(SOLVED) NR 504 Exam 2 85 Questions with Answers 100% CORRECT

HIST 1301 Section Assignment 4: Causes of the Civil War Overview You have the option of completing either an essay or a digital story for this project (remember you must complete at least one of each type this semester so plan wisely). Because the digital story requires more work, students who complete that option and earn a “B” or better will get an additional 5 points extra credit on the assignment. Be warned that completing a digital story requires mastering new software and electronic equipment. Instructions/Prompt 1. Read the attached documents in light of the reading questions provided. 2. Write an analytical essay that addresses the following prompt: Evaluate the extent to which the Civil War was an unavoidable conflict in which Americans were no longer able to resolve their disputes through compromise. Consider the ideological (political), social, and economic roles that slavery played in secession (which was most vital). 3. Assignments need to have a minimum of four (4) direct quotations from the primary source reading documents, consisting of multiple viewpoints/speakers (i.e. not all should be from the same title/speaker/source) 4. All references must be cited using footnotes or a penalty will be assessed (see page 2) (remember, in “evaluate the extent” questions, you need to state not just the impact positive or negative, but also to what degree; i.e. “it was mostly positive due to…but there were some negative results as well due to…” or vice-versa) Papers need to be posted to the appropriate turnitin.com link found on Blackboard, while digital stories MUST to be uploaded to YouTube and a working link (ensure it is not private) to the video link must be uploaded to the same Turnitin.com link as the essays. Please note that YouTube may take down any video that uses copyrighted music or videos. Please consult this “how to” video on uploading to YouTube: https://www.youtube.com/watch?v=Hlxqk0iHp5w Option A: Traditional Paper Instructions Using the prompt, write a three to five page (approx. 1000-1500 words) typed and double spaced essay, with standard one inch margins, 12 point font, Times New Roman. Put your name on a separate title page, and do not include your name in a header or footer. Put page numbers on your document. Assignments that do not follow these straightforward instructions will be docked a letter grade. Late submissions will be penalized accordingly: For each day a project is late it will be reduced 1/3 of a letter grade (i.e. after 3 days, 10 points will be deducted). This includes holidays and weekends. Make a clear argument and use concrete examples to demonstrate your contentions. The very best papers offer meaningful analysis and a compelling narrative. For a useful guide to writing and properly formatting a history essay, please consult the “Tips for History Papers” website at the following address: http://www.bc.edu/schools/cas/history/resources/tips.html. Essayists who try to cram this difficult but rewarding process into a short space of time are setting themselves up for DISASTER. Start early, work hard, and feel free to contact me with questions. Quotations All quotes must be cited using footnotes, i.e. the following example: The provisional governor of the Louisiana Territory, Claiborne believed Frenchmen to be unworthy of U.S. citizenship. Writing to President Madison he stated, “The more I become acquainted with the inhabitants of this Province, the more I am convinced of their unfitness for a representative Government.’”1 (to create a footnote in Word or Google Docs, at the end of the sentence, click Insert, then click Footnote). The format is outlined below at the bottom of the page All other material must be rendered completely in your own words. See the following two examples of acceptable and unacceptable paraphrasing:  Passage rendered word for word from the text: “Work-sharing festivals such as house raisings, log rollings, and quiltings gave isolated farm folk the chance to break their daily routine, to socialize, and to work for a common good.”  Unacceptable paraphrase: Work-sharing opportunities including house construction, log gathering, and sewing gave detached farmers an opportunity to change their routine, to party, and to work for each other.  Acceptable paraphrase: Farmers merged their social lives with their work lives to gain relief from the monotony of an agrarian existence. Examples of entertainment included communal endeavors such as home construction and quilting. The major difference between the two paraphrasings is sentence structure and word choice. It is not sufficient to change a few words and retain the original sentence structure when paraphrasing. Writers must take the idea and put it in their own words, which means new sentence structure and significantly different word choices. One final point on quoting: the wise student will not quote from the textbook. Save your quotes for the most provocative concepts contained within the original documents! As a rule, the language in the textbook is not worthy of being quoted.  Since it is the documents you are analyzing to make your argument, you are better off spending time with them.  Use the text and the lectures to make sure you understand the larger historical context. Completion of the paper assignment requires consultation of no additional sources. You must not use Wikipedia or any other Internet source. Use only your assigned materials: the e-book, lecture notes, and the primary document readings available on Blackboard. 1 “Claiborne to Madison, January 10, 1804,” The Evolution of American Citizenship: The Louisiana Purchase, 1803-1812, 112. “Title of source,” speaker’s name, page (either of document or .pdf page number) Option B: Digital Story DIRECTIONS FOR THE DIGITAL STORY: Should you wish, you may construct a digital story between 7-10 minutes in length that includes multiple images and/or documents from the original materials assigned to you and from some very basic library and/or Internet research into related sources. Assignments completed using this method are also due the same day as the essay. The same late penalties apply. The digital story requires analytical thinking and explication of evidence, but the presentation format is different, oral and visual not written. Students should remember that visuals, sound, and tone have an important rhetorical effect if deployed well.  Students may use iMovie or Audacity or any other equivalent video-editing program; students may also narrate a PowerPoint using ScreenCastify or Kaltura (though the final video must still be uploaded to YouTube).  Students must narrate their digital stories and must include an argument and evidence to support the argument, the bulk of which should come from the primary documents in the assigned PDFs but approximately a quarter from original research.  The images need to be selected with great care and they need to relate to the narrative and analysis contained in the digital story.  Digital story telling is not sitting and reading a script while looking at the computer camera. Students may use music as long as it is in the public domain. For digital stories, narrating aloud a description of the actual source (i.e., according to a letter from Franklin Roosevelt on February 16, 1941) along with reading or paraphrasing or describing the portion of the source you are using is necessary. Instead of footnote citations, though, students will need to have a brief bibliography on the last slide or frame of their digital stories. In this bibliography list all the sources you consulted for this assignment, including those common to the course and those you found through your library research Students will need to engage in some rudimentary library research to find visual sources. Students may find images at one of several approved Internet sites where the images are available in the public domain: UH Digital History; Library of Congress Prints and Photographs; National Archives; Google Advanced Image Search (To use the usage rights filter option, select "advanced image search" on the main Google Images page. Once in the "advanced image search" page, you will find the usage rights options at the bottom of the page. In the usage rights menu you can select one of four options; "labeled for reuse," "labeled for commercial reuse," "labeled for reuse with modification," or "labeled for commercial reuse with modification."). Links to How-to Guides and Software Tutorials See this extremely useful webpage for information on getting started, storyboarding, the 7 elements of storytelling, using software, and other helpful suggestions as well as examples of digital storytelling: http://digitalstorytelling.coe.uh.edu/ GET STARTED ON YOUR DIGITAL STORY EARLY!!! While producing a digital story is fun and rewarding, please only take this option if you are willing to put in the extra work. Last minute jobs will be disasters and result in low grades. Start early, work hard, and feel free to contact me with questions. IT WILL BE IMPOSSIBLE TO COMPLETE A HIGH QUALITY DIGITAL STORY IF YOU WAIT UNTIL THE LAST MINUTE. Digital Story Assessment Your digital story will be evaluated according to the following criteria: 1. On a traditional A, B, C, D, F scale 2. Clarity of interpretation narration. 3. Quality and use of images, video, and audio. 4. Production values: pacing, transitions, and editing. GRADING RUBRIC (for both digital story and essay):  Uniformly excellent work—defined as including an original and insightful argument (thesis), substantial evidence derived from all assigned sources (the e-book, lecture notes, and primary document readings for the first three weeks)—but especially the primary document PDFs—to support that argument, and cleanly written prose—will receive an “A.” (Here substantial evidence means approximately 2-3 specific examples for each component of the question/body paragraph.)  Work that is above average—defined as including a convincing but incomplete argument and evidence written with minor errors—will receive a “B.” It is impossible to score B or A range without substantive incorporation of the primary document PDFs. This means quoting from and explaining multiple documents.  Work that is average—defined as including a weak or inadequate thesis, a summary of evidence without meaningful interpretation, minimal usage of evidence, and possibly some significant errors of grammar and/or organization—will receive a “C.” Furthermore, work with simple summaries of the primary document PDFs that do not engage the meaning of those documents will score C range.  Work that is below average—defined as including no attempt at a thesis, weak generalizations in lieu of specific evidence, and possibly significant grammatical and/or mechanical problems—will receive a “D.” Work that does not engage at all the primary document PDFs will score D range if it otherwise addresses the topic in a generalized fashion and/or heavily relies solely on lecture notes  Work that is failing—defined as including little or no understanding of the material and significant mechanical problems—will receive an “F.” This also includes work that does not make any mention of the primary document PDFs College Historical Essay Outline Writing Like a Historian Historical thinking/writing is always about why/how something happened and its impact/legacy. You need to read and analyze the “why” and “how.” I. Intro paragraph: a. Context – Provide background of the prompt (provide the who, what, where, when, why of events that led up to the prompt) b. Thesis argument (with at least 2-3 reasons/topics/themes/categories) II. 1 st body paragraph: Topic sentence (elaborate on first thesis point/reason) a. Provide a Specific Historical Example (S.H.E.) (direct quote, paraphrase, or concrete example) that supports your argument b. Explain S.H.E. (quotes are not self-sufficient, but need explanation and analysis) c. Repeat for 1-2 examples (a quality paragraph should have 2-3 examples) d. ANALYZE the evidence you described above and tie all back to thesis III. 2 nd body paragraph: Topic sentence (elaborate on second thesis point/reason) a. Provide a Specific Historical Example (S.H.E.) (direct quote, paraphrase, or concrete example) that supports your argument b. Explain S.H.E. (quotes are not self-sufficient, but need explanation and analysis) c. Repeat for 1-2 examples (a quality paragraph should have 2-3 examples) d. ANALYZE the evidence you described above and tie all back to thesis IV. 3 rd body paragraph (if needed): Topic sentence (elaborate on third thesis point/reason) a. Provide a Specific Historical Example (S.H.E.) (direct quote, paraphrase, or concrete example) that supports your argument b. Explain S.H.E. (quotes are not self-sufficient, but need explanation and analysis) c. Repeat for 1-2 examples (a quality paragraph should have 2-3 examples) d. ANALYZE the evidence you described above and tie all back to thesis V. Conclusion: a. Restate your argument using different words. b. Mention “the other side” of the argument (if you made a comparison, then contrast) and/or provide the legacy of the prompt/your argument Be very specific. If you just mention a source connection briefly and move on, you will NOT get credit

NR 504 Exam 2|85 Questions with Answers 2023,100% CORRECT

NR 504 Exam 2 Questions with Answers 2023 Water Quality – CORRECT ANSWER Specific characteristics of water defined within the context of its intended use Polluted Water – CORRECT ANSWER When impurities in water are sufficient to render the water as unacceptable for its intended use Compensation Point – CORRECT ANSWER Depth where photosynthesis equals respiration (below this depth photosynthetic organisms can’t survive) Limnology – CORRECT ANSWER Study of lakes Lake Formation Methods – CORRECT ANSWER 1) Tectonic Activity-Volcanoes, Depressions formed by movement of Earth’s crust 2) Rivers (oxbow lakes) 3) Glaciers- formed from gradual erosion and deposition to advancing/retreating glaciers***Great Lakes 2 Systems of Lake Ecological Zones – CORRECT ANSWER Light and Temperature Littoral Zone – CORRECT ANSWER Extends from shore until not enough light to support rooted plants (light) Limnetic Zone (pelagic) – CORRECT ANSWER area beyond influence of shore, photosynthesis occurs by floating microorganisms (light) Profundal Zone – CORRECT ANSWER area of lake where not enough light penetrates for photosynthesis (light) Lake Ecological Zone based on Temperature – CORRECT ANSWER Summer-Stratification (layers) due to temperature differences. Warm less dense water remains at surface–due to density, waters do not mix Fall-turnover of water occurs when density at surface increases, results in mixing of nutrients and dissolved oxygen Summer Stratification–Epilimnion – CORRECT ANSWER mixed layer top/surface water warm/less dense dissolved oxygen is high photosynthesis is dominant Summer Stratification–Metalimnion – CORRECT ANSWER Middle layer, steep thermal gradient (thermocline) Summer Stratification– Hypolimnion – CORRECT ANSWER Deeper water, cold/dense Decomposition dominates low dissolved oxygen Great Lakes – CORRECT ANSWER HOMES Largest system of fresh surface water on earth (~18%) Vulnerable to pollution Outflows less than 1% of volume Wetlands – CORRECT ANSWER Areas of land inundated by water enough to affect soils (hydric) and plants (hydrophytes) Transitional land between terrestrial and aquatic ecosystems Water table is near or at the ground surface or land is covered by water Hydroperiod – CORRECT ANSWER Seasonal pattern of water level in a wetland Importance of Wetlands – CORRECT ANSWER -cleanse polluted water Prevention of floods Protection of shorelines Recharge of aquifers Wildlife habitat Maintain plant and animal diversity Carbon Storage Central and South Florida (C&SF) Project of 1948 – CORRECT ANSWER 1947- 108 inches of water fell on South Florida and ****d everything up Created 720 miles of levees, 1000 miles of canals, 16 pumping stations, 200 water control structures Positive Impacts: Reduce flooding, increased water supply, sugar cane production, water management for SF Negative Impacts: reduced Everglades by 50% Surface flows reduced by 70% Water quality, quantity, and timing modified, loss of habitat, deleterious effects on estuaries and citrus crop Everglades Restoration Project – CORRECT ANSWER Capture most diverted water and deliver to areas where needed. Used mostly for environmental restoration and some for farmers and urban areas. Restore quantity, quality, and timing of water flows Importance of Soil Water Movement – CORRECT ANSWER Irrigation Recharge zones for groundwater Soil as a filter Storage of wastes Flood Predictions Soil – CORRECT ANSWER Porous medium Consists of: Solid (sand, silt, clay, OM) Liquid(water) Gas(air, water vapor, CO2) Porosity – CORRECT ANSWER Amount of void space in a soil Volume of pores / Volume of soil (solid +pores) Soil Moisture Zone – CORRECT ANSWER Region of soil water available to Plants Intermediate Zone – CORRECT ANSWER Transition Zone (water content begins to increase) Capillary Fringe – CORRECT ANSWER Pores are filled with water but water is held by capillary forces Saturated Zone(groundwater zone) – CORRECT ANSWER Pores are filled with water and water moves due to gravity Soil Moisture Properties – CORRECT ANSWER Saturated – all pores are filled with water Volumetric moisture content =porosity Unsaturated= pores contain air and water. Volumetric moisture content < porosity Volumetric Moisture Content – CORRECT ANSWER Volume of water / Volume of soil (cm3/cm3) Equal to porosity when soil is FULLY saturated Field Capacity – CORRECT ANSWER Amount of water held against gravity Water in soil after saturating then draining Permanent Wilting Point – CORRECT ANSWER Soil moisture content at which water is no longer available to plants Available Water (Soil) – CORRECT ANSWER Difference between field capacity and wiling point Forces driving Water movement through soil – CORRECT ANSWER Gravity (pulls water to center of Earth) Capillarity (Rise of water in small tubes against force of gravity) Osmotic Tensions (plant uptake of water) Infiltration – CORRECT ANSWER Movement of rain and melting snow into the soil Rate: Rate at which water enters the soil Capacity: Maximum infiltration rate Infiltration Capacity – CORRECT ANSWER Max. infiltration rate Initially very high in dry soils Decreases as soil gets more wet When reduced below rainfall rate water will accumulate on surface leading to runoff P-Rate > I-Rate Factors Affecting Infiltration Rates – CORRECT ANSWER -Physical Factors of soils (soil permeability, macropores) -Biological (organic content, presence of roots, vegetation presence/type, animal burrows) -Meteorological (storm intensity, antecedent moisture conditions, temperature-water viscosity increases as temp. falls) -Anthropogenic (urbanization, vegetation removal, agricultural methods) Infiltration in Forests – CORRECT ANSWER Very high due to organic matter Rarely does precipitation exceed infiltration Infiltration in Agriculture – CORRECT ANSWER Variable- depends on tilling practices, crop type, grazing Infiltration in Urban – CORRECT ANSWER Low due to impervious cover, promotes flash flooding Groundwater – CORRECT ANSWER Water below the water table Pores are saturated Water flows by gravity (capillary forces are not important) Depth of groundwater varies Aquifer – CORRECT ANSWER Water bearing layer of soil that contains and transmits significant amount of water unconsolidated- sand and gravel Consolidated-limestone, fractured bedrock Aquiclude (aquatard) – CORRECT ANSWER Contains significant water but does not transmit it Low permeability media, clays, shales Confining Unit Aquifuge – CORRECT ANSWER Does not contain or transmit significant quantities of water Confining unit Unconfined Aquifer – CORRECT ANSWER Water table is the upper boundary Water table – CORRECT ANSWER Where pores are filled with water and water pressure is atmospheric Confined Aquifer – CORRECT ANSWER Bounded on top by a confining layer Fluid is under pressure Artesian well-well in which water reaches surface without pumping Perched Aquifer – CORRECT ANSWER Localized zone of saturation associated with a confining layer How does groundwater move? – CORRECT ANSWER Rate at which water moves through aquifers is a function of: -Force doing the pushing (hydraulic head gradient) -The ease with which the soil will allow the water to move (hydraulic conductivity of permeability) q=K(h1-h2/L) Hydraulic Gradient – CORRECT ANSWER Gradient in water table (dh/dl) What can increase groundwater flow rates? – CORRECT ANSWER -increase force doing the pushing (gradient) -increase permeability (decrease resistance to flow) Why is calculating groundwater flow important? – CORRECT ANSWER Avoid over pumping (aquifer mining) Assess pollution sources ***Woburn, MA case study (A Civil Action) Flow direction and flow rate were crucial factors in the trial Calculating Groundwater Flow – CORRECT ANSWER Darcy’s Law Q=KA(h1-h2/L) where Q=discharge (L3/T) K = hydraulic conductivity(L/T) A= Area (L2) h/l= hydraulic gradient (L/L) Calculating Groundwater Velocity – CORRECT ANSWER v=q/n where v=velocity n=porosity q=groundwater movement How are aquifers recharged? – CORRECT ANSWER Recharge Areas- downward movement of water through soil zone to saturated zone unconfined (unsaturated zone above water table) Confined (distant uplands) Groundwater Recharge Types – CORRECT ANSWER Passive (rainfall) Induced (recharge from losing streams, lakes, or wetlands) Artificial (induced recharge by humans) Discharge Areas – CORRECT ANSWER Outward movement of water across water table point where water table intersects the ground surface ‘Gaining’ streams, lakes, wetlands, springs 2 Problems of

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