The Great Cascadia Earthquake of 2xxx

Cascadia is Americas own tectonic version of Sumatra, where the magnitude 9.3 earthquake and tsunami of 2004 occurred. Stretching off the Pacific shore from northern California some 1300 kilometers to the tip of Vancouver Island, the Cascadia subduction zone appears capable of its own magnitude 9 earthquake. What do we know about its behavior and its history? What would that great Cascadia earthquake be like? Subduction Zone Earthquakes, Cascadia and Elsewhere Subduction zones are places where one lithospheric plate plunges beneath another (see Subduction in a Nutshell). They create three kinds of earthquakes: those within the upper plate, those within the lower plate, and those between the plates. The first two categories can include large, damaging quakes of magnitude (M) 7, comparable to the Northridge 1994 and Kobe 1995 events. They can damage whole cities and counties. But the third category is what concerns disaster officials. These great subduction events, M 8 and M 9, can release hundreds of times more energy and damage wide regions inhabited by millions of people. They are what everybody means by the Big One. Earthquakes get their energy from strain (distortion) built up in rocks from the stress forces along a fault (see Earthquakes in a Nutshell). Great subduction events are so large because the fault involved has a very large surface area on which rocks gather strain. Knowing this, we can easily find where the worlds M 9 earthquakes happen by locating the longest subduction zones: southern Mexico and Central America, South Americas Pacific coast, Iran and the Himalaya, western Indonesia, eastern Asia from New Guinea to Kamchatka, the Tonga Trench, the Aleutian Island chain and Alaska Peninsula, and Cascadia. Magnitude-9 quakes differ from smaller ones in two distinct ways: they last longer and they have more low-frequency energy. They dont shake any harder, but the greater length of shaking causes more destruction. And the low frequencies are more effective at causing landslides, damaging large structures and exciting water bodies. Their power to move water accounts for the fearsome threat of tsunamis, both in the shaken region and on coastlines near and far (see more on tsunamis). After the strain energy is released in great earthquakes, whole coastlines may subside as the crust relaxes. Offshore, the ocean floor may rise. Volcanoes may respond with their own activity. Low-lying lands may turn to mush from seismic liquefaction and widespread landslides may be triggered, sometimes creeping along for years afterward. These things may leave clues for future geologists. Cascadias Earthquake History Studies of past subduction earthquakes are inexact things, based on finding their geologic signs: sudden changes of elevation that drown coastal forests, disturbances in ancient tree rings, buried beds of beach sand washed far inland and so on. Twenty-five years of research has determined that Big Ones affect Cascadia, or large parts of it, every few centuries. Times between events range from 200 to about 1000 years, and the average is around 500 years. The most recent Big One is rather well dated, although no one in Cascadia at the time could write. It occurred around 9 p.m. on 26 January 1700. We know this because the tsunami it generated struck the shores of Japan the next day, where the authorities recorded the signs and damages. In Cascadia, tree rings, oral traditions of the local people and geologic evidence support this story. The Coming Big One Weve seen enough recent M 9 earthquakes to have a good idea of what the next one will do to Cascadia: they struck inhabited regions in 1960 (Chile), 1964 (Alaska), 2004 (Sumatra) and 2010 (Chile again). The Cascadia Region Earthquake Workgroup (CREW) recently prepared a 24-page booklet, including photos from historic quakes, to bring the dreadful scenario to life: Strong shaking will last for 4 minutes, killing and injuring thousands.A tsunami up to 10 meters high will wash over the coast within minutes.Much of coastal Route 101 will be impassable due to wave and landslide damage.Parts of the coast will be cut off from inland cities when the roads are buried. Roads through the Cascades may likewise be blocked.For rescue, first aid, and immediate relief most places will be on their own.Utilities and transportation in the I-5/Highway 99 corridor will be disrupted for months.Cities may have significant fatalities as tall buildings collapse.Aftershocks will continue for years, some of them large earthquakes in themselves. From Seattle on down, Cascadian governments are preparing for this event. (In this effort they have much to learn from Japans Tokai Earthquake program.) The work ahead is enormous and will never be finished, but all of it will count: public education, setting up tsunami evacuation routes, strengthening buildings and building codes, conducting drills and more. The CREW pamphlet, Cascadia Subduction Zone Earthquakes: A magnitude 9.0 earthquake scenario, has more.

The First Camper With A Years Old Girl With Cerebral Palsy

The first camper paired with me was Sarah - a fourteen-year-old girl with cerebral palsy. Although she was bound to a wheelchair, she was as boy crazy as any fourteen-year-old girl. Because we were the same age, we bonded over several things, especially our love for Justin Bieber and One Direction. Our friendship did not start as a normal friendship would since I assisted her in all daily activities, but it was a friendship built on love and appreciation of one another. During the same year, I met Devon. She had Down Syndrome, but she did not let this disability stop her. She brought a positive attitude to all activities. Often, she would come up behind me and tickle me; if I laughed, Devon would laugh. On rainy days or before rest hour, she became Rainbow Dash and rapped in the cabin about anything and everything. My favorite side of Devon is the tomboy that came out during outdoor games. Although her mental disability inhibited her physical, it did not stop her â€Å"trash† talking her opponents. My most recent camper is Lizzie. Lizzie had a developmental disability; although she was thirteen, she had the mental capacity of a four year old. Sometimes, Lizzie had a hard time verbalizing what she wanted and became aggravated with her attendants for not understanding. The volunteers knew what would always cheer her up: her slinky. Lizzie asked me countless times a day if we could go to Cracker Barrel just to buy a small purple slinky. Lizzie was happy as long as she has herShow MoreRelatedThe Athletes With Autism Center Of North Mississippi ( Acnm )939 Words   |  4 PagesOur first speaker for SW 325 The Helping Professional in Health Settings class was Sharon Boudreaux. Sharon has a Master of Arts in Teaching of special education. She focused on Applied Behavior Analysis (ABA) for teaching children with autism and other forms of developmental setbacks. Sharon is currently the Director of Education Outreach at the Autism Center of North Mississippi (ACNM). The ACNM, which Shar on helped in creating and growing, provides educational and behavioral services to familiesRead MoreAnalysis Of The Article The Accidents Of Nature By Harriet Mcbryde Johnson Essay1738 Words   |  7 PagesNature by Harriet McBryde Johnson is a book that provides readers with both a positive representation of life with disability as well as showing a wide range of disabilities. Accidents of Nature is set in the year 1970 and is about a seventeen year old girl named Jean who has cerebral palsy and uses a wheelchair to get around. Despite her condition, Jean has always thought of herself as the same as everyone else as she goes to a normal, abled-bodied school and has normal abled-bodied friendsRead MoreHuman Resources Management150900 Words   |  604 Pagesretirement buyouts. Additionally, employees were promised profit sharing, which has resulted in up to three weeks additional pay in profit sharing bonuses in some years. The test of the change is in the results. GE Fanuc†™s revenue is up women employees, who composed about three-fourths of the bank’s workers. As a result, several years later about one-fourth of all managers and executives are women. Similar attention also was focused on other diverse groups of employees. So that all employees were

Read Recite Review Free Essays

| Read-Recite-Review†¦ Remember| A critical analysis; 3R Study strategy| | Nicole Turnbull| | | Transition to University Study – SSS021 Roy Sanders 13 March 2013 Transition to University Study – SSS021 Roy Sanders 13 March 2013 Mark A. McDonald, Daniel C. Howard and Gillies O. We will write a custom essay sample on Read Recite Review or any similar topic only for you Order Now Einstein (2009). The Read-Recite-Review Study: Effective and Portable. A Journal of the Association for Psychological Science, Vol 20 No 4, 516 – 522. There are numerous strategies used by students for learning and recalling information from various sources of educational texts. The paper (Mark A. McDonald, 2009) provides evidence why the study strategy; 3R Read-Recite-Review produces mnemonic benefits that exceed those of note-taking and rereading. Two experiments were conducted, students were instructed to learn specific pieces of text using either; reread only (control group), read and take notes (control group) or follow the process of the read-recite-review strategy. The effectiveness and efficiency of the study strategies were assessed by timing the time taken to complete the reading process and by comparing the results of immediate and delayed testing which utilised free call, multiple choice and short answers to check the amount of information retained. Experiment 1 required students to read factual, simple and short passages which proved that the 3R strategy was more effective using free call of information both immediately and delayed, however these benefits did not show in the results for both multiple choice nd short answer tests. Experiment 2 involved students reading longer and more complex passages, results supported those found in experiment 1. Additionally the second experiment found 3R beneficial over rereading for both multiple choice and problem solving. The results from both experiments concluded that the 3R strategy may promote a deep learning of materials, having benefits beyond improving retention. The study clearly demonstrate d that the 3R strategy is an efficient and effective study strategy when used in a controlled laboratory setting. However, the study was unable to establish if the motivation level of students would weaken the processing benefits of the strategy. As Daniel, Howard and Einstein state if learners are in a more motivating setting and consequently are more conscientious in their study activities, would the effects of 3R be attenuated? The experiments were performed using psychology students who participated either as part of a course requirement or for money, however students in all fields of study utilise study strategies. The motivation of students is again questioned as the I believe the personal benefit would be greater in a real life setting as opposed to receiving a monetary value to participate with no personal impact from the result achieved. Therefore I think the study should be repeated using a range of students from various courses/fields of study, using more real life motivators. In addition, I suggest testing the 3R strategy using spaced presentations of learning materials as opposed to information being presented in one sitting in order to test the effectiveness on longer term retention. How to cite Read Recite Review, Papers

Global cultures Essay Example For Students

Global cultures Essay Begler, Elsie. Global Cultures: The First Steps Toward Understanding Social Education. September 1998, 62(5) pg. 272-275. In Beglers Article a discussion on how educators should go about teaching culture occurs. The article starts out by giving a definition of what is meant by culture and the different aspects of culture. The Author sets up the guidelines for which she will interpret and use culture. The definitions of culture are presented very clearly so as the reader can fully understand where the author is coming from in the rest of the article. The author spends significant time discussing the World Culture Model, which could be a very useful tool to a teacher that is developing a unit on culture or just incorporating aspects of culture into the classroom. The model that is presented can be particularly useful when comparing cultures because one of the hardest aspects of comparing different cultures is the fact that there are no common grounds to judge the different cultures. The model breaks down culture into easy to look at portions, which makes it easier for both student and teacher to study. The end of the article is dedicated to giving a lesson plan and examples of how to use the model and implement culture into the classroom. The example given is very well displayed and gives some great ideas that teachers can use in everyday lessons or as ideas for their own lessons. In my opinion Begler presents a very interesting case about the study of culture. She says that it is hard to understand other cultures when our own is misunderstood. I find this fact to be very true, from my own experiences in life as well as our class discussions. For instance when the case where the Navajo students wouldnt take the test and I was presented with the question of how I would deal with this situation. This at first confused me but after thinking about the situation, I realized that I couldnt understand why this would occur from the point of view of my own culture. I dont know why it is so ingrained in our culture to try to be #1 so how can I understand the Navajo point of view, I cant. Beglers point as I see it is that if people as a culture learn to look at others cultures and just try to understand them it will be much easier to accept differences in the cultures. The World Culture Model presented in this article could be a very valuable tool to any teacher, no matter what content area they teach in. The model as I see it is an effective visual tool that can be used to not just study culture but actually look at i t and gain a visual understanding of the culture that is being studied. As a future Social Studies teacher I see this as a tool that can be used to guide virtually every unit that I teach. I say that it could be used for every unit because then as a teacher I would have a common guideline that the students would be able to relate new information to old, aiding in the retention of such information. Another benefit of this model it also caters to visual learners and gives another method to broadly teach to different learning styles. The example of how to use the model was very interesting to me and I would have never thought of this idea. The example went into how to use the model when visiting a culture fair that only has to do with food. The questioning that Begler presents with just food alone enters into some great ideas that any class could use to study any culture. I never realized the amount that could be learned about a specific culture just by looking at how that culture view s food. I found this particularly interesting. Going back to the authors discussion of culture itself I found myself looking at culture the way that she says most individuals look at culture, As Big culture and little culture. Big culture refers to high culture such as fine arts and such, while little Culture refers to the political, social and economic factors in the culture. This separation isnt necessary and really shouldnt be there when actually taking an in-depth look at a culture. I agree with Begler that this is an unnecessary division and shouldnt be there for obvious reasons, such as a culture involves all aspects both the little and the big culture. I think that it is important for teachers to realize this point before any attempt is made to engage students in the project of earning about culture. As a whole I would have to say that this was a very interesting article that really sparked my interest in the culture aspect of my particular content area. I always assumed that culture would be part of most units but no I can see where with the right questions and the right modeling a culture can drive virtually any unit. Again I would like to reiterate the importance of making culture an important part of every students education. With so many cultures existing and changing in the USA alone it is hard to believe that the citizens will be able to peacefully coexist with out a basic understanding of culture differences. That what Beglers method, as well as the general teaching of culture does, they open up individuals to be more receptive of others, making the individuals stronger within their own culture as well as amongst other cultures.