Landforms occur in patterns across the surface of the globe, and these landforrn complexes often deflne geographic or landscape regions- One way
of looking at landforms is through elevation changes- A contour map is a useful two-dimensional representation of the surface and the most common
way we have of symbolizing the relief of the surface- However, a type of map called a “shaded relief’ map provides a more intuitive grasp of
Consider the following questions and answer them in your write up for this lab- You will need to use the maps AND the documentation to answer
some of these questions (starting with question 3)- You may use additional resources as necessary (e-g-, for number 13 it might be helpful to google
E-W trending mountain ranges)-
1- Locate a geologic time scale and insert it into your lab report with a brief description- In terms of relative time, put these following geologic
timeframes in order and indicate an approximate age for each (note: Some of these will overlap based on how they are classified): Holocene,
Mississippian, Tertiary, Paleozoic, Pleistocene, Pennsylvanian, Mesozoic, Devonian, Triassic, Cambrian, Jurassic, Cretaceous
2- Where in your timeline is the K-T (or K-Pg) boundary? What happened here? (search the web if necessary)-
3- Examine the overall map, characterize the large-scale patterns- East/West? North/South-
a- For example, what trends do you see in the ‘relief of the map as you move across the country?
4- In general, where are the oldest rocks found?
5- Using the pamphlet, read the information on pages 5-15- On your outline map, identify areas described by numbers 7, 9, 12, 13, 16, 19, 22, 34,
35, 41, and 46?
6- How are folded ranges created?
7- Locate the Michigan Basin and the Nashville Dome, do the ages of the rocks have the same pattern in each feature (older-younger or younger to
8- What is the geologic origin of Florida?
9- Explain how beach gravel deposits can be found in Lauderdale, Colbert, and Franklin County, Alabama-
10- From what period do the granite core of the black hills originate? How old are these rocks?
11- What are the “staked plains” and how did they get their name?
12- What is the cause of the “Basin and Range” province?
13- Most of the Mountain ranges trend N-S- Identify on your map the mountain ranges that trend E-W-
14- The Mississippi embayment is an area of flat land and very young sediments that show where the Gulf of Mexico filled in much of the lower
Mississippi valley- On your map sketch and label the Mississippi embayment-
15- Crowley’s Ridge appears right through the heart of the Mississippi Embayment, label this feature and suggest how it might have been formed?
16- Glaciers covered much of North America as recently as 11,000 years ago- Can you identify landforms that are associated with the presence or
melting of glacial ice? Identify on your map the extent of the most recent continental glaciation-
17- Locate the coastal barrier islands, what is the difference between east and west coasts? (Mexico is not an ocean!)
18- Sutter Buttes is plainly visible as a small but obvious ‘bump’ in the central valley of California- What sort of event would produce an isolated and
singular ‘bump’ like this?
Attach your completed map to your write up and make sure you have labeled features on the map that help answer the questions-
Semantics Essays - William Labov Distributed: 23rd March, 2015 Disclaimer: This paper has been put together by an understudy. This isn't a case of the work composed by our expert exposition journalists. You can see tests of our expert work here. Any sentiments, discoveries, conclusions or proposals communicated in this material are those of the writers and don't really mirror the perspectives of UK Essays. William Labov's account examination contrasts from a portion of the prior methodologies in that his technique centers around oral story rather than composed content. William Labov's account examination varies from a portion of the prior methodologies in that his strategy centers around oral story rather than composed content. Prior etymologists, for example, Ferdinand de Saussure, trusted in an auxiliary approach. This implied dialect must be drawn closer as a settled, unmistakably characterized set of images, which besides must be considered in disconnection. Be that as it may, later etymologists, among them Uriel Weinrich, Labov's coach, trusted that the basic approach neglected to help us in comprehension "the change of a dialect from state to state" (Labov 1972:xv). Labov's concentration has been to examine dialect as it is talked, as a liquid and continually evolving dynamic. The greater part of Labov's model of account investigation depends on his conviction that "one can't comprehend the improvement of a dialect change separated from the social existence of the network in which it happens" (1972:3). He feels unequivocally that watching and recording sound changes isn't sufficient to comprehend the procedure of progress—that one needs to see that change inside the setting of the network in which it is being made, as it is being made. Utilizing this hypothesis, he precisely picked networks where he believed he could do this generally successfully. He led the first of a few inside and out examinations in Martha's Vineyard, a little, shut island network situated in Dukes County, Massachusetts. Labov saw Martha's Vineyard as a perfect investigation site principally in light of the fact that it was extremely independent. Moreover, it was physically secluded, found three miles from the terrain. For his next arrangement of studies, Labov chose parts of New York City. One specific territory he concentrated on in the New York City contemplate concentrated on Black English as it was utilized as a part of specific parts of the city, particularly Harlem. In spite of the fact that Harlem did not have topographical separation from New York the way Martha's Vineyard did from Massachusetts, racial and financial limits made it a secluded network in its own particular manner. The principle purposes of Labov's model were first distributed in 1972 out of a paper entitled "The Transformation of Experience in Narrative Syntax." In this article Labov presents and clarifies what he sees as the six fundamental parts of an account. He talks about each part as an apparatus which we can use to dissect story designs, to help perceive repeating subjects and thoughts. The six fundamental parts of Labov's model are: dynamic; introduction; confounding activity; assessment; determination; and coda. It isn't essential that each of the six of these be available in each story; for instance, a few stories won't have a conceptual, while others might not have a coda. Moreover, these segments require not show up in a particular request, and each might be available in an assortment of ways—these elements are likewise considered in the last examination. Labov utilizes the expression "unique" to allude to the starting piece of the story. This might be, truly, a "unique," or a concise rundown of the occasions; or it might be just a line or two that will start the peruser's advantage. The part of the unique is to draw to the audience's advantage, and to get the audience to need to hear whatever is left of the story. The following stage is called "introduction." During this stage the speaker gives the audience data about the setting of the story. For instance, the speaker will present and portray the general population or characters who will interface in the story, too the setting (the place the activity happens) and the time span. For the story to be substantial and justifiable to the peruser, it is fundamental that he or she be educated of the time and place in which the account unfurls. Following introduction is the "convoluting activity." This alludes to the real occasions of the account, the events that advance it. Muddling activities might be physical activities. They might be additionally be proclamations talked so anyone might hear, or they might be thought acts "Assessment" alludes to the point, or reason, the story is being told, and it should be possible in various ways. "Assessments" might be particularly and unmistakably expressed, or they might be suggested. "Inside" assessments are those uncovered while the story is occurring, while "outer" assessments happen outside the quick activity of the story (for instance, after the story is told). Another assessment procedure is the "implanted assessment." This can be a clarification offered by one of the general population in the story, or by the storyteller specifically. What's more, it might likewise be an occasion in the story. Following this is the thing that Labov calls the "result" or "determination": this, fundamentally, is the conclusion. Now the storyteller demonstrates that the story has found some conclusion, that a last activity has happened. At long last, there might be a "coda." By "coda" Labov implies that the storyteller brings up the pertinence of the story by associating it with consistently life, or with different occasions or activities that fall outside the story outline. The coda does not generally need to be available. It might likewise be available without being expressly expressed. One of the issues to be examined concerning Labov's model for account examination is the technique for information accumulation, since "the methods used to assemble the information meddle with the information to be assembled" (Labov 1972:43). The meeting itself might be viewed as "open discourse." However, even inside this domain, there are different conditions to be considered. For instance, does the relationship of the questioner to the interviewee influence the last's discourse designs? Does the utilization of an account gadget influence the interviewee's selection of words, maybe make word choice more formal than it customarily would be? One method for observing this is to look at the subject's discourse designs over the span of the meeting with his or her discourse designs outside the meeting setting. For instance, the questioner could likewise watch the subject while he or she is casual with companions or relatives in a less formal setting. Labov's model has firmly affected dialect considers since its presentation in 1972, and it keeps on being persuasive in extra settings. With the broad development of the web, we presently have another, casual kind of correspondence. Etymologist Michael Toolan proposes that Labov's model is a helpful apparatus in the examination of web composing. Web composing is regularly less formal than scholarly or different kinds of composing, yet more organized than talked dialect. In this way, Labov's model stays viable today. As dialect itself keeps on developing and change, it is very plausible that Labov's model will develop to suit that change, and to keep on being a valuable instrument in years to come.>GET ANSWER