SPA103 week 2 discussion 2

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

  ¡A Presentar en Español!

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Prepare: Now that you are growing more comfortable with your language development, we are going to start communicating, in Spanish, each week in a discussion forum. To prepare for this activity, review the vocabulary and grammar explanations from Capítulo 2. Practice conjugating verbs in the present tense, asking and answering questions, expressing likes and dislikes, and familiarizing yourself with the vocabulary by completing several of the assigned practice activities in MySpanish Lab.

 

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Reflect: Consider your daily schedule, your likes and dislikes, and qualities and characteristics related to different programs of study. Can you share information about courses and majors? Convey likes and dislikes? Relate daily activities and create and answer questions? If so, you are ready to prepare your post!

 

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Write: Choose one of the following activities to use for your initial response.

Activity # 1: In Capítulo 2 of your primary text, explore Presente Indicativo de Verbos Regulares, the narration of what Mario, a law student, does each day (p. 67). Using that description as a model, narrate the things that you do each day. Your description needs to include six different activities, each expressed using a complete Spanish sentence.

*Optional–you may include pictures to accompany your narration.

Activity #2: In Capítulo 2 of your primary text, explore Una Descripciόn, a writing activity (p. 87). Follow the instructions to create a personal description of what makes you a viable applicant for one of the following positions: to work in the library, the career services department, or the athletic department. Your description must be six complete Spanish sentences.

Activity #3: You are working at the Office of International Education for Ashford University. One of your responsibilities is to help international students adjust to life at your school by conducting orientation sessions and holding individual and group meetings. Today you are meeting with a student from Mexico. Help him by answering each question with a complete Spanish sentence.

¿Qué especialidades son muy difíciles en Ashford?

¿Qué especialidades son fáciles?

¿Cuál es tu especialidad y por qué te gusta?

¿Qué clases son interesantes?

¿Qué clases son aburridas?

¿Qué actividades extracurriculares te gustan? ¿Cuáles no te gustan?

 

Discuss-2.png

Respond to Peers: Read through your classmates’ posts. Choose two different posts, and ask one question to each classmate, in Spanish, to elicit more information (Due by Day 5). Also, respond to one of the questions posed by your classmates in response to your initial post (Due by Day 5).

 

 

Note: You will have a minimum of four posts, in Spanish, in this forum:

Your initial post (Due by Day 3)

A question posed to classmate 1 (Due by Day 5)

A question posed to classmate 2 (Due by Day 5)

An answer to a question posed by a classmate in response to your initial post (Due by Day 7)

 

 

Tips for success:

Post your initial response by Day 3. If you post late, you may not have a question from a classmate to respond to in order to fulfill that portion of the prompt.

As you interact with peers, please look for posts that don’t have questions from classmates first. That way, we can ensure that everyone has an opportunity to practice both asking and answering questions.

 

very easy beginning Spanish class.

Prueba #3 (Quiz)

Pronombres  Match the nouns in Column A to the subject pronouns in Column B. One subject pronoun will not be used. (5×1= 5 puntos).

                        A                                                                                 B

1. ___ El joven                                                                        a. Nosotros

2. ___ Amanda y yo                                                                b. Ellos

3. ___ Natalia                                                                          c. Ella

4. ___ Los turistas                                                                   d. Él

5. ___ Fernanda y Lucía                                                          e. Nosotras

                                                                                                f. Ellas

Oraciones Write complete sentences using the information provided. Make any necessary changes. (6×1=6 puntos).

            Modelo: nosotros/ ser/ turista

            Nosotros somos turistas

 

1. Carmen/ ser/ profesora de arte

______________________________________________________________________________

2. ¿Tú/ ser/ Canadá?

______________________________________________________________________________

3. Ustedes/ ser/ España

______________________________________________________________________________

4. Maletas/ ser/ pasajero

______________________________________________________________________________

5. ¿De/ quién/ ser/ lápices?

______________________________________________________________________________

6. Yo/ ser/ estudiante

______________________________________________________________________________

Project – Preparation

 
The first section of your course project, Interview and Evaluation of Current Policies, is due in Unit 5. In this unit’s first discussion, you will post a draft of your interview questions for peer review. Take some time to review the assignment description and Interview and Evaluation of Current Policies Scoring Guide (link given in the resources) to understand the requirements and grading criteria for this assignment. You may also review your course project information.
Note: Though it is recommended toconduct an in-person interview, you can conduct the interview by e-mail or telephone, if that is convenient to the interviewee.
Suggestions from the Professor:
I have a couple of recommendations for you. In u2d2 you indicated your topic would be on Gay employees. The draft interview question cover general diversity. The interview should be used to discuss policies directly related to your chosen employee group (Gay employees). I recommend you revise your questions in order to make best use of the interview in preparation for next assignment.
List of the Interview Questions I suggested. Now these questions need to be targeted to the Gay population. Please rephrase question to relate to Gay population.
  1. Is there a clear definition of diversity for your organization?
  2. Who handles the HR and diversity issues?
  3. Do the Bi-Laws states anything specifically about diversity?
  4. Are there any specific policy about joining?
  5. Are there any plans on expanding diversity?
  6. Are there sensitivity classes set in place?
  7. How do you combat issues on diversity and harassment?

SPA103 Week 1 discussion replies (please place number and name next to the reply)

  

THIS IS THE TOPIC THAT MY DISCUSSION IS ABOUT….

Topic #3: Los Hispanos y el Español

· Briefly explain the terms Latino and Hispanic. Describe how two people who are of Spanish-speaking heritage could be similar and how they could be different.

· What are some equivalent terms that you could use to describe people from more than one English-speaking country? If you had to invent a term to refer to all English-speaking people and cultures, what term would you create?

· What are some English words that are used where you live that are not necessarily used in other parts of the country?

· What different accents of native speakers of English from the United States can you distinguish and easily identify? What different accents of native speakers of English from outside the United States can you distinguish and easily identify?

· If you were to visit another English-speaking country, how much difficulty would you have communicating with the people that live there? Why?

· How will your awareness of the diversity of the Spanish language and culture throughout the world influence your approach to studying the language and trying to communicate in the language?

Respond to Peers: Review your classmates’ posts, and respond to at least two of your peers. For one of your responses, choose someone who posted on a topic different from what you selected. Share alternate views, provide personal experiences as they relate to the topic, expand upon ideas, or provide questions to encourage further elaboration of the topic. Each response should be a minimum of 75 words.

#1 LaShondra Kelly

MondayFeb 5 at 8:18am

Manage Discussion Entry

Topic #1: ¿Cόmo Se Saluda la Gente?

How do people in the Spanish-speaking world greet each other?

After reading this section of the text, I found that most Spanish-speaking people greet each other with by asking how they are doing. Men usually shake hands and if they are close friends, they may greet each other with a hug or abrazo. Female friends usually greet each other with a little kiss on the cheek and a gentle hug. This type of greeting is called a besito. The text explains that depending on the country, the women will kiss on one or both cheeks. The text finalizes the interpretation of Spanish-speaking greeting by explaining that men and women greet each other based on how familiar they are with each other, what country they are in, and how well they know each other. This greeting usually consists of a hand shake and/or a besito.

How do your male friends generally greet each other? And your female friends?

           My male friends usually greet each other with a hand shake and sometimes a one armed hug. This is considered manly. My female friends will greet each other with a hug.

How do greetings reflect a culture?

Greetings are a reflection of the culture in which one is derived. Handshakes, hugs, kisses, etc. are reflection of their culture. Some greetings are reserved for those in higher classes. For instance, many Orientals bow as a proper greeting. In America, it is customary to shake hands with people when meeting for the first time. Friends may hug or offer greetings such as “Hello” or “What’s Up”. Greetings can vary from culture to culture.

What does how you greet someone say about you?

I believe that the way you greet a person reveals your comfort level with them or your willingness to get to know them.

In general, how much distance is there between you and the person(s) with whom you are speaking?

           It depends on the setting. Personally, I do not like a person directly in my face when we are talking. I prefer to stand side by side while talking if we are in a crowded place. If it is an intimate setting, I do not mind a little contact while speaking. If it is in a relaxed setting, I would prefer to have ample space. We could be sitting across the table from each other or across the room.

What does personal space look like around the world?

Personal space can be determined differently depending on who you ask. Some people may say that personal space is the area around them within arm’s reach. Others may define personal space as the space that they own or have reserved such as their home or bedroom. In different countries, personal space can be defined differently. Cultural differences could result in misconceived rudeness when it comes to personal space. You may visit another country and they may think that being close to you is their way of being friendly. You may take it as an invasion of your space.  

What factors contribute to personal space boundaries?

The factors that I feel contribute to personal space boundaries depend on how well you know the individual with whom you are sharing this space. Is this individual of the same sex? Do you have a personal relationship with this person? Is your relationship romantic? Is your relationship professional? These are all factors to take into consideration when you think about personal space boundaries.

What do your personal space preferences say about you?

My personal space boundaries say that I am not one who likes to have my space invaded by strangers. I am a friendly person, but I reserve the right to step back or put my guard up when I feel that my space is being invaded. I do not like for people to breathe on me when they talk and I try to give the same respect. All in all, I guess my personal space says that I am a private person.

Reply

#2Matthew Steinberger

MondayFeb 5 at 10:11am

Manage Discussion Entry

Topic #3: Los Hispanos y el Español

               Often times when referring to Spanish-speaking individuals, society will use words like Hispanic and Latino, but society will not have a proper understanding of what these words actually mean. Simply, the word Hispanic is used on all individuals who come from any Spanish-speaking country or background. However, the word Latino is only implied on people from Latin America, which includes Central and South America. Something to remember with these two definitions is that Latino can be implied on any individual from Latin America, even if they are not Spanish-speaking. For example, Brazilians speak Portuguese, so they would be considered Latino, but not Hispanic. Also, Spaniards would be considered Hispanic because they speak Spanish, but would never be considered Latino. (Fernandez, 2013). One obvious way two people who are of Spanish-speaking heritage could be similar and how they could be different is how they use Spanish language. For example, someone from Spain and someone from Puerto Rico both speak the Spanish language, making them similar in that sense, but in Spain the word vosotros would be used to express “you all.” In Puerto Rico they might use the word ustedes.

               When referring to English-speaking individuals, society does not usually use generic words like Hispanic or Latino. Most of the time when referring to English-speaking individuals, society will just use the country they come from, or use their accent to determine which word to use. For example, an English speaker from America usually receives the name “American,” whereas someone from the United Kingdom will usually receive the name “British.” America breaks this idea down even more by calling individuals with a very northern accent a “northerner” and someone with a very southern accent a “southerner.” One word that can be created to refer to all English-speaking people could be “Saxons.” Since the original English language, or Old English, was referred as Anglo-Saxon, the word “Saxons” can be implied to any individual speaking the English language, even if the English is vastly different. (Merriam, 2018).

               Being from Wisconsin, there are a few words that we use exclusively. For example, when referring to a drinking fountain, a Wisconsinite will always use the word “bubbler.” Some more words that other parts of the country might not use are “Yooper”, or someone from upper Michigan, “cripes”, which is a nice way to say the swear word “Sh*t”, and finally “ope”, which has no real meaning, but someone from Wisconsin will always say it if you bump into them.

               English accents are not always easily distinguishable, but there are a few that are very easy to identify. For example, someone from Mississippi or Georgia, usually will have a very thick southern accent, and it will almost sound like they are talking very slowly. Other southern states have a little less thick southern accent, but it is easy to identify that they are more likely from South Carolina than they are from Minnesota. Outside of the United States, it is usually easy to identify someone from Britain or Australia because their accents are very different from American accents.

               If I were to visit another English-speaking country I believe it would be easy to communicate with the people that live there. The reason I believe this is because English is usually pretty easy to translate when you already speak English. For example, I spent a few weeks in England, and even though a few words were either exclusive to our form of English or we used different words to describe the same thing, it was easy to understand what the other individual was referencing. I believe living or visiting another English-speaking country might be confusing at times, but it should not be too difficult to communicate.

               After reading the first Chapter, I will take a much different approach to learning the Spanish language. Since most of the individuals that I interact with are Mexican, I will try and learn more of the Mexican ways of speaking the language. However, if I were to interact with someone from Spain, I will want to know exactly how to interact with them so I am careful not to offend any individual. I believe it is extremely important to know exactly who you are talking to because this will help you avoid any awkward or disrespectful situations.

References

Fernandez, S. (2013). Hispanic vs. Latino: what’s the difference? Retrieved February 5, 2018, from http://hispanichouston.com/hispanic-vs-latino-whats-the-difference/

Merriam-webster. (2018). What are the origins of the English Language? Retrieved February 5, 2018, from https://www.merriam-webster.com/help/faq-history

Reply

Forum Question

From our readings thus far, we have learned the importance of including specific sections (such as the abstract, introduction, materials and methods, results, discussion, conclusion, and references) in scientific papers. On page three of our textbook, Katz reminds us that “the predictable form of a scientific paper, with its standard set of sections arranged in a stereotyped order, ensures that a reader knows what to expect and where to find specific types of information” [1].

For this forum, you will select an article to read and then answer the questions below in your initial post. Your reading choices are listed under Lessons (Week 3, “Lesson”…scroll down to “Prose Model” and “Reading Choices.”) The articles listed demonstrate the above-mentioned organizational method. 

Answer the following questions in complete sentences, and do not copy and paste the questions or instructions into your post. Refer to the Forum Guidance note (click on “View Full Description” in the white box above) for word count and due date requirements.

  1. Which article did you select? 
  2. Briefly summarize the article. What is the article about?
  3. Is the language complicated or easy to understand, in your opinion? 
  4. Which sections (i.e., abstract, introduction, materials and methods, results, discussion, conclusion, and references) does the article contain?
  5. Pick ONE section (such as materials and methods) and describe it in detail. Please include quotes from this section of your article. How effective is this particular section? What is good about it? Is there anything bad or ineffective about it? 
  6. How well is your chosen article organized? Does this article uphold Katz’s theory about the importance of the standard scientific format? (See quote above.)
  7. Does your article demonstrate other key aspects of scientific writing that we have learned thus far (such as concise writing, active voice, numbers, visuals, etc.)? Provide examples.

For your two student replies, respond to classmates who have chosen different articles. Check out their articles and see if you can help them identify sections, answer some of the above questions, or further the discussion about their selections. Feel free to ask questions or provide additional insight for your classmates to consider.  

Reference

1. Katz, Michael J. 2009. From Research to Manuscript, A Guide to Scientific Writing. Cleveland, Ohio: Springer 205 p.

The grading rubric for this forum is attached below.

ARTICLE: 

Williams CM. 1961. The juvenile hormone. II. Its role in the endocrine control of molting, pupation, and adult development in the Cecropia silkworm. Biol Bull 121: 572– 585. ● ● ● ● ● ●
Katz, Michael Jay. From Research to Manuscript : A Guide to Scientific Writing, Springer Netherlands, 2009. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=417930.
Created from apus on 2018-05-25 08:21:12.

Case Study (IH)

Analysis of an Air-Sampling Report

 

Click here to view a PDF of a typical sampling report. Compose a two- to three-page analysis that addresses the following questions:

1. What is the purpose of the exposure assessment?

2. Why was the exposure assessment conducted?

3. What type of sampling (personal or area) was conducted, and why?

4. What are the chemicals that were sampled, and what are their hazards?

5. What are the most likely routes of exposure given the nature of the business?

6. Describe the sampling equipment and methods used to collect the sample.

7. Provide an overview of the results, including an explanation of the “additive formula,” and discuss them in relation to the applicable exposure limit.

8. Were there any off-normal or unplanned incidents relative to sample collection?

9. Provide a summary of the recommendations made by Sam “IH” Sampler.

10. Comment on the thoroughness of the study. Did you feel that the exposure assessment was comprehensive? If not, what additional information would you provide?

11. Comment on who the target audience would be for this report. If you were the plant director of ACME Printing, would you be comfortable with sharing this with an auditor from the Occupational Safety and Health Administration (OSHA)? Do you have any concerns related to sharing this with your employees?

 

In addition to addressing the listed questions, you should consider using additional background materials to support your analysis. Materials should be cited using APA formatting style to include in-text citations and a reference list. You should also paraphrase information obtained from outside sources; that is, use your own words. Do not simply cut and paste materials from outside sources. Limit directly quoted materials to no more than three to five sentences for the entire case study overview, and always use quotation marks for direct quotes of outside sources

Please answer questions in Spanish with my personal inputs

Carefully review the notes in Resources about the verbs SER and ESTAR and how they are different. They both mean TO BE, and this is a tough part of the language for English speakers to grasp because in Spanish both of these words mean TO BE. English speakers have to now separate an action that in English is thought of as one in the same.
Post, in complete sentences, a response to the questions below.  Reply to others by making suggestions or identifying errors, if possible, (in English) OR comment in Spanish to specific information somebody else has shared and ask questions to further the discussion. (For example, if I posted “Soy de Fountain Valley” somebody else may ask “Dónde está Fountain Valley?” I might then say “Fountain Valley está en California, cerca de Los Angeles.”

Try to use the Spanish you have learned although I am fine with you looking up a word or two. Watch the online translators as they are great to treat as a dictionary but most of the time translate entire sentences incorrectly. The tool is a great idea but very far from being perfected…
I want the sentences to be at such a level that others can read them and understand them on their own. So challenge yourself to say as much as you can from your own skills and also take the challenge of trying to read and comprehend a lot of other posts on the board.
Now get out there and have some fun.

¿De dónde eres? ¿Dónde estás en este momento? ¿Cómo estás hoy? ¿Cómo eres tú?

Please answer the questions in Spanish. Here are the answers that I would give in english.

Where are you from? I am from a small town in Maryland.

Where are you right now? I am deployed in southwest asia.

How are you today? I am doing pretty good today.

How are you? Excited to be going home soon.

spanish help

 

  1. ¿Qué oyen los estudiantes de la residencia todas las mañanas?
    •  el despertador
    •  los platos de la cafetería
    •  a la gente de la calle
  2. ¿Cuánto tiempo tienen los estudiantes para desayunar?
    •  una hora y media
    •  una hora
    •  media hora
  3. ¿Qué les gusta a algunos de los estudiantes?
    •  comer tarde
    •  descansar
    •  llegar temprano a las clases
  4. ¿Qué les molesta a algunos de los estudiantes?
    •  volver a la cama
    •  despertarse temprano
    •  peinarse y maquillarse
  5. ¿Qué prefiere hacer Javier?
    •  dormir
    •  afeitarse
    •  levantarse temprano

 

 

Emparejar
Match the pictures and descriptions.
 
  1.  1 2 3 4 5 Leticia se cepilla los dientes.
  2.  1 2 3 4 5 Luis se afeita todas las mañanas.
  3.  1 2 3 4 5 Mario se lava la cara.
  4.  1 2 3 4 5 Ella se maquilla.
  5.  1 2 3 4 5 Olivia se ducha.

 

 

Verbos
Fill in the blanks with the appropriate reflexive verb forms.
 
  1. irse (tú) 
  2. irse (nosotros) 
  3. cepillarse (él) 
  4. lavarse (él) 
  5. quedarse (nosotros) 

 

 

Escoger
Select the appropriate indefinite or negative words.
 
  1. María Elena ( nada, siempre, ningún) estudia mucho para los exámenes.
  2. José y Leticia  (nunca ,nadie, alguna) compran este champú.
  3. Yo ( nada, alguno, también) tengo un pantalón azul.
  4. No sé si  (alguien, tampoco, nunca) vio ese avión.
  5.  (O Juana y, Ni Juana y, Ni Juana ni) Julia van a ir a la fiesta (party).

 

 

¿Ir o ser?
Fill in the blanks with the preterite form of ser or ir. Then indicate whether the infinitive is ser or ir. Follow the model.

Modelo

 

Ricardo y yo fuimos (ir) al museo por la mañana.
  1. Alexa y tú _______ de vacaciones a la playa.
  2. Nosotros ______ muy buenos estudiantes.
  3. Tú _____ a Perú el verano pasado.
  4. Los estudiantes  _______ a la biblioteca por la tarde.
  5. Gerardo ______ muy simpático el sábado por la noche.
  6. Yo ________ muy feliz ese año.

 

 

La rutina de Josefina
Fill in the blanks with words from the box.
baño champú durante
le encanta le molesta nunca
o se maquilla toalla
  1. Josefina no tiene clases (1) ____ la mañana. (2) ____ se levanta temprano. Va al cuarto de (3) _____ y lleva el (4) _____, el jabón y la (5) ______. No los deja (leave) allí porque a su hermano menor (6)______  el champú que ella usa. Josefina almuerza a mediodía y por la tarde se viste, se peina y (7)_____ . Para ir a la universidad, o va en taxi (8) _____ su hermano la lleva. A él sólo (9)  llevarla cuando llueve.

 

 

Completar
Fill in the blanks with the present tense form of the verbs.

Modelo

 

A mí me gusta (gustar) bañarme.
  1. A mis amigos y a mí _____ (encantar) los animales.
  2. A mis papás ______ (molestar) el ruido (noise) de la fiesta (party).
  3. Ese pantalón no  ______(quedar) bien a Luisa.
  4. A mí sólo______  (faltar) tres páginas para terminar el libro.
  5. Tú  ______(aburrir) cuando estás solo.
  6. A ustedes  ______(interesar) la clase de ciencias.

 

 

Lectura
Read the note from a travel agent to his clients, then answer the questions.
Sres. Forero:

Al mediodía van a llegar al hotel Dorado. Este hotel les va a encantar. Yo me quedé allí cuando fui a Iquitos el mes pasado. Su habitación tiene ventanas con vista (view) al río Amazonas (Amazon River). Los cuartos de baño no son muy grandes, pero son cómodos. Tienen ducha, un lavabo y un espejo grande. Por la tarde, pueden comer o en el restaurante El Dorado o en el café Recuerdos, que está cerca del hotel. También, si les interesa la historia, pueden visitar el Museo Amazónico. A las ocho de la noche, Diego Gutiérrez va a encontrarse (meet) con ustedes para llevarlos a cenar a un restaurante en la Plaza de Armas. Luego les voy a dar el itinerario (itinerary) para los otros días de su viaje.

Hasta pronto,

Manuel Peña

Agente de viajes

  1. ¿Adónde van los señores Forero?
    •  a Iquitos
    •  a Arequipa
    •  a Lima
  2. ¿Por qué Manuel conoce Iquitos?
    •  Porque él vive allí.
    •  Porque sus padres viven allí.
    •  Porque él fue allí.
  3. ¿Qué tiene la habitación de los señores Forero?
    •  espejos grandes
    •  vistas al río
    •  sillas cómodas
  4. ¿Dónde pueden comer?
    •  en el hotel
    •  en el café Recuerdos
    •  en el Museo Amazónico
  5. ¿Qué va a hacer Diego Gutiérrez?
    •  llevarlos a cenar
    •  mostrarles el río
    •  darles el itinerario
  6. ¿Dónde van a cenar?
    •  en el restaurante El Dorado
    •  en el café Recuerdos
    •  en la Plaza de Armas

NEED REPLY IN 15 HOURS or LESS

Think about your past experiences with writing (which may include the experiences you have had in this course). What advice about writing did you find most helpful? Why? Please explain the context that led to this advice. You may also tell more than one story about your writing experiences.
The objective of your discussion is to consider the advice of other writers and how we can always improve our writing by listening to others. Further, you are sharing that advice with your reader by reflecting upon the experience. 

Remember, as always, that this writing should be a positive and constructive experience for everyone. The idea is that you reflect upon the process so that you understand it, understand yourself as a new student writer, and understand the challenges and successes you experience. 

PLEASE REPLY TO MY CLASSMATE RESPONSE TO THE ABOVE QUESTIONS AND EXPLAIN WHY YOU AGREE? (A MINIMUM OF 125 WORDS)      

                                            CLASSMATE’S POST

I would say my past experiences in writing and how my writing skills have grown started very early in life. At the age of 16, I began by writing out the dictionary manually. This was before the internet was popular and accessible, and I wanted to improve my vocabulary which would in tun improve my writing abilities. This, however; did not address the methodology of writing, how to combine sentences coherently, how to tell a story effectively, etc. This training came much later in life, and in an odd format. As i made my way into corporate America, I began to utilize email as my primary form of communication, and I took several courses at my company that spoke to how to write emails effectively, which in a sense, spills over to every day writing as well. This is the only formal training n writing composition, other than college courses, that I have had, and I found this to be very effective. 

WATERHED

FOR THE LOCATION DON’T USE ( FOUNTAIN CREEK OR South Dakota)

 

 

  1. An abstract (overview of your work and conclusion)
  2. An introduction (that will provide a statement of objective and justification for the watershed and time period selected)
  3. Descriptive information on the watershed (size, location, land cover) and data sources
  4. Hydrological analysis of this watershed (real precipitation and flow data for the specific watershed must be presented, and this part must include detailed calculation between precipitation and runoff flow).
  5. Results, discussion of results, including discussion of scientific articles that provide relevant explanation for any of the patterns observed. 
  6. References (including all citations you used in your report)

The paper should be about 12 pages (Time new roman, 12) in length. 

Grading Standards:

  1. . The written report will be double-spaced. The first part should concisely describe the nature of the problem that will be addressed.
  2. Components of Project
    1. Well-organized structure
    2. Abstract
    3. Introduction

                                               i.      Statement of objective

                                             ii.     Justification of the watershed you selected

                                            iii.     Literature review of hydrologic analysis of the watershed

                                            iv.     Quality of writing

    1. Descriptive information on the watershed (size, location, land cover, show a decent geographical map, and data sources
    2. Hydrological analysis of this watershed

                                               i.     Real precipitation and flow data in a table for the specific watershed

                                             ii.     Detailed calculation of precipitation, runoff flow and other hydrological processes (e.g., IDF curve development). (15 pts)

    1. Results and Conclusions (20 pts)

                                               i.     Results analysis of your calculation including some figures such as hydrograph hyetograph, IDF curves (for design concerns) etc.(10 pts)

                                             ii.     Show your conclusion based on your analysis (5 pts)

    1. References (5 pts)
    2. YOU CAN GET DATA FROM NATIONA OCEANIC ATMOSPHERIC ADMINISTRATION OR  USDA