Colonization Across the Globe Essay -- Colonies World History Economy

Colonization Across the Globe After Christopher Columbus landed in the West Indies in 1492, Spain and Portugal started disputing areas of influence on the South American continent. The dispute was eventually settled by the Pope (Alexander VI), who in 1493, drew up defined areas of influence for the two nations with the idea of spreading Christianity to the natives in those territories. In time the Portuguese territory became known as Brazil, hence the working language of that country to this day is Portuguese, while most of the rest of the continent speaks Spanish. On 1 August 1498, during his third voyage, Columbus finally sighted the South American mainland for the first time. The next white explorer to reach the continent was the Portuguese navigator Pedro Cabral, who anchored off the coast of present day Brazil in April 1500 - a territory which he then claimed for Portugal. However, the claim was ignored for more than 30 years by Portugal itself, whose sailors had in the interim sailed round Africa to India. During this time of Portuguese indifference, the Spanish seized the initiative in Central America and the West Indies. In 1519, the Portuguese explorer Ferdinand Magellan, then employed by the Spaniards, first sailed up the Rio de la Plata River. He then proceeded south and in November 1520, first sailed round the southernmost part of South America and sighted the Pacific Ocean. 1. Spain In 1519, Cortes with about 600 men set sail for South America with a few cannon and horses. A last minute dispute with the Spanish governor saw Cortes' expedition being officially cancelled, but Cortes continued, later bringing back gold and other riches to the Spanish crown as justification for his expedition. The army sailed west along the Gulf Coast, engaging in a major battle against a local tribe. It was at this first battle that Cortes realized the technological advantage the Europeans possessed: steel armour, guns, cannons and even horses were completely unknown to the people of Central America, and many tribesmen fled at the very sight of a powerful charge horse. These advantages were pressed home remorselessly, and all the native tribes in Central and South America were to pay dearly for being technologically so far behind the Europeans. At the time of the Spanish conquest of Central America, the Aztecs had created an empire which... ...ess Cixi. The terrorist activities of the Boxer society gradually increased during 1899, with Boxer bands attacking all whites on sight. When these bands entered the Chinese capital, Peking, the whites powers sent a small armed column to the Chinese capital to protect the few whites in the city. On 16 June 1900, the Empress Cixi ordered Chinese troops to attack the whites army which was still outside Peking. Then on 18 June 1900, the Empress Cixi publicly called on the Chinese to kill all the whites they could find. Many whites were then murdered: large numbers fled into the fortified foreign embassies in the city. There they were besieged by Chinese. Finally, a combined army consisting of British, French, Russian, German, American and Japanese troops entered Peking on 14 August 1900, relieving the besieged foreign embassies. Peking was then occupied by the whites powers for a year until September 1901, when the Chinese signed a peace treaty in terms of which they had to pay a large indemnity and grant the whites powers the right to station troops in Peking to safeguard the embassies. This situation remained unaltered right up until the early part of the 20th century.

Mafia as Government Essay -- essays papers

Mafia as Government History and Introduction The history of the Mafia began in the ninth century, when a secret society was formed to protect the people of Sicily. Sicily was occupied by Arab forces. A group of Sicilians fled into the countryside to escape, and later to fight, the encroaching forces. This group became the Mafia The group’s original intentions were to create a sense of loyalty and respect for tradition, culture and family. The Mafia protected its' members interests and promoted protected individuals and businesses in exchange for loyalty and monetary tribute. As time passed, and the Mafia expanded to the Americas, the Mafia became more â€Å"criminal†, engaging in provision of illegal services and collection of taxes in defiance of the â€Å"legitimate† government. It is the purpose of this work to argue that the Mafia, a â€Å"criminal† organization, meets the criteria to be considered a government. The terms Mafia or mob used in this work should be considered to be synonymous and to refer to the American Mafia. The Mafia’s structure is similar in nature to a feudal government system, with agents reporting to regional governors, who in turn report to the organization’s leader. While the mob may or may not possess an overall head, individual regions of the mob may be thought of as a form of local government. The Mafia, as it is currently being discussed, exists within the confines of the United States, and thus may be in competition with, or at least overlapping the geographic areas of other government systems. Definitions of Government Ayn Rand has much to say on the â€Å"proper function† of government, but it is unclear as to what she considers a formal definitionon of what exactly categorizes an organization as a government. Her most specific response to the question appears in the opening sentence of â€Å"The Nature of Government†. The opinion is that the use of force and the enforcement of rules should be limited to government. (Rand) Randall Holcombe references Robert Dahl and Max Weber, summarizing their points of view that a monopoly on the use of force in a given area is the defining characteristic of government, thus adding a spatial characteristic to the definition. Holcombe further points out that obviously a monopoly on the use of coercive force is not required as can be seen from examples of ov... ...orms of government will â€Å"die out† over time, then the Mafia must be relatively efficient. Regardless, efficiency is quite obviously NOT a requirement to be considered a government. Conclusion Of course any number of normative arguments may be raised as to the relative â€Å"fairness† of Mafia governance. That it lacks some air of legitamacy or morality is not at issue. The Mafia lacks a constitution, thus enabling a wide range of government action. Rights are accorded to citizens at the whim of government agents, laws may unknown and erratically enforced, shifts within the leadership of government may be violent and have unstabilizing effects on the region. However, none of these points are at issue here. The argument here is not that the Mafia is the best government, or even a good government. It is simply that it meets an objective criteria to be considered as a government. Bibliography: Holcombe, Randall G., â€Å"The Distinction Between Clubs and Governments,† in The Economic Foundations of Government, New York: New York University Press, 1994 (Chapter 5) Rand, Ayn, â€Å"The Nature of Government,† The Virtue of Selfishness. New York: Signet Books, 1964, pp 107-115

Ken Robinson

Even in modern day 20th century despite our growth in society, anyone who wishes to pursue any dreams or aspirations in the arts is heavily criticized for any chance of success and is frowned upon. In this article, Robinson (2006) takes an interesting approach to convey his point across that school education systems kill creativity. He takes three approaches which are listing, explaining and analysis. He uses he’s own personal stories and professional stand point to grasp the reader’s attention.Robinson discusses the theme spoken throughout the presentations and how it will tie into his presentation. He now goes on by explaining that creativity should be treated with the same status as literacy has in education. According to Robinson (2006) he states, â€Å"We stigmatize mistakes and we’re now running a national education system where mistakes are the worst thing you can make. The result of creating that stigma is that we are educating people out of their creati ve capacities†.Robinson refers to a quote from Picasso that states â€Å"all children are born artist†. How will we fix these issues and keep the creative mindset if all we do is frown upon those who are more artistically bound rather than academically bound. Robinson shares a perfect example of the previous statement. He shares a story of a personal friend named Gillian Lynne, a world known choreographer for Phantom of the Opera and Cats. He opposed the question to Gillian on how she became a dancer and she explained that in school she felt hopeless and could never concentrate.The teacher suggested to her parents that she had a learning disorder; she was sent to see a psychologist who later on came to the conclusion after observing her that Gillian was not sick in anyway, she was just a dancer. She later on attended a dance school, auditioned Ken Robinson 3 for the Royal Ballet Academy, graduated and founded her own company. One of many perfect examples of artistic peo ple who became insanely successful despite the lack of academics.Robinson (2006) concludes with how there are three types of intelligence, â€Å"it’s diverse, it’s dynamic and it’s distinct†. According to Robinson (2006) â€Å"We invest a lot of time into educating children on how to succeed in the future but if we are unable to predict the future in five years despite our expertise the who’s to say we’re meant to educate them for it. † How will we prepare them for a time that is so far away and technology that has yet to be invented yet. Robinson goes into urther analyzation when he says â€Å"We must adopt a new conception of human ecology, one of which we start to reconstitute out conception of the richness of human capacity†. As for the future it won’t serve us. We have to rethink the fundamental principles on which we’re educating our children†. Robinson (2006) How can we push the human capacity to its full potential if we’re not exploring all it its aspects. We would not have people like William Shakespeare if we didn’t explore the artistic aspect and the historic change made in art and literacy. Read also  How Powerful Do You Find Atticus Finch’s Closing Speech?Robinson did an exceptional job at capturing the reader’s attention and let the think of his discussion and making them form their own opinion. He also backed up every point with a personal story and/or fact which made this more effective. He used humour as an essential way to make his presentation entertaining yet analytical. He argued both pros and cons to each paradigm in order to show he was not biased. Ken Robinson 4 Robinson theory that school kills creativity was proven to be well written and presented by adding humour, personal stories and facts. He left the readers with a lot to debate about and consider.

Mcdonald Case Study

McDonald’s: On a Customer-Focused Mission More than half a century ago, Ray Kroc, a 52-year-old salesman of milk-shake-mixing machines, set out on a mission to transform the way Americans eat. Kroc bought a chain of seven stores already existing for $2. 7 million. From the start, Kroc preached a motto of QSCV—quality, service, cleanliness, and value. These goals became mainstays in McDonald’s customer-focused mission statement.Applying these values, the company perfected the fast-food concept—delivering convenient, good-quality food at affordable prices. McDonald’s grew quickly to become the world’s largest fast-feeder. The fast-food giant’s more than 32,000 restaurants worldwide now serve 60 million customers each day, racking up system-wide sales of more than $79 billion annually. In the mid-1990s, however, McDonald’s fortunes began to turn. The company appeared to fall out of touch with both its mission and its customers.Amer icans were looking for fresher, better-tasting food and more contemporary atmospheres. They were also seeking healthier eating options. In a new age of health-conscious consumers and $3 muffin and coffee at Starbucks, McDonald’s seemed a bit out of step with the times. McDonald’s was struggling to find its identity among its competitors and changing consumer tastes. The company careened from one failed idea to another. It tried to keep pace. None of these things worked.However, McDonald’s continued opening new restaurants at a ferocious pace, as many as 2,000per year. The new stores helped sales, but customer service and cleanliness declined because the company couldn’t hire and train good workers fast enough. Meanwhile, McDonald’s increasingly became a target for animal-rights activists, environmentalists, and nutritionists, who accused the chain of contributing to the nation’s obesity epidemic with â€Å"super size† French fries and sodas as well as Happy Meals that lure kids with the reward of free toys.Although McDonald’s remained the world’s most visited fast-food chain, sales growth slumped, and its market share fell by more than 3 percent between 1997 and 2003. In 2002, the company posted its first-ever quarterly loss. In early 2003, a troubled McDonald’s announced a turnaround plan—what it now calls its â€Å"Plan to Win. † At the heart of this plan was a new mission statement that refocused the company on its customers. The company’s mission was changed from â€Å"being the world’s best quick-service restaurant† to â€Å"being our customers’ favorite place and way to eat.The new plan centered on five basics of an exceptional customer experience: people, products, place, price, and promotion. Under the Plan to Win, the goal was to get â€Å"better, not just bigger. † The company invested in improving the food, the service, the atmosph ere, and marketing at existing outlets. McDonald’s redecorated its restaurants with clean, simple, more-modern interiors and amenities such as live plants, wireless Internet access, and flat-screen TVs showing cable news.Play areas in some new restaurants now feature video games and even stationary bicycles with video screens. To make the customer experience more convenient, McDonald’s stores now open earlier to extend breakfast hours and stay open longer to serve late-night diners—more than one-third of McDonald’s restaurants are now open 24 hours a day. Moreover, MacDonald added healthier options, such as Chicken McNuggets made with white meat, a line of Snack Wraps, low-fat â€Å"milk jugs,† apple slices, Premium Salads.In 2008, when the stock market lost one-third of its value—the worst loss since the Great Depression— McDonald’s stock gained nearly 6 percent. Through 2010, as the economy and the restaurant industry as a wh ole continued to struggle, McDonald’s outperformed its competitors by a notable margin. QUESTIONS 1. What are the main environmental factors that affected MacDonald marketing strategy and way of doing business? 2. How MacDonald responded to the changing environment? (How these changes affected its marketing mix? )

The Knot

The Knot Case Study i. Opportunity analysis of People, Opportunity, Context and Deals. a. People: i. David Liu, Chief Executive Officer 1. Nine years of digital production and management experience 2. Managed staff of forty at video production company 3. Founded CD-ROM development firm ii. Rob Fassino, VP of Marketing 4. Eight years of advertising experience 5. Founded digital division of advertising company 6. Produced TV commercials iii. Carley Roney, VP of Creative Development 7. President of RunTime, Inc. 8. Six years as creative director and editor 9. M. A. in Cultural Studies v. Michael Wolfson, VP of New Business Development 10. Founded production company 11. Co-founded digital media division with Fassino v. Russ Casenhiser, Director of Operations 12. Co-founded Bridal Search, Inc 13. Developed industry’s largest searchable database of bridal gowns 14. Co-owned La Galleria – women’s apparel store 15. M. B. A. vi. Becky Casenhiser, Director of Merchandising 16. Co-founded Bridal Search 17. Maintained relationships with bridal gown manufacturers 18. Co-owned La Galleria – managed buying, sales, customer service 19.M. B. A. vii. Erik Herz, Director of Advertising Sales 20. Six years of sales experience in publishing industry 21. Helped launch Marie Claire in the American Market viii. Partnerships: 22. Online: a. Excite i. Features partner/ lifestyle channel b. AOL ii. Featured wedding resource iii. Exclusive honeymoon resource iv. Featured wedding content partner c. Yahoo! v. Developing Yahoo â€Å"I do† weddings 23. Marketing partnerships: d. Bloomingdale’s vi. Online and in-store marketing e. 1-800 Flowers vii. Marketing and promotion partner f. Atlantic Records viii. Marketing and promotion partner . Great Bridal Expo ix. Featured online wedding resource h. Museum of the City of New York x. *The Future of Weddings* i. Harley Davidson Cafe xi. Special promotions, live events j. WEDCOM ‘97 xii. Keynote speake r/online partner b. Opportunity: ix. What is The Knot selling? 24. Online content dealing with various issues in the early parts marriage k. Second marriages, elopement, same-sex marriages, premarital pregnancy 25. Provide convenience l. Wedding-planning m. Fashion n. Beauty advice o. Grooms p. Travel q. Gifts r. Home 26. Gift shop 27. Gift registry x. Customer: 28.People looking to get (re)married. 29. People looking for wedding gifts 30. Wedding-related services xi. Is this service/product a compelling purchase? 31. Yes. People don’t skimp on weddings 32. Recession-proof: 2. 4 million weddings a year/ 34 billion in annual sales and services 33. xii. Can The Knot grow? 34. Yes. Its online well established base will allow it continue growing at a faster rate than any of its competitors xiii. How fast? 35. xiv. How will The Knot reach more customer segments? 36. Not by magazines high cost of infrastructure and development 37.Continue to adapt to technological changes and trend s in the industry 38. Venture into wedding related markets (pregnancy, planning resources for people without money for huge weddings, etc) 39. Offer evolving and compelling information 40. Create new strategic alliances 41. Strengthen user loyalty 42. xv. What are The Knot’s economics? 43. P20 xvi. What stands in the way of success? 44. Competitors 45. Wedding planners 46. c. Context (factors that inevitably changed, but can’t be controlled by The Knot): xvii. Regulatory environment xviii. Interest rates xix.Demographic trends xx. Inflation d. Deals: ii. How much money should they raise? For what purpose? e. Money: f. Purpose: xxi. Increase investment to further develop the brand xxii. Maintaining relationships with advertisers xxiii. Build technological infrastructure xxiv. Launch sites in other countries xxv. Develop gift registry business (p7) xxvi. Develop technology xxvii. Protect trademark/trade names iii. From whom should they raise money? On what terms? g. Whom : xxviii. Venture capitalists 47. Well known team 48. Wedding market has a high growth potential 49. xxix. Strategic partners . Terms: xxx. Provide limited strategic decisions xxxi. Unlimited cash flow iv. What should David Liu and Carla Roney do? Why? i. What to do: xxxii. Continue to provide a wide range of products that keep the customers’ interest xxxiii. Broaden customer base launch sites in other countries j. Why: xxxiv. Maintain/develop technology xxxv. Keep current relationships with advertisers, customers, and retailers xxxvi. Maintain position above competition xxxvii. Respond effectively to competitive pressures xxxviii. Attract advertising from various industries

A Birthday Surprise

It was 19th May of 2006 and it was my father’s birthday. He is the kind of person who prefers simple dinners with his own family instead of noisy celebration with relatives and friends. But that day was special cuz he had his 40th birthday. It was Saturday and after we wished him happy birthday, he went to work. Well my father thought that we were just going to have a dinner as always. But this is what he knew while my mom and I had organized a birthday surprise. She had invited all his close friends and family for a cocktail party in the evening. Everything was ready. Even why I passed all the day shopping I couldn’t wait till my dad came home. Anyway he arrived sooner than I thought and later I began to get dressed. I was totally excited. My mom had the most difficult ‘job’ if I can say so. She had to convinced him to wear a suit and she made it up. Another anusual thing happened. I wrote unusual because my mom asked him to drive. She never did this maybe she has her own car that’s why. I think that my dad understood that he had missed something. So began to ask where are we going and why am I wearing a suit. I told him we changed the reservation but it was irritated hearing him asking the same question over and over again. But finally we arrived and everyone was waiting for him. When my father entered in all began to sing the happy birthday song. I remember everyone had a great time and I won’t forget my father;s happy face telling me I knew something was going on. Time by time I have a look to those photos we had. It really was a special day.

Amu Scin138 Lab 9

0 Points Question 1 of 31 3. 0/ 3. 0 Points Questions 1 through 3 are based on the Lab Exercise, Step 2. Record your answer to Lab Exercise, Step 2, Question 11. How long ago was the igneous rock in rock unit B formed? A. 352 mya B. 380 mya C. 704 mya D. 1408 mya Answer Key: A Question 2 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 12. How long ago was the igneous rock in rock unit C formed? A. 70. 4 mya B. 140. 8 mya C. 352 mya D. 704 mya Answer Key: B Question 3 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 13. How long ago was the metamorphic rock in rock unit G formed? A. 625 mya B. 704 mya C. 1250 mya D. 2500 mya Answer Key: C Question 4 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on the Lab Exercise, Step 3. 4. Record your answer to Lab Exercise, Step 3, Question 14. How long ago were the fossils found in Layer A formed? A. 65. 5–145. 5 mya B. 201. 6–145. 5 mya C. 251–201. 6 mya D. 299–251 mya Answer Key: B Question 5 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer A formed? A. Cretaceous Period B. Triassic Period C. Jurassic Period D. Cambrian Period Answer Key: C Question 6 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 15. How long ago were the fossils found in Layer D formed? A. 251–299 mya B. 359–299 mya C. 416–359 mya D. 444–416 mya Answer Key: D Question 7 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer D formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: C Question 8 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 16. How long ago were the fossils found in Layer E formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 1000–542 mya Answer Key: B Question 9 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer E formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: D Question 10 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 17. How long ago were the fossils found in Layer F formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 000–542 mya Answer Key: C Question 11 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer F formed? A. Cambrian Period B. Triassic Period C. Carboniferous Period D. Tertiary Period Answer Key: A Question 12 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 18. What is the least amount of time that could have passed during the hiatus represented by younger unconformity seen in Figure 9. 12? A. 101 million years B. 150. 4 million years. C. 206. 6 million years D. 286 million years Answer Key: B Question 13 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 19. What is the least amount of time that could have passed during the hiatus represented by the older unconformity seen in Figure 9. 12 ? A. 708 million years B. 762 million years. C. 1333 million years D. 1958 million years Answer Key: A Question 14 of 31 3. 0/ 3. 0 Points 14. Which of the following principles is NOT used in determining the relative age of rocks? A. Principle of Cross-cutting Relationships B. Principle of Original Horizontality C. Principle of Superposition D. Principle of Vertical Continuity Answer Key: D Question 15 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on Figure 9. 17 on page 208 of your lab book. Determine the relative age each of the geologic structures shown in the geologic cross section below (Figure 9. 17) from youngest to oldest; then answer the questions below. As before, a wiggly line running across the geologic cross section indicates an unconformity and a fault is indicated with a bold straight line. Which is the youngest geologic structure in Figure 9. 17? A. E B. A C. B D. D Answer Key: B Question 16 of 31 3. 0/ 3. 0 Points Which is the oldest geologic structure in Figure 9. 17? A. A B. C C. F D. D Answer Key: D Question 17 of 31 3. 0/ 3. 0 Points Which letter represents an unconformity in Figure 9. 17? A. A B. C C. E D. F Answer Key: C Question 18 of 31 3. 0/ 3. 0 Points Which letter represents a fault in Figure 9. 17? A. A B. C C. E D. F Answer Key: D Feedback: F Question 19 of 31 3. 0/ 3. 0 Points What is the proper order of geologic structures B, C, D, and F in Figure 9. 17 from oldest to youngest? A. F, B, C, D B. D, C, B, F C. D, F, B, C D. B, C, F, D Answer Key: B Question 20 of 31 3. 0/ 3. 0 Points What relative dating principle states that in a sequence of sedimentary rocks, unless overturned, the oldest beds are at the bottom and the youngest beds are at the top? A. Principle of Cross-cutting Relationships B. Principle of Inclusion C. Principle of Superposition D. Principle of Original Horizontality Answer Key: C Question 21 of 31 3. 0/ 3. 0 Points What relative dating principle states that fossils in a sequence of sedimentary rock layers succeed one another in a definite, recognizable order? A. Principle of Cross-cutting Relationships B. Principle of Faunal Succession C. Principle of Inclusion D. Principle of Superposition Answer Key: B Question 22 of 31 3. 0/ 3. 0 Points The Principle of Cross-cutting Relationships states that A. sedimentary layers and lava flows accumulate as horizontal layers. B. rock fragments found within an igneous intrusion are older than the intrusion. C. geologic structures that cut across other structures are younger than the structures they cut across. D. younger rocks are deposited over older rocks. Answer Key: C Question 23 of 31 3. 0/ 3. 0 Points The Principle of Lateral Continuity states A. sedimentary layers and lava flows accumulate as horizontal layers. B. layer of sedimentary rock originally extended in all directions until it thinned to zero or reached the edge of the basin. C. rock fragments found within an igneous intrusion are older than the intrusion. D. younger rocks are deposited over older rocks. Answer Key: B Question 24 of 31 3. 0/ 3. 0 Points What type of unconformity appears between two parallel sedimentary layers? A. a disco nformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: A Question 25 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a sedimentary layer and an igneous or metamorphic rock body? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: B Question 26 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a tilted sedimentary strata and a horizontal overlying layer? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: C Question 27 of 31 3. 0/ 3. 0 Points If a sample of radioactive material contains a parent isotope with a half-life of 3 years, then at the end of 6 years A. all of the parent isotope remains. B. half of the parent isotope remains. C. one-quarter of the parent isotope remains. D. one-ninth of the parent isotope remains. Answer Key: C Question 28 of 31 9. 0/ 9. 0 Points Questions 28 and 29 are based on the Lab Exercise, Step 1. 1. Record your answers to Lab Exercise, Step 1, Questions 1 through 9. List each of the geologic features shown in Figure 9. 12 from youngest to oldest. C (youngest rock unit A H B D E F I G (oldest rock unit) Answer Key: C, a, h, b, d, e, f, i, G Feedback: ___C____ (youngest rock unit) ___A___ ___H___ ___B___ ___D___ ___E___ ___F___ ___I___ ___G___ (oldest rock unit) Question 29 of 31 4. / 4. 0 Points Record your answer to Lab Exercise, Step 1, Question 10. What letters represents unconformities, and what type of unconformities are they? H is a(n) Angular unconformity ; I is a(n) Nonconformity . Answer Key: an* un*, non* Question 30 of 31 3. 0/ 3. 0 Points A fossil is the preserved remains or traces of a once-living organism. Answer Key: fos* Question 31 of 31 3. 0/ 3. 0 Points An index fossil is a fossil of an organism that was common and had widespread geographic distribution during a short period of time in Earth’s history. Answer Key: ind*, fos* Amu Scin138 Lab 9 0 Points Question 1 of 31 3. 0/ 3. 0 Points Questions 1 through 3 are based on the Lab Exercise, Step 2. Record your answer to Lab Exercise, Step 2, Question 11. How long ago was the igneous rock in rock unit B formed? A. 352 mya B. 380 mya C. 704 mya D. 1408 mya Answer Key: A Question 2 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 12. How long ago was the igneous rock in rock unit C formed? A. 70. 4 mya B. 140. 8 mya C. 352 mya D. 704 mya Answer Key: B Question 3 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 13. How long ago was the metamorphic rock in rock unit G formed? A. 625 mya B. 704 mya C. 1250 mya D. 2500 mya Answer Key: C Question 4 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on the Lab Exercise, Step 3. 4. Record your answer to Lab Exercise, Step 3, Question 14. How long ago were the fossils found in Layer A formed? A. 65. 5–145. 5 mya B. 201. 6–145. 5 mya C. 251–201. 6 mya D. 299–251 mya Answer Key: B Question 5 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer A formed? A. Cretaceous Period B. Triassic Period C. Jurassic Period D. Cambrian Period Answer Key: C Question 6 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 15. How long ago were the fossils found in Layer D formed? A. 251–299 mya B. 359–299 mya C. 416–359 mya D. 444–416 mya Answer Key: D Question 7 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer D formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: C Question 8 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 16. How long ago were the fossils found in Layer E formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 1000–542 mya Answer Key: B Question 9 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer E formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: D Question 10 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 17. How long ago were the fossils found in Layer F formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 000–542 mya Answer Key: C Question 11 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer F formed? A. Cambrian Period B. Triassic Period C. Carboniferous Period D. Tertiary Period Answer Key: A Question 12 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 18. What is the least amount of time that could have passed during the hiatus represented by younger unconformity seen in Figure 9. 12? A. 101 million years B. 150. 4 million years. C. 206. 6 million years D. 286 million years Answer Key: B Question 13 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 19. What is the least amount of time that could have passed during the hiatus represented by the older unconformity seen in Figure 9. 12 ? A. 708 million years B. 762 million years. C. 1333 million years D. 1958 million years Answer Key: A Question 14 of 31 3. 0/ 3. 0 Points 14. Which of the following principles is NOT used in determining the relative age of rocks? A. Principle of Cross-cutting Relationships B. Principle of Original Horizontality C. Principle of Superposition D. Principle of Vertical Continuity Answer Key: D Question 15 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on Figure 9. 17 on page 208 of your lab book. Determine the relative age each of the geologic structures shown in the geologic cross section below (Figure 9. 17) from youngest to oldest; then answer the questions below. As before, a wiggly line running across the geologic cross section indicates an unconformity and a fault is indicated with a bold straight line. Which is the youngest geologic structure in Figure 9. 17? A. E B. A C. B D. D Answer Key: B Question 16 of 31 3. 0/ 3. 0 Points Which is the oldest geologic structure in Figure 9. 17? A. A B. C C. F D. D Answer Key: D Question 17 of 31 3. 0/ 3. 0 Points Which letter represents an unconformity in Figure 9. 17? A. A B. C C. E D. F Answer Key: C Question 18 of 31 3. 0/ 3. 0 Points Which letter represents a fault in Figure 9. 17? A. A B. C C. E D. F Answer Key: D Feedback: F Question 19 of 31 3. 0/ 3. 0 Points What is the proper order of geologic structures B, C, D, and F in Figure 9. 17 from oldest to youngest? A. F, B, C, D B. D, C, B, F C. D, F, B, C D. B, C, F, D Answer Key: B Question 20 of 31 3. 0/ 3. 0 Points What relative dating principle states that in a sequence of sedimentary rocks, unless overturned, the oldest beds are at the bottom and the youngest beds are at the top? A. Principle of Cross-cutting Relationships B. Principle of Inclusion C. Principle of Superposition D. Principle of Original Horizontality Answer Key: C Question 21 of 31 3. 0/ 3. 0 Points What relative dating principle states that fossils in a sequence of sedimentary rock layers succeed one another in a definite, recognizable order? A. Principle of Cross-cutting Relationships B. Principle of Faunal Succession C. Principle of Inclusion D. Principle of Superposition Answer Key: B Question 22 of 31 3. 0/ 3. 0 Points The Principle of Cross-cutting Relationships states that A. sedimentary layers and lava flows accumulate as horizontal layers. B. rock fragments found within an igneous intrusion are older than the intrusion. C. geologic structures that cut across other structures are younger than the structures they cut across. D. younger rocks are deposited over older rocks. Answer Key: C Question 23 of 31 3. 0/ 3. 0 Points The Principle of Lateral Continuity states A. sedimentary layers and lava flows accumulate as horizontal layers. B. layer of sedimentary rock originally extended in all directions until it thinned to zero or reached the edge of the basin. C. rock fragments found within an igneous intrusion are older than the intrusion. D. younger rocks are deposited over older rocks. Answer Key: B Question 24 of 31 3. 0/ 3. 0 Points What type of unconformity appears between two parallel sedimentary layers? A. a disco nformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: A Question 25 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a sedimentary layer and an igneous or metamorphic rock body? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: B Question 26 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a tilted sedimentary strata and a horizontal overlying layer? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: C Question 27 of 31 3. 0/ 3. 0 Points If a sample of radioactive material contains a parent isotope with a half-life of 3 years, then at the end of 6 years A. all of the parent isotope remains. B. half of the parent isotope remains. C. one-quarter of the parent isotope remains. D. one-ninth of the parent isotope remains. Answer Key: C Question 28 of 31 9. 0/ 9. 0 Points Questions 28 and 29 are based on the Lab Exercise, Step 1. 1. Record your answers to Lab Exercise, Step 1, Questions 1 through 9. List each of the geologic features shown in Figure 9. 12 from youngest to oldest. C (youngest rock unit A H B D E F I G (oldest rock unit) Answer Key: C, a, h, b, d, e, f, i, G Feedback: ___C____ (youngest rock unit) ___A___ ___H___ ___B___ ___D___ ___E___ ___F___ ___I___ ___G___ (oldest rock unit) Question 29 of 31 4. / 4. 0 Points Record your answer to Lab Exercise, Step 1, Question 10. What letters represents unconformities, and what type of unconformities are they? H is a(n) Angular unconformity ; I is a(n) Nonconformity . Answer Key: an* un*, non* Question 30 of 31 3. 0/ 3. 0 Points A fossil is the preserved remains or traces of a once-living organism. Answer Key: fos* Question 31 of 31 3. 0/ 3. 0 Points An index fossil is a fossil of an organism that was common and had widespread geographic distribution during a short period of time in Earth’s history. Answer Key: ind*, fos*