Category: Geography

I need help with refining my annotated bilbiography. I have 10/15 sources completed, and just need a little more help.

Question 1 (1 point): Write a hypothesis about the relationship between time, the frequency of
extreme high temperatures, and the frequency of extreme low temperatures in Los Angeles.
Question 2 (1 point): In the generated 1945 map, A) what the highest temperature of is the
whole year and what day did it occur? B) what is the lowest temperature of the year and what
day did it occur?
Question 3 (1 point): In the generated 2022 map, A) what the highest temperature of is the
whole year and what day did it occur? B) What is the lowest temperature of the year and what
day did it occur?
Question 4 (1 point): Provide a screenshot of both your 1945 and 2022 maps side by side. Use
these graphs to explain changes in extreme temperatures between the two years. Do these.
changes align with your hypothesis?
Question 5 (1 point): Write a hypothesis to relate size of a thunderstorm to temperatures near
the surface AND temperatures high in the atmosphere.
Question 6 (1 point): What conditions in the simulator made a large thunderstorm?
Question 7 (1 point): What conditions in the simulator made a small thunderstorm?
Question 8 (1 point): Read through the information in the simulator. Why is humidity
important for initiating a thunderstorm?
Question 9 (1 point): In the given year of the map above and the locations where we see the
highest sea surface temperature anomalies, which do you think we would have more of-
hurricanes, cyclones, or typhoons?
Question 10 (1 point): From the information on cyclone ingredients above, do you think that at
the point of landfall on September 16 that Hurricane Lee is strengthening or weakening?
Question 11 (1 point): Approximately what day did Hurricane Lee turn north up the eastern
seaboard?
Question 12 (1 point): Approximately what day and where did the cyclone for Hurricane Lee
first develop? What were sea surface temperature conditions in the location here it developed?
Provide a screen shot of your map for evidence.

Question 1 (1 point): Write a hypothesis about the relationship between time, the frequency of
extreme high temperatures, and the frequency of extreme low temperatures in Los Angeles.
Question 2 (1 point): In the generated 1945 map, A) what the highest temperature of is the
whole year and what day did it occur? B) what is the lowest temperature of the year and what
day did it occur?
Question 3 (1 point): In the generated 2022 map, A) what the highest temperature of is the
whole year and what day did it occur? B) What is the lowest temperature of the year and what
day did it occur?
Question 4 (1 point): Provide a screenshot of both your 1945 and 2022 maps side by side. Use
these graphs to explain changes in extreme temperatures between the two years. Do these.
changes align with your hypothesis?
Question 5 (1 point): Write a hypothesis to relate size of a thunderstorm to temperatures near
the surface AND temperatures high in the atmosphere.
Question 6 (1 point): What conditions in the simulator made a large thunderstorm?
Question 7 (1 point): What conditions in the simulator made a small thunderstorm?
Question 8 (1 point): Read through the information in the simulator. Why is humidity
important for initiating a thunderstorm?
Question 9 (1 point): In the given year of the map above and the locations where we see the
highest sea surface temperature anomalies, which do you think we would have more of-
hurricanes, cyclones, or typhoons?
Question 10 (1 point): From the information on cyclone ingredients above, do you think that at
the point of landfall on September 16 that Hurricane Lee is strengthening or weakening?
Question 11 (1 point): Approximately what day did Hurricane Lee turn north up the eastern
seaboard?
Question 12 (1 point): Approximately what day and where did the cyclone for Hurricane Lee
first develop? What were sea surface temperature conditions in the location here it developed?
Provide a screen shot of your map for evidence.

CONTENT: Could you switch the axis for the graphs used in sub-hypothesis one and two? As they don’t make sense. Also could you move Figure 1( the one in the methodology) into the evaluation instead? And suggest using it as a method of improvement the evaluation instead of what was mentioned in the methodology. Could you also make the evaluation more relevant to this revised methodology: A refined methodology is crucial to collect high-quality data to evaluate the applicability of Bradshaw’s model to measure the rate of discharge variability as the distance from the source increases. Specific areas along the river were selected to avoid exhaustion from collecting data along the whole river. Furthermore, measuring the distances selected is crucial towards providing precise information for our study. GPS coordinates were utilised to obtain exact locations to make data gathering easier and save resources. The chosen sites along River Gryonne were at varying locations; this was effective because it helped cover the entire river, as required by the study. To get to the channel width, a transect method was used. The transect method is effective and well-established since it is used in river studies to measure channel width variations, for example, Scheleris et al. 1506. Also, bankfull width was measured, and we identified areas where vegetation and soil transitioned from riverbed to floodplain. In addition, the wetted perimeter was calculated to help gain insight into the river’s hydraulic features. To obtain the river’s mean depth to a degree of accuracy, multiple varying river sections were used. Lastly, a cross-sectional profile of the selected river areas was built. Further readings were taken for the study, such as gradient and velocity. Notably, a sampling technique was used to take measurements at a pre-set along the river to ensure that the data collected was inclusive in its presentation of the entire river. Quality control measures such as repeated measures and cross-checks were implemented to maintain the integrity and the quality of the data. The measurement tools were calibrated to ensure accuracy. Robust and invaluable data was collected since it addressed the field question.
Comments from Customer
PREVIOUS PAPER INSTRUCTIONS (#541069278): See attached

A class reflection is a reflection on an important point or something you learned from the readings of the previous two weeks, as well as any questions you have.

Write ONE question that addresses Keyssar (2000), and then Courtney (2002). Use proper in-text citations and a bibliography/works cited. Attached an example

The Economist
Global Warming: The Catastrophic Effects of Three Degrees of Warming
Three degrees of global warming would be catastrophic, but the world is well on its way there. Since the industrial revolution, the earth has warmed between 1.1 and 1.3 degrees Celsius. Children born today are up to seven times more likely to face extreme weather than their grandparents. If global temperatures do rise by three degrees, what would the world look like?
Effects of Three Degrees of Warming
Rising sea levels
Desertification
Increased storm surges
More frequent droughts
Increased flooding
Climate migration
Climate scientist Yuri Rogel has spent the last 10 years modeling future climate scenarios for the United Nations. There is still a 1 in 4 chance that, under current policies, we would hit three degrees by the end of the century. This is just one of the scenarios Yuri looks at. Another one imagined that all policy promises are kept. The most optimistic assumes that all promises have been kept and net zero targets are met, where our best estimate ends up around 2 degrees at the end.
In some parts of the world, the effects of inaction are already clear. The slums of climate migrants are moving to Bangladesh’s capital and are filling up with climate migrants. In many parts of Australia, New York City, and the United States, people are becoming increasingly concerned about climate migrants. Smallholders and small-scale farmers around the world are particularly vulnerable to climate change, and there are over 600 million of them around the world. Smallholders with farms under two hectares produce around a third of the global food supply.
The Village of Toguru
In Fiji, rising waters are already upending lives due to this rising sea level and climate change. The village of Toguru in Fiji is being swallowed by the sea. The villages of Togarwar and Togarai have seen over half the village disappear. If we do not have the sea wall, then it will keep eroding, and time will come when the world will be only roads. The rising waters have been swallowed by rising waters. In fact, it is becoming more and more. The world is at risk of losing entire villages and small communities due to rising sea levels and climate change.
The Threat of High Wet Bulb Temperatures
The average daytime temperature has crept up by nearly half a degree in the last 20 years. High so-called wet bulb temperatures are on the rise. A high wet bulb temperature is a measure of heat and humidity. Humans cool themselves by sweating, but in these conditions when relative humidity is near 100 percent, sweat doesn’t evaporate well, so people can’t cool down even if given unlimited shade and water. The body can’t lose heat, and so it gets hotter and hotter. The Philippines and Myanmar are just two countries that will also see an increase in storm surges in a three-degree world. To escape many will move often to urban areas. Half of the world’s population already lives in cities, almost a third in slums. For them, a three-degree world could be deadly.
The Economist on a Three Degree World
The Economist has recently published a cover package on what a three degree world might look like. The magazine explains that a three degree world could lead some places to the brink of societal collapse. Despite existing pledges, greenhouse gas emissions are still set to rise by 16% from 2010 levels by 2030. The need to act has never been clearer. There’s still time to reduce emissions so that a three degrees world remains fiction rather than becoming fact.
Adaptation vs Mitigation
The Economist says that adaptation will reduce suffering, but it doesn’t mean that it will eliminate suffering. Suffering is built into this whole process of heating up the planet. Adaptation will only get the world so far, but that’s why increasing efforts on mitigation are important.
Avoiding a Three Degree World
The Economist believes that the best way to deal with a 3 degree world is not to go to a three degree world. The magazine says that there’s a need to work towards negative emissions that could bring down the temperature after it peaks. It is important to reduce greenhouse gases that can bring down temperatures after it peaks. Adaptation will not eliminate suffering. The need for more work towards negative emissions is to reduce carbon emissions that can bring down temperature after peak levels is important. There’s still a need to reduce the emissions that are not to reduce global emissions that have never been to a low levels of carbon emissions.

Although colonialism lasted for no more than the life of Kenneth Kaunda, it had the most pervasive impact on Sub-Saharan Africa. Discuss this statement with respect to the political impact of colonialism on the region.
DO NOT use outside sources, only the one provided.
You do not need direct quotes from the text
Must be 1-3-1 essay

we already completed the in class debate. This is the essay part. MY GROUP WAS assigned “small islands topic” which is number 4 on the instructions link. I also included the google doc that we used during our debate to support our argument.

Using the case studies of Malawi and Brazil, explain the ways in which COVID-19 impacted the food security of people in Sub-Saharan Africa and South America. Were there any differences between Malawi and Brazil?