GLY 101LEC – Natural Hazards

GLY 101LEC – Natural Hazards

Description/Paper Instructions

GLY 101LEC – Natural Hazards

Introduction

GLY 101LEC is a course that introduces individuals to the study of natural disasters. Natural hazards are described as “natural phenomena which can lead to the loss of life, injury, or other health impacts, as well as harm to and destruction of property, infrastructure, livelihoods, and services” (UNDRR, 2020). Earthquakes, volcanoes, tsunamis, landslides and and storms and typhoons are examples of natural hazards.

What exactly are natural hazards?

Natural hazards are incidents which take place as the result of processes of nature that involve geological, hydrological, & climatic processes. These occurrences can have serious consequences for the population and the environment. earthquakes. volcanic eruptions, tsunamis, flooding, landslides, and storms are examples of natural dangers.

Earthquakes

An earthquake can be described as an abrupt shift or tremor of the crust of the planet. Earthquakes are triggered because of the gradually implemented movement of the tectonic plates, that are massive sections of the earth’s crust. The Richter scale, that quantifies the intensity associated with an earthquake, could be used to measure earthquakes. Earthquakes may cause modest damage to infrastructure and structures as well as substantial destruction and the loss of life.

Volcanoes are mountains or hills with vented areas from which magma, ash, and gas can escape. Volcanoes are formed by the movement of the tectonic plates and are frequently found at their borders. Volcanoes are classified into three types: volcanic shields, cinder cone volcanoes, and stratovolcanoes. Volcanic eruptions may cause anything from little ash fall to catastrophic devastation of structures and infrastructure.

Tsunamis

A tsunami is a sequence of very long-wavelength ocean waves (usually several hundred kilometers) created by large-scale ocean disruptions such as earthquakes, volcanic eruptions, and landslides. Tsunamis have the ability to travel across whole ocean basins, causing considerable damage and loss of life when they reach shore.

Landslides

The movement of rock, soil, or rubble down a slope is referred to as a landslide. A multitude of events, including severe rainfall, earthquakes, and human activities, can produce landslides. Landslides are classified into three types: rockfalls, debris flows, and mudslides. landslides can cause destruction to buildings and other structures as well as catastrophic loss of life.

Typhoons and hurricanes

Tropical cyclones such as hurricanes and typhoons originate over warm ocean waters. These storms are distinguished by high winds, torrential rainfall, and surges of water. The Saffir-Simpson scale, essentially classifies events depending on wind speed, might be used to measure hurricane and typhoon Hurricanes and typhoons may cause modest damage to infrastructure and buildings as well as catastrophic devastation and loss of life.

Conclusion

Natural disasters are phenomena that can have serious consequences for people and the environment. GLY 101LEC is a course that teaches students about natural dangers and how they affect the environment we live in. We’ve talked about some of the unique natural hazards covered in the course, such as volcanoes, quakes, tsunamis, landslides and and hurricanes and typhoons. Natural hazards must be studied so that we can better comprehend how to lessen their effects and safeguard humans and the environment.

GLY 101LEC – Natural Hazards

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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