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Description https://www.pbs.org/video/your-inner-fish-program-your-inner-fish-2/

Description Completing a PMIQ Assessment "PMIQ" stands for Positive, Minus, Interesting, and Question.  Most, if not all, environmental geology-related issues are complex; they are neither complete positive nor completely negative.  As you explore an environmental geology-related issue you will likely identify positive aspects/outcomes of this issue, negative aspects/outcomes of this issue, ideas/concepts that peak your interest about this issue, and ideas/concepts that leave you with questions.  This assignment asks you to articulate those reactions. After reading the article, you will complete a PMIQ assessment of this article by: Listing, in your own words and in complete sentences, two (2) Pluses ( the "P”) of the topic/ideas/arguments explored in this article? In other words, what are two positive aspects/outcomes of this issue?  This does not have to be explicitly stated in the article, but could instead be ways that you envision that this issue could lead to something positive, or already has.    Listing, in your own words and complete sentences, two (2) Minuses (the “M”) of the topic/ideas/arguments explored? In other words, what are two negative aspects/outcomes of this issue? This does not have to be explicitly stated in the article, but could instead be ways that you envision that this issue could lead to something negative, or already has.    Listing, in your own words and complete sentences, two (2) ideas/concepts that you found Interesting (the “I”) about the topic/ideas/arguments explored. Listing, in your own words and complete sentences, two (2) Questions (“Q”) you have about the topic/ideas/arguments explored. The PMIQ assessment that you will post will include: 2 complete “plus” sentences labeled as P1 and P2. 2 complete “minus” sentences labeled as M1 and M2. 2 complete “interesting” sentences labeled as I1 and 12. 2 questions labeled as Q1 and Q2. NOTE: There are no right or wrong answers, as long as your PMIQ list is based on the article and is appropriate to share in a classroom setting. here is an example of a PMIQ THAT DOES NOT RELATE TO THIS ITS JUST AN EXAMPLE OF HOW TO WRITE IT P1: One advantage of using AI in climate solutions is that it can identify the release of methane from a variety of sources, which can help with understanding and possibly even reduce this powerful greenhouse gas. P2: The use of AI for early detection systems for forest fires is another advantageous feature that can assist save lives and ecosystems by preventing minor flames from growing into devastating mega-fires.  M1: The high energy consumption of AI, which may increase carbon emissions and increase the problem it seeks to solve, is one drawback of using AI in climate solutions. M2: Relying too much on AI to make crucial decisions might result in an excessive dependence on it and a disregard for human judgment and experience in handling environmental issues. I1: Developing AI-powered smart assistants to help burn managers make educated judgments regarding controlled burns is an intriguing idea that has the potential to completely transform fire management procedures. I2: It's amazing to see how AI is being applied to green tech mining to evaluate enormous volumes of geological data quickly. This might result in more sustainable resource extraction methods. Q1: How can we make sure that the environmental advantages of AI technology for climate solutions are not outweighed by their energy consumption? Q2: How would assigning important decision-making responsibilities to AI systems in environmental management affect society?  This Week's Article Why did I choose this article? Experiencing an earthquake is an inevitability of life in a tectonically active region of the Earth.  Those of us living in Los Angeles live with this risk daily.  Not only are we situated uncomfortably close to the infamous San Andreas Fault, but beneath the city lies an interconnected web of active fault lines threatening to move at any moment.  Even though we experience small earthquakes quite often, many of us live in fear of the impending "Big One." Although these smaller quakes might result in little more than a barely perceptible jolt, the larger ones can leave us in emotional and physical ruin.  With this in mind, there is one question that nearly everyone asks when they think about the risks that large earthquakes pose: Can we predict earthquakes? I chose this podcast because it answers that question.  I also chose this podcast because the scientist featured in the podcast is an actor turned geologist, which seems like the perfect LA story.  

Description Study guide/lab activi

Description Conduct an online geological expedition of Kazumura Cave. Research and conduct geological history, significance, and current state of area.

Description E-Text Assignment (Testing Your Knowledge Page 410 Assigned numbers: 1 through 22 Directions: 1) Use MS Word document only. Write each question, highlight or underline each answer. 2) Please number them the same numbers as in your E-Text. 3) Upload your assignment below at the "submission area". 3) This assignment, reading of the chapter, and my lectures will prepare you for knowing the information for Chapter 16.

Description 1)Describe how the hydrologic cycle and soil type dictate the water load of a given area and how this is related to mass movement. 2)Lake City is positioned in a delta but isn't found on a coastline. Describe what this means and discuss flooding risk and at least 2 preventative measures that should be taken to reduce flooding. 3)Climate change has the potential to greatly impact mass movement. First explain how climate change might impact mass movement, then propose solutions to the issues you raise. 4)Mass movement is classified on the type of material moved and the rate at which movement occurs. List and describe the 4 types discussed in this unit. 5)If a scientist were to dig 6 inches in the ground behind the school, what type of soil would they encounter? Include the soil horizon, color, and chemical based class. Justify your explanation.

Description Please watch Ted Talk by Kelsey Leonard in which Ms. Leonard Links to an external site.argues passionately for lakes and rivers to have the same rights as humans. This week, you will be sharing your thoughts on the video and discussing the video with others in our class. Review what you submitted for the Environmental Geology Film Review 1 Assignment. Click reply below and post a response to the following questions that is written in complete sentences and is no more than 300 words.  What do you think was the central message of this video? In other words, what was the speaker or narrator trying to convince their audience of? Do you agree with the central message of this video? Why or why not? Explain. What is your number one takeaway from this video?

Description Paper will be on a topic covered in more detail than the lectures and must be approved by the instructor; note due dates on here. Examples of topics: dinosaur blood, tissue, poop, gastroliths and trackways; Mesozoic global warming; Mesozoic large igneous provinces; dinosaur fossil distribution as evidence for plate tectonics; and sedimentary records of meteorite impacts. Format for paper and sources is discussed below W1-6. This website will be helpful as well: https://www.geosociety.org/documents/gsa/pubs/GSA_RefGuide_Examples.pdLinks to an external site. Writing Intensive (GE Designation WI) Part of being an upper division class is having this Intensive Writing Requirement. Goal: Students will develop their abilities to express themselves and the knowledge they have obtained through practicing various forms of writing within different disciplinary contexts. Writing intensive courses will build upon the skills gained in the Analytical Reading and Expository Writing section of Basic Skills. In each WI course students will be required to complete writing assignments totaling a minimum of 2500 words (which I have reduced to 1800 because of our weekly dinosaur in the news assignments). Goals for this course will take the form of formulating and writing elements of a term paper with a minimum of 2500 words (reduced because of the weekly writing assignment Dinosaurs in the News). Once a topic has been selected the steps will include creation of the following products: 1) annotated bibliography, 2) first draft, 3) final paper, and 4) presentation of a summary of the paper using Powerpoint slides with figures and text. Student Learning Outcomes All of these outcomes will be addressed. Students will: WI-1. Develop and clearly define their ideas through writing; This will be emphasized in stages as the term paper is developed, from topic to final draft. WI-2. Ethically integrate sources of various kinds into their writing; Students will be encouraged to use various sources in collecting information for their term papers, including peer-reviewed research articles and book chapters. Non-peer-reviewed materials may be used only if the information is from a reliable and factual source. WI-3. Compose texts through drafting, revising, and completing a finished product; This draft-revision-final product format is the process outlined in the syllabus. WI-4. Express themselves through their writing by posing questions, making original claims, and coherently structuring complex ideas; This will be accomplished not only by writing associated with the term paper but also in their Powerpoint presentation, as well as answers to essay questions on exams. WI-5. Revise their writing for greater cogency and clarity; An initial draft of the term paper will be reviewed and commented on, with the instructor providing constructive remarks on organization, content, and writing style in addition to spelling and grammar for the student to take into consideration as they continue to develop the paper. The grading rubric will be used so that improvement can be documented in the final draft. WI-6. Utilize adopted communication modes and documentation styles of specific disciplines (MLA, APA, Chicago, CBE, etc.) where appropriate. We will modify the following Style Manual for Writing in Geology (2006 edition) by Rossbacher and Rhodes for use by students in this class: http://www.public.asu.edu/~arrows/FIELDI/Rossbacher_Rhodes_Writing_Manual.pdf. Students will use the reference guidelines of the Geological Society of America Bulletin, the standard formatting used for in other undergraduate and graduate courses taught in the Department of Geological Sciences. These format guidelines are available online at http://www.geosociety.org/documents/gsa/pubs/GSA_RefGuide_Examples.pdLinks to an external site.

Description Overview Environmental geology is a subdiscipline of geology that applies the principles of geology to understand our intersection with the natural environment, including how we impact it and it impacts us.  The issues that fall under this overarching topic are varied and frequently the focus of political and cultural discourse.  We will watch environmental-geology related videos in this class that introduce you to some of the environmental-geology themed topics being discussed today. You will watch the video and individually consider the issue by composing and submitting a response to a prompt outlined below.  Instructions Watch the video below. After watching the video, use the textbox provided when you click on "Submit Assignment"  Lists the topics and/or terms that you recognize from the content presented in class and/or your textbook. Describes how people, society, and/or the environment are affected positively by the main issue discussed in this video. NOTE: This may be explicitlyLinks to an external site. stated in the video or it may be something that you extrapolateLinks to an external site. from what you heard/saw.  Describes how people, society, and/or the environment are affected negatively by the main issue discussed in this video. NOTE: This may be explicitlyLinks to an external site. stated in the video or it may be something that you extrapolateLinks to an external site. from what you heard/saw.  Describes, in your own words, what you thought the central message of this video was.  In other words, what do you think the speaker was trying to convince the audience of? Discusses whether you agree with the speaker's central message or disagree with the speaker's central message AND why, specifically referencing what you have learned in class in this Module and/or past Modules. Lists two questions that came to mind while you were watching this video. https://www.ted.com/talks/kelsey_leonard_why_lakes...

Description Write about anything in geology that you would like, but try to stick to one main topic. 5-10 pages, including an introduction, body, and conclusion. No repetition of facts and information. Include accurate information. Include a works cited page as well.