GEOL 106 - ENVIRONMENTAL GEOLOGY AND NATURAL HAZARDS Winter 2025

Java Python GEOL 106 - ENVIRONMENTAL GEOLOGY AND NATURAL HAZARDS

Winter 2025

Course Description

The relationship between human-kind and our ever-changing planet, with a focus on natural geologic hazards (volcanic eruptions, earthquakes, landslides, tsunamis, mass movement, floods, extraterrestrial impacts, etc.), and environmental impacts which result from population and land-use expansion and our increased use of water, energy and mineral resources. A study of the sources and impact of pollution and global climate change. Public perception of and response to geological risk.

Intended Student Learning Outcomes

To complete this course, students will demonstrate their ability to:

1. identify and explain the causes of a variety of natural hazards

2. evaluate the impacts of natural hazards on humans and human infrastructure

3. begin to formulate a plan to mitigate risks from natural hazards

4. identify Earth resources used to support human societies and ways they are exploited

5. critically discuss the ways in which human activities influence the environment and vice versa

Course Materials

A textbook is not required for this course. Knowing that some learners benefit from having a textbook, I recommend ‘Introduction to Environmental Geology’ by Edward Keller.  Any edition is acceptable; limited  numbers are available at the Queen’s bookstore. If there is a reading that I think will benefit you, I will provide it. All other course material will be available and accessible via OnQ.

Land Acknowledgment

Let us acknowledge that Queen’s University is situated on traditional Anishinaabe and Haudenosaunee territory. To acknowledge this traditional territory is to recognize its longer history, one predating the establishment of the earliest European colonies. It is also to acknowledge this territory’s significance for the Indigenous Peoples who lived, and continue to live, upon it and whose practices and spiritualties are tied to  the land and continue to develop in relationship to the territory and its other inhabitants today. In this course we will reflect on the impacts that the way we live and interact with the Earth has an impact on the land (geosphere, atmosphere, hydrosphere, biosphere), and past, present, and future communities and generations.

Equity, Diversity, and Inclusivity Statement

Queen’s University recognizes that the values of equity and diversity are vital&ndai 写GEOL 106 - ENVIRONMENTAL GEOLOGY AND NATURAL HAZARDS Winter 2025 bsp;to and in harmony with its educational mission and standards of excellence. It acknowledges that direct, indirect, and systemic discrimination exists within our institutional structures, policies, and practices and in our community. These take many forms and work to differentially advantage and disadvantage persons across social identities such as race, ethnicity, disability, gender identity, sexual orientation, faith, and socioeconomic status, among other examples. In discussing topics covered in this class, we will learn about how these identities can increase a person’s vulnerability to natural hazards. I will work to promote an anti-discriminatory, anti-racist, and accountable environment where everyone feels welcome.  Every member of this class is asked to show  respect for every other member.

Building A Classroom Community

University is a place to share, question, and challenge ideas. Each student brings a different lived experience from which to draw upon. You  (and I will as well) can help to create a safer, more respectful classroom community for learners by following these guidelines:

1.    Assume the best of others and expect the best of them.

2.   Acknowledge the impact of oppression on other people’s lives and make sure your words and tone are respectful and inclusive.

3.    Recognize and value the experiences, abilities, and knowledge each person brings to the course.

4.    Pay close attention to what your peers say/write before you respond. Think through and re-read what you have written before you post online or send your comments to others.

5.    It’s ok to disagree with ideas, but do not make personal attacks.

6.    Be open to having your ideas challenged and challenge others with the intent of facilitating growth.

7.    Look for opportunities to agree with one another, building on and intentionally referencing peers’  thoughts and ideas; disagree without making personal attacks, demeaning, or embarrassing others.

Name/Pronoun

If, for whatever reason, you wish to change how your name appears in OnQ and/or on class lists, please follow these steps. You may also use this process to add your pronouns to the appearance of your name.

1.     Loginto SOLUS

2.    Click on Personal Information tab

3.    Click on the Names tab

4.    Click on the Add New Name tab

5.    Choose Preferred from the Name Type drop down menu

6.    Enter the name you would like to appear in OnQ and/or on class lists

7         

资源下载链接为: https://pan.quark.cn/s/1bfadf00ae14 在 Linux 中,处理大文件时,尤其是像日志文件这样内容繁多的文件,可能会遇到查找关键字时显示内容过多的情况。例如,对于一个很大的日志文件 info.log,我们想查看包含某段字符(如“1711178968”)的所有日志内容,可以使用命令 cat info.log | grep ‘1711178968’。但如果返回的结果太多,超出了屏幕显示范围,就很难一次性查看完整。 此时,可以通过以下几种方法来解决: 增加时间或行数限制:如果知道日志中包含关键字的时间范围,可以在 grep 命令中加入时间条件,缩小搜索范围,从而减少输出内容。或者,也可以通过限制输出的行数来逐步查看结果。 暂存中间结果:可以使用重定向操作符 >> 将查找结果暂存到一个临时文件中。例如,执行命令 cat info.log | grep ‘1711178968’ >> temp.log,将匹配到的内容保存到 temp.log 文件中。然后,使用 more 或 less 等工具逐页查看 temp.log 文件。more 和 less 都支持分页显示,方便用户逐屏查看文件内容。 按时间截取日志:如果明确知道需要查看的日志时间范围,可以使用 sed 命令来截取特定时段的日志内容。例如,使用命令 sed -n /2 可以截取从指定时间开始到结束时间之间的日志内容。通过这种方式,可以直接定位到目标时间段的日志,避免不必要的内容干扰。 总之,通过这些方法,可以有效解决在处理大文件时查找关键字内容过多的问题,方便用户更高效地查看和分析日志文件。
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