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Edward A. Keller
Duane E. DeVecchio
Natural Hazardsuses real-life examples of hazards and disasters to explore how and why they happen and what we can do to limit their effects. The text's up-to-date coverage of recent disasters brings a fresh perspective to the material.
The Third Edition provides a new active learning approach, a fully updated visual program and revised pedagogy tools that highlight hallmark concepts of the text. Students have access to an updated Hazard City , an online media resource which gives instructors meaningful, easy-to-assign, and easy-to-grade assignments in which students investigate virtual disasters in the fictional town of Hazard City.
This program will provide an interactive and engaging learning experience for your students. Here's how:
Provide a balanced approach to the study of natural hazards:Focus on globalization of our economy, information access, and human effects on our planet in a broader, more balanced approach to the study of natural hazards.
Engage your students with "Hazard City":Students work through 11 different assignments by stepping into the role of a practicing geologist and analyzing potential disasters in the fictional town of Hazard City.
Enhance understanding and comprehension of natural hazards:Newly revised stories and case studies give students a behind the scenes glimpse into the lives of survivors, professionals and hazardous events.
Strong pedagogy tools reinforce the text's core features:The new chapter structure and design organizes the material into three major sections to help students learn, digest, and review learning objectives.
— Assessment Questions: New assignable, assessable, multiple-choice questions have been added to each Hazard City assignment. The questions will focus on the higher-level thinking qualities of application and synthesis based on student interactions with the specific assignments.
— Thoroughly class tested: All activities have been refined through testing in both the traditional and online classroom.
— Substantial, critical thinking assignments: Each activity takes 30-90 minutes. The activities require students to gather and analyze real data, participate in real issues, encounter uncertainty, and make decisions.
— Student flexibility for submitting answers: The website includes downloadable worksheets that students can submit to the instructor. The website also includes assignable multiple-choice questions, that can be computer graded and feed to a course gradebook.
— Easy to assign: Each self-contained assignment encourages students to research, explore, learn on their own, and think. Assignments are:o Map Reading: Builds map-reading skills and gives students the confidence they need to solve map-based problems in later assignments.
o Ground Water Contamination: Students use field and laboratory data to prepare a contour map of the water table, determine the direction of ground water flow and map a contaminated area.
o Volcanic Hazard Assessment: Researching volcanic hazards, collecting field information, and decision-making are all used to determine the potential impact of a volcanic eruption on different parts of Hazard City.
o Landslide Hazard Assessment: Students research the factors that determine landslide hazard at five construction sites and make recommendations for development.
o Earthquake Damage Assessment: Students research the effects of earthquakes on buildings, explore Hazard City, and determine the number of people needing emergency housing given an earthquake of specific intensity.
o Flood Insurance Rate Maps: Flood insurance premiums are estimated using a flood insurance rate map, insurance tables and site characteristics.
o Snowpack Monitoring: Students utilize climatic data to estimate variables that are key to flood control and water supply management.
o Coal Property Evaluation: The potential value of a mineral property is estimated by learning about mining and property evaluation then applying that knowledge in a resource calculation.
o Landfill Siting: Students use maps and geological data to determine if any of five proposed sites meet the requirements of the State Administrative Code for landfill siting.
o Shoreline Property Assessment: Students visit four related water-front building sites—some developed and some not—and analyze the risk each faces due to shoreline erosion processes.
1. Introduction to Natural Hazards
2. Internal Structure of Earth and Plate Tectonics
7. Mass Wasting
8. Subsidence and Soils
9. Atmospheric Processes and Severe Weather
10. Hurricanes and Extratropical Cyclones
11. Coastal Hazards
12. Climate and Climate Change
14. Impacts and Extinctions
Appendix A Minerals
Appendix B Rocks
Appendix C Maps and Related Topics
Appendix D How Geologists Determine Geologic Time
Pearson offers special pricing when you package your text with other student resources. If you're interested in creating a cost-saving package for your students, contact your Pearson rep.
Edward Kelleris a professor, researcher, writer, and most importantly, mentor and teacher to undergraduate and graduate students. Currently, Dr. Keller's students are working on earthquake hazards, how waves of sediment move through a river system following disturbance, and geologic controld on habitat to endangered southern steelhead trout. He was born and raised in California (Bachelor¿s degree in Geology and Mathematics from California State University at Fresno, Master¿s degree in Geology from University of California at Davis), it was while pursuing his Ph.D. in Geology from Purdue University in 1973 that Ed wrote the first edition of Environmental Geology, the text that became the foundation of the environmental geology curriculum. Ed joined the faculty of the University of California Santa Barbara in 1976 and has been there since, serving multiple times as the chair of both the Environmental Studies and Hydrologic Science programs. In that time he has been the author on over 100 articles, including seminal works on fluvial processes and tectonic geomorphology. Ed¿s academic honors include the Don J. Easterbrook Distinguished Scientist Award, Geological Society of America (2004), Quatercentenary Fellowship from Cambridge University, England (2000), two Outstanding Alumnus Awards from Purdue University (1994, 1996), A Distinguished Alumnus Award from California State University at Fresno (1998), the Outstanding Outreach Award from Southern California Earthquake Center (1999).
Duane DeVecchiois currently a researcher and adjunct professor at the University of California, Santa Barbara, where he earned his PhD in geology. Since starting his graduate education, Duane has devoted a significant amount of time to becoming an effective communicator of science to today¿s students. He is a passionate teacher and feels strongly that students need to develop the ability to critically evaluate data presented in numerous forms from various sources. He believes this is particularly important in today¿s world where the internet offers accessibility to vast amounts of information, yet the validity of this information is often questionable or misleading. Fundamental to teaching this skill is integrating data from his current and past research to illustrate to students the methodology and rigor of scientific investigations.
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