How to Conjugate the French Applaudir (to Applaud, Clap)

How to Conjugate the French Applaudir (to Applaud, Clap) The French word applaudir means to applaud or to clap. Applaudir is  a regular verb, meaning its one of those words thats relatively easy to conjugate.   How to Conjugate the French Verb Applaudir To conjugate a regular verb, start with the stem and add the ending appropriate of the type of verb youre conjugating and the subject pronoun youre using- the person or thing doing the action. Applaudir is a regular -ir verb, so  the stem is  applaud- and the endings are those of regular infinitives ending in -ir. This chart will help you figure out how conjugate applaudir. Present Future Imperfect j applaudis applaudirai applaudissais tu applaudis applaudiras applaudissais il applaudit applaudira applaudissait nous applaudissons applaudirons applaudissions vous applaudissez applaudirez applaudissiez ils applaudissent applaudiront applaudissaient The present participle of applaudir is applaudissant. The present participle is less common in French than its English equivalent -ing. You may use the present participle as an adjective, gerund, noun  or verb. For example: Applaudissant, nous avons commencà © departer le thà ©Ãƒ ¢tre.Applauding, we began to leave the theater. Other Simple Conjugations of Applaudir Subjunctive Conditional Pass simple Imperfect subjunctive j applaudisse applaudirais applaudis applaudisse tu applaudisses applaudirais applaudis applaudisses il applaudisse applaudirait applaudit applaudt nous applaudissions applaudirions applaudmes applaudissions vous applaudissiez applaudiriez applaudtes applaudissiez ils applaudissent applaudiraient applaudirent applaudissent Imperative (tu) applaudis (nous) applaudissons (vous) applaudissez How to Form the Past Tense of Applaudir You can use the imperfect tense to talk about something in the past (japplaudissais / I was clapping) but youre more likely to use the passà © composà ©, which is a compound tense. Applaudir uses the auxiliary verb avoir, and the past participle is applaudi. For example: Jai applaudi.I applauded. Nous avons applaudi.We applauded.

World Wildlife Fund

World Wildlife Fund The World Wildlife Fund (WWF) is a global-scale conservation organization that works in 100 countries and consists of nearly 5 million members worldwide. The WWFs mission- in the simplest of terms- is to conserve nature. Its aims are threefold- to protect natural areas and wild populations, to minimize pollution, and to promote efficient, sustainable use of natural resources. The WWF focuses their efforts at multiple levels, starting with wildlife, habitats and local communities and expanding up through governments and global networks. The WWF views the planet as a single, complex web of relationships between species, the environment, and human institutions such as government and global markets. History The World Wildlife Fund was established in 1961 when a handful of scientists, naturalists, politicians, and businessmen joined forces to form an international fundraising organization that would provide money for conservation groups working around the globe. The WWF grew during the 1960s and by the 1970s it was able to hire its first project administrator, Dr. Thomas E. Lovejoy, who immediately convened a meeting of experts to forge the organizations key priorities. Among the first projects to receive funding from the WWF was a study of the tiger population in Chitwan Sanctuary Nepal conducted by the Smithsonian Institution. In 1975, the WWF helped establish the Corcovado National Park on Costa Ricas Osa Peninsula. Then in 1976, the WWF joined forces with the IUCN to create TRAFFIC, a network that monitors wildlife trade to curtail any conservation threats such trade inevitably causes. In 1984, Dr. Lovejoy devised the debt-for-nature swap approach that entails the conversion of a portion of a nations debt into funding for conservation within the country. The debt-for-nature swap tactic is also used by The Nature Conservancy. In 1992, the WWF further funded conservation in developing nations by establishing conservation trust funds for high-priority conservation regions throughout the world. These funds are intended to provide long-term funding to sustain conservation efforts. More recently, the WWF has worked with the Brazilian government to launch the Amazon Region Protected areas that will triple the land area that is protected within the Amazon region. How They Spend Their Money 79.4% of expenses go towards conservation projects7.3% of expenses go towards administration13.1% of expenses go towards fundraising Website www.worldwildlife.org You can also find the WWF on Facebook, Twitter, and YouTube. Headquarters World Wildlife Fund1250 24th Street, NWP.O. Box 97180Washington, DC 20090tel: (800) 960-0993 References About the World Wildlife FundHistory of the World Wildlife FundCharity Navigator - World Wildlife Fund

Summaries of the articles Essay Example | Topics and Well Written Essays - 1000 words

Summaries of the articles - Essay Example The program is a survey based effort that has evolved out of the initial programs of the 1980s. The survey has a web based program that gathers information from working pharmacists and categorizes them in 1 of 25 categories. The findings are then published in an effort to aid current and future pharmacists in designing their own career path. In addition, the report is broken down between pharmacist and pharmaceutical scientist. In addition to listing areas as diverse as teaching and management, the findings report on workers' job satisfaction, workload, and demographics. In an article titled New Perspective Urged to Combat Resistant Microbes author Kate Traynor reports on the recent efforts to make antimicrobial effectiveness a public health priority. The author states that antimicrobial resistance is a major threat to public health and the article urges "antimicrobial effectiveness be treated as a natural resource, much like oil, fish, or forests" (p.1248). The importance of the issue is highlighted by Ramanan Laxminarayan, a senior fellow at the prestigious Resources for the Future who is quoted as saying "Antibiotic resistance is an immediate threat to public health" (p.1246). Laxminarayan calls for the implementation of a new government policy. The article pointed out that reducing microbial resistanc... The author states that the role of the pharmacist is pivotal in the process as they are in a position to encourage appropriate use of antimicrobials, and reduce the incidence of the over prescribing that encourages resistance. In addition, pharmacists should work with health care facilities to minimize antimicrobial exposure, while protecting the patient. Atopic March to a Dead End or Does the Theory Really Have Legs Author Frederic R. Curtiss challenges the long held belief that atopic dermatitis (AD) precedes the development of asthma in an article titled Atopic March to a Dead End or Does the Theory Really Have Legs Curtiss relies on the expert opinion of Hywel Williams, Foundation Professor of Dermato-Epidemiology at the Centre of Evidence-Based Dermatology at the University of Nottingham's Queen's Medical Centre's NHS Trust. Professor Williams states there is still the conventional wisdom in regards to the 'atopic march' in which AD progresses to atopic manifestations (AM). Williams argues that , "he was not aware of any clinical trial that has evaluated the effectiveness of early aggressive treatment of AD as a means to prevent or mollify AMs such as food allergy, allergic rhinitis, allergic conjunctivitis, and asthma" (p.810). He contends there is simply not enough evidence to confirm the 'atopic march'. One of the problems in the attempt to confirm this effect is the reliance on existing health care records and their limitations. Curtiss contends that, "It is healthy for readers to keep in mind that administrative claims were not intended to be used for research that implies accuracy and precision in coding for diagnoses and that administrative claims research necessarily suffers from

Corporate Governance at the Central of Seychelles Coursework

Corporate Governance at the Central of Seychelles - Coursework Example .............24 3.4. The conclusions about the research findings and how well it has met the project objectives and research questions............................................................................................26 3.5. Recommendations on specific courses of action on how improve corporate governance in the Bank.....................................................................................................................................27 List of References..........................................................................................29 Appendices.....................................................................................................33 Appendix I...............................................................................................................................33 Appendix II..............................................................................................................................35 PART B POWER POINT PRESENTATION 1. How well have the research questions been answered 2. How have interpersonal and communication skills been developed during the project work 3. How could undertaking of such projects help in one's accountancy studies and/or current employment role PART 1 - Project objectives and overall research approach 1. IntroductionSeychelles can be identified as a Middle Income Country (MIC) in Africa with the highest per capita income in the region estimated at US$ 8,960 in 2008 (www.cbs.sc). It is a service-based economy with the tourism, fisheries industry and offshore services. However, according to the Seychelles government statistics it has been faced with imbalances in macroeconomic indicators. Thus after implementing the IMF reform program of Seychelles... .....................................................................24 3.4. The conclusions about the research findings and how well it has met the project objectives and research questions............................................................................................26 3.5. Recommendations on specific courses of action on how improve corporate governance in the Bank.....................................................................................................................................27 Seychelles can be identified as a Middle Income Country (MIC) in Africa with the highest per capita income in the region estimated at US$ 8,960 in 2008 (www.cbs.sc). It is a service-based economy with the tourism, fisheries industry and offshore services. However, according to the Seychelles government statistics it has been faced with imbalances in macroeconomic indicators. Thus after implementing the IMF reform program of Seychelles in 2008 a lot of change has taken place in the Seychelles economy and such change is basically connected to the role of governance in the reform process. Especially, the government has targeted reform program in order to stabilize the macroeconomic factors and achieve sustainable growth in the country. In fact Seychelles is a good performer in relation with the governance.

Social Mention Defined Essay Example for Free

Social Mention Defined Essay Social Mention Social media is serves as an outlet for public relations practitioners to provide around the clock management for clients and publics. Cites like Facebook, Twitter and LinkedIn are just a few of the social media tools that are used to maintain relationships with publics and build brand names. The hassle of managing a variety of social media pages has produced the need for social media management tools. Social media management tools available are used to help further manage social media relationships and monitor success and failures of clients in social media. Social Mention is a management tool analyzes different content from a multitude of social media networks at one time. Public relations practitioners can use this tool to evaluate client’s relationships with publics on various social networks and measure their presence online. PR professionals utilize this tool to gauge the success of a brand, client, organization or product. This tool allows for quick and easy access to social media crisis management in order to maintain a positive image. Social Mention provides information such as the amount of users discussing a topic and what time of day a particular subject is being discussed. The tool provides in time reports covering what is going on at that exact moment in social media. Social Mention is a beneficial tool in the PR field. The tool provides reports describing categories such as strength, sentiment, passion and reach. Strength measures the possibility of a client being discussed in social media. The calculation for strength is simply the number of mentions of a keyword over the hours of a day. Sentiment determines the positive and negative ratio of a client referenced in social media. Passion is the measurement of how likely a client’s brand will be discussed repeatedly. Reach is the category that determines how many users the specific topic reaches and can potentially reach via social media. Reach is found by the number of authors referring to the specified word over the number of times it is mentioned. The different categories allow a user to tailor their image to improve positive popularity in social media. Social mention provides alerts to users e-mail accounts upon relevant updates regarding clients or brands of interest. Unfortunately, the updates only recognize keywords noted about a particular topic and disregard the context of the keywords. Therefore some notifications are unnecessary. Across the Internet PR practitioners take advantage of the benefits Social Mention has to offer. Bloggers rave about the efficiency and convenience of managing social networks all in one place. Healthy Choice launched a PR social media campaign based on the information gathered by Social Mention. The company used the feedback given on social networks to configure a campaign that would improve the Healthy Choice brand image in consumer’s minds. Once Healthy Choice improved social media relationships with its publics, social media involvement with the company skyrocketed. After offering a coupon on the Healthy Choice Facebook page, â€Å"likes† increased from under 10,000 to over 60,000. Social Mention helped Healthy Choice reach out to its publics and respond to their feedback. The data gathered from Social Mention provided Healthy Choice with the material it needed to increase the company’s popularity and improve the brand name.

A New Way to Educate Children Essay -- Papers

A New Way to Educate Children Rousseau lobbies against an educational system that tries to teach children concepts and facts before such time, as they would make use of them. He believes that a child should not neglect those studies, which meet his present needs, in order to learn that which he may acquire in later years. He claims that experience and emotion are our real teachers, thereby reinforcing the theory that a child should not be educated in matters which are not pertinent to their current station in life. He contends that a child should â€Å"remain in complete ignorance of those ideas which are beyond his grasp† (p686). In essence, Rousseau argues that the healthy spontaneous impulses of children were being repressed by the adult demands for emotional restraint, intellectual precision and social conformity as abdicated by the social and educational practices of his time. Rousseau constructs a theory of education, starting with the influence of the child's natural environment, which should prevail over the influence of society and social institutions. Rousseau advocates allowing children to grow and develop naturally, in direct opposition to the prevailing methods of teaching. Children should be encouraged to develop their faculties through experience. This forms the basis for his fundamental principle of education. Rousseau argues that to be of use to a child, a concept must be relevant to his age. Rousseau promotes involving the student in hands-on learning experiences, as opposed to the more traditional methods of instruction. Children pay little heed to verbal explanation, nor do they remember them in his opinion. He stresses the importance of discovery as a learning tool. Ideas that seem difficult at the ... ...nlightenment was that nothing was accepted on faith or face value and he expected no less from his students, he would demonstrate his teachings and not expect them to accept just a verbal description. Rousseau stressed that feeling and sentiment were two very important factors in the motivation of humankind. He emphasizes the need to live and develop in conformity with Nature. The child must be raised in a rural rather than an urban environment, so that he may develop in continuity with nature rather than in opposition to it. A child’s character will mature in harmony with nature if that child’s natural curiosity is allowed to develop unhindered by the corruption of society. All of Rousseau’s educational theories had roots in the enlightenment of the 18th century. Bibliography: A History of Western Civilization, McKay J.P. et al, Houghton, 1999

Balagtasan Essay

The Dynamic Crust, Earthquakes and the Earth’s Interior Why is the Earth’s crust described as being dynamic? Crust- solid rock outer zone of Earth The crust is part of the lithosphere. The Earth’s crust is dynamic which means constantly changing. Earthquakes Volcanoes Crustal movements along fault zones Other evidence indicates that parts of the Earth’s crust have been moving to different locations for billions of years. Describe pieces of evidence that suggest minor changes in the Earth’s crust. Displaced & Deformed Rock Strata Sedimentary rocks appear to form in horizontal layers. However, observations of the Earth’s surface indicate that the original formations of rock have changed through past movements. Tilting Earth movement resulting in a change in the position of rock layers, â€Å"rocks at an angle† Folded Strata Bend in the rock layers produced during the mountain building process Faulting Movement of rock along a crack (fault) in the crust Displaced Fossils Displaced means â€Å"moved.† Marine fossils- remains or imprints of once living ocean organisms such as coral, fish, etc. found in sedimentary rock Marine fossils found in layers of sedimentary rock in mountains, often thousands of feet above sea level. These marine fossils found at high elevation suggest past uplift of rock strata. Sinking or settling of rock strata Rock layers that have been moved. Horizontal Displacement (Faulting) Earth shifts sideways along a transform fault in the crust Vertical Displacement (Faulting) Portion of Earth’s surface is either uplifted or subsides along a fault or crack. Benchmark Permanent cement or brass marker in ground indicating a measured elevation. Isostasy Condition of balance or equilibrium in Earth’s crust. Since the upper mantle acts like a very dense fluid, the crustal plates float on top of it. Any change in one part of the crust is offset by a corresponding change in another part of the crust. Example of Isostasy If a piece of crust loses some of its material due to erosion, it becomes lighter and floats higher in the mantle. When the eroded material gets deposited, the crust is weighted down causing that area to sink lower into the mantle. Another isostatic example. The deposition of 2 miles thick ice on NY during a glacial ice age caused the area to subside slightly. This forced other areas to rise higher in response to the settling under the ice. Later after the ice receded or melted, the region responded with gradual uplift causing minor seismic activity or earthquakes. Give examples of crustal activity and explain where the zones of crustal activity are located. Areas of Crustal Activity Crustal activities such as earthquakes and volcanoes occur for the most part in specific zones or regions of the Earth. These regions are usually along the borders of continents and oceans. These zones mark boundaries or edges of large pieces of the Earth’s crust called crustal boundaries. ESRT p.5 What is an earthquake? Explain the difference between an epicenter and a focus of an earthquake. Describe properties of the 3 types of earthquake waves and tell the difference between a seismograph and a seismogram. I. Earthquakes Sudden trembling or shaking of ground usually caused by movement along a break or a fault releasing built up stress When an earthquake occurs, seismic waves are created and move out in all directions from the focus or point of origin. The earthquake’s focus or point of origin is usually deep below the Earth’s surface. The point on the Earth’s surface directly above the focus is called the epicenter. Describe properties of the 3 types of earthquake waves and tell the difference between a seismograph and a seismogram. II. Earthquake Waves Seismograph: Instrument that detects and records seismic waves. Earthquakes generate several kinds of seismic waves that can be detected by a seismograph. 3 types of seismic waves are p, s, & l waves. L waves Long waves Do not pass through the Earth. Ripple along the surface of the Earth Create the damage associated with earthquakes P waves Primary waves Also called compressional because they cause the material through which they pass to vibrate back and forth (compress) in the same direction as the wave is traveling. Called primary because they move quickly through the Earth with a greater velocity than secondary waves and therefore are the first waves to reach a distant location. S waves Secondary waves Also called shear waves because they cause the material through which they pass to vibrate at right angles (up & down) to the direction in which the wave is traveling III. Velocities of Waves When traveling in the same material, primary waves travel at a greater velocity than secondary waves. So a seismograph will read the primary waves before the secondary waves arrive. A single seismogram showing the arrival times of p & s waves may be used to determine the distance to the earthquake and its time of origin. The greater the difference in arrival times of the primary and secondary waves, the greater the distance to the earthquake epicenter. Finding the Distance to an Earthquake’s Epicenter To find out how far an epicenter was away from a location, a seismograph reading or seismogram is necessary that shows the arrival of both p and s waves. Determining the Exact Location of an Earthquake’s Epicenter Epicenter location is found by the comparison of differences in travel time of p & s seismic waves. Knowing the separation time between arrival of both p & s waves gives the distance to the point on the Earth’s surface directly above the earthquake called the epicenter. Since only the distance to epicenter and not direction is known, a circle is drawn with the radius equal to the distance. The epicenter is on the circle. To find the actual location of the epicenter you must find the distance from 3 different seismograph stations. Why not 2? Draw 3 circles around the 3 seismograph stations and where they intersect is the earthquake’s epicenter. The earthquake occurred at a point somewhere below the epicenter and that internal point is called the focus. Scientists wanting to improve accuracy of finding the true epicenter will find the distance from more than 3 seismograph stations. Compare and contrast the 2 scales for determining the strength of an earthquake. a) The Modified Mercalli Scale Based upon the damage inflicted by an earthquake. This intensity scale ranges from I to XII with I being felt by few people to XII resulting in total devastation. Modified Mercalli Scale Continued Although this scale is still used, it is not very precise. Why? Damage inflicted by earthquakes depends on many factors besides the strength of the earthquake such as location, type of land, building design & structure, etc. b) The Richter Scale A Magnitude scale used to describe the amount of energy released by an earthquake. Richter scale magnitudes range from 0 to 9. Each number step up the scale indicates a release of 32 times more energy than the previous step. Earthquakes that are less than 2.5 are not usually felt by people. Approximately 20 major earthquakes in the magnitude 7.0-7.9 occur every year and each 5-10 years an earthquake of 8.0 or more will devastate a portion of Earth. Give examples of dangers to humans from volcanic and earthquake activity. Dangers to Humans from Earthquakes and Volcanoes Tell at least 4 of these hazards. Fires (Ruptured gas or power lines) Collapsing buildings/Falling Debris Broken bridges and roads Tsunamis (Seismic Sea Waves) Lava flows melt and burn Volcanic ash & poisonous gases make it difficult to breathe Large submarine (under water) earthquakes or those that occur along a coastline may result in tsunamis or seismic sea waves. Describe differences between p and s wave transmission through the Earth and how it creates a shadow zone. VII. Transmission of Earthquake Waves The velocity of an earthquake wave varies according to density of the material through which it is traveling. The greater the density of the material, the greater the velocity. As seismic waves travel through materials of different densities, the velocity of the seismic waves will change. This change in velocity of the wave causes the wave to be bent or refracted. Since the density of the Earth gradually increases with depth, seismic waves tend to increase in their velocity and continually refract (bend) as they travel down into the Earth. Difference in P and S Wave Transmission Compressional or p waves are transmitted through all phases of matter; solid, liquid or gas. However, shear or s waves are only transmitted through solids. This difference provides valuable information for scientists about the composition and interior structure of the Earth. S waves that penetrate the Earth to the depth of the outer core disappear. Since these waves are not transmitted by the outer core, the material of the outer core is assumed to be liquid. Earthquakes generate p & s waves that move out from the earthquake through the Earth in all directions. Seismographs that are located within 102 degrees from the epicenter record both p & s waves. Those seismograph stations that are farther away than 102o do not record any s waves because they are not transmitted through the core. A band that runs approximately 102o to 143o away from the epicenter records neither p nor s waves. Describe a model of the Earth’s crust and interior. Describe characteristics of both the crust and interior. Crust & Interior Properties There are 4 major Earth zones, three solid ones and one liquid. The 3 solid zones are the crust, mantle and inner core. The only liquid zone is the outer core. See ESRT p.10 Crustal Thickness The crust of the Earth compared to other zones is relatively thin, only a few kilometers in average depth. The average thickness of the continental crust is greater than the average thickness of the oceanic crust. Crustal Composition The continental crust is composed mainly of felsic igneous rock like granite that is low in density. The oceanic crust is composed mainly of mafic igneous rock like basalt that is high in density. Interior Structure Crust sits on top of mantle. Mantle accounts for the greatest part of the volume of the Earth. The crust-mantle boundary is called the Mohorovicic Discontinuity or the Moho. Below the mantle is the liquid outer core and the solid inner core. Interior Composition Evidence from the behavior of seismic waves and metallic meteorites suggests that the inner portion of the Earth is a high density combination of the metallic elements iron (Fe) and nickel (Ni). Characteristics of Earth’s Interior The density, temperature and pressure of the Earth’s interior increases with depth. (ESRT p.10). The density ranges from 2.7g/cm3 for the continental crust and 3.0g/cm3 for the oceanic crust to 12.7 g/cm3-13.0g/cm3 for the inner core. Compare theories of continental drift and plate tectonics. Give evidence that support the idea that continents have moved. I. Plate Tectonics Theory Theory that Earth’s lithosphere is made of a number of solid plates that move in relation to each other. ESRT p.5 Continental Drift Theory that continents are now, as well as in the past, shifting positions. Wegener noted that the present continents appear to fit together as fragments of an originally larger landmass, much the same way the pieces of a jigsaw puzzle fit together. This is especially true if the edges of the continental shelves are used as the boundaries. However, over the years new evidence has been collected that indicates that approximately 200 million years ago, the major continents were connected and since that time the continents have been moving generally apart. The following diagrams show the Inferred Positions of the Continents over the last 458 million years. Label the Geologic Period for each diagram. Diagrams found in ESRT on page 9. Evidence to Support Idea that Continents Have Moved Many rock layers and fossils can be correlated across ocean basins. Rock types along with mineral composition and the fossils found in those rocks match up. A good example of this are rocks and fossils found on the east coast of South America match those found along the west coastline of Africa. Diamonds found in eastern Brazil are very similar to those found in western Africa. More Evidence for Continental Movement Some mountain chains appear to be continuous from continent to continent. Example: Appalachians and Caledonian More Evidence for Continental Movement Rock and fossil evidence indicates ancient climates much different from those of today. Examples: glacial deposits in tropical regions or coal deposits in Arctic More Evidence for Continental Movement Rocks of the ocean basins are much younger than continental rocks. The most conclusive evidence comes from the ocean basins. Explain evidence for sea floor spreading from both igneous ocean rocks and the reversal of magnetic polarity. Evidence to Suggest Sea Floor Spreading There is much evidence to indicate that the ocean floors are spreading out from the mid-ocean ridges. The two major pieces of evidence are related to the age of igneous ocean materials and the reversal of magnetic polarity. a) Igneous Ocean Rocks The ocean crust is made up mainly of basalt that is formed when magma (molten rock) rises, cools, solidifies and crystallizes into igneous rocks of the mid-ocean ridges. Evidence shows that igneous rocks along the center of the mid-ocean ridge is younger (more recently formed) than the igneous rock found farther from the mid-ocean ridge. The age of igneous rock has been accurately determined using radioactive dating techniques. This suggests that as new ocean crust is generated at mid-ocean ridges, the ocean floor widens. Reversal of Magnetic Polarity The strips of basaltic rock that lie parallel to the mid-ocean ridge show matched patterns of magnetic reversals. Check out this animation! Over thousands of years, the magnetic poles of Earth reverse their polarities. The magnetic north pole changes to the magnetic south pole and vice versa. When the basaltic magma flows up in the middle of the ridge and begins to cool, crystals of magnetic minerals align themselves with the Earth’s magnetic field. This alignment of minerals in the rock leaves a recording of magnetic polarity for the Earth at the time of rock formation. When the Earth’s magnetic field is reversed, the new igneous rocks formed during the reversed polarity period have their minerals aligned in an opposite direction from the previously formed rocks. These changes in magnetic orientation are found in rock on both sides of the mid-ocean ridge, indicating that the development of the ocean floor is form the center of the mid-ocean ridges outward. Describe the 3 types of plate motion. Identify plate boundaries. Lithospheric Plates and Plate Boundaries Three kinds of plate motion are associated with plate boundaries; convergent, divergent and transform. a) Convergent Plate Boundaries Convergent Plate Boundaries- plates collide with each other Ocean Plate Meets Continental Plate If an oceanic plate collides with a continental plate, the denser ocean plate made of basalt dives down (subducts) into the mantle forming a subduction zone with an ocean trench formed at the surface. At the subduction zone, old crust is consumed by the mantle to create more molten material. The overriding continental plate made of granite forms mountains. An example is the Andes of South America. Ocean Plate Meets Ocean Plate If two oceanic plates converge, the older, denser plate will subduct also forming a trench on the surface along with a chain of islands called an island arc. An example of this convergent subduction zone is the Northern and Western boundaries of the Pacific Ocean. Continental Plate Meets Continental Plate If a continental plate collides with another continental plate, the edge of both plates are crumpled up forming folded mountains. An example of this type of convergent boundary is the Himalayas of India. b) Divergent Plate Boundaries Divergent Plate Boundaries- plates move apart A divergent boundary allows heat and magma to flow up from below forming parallel ridges made of new crustal material. An example of a divergent plate boundary like this is any mid-ocean ridge. c) Transform Plate Boundary Transform Plate Boundary- plates grind slowly past each other At this type of boundary, crust is neither formed nor consumed. An example is San Andreas Fault in California. Shallow focus earthquakes are very common at transform boundaries. Plate Tectonic Map (ESRT p.5) Although plate motion is only a few centimeters a year, the interactions of the boundaries result in earthquakes, volcanoes and mountain building on a grand scale showing that the Earth is a dynamic system. Explain how mantle convection cells are thought to be the method for moving crustal plates. Mantle Convection Cells Although forces exist within the Earth that are powerful enough to move the lithospheric plates, the scientific community is not in total agreement on the specific mechanism (method) involved. Convection cell- stream of heated material that is moving due to density differences Evidence suggests that convection cells exist within a part of the mantle called the asthenosphere because of the occurrence of heat flow highs in areas of  mountain building and heat flow lows in areas of shallow subsiding basins. These convection cells may be part of the driving force which causes continents to move. What are hot spots? How are they formed? Hot Spots Hot Spots- places on Earth’s surface with unusually high heat flow Most hot spots occur along active plate margins but some are found within the plates. Hot spots are thought to be caused by magma rising up from the mantle producing sites of active volcanism. Wow! That was Dynamic! Prepare for Chapter Test†¦Good Luck!!! * EartHquakes * Sub-topics: * How strong is an earthquake? Do you live near an active fault? Earthquake and tsunami What is inside the earth? * What is an Earthquake? * An earthquake is a shaking of the ground caused by the sudden breaking and movement of large sections (tectonic plates) of the earth’s rocky outermost crust. The edges of the tectonic plates are marked by faults (or fractures). Most earthquakes occur along the fault lines when the plates slide past each other or collide against each other. * The shifting masses send out shock waves that may be powerful enough to alter the surface of the Earth, thrusting up cliffs and opening great cracks in the ground and †¢ cause great damage †¦ collapse of buildings and other man-made structures, broken power and gas lines (and the consequent fire), landslides, snow avalanches, tsunamis (giant sea waves) and volcanic eruptions. * How strong is an Earthquake * Earthquakes are measured in two different ways: 1.) Magnitude 2.)Intensity * Earthquake magnitude * Earthquake magnitude is a measure of the energy released by an earthquake, or its â€Å"size†. Because earthquakes vary a lot in size, earthquake magnitude scales are logarithmic. For a one-step increase in magnitude the amount of energy released increases about 32 times. So a magnitude 7 earthquake is 32 times bigger than a magnitude 6 earthquake, and a magnitude 8 earthquake is 1000 bigger. * Earthquake intensity * Earthquake intensity describes how much ground shaking occurred, or how â€Å"strong† an earthquake was, at a particular location. Earthquake waves weaken as they travel away from the earthquake source, so an earthquake generally feels less strong the further away from the source you are. * Earthquake intensity * The intensity of an earthquake is determined by observing the effects of the earthquake in different places. Houses, buildings, and other structures are inspected. People are interviewed about what they saw (the cabinet fell over), how they felt (I was frightened), or what they did (I ran out of the house). * The Modified Mercalli (MM) intensity scale * MM 1Not felt. * MM 2Felt by peeple at rest on upper floors of buildings. * MM 3Felt indoors, like a small truck passing; hanging objects swing slightly. * MM 4Felt indoors by many, like a heavy truck passing; hanging objects swing, windows rattle. * MM 5Felt outdoors, sleepers awakened, small objects and pictures move. * MM 6Felt by all, crockery breaks, furniture moves, weak plaster cracks. * The Modified Mercalli (MM) intensity scale * MM 7Difficult to stand, noticed by car drivers, furniture breaks, weak chimneys break at roof line, plaster, loose bricks and tiles fall. * MM 8Driving is difficult, ordinary masonry is damaged, chimneys and towers fall, some liquefaction. * MM 9General panic, poor masonry destroyed, ordinary masonry and foundations damaged, liquefaction and landslides. * MM 10Most masonry structures destroyed. Some well-built wooden structures and bridges destroyed. Dams and embankments damaged, large landslides. * MM 11Few buildings left standing. * MM 12Damage nearly total. * FAULTS * What is a fault? * A fault is a break in the rocks that make up the Earth’s crust, along which rocks on either side have moved past each other. * The direction of movement along the fault plane determines the fault type. * 3 Major Faults * Normal * Reverse * Strike-slip * Do You Live Near an Active Fault? * An active fault is one that has moved in the past and is expected to move again. Put in another way, an active fault has generated earthquakes before and is capable of causing more in the future. * Scientists use different ways to find out if a fault is active. One is by checking the country’s historical records. Historians always write about destructive events such as earthquakes. * Another is by studying the vibrations, past and present, that come from faults. Still another way is by observing the surroundings. For example, a fault may cross a road and because of that, the road is displaced. * Do You Live Near an Active Fault? * Or a fault may cut across a stream and the stream channel is then shifted. Or a fault may slice through mountains and form cliffs. This is not to say that anyone can spot an active fault. Scientists need a lot of training to do that. * But along some faults, the effects may be dramatic. Suppose a house was built on a fault. As the ground shifts little by little, parts of the house will be affected. The floor will crack, doors will not close, and the roof may start to leak. * Obviously, it is important to know the location of active faults. As far as possible, no important structures should be built near or on them. Tsunami * What is a tsunami? * A tsunami is a series of waves usually caused by an undersea earthquake that displaces the ocean floor. But a tsunami is not really a â€Å"wave† that moves up and down; it’s actually the ocean moving sideways as a massivesurge or a wall of water. It’s also knownas a tidal wave. The Japanese word tsunami means â€Å"harbor wave.†A tsunami can generate waves for 12 to 24 hours. And the first wave is not always Japan, 2011 The Boston Globe the biggest! A tsunami travels across the open ocean at over 500mph, the speed of a jet airplane. As it reaches shallower water and approaches shore, it slows down but grows in height. A tsunami can happen at anytime of day or year. How do earthquakes generate tsunamis? * Tsunamis can be generated when the sea floor abruptly deforms and vertically displaces the overlying water. Tectonic earthquakes are a particular kind of earthquake that are associated with the earth’s crustal deformation; when these earthquakes occur beneath the sea, the water above the deformed area is displaced from its equilibrium position. Waves are formed as the displaced water mass, which acts under the influence of gravity, attempts to regain its equilibrium. When large areas of the sea floor elevate or subside, a tsunami can be created. * What is a Tsunami Earthquake * A tsunami earthquake is an earthquake that triggers a tsunami of a magnitude that is very much larger than the magnitude of the earthquake as measured by shorter-period seismic waves. Such events are a result of relatively slow rupture velocities. They are particularly dangerous as a large tsunami may arrive at a neighbouring coast with little or no warning. a tsunami earthquake is that the release of seismic energy occurs at long periods (low frequencies) relative to typical tsunamigenic earthquakes. Earthquakes of this type do not generally show the peaks of seismic wave activity associated with ordinary events. A tsunami earthquake can be defined as an undersea earthquake. * What is inside the Earth? * Earth’s Layers * CrustThe crust is the first layer of the earth. It is split up into two parts the continental crust, and the oceanic crust. * Mantle The mantle is the second layer of the earth. It is split up into two different parts, the lithosphere (which is the top part) and the asthenosphere (which is the bottom part). * Earth’s Layers * Outer coreThe outer core is a liquid made up of iron and nickel. The depth of the outer core is 2, 890. This is one of thethree layers that is putting pressure on the inner core. * Inner coreThe Inner crust is the second thinnest layer. The inner core is hotter than the surface of the sun. The inner core is made out of iron and nickel. It is 5159 to 6378 km thick. * Earth’s Layers * The Earth is formed of three concentric layers: the core, the mantle and the crust; these are separated by transition zones called discontinuities. * Mohorovicic discontinuity * Gutenberg discontinuity * How the seismic waves travel * The shaking starts from the focus and spreads out. You can get an idea of how this happens by throwing a pebble into a pond. See the ripples that move out in circles? The vibrations from the focus are something like that. * The vibrations are more properly called seismic waves. As seismic waves travel through the body of the Earth, they behave in different ways, depending on what they encounter along way