Governors Association. (2011). Retrieved October 9, 2015, from http://www.nga.org/cms/about

 
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