compare and contrast discussion of the economic challenges and incentives related to your project

You are an associate director at Piedmont Hospital Atlanta, a 300-bed hospital located in an urban area. A sum of money is available for investment in the facility. You have been tasked by the hospital CEO to present a possible investment scenario in which you renovate your existing facility, expand the current facility, or clinically integrate your electronic health records (EHRs). There is only enough money to fund one of the potential projects. Your primary sources of data and information may or may not be reliable. Please see the attached Finance, Risk, and Cost Data document for the data needed to create your presentation.Create a four to five-slide PowerPoint presentation that will include the points listed below. You are to create your presentation as though you were presenting the elements to a group for review. Add speaker’s notes to the bottom of each slide for ease of narration (as this will be presented in a video script) and to provide accessible content to people with accessibility needs.· A basic design of the projected service/project (i.e., the option you are promoting)· An analysis of the role of public policy in terms of your provision of health care services and provide justification of your choice· An explanation of the relevance of the current financial data (the attachment) in terms of the projected outcome of the project· A compare and contrast discussion of the economic challenges and incentives related to your projectMust present engaging multimedia content to improve learner retention of information. You may wish to include visual enhancements in your presentation. These may include appropriate images, a consistent font, appropriate animations, and transitions from content piece to content piece and slide-to-slide.Must use at least two scholarly sources formatted according to APA style. All sources used within the presentation must be cited properly within the slides and included on the required reference slide, which will be the last slide of the presentation.

What motivation concepts and theories help you to analyze the case?

CASE STUDY 7: A Funeral in the Public Service CenterHal G. RaineyFor many years, the Social Security Administration (SSA) followed a very bureaucratized process for handling claims. A “claim” is a request for services, such as a retiree’s application for SSA to begin paying his or her social security benefits (that is, to start sending monthly checks to him or her). Claims handling also involves many different functions, such as updating records, adding and deleting dependents and relatives from records, handling changes in the requests, and other matters.For years, the claims would be handled like this: a client (a citizen making a claim) would apply at a local Social Security Administration office, or by mail. The local office would forward the claim to one of eight public service centers (PSCs) in eight different regions of the country. At the PSC, a different unit would handle each different phase of handling the claim. One unit would receive the claim and route it to the others. Another unit had specialists, called claims authorizers, who would rule on the legality of the claim—did the person have a legitimate claim? Then a claim would be shipped, with a large batch of other claims, to a next unit that contained benefits authorizers, or specialists who would calculate how much the client should receive in social security payments. Then the claim would move to another unit for disbursement or payment of claims, and to another for filing and retention. This process was like a big assembly line, with the claim moving from one phase of the work to another.Congress added many programs and specifications to social security and related programs. At the same time, the nation’s population grew and became more complex. The claims-handling process got much more complicated, and this assembly-line system began to have problems, such as many delays in handling claims and many lost claims. As an example of the problems with the system, when a benefits authorizer would find that a claims authorizer had not provided all the information about a claim that the benefits authorizer needed, the claim had to be delivered back to the claims authorization unit that had previously handled it. Often, the returned claim went back to a different person from the one who worked on it to begin with. This resulted in slow processing and frequent mistakes.SSA went through a long period of trying to figure out how to resolve the problems, and finally decided to adopt a modular design in the PSCs. They put together in units, called modules, all the different specialists needed to process a claim—claims authorizers, benefits authorizers, typists, file clerks, and others. These groups worked together like teams. They would take a client’s claim and work it through to completion, so that they actually had the person as the client of their module—they could identify the clients as theirs. They could also communicate more readily with each other about any problems that came up. There were some tough problems in implementing this new system, but it worked out very well, and has become the standard design in the PSCs.Time passes and brings changes that require adjustments by all people and organizations. Advances in information technology—computers and communications technology—brought changes for the SSA. The processing of claims became more computerized. Local offices handle many claims by entering the data directly into the main SSA computers in Baltimore, and getting answers back directly. This reduced the load of claims coming to the PSCs. In addition, the work in the PSCs became more computerized and automated through higher technologies. Claims authorizers and benefits authorizers handled more correspondence by simply hitting a key on the computer terminal that caused the needed correspondence to print out. This reduced the need for typists. More information was going directly into the computer, and requiring less paperwork, and this reduced the need for file clerks to file the papers. The modules needed fewer and fewer typists and file clerks. This created problems, because if a module needed only a couple of file clerks, and was only assigned two, the module became more dependent upon their work habits. If both file clerks were absent, the module managers had to do the filing to keep the module’s work going.Social Relations Among Specialists. In the old system, a social and educational hierarchy existed among the specialists. Benefits authorizers were the most highly paid and highly trained, followed by claims authorizers, and then by typists and filing clerks. The filing clerks were often single mothers with low incomes and low educational levels. They often struggled with serious personal challenges in their lives outside of work. They would sometimes miss work or arrive late because of child care problems. When SSA moved to the modules, the move helped to break down social distance between these groups. The file clerks would work directly with the others, usually as friends and coworkers. Also, SSA tried to move file clerks up the ranks through training and development processes.In one of the PSCs in the midwestern United States, the assistant director (A.D.) of the PSC had an idea for responding to the problem of the declining need for file clerks. He started a new organizational design, in which file clerks were assigned to special units, from which they would be farmed out, as needed, to the modules. The design was something like the old idea of a typing pool or secretarial pool. The problem was that the file clerks felt isolated and demoted by being taken out of their modules.The A.D. learned of the file clerks’ unhappiness in a fairly dramatic way. In his office one day, he received a request from the members of the file clerks’ unit to come down to their office area. When he arrived, he found the office draped with black crepe and black balloons. A large black casket lay on a desk in the middle of the room. The file clerks, dressed in funeral clothing, began singing funeral hymns. A spokesperson for the group came forward to tell him that they were there to hold a funeral for the file clerks unit, to mourn the death of the file clerks.The A.D. was stunned. He had heard that the file clerks were unhappy with the change he had made, but had not expected such a development. He was not sure how to proceed. He was not really sure what the “funeral” was supposed to mean or to communicate, except that the file clerks were unhappy. Questions were running through his mind. What should he do right now, as he faced the file clerks and their funeral? What should he do in the longer term? Should he discipline them? He knew that people in other units would be very aware of how he treated these file clerks and some would complain if he “let them get away” with such disruption and insubordination. Because of the problems mentioned earlier, that file clerks often had with late arrival or absences, the discipline and work habits of the file clerks were sensitive issues in the PSC.Source:This case was written by Hal G. Rainey, Alumni Foundation Distinguished Professor, Department of Public Administration and Policy, University of GeorgiaDiscussion QuestionsAnalyze the incident in relation to questions of values.1a. What values was the A.D. promoting with the change?1b. What values were the file clerks emphasizing through their behavior?What motivation concepts and theories help you to analyze the case?What leadership concepts and theories help you to analyze the case?On the basis of your answers to the preceding questions, make suggestions to the A.D. about actions he should take.4a. What should he say and do, as he stands before the file clerks at their “funeral?”4b. Once he leaves the room and returns to his office, what should he plan to do in the longer term?4c. In advising him on actions to take, try to express the relations between your advice and important issues about values, motivation, and leadership.

Design an application that accepts 10 numbers and displays them in descending order.

Chapter 8Exercise1. Design an application that accepts 10 numbers and displays them in descending order.4. The village of Ringwood conducted a census and created records that contain household data, including income. Ringwood has exactly 75 households. Write a program into which a village statistician can enter each of the 75 household income values, and determine the mean and median house-hold income.13. Your student disk contains fi les named DEBUG08- 01. txt, DEBUG08- 02. txt, and DEBUG08- 03. txt. Each fi le starts with some comments that describe the problem. Comments are lines that begin with two slashes (//). Following the comments, each fi le contains pseudocode that has one or more bugs you must fi nd and correct.08-01// This application reads 10 numbers// and sorts them, and displays the three highest numbersstart Declarations num SIZE = 10 num number num numbers[SIZE] num count getReady() while count < SIZE detailLoop() endwhile finish()stopgetReady() output “Enter a number “ input numberreturndetailLoop() numbers[SIZE] = number count = count + 1 output “Enter a number “ input numberreturnfinish() sort() output “The highest three are “, numbers[0], numbers[0], numbers[0]returnsort() num x = 0 num y = 0 num COMPS = count – 1 while y < COMPS x = 0 while x < COMPS if numbers[x] < numbers[x + 1] then swap() endif x = x + 1 endwhile y = y + 1 endwhilereturnswap() num temp temp = numbers[x + 1] numbers[x + 1] = numbers[x] numbers[x] = tempreturn08-02// This application reads student typing test data// including number of errors on the test, and the number// of words typed per minute. Grades are assigned based// on the following table:// Errors// Speed 0 1 2 or more// 0–30 C D F// 31–50 C C F // 51–80 B C D// 81–100 A B C// 101 and up A A Bstart Declarations num MAX_ERRORS = 2 num errors num wordsPerMinute num grades[5][3] = {“C”, “D”, “F”}, {“C”, “C”, “F”}, {“B”, “C”, “D”}, {“A”, “B”, “C”}, {“A”, “A”, “B”} num LIMITS = 5 num speedLimits[LIMITS] = 0, 31, 51, 81, 101 num row output “Enter number of errors on the test “ input errors if errors = MAX_ERRORS then errors > MAX_ERRORS endif output “Enter the speed in words per minute “ input wordsPerMinute while row < LIMITS AND wordsPerMinute >= speedLimits[row] row = row + 1 endwhile row = row – 1 output “Your grade is “, grades[errors][row]stop08-03This application reads sales data for an automobile dealership.// Up to 100 sale amounts can be entered. The entered sale amounts// are sorted so the median sale can be displayed.start Declarations num SIZE = 100 num QUIT = 99999 num saleAmount num sales[SIZE] num count = 0 num middlePosition num x num y num temp num comps getReady() while saleAmount count < SIZE detailLoop() endwhile finish()stopgetReady() output “Enter sale amount “ input saleAmountreturndetailLoop() sales[x] = saleAmount count = count + 10 output “Enter sale amount “ input saleAmountreturnfinish() sort() middlePosition = count * 2 output “The median sale amount is “, sales[middlePosition]returnsort() comps = count – 1 while y < comps x = 0 while x < y if sales[x] > sales[x + 1] then swap() endif x = x + 1 endwhile y = y + 1 endwhilereturnvoid swap() temp = sales[x] sales[x + 1] = sales[x] sales[x] = tempreturnComplete Chapter 10: Exercise 1, 2, 3, 6, 11Exercises 1,2,3,61. Identify three objects that might belong to each of the following classes: a. Automobile b. Novel Author c. College Course2. Identify three different classes that might contain each of these objects: a. Wolfgang Amadeus Mozart b. My pet cat named Socks c. Apartment 14 at 101 Main Street3. Design a class named Customer Record that holds a customer number, name, and address. Include methods to set the values for each data field and display the values for each data field. Create the class diagram and write the pseudocode that defines the class.6. Complete the following tasks: a. Design a class named Book that holds a stock number, author, title, price, and number of pages for a book. Include methods to set and get the values for each data fi eld. Create the class diagram and write the pseudocode that defi nes the class. b. Design an application that declares two Book objects and sets and displays their values. c. Design an application that declares an array of 10 Books. Prompt the user for data for each of the Books, then display all the values.Chapter 9Exercises 2, 5, 62. Create the logic for a program that continuously prompts the user for a number of dollars until the user enters 0. Pass each entered amount to a conversion method that displays a breakdown of the passed amount into the fewest bills; in other words, the method calculates the number of 20s, 10s, 5s, and 1s needed.5. a. Create the logic for a program that performs arithmetic functions. Design the program to contain two numeric variables, and prompt the user for values for the variables. Pass both variables to methods named sum() and difference(). Create the logic for the methods sum() and difference(); they compute the sum of and diff erence between the values of two arguments, respectively. Each method should perform the appropriate computation and display the results. b. Add a method named product() to the program in Exercise 5a. Th e product() method should compute the result when multiplying two numbers, but not display the answer. Instead, it should return the answer to the calling program, which displays the answer.6. Create the logic for a program that continuously prompts a user for a numeric value until the user enters 0. Th e application passes the value in turn to a method that squares the number and to a method that cubes the number. The program displays the results before reprompting the user. Create the two methods that square and cube a number passed to them, and then return the calculated value.Exercise 8, 12,8. Create the logic for a program that continuously prompts the user for two numeric values that represent the sides of a rectangle. Include two overloaded methods that compute a rectangle’s area. One method takes two numeric parameters and calculates the area by multiplying the parameters. Th e other takes a single numeric parameter, which is squared to • If both numbers entered are greater than 0, call the method version that accepts two parameters and pass it both values. • If one of the values entered is 0 but the other is not, call the version of the method that accepts just one parameter and pass it the nonzero value. • If both the entered values are 0, display an error message. • If both numbers entered are greater than 0, call the method version that accepts two parameters and pass it both values. • If one of the values entered is 0 but the other is not, call the version of the method that accepts just one parameter and pass it the nonzero value. • If both the entered values are 0, display an error message.12. Create the logic for a program that prompts a user for three numbers and stores them in an array. Pass the array to a method that reverses the order of the numbers. Display the reversed numbers in the main program.Exercise 6,6. Complete the following tasks: a. Design a class named Book that holds a stock number, author, title, price, and number of pages for a book. Include methods to set and get the values for each data field. Also include a displayInfo() method that displays each of the Book’s data fields with explanations. b. Design a class named Text Book that is a child class of Book. Include a new data field for the grade level of the book. Override the Book class displayInfo() method so that you accommodate the new grade- level fi eld. c. Design an application that instantiates an object of each type and demonstrates all the methods.Ch 11 Exercise 1, 2a, b Exercise 6, 171. Complete the following tasks: a. Design a class named Circle with fields named radius, area, and diameter. Include a constructor that sets the radius to 1. Include get methods for each field, but include a set method only for the radius. When the radius is set, do not allow it to be zero or a negative number. When the radius is set, calculate the diameter ( twice the radius) and the area ( the radius squared times pi, which is approximately 3.14). Create the class diagram and write the pseudocode that defines the class.2. 2. Complete the following tasks: a. Design a class named Square with fields that hold the length of a side, the length of the perimeter, and the area. Include a constructor that sets the length of a side to 1. Include get methods for each field, but include a set method only for the length of a side, and do not allow a side to be zero or negative. When the side is set, calculate the perimeter length ( four times the side length) and the area ( a side squared). Create the class diagram and write the pseudocode that defines the class.b. Design an application that declares two Squares. Set the side length of one manually, but allow the other to use the default value supplied by the constructor. Then, display each Square’s values.6. Complete the following tasks: a. Design a class named Book that holds a stock number, author, title, price, and number of pages for a book. Include methods to set and get the values for each data field. Also include a displayInfo() method that displays each of the Book’s data fields with explanations.b. Design a class named TextBook that is a child class of Book. Include a new data field for the grade level of the book. Override the Book class displayInfo() method so that you accommodate the new grade- level field.c. Design an application that instantiates an object of each type and demonstrates all the methodsCh 12 Exercises 1, 2, 4, 101. Take a critical look at three GUI applications with which you are familiar— for example, a spreadsheet, a word- processing program, and a game. Describe how well each conforms to the GUI design guidelines listed in this chapter.2.Select one element of poor GUI design in a program with which you are familiar. Describe how you would improve the design.4. Design the storyboards, interactivity diagram, object dictionary, and any necessary scripts for an interactive program for customers of Sunflower Floral Designs. Allow customers the option of choosing a fl oral arrangement ($ 25 base price), cut fl owners ($ 15 base price), or a corsage ($ 10 base price). Let the customer choose roses, daisies, chry-santhemums, or irises as the dominant flower. If the customer chooses roses, add $5 to the base price. After the customer clicks an Order Now button, display the price of the order.

Was it an internal or external project?

Find an article describing a national project in detail. On the basis of the article and on your understanding of the project, answer the questions below. State any assumptions that you feel are necessary to provide answers.Who were the stakeholders?Was it an internal or external project?What were the most important resources used in the project? Explain.What were the needs and expectations of each stakeholder?What are the alternative approaches for this project?Was the approach selected for the project the best, in your opinion? Explain.What were the risks in the project?Rank the risks according to severity.What was done or could have been done to mitigate those risks?Was the project a success? Why?Was there enough outsourcing in the project? Explain.What lessons can be learned from this project?The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used.The paper should be at least 1.5 – 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.

Analyze the areas that were in need of reform in American Society during the period between 1890 and 1920.

Due today•Analyze the areas that were in need of reform in American Society during the period between 1890 and 1920. Choose one specific issue to focus on.•Describe how progressives tried to resolve this issue. Were they successful? Explain why or why not.•Examine the approaches progressives took regarding American foreign policy, including the policy of Imperialism. Explain these approaches.Explain why the progressive approach to reform at home was or was not consistent with the practice of imperialism overseas.At least 250 words in length. Your post should make reference to the required materials with in-text citations. Your references and citations must be formatted according to APA style

Should the system be built in-house, created by a contractor, purchased off-the-shelf and customized, or leased as a service? Explain your rationale.

Congratulations. Your project has been staffed and you are about to meet with the team for the first time. Initial impressions are important and you’ll need visuals for your presentation. Create a slide show (in PowerPoint or similar software) in which you address the following, in this order:1. Goals: What the project hopes to accomplish.2. Critical Success Factors: Identify at least 4 different stakeholders; for each, list at least 2 things that the stakeholder requires in order to deem the project successful.3. Acquisition strategy: Should the system be built in-house, created by a contractor, purchased off-the-shelf and customized, or leased as a service? Explain your rationale.4. Resources: For in-house development, what people/skills are required and what development lifecycle do you recommend? Otherwise, identify 3 candidate organizations that can deliver the system.5. System functions: In a table format, summarize the types of users for the system; the business reason(s) each would use the system; the ways that the system supports each of these needs; and how this support differs from the current system.6. Connectivity: Provide a diagram that shows how the system will connect to the other information systems and what data flows among them.7. Security: List the most serious cybersecurity threats and vulnerabilities of the new system. Suggest strategies to address them.8. Mobility: Identify the system’s capabilities for mobile use.Include a title and summary slide. Use one slide for each of the 8 points above. Include speaker notes or audio narration that explains each slide more fully.

Develop a regression model that can be used to predict the final average in the course based on the first test grade.

Problem 4-13Students in a management science class have just received their grades on the first test. The instructor has provided information about the first test grades in some previous classes as well as the final average for the same students. Some of those grades have been sampled and are as follows.Student 1 2 3 4 5 6 7 8 9First test grade 98 77 88 80 96 61 66 95 69Final average 93 78 84 73 84 64 64 95 76Develop a regression model that can be used to predict the final average in the course based on the first test grade.Predict the final average of a student who made an 83 on the first test.Give the values of r and r2 for this model. Interpret the value of r2 in the context of this problem.This must be done in excel and formulas must be present.Problem 4-14Using the data in 4-13, test to see if there is a statistically significant relationship between the grade on the first test and the final average at the 0.05 level of significance. Use the formulas in this chapter and appendix D. (See end of document for Appendix D).This must be done in Excel and formulas must be present.Problem 4-15Using computer software, find the least-squares regression line for the data in problem 4-13. Based on the F-test, is there a statistically significant relationship between the first test grade and the final average in the course?This must be done in Excel and formulas must be present.Problem 4-19Bus and subway ridership in Washington DC, during the summer months is believed to be heavily tied to the number of tourists visiting the city. During the past 12 years, the following data have been obtained:Year Number of tourists Ridership(1,000,000s) (1,000,000s)1 7 152 2 103 6 134 4 155 14 256 15 277 16 248 12 209 14 2710 20 4411 15 3412 7 17Plot these data and determine whether a linear model is reasonable.Develop a regression model.What is expected ridership if 10 million tourists visit the city?This must be done in Excel and formulas must be present.

Why does it claim to be appropriate for the supply chain process or a component of the supply chain process? What are its strengths?

Look over the 20 top supply chain management software suppliers as of 2016 athttp://www.mmh.com/article/top_20_software_suppliers. Choose one supplier other than SAP or Oracle, and look over its website as it relates to supply chain management software. Why does it claim to be appropriate for the supply chain process or a component of the supply chain process? What are its strengths?Title your post with the name of the supplier that you chose.

If there is no mission statement, how would your company benefit from developing one?

InstructionsDoes the current company you work for have a mission statement? If you do not currently work for a company, consider the last company you worked for. If there is a mission statement, do you think it is effective? If there is no mission statement, how would your company benefit from developing one? Your journal entry must be at least 200 words in length. No references or citations are necessary.

Identify and characterize different rock types

SCROLL DOWN FOR ANSWER1LAB MODULE 12: INTERNAL STRUCTURE OF THE EARTHNote: Please refer to the GETTING STARTED lab module to learn tips on how to set up and maneuver through the Google Earth () component of this lab.KEY TERMSThe following is a list of important words and concepts used in this lab module:AsthenosphereExtrusive igneousMetamorphic rocksChemically precipitated sedimentary rocksGeologic time scaleOrganic sedimentaryCinder cone volcanoesIgneous rocksRock cycleClastic sedimentaryIntrusive igneousSedimentary rocksComposite VolcanoesLithificationSeismic wavesCoreLithosphereShield VolcanoesCrustMantleLAB MODULE LEARNING OBJECTIVESAfter successfully completing this module, you should be able to:? Recognize and interpret the spatial patterns of volcanoes and volcanic activity at the global scale? Identify and characterize different rock types? Define the process of lithification? Recognize and differentiate the various internal layers of the Earth? Distinguish and describe the different types of volcanoes? Outline and explain the rock cycle? Interpret the topographic profile of a landscape2INTRODUCTIONIn this lab module, you will examine some of the fundamental concepts and principles related to the internal structure of the Earth. Topics include rock types, the rock cycle, geologic time and volcanoes. While these topics may seem disparate, you will learn how they are inherently related.The module starts with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts related to Earth’s internal structure. Some of the vignettes have animations, videos, or short articles that provide another perspective or visual explanation for the topic at hand. After reading each vignette and associated links, answer the following questions. Please note that some components of this lab may take a while to download or open, especially if you have a slow internet connection.Expand INTERNAL STRUCTURE, and then expand the INTRODUCTION folder. Double-click Topic 1: The Earth’s Internal Composition.Read Topic 1: The Earth’s Internal CompositionQuestion 1: What is the depth of the Kola borehole as a percentage of the Earth’s radius? Calculate using the following equation:A. (123km / 637km) * 100 = 19.3%B. (123km / 6370km) * 100 = 1.93%C. (12.3km / 637km) * 100 = 1.93%D. (12.3km / 6370km) * 100 = 0.193%Read Topic 2: Rock TypesQuestion 2: What are alternative terms used in place of “extrusive” and “intrusive” igneous rock?A. Magma and graniteB. Pumice and lavaC. Volcanic and plutonicD. Vesicular and plutonic3Read Topic 3: Geologic TimeQuestion 3: During the Devonian Period, where is North America located relative to the Equator? (Hint: Go to “Close-up: Phanerozoic Eon,” then click on Devonian in the time scale image)A. Predominately east of the equatorB. Predominately west of the equatorC. Predominately north of the equatorD. Predominately south of the equatorRead Topic 4: VolcanoesQuestion 4: The Hawaiian Islands are composed of linear chains of which of these types of volcano?A. Cinder conesB. Shield volcanoesC. StratovolcanoesD. Lava domesFor the rest of this module, you will identify and explain the geographic distribution, patterns, and processes associated with Earth’s internal structure. In doing so, you will recognize and appreciate the impact the interior of the Earth has on the surface.Collapse and uncheck the INTRODUCTION folder.GLOBAL PERSPECTIVEVolcanoes are not randomly distributed across the globe; rather, their locations are distinct (commonly located on plate boundaries) and these patterns are evident at regional to global scales. Despite the potential dangers associated with volcanoes, many cities are located near areas susceptible to volcanic activity. In this section you will describe the spatial patterns of volcanoes and volcanic activity, and identify volcanoes located near populous cites.Expand the GLOBAL PERSPECTIVE folder. Double-click and select the Mediterranean and W Asia folder.Question 5: Where will you find the majority of volcanoes in Europe?4A. FranceB. GreeceC. ItalyD. GermanyUncheck the Mediterranean and W Asia folder. Double-click and select Catania. Next, click on the Etna symbol in the Google Earth Viewer. Read about Mount Etna, located adjacent to the city of Catania on the Island of Sicily. To close the Smithsonian write-up on this volcano, click the X in the top right corner of the window.Question 6: What type of volcano is Mount Etna?A. CompositeB. Cinder coneC. ShieldD. CraterUncheck the Catania folder. Double-click and select the Africa and Red Sea folder.Question 7: Describe the general spatial pattern of volcanoes found on the continent of Africa (Hint: You might have to zoom in and out to view the spatial patterns of the volcanoes).A. The volcanoes appear randomly distributed over most of AfricaB. Many are found along the Great African Rift valley located in eastern AfricaC. Many volcanoes form national borders of western and southern African countriesD. The majority are found within the Sahara Desert region located in northern AfricaUncheck the Africa and Red Sea folder. Double-click and select Nairobi. Next, click on the Suswa symbol in the Google Earth Viewer. Read about Suswa, located west of the city of Nairobi, Kenya.Question 8: What type of volcano is Suswa?A. CompositeB. Cinder coneC. ShieldD. CraterUncheck the Nairobi folder. Double-click and select Philippines and SE Asia.5Question 9: Describe the general spatial pattern of volcanoes found in this region (Hint: You might have to zoom in and out to view the spatial patterns of the volcanoes).A. The volcanoes appear randomly distributed over most of SE AsiaB. Many are found along the margins of this regionC. Many volcanoes form national borders among the island countriesD. The majority are found on the island of Borneo and are evenly spaced apartUncheck the Philippines and SE Asia folder. Double-click and select Jakarta. Next, click on the Pulosari, Perbakti-Gagak and Salak symbols in the Google Earth Viewer. Read about these volcanoes, located south of the city of Jakarta, Indonesia.Question 10: What type of volcanoes are these?A. CompositeB. Cinder coneC. ShieldD. CraterUncheck the Jakarta folder. Double-click and select Hawaii and Pacific Ocean.Question 11: Describe the general spatial pattern of volcanoes found in this region (Hint: You might have to zoom in and out to best view the spatial patterns of the volcanoes).A. The volcanoes appear randomly distributed over most of the Pacific OceanB. Many are found along the margins of this region and near islands or island chains like HawaiiC. Many volcanoes form national borders among the island countriesD. There are few volcanoes in the Pacific; as a result, there are no apparent trends regarding their spatial patternsUncheck the Hawaii and Pacific Ocean folder. Double-click and select Hawaii. Next, click on the Mauna Loa symbol in the Google Earth Viewer. Read about this volcano, located southwest of the city of Hilo, Hawai’I, USA.Question 12: What type of volcano is Mauna Loa?A. CompositeB. Cinder ConeC. ShieldD. Crater6Collapse and uncheck the GLOBAL PERSPECTIVES folder.ROCK TYPESAs noted in the Introduction, all rocks can be classified as one of three basic rock types: igneous, sedimentary, or metamorphic.Igneous rocksIgneous rocks are further divided into extrusive igneous rock and intrusive igneous rock.? Extrusive igneous rock is formed (cooled) on the Earth’s surface.? Intrusive igneous rock is formed (cooled) in the Earth. Unless there has been significant erosion of surface material, intrusive igneous rock are not easily detectable on the surface (Figure 1).Some intrusive igneous formations include:o Dikes – vertical intrusive rock that formed from cooled magma within fissures that cut across older rock. Dikes frequently differ in composition to the surrounding bedrock.o Sills – intrusive rocks formed in horizontal fissures. Sills are often situated between older layers of sedimentary rock.o Batholith – a large pluton, or mass of rock that cooled and solidified deep within the Earth. Some batholiths are several hundred miles long.Intrusive formations(in red)Figure 1. Igneous intrusive formation (Arbogast 2nd Ed).Expand the ROCK TYPES and Igneous Rocks folders.7Igneous rocks – Shiprock, NMDouble-click and expand the Shiprock, NM folder.This feature is the remnant of a throat of a volcano, with radiating dikes. This volcano erupted over 27 million years ago.Double-click the Ship Rock Tour link to view an animation.Click Photo 1 for a different view.Uncheck the Shiprock, NM folder.Igneous rocks – Stone Mountain, GADouble-click the Stone Mountain, GA folder.This is a large pluton near Atlanta, GA that was formed during the Devonian period in the Paleozoic Era.Double click the Stone Mountain Tour link to view an animation.Click Photo 2 for a different view.Uncheck the Stone Mountain, GA folder.Igneous rocks – Krafla, IcelandDouble-click the Krafla, Iceland folder.The dark areas are a lava flow from the Krafla volcano in Northern Iceland. The lava cooled formed basalt and rhyolite, which are extrusive igneous rocks.Double click the Krafla Tour link to view an animation.Click Photo 3 for a different view.Uncheck the Krafla, Iceland folder.Question 13: What is the difference between the two types of igneous rocks?8A. The ages of the rocks. Intrusive rocks are always olderB. Extrusive rocks were formed in water, intrusive rocks were notC. Intrusive rocks were formed in water, extrusive rocks were notD. Intrusive rocks were formed in the Earth, extrusive rocks were notSedimentary rocksSedimentary rocks are formed by the deposition of sediments (usually in a marine environment) that under pressure slowly turn into rock. Lithification (cementing of sediment into rock) is an important process in the formation of this type of rock.There are three board types of sedimentary rock: organic, clastic, and chemical precipitation.? Organic sedimentary rocks are formed from the deposition of carbon based material. Subjected to pressure, this material, over time, can form coal.? Clastic sedimentary rocks are sedimentary rocks composed of clasts or pieces of weathered and eroded rocks. They are classified by grain size and range from fine grained claystone (Figure 2) to coarse grained conglomerate (Figure 3).Figure 2. Claystone (Wikipedia).Figure 3. Conglomerate (Wikimedia).? Chemically precipitated sedimentary rocks are formed through the precipitation of calcium carbonate which is then deposited on the ocean floor. Over time, enough pressure can built such that lithification occurs creating this type of sedimentary rock. Limestone is a common example of a chemical precipitated sedimentary rock.9Expand the Sedimentary Rocks folder.Sedimentary rocks – West VirginiaDouble-click the West Virginia folder.This is a coal mine in West Virginia, where mountain top removal is a common way of mining this sedimentary rock. Coal is an economically important sedimentary rock worldwide as nearly 40 percent of the electricity generated comes from coal power plants (Worldcoal, 2006).Click Photo 4 for a different view.Uncheck the West Virginia folder.Sedimentary rocks – Grand CanyonDouble-click the Grand Canyon, AZ folder.The Grand Canyon is a showcase of clastic sedimentary rock. Erosion by the Colorado River, coupled with tectonic uplift, has exposed layers of different types of largely sedimentary rock dating back nearly 2 billion years to the Proterozoic period in the late Precambrian Era.Click the Grand Canyon Rock Layers folder to see an illustration of a cross section of the Grand Canyon.Question 14: Why are there no rock layers younger than the Kaibab formation?A. All the rock layers are younger than the Kaibab formationB. The Kaibab formation was the last layer to be depositedC. The Colorado River eroded younger layersD. The Great Unconformity is youngerClick Photo 5 to see various rock layers in the Grand Canyon.Uncheck the Grand Canyon, AZ folder.10Sedimentary rocks – Rocky MountainsDouble-click the Rocky Mountains folder.The Rocky Mountains in Canada are comprised primarily of limestone and shale, suggesting at one time this area was once covered by an ocean. Scientists estimate this limestone was created during the Paleozoic Era (350 million years ago), and that uplift to create the mountains began during the last half of the Mesozoic Era (180 million years ago) (Gadd, 2008).Click Photo 6 to see various rock layers in the Rocky Mountains.Question 15: Which type of sedimentary rock (organic, clastic or chemical precipitated) is present in this photo?A. OrganicB. ClasticC. IgneousD. Chemically precipitatedQuestion 16: Describe why the process of lithification is important in the formation of sedimentary rocks.A. It binds sediments into a solid mass through compactionB. It adds a lithium which chemically binds the sediments into a rockC. Lithification does not play a part in the formation of sedimentary rocksD. Lithification only plays a roles with clastic sedimentary rock formationUncheck the Rocky Mountains folder.Metamorphic rocksFigure 4. Gneiss, foliated (Wikimedia).11Metamorphic rocks are formed from igneous or sedimentary rocks that have been subjected to heat and pressure; in other words, the heat and pressure results in the rearrangement or recrystallization of minerals to form different minerals.Metamorphic rocks formed from igneous rocks are sometimes called meta-igneous. Likewise, meta-sedimentary rocks are metamorphic rocks formed from sedimentary rocks.Common metamorphic rocks include marble (from limestone) and gneiss (usually from granite).Metamorphic rocks are divided into two broad categories, foliated and non-foliated:? Foliated metamorphic rocks (Figure 3) exhibit banding as the minerals present align to form bands.? Non-foliated rocks (Figure 4) lack this banding.Metamorphoses can occur in two ways, namely contact metamorphism and regional metamorphism. The former happens over a small area and entails magma coming in direct contact with rock. The heat from the magma alters the crystal structure of the rock. The latter occurs over a much larger area and entails high heat and great pressure altering rock.Expand the Metamorphic Rocks folder.Metamorphic rocks – Jeff Davis PeakDouble-click and select the Jeff Davis Peak folder.This is Jeff Davis peak which is comprised primarily of quartzite, a metamorphic rock formed from sandstone.Double-click the Jeff Davis Peak Tour link to view an animation.Click Photo 7 to see various rock layers of quartzite.Uncheck the Jeff Davis Peak folder.Figure 5. Marble, non-foliated (Wikimedia).12Metamorphic rocks – Carrara, ItalyDouble-click and select the Carrara Italy folder.The white areas are marble quarries near Carrara, Italy, not far from Pisa. The area is well known for Carrara marble which is found in the surrounding mountains. This marble is used for statues and buildings such as the Pantheon in Rome.Click Photo 8 to see a Carrara marble quarry.Question 17: Why is contact metamorphism restricted to a small area?A. Because the body of protruding lava which causes contact metamorphism is relatively small in sizeB. Because the body of protruding magma causes contact metamorphism is relatively small in sizeC. Because only certain rocks can be metamorphosed and they are generally found in small quantitiesD. Because all metamorphoses are restricted to small areasCollapse and Uncheck the ROCK TYPES folder.EARTH’S INTERIORBy interpreting seismic waves from earthquakes, scientists have divided the Earth’s interior into three major sections: core, mantle, and crust.Click Earth’s Interior and use the illustration to identify the layers in the table below. Select the correct answer from the list provided below.LayerCompositionStructureDepthQ18IronLiquid2250 kmQ19Iron & NickelSolid1220 kmQ20Iron, Magnesium & SiliconSolid2230 kmQ21NickelViscous250-425 km13A. Lower MantleB. Outer coreC. Inner coreD. AsthenosphereE. Upper mantleF. LithosphereQuestion 22: Explain how the structure of rock changes as you go from the lithosphere through the asthenosphere and upper mantle.A. Solid rock, semi-solid rock, molten rockB. Solid rock, molten rock, semi-solid rockC. Semi-solid rock, molten rock, solid rockD. Molten rock, solid rock, semi-solid rockCollapse and Uncheck EARTH’S INTERIOR.VOLCANOESVolcanoes are divided into three types: cinder cone, composite, (or stratovolcano) and shield. These classifications are based largely on whether the eruption is fluid or explosive in nature.Expand the VOLCANOES folder. Double-click the Capulin Mountain Tour link to view an animation.This is Capulin Mountain in New Mexico. It is a cinder cone volcano. Cinder cone volcanoes are the smallest of the three types of volcanoes and are characterized by steep sides.Double click and check the Folsom, NM box.Double-click and select Folsom, NM.Question 23: What is the contour interval of this map?A. 1:24,000B. 20 metersC. 20 feetD. 192914Question 24: Based on the contour lines, what is the highest elevation on this volcano?A. 8,000 feetB. 8,128 feetC. 8,182 feetD. 8,218 feetQuestion 25: Based on the contour lines, what is the elevation in the center of the crater?A. 7,800 feetB. 7,775 feetC. 8,125 feetD. 7,900 feetUncheck Folsom, NM and then check Profile #1.Right-click Profile #1 and then select Show Elevation Profile.Question 26: What is the diameter of the volcano in miles?A. 0.75 milesB. 0.39 milesC. 0.93 milesD. 2.1 milesQuestion 27: What is the average slope of the profile line?A. 60.8%B. 794 feetC. 39.8%D. 91.2%Close the Elevation profile window and uncheck Profile #1.Double click the Mount Baker Tour link to view an animation.15Double-click and select Mt. Baker, WA.This is Mt. Baker in Washington State. It is a composite volcano, which grows over the course of several eruptions. They can remain inactive for hundreds of years, but when they do erupt, they tend to be quite explosive.Question 28: What is the contour interval, in feet, of this map?A. 1:24,000B. 40 metersC. 40 feetD. 1989Question 29: What is the highest elevation, in feet, on this volcano?A. 10,000 feetB. 10,700 feetC. 10,780 feetD. 10, 870 feetUncheck Mt. Baker, WA and then check Profile #2.Right-click Profile #2 and then select Show Elevation Profile.Question 30: What is the approximate diameter (in miles) of the volcano?A. 1.5 milesB. 7 milesC. 5.7 milesD. 2.6 milesQuestion 31: What is the average slope of the profile line?A. 89%B. 32%C. 92%D. 78%Close the Elevation profile window and uncheck Profile #2.Double click the Kilauea Tour link to view an animation.Double-click and select Kilauea Crater.16This is the Kilauea volcano on the island of Hawai’i. It is a shield volcano, whose eruptions are characterized as being fluid and non-explosive – notice the parking lot near the crater.Question 32: What is the highest elevation of a benchmark (look for “BM” on map) on this volcano in feet?A. 3,635 feetB. 3,885 feetC. 4,078 feetD. 3,524 feetQuestion 33: What is the elevation of the benchmark (denoted by an “X”) in Halema’uma’u Crater?A. 3,421 feetB. 4,231 feetC. 2,431 feetD. 3,412 feetUncheck Kilauea Crater and then check Profile #3.Right-click Profile #3 and then select Show Elevation Profile.Question 34: What is the approximate diameter of the volcano in miles?A. 24.5 milesB. 16.9 milesC. 32.8 milesD. 18.5 milesQuestion 35: What is the average slope of the profile line?A. 63.1%B. 3.3%C. 10.8%D. 2.9%Collapse and uncheck the VOLCANOES folder.17ROCK CYCLEThus far, we know how each type of rock is formed. This section addresses the rock cycle that examines the processes and conditions in which one rock type is changed into another.Click ROCK CYCLE and answer the following questions:Question 36: Which process changes igneous rock to sedimentary rock?A. Cooling that results in crystallization CoolingB. Heating and pressure which leads to meltingC. Heating and pressure which leads to recrystallizationD. Weathering, erosion and depositionQuestion 37: Which process changes sedimentary rock to metamorphic rock?A. Cooling that results in crystallizationB. Heating and pressure which leads to meltingC. Heating and pressure which leads to recrystallizationD. Weathering, erosion and depositionQuestion 38: Which process changes igneous rock to metamorphic rock?A. Cooling that results in crystallizationB. Heating and pressure which leads to meltingC. Heating and pressure which leads to recrystallizationD. Weathering, erosion and depositionQuestion 39: Which process changes metamorphic rock to sedimentary rock?A. Cooling that results in crystallizationB. Heating and pressure which leads to meltingC. Heating and pressure which leads to recrystallizationD. Weathering, erosion and depositionQuestion 40: Which process changes magma to igneous rock?A. Cooling that results in crystallizationB. Heating and pressure which leads to meltingC. Heating and pressure which leads to recrystallizationD. Weathering, erosion and depositionUncheck the ROCK CYCLE folder.18REFERENCESGadd, Ben (2008). Geology of the Rocky Mountains and Columbias. http://www.bengadd.com/Downloads/Geology%20of%20the%20Rockies%20and%20Columbias%202008.pdf. [Date Accessed January 11, 2012]World Coal Association. 2006. http://www.worldcoal.org/coal/uses-of-coal/coal-electricity/. [Date Accessed January 11, 2012]