Archive for year: 2023

Instructions: On the following pages

(1) WRITE IN THE QUESTION IN FULL

(2) Answer the question without copying word for word from the book, this means discuss like in a rational conversation. Do NOT expect full credit for one word or phrase answers.

(3) In ADDITION FOR EACH QUESTION – what does this topic teach you or how have you seen something about this topic in the real world that pertains to home and work. Do NOT Split the answer just to fill space, you must add value to this.

20 points each

1 point off per page if your name is not on each page

Penalty 10 points per day late or portion thereof – submit via dropbox for this quiz.

CHAPTER 14:

ENTER QUESTION: WRITE IN THE QUESTION IN FULL WITH PAGE # Q#

Page 277 Question 1:

How do weathering processes affect soil formation?

MAIN ANSWER: Answer the question without copying word for word from the book, this means discuss like in a rational conversation. Do NOT expect full credit for one word or phrase answers. Cover the Who, What, Where, When, Why How as much as possible.

YOUR OBSERVATION(s): In ADDITION FOR EACH QUESTION – what does this topic teach you or how have you seen something about this topic in the real world that pertains to home and work. Do NOT Split the answer just to fill space, you must add value to this.

CHAPTER 15:

ENTER QUESTION: WRITE IN THE QUESTION IN FULL WITH PAGE # Q #

Page 296 Question 1:

What is the difference between high-grade and low grade ores?

MAIN ANSWER: Answer the question without copying word for word from the book, this means discuss like in a rational conversation. Do NOT expect full credit for one word or phrase answers. Cover the Who, What, Where, When, Why How as much as possible.

YOUR OBSERVATION(s): In ADDITION FOR EACH QUESTION – what does this topic teach you or how have you seen something about this topic in the real world that pertains to home and work. Do NOT Split the answer just to fill space, you must add value to this.

CHAPTER 16:

ENTER QUESTION: WRITE IN THE QUESTION IN FULL WITH PAGE # Q #

Page 313 Question 1:

What is biological diversity?

MAIN ANSWER: Answer the question without copying word for word from the book, this means discuss like in a rational conversation. Do NOT expect full credit for one word or phrase answers. Cover the Who, What, Where, When, Why How as much as possible.

YOUR OBSERVATION(s): In ADDITION FOR EACH QUESTION – what does this topic teach you or how have you seen something about this topic in the real world that pertains to home and work. Do NOT Split the answer just to fill space, you must add value to this.

CHAPTER 17:

ENTER QUESTION: WRITE IN THE QUESTION IN FULL WITH PAGE # Q #

Page 335 Question 1:

What are ecosystem services?

MAIN ANSWER: Answer the question without copying word for word from the book, this means discuss like in a rational conversation. Do NOT expect full credit for one word or phrase answers. Cover the Who, What, Where, When, Why How as much as possible.

YOUR OBSERVATION(s): In ADDITION FOR EACH QUESTION – what does this topic teach you or how have you seen something about this topic in the real world that pertains to home and work. Do NOT Split the answer just to fill space, you must add value to this.

Discussion Question:

Given the full article from http://www.globalresearch.ca/global-cooling-is-here

1. What factual information have you learned and what questions have been raised in your mind? Name at least 3.

 

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Given the severe shortage of trained medical personnel, especially in rural areas of low-resource countries, many medical anthropologists have suggested incorporating traditional healers into health care and health education initiatives. However, this idea has been controversial. Review the Steinglass article and think about the various of sides of this debate. Should traditional healers be actively incorporated into our response to the HIV/AIDS crisis? Develop a stance, and using evidence from readings, lecture, Ted talks etc., defend your position.

 

2-3 pages, double-spaced. 1″ margins, 12 pt font

 

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4 questions. 500 Words for each question.

1. In what ways can the causes of ecological destruction be found in metaphysical or religious assumptions about reality? Provide at least two examples (e.g, Plato’s Forms, Cartesian dualism, the Book of Genesis). Which metaphysical theory or religious idea do you think is most helpful in healing the human relationship to the natural world and why?
2. How should we conceptualize “the good life” today? Do you think that living “the good life” requires an “ecologically examined life?” Why or why not?
3. Who and/or what do you think is deserving of moral consideration? On what basis should land, ecosystems, trees, animals, and humans be included or excluded from the moral community? Refer to at least two ethical theories in your response (e.g., deontology, utilitarianism, virtue theory, ethic of care, land ethic) and explain them fully.
4. What is the “tragedy of the commons” according to Harding? Based on the readings of week seven (Lock, Rawls, the Universal Declaration of Human Rights, the Earth Charter) discuss which has the most promise in your opinion in avoiding the “tragedy of the commons” and explain why.

 

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Gwyneth Jones’s Global Climate Change Links & Resources List

This last modified: Sunday, 6/15/14

Please do send additional suggestions – I will keep expanding this list

How do you know what you know?…And how will you know if you’re wrong?

What do you (think you) know about global climate change?…

Pre-Learning SURVEYS: Which of the “6 Americas” would you say you are? — Alarmed, Concerned, Cautious, Disengaged, Doubtful, Dismissive (Yale U & George Mason U) — Added 2/4/14 Survey #1: Global Warming/Climate Change Survey #2: Science, Economics, Government Denialism: What Is It And How Should Scientists Respond? (Diethelm & McKee, 2009) – .pdf — Added 2/4/14 NOTE: If you are not already in one of my classes and you decide to take one or both of these surveys — or a related one not listed below — I would be very interested in a copy of your results! 🙂 ~GJ

Pre-Learning “FACT or OPINION?” Scientific Method Activity & Logical Fallacies: — Added 2/4/14

A fact is something that is true and is supported by evidence. An opinion is something you believe or feel to be true and is open to debate. A logical fallacy is a flaw in reasoning. Grades 3-12+: Full document .doc or .pdf (17 pages) – Examples given are: Trees, groundhogs, plate tectonics, global climate change

Or just the handout (5 page .pdf) or extra images (1 page .pdf) or fallacies bkgd (11 page .pdf) PreK-Grade 5: Coloring & Drawing .doc or .pdf (5 pages) NOTE: This is adaptable for all ages, PreK through college. (I’ve found it interesting to hear my 3- and 6- year-olds discussing what is fact vs. what is opinion.) If you use or adapt it, I would be very interested in your feedback. 🙂 ~GJ

Climate Change Evidence, Impacts, and Choices: Answers to Common Questions about the Science of Climate Change (“Responding to climate change is about making choices in the face of risk.” ~NRC)

Part I. Evidence for Human-Caused Climate Change How do we know that Earth has warmed? How do we know that greenhouse gases lead to warming? How do we know that humans are causing greenhouse gases to increase? How much are human activities heating Earth? How do we know the current warming trend isn’t caused by the Sun? How do we know the current warming trend isn’t caused by natural cycles? What other climate changes and impacts have been observed? The Ice Ages Part II. Warming, Climate Changes, and Impacts in the 21st Century and Beyond How do scientists project future climate change? How will temperatures be affected? How is precipitation expected to change? How will sea ice and snow be affected? How will coastlines be affected? How will ecosystems be affected? How will agriculture and food production be affected? Part III. Making Climate Choices How does science inform emissions choices? What are the choices for reducing greenhouse gas emissions? What are the choices for preparing for the impacts of climate change? Why take action if there are still uncertainties about the risks of climate change? Conclusion

Climate Proxies Lecture (how do scientists know about past climate?) Climate Change Extra Credit Lab (with thanks to Kathryn Hoppe! [GRCC]) Climate Hot Map: Global Warming Effects Around the World (Union of Concerned Scientists [UCS]) Resources About Global Warming and Climate Change (excellent list by University of Arizona’s Robert Strom [UA]) Ethics and Global Climate Change (Nature) — Added 5/16/14 The Keeling Curve (UCSD) — Added 6/15/14

Good starting points…

Latest Climate Trends (TED Talk) Climate Change: A Summary of the Science (The Royal Society–UK) Climate Change Controversies: A Simple Guide (The Royal Society–UK) Back to Basics: FAQs About Global Warming and Climate Change (US Environmental Protection Agency [EPA]) Climate Change: Science and Impacts Fact Sheet (University of Michigan’s Center for Sustainable Systems) Climate Change: Policy and Mitigation Fact Sheet (University of Michigan’s Center for Sustainable Systems) Global Climate Change Indicators (NOAA National Climatic Data Center [NCDC]) Global Warming Basics (Pew Center on Global Climate Change [Pew Center/C2ES]) Certainty vs. Uncertainty: Understanding Scientific Terms About Climate Change (Union of Concerned Scientists) Atlas of Population and Environment: Climate Change – and Background Sources (American Association for the Advancement of Science [AAAS]) Climate Change: Oh, It’s Real. (8 TED Talks) — Added 1/10/14 IPCC 4: Synthesis Report (2007–Report 5 due in 2014) and IPCC 5: Summary for Policymakers (newly published; see orange text boxes & Figure SPM.6) and IPCC Report 5: The Physical Science Basis (newly published) (Intergovernmental Panel on Climate Change [IPCC]) — Updated 1/10/14

The following terms are by the IPCC to indicate the assessed likelihood: Term* Likelihood of the outcome Virtually certain 99–100% probability Very likely 90–100% probability Likely 66–100% probability About as likely as not 33–66% probability Unlikely 0–33% probability Very unlikely 0–10% probability Exceptionally unlikely 0–1% probability

* Additional terms (extremely likely: 95–100% probability, more likely than not: >50–100% probability, and extremely unlikely: 0–5% probability) may also be used when appropriate.

Books & films, podcasts & blogs…

An Inconvenient Truth (film – “AIT”) Bellevue College Library Media Center – 3 out of 3 copies currently available King County Library System – 19 out of 25 DVDs currently available YouTube Paramount Pictures – streaming Amazon.Com – streaming or DVD, currently $0.17 to $9.99

The 11th Hour (film) The One Degree Factor (episode of Strange Days on Planet Earth) A Sea Change (film) Merchants of Doubt (book) Doubt Is Their Product (book) Advancing the Science of Climate Change (book) Story of Stuff (short film) Pew Center/C2ES PodcastsGuardian (UK) Climate Change Podcasts NPR Climate Connections Podcasts

Other resources… Washington state…

Climate Change in Washington State (Washington State Department of Ecology [ECY]) Climate Change and Its Effects on Puget Sound (UW’s Climate Impacts Group / Puget Sound Action Team [PSAT]) Climate Change and Public Health in Washington – or Executive Summary (Collaborative on Health and the Environment–Washington (State) [CHE-Wa]) Climate Change in the Northwest: Implications for Our Landscapes, Waters, and Communities (NWCAR) — Added 1/10/14

Introduction: The Changing Northwest (Chapter 1) 1 Regional Introduction: The Physical, Ecological, and Social Template — Landscape and Climate; Ecosystems, Species, and Habitats; Population and Economy; Assessing the Economic Impacts of Climate Change; Northwest Tribes; A Region Shaped by Water 2 A Focus on Risk 3 Looking Toward the Future — Common Themes in a Changing Climate; Climate Change Adaptation in the Northwest 4 Conclusion Climate: Variability and Change in the Past and the Future (Chapter 2) 1 Understanding Global and Regional Climate Change 2 Past Changes in Northwest Climate: Means 3 Past Changes in Northwest Climate: Extremes 4 Projected Future Changes in the Northwest — Mean Temperature and Precipitation; Extreme Temperature and Precipitation Water Resources: Implications of Changes in Temperature and Precipitation (Chapter 3) 1 Introduction 2 Key Impacts — Snowpack, Stream Flow, and Reservoir Operations; Water Quality 3 Consequences for Specific Sectors — Irrigated Agriculture; Hydropower; Floodplain Infrastructure; Municipal Drinking Water Supplies; Freshwater Aquatic Ecosystems; A Salmon Runs Through It; Recreation 4 Adaptation 5 Knowledge Gaps and Research Needs Coasts: Complex Changes Affecting the Northwest’s Diverse Shorelines (Chapter 4) 1 Introduction 2 Sea Level Rise — Effects of Tectonic Motion and Other Local and Regional Factors; Combined Impacts of Sea Level Rise, Coastal Storms, and ENSO Events 3 Ocean Acidification 4 Ocean Temperature 5 Consequences for Coastal and Marine Natural Systems — Habitat Loss; Changes in Species’ Ranges and Abundances; Altered Ecological Processes and Changes in the Marine Food Web 6 Consequences for Coastal Communities and the Built Environment — Coastal Transportation Infrastructure; Coastal Communities; Coping with Sea Level Rise Risks Today and Tomorrow in Olympia, Washington 7 Economic Consequences of Coastal Impacts — Marine Fisheries; Other Economic Impacts 8 Adaptation — Nisqually Delta Case Study: Restoring Salmon and Wildlife Habitat in Puget Sound; Neskowin, Oregon, Case Study: Organizing to Cope with an Eroding Coastline 9 Knowledge Gaps and Research Needs Ecosystems: Vegetation, Disturbance, and Economics (Chapter 5) 1 Introduction 2 Direct Climate Sensitivities: Changes in Distribution, Abundance, and Function of Plant Communities and Species — Changes in Non-forest Systems: High-Elevation Habitats, Grasslands, and Shrublands 3 Indirect Effects of Climate Change through Forest Disturbances — Wildfires; Forest Insects; Forest Diseases; Disturbance Interactions and Cumulative Effects 4 Implications for Economics and Natural Systems — Economic Consequences (Timber Market Effects; Economic Effects of Disturbance; Non-Timber Market Effects; Valuing Ecosystem Services); Consequences for Natural Systems 5 Knowledge Gaps and Research Needs 6 Adaptive Capacity and Implications for Vulnerability Agriculture: Impacts, Adaptation, and Mitigation (Chapter 6) 1 Introduction 2 Environmental, Economic, and Social Importance 3 Vulnerabilities to Projected Climate Change 4 Potential Impacts of Climate Change on Selected Subsectors — Annual Crops (Dryland Cereal Cropping Systems; Irrigated Annual Cropping Systems); Perennial Crops (Tree Fruit and Small Fruit; Wine Grapes and Wines); Animal Production Systems (Rangeland; Pasture and Forage; Dairy and Other Confined Animal Operations); Other Northwest Agriculture Subsectors 5 Potential to Adapt to Changing Climates — Mitigating Greenhouse Gas Emissions from Agricultural Systems 6 Knowledge Gaps and Research Needs Human Health: Impacts and Adaptation (Chapter 7) 1 Introduction 2 Key Impacts of Climate Changes on Human Health — Temperature; Extreme Weather Events (Storms and Flooding; Drought; Wildfires); Aerobiological Allergens and Air Pollution; Infectious Diseases (Vector-Borne; Water-Borne; Fungal); Harmful Algal Blooms; Mental Health; Potential Health Costs 3 Northwest Adaptation Activities 4 Knowledge Gaps and Research Needs Northwest Tribes: Cultural Impacts and Adaptation Responses (Chapter 8) 1 Introduction 2 Tribal Culture and Sovereignty 3 Climatic Changes and Effects: Implications for Tribes in the Northwest — Water Resources and Availability;Water Temperature and Chemistry; Case Study: The Effect of Climate Change on Baseflow Support in the Nooksack River Basin and Implications on Pacific Salmon Species Protection and Recovery; Sea Level Rise; Forests and Wildfire 4 Tribal Initiatives in the Northwest — Climate Change Impacts and Vulnerability Assessments; Climate Change Adaptation Plans; Ecosystem-Based Approaches to Addressing Climate Change; Research and Education; Reducing Greenhouse Gas Emissions 5 Tribal Research and Capacity Needs and Considerations for the Future — Tribal Research and Capacity Needs; Considerations for the Future

Human health… A Human Health Perspective on Climate Change – or Executive Summary (Environmental Health Perspectives / National Institute of Environmental Health Sciences [EHP/NIEHS]) Climate Change and Your Health: Rising Temperatures, Worsening Ozone Pollution – and Technical Appendix (Union of Concerned Scientists [UCS])

Natural world… State of the Nation’s Ecosystems 2008: Focus on Climate Change (Heinz Center for Science, Economics, and the Environment) The Darkening Sea: What Carbon Emissions Are Doing to the Ocean (Elizabeth Kolbert in The New Yorker)

Process of science… Past Climates on Earth (University of Michigan) NASA Climate Research Groups (NASA) The Foundation of Climate Science: Testimony to Congress (Testimony of James J. McCarthy, Alexander Agassiz Professor of Biological Oceanography, Harvard University, before The Select Committee on Energy Independence and Global Warming, U.S. House of Representatives) State of the Climate in 2010: Chapter 2–Climate Indicators (NOAA National Climatic Data Center [NCDC])

Curriculum… Climate Change: Connections and Solutions (High School Unit) – and Middle School Unit (Facing the Future)

Other resources… NPR Climate Connections Special Series (National Public Radio [NPR]) Fact Sheets & Quick Reference Guides (University of Michigan’s Center for Sustainable Systems), e.g.:

Social Development IndicatorsCarbon Footprints U.S. Environmental Footprint

Ethics and psychology… Ethics and Global Climate Change (Nature) — Added 5/16/14 Are Climate Sceptics More Likely to be Conspiracy Theorists? (& cognitive study in press) (“The findings provide yet more evidence that a rejection of climate science has more to with ideological views than scientific literacy”)

Political interference… NC Considers Making Sea Level Rise Illegal (Scientific American Plugged-In) Political Interference with Climate Change Science under the Bush Administration (U.S. House of Representatives, Committee on Oversight and Government Reform) White House Deletion of Large Sections of Testimony on Public Health Impacts of Global Warming by the Director of the CDC (U.S. Senate) Bush Aide Softened Greenhouse Gas Links to Global Warming and The Handwritten Changes (shown in “AIT”) (Andrew Revkin in The New York Times) Confidential Memo: 2012 Heartland Climate Strategy and Article (Forbes)

To contact me, please email gwjones@bellevuecollege.edu

This website is copyrighted © 2012-2014, Gwyneth Jones, and may not be reproduced without written permission.

BC Science Division | BC Science Advising | BC Science Study Center GJ’s Home Page | BC Home Page | Google Search Engine

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Please submit 3 separate word documents.

1.You managed to schedule an informal conference with the area director at the regional OSHA office four days after you received the Notice of Citations and Penalty. Based on the citations and penalties you received in Unit III, prepare a document that lists the citations and penalties you wish to discuss with the area director.

You should summarize what you are trying to accomplish in regard to each citation/penalty you choose, to include:

• the      information you will use to try and accomplish your goal,
• the      information you will take with you to the meeting, and
• who      will accompany you to the meeting.

You must support your actions with reliable sources. Your grade will be based on your ability to present a case to your professor (serving as the area director) to reduce either the severity of some citations or the amount of some penalties. If you simply state that you accept the citations and penalties as written, you will receive a minimal score on the assignment. Your response must be a minimum of two pages in length, not including the title page and reference page. You must use at least one reference in the paper. All sources must be cited in the text and on the reference page, using APA style.

2. You fail to reach an informal settlement agreement with the area director. You file a Notice to Contest within the required 15-day period. Your case is assigned to an administrative law judge (ALJ). Prepare a document summarizing the case you will submit to the ALJ. The document should, at a minimum, discuss the following issues:

• which      citations and penalties you would contest,
• the      reasoning behind each contested citation and/or penalty,
• documents      you would bring to the hearing,
• individuals      you would use at the hearing,
• how      the case before the ALJ differs from the informal conference,
• what      information will be presented before the ALJ that was not presented in the      informal conference, and
• what      information you would request from OSHA as part of discovery.

You must support your actions with reliable sources. Your grade will be based on your ability to present a case to your professor, serving as the ALJ, to reduce or vacate either the severity of some citations or the amount of some penalties. If you simply state that you accept the citations and penalties as written, you will receive a minimal score on the assignment.

Your response must be a minimum of two pages in length, using at least one reference. All sources must be cited in the text and on the reference page, using APA style.

3. Assume that a fatality occurred at your facility one month prior to the OSHA inspection. Review the citations and penalties that were assessed to your facility, and respond to the following questions:

• Which      of the citations could be referred to the U.S. DOJ for criminal      proceedings?
• What      conditions would have to be met before the citations could be referred for      criminal proceedings?
• Which      individuals working at your facility could face criminal charges under the      act?
• What      would be the maximum prison sentence and fines that any individual would      face?
• What      would be the maximum fine that the company would face?
• If you      were facing criminal charges under the act, what would be your best      defense?
• How      could you involve the OSHRC in the criminal case(s)?

Your response must be a minimum of two pages in length, using at least one reference. All sources must be cited in the text and on the reference page, using APA style.

 

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