Consolidated Life Case-Business Ethics Essay Example for Free

Consolidated Life Case-Business Ethics Essay Consolidated life is a prestigious insurance company however, due to the nature of the establishment the duties required by the worker neither required minimal knowledge nor did you have to have a high level education in order to obtain a position at the company. Mr. Mike Wilson however, obtained a business degree in administration. He was hired by Consolidated Life as simply as you can put a clerical worker. He worked in the policy issue department which main duties included processing or in taking clients orders for insurance, customer service, and client services. One would say that working for them; your performance required little to no creativity. It was the same day-to-day work load. Because it required so little creativity, daily routines were repetitive and can be done basically, with your hands tied to you back. Mike Wilson demonstrated how an effective a leader can be in the workforce rather than just a manager by title. He portrayed in existence of â€Å"high fidelity† which is the best experience you can have in a workplace. In the book Trade Off, by Author Kevin Maney, the word fidelity deals with â€Å"the total experience of something† (Maney, 2009). The author also says that â€Å"aura† can also provides an advantage to fidelity. With that being said Mr. Wilson influenced his co-workers with providing them with incentives and rewards in which they can gain a reward at the end of the task but most importantly he provided the right tools and motivations in order for his employees to work in a positive mind frame. This created a system of mutual bipartisanship between supervisor and employee. Model: based on the Organizational Model Behavior Mikes drive and motivation can be comparable to a person with theory y attributes. The theory Y concept displays how an employees work is as natural as play. Also a person with this characteristic has a huge sense of self-direction and self-control. Mr. Wilson showed this by cultivating a modern management technique that motivated its workers rather than coerced them which a person who you can place in this. Whereas, a person with the characteristics of theory x† carries the opposite attractions. The individual is not seen as enthusiastic about their job. They are mainly threatened or told â€Å"do it or else† and as stated before, lack the ability and drive to overachieve. They usually follow the motto, overpromise-under deliver. Mikes performance ultimately won him a promotion working in the supervisory assignment area. He won this promotion just six weeks after promise. Mike brought a sense of modern culture although it was seen as unorthodox or non-traditional. When comparing the delegation of authority in the levels of management the organization structure clearly shows that the establishment followed an authority oriented program in which Presidents are first to make decisions for the overall â€Å"vision† for the company in which it then trickles down to the VP who implements the President’s strategy by orchestrating a staff of supervisors to oversee the execution. Situation: There seems to be a drastic change to the division in which Mike supervised some time ago. When Mike realized his unhappiness at his new division he sought a remedy for disaster by returning to his old division forcing him under new terms and most importantly, a new boss. The performance value of his once over exceeding staff was now dwindled and unmotivated. The new way in which they worked became stricter and more inflexible. It was stale and there was no aura of high fidelity being promoted. Problems: The problem of this case has to do with mis-delegation of roles and mis-clarification for all parties. Not only that, the fact is the company as a whole has not identified its mission statement for their employees. With that being said the transition from the time Mike left became a tragedy. As stated before, the culture of the environment was slated after Mike left. It became from being a collegial environment to an autocratic environment once new vice president Jack Greely took over. Not only did he change the environment of the company, he basically dismantled the structure and rebuilt it based on his power. Until Mike was promoted the managerial style approach was not identified and supervisors, at this early time wanted a change and that’s why Mike was chosen to become supervisor. However, when Jack took Mike’s former supervisor’s place, the organization became, autocratic. An autocratic person can be defined as an employee that is dependent tot tally on a supervisor. This person has no other desire than to do what is only required out of the task and only the minimum. Usually in an autocratic setting the boss expects pure obedience from their employees and rely straight on authority from higher ups with no regard to any self-drive for themselves and lacks the qualities and abilities to take on initiatives and providing an entrepreneurial attitude about themselves. This can be explained by using the Abraham Maslow’s Theory found in an essay article written by Janet Simmons, Donald Irvin, and Beverly Drinnien which it states he says accordingly â€Å"that the only reason that people would not move well in direction of self-actualization is because of hindrances placed in their way by society† (Janet A. Simons, 1987). Also saying â€Å"We must see that the persons basic needs are satisfied. This includes safety, belongingness, and esteem needs† (Janet A. Simons, 1987) A person in the Consolidated Life organization that can be also skewed towards the autocratic style is Mr. Rick Belkner. Mike’s former boss. This, for lack of a better term, lazy supervisor (whom he was Mikes supervisor initially) illustrated as a person who rather do crossword puzzles during his work shift then to lead by example, what a competent Vice President of their division; shy 40,000 of a six-figure salary. The point was clearly made by Mr. Greely when he assumed that Mikes management style would still be undermined no matter how good of his performance. He even went to the extent of assuring that Mr. Wilson will fail no matter how high you move up in the establishment. It is almost agreeable to say that Mr. Speelys choose of words were not only rude but shows a poor and ineffective leader. Mr. Greely does not seem to be results-driven but ego-driven as his defense for Mikes work style was inarguable and measured his own assumption to Mikes performance rather than just judging an employee on what he does best, his/her performance. Reading how Mike handled it; amazingly enough. In the chart featured on page-You can see simple comparing of the two different types of behavioral patterns by identifying the qualities, organizational and environmental forces that are represented by the 2 behavior patterns. You will see the differences between a workers operating in an autocratic setting versus a person who operates under the collegial or supportive setting(s). By identifying the contrast you are able to see what kind of modifications or structures that would have to be put in place based on a employees attitude. The attitude in which comes from probably stems from personal goal, motivations, or self desires a person may have in their work space. Some individuals dont possess the willingness to achieve and be a leader. Some individual are quite happy with just being an average worker and moving up in the corporate latter is something that does not motivate them. Autocratic Environment Vs. Collegial /System Environment Base Questions for Case 1. Describe ALL the factors that contributed to Mike’s lack of promotion at the end. Was his lack of promotion fair? When Mike left the division, he left the process in which he created, to be altered by the new president upon his departure. The flexible leadership that led to the team success came to a halt when divisional vice president, Jack Greely; who’s reputation was described as tough but fair. Mike accepted the position at the old division again without really investigating the provisions in which he was now to work under. He loss total control when he noticed that co-workers were actually more inclined to follow Mr. Greelys direction because the employees knew the order of hierarchy and knew the consequences of action should one follow anyones demands except for Mr. Greelys. 2. Using your knowledge of culture, explain in detail Consolidated Life’s culture when Mike was first hired and then when he returned. There was a transition in the organization which proved to have opportunities due to the position void. Such example shows that Mike (when he was first hired by Consolidated Life) he was promoted to his position because of the opportunities of change. Mike’s style was not really favored by his â€Å"higher-ups† but because he manages to increase workflow and reduce errors, which created more performance his flexible style was overlook which sends a sign of â€Å"inconsistency†. If you are going to allow a manager to take over the project then let them take over. As long as they don’t compromise the integrity of the company or do anything illegal. 3. What actions could Consolidated Life have taken to prevent Mike’s problems? There should have been more flexibility granted for Mike to effectively coordinate his team. Mr. Wilsons track record clearly shows that as a supervisor he is competent to make educated decisions and lead a staff with ease. An employee is always happy when they are not pressured nor stressed. Most important of all, when a leader shows reciprocity, more than likely there would be a win-win. For Example, Mikes strategy to reward his co-workers in exchange for hard work showed the worker was not working out of vain and in fact he/she was being acknowledged and rewarded for the hard efforts being put forth. 4. Who do you think was at fault for Mike’s problems, Mike or his supervisors (e. g. , Jack) or others? Completely justify your opinion. The fault of Mike problems was his free spirited style which usually offends conservatives. Jack implemented a â€Å"corporate† style setting upon Mike’s return.

Consumer Ethics Essay Example for Free

Consumer Ethics Essay In this paper I will express my opinion on the thought that some marketers say that targeting any group of consumers who are willing and able to purchase a product is simply good marketing. I will discuss why I believe that this is a good marketing technique. I will also discuss whether or not I think it is important for college students to study the topic of consumer ethics. Good Marketing? I believe that it is a smart marketing technique to target any group of consumers who are willing and able to purchase a product even if it is fatty foods and soft drinks being marketed towards children. The reason that I believe this is because it is the marketer’s job for a company to get consumers to purchase the product that they are advertising. Although it may be morally wrong to target children for products like candy, they are most likely the group who will either be purchasing this product or influencing their parents to purchase it. This is why I believe it is a smart strategy for marketers, although it may be slightly questionable. Consumer Ethics I believe that it is important for college students to study consumer ethics. The reason that I believe this is because in order for us to fully mature as adults I think that we need to learn how to be completely ethical in all aspects of life, including being a consumer. Consumer ethics can teach us about software piracy, which I believe is a huge problem with many college students who illegally download music and films. I believe that this can help us in our lives so it is important for college students to learn about consumer ethics. This is why I think college students should study consumer ethics. Conclusion In this paper I discussed my feelings on two different topics. The first topic was about questionable marketing tactics, which I believe can be effective and is a good way to market. The second topic I expressed my views on was consumer ethics, and whether or not college students should study it. The main reason that I said college students should study consumer ethics is because of music piracy and how popular it is among college students. These are my feelings on these two important subjects. Bibliography Schiffman, Leon G., Leslie Lazar Kanuk, and Joseph Wisenblit. Consumer Behavior. Upper Saddle River: Prentice-Hall, 2010.

Field Of Practice With Vulnerable Families And Children Social Work Essay

Field Of Practice With Vulnerable Families And Children Social Work Essay It is acknowledged that the family is the basic unit of the society. With this, many efforts have been extended in order to protect families, especially the children. However, despite the evident efforts and measures practiced, it has been assumed that in some areas, many families and children are still vulnerable and with this comes the practice and influence of critical social work practice in order to identify and execute the solutions which are deemed to be effective and necessary. All children within the context of the family are vulnerable by definition primarily because their rights are mediated by others and because of their relatively young age, their voices are often not heard and their opinions are disregarded in the society. The vulnerability of children also depends on a number of different factors such as the general condition of the family and community and the economic situation of the nation. In line with the vulnerabilities of these children, various groups, aside from the immediate family, are geared towards the protection of the rights of the children and assurance that they are functional parts of the entire community. Some of these groups include schools, businesses, governments, and groups of concerned individuals who advocate for childrens rights to be practiced and protected as well. Some of the risk factors which were identified making children more vulnerable include: poverty, substance abuse, mental and physical illness, homelessness, ph ysical and emotional abuse, neglect, sexual abuse, and unequal access to education and other basic services which are essential for the growth of a child (Stratton et al, 2006). FIELD OF PRACTICE AND THEORIES To be able to generate a set of sustainable solutions to protect vulnerable families and children, different practices were identified in the field of critical social work. One of the areas in which attention is given towards showing acre for the vulnerable families is through social protection. This includes all the basic services extended to help improve the living condition of the vulnerable families. In this paper, the focus of the study will be the social protection which was extended in the community to help alleviate the effect of the discussed vulnerabilities. In the aspect of the practice of social protection, the essential services which are extended include education, healthcare, and the availability of social workers. Perhaps, the most important in this sense is education. There is a need to extend the necessary and adequate knowledge, including the essential information, to the members of the community and reiterate to them what are the causes and effects of vulnerability. With this, a more informed community will emerge and there will be a greater realization of the problem which will potentially lead into having better solutions for such (OFlaherty, 2007). Social workers must be able to properly educate the general public about vulnerabilities which exist within the family. First and foremost, the need for informing the community about why such vulnerabilities exist and how it can be laid the proper solutions is essential in approaching the issue. There should initially be an understanding on what the issue is generally all about before further critical practices could manifest its effects. With this, it is assumed that school intervention is necessary in social work practice to address the issue. Children spend most of their time in schools that is why the role of these educational institutions will be indispensable and essential. In the school intervention, social workers address the problem associated with vulnerabilities in an ecological approach, which means that focus is waived towards both the person and the environment. Practices in order to address the problem could focus on changing the person, the environment, or both if necessary. It is also important to note that school-based intervention is essential in the issue because it enables an interdisciplinary team approach. This theory is especially helpful but it will require good communication skills from the participants in order to understand the existing vulnerabilities within the family and as experienced by children. The authors also emphasized that these kinds of social services should not be viewed as an isolated case but should be considered as a vital part of the general education process (Maluccio et al, 2002). One important theory in school-based intervention as a mechanism for social protection is that educating the parents of the children will be helpful in the problem. There is a need for social workers to educate the parents and make them aware of certain circumstances which might possibly make their families vulnerable. This practice will be able to help parents have an idea on how they are supposed to cope with stressful situations and how they can understand better the needs of their children (Maluccio et al, 2002) Aside from has been mentioned, another significant point which is significant in understanding the vulnerabilities of families and children is the need for family resilience. The family resilience framework assumes that this is a significant characteristic which should be present in all families as it will give them the abilities to withstand and rebound from adversity. Especially to families were cases of vulnerability are very evident, it is important for them to be resilient at tough times in order to overcome the occurrence of various challenges that they might face. According to Walsh, (2006), a social work practice geared towards shifting the family from being vulnerable to being resilient must not give up especially when the family is at troubled times, bring out the best in the whole family and not just focus on a single element or an individual, help families to cope and adapt, must be focused on the solutions and should have the necessary strength needed, and should stop pu tting an emphasis on how the family has been a failure, rather it should focus on how the family will succeed. The approach to establishing a resilient family should allow everyone to not view families as being damaged but rather a group of individuals which can be repaired despite the vulnerabilities and can have the opportunity to grow. The framework for family resilience shows a great potential to solve the crisis associated with vulnerable families and children. Through resilience, it is assumed that there is a great potential and possibility of veering away from veracity. Furthermore, it should also be noted that the establishment of a resilient family takes more than just having the capacity to manage and control stressful situations, shouldering a burden, or surviving. A resilient family framework involves a stronger relationship within the very basic unit of the society and having a shared effort. In the discussion of the framework for family resilience, it is also important to consider that the theory assumes that no single model fits all families. The framework and practices to be executed will depend largely on the living condition of the family at case and will vary differently depending on how vulnerable the family is. The best ways in order to establish a resilient family would be having team work, share d leadership, and mutual understanding when facing the problems and other predicaments which are confronting the family. The field of practice which was identified, social protection through education, can be assumed as an effective one. It is effective primarily because it involves not only critical social work but also school intervention. This aspect is very important since most of a childs time is spent at school. A good academic framework must be able to incorporate discussions regarding how to take an active part in establishing a sound and dynamic family which is improbable from the risks of vulnerabilities. However, for such framework and practices to take effect, there is a need for the proper tools and instruments which will be necessary such as an efficient social work with an effective framework on how such goals will be achieved. In the context of approaching the issue on the vulnerabilities of families and children, it is essential for the social worker to note the fact that there is a great and significant need to understand the problem and put put himself in the context of the family co ncerned in the situation. An effective social worker must be able to properly reflect on their own families and understand such because it is essential to be more effective when understanding the situation and the needs of other families in the community. As a recommendation to better address the issue of vulnerabilities of children and families, there is a need to approach the problem on each level. The first level would most probably be the individual. Education again is primary to this approach. The individual himself must be able to understand what vulnerability is all about and what the risks which are associated with such are. The next level is the family. The role of the family as a whole, especially the guidance of the parents is essential to be bale to veer away from the risks of vulnerability. A bigger group, after the family, is the entire community. This is a great concern for social workers. The community must also be properly educated regarding the social protection for vulnerable families so that its members will be aware on what practices are necessary to be executed and what measures are necessary to be observed. One more recommendation to address the issue more effectively to make everyone acknowledge the existence of the issue and do not deny its presence. An acceptance of the fact that there are vulnerabilities within families will be a first step to trigger further initiatives. It is also recommended that social workers who work in this practice should first examine and understand their own families so that they could understand better others. Although many studies and researches have already been completed regarding this issue, it is evident that being vulnerable is still one of the greatest threats confronting the global family and community nowadays. For such to be effective, the role of critical social work is very significant as well as the efforts which were anticipated to be carried out by social workers. For such measures to prove themselves effective, there is a need for proper execution of the practice and should be grounded on a strong framework based on socially acceptable theories on families. With the right plan and action, the problem with vulnerabilities on family and children can be alleviated at least.

Minority Report: From Story to Screen Essay -- Movies Film Comparison

Minority Report: From Story to Screen Adaptations are never carbon copies. A prime example is Philip K. Dick’s short story and Steven Spielberg’s 2002 film, Minority Report. The structure of the storytelling is indeed different as well as other key elements. The narrative transforms its structure into a more episodic approach when brought to the screen. Words on paper take on a new identity when brought to life on a visual basis. Philip K. Dick’s Minority Report, written in 1956, was ahead of its time. The short story explores the consequences of technology and science and how the technology echoes the present state of society. Both the story and the film emphasize the same basic themes, however the actual plot is almost completely diverse. The film takes place around the year 2054. For five years (six in the film), the Pre-Crime Unit has successfully made murder a thing of the past. Their astounding technology is credited to three pre-cogs. These â€Å"idiot† pre-cogs identify killers before they commit their crimes, drastically cutting the crime rate by â€Å"ninety-nine and a decimal point eight percent† (in the film this rate was zero) (Dick 74). However, this infallible system runs amuck when Commander Anderton, played by Tom Cruise, is accused of a future murder. Anderton finds himself with only 24 hours (36 in the film) to discover who set him up and in the process, flee fr om the hands of the authority he once governed. If he fails, Anderton will fall victim to the perfect system he co-created. Both the story and the film are suspenseful and ask the question, â€Å"Is pre-crime justified?† The notion of innocent until proven guilty is virtually discarded. The accused murderers are based upon pure metaphysics... ...short story, it would be pretty dull. The timeliness of Minority Report is uncanny, given the current situation in politics. Philip K. Dick’s short story emerged in 1956. The script for the film, written by Jon Cohen and Scott Frank, was completed well in advance of the shock of the post-9/11 terror frenzy. Dick’s intuitions of pre-crime enforcement have been brought to the big screen at just the moment when his seemingly sixth-sense is starting to be seen in real life. Both the story and the film warn the future of society of the suffocating effects of an encroaching police state. Works Cited Dick, Philip K. Minority Report and Other Classic Stories. New York City: Citadel Press, 1987. 71-102. Minority Report. Dir. Steven Spielberg. Perf. Tom Cruise, Colin Farrell, Samantha Morton. DVD. Twentieth Century Fox and Dreamworks, 2002.

Women as a Minority Group Essay -- essays research papers

Women as a Minority Group   Ã‚  Ã‚  Ã‚  Ã‚  Women have been discriminated against since the beginning of time, as early as the first people, Adam and Eve. Eve was called the evil one, who ate fruit from the tree of knowledge. Once she had the knowledge to know right from wrong, she chose to do wrong and give the fruit to Adam. Examples like these can be shown all over history books, in stories, tales and legends across the entire world. Women have been subordinate to men in virtually all societies throughout history.   Ã‚  Ã‚  Ã‚  Ã‚  The ideology that one sex is superior to the other is called sexism. The presumption of male sexism led to patterns of prejudice and discrimination against women. These prejudices and discriminations have led to many beliefs or ideas of why women are inferior to men. They range from brain size to sexual differences, including personalities based on genitalia. Cross-cultural studies demonstrate how the socialization process and societal expectations of men and women produce variances in sex-role norms and behavior. As the realization of women as an exploited group increases, the similarity of their position to that of racial and ethnic groups becomes more apparent. Women are born into their sexual identity and are easily distinguished by physical and cultural characteristics. In addition, women now identify that they are all sufferers of an ideology (sexism) that tries to justify their inferior treatment. In all societies around the world, women are treated as if they are a minority group, just like any racial or ethnic group that is out of the norm. The justification for considering women as a minority group and the existence of sexism becomes clear through the examination of social indicators, including education, employment, and income.   Ã‚  Ã‚  Ã‚  Ã‚  Education was sex segregated for hundreds of years. Men and women went to different schools or were physically and academically separated into â€Å"coeducational† schools. Males and females had separate classrooms, separate entrances, separate academic subjects, and separate expectations. Women were only taught the social graces and morals, and teaching women academic subjects was considered a waste of time. Even after these prejudices were overcome, the education system still maintained sexism in both obvious and subtle ways. Books rein... ...nses for maternity and family medical leaves. If a woman chooses motherhood, then she must lower her occupational goals and expectations. A woman with children will fall behind a childless woman in earnings, as the childless woman goes up the corporate ladder faster. Women will then risk career advancement by having children. Also, a working mother must not only juggle a family and a career, but she must find child-care as well. Child care costs are the major reason why most women end up just quitting their jobs. The majority of a working mother’s salary goes directly to the child care provider. If women were paid equal to men, more families may be able to pay for child care expenses and working mothers could continue to work and get ahead. Women have been treated unequally since the beginning of time. Just recently have things began to change for the better for women and the future of our society. The increase in women’s equality rights will take time, but some day women and men will be treated equally. This cannot happen until each of us is able to look at a person and just see another individual, not a male or a female, white or black, rich or poor†¦ a person as just a person.

Comparing Chinese Culture in Amy Tans The Joy Luck Club and Kitchen Go

Chinese Culture Exposed in Joy Luck Club and Kitchen God's Wife  Ã‚  Ã‚        Ã‚  Ã‚   Traditional Chinese customs are described in great detail in Amy Tan's books. This rich culture adds interesting and mesmerizing detail to the intricate stories of both The Joy Luck Club and The Kitchen God's Wife.    Traditions are apparent throughout all of the stories in The Joy Luck Club. One of the first instances is in the story from Ying-Ying St. Clair entitled "The Moon Lady." Ying-Ying is describing the Festival of the Moon Lady, a festival dedicated to the lady who lives on the moon and once a year comes down to earth to grant your secret wish--something you want but cannot ask. This excerpt describes proper traditional dress (ornate clothing saved for special occasions), delicious foods such as rabbits feet and mooncakes (saved for special occasions), fireworks, and family gathered all together. This is one of the most richly detailed and culturally authentic stories in the novel.    The other story that strikes the reader as containing vivid culture and tradition is Lindo Jong's "The Red Candle." This story, like Winnie Louie's, describes in great detail the customs of arranged marriages. Lindo Jong begins by talking about the village matchmaker coming to her housewhen she was two years old. The matchmaker, Huang Taitai, looked her over and said, "An earth horse for an earth sheep. This is the best marriage combination." Lindo says that Huang Taitai looked right through her and saw that she would be a perfect wife--a strong, hard, good worker, eager to please her elders in their old age. Lindo describes what happened next:    This is how I became betrothed to Huang Taitai's son, who I later discovered was just a baby, o... ...s not considered a sufficient departure for the deceased.    Traditional Chinese customs are described in great detail in Amy Tan's books. This rich culture adds interesting and mesmerizing detail to the intricate stories of both The Joy Luck Club and The Kitchen God's Wife.    Works Cited Conrad, Tammy S. "Creating an Asian-American Mythology: Storytelling in Amy Tan's Fiction". Tammy S. Conrad's Thesis. 1998. Available:   <http://english.ttu.edu/faculty/conrad/thesis.html. Huntley, E.D. Amy Tan: A Critical Companion. Westport, CT, Greenwood Press, 1998 Tan, Amy. The Kitchen God's Wife. New York, Ballantine Books, 1991. Tan, Amy. The Joy Luck Club. Vintage Contemporaries. New York: A Division of Random House, Inc. 1993. Wu, Shelley. "What is Chinese Astrology" Available: http://www.chineseastrology.com/wu/whatis.html

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