M5

 Importance of Photosynthesis

Discuss your understanding of how photosynthesis has made the earth’s atmosphere unique in the solar system. What effects would decreasing levels of photosynthesis have on human society over time, and what could we do to stabilize photosynthesis over the long-term?

Your answer should be at least 250 words and must substantively integrate the assigned readings from the module with proper APA.  See attachment. Every answer should have its own reference. Do not write the references on the bottom of the page for all of them, need to do it individually. Please refer to your sources in the text using the author and year of publication when appropriate, this is important when citing data. 

 Effects of Wildfire

What are the positive and negative effects of wildfires? Are the effects primarily restricted to rural areas, and therefore, of little importance to the bulk of society? Defend your statement.

Your answer should be at least 250 words and must substantively integrate the assigned readings from the module with proper APA.  See attachment. Every answer should have its own reference. Do not write the references on the bottom of the page for all of them, need to do it individually. Please refer to your sources in the text using the author and year of publication when appropriate, this is important when citing data. 

 Geographers and Plants

Why do geographers study plants more than they study animals (outside of humans anyway)? Why would the study of one tend to benefit human society more than the other? Justify your answer.

Your answer should be at least 250 words and must substantively integrate the assigned readings from the module with proper APA.  See attachment. Every answer should have its own reference. Do not write the references on the bottom of the page for all of them, need to do it individually. Please refer to your sources in the text using the author and year of publication when appropriate, this is important when citing data. 

Check your work and correct any spelling or grammatical errors. 

 

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RA 2: Contemporary Issues and Methods: Anonymous

In today’s world, technology must be considered when examining the psychology of espionage. Additionally, societal response is a key in understanding the impact of these acts. In this assignment, you will have the opportunity to analyze the relationship between cyber activity compromising national security information and the social media response.

The government organization for which you work has taken notice of the actions of a group named “Anonymous” against the Church of Scientology, among others. In order to better prepare, your organization wants you to analyze, from a forensic psychological perspective, a potentially significant compromise of national security information via a cyber attack. You have been instructed to use the attack on Scientology, the HBGary attack, or other significant cyber attacks credited to Anonymous as your basis of comparison.

Tasks:

Using the Argosy University online library resources and other reputable, valid sources, research the group Anonymous and its cyber-hacking activities, paying particular attention to the actions against the group’s methods. Use your interrogatories (who, what, where, when, how, and why) to guide your research.

Write a 10- to 12-page report that analyzes the impact this group has (or may have) on the U.S. (societal impact, including economic and infrastructure), corporate America (business impact), and the government (political impact).

In your report, address the following:

• Provide a synopsis of the group’s methods, goals, and activities. Make sure you address its actions against its target as well as its overall activities, goals, and methods. Also, include an explanation of the group’s members and its makeup (e.g., the demographics and characteristics of the group members).
• Discuss motivations and possible explanations for the group’s behavior. Identify the psychological constructs and processes and explain the group’s actions. For example, describe what types of social psychological constructs reinforce its membership. Social psychology research on group dynamics will help in this explanation.
• Analyze the impact of a potential attack on the US government. At minimum, address the following:
  • How vulnerable is the US government to a potential cyber attack?
  • What parts of the IC are most affected by a potential cyber attack on US systems? Why?
• Analyze the impact of a potential attack on society. At minimum, address the following:
  • What role would the social media play in future incidents of espionage and counterintelligence (CI) activities?
  • What would be society’s response to the attack? Would society be supportive or nonsupportive? How would it be divided? Justify your answers.
  • What would be the real and intangible consequences of Anonymous’s hacking activities? What would be the positive and negative impacts of its actions on society? Overall, would society benefit from or be hurt by such actions? Justify your answers.
• Summarize key points and provide a conclusion, based on your analysis, of what can be done in the IC to avoid future compromises.

Note: Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation. Include citations in the text and at the end of the document in correct APA format.

RA 2 is worth 300 points and will be graded according to the following rubric:

 

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 M5A1: Project 1: Water Balance

A lot of people think that drought means a lack of precipitation.  However, precipitation is only part of the equation.  Another important aspect about what we need to consider is the natural loss of liquid water to the atmosphere, the processes known as evaporation and transpiration (evapotranspiration).  The higher the temperature, the higher the rate of evaporation in a particular area.  Therefore, it is possible to have a drought in one region one year with a given amount of precipitation (35 inches), and to not have a drought the next year with less precipitation (30 inches).  This is caused by the latter year have a lower rate of evaporation due to lower temperatures.  For us to have a good understanding of the stresses that are placed on water resource it is necessary to have a good understanding of the hydro-climatic processes that are at work at different locations.  Here we are looking at the periods of surplus, water utilization, deficit, and recharge.  An analysis of these help indicate the severity of water needs in a particular area.  In the mid-latitudes, the winter season is generally associated with surplus, when the soil is holding its capacity of water, partially due to low rates of evaporation.  Spring is associated with water utilization, where the water stored in the soil from winter is being used up, at least until there is no water left in storage.  Summer is associated with periods of deficit, when there is no water in storage, due to a lack of precipitation and high evaporation rates.  The fall is associated with recharge, where moisture is being added to the soil due to declining levels of evaporation as the atmosphere begins to cool.  Below we are looking at 2 very different locations, Berkeley, California, which is in a fairly dry environment, with a winter-time precipitation maximum, and Terre Haute, Indiana, which has a peak of precipitation in the summer months.  Compare them for similarities and differences in their hydro-climatologic data.

A.    Study the attached table in Figure 1 on of this Lab Exercise.  This represents the Water Budget of Berkeley, California.

B.    Using the Terre Haute, Indiana, data given below, complete a data tabulation of the average annual water budget of the area:

WATER BUDGET FOR BERKELEY, CALIFORNIA (Figure 1)  see attachement

Note:

·        The data is in centimeters (cm)

·        The estimated soil moisture is at field capacity

·        In the data tabulation, complete one column at a time.  In this case, January serves as an acceptable starting point.

Consult the following web sites for information about water budgets and the following terminology:

http://www.earthonlinemedia.com/ebooks/tpe_3e/hydrosphere/water_balance_1.html

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/home.rxml

Key:

P = PrecipitationChange in ST = change in 10.0 cm storageST = Actual storage (somewhere between 0 and 10 cm, inclusive)AE = Actual Evapotranspiration (never greater than the Potential Evapotranspiration); evapotranspiration -> is the combined processes of evaporation and transpiration; the delivery of water to the atmosphere by vegetation and by direct evaporation from wet surfacesD = Deficit (Will only occur when the soil has no moisture; ST = 0) -> PE = Potential Evapotranspiration (the higher the temperature the greater; this is theamount that would be lost with an unlimited supply of water)S = Surplus (will only occur at field capacity -> 10 cm -> soil is holding its maximum capacity of moisture

In terms of a water balance we generally look at 4 stages of water usage:  surplus, usage, deficit and recharge.  We are making an assumption, for the basis of this exercise, that the maximum storage capacity of the soil (field capacity) is 10cm.  Using this value, a surplus can only occur when the soil is at field capacity in storage (10cm).  Usage occurs as the soil water storage is reduced from 10 cm to none.  A deficit will occur only when the soil has no water in storage.  Recharge occurs as water is being added to storage, and the values of storage are increasing from 0 to 10 cm.  Upon reaching 10cm, the soil will be back in a surplus situation.  In the mid-latitudes, surplus is often associated with winter, usage with spring, deficit with summer and recharge with the Fall.  One other assumption that we make here is that with the Berkeley data we are starting with 9.7 cm in storage at the beginning of the year and the Terre Haute starts off being at field capacity with a value of 10 cm of storage from the previous December.

Use Figure 2 for the Terre Haute data.

 WATER BUDGET FOR TERRE HAUTE, INDIANA (Figure 2) see attachment

STEP 1:  P-PE is calculated by measuring Precipitation (P) minus Potential Evapotranspiration (PE) for each month. 

Example:  January at Berkeley is calculated as 13.0 minus 2.6, which equals 10.4.

STEP 2:  Soil Storage (ST) will be a value between 0 and 10 cm.  We will assume that in the previous December that the soil is saturated heading into January.  It will remain saturated until P-PE is a negative value.

Example: At Berkeley, P-PE is positive in January through March, so ST remains 10.0 in January through March.

STEP 3:  When P – PE becomes negative, that value is subtracted from soil storage, until ST reaches 0 or P – PE becomes positive again. 

Example: In April at Berkeley, P – PE is -1.9 cm. 10 – 1.9 is 8.1 cm.  In May at Berkeley, P – PE is -4.7 cm.  8.1 – 4.7 = 3.4 cm.  In June at Berkeley, P – PE is -7.9.  Since P – PE exceeds the Soil Storage of 3.4 cm from the previous month the Soil Storage (ST) goes down to 0.  It can’t go down to any value less than 0.

STEP 4:  The Soil Storage will remain at 0 until the P – PE becomes positive.

Example:  At Berkeley, P – PE remains negative in the months of July, August, September, and October.  Therefore, the storage remains 0.

STEP 5:  When P-PE becomes positive, that positive value is added back to storage.

Example:  At Berkeley in November P – PE is 1.9 and that added to the previous month’s storage of 0 gives a new storage value of 1.9.  In December a P –PE of 7.8 added to the previoos month’s storage of 1.9 is 9.7 cm.

STEP 6:  The change in storage is simply the change from the previous month’s value.

Example:  At Berkeley in December, the change in storage from the previous month is 9.7 (December) minus 1.9 (November), which equals 7.8.

STEP 7:  The difference between Potential Evapotranspiration (PE) and Actual Evapotranspiration (AE), is that PE represents the value that would exist with an unlimited amount of moisture at a given temperature, while AE represents the amount that could evaporate given the amount of precipitation (P) and water in storage (ST), that is actually available.  As long as the soil is t full capacity (field capacity, which equals 10 cm), and P – PE is positive, AE and PE will be the same.

Example:  At Berkeley, ST is at 10 and P – PE is positive in the months of January, February, and March.  So, AE and PE are the same value.

STEP 8:  When P – PE is negative, but ST is still above 0 for the entire month, AE and PE will still be the same value.

Example:  At Berkeley, ST is still above 0, while P – PE is negative in the months of April and May, so the AE and PE are still the same.

STEP 9:  Often we will have a month of transition where P – PE is a greater negative value than can be supplied by water in soil storage (ST).  In this case AE is calculated by combining the precipitation from the current month and adding this with the storage that was available from the previous month:

Example:  In Berkeley in the month of June P – PE was -7.9.  There was only 3.4 cm of water in storage in the previous month May.  To calculate the AE we combine the storage that was available in May and the precipitation (P) that fell in the month of June:  3.4 plus 0.5 equals 3.9 cm of AE.  AE will always be equal to or less than PE, but never more.

STEP 10: If there is 0 water in storage and P – PE is a negative value, AE will be equal to only the amount of precipitation that falls.

Example:  At Berkeley there is 0 water in storage and P – PE is negative in July, August, September, and October.  So AE is equal to the precipitation that fell in each of these months only.

STEP 11:  Once P – PE becomes positive AE and PE will be equal to one another.

Example:  At Berkeley in November P – PE equals 1.9.  This is also the value of AE since sufficient moisture is now available.

STEP 12:  Deficits are only possible when there is 0 water in storage (ST), and is the difference between PE and AE.

Example: At Berkeley in June, ST is 0, PE is 8.4, and AE is 3.9.  PE minus AE is 8.4 minus 3.9, which equals a deficit of 4.5 cm.

STEP 13: Surpluses are only possible when soil storage (ST) is at 10 cm, and is the difference between P and AE.

Example: At Berkeley in January P was 13.0 cm and AE was 2.6.  The surplus is equal to P minis AE which is 13 minus 2.6, which equals a surplus of 10.4 cm.

Of course, Berkeley is a west-coast Mediterranean climate (distinct wet and dry seasons), and Terre Haute is a mid-latitude continental climate.  How do these 2 locations compare in their surplus, deficit, usage, and recharge characteristics?  Describe in detail, how and why these areas have differences in their characteristics.  Remember to look at characteristics such as geographic position, topography, elevation, climate, prevailing winds, access to moisture, etc.  This should be 2-4 pages, double-spaced in length (about 400 to 800 words).

Check your work and correct any spelling or grammatical errors. This course has Turnitin® fully integrated into the course. Once submitted, your assignment will be evaluated by Turnitin® automatically.

 

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 M5D1: Identity Change

Upon successful completion of this activity, students will be able to:

1. Explain the concept of social deviance and provide examples of deviant behavior in social context.4. Apply appropriate social science theories and methodologies to do an in-depth analysis of an important question, issue or problem (Social Science Learning Outcome 2).6. Identify ethical problems faced by individuals or communities and propose reasonable solutions (General Education Outcome 5).

Chapters 23-25 detail the processes by which identity change takes place for two different kinds of stigmatized groups. As you read though these chapters, consider the ways in which your own identity has changed and developed throughout your life; at one point you were learning to “become” a kindergartener, while later you learned to become an athlete, musician, writer, gamer, dancer, etc.

After reading Chapters 23-25, describe the process by which your identity changed at some point in your life (this does not have to be an example of deviance). Use the models provided in Adler & Adler to discuss the various stages of your identity formation as you changed from “being” one identity to another. As you complete this exercise and read and respond to your classmates’ examples, try to identify as many of the “seven stages of [an identity] career” as you can. Also, see if you observe any ways in which your classmates are “using techniques of neutralization” as they discuss their various identity shifts.

Your initial post should be at least 300 words and must substantively integrate the assigned readings in the instructions with proper APA style formatting. Be mindful of plagiarism.

M5D2: Stigma Management

Upon successful completion of this activity, students will be able to:

1. Explain the concept of social deviance and provide examples of deviant behavior in social context.4. Apply appropriate social science theories and methodologies to do an in-depth analysis of an important question, issue or problem (Social Science Learning Outcome 2).6. Identify ethical problems faced by individuals or communities and propose reasonable solutions (General Education Outcome 5).

As you read the introduction to Part V of Adler & Adler and Chapters 32-33, consider how each of us manages smaller stigmas, or embarrassments, in our day-to-day lives. Imagine, for example, walking through a crowded city intersection, when suddenly, you slip and fall onto the pavement, skinning both knees and dirtying your work clothes. Think about various strategies you might use to overcome the embarrassment of that moment: you might try to stand up quickly and recommence your walk, pretending it never occurred (passing for normal); you might laugh heartily and make a joke, “I always try to eat pavement in the morning with my coffee” (employing a disidentifier); or, you might play up the physical injury to gain sympathy, which would distract from the embarrassment of having tripped. This discussion asks you to look at managing deviant stigmas, just as we all manage embarrassment and awkwardness daily.

After completing the readings and viewing the videos in this module, discuss how your observations of homeless people and overweight people have changed or have not changed as a result of these readings. How effective do you think these strategies are for managing stigma? Do you think members of any of the groups that are discussed in these two articles are able to escape from their “deviant identities”? If so, how? If not, why not?

Your initial post should be at least 300 words and must substantively integrate the assigned readings in the instructions with proper APA style formatting. Be mindful of plagiarism.

 

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