Posts

Are helicopters the ultimate in overindulgence or do they serve a legitimate purpose in the aviation industry? 

Question 1:

which manufacturer is better suited for the future of aviation?  Why?

Watch the videos provided below and provide 1-2 pages response with the appropriate citations from the provided material BELOW to support your argument.

 (Please use APA intext Citation)

https://www.youtube.com/watch?v=NlIdzF1_b5M&feature=emb_logo

https://www.youtube.com/watch?v=RlOq5MJr2LM&feature=emb_logo

https://osu.instructure.com/courses/60540/modules/items/2839946

Question 2:

Are helicopters the ultimate in overindulgence or do they serve a legitimate purpose in the aviation industry?  Support your answer. 

Please provide a 1-2 pages response with the appropriate citations from the provided material BELOW  to support your argument

https://www.youtube.com/watch?v=ysadvsXDVDU&feature=emb_logo

https://www.cnn.com/travel/article/private-helicopters/index.html

Question 3:

Where do you see aviation in twenty years?  Are we supersonic once again?  Is there a new more popular mode of transportation (hyperloop)? What is your rationale for your prediction?

Please provide a 1-2 pages response with the appropriate citations from the provided material BELOW to support your argument.

https://www.youtube.com/watch?time_continue=1&v=ql0Op1VcELw&feature=emb_logo

https://www.youtube.com/watch?v=K4zFefh5T-8&feature=emb_logo

https://www.youtube.com/watch?v=R43gKMWAPco&feature=emb_logo

 

 

What should you do when your oven is on fire?

  1. I attend a plan event, ” MONEY SMART SEAWOLVES WORKSHOPS: WHY IS CREDIT SO IMPORTANT. ” It took place in Humanities,1003 on Wednesday, September 11. The lecture was host by one of the staff who was a specialist in credibility. At first, the instructor introduced the basic concept of credit and essential factors of having a good score. Then, she used powerpoint to show us how to improve your credit score and how to remain in a good score. Besides, three things determine your score, payment history, the amount owed, and length of credit. To ensure a suitable credit, always remember to pay your bills on time is essential if you want to bring up your credit. Therefore, only purchase what you can pay off and do not let the desire to manipulate your money.It is helpful if you can open a credit card account to starting build credit. Credit card companies have a lot of options available to college students with a low-interest rate. To keep a good credit score, you will need to pay your bills on time.From the lecture I attended, I had a concept of credit, and I learned that a credit score is a reflection of your financial ability. It helps you to get a loan or a credit card, etc.
  2. At 7 pm, I attend the event “Heat and Heat.” It was base on fire safety education. Oxygen, temperature, and flammable, they are the three things to cause a fire to burn. We had Stony Brook University Fire Department came as host. They showed us how to use a fire extinguisher and how to put down varies fires. Firstly, we started with a cooking fire. Firefighter light it up on a pan. Then, they expand my knowledge of how to deal with a cooking fire. The top priority is to shut down gas, and do not use water to put down cooking fire; it will only help the fire goes out of control. Instead of, the typical way to save the pan, firefighter used the fire extinguisher to put it down. Secondly, students watched a live demonstration of an oven fire. What should you do when your oven is on fire? It was simple. Just close the door of your oven, it will cut off the supply of oxygen. “Heat and Heat” is an exciting event that expands my knowledge of fire and how to deal with it. Everyone is panic when there is a fire burning in front of you. However, with the education of put down fire will keep you claim down when there is a fire dancing in front of you.
  3. September 21st Football At six pm on Saturday, I went to a football game. It was between the Seawolves and the Fordham Rams. At first, Seawolves were leading the competition; we had a good start. The game was fun and interesting.

 

 

What are the strengths of her argument? What are its weaknesses? Be sure to cite evidence from the book to make your case.

Prompt: In the “Mind Fixers” by Anne Harrington, she argues that not only did the “biological revolution” in 1980s American psychiatry not rest on fundamental new biological understandings of mental illness and fail to deliver on its promises, but it also created a highly distorted view of the history of psychiatry in since the late 19th century. This view of the history of the field posited a successful biological approach to mental illness in the late 19th and early 20th centuries that was interrupted by the false allure of Freudian psychiatry. The psychiatrists of the 1980s claimed to be returning to this older research program that had been sidelined by the Freudians.
In an 8 page critical review, discuss how well she makes her case. What are the strengths of her argument? What are its weaknesses? Be sure to cite evidence from the book to make your case.

The only source used should by the book “Mind Fixers” by Anne Harrington (2019)

How do youtube audiences perceive the UAE as a tourist destination through user-generated content ?

Thesis Topic (working title):
The impact of Youtube’s user-generated videos on the UAE’s perceived tourism image.
Abstract:
The fast-paced technological advances in the field of content creation is taking the world by storm.
More than ever before, technologies used in content creation has become faster, more accessible,
and cheaper. These advancements paved the way for audiences to move to the other side of the
spectrum and become senders of media messages rather than just receivers. This study investigates
how user-generated online videos (UGOV) on youtube shape the image of the UAE as a tourist
destination. Furthermore, it also attempts to provide better insight into technologies that are used by
audiences to create video content related to tourism in the UAE.
Research questions:
The paper will seek to answer the following questions:
1- How do youtube audiences perceive the UAE as a tourist destination through user-generated
content ?
2- Is the UAE image as a tourist destination perceived positively or negatively by audiences ?

The Devolution of Peru’s Sendero Luminoso: From Hybrid Maoists to Narco-Traffickers?

The Devolution of Peru’s Sendero Luminoso: From Hybrid
Maoists to Narco-Traffickers?
Daniel M. Masterson*
United States Naval Academy
Abstract
This History Compass article examines the ideological transformation of Peru’s Sendero Luminoso
insurgency from its immediate origins in the 1960s in the remote province of Ayacucho to its
devolution to small armed bands of drug traffickers in the nation’s remote central Andean regions.
Originally, Sendero claimed allegiance to the peasant-based Marxism of Jose´ Carlos Maria´tegui, the
founder of Peru’s Socialist Party. In reality, however, much of its ideology and revolutionary strategy
was based on Maoist theory. As, Sendero’s Maoism was largely based on its leader’s experience
in China in the mid-1960s, the party felt compelled to rabidly defend ‘orthodox’ Maoism as
China moved away this ideology in the late 1970s. Maoism with a Peruvian radical stamp,
nevertheless, failed to win over the peasantry in the 1980s. Sendero’s leadership then violated basic
Maoist strategy and began an urban terror campaign which exposed its leadership to eventual
capture in late 1992. Since then, Sendero has survived only as a force fortified by drug revenues
and isolated by rugged mountain terrain. We can only speculate about its future. But an estimated
66,000 deaths caused by its insurgency are stark evidence of its destructive potential.
Before Sendero Luminoso Peru has witnessed many Andean resistance movements from the
Taki Onqoy sect in the 1560s to the Hugo Blanco led hacienda invasions of the early
1960s. But only the Tupac Amaru II uprising in the 1780s can compare in violence and
in scope with the self-styled ‘peoples war’ of Partido Comunista del Peru´ en el Sendero
Luminoso de Jose´ Carlos Maria´tegui (Communist Party of Peru in the Shining Path of Jose´
Carlos Maria´tegui). Referred to commonly as Sendero or SL, this movement had little to
do with the communal Marxist theories of Maria´tegui, who based many of his key ideas
on more than 1000 years of Andean traditions.1 Instead, SL was a hybrid mix of Stalinism,
Maoism, and the thoughts of Gu´zman. This mishmash of ideologies came to be
called by Gu´zman, who adopted the nom de guerre Presidente Gonzalo, ‘Gonzalo thought’.
Much like the teachings of Peru’s most prominent political figure, Vı´ctor Raul Haya de
la Torre, SL’s ideology remained an opaque assemblage of revolutionary thought poorly
understood by low-ranking Senderistas, academics, and Peruvian counter-insurgency
forces.2
Sendero’s emergence was made possible by the weakness of the Peruvian Left. The
traditional Moscow-linked Communist Party was driven underground during the early
Cold War as was the nationalist, but increasingly conservative, APRA party. Clearly, the
insurgency was not primarily peasant-based as many earlier commentators believed.
Rather, like in Mao’s China, it was seen as a tool of the revolution to be manipulated,
intimidated, and at time brutalized to conform to ‘Gonzalo Thought’. In the end, the
Peruvian peasantry came to loath Sendero and mobilize effectively against this terrorist
History Compass 8/1 (2010): 51–60, 10.1111/j.1478-0542.2009.00656.x
Journal Compilation ª 2009 Blackwell Publishing Ltd
No claim to original US government works

Does the city with higher level biking usage have less people diagnosed with physical health problems?

You are also required to write a 5-7 page (double-spaced) research essay to demonstrate how you apply the analytical methods that you learn from this course to real-world inquiries. You will make use of data that I will provide to you in order to conduct descriptive statistics and inferential techniques in your essay. I would suggest you organize your writing in a professional way by answering the following questions successively in your essay:

1) What are your research questions? What are your analysis units (observations)?

2) What are your hypotheses, including the dependent variable and independent variables, in your inferential analyses?

3) Describe the data set you are using: where did you get the data or how were the data collected? How big is the sample size?

4) How is each of the variables in your study measured? What are the measurement unit and measurement level? If you recoded any variable or generated any new variable, how did you do that?

5) Please use frequency distribution or central tendency statistics to summarize the variables. You may use tables and charts to present the data distribution.

6) Which inferential techniques do you use to examine the relationships between variables? And the reasons you use those techniques?

7) Report the results of your inferential analysis; and discuss whether your hypotheses are supported by the data evidence.

8) Provide implications of your research.

Considering the workload in final weeks, I will pose the data in a few weeks early this semester, so that you can start thinking about these questions and playing with the data.

What is the optimal way of structuring the law of homicide?

The essay should exhibit great understanding of the text highlighted below and should be primarily based on them. The essay should carefully understand and answer the question and should avoid deviations. Use of extra material other than the ones mentioned below is highly encouraged.
A Ashworth and B Mitchell, ‘Introduction’ in A Ashworth and B Mitchell (eds),
Rethinking English Homicide Law (2000)
• JR Spencer, ‘Intentional Killings in French Law’, and
• A Pedain, ‘Intentional Killings: the German Law’, comparative studies for the
English Law Commission (2005); available online ( http://www.lawcom.gov.uk/app/uploads/2015/03/Murder__Manslaughter_and_Infanticide_comparative_studies.pdf )
Further reading:
• A Ashworth and B Mitchell (eds), Rethinking English Homicide Law (2000)
chs 2, 5 and 6
• CMV Clarkson and S Cunningham (eds), Criminal Liability for Non-Aggressive
Death (2008)
• GP Fletcher, Rethinking Criminal Law, new edn. (2000) chs 4 and 5
• J Horder (ed), Homicide Law in Comparative Perspective (2007)
• J Horder, Homicide and the Politics of Law Reform (2012) especially chs 2, 3,
5 and 8
• G Maher, ‘“The Most Heinous of All Crimes”: Reflections on the Structure of
Homicide in Scots Law’ in J Chalmers et al (eds.), Essays in Criminal Law in
Honour of Sir Gerald Gordon (2010)
• B Mitchell, ‘Public Perceptions of Homicide and Criminal Justice’ (1998) 38
British Journal of Criminology 453

Did the school administration plan for visible performance improvement and create short term wins?

Survey Questions:

  1. Did the school administration explained the importance of implemented change to you?

Yes                  No

Comments:

  1. Did the school administration assigned capable teams to lead the change efforts?

Yes                  No

  1. Did the school administration create a vision and direct the change efforts toward it?

Yes                  No

Comments:

  1. Did the school administration convince you through active communication and strategies to work toward the change vision?

Yes                  No

Comments:

  1. Do you think the school administration have empowered you to act toward the change vision by removing the obstacles to change and encouraging risk taking and non-traditional ideas and actions?

Yes                  No

Comments:

  1. Did the school administration plan for visible performance improvement and create short term wins?

Yes                  No                   I don’t know

  1. Did the school administration consolidate improvements and produced still more change?

Yes                  No                   to some instant

  1. Did the school administration institutionalize new change approaches by clarifying the correlated relation between change and success?

Yes                  No

Survey Answers:

 

No Yes they conduct meeting before implementing the change and clarify that this change will reduce students previous issues Yes they asked us if we think this way is better or before but after the implementation! Yes they did but we think it is in the benefit of the school administration not the teachers No

They pretended to do but not really

They listen to who don’t like it but later they make them suffer personally I agree with them because I don’t want problems

Yes to certain extent Yes but we can’t make objections because they will be against us no one want to upset the administration Yes they do but it is difficult to convince them with our opinions I feel they do not want to listen 1-Did the school administration explained the importance of implemented change to you?

 

Yes No No No No No No No 2.Did the school administration assigned capable teams to lead the change efforts?

 

No No No I don’t know No Yes they created however they did not direct the change efforts No I don’t know 3.Did the school administration create a vision and direct the change efforts toward it?

 

No No their decisions are almost impossible to be done No No they force us to agree on the implemented change by punishment or obstacles for those who refuse it, like asking us to come 15 mins earlier to school when we said the change from class to class makes students lose class time! No Yes No No 4-Did the school administration convinced you through active communication and strategies to work toward the change vision?

 

No No it happens with the administrative staff exclusively No No they surprise us with new rules. Only some staff knows about No No many obstacles they have not thought about and did not listen to the real concerns of teachers who at operational level No No 5.Do you think the school administration empower you to act toward the change vision by removing the obstacles to change and encouraging risk taking and non-traditional ideas and actions?

 

I don’t know I don’t know No No No Yes No I don’t know 6.Did the school administration plan for visible performance improvement and create short term wins?

 

To some instance To some instance yes Yes they do but only for the staff they like and inform with everything No Yes No yes 7.Did the school administration consolidating improvements and producing still more change?

 

No No No No No No No No 8.Did the school administration institutionalizing new change approaches by clarifying the correlated relation between change and success?

 

 

What information could be used to improve your understanding?

Western Ireland Field Course GGX202: 2014

Specialist Geographical Investigation: Day 2 

Sediment dynamics of the Caher River

This project will consider the geomorphological form of the Caher River valley, in the north-west Burren.  You will use a combination of field mapping skills and two methods for estimating the mobility of the boulder deposits on the river bed to determine the extent to which the boulders can be mobilised by present day flows.  The project consists of a variety of field measurements and a suite of subsequent analytical calculations to consider the apparent relationship between the boulders on the river bed and the ability of present-day flows to mobilize them, and thus to the formation of the river valley.  This is a stand-alone project but with the intention that it provides some useful supplementary skills to those taught in the River Environments module.  You are essentially comparing the power of present-day discharges to shape the landform to the ‘palaeohydrological’ power of the valley.   Read all these instructions before beginning, so that you have context for what you are doing.

 

FIELD MEASUREMENTS

  1. Geomorphological mapping

Stemming from the tradition of field observation in geology, one of the geomorphologist’s most important skills is to learn to ‘read’ the landscape…in this case, the river valley.  This is the basis from which geomorphologists learn to interpret process from morphology.   You should complete a detailed and annotated geomorphological sketch map of the valley section of the Caher and its channel morphology using the base map provided and the guidance sheets for mapping.  Consult the catchment map to understand your ‘catchment context’.  An example is provided in Figure 1 for reference.

You need:

  • Catchment base map for context (handout)
  • A planform base map (handout)
  • Guide to geomorphological mapping symbols (Appendix A) and slope failure types (Appendix B)
  • Clipboard

Fig 1. Example of a geomorphological map from Griffiths et al. 2004

 

  1. Morphological survey and coarse sediment characterisation

River channel morphology is an important diagnostic tool for understanding river processes. As the basis for the later calculations, you will need a variety of survey measurements from the river valley.  These will include an estimate of the average and largest size and shape of the boulders.  From the present river channel, you will need the cross-section area, Manning’s roughness coefficient (Appendix C for ‘Barnes’ method) and wetted perimeter for the bankfull channel, and a very accurate estimation of the slope of the river channel and of the valley.  You will also need to apply your geomorphological skills to critically evaluate evidence for the vertical level and width of what appears to be the largest (valley filling) flood event (use trash lines/slack water deposits and determine what rocks were definitely deposited by the river versus those resulting from rockfalls from the valley side – think about angularity and setting).

Using staff and automatic level, survey several bankfull cross-sections at representative points along the reach, and construct a long profile of the channel thalweg as the basis for estimating channel slope.  Lay a taught tape across the channel as the basis for your morphology measurements.  Estimating the cross-section area for the largest event will require more ingenuity on your part!

To accurately characterise the sediment carrying capacity of the reach, you will need an estimate of the a, b and c-axes of a representative sample of the largest boulders on the bed of the river.  These values will be used as a basis for estimating the mass of the boulders, but we’ll weigh a small sample (of cobbles!) too as a check on the rock density.

To provide support for your later interpretation of river dynamics you should, in addition, supplement your earlier mapping task by facies mapping and characterising the roundness of the bed material (see field guide for roundness classes and Appendix D for a reminder of particle size classes).  Facies mapping involves visually distinguishing and mapping different patches (hence sometimes called ‘patch mapping’) of surface sediment across the bed of the channel according to the proportion of sand, gravel, cobble and boulder clasts in each patch.  Facies maps can to infer the influences of different fluvial processes and may also relate to the influence of human activity.  Check your ability to distinguish these facies in the field by taking Wolman counts in each patch to see if they are truly separate from the patches surrounding them. The samples can be plotted according to the proportion of gravel, cobble and boulder using a ternary diagram (Appendix E for guide).

You need:

  • Need tripod, automatic level, telescopic staff
  • 50m tapes and bank pins
  • (Optional) A clinometer (as a check on the long profile survey)
  • Wolman gravelometers (or hand-held ruler)
  • Particle roundness charts
  • Photos guide for the visual estimate of the Manning’s roughness estimate (Appx. C)
  • A Calculator
  • Field balance and buckets to check on mass estimates

Fig 2. Example of a facies map from Buffinton and Montgomey 1999

 

DATA CALCULATIONS

  1. Estimate the discharge required to transport the largest boulders against the competence of the current discharges to transport sediment.

You will now use your data to estimate the relationship between the apparent mobility of the boulders and the flow available to transport them.  There is no standard way of doing this…several classic papers (Costa 1983; Williams 1983) are often used as the basis for more recent approaches  (e.g., Stokes et al., 2012), you will use two different options:

  1. First (building on GGP206), use attributes of the hydraulic geometry of the channel and estimates of shear stress to calculate the largest sediments that can be moved by the bankfull flow and the valley filling Do two sets of calculations, one at bankfull flow conditions according to your estimate of bankfull elevation and one at the time of ‘maximum’ flood according to your evidence for the existence of flood events larger than bankfull.  How appropriate is this method?
  2. Now, we’ll reverse this logic by using palaeohydraulic reconstruction (Table 1) based on the size of the largest boulders to establish the size of peak floods and flow conditions (discharge, velocity etc) required to carry them.

The steps requires for both methods are outlined below.  Undertaking these analyses requires attention to detail and the utmost care with your data and analyses.  Be careful.

 

  1. Hydraulic geometry method
  1. Estimate the flow discharge at time of ‘bankfull flow’ and the ‘valley filling’ flow. You will first need to estimate the flow resistance using the Manning’s ‘n’ that you estimated in the field:

 

 

 

where s = slope, and R = Hydraulic radius = cross-sectional area / wetted perimeter (= w + 2d).  Note that wide channels, the hydraulic radius R is very close to the average depth, d (sketch this to yourself – you’ll see that it is true).

Then, bankfull discharge (Q) = w d v, where w = bankfull width, d = average bankfull depth, and v = bankfull flow velocity.  Substitute in your ‘valley cross-section’ dimensions for the larger flow.

 

  1. Sediment Entrainment Analysis: estimate the river’s ability to entrain the boulders at your estimated bankfull and ‘large’ discharge.

 

Estimate the mean boundary shear stress operating at bankfull flow and at a ‘valley filling’ flow.

 

Mean boundary shear stress (N m-2 or kg m-1 s-2) =

 

Where ρ = water density (1,000 kg m-3); g = gravitational constant of acceleration (9.807 m s-2); R = hydraulic radius; s = water surface slope (or bed slope over long enough reaches).

 

At the point of sediment entrainment, the mean boundary shear stress equals the critical shear stress: τ0 = τcr.  Critical shear stress for individual grains involves a number of highly variable and detailed measures related to the packing of sediment including particle shape, fluid flows, and arrangement of particles, etc.  In experiments (e.g. Shields and later work) these rather tricky measures have been reduced to a dimensionless constant, θ, usually referred to as the dimensionless critical shear stress, and which approaches 0.045 in ‘rough’ channel beds.  From this value, we obtain a more practical measure of an ‘average’ critical shear stress as:

Where ρw = water density (1,000 kg m-3); ρs = sediment density (2,650 kg m-3why?); g = gravitational constant of acceleration (9.807 m s-2); and D is the clast size in metres (watch out for this when doing your calculations).  In this case, the representative clast size will be the average your larger particles (rather than D50 that we used in the GGP206).

 

At the point of entrainment (i.e., where τ0 = τcr), we can rearrange this last equation to estimate the average grain size (D, in metres) that can be entrained in a given flow (i.e., at the point where τ0 = τcr) is therefore:

 

(ɣw is the ‘specific weight of water’ [or sediment, ɣs ] and is the product of ρ and g.)

 

Now complete your calculations estimate the river’s ability to entrain surface and bed material sediment at your bankfull and ‘valley-filling’ discharges.

 

  1. Palaeohydraulic method

An alternative approach for understanding the fluvial geomorphology of a landscape is to use methods of palaeohydraulic reconstruction, based on the size of the largest boulders, to establish the size of peak floods and flow conditions (discharge, velocity etc.) required to carry them.

The method is somewhat similar to the hydraulic geometry method…the real difference is perhaps that the hydraulic geometry method was really developed to understand what it takes to move the ‘average’ sediment from gravel-cobble bed river and is based from theory and on physical first principles (but remember that the dimensionless critical shear stress of 0.045 is derived empirically from experimental evidence).  The palaeohydraulic approaches have generally been developed to characterise the apparent extremes of sediment movement when reconstructing past environments.  They use a suite of empirical evidence (Costa 1983; Williams 1983) from the field superimposed on physical principles to interpret this ‘extreme fluvial geomorphology’.   Stokes et al (2012) recently compared several different approaches in reconstructing an arid environment in SE Spain.  We will use the method of Clarke (1996, a modification of Costa 1983).  Follow the steps outlined in Table 1.

 

 

REFLECTION ON GEOMORPHOLOGY APPROACHES AND METHODS

  1. Boulder mobility in the Caher River

Integrating your maps, measurements and subsequent analysis, what conclusions can you draw about the apparent relationship between the boulders on the river bed and the ability of present-day flows to mobilize them?  What does this tell you about the relationship of this river valley to its landscape?

Overall, what do you think about the validity of the methods for estimating this mobility? 

What information could be used to improve your understanding?

 

Table 1.  Flow table of calculations needed to determine boulder movement discharges (from Stokes et al., 2012)

 

 

REFERENCES

Buffington, J.M. and Montgomery, D.R. 1999. A procedure for classifying textural facies in gravel-bed rivers, Water Resources Research, 35: 1903-1914.

Fookes, P.G., Lee, E.M. and Griffiths, J.S. 2007. Engineering geomorphology: Theory and Practice. Whittles Publishing. 281pp

Gordon, N.D., McMahon, T.A. and Finlayson, B.L. 1992. Stream Hydrology: an introduction for ecologists, Chichester, J.Wiley & Sons, 526pp.

Goudie, A.S. et al., 1990. Geomorphological Techniques, second edition, London, Unwin Hyman

Stokes, M., Griffiths, J.S., Mather, A. 2012.  Palaeoflood estimates of Pleistocene coarse grained river terrace landforms (Río Almanzora, SE Spain), Geomorphology, doi:10.1016/j.geomorph.2012.01.007

 

For the concepts and background:

Knighton, A.D. 1998. Fluvial forms and Processes: a new perspective, Arnold, London.

Everything you ever needed to know about sediment sampling (and quite a bit more besides):

Bunte, K. and Abt, S.R. 2001. Sampling surface and subsurface particle-size distributions in wadable gravel- and cobble-bed streams for analyses in sediment transport, hydraulics, and streambed monitoring. Gen. Tech. Rep. RMRS-GTR-74. Fort Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station. 428 p. Online at http://www.fs.fed.us/rm/pubs/rmrs_gtr074.html

 

 

 

Appendix A

Geomorphological Mapping Symbols

 

Appendix B

Illustration of slope failure types

Table 2. Types of slope (British Geological Survey Website). http://www.bgs.ac.uk/landslides/how_does_BGS_classify_landslides.html

 

Appendix C

Indicative values of Manning’s ‘n’ estimated from photographs from:http://wwwrcamnl.wr.usgs.gov/sws/fieldmethods/Indirects/nvalues/

 

n = 0.028

Clark Fork at St. Regis, Montana

Bed consists of well-rounded boulders; d50 = 135 mm, d84 = 205 mm. Banks are composed of gravel and boulders, and have tree and brush cover.

n = 0.032

Salt River below Stewart Mountain Dam, AZ

Bed and banks consist of smooth cobbles 4 to 10 inches in diameter, average diameter about 6 inches. A few boulders are as much as 18 inches in diameter.

   
n = 0.036

West Fork Bitterroot River near Conner, MT

Bed is gravel and boulders;. d50 = 172 mm, d84 = 265 mm.The left bank is lined with overhanging bushes. The right bank is lined with trees.

n = 0.041

Middle Fork Flathead River near Essex, MT

Bed consists of boulders; d50 = 142 mm, d84 = 285 mm.Banks are composed of gravel and boulders, and have trees and brush along the tops.

 

 

n = 0.043

Grande Ronde River at La Gande, Oregon

Bed consists of boulders; d50 = 93 mm, d84 = 157 mm. Right bank is fairly steep and has dense overhanging bushes.

n = 0.051

S.Fork Clearwater River near Grangeville, ID

Bed consists of rocks and boulders; d50 = 250 mm, d84 = 440 mm. Banks are mostly boulders and have trees and brush along top.

   
n = 0.065

Merced River, near Yosemite, California

Fairly straight channel is composed of boulders with trees along top of banks; d50 = 253 mm, d84 = 550 mm. Banks are composed of boulders and have trees and brush.

n = 0.075

Rock Creek near Darby, Montana

Bed consists of  boulders; d50 = 220 mm, d84 = 415 mm. Banks are composed of boulders and have trees and brush.

 

 

 

 

Appendix D

Particle size classification and plotting

Figure C1 – Wentworth size distribution (Kondolf et al 2003)

 

Figure C2 – Particle size distribution curve from Kondolf et al 2003

 

 

 

Appendix E

Ternary Diagram – blank attached separately

 

Figure D1 – Ternary diagram for sand, silt and clay (Gordon et al 1992)

Figure D1 – Ternary diagram for boulder, cobble and gravel, (Stillwater Sciences 2004 following Buffington and Montgomery 1999)

Demonstrate an understanding of human behaviour in organisations and how management can influence behaviour

Management of the Internal Environment   Assignment Number and Weighting One of Two

50%

109SAM   Assignment Title
         
    Module Leader
     
Submission through Turnitin ONLY    

Assessment Information

The overall aim of the module is to introduce concepts of management in a business context. This module will explore the basic theories related to contemporary management, roles, settings, structures and interactions. This module will examine the practice of organisational behaviour, including motivation and organisational culture. Focus will include interactions of management, leaders, teams and communities.

The module will provide students with knowledge and understanding of why individuals within a business context interact or react as they do in given scenarios or situations. Students should develop analytical skills and critical thinking in order to understand the dynamics and complexities of relationships in organisations.

This assignment is designed to assess the following learning outcome and accounts for 50% of the overall module mark.

  1. Demonstrate an understanding of human behaviour in organisations and how management can influence behaviour.
  2. Evaluate contemporary management concepts within the organisational context.
  3. Critique, challenge and apply organisational concepts from an applied management perspective.

This assignment is an individual assignment. This assignment requires you to submit a 2,000 word original essay.

The essay will answer the following question:

‘Bureaucracy can be good for business and can support efficiency in organisations’. Discuss this statement and justify, using appropriate theory and examples, whether or not you agree with this statement

You should include in your work three relevant academic quotations, and your essay should be based on five key academic sources, each of which should be cited no more than three times. All such content should be correctly referenced – see “Plagiarism” overleaf.

Word Count

There will be a penalty of a deduction of 10% of the mark (after internal moderation) for work exceeding the word limit by 10% or more.

The word limit includes quotations, but excludes the final reference list and appendices.

Criteria for Assessment

This table details the weightings of the six criteria by which your work will be assessed.

Criteria Proportion of  overall module mark
1.      Content (and Learning Outcomes) 25%
2.      Knowledge and understanding/application of theory 50%
3.      Evidence of reading, use of resources and research 15%
4.      Accurate citations and referencing 5%
5.      Presentation, grammar and spelling 5%
        Total 100%

 

Please refer to the general Marking Scheme below for information on how work is assessed and graded.

How to submit your assessment

Your coursework will be given a zero mark if you do not submit a copy through Turnitin. Please take care to ensure that you have fully submitted your work.

All work submitted after the submission deadline without a valid and approved reason (see below) will be given a mark of zero.

The University wants you to do your best. However we know that sometimes events happen which mean that you can’t submit your coursework by the deadline – these events should be beyond your control and not easy to predict.  If this happens, you can apply for an extension to your deadline for up to two weeks, or if you need longer, you can apply for a deferral, which takes you to the next assessment period (for example, to the resit period following the main Assessment Boards). You must apply before the deadline.

You will find information about the process and what is or is not considered to be an event beyond your control at https://share.coventry.ac.uk/students/Registry/Pages/Deferrals-and-Extension.aspx

Students MUST keep a copy and/or an electronic file of their assignment.

Checks will be made on your work using anti-plagiarism software and approved plagiarism checking websites.

GUIDELINES AND BACKGROUND TO THIS ASSIGNMENT

Plagiarism

As part of your study you will be involved in carrying out research and using this when writing up your coursework. It is important that you correctly acknowledge someone else’s writing, thoughts or ideas and that you do not attempt to pass this off as your own work.  Doing so is known as plagiarism.  It is not acceptable to copy from another source without acknowledging that it is someone else’s writing or thinking. This includes using paraphrasing as well as direct quotations. You are expected to correctly cite and reference the works of others. The Centre for Academic Writing provides documents to help you get this right. If you are unsure, please visit www.coventry.ac.uk/caw.  You can also check your understanding of academic conduct by completing the Good Academic Practice quiz available on Moodle.

Moodle includes a plagiarism detection system and assessors are experienced enough to recognise plagiarism when it occurs. Copying another student’s work, using previous work of your own or copying large sections from a book or the internet are examples of plagiarism and carry serious consequences. Please familiarise yourself with the CU Harvard Reference Style (on Moodle) and use it correctly to avoid a case of plagiarism or cheating being brought.  Again, if you are unsure, please contact the Centre for Academic Writing, your Academic Personal Tutor or a member of the course team.

Return of Marked Work

You can expect to have marked work returned to you after 15 working days. If for any reason there is a delay you will be kept informed. Marks and feedback will be provided online. As always, marks will have been internally moderated only, and will therefore be provisional; your mark will be formally agreed later in the year once the external examiner has completed his / her review.

Marking and Assessment Scheme = See Attached

109SAM Essay – Marking and Assessment Scheme

  Marks Below 40% Marks in the range 40– 49% Marks in the range 50– 9% Marks in the range 60– 69% Marks 70% and above
Outcomes 25%

 

( content and learning outcomes)

This work does not meet the learning outcomes of the module. The work demonstrates little or no understanding of the task requirements, and little insight into the content of the module

 

An adequate ability to meet the learning outcomes but perhaps only marginally, and without confidence. A great deal of further work is required, and some aspects of the tasks appear to be misunderstood A commitment to meeting the objectives and learning outcomes set within the module. Learning Objectives are met, but not always confidently.  The work may display some misunderstandings and flaws in the thought process Evidence of a competent level of work.  Learning objectives are met, but there is the suggestion that some further work could be beneficial.  There is clear evidence of a desire to master the tasks defined within the module. Articulate, generally persuasive and at the higher end exceptional levels of work. Learning objectives are fully met and perhaps exceeded. There is clear evidence of an ability to master the tasks defined within the module.
Knowledge (50%)

 

Application of theory to examples

The analysis   presented lacks character, definition and potential for development. The concepts are outlined in an unconvincing fashion.

 

Ideas have been produced but tend to be lacking in strong character. Whilst an analytical outline is apparent, it may be only partially convincing

 

Some ideas show good definition, others may lack clarity of intent. The outline is generally convincing, though there may be misgivings about one or more aspects Clearly defined ideas are evident. A convincing analysis is produced, though there may be some feeling that the material’s potential is not fully realized. Very convincing analysis – the material is used to its full potential.
Resources (15%)

 

Evidence of wider reading,  use of resources and research

The use of resources including course presentations or workbooks is mostly unsatisfactory or lacking in imagination.  The derivative elements clearly outweigh the more individual ones Generally satisfactory use of resources, including course presentations and  workbooks. But there are  also a number of examples of mis – or poorly directed use of resources.

The derivative elements clearly outweigh the more individual ones

 

Relevant resources well used, but there may be a few miscalculations.

Some indication of an academic voice may be present, but a good deal of this is clearly derivative

Very competent use of relevant resources

Distinctive ideas are present. Your work will make generalised reference to some appropriate additional sources.

Imaginative and assured use of relevant resources.

Strong and characterful ideas are evident. Clear signs of a distinctive academic voice are present. Your work will draw on several appropriately chosen sources

 

 

Language  (5%)

 

Quality of language, presentation of material, other grammar and spelling considerations

 

There is little evidence of an organised approach to your work

 

The structure of the material presented does not support a clear understanding of the content. Your work will demonstrate a low level of understanding in the use of written English to persuade and articulate. Your work will contain numerous grammatical and spelling inaccuracies. Your work will be unclear, perhaps rambling and unconvincing

Your work will show evidence of preparation and thought. The structure of your work will be adequate, though at times may lack organisation and thought.

Adequate use of written English to persuade and articulate. Your work will contain numerous grammatical and spelling inaccuracies.

 

Your work will be unclear, perhaps lacking in detail and confidence

 

The structure of your work will be generally of a good standard but will demonstrate little more than a basic level of understanding as to how structure can support understanding. A commitment to using written English to persuade and articulate. Your work will contain some grammatical and spelling inaccuracies.

 

Your work will be reasonably clear, detailed, convincing and succinct

 

You will show evidence of an organised approach to the structure of the content of your work and in the flow and display of materials and supporting information. Convincing use of written English to persuade and articulate. Your work will contain few grammatical and spelling inaccuracies.

 

Your work will be clear, detailed, convincing and succinct

The work displays a consistently clear and coherent structure, designed to fully support any viewer of the information in their complete understanding of the contents. Consistently clear, demonstrating a confident use of written English to persuade and articulate. Your work will contain minimal grammatical and spelling inaccuracies.

Your work will be very clear, detailed, convincing and succinct

Referencing (5%)

 

Accurate citations and referencing

The use of references, citations and quotations is mostly unsatisfactory. There is little evidence of an organised approach to your referencing and use of sources. An adequate ability to meet the needs of referencing but perhaps only marginally, and without confidence.

A great deal of further work is required, and some aspects of the use of sources and materials appear to be misunderstood

Relevant resources are referenced and cited correctly, but there may be a few errors. Very competent use of relevant resources, referenced correctly, including in-text citations and quotations. Assured use of relevant sources, including correct referencing, citations and quotations throughout.