Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- The Environment School
Field based course including pre-excursion lectures, seven-day field excursion to Heron Island in second semester break (late September, early October) and laboratory work to illustrate geological processes, morphology & zonation, structure, and sedimentation of coral reefs. Additional fee payable that covers transport to and from Heron Island from Gladstone Marina, accommodation, food and boating while on Heron Island. Students are required to arrange their own transportation to Gladstone Marina. This is another additional cost to be factored in. Course Quota: 24 students. Students interested in taking this course should complete an Expression of Interest form found on the SENV Field Trip website. All enquiries for this course should be addressed to the School of the Environment (environment@enquire.uq.edu.au).
Modern coral reefs are among the most significant ecosystems on Earth, representing major centres of marine biodiversity, as well as being among the largest geological structures ever made by life on Earth. ERTH3212 is a largely field-based course highlighted by an eight-day field excursion to Heron Island over the mid-semester break (24-9-23 to 1-10-23) that aims to illustrate the physical processes, morphology, zonation, structure, & sedimentation on coral reefs within the broader context of modern reef science and environmental protection. The significance of understanding modern reefs for the interpretation of ancient reefs and Earth historyﾠalso will be emphasized, but the courseﾠprovides fundamentalﾠbackground and practical skills for working on, and the management of, modern reefs.ﾠUnderstanding how reefs form, what critical processes operate and how they have reacted to environmental change in the past is critical for predicting future reactions to predicted environmental change.
The course also provides an introduction to geological/environmentalﾠresearch procedures and techniques for Earth scientists with interests in modern or ancient reefs and limestone, while providing fundamental context and field experience for biologists and environmental scientists considering careers in coral reef research. Please have a look at our 2012 fieldtrip https://www.youtube.com/watch?v=dnLl2r_JeJwﾠand some of our current research https://www.youtube.com/watch?v=eKlNGtG7VE4&index=8&list=PLrPCCOilfKQFYRbGGmGnu82CREchiZSyCﾠ.
ERTH3212 is a 2 unit course offered during second semester that builds on the platform established by 2nd Level courses such as MARS2001ﾠ(Applied Marine Science), ERTH2003 (Sedimentology and Ancient Environments), ERTH2002 (Palaeobiology), and ERTH2050 (Field Geology).ﾠ It complements the 3rd/4th Level courses ERTH3103 (Sedimentary Environments) andﾠERTH3110 (Marine Geoscience and Palaeoceanography).
ﾠ
There will be an additional charge of $TBA to be paid by 25/07/2024 which will cover boat transportation, accommodation and food on Heron Island for the compulsory field excursion. However, students are additionally required to make their own transport arrangements to the boat terminal in Gladstone, Queensland, which will incur a separate cost. As boat transportation to Heron Island leaves Gladstone onﾠSunday morning, we suggest arriving in Gladstone on the preceding Saturday, 21/09/2024, and staying overnight. Accommodation in Gladstone is the student's responsibility, but we may drive up as a group.
Course requirements
Assumed background
A broad understanding of second level Earth Science (e.g., sedimentology, palaeontology), Marine Science (e.g., invertebrate biology, oceanography) and/or Environmental Science is required for this course.
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
From 2016: ERTH2002, ERTH2003 and MARS2014
Incompatible
You can't enrol in this course if you've already completed the following:
ERTH3210
Restrictions
Permission of School of the Environment (environment@enquire.uq.edu.au)
Course contact
Course staff
Lecturer
Demonstrator
Mr Josh Reid
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
A series of lectures and practical contacts will be held in weeks 1 to 8 and then 10 to 12 following the excursion. In some weeks, there may beﾠlectures only, whereas in others weeks there may beﾠlectures and a contact session for more hands-on practical experience (2,4,5,6,7,8,10,12). The excursion will runﾠover the semester break week after week 9 (Sunday 22ﾠSeptember to Sunday 29 September (Sunday to Sunday), but you will probably want to arrive in Gladstone the previous Saturday (21 September) owing to the early start for the boat ride. There will be no mandatory activitiesﾠfor weeks 12 and 13, but a Q&A session may be scheduled in week 12 for final report queries and a voluntary lecture may be provided covering current UQ reef research. Be sure to check mySI-net for weekly scheduling and aﾠdetailed syllabus will be available on Blackboard.
Aims and outcomes
The primary aim of the course is to provide hands-on field experience and an understanding of the main processes involved in modern coral reef development that can assist the interpretation of ancient reefﾠlimestones andﾠprovide a physical process-based contextual background for those continuing in modern or ancient coral reef research, whether geological,ﾠbiological or more environmental.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Identify the physical and geological processes involved in reef development and geomorphology;
LO2.
Recognize and understand the causes of the topographic, ecological and sedimentary zonation on modern reef tops;
LO3.
Carry out independent field work on coral reefs and assess sediment production and dispersal processes on modern reefs;
LO4.
Propose the morphology, internal structure, and geological evolution of modern reefs in relation to their current morphology;
LO5.
Describe the formation and evolution of coral cays within the context of global change.
LO6.
Interpret Earth history and palaeoclimate from fossil reefal limestones by analogy with modern reefs.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation |
Pre-field trip assignment
|
20% |
6/09/2024 |
| Project |
Group's field zonation data and maps
|
20% |
29/09/2024 8:00 am
due before boarding the ferry |
| Paper/ Report/ Annotation |
Field Report
|
40% |
25/10/2024 12:00 pm
turn in using Turnitin |
| Examination |
Final Exam
|
20% |
End of Semester Exam Period 2/11/2024 - 16/11/2024 |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Pre-field trip assignment
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 20%
- Due date
6/09/2024
- Other conditions
- Student specific.
Task description
This assignment will provide you with the necessary background for your field report and make you familiar with the resources that will aid you in interpreting and presenting your data and analyses.
I. Write a short <one-half page paragraph about how you believe coral reef science is relevant to your chosen career. State what that career may be up front!! I want to know why corals reefs are relevant for your future.
II. You are to write a summary of each of the topics below (using professional grammar and scientific style) relating to Heron Reef in the southern Great Barrier Reef. Do not use ChatGPT or other online tools, as it is important for you to be able to express yourself with this material. Use at least three references for each topic and present them using the format shown below. You will need to investigate the literature concerning the Capricorn–Bunker groups of the southern Great Barrier Reef, focusing primarily on Heron Reef, where your field studies will occur. Although you may reference previous summaries, such as Jell & Flood (1978) and Jell & Webb (2012) as guides, you will be expected to focus on literature after 2013 so as to be up-to-date. The following topics should be covered:
1. General setting
2. Local climate
3. Remote sensing maps
4. Reef ecology
5. Reef sediments
6. Subsurface geology
7. Geophysical data
8. Cay formation
9. Cay biology (plants and birds)
10. Anthropogenic history of Heron Island/Reef
This project will require library work and not just internet searches. The document should be typed in 12 point font, and 1.5 line spacing. The references for each heading should follow the appropriate paragraph and be listed in alphabetical order by first author and then by date for the same author. Complete references are required, meaning authors, date, title, journal, volume and page numbers. Use the following format as an example (but you need only have three references):
# Palaeoclimate
Understanding palaeoclimate is critical for understanding and predicting the reactions of modern reef communities to past environmental change (Webb, 2024). Such data are commonly retrieved by studying cores of long-lived coral colonies (Thompson, 2022) and cores through entire reefs (Jell and Webb, 2012; Salas-Saavedra et al., 2018), such as the Heron Island Bore of 1937 (Richards & Hill, 1942). A variety of environmental proxies have been used in such cores to understand the past of Heron Reef (e.g., Sadler et al., 2016; Salas-Saavedra et al., 2022).
Jell, J.S. and Webb, G.E. (2012) Geology of Heron Island and Adjacent Reefs, Great Barrier Reef, Australia. Episodes, 35, 110–119.
Richards, H.C. and Hill, D. (1942) Great barrier reef bores, 1926 and 1937: descriptions, analyses, and interpretation. Report of the Great Barrier Reef Committee 5, 1–122.
Thompson, D.M. (2022) Environmental records from coral skeletons: A‑ decade of novel insights and innovation. Wiley Interdisciplinary Reviews Climate Change 13:e745.
Sadler, J., Webb, G.E., Leonard, N.D., Nothdurft, L.D. and Clark, T.R. (2016) Reef core insights into mid-Holocene water temperatures of the southern Great Barrier Reef. Paleoceanography 31:1395–1408.
Salas-Saavedra, M., Dechnik, B., Webb, G.E., Webster, J.M., Zhao, J., Nothdurft, L.D., Clark, T.R., Graham, T., Duce, S. (2018) Holocene reef growth over irregular Pleistocene karst confirms major influence of hydrodynamic factors on Holocene reef development. Quaternary Science Reviews 180:157–176.
Salas-Saavedra, M., Webb G.E., Sanborn, K., Zhao, J.X., Webster, J.M., Nothdurft, L.D. and Nguyen, A. (2022) Holocene microbialite geochemistry records > 6000 years of secular influence of terrigenous flux on water quality for the southern Great Barrier Reef. Chemical Geology 604:120871.
Webb, G.E. (2024) Advances in Understanding Climate Change on the Great Barrier Reef Using Coral-Based Proxies, Chapter 5 in: Oceanographic Processes of Coral Reefs: Physical and Biological Links in the Great Barrier Reef. (Wolanski, E. and Kingsford, M.J., Eds.), CRC Press, Boca Raton, FL. pp. 62-85
For additional examples of the preferred format, please consult a recent issue of the journal Sedimentology.
III. You will be provided with a sediment identification work sheet to be completed and attached to the report. This will ensure that you are able to adequately identify reef sediment prior to the trip.
Assessment will be based on completeness of the task; your judgement in what is and is not included; how up-to-date the information is; and the professionalism of presentation.
This report will form the basis for you to write a succinct introduction to your final report and provide you with the necessary literature to be able to easily interpret the data you collect from Heron Reef during the field trip. Doing a good job on this report will help make your end of year work that much easier. Additionally, you will receive detailed feedback on the report prior to the trip to help identify areas where your background may require additional improvement and where you can improve your presentation style and professionalism.
Submission guidelines
Submit using Turnitin on the course Blackboard site.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Group's field zonation data and maps
- Team or group-based
- Mode
- Written
- Category
- Project
- Weight
- 20%
- Due date
29/09/2024 8:00 am
due before boarding the ferry
- Other conditions
- Peer assessment factor.
Task description
During the field excursion, groups of three or four individuals will map the western end of Heron Reef and produce and plot traverses with sedimentological, ecological, physical survey and hydrodynamic data so as to produce a zonation of the reef and cay. Each group will produce:
- Hypothesis Map: showing photo-interpretation zones (photo texture zonation) with key defining hypotheses of what defines zones (based on the literature), and all data collected, i.e., locations of traverse lines, transects, sediment samples, etc. Groups will have begun this map before the fieldtrip.
- Tables and plots of all data collected along traverses in Excel format.
- Interpretation Map: showing the interpreted morphological zonation of the western end of Heron Reef. This map should show all data positions and have a key defining the zones based on the data analysis from your group. It may differ significantly from your hypothesis map, but must be associated with your actual data.
- Map of Heron Island: showing the cay traverse, beachrock, anthropogenic structures and beach survey data.
Assessment will be based on the accuracy of mapping and zonations, the quality and quantity of data presented and analysed, the fit between your data and your interpretation, and the professionalism displayed in the presentation. Every member of the group will receive the same mark, but students will be required to rank member participation.
Submission guidelines
Submit to course staff prior to boarding the ferry on Heron Island.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Because this is a field-based project, there cannot be any extension or deferral.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
Because this is a group project in the field, it cannot be handed in late.
Field Report
- Hurdle
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40%
- Due date
25/10/2024 12:00 pm
turn in using Turnitin
- Other conditions
- Student specific.
Task description
Individual Report to be turned in by Turnitin by 12:00 noon on 25 October 2024
Each individual will produce a final report that summarises all group and individual work. The report should be structured in the following format:
1. Title
2. Abstract An abstract should contain a brief (200 word) summary including, aims, methods, some results and conclusion with significance/implications.
3. Introduction This should rely heavily on your previous report. It could be written before going to Heron Reef! It should cover the following areas and include a location map.
Location
Aims
Previous work
Regional setting
4. Methods (These should come from your field notes and instructions provided on the reef.)
5. Results
General description of zonation across Heron Reef, including the distribution of sediment, ecological communities and physical data (You will need to have access to the group map in order to do this description, so be sure that you make a copy (photograph) of the map while on Heron Reef)
Characteristics of each zone (including topography, cover, coral communities and sediments – use the data from your traverses)
Nature of boundaries between zones (based on your descriptions as recorded in your notebook)
One individual sediment sample (document your sediment sample composition in detail, but then include the data from all groups in the report for analysis if possible)
While on Heron Island each group will conduct granulometric analyses on six sediment samples, three from each traverse (three North side and three South side). Everyone should take a turn at all parts of the analysis and each group member is responsible for one sample. Each individual will carry out a rough compositional analysis of one or two sediment samples from the group traverses so that all are analysed. Composition should be determined by grain counting for all coarse sediment fractions (down to 0 to 1 phi or so). Each of the six samples must be done. This will provide data on both grainsize and composition that can be compared to ecological and physical data gathered on the traverses. The report should contain data for each sample, including grain size (Wentworth Scale), basic parameters, like rounding, and sorting, and composition for your group, and then overall data from all groups. Raw data for your sample should be included as tables and cumulative frequency graphs with all grain size parameters determined for each sample. Other graphs and plots can be shown to compare all samples.
Additional data that can be included are the hydrodynamic information from waves and tides collected from the southern reef flat while in the field and beach survey data. These data can help inform your understanding and interpretation of the processes acting in the habitat zones (see Processes producing zonation below) and the sediment composition and granulometric data.
6. Interpretation and discussion
Test the four key hypotheses based on the maps and any provided air photos:
a. The reef flat zonation provided in Jell and Webb (2012) can be observed north and south of Heron Island.
- The reef flat zonation on Heron Reef is the same both north and south of the cay.
- The reef flat zonation on Heron Reef has remained constant since the time of Jell and Flood’s (1978) paper.
- Heron Island has not moved or changed size or shape since 1978.
Also discuss the following:
Relation of Hypothesis Map to Interpretation map – Be sure to explicitly state how your interpretation zonation relates to your data and how it may differ from the hypothesis map and discuss the potential reasons for any differences. Use evidence from your data – such as placement of zonation boundaries in relation to your cover data.
Processes producing the zonation - Relate your data and the map to reef processes you have learned about throughout the semester and measured through the various survey techniques. (This will require you to integrate what you have learned doing assignments and in lectures before the field trip with what you have observed on the reef. So be sure to have your lecture notes and other resources for writing this section.)
7. Inferred internal carbonate facies distribution - (include a N-S cross section to a depth of 50 m, based on your traverses on the western end of Heron reef and description of each facies, including texture, composition, and rock type – be sure to use proper limestone names). If you use vertical exaggeration on the drawing be sure to label it or provide both lateral and vertical scales. Be sure to use standard rock terminology for the limestones beneath the reef and discuss your interpretation in the text. Once you have observed modern reef processes and facies distributions on Heron Reef, you must integrate your knowledge of reef history and sea level change to determine what most likely lies beneath the surface. This is a critical skill for understanding and interpreting ancient reefs. (The cross section should be based on your data and understanding from the literature.)
8. Inferred changes associated with current/predicted environmental challenges – briefly discuss how the reef you have observed might change under predicted sea level rise, ocean acidification and coral bleaching scenarios.
9. Conclusions (Your conclusions should be based on your own data)
10. References (Follow the format of the Australian Journal of Earth Sciences, but do not capitalise all letters in author names.)
The report is to be typed in 12-point font using 1.5 line spacing. Although there is no firm length limit, try to be concise and keep the report below 40 printed pages.
Assessment will be based on: the quality and completeness of coverage; the degree to which your observations are interpreted in light of sound background information; the level of insight shown in analyses of the data collected during the trip; the overall integration of data from all groups and the literature; and the professionalism shown in the presentation. It is critical that you analyse your group’s data and discuss it in relation to the reef zonation and processes while on Heron Reef. Then, you can combine all groups’ data to improve your individual report. Please be advised that ChatGPT does not know what you will observe and so cannot help you write your report. Hurdle alert: You must pass this assessment with a mark of 50% or better to pass the course!!
Hurdle requirements
You must pass this assessment with a mark of 50% or better to pass the course!!Submission guidelines
Submit using Turnitin on the course Blackboard site.
Deferral or extension
You may be able to apply for an extension.
As the report is based on a field research project, it cannot be deferred.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Final Exam
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 20%
- Due date
End of Semester Exam Period
2/11/2024 - 16/11/2024
Task description
This is a comprehensive written exam covering both modern and ancient reefs based on what has been covered in lectures and on the field trip.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | (In person) Casio FX82 series or UQ approved , labelled calculator only |
| Open/closed book | Closed Book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: The minimum percentage required for this grade is: 0% |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: The minimum percentage required for this grade is: 30% |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The minimum percentage required for this grade is: 45% |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The minimum percentage required for this grade is: 50% |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The minimum percentage required for this grade is: 65% |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>�Obtain a total mark between 74.5 and 84.4% and a mark of 50% or greater on the final report and��45% or greater on�the final exam</p> |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>Obtain a�total mark of 84.5% or more and a mark of 50% or greater on the final report�and 45% or greater on�the final exam</p> |
Additional course grading information
In order to pass the course, students must obtain a grade of 4 or better overall as well as at least 50% on the final field report and 45% or greater on the final exam. Please bear in mind that there is no possibility of supplemental assessment for a failed field report hurdle.
Supplementary assessment
Supplementary assessment is not available for this course.
Additional assessment information
Applications for Extensions
Information on applying for an extension can be found here - my.UQ Applying for an extension
Extension applications must be received by the assessment due date and time.
If you are unable to provide documentation to support your application by the due date and time you must still submit your application on time and attach a Word document outlining why you cannot provide the documentation and upload the documentation to the portal within 24 hours.
Please note: While your extension request is being considered, you should work towards completing and submitting your assessment as soon as possible.
If you have been ill or unable to attend class for more than 4 weeks in a semester, we advise you to carefully consider whether you are capable of successfully completing your courses. You might need to consider applying for removal of course. We strongly recommend you seek advice from the Faculty that administers your program.
Extensions with Student Access Plans (SAP)
For extensions up to 7 days, your SAP is all that is required as documentation to support your application. However, extension requests longer than 7 days (for any one assessment item) will require the submission of additional supporting documentation e.g., a medical certificate. A maximum of two applications may be submitted for any one assessment item, unless exceptional circumstances can be demonstrated. All extension requests must be received by the assessment due date and time.
Group work will be assessed primarily as a whole and individuals in the group will all be awarded the sameﾠmark, but with 20% of the mark assessed individually by peer review.
It is important to note that the field report is a hurdle for this course and a grade of 50% or better must be achieved on the report in order to pass the course. Additionally, as ERTH3212 is a field-based course, there is no means of providing supplemental assessment for the group field maps or for the individual field report.ﾠ
For information on applying for deferred examinations please visit http://www.uq.edu.au/myadvisor/index.html?page=2995
Artificial Intelligence (AI)
The assessment tasks in this course evaluate students’ abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute misconduct under the Student Code of Conduct.
Turnitin
By submitting work through Turnitin you are deemed to have accepted the following declaration “I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment.”
All students must ensure they receive their Turnitin receipt on submission of any assessments. A valid Turnitin receipt will be the only evidence accepted if assessments are missing. Without evidence, the assessment will receive the standard late penalty, or after five days, will receive zero.
In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible to confirm the outage with ITS.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
No specific single text is suitable for this multidisciplinary course. Specific references will be suggested throughout the course, and you will be expected to locate appropriate new resources as they are published during the semester. There are adequate library facilities at the Heron Island Research Station for reference while on the field trip and the library's electronic resources also will be available.
Additional costs
| Item | Description |
|---|---|
Cost for field trip. |
There is an additional cost for the field trip. |
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 8 |
Lecture |
Background lectures on coral reefs and processes lectures |
Week 2 (29 Jul - 04 Aug) |
Practical |
Identifying reef materials Learn to identify the common constituents of coral reefs. |
Multiple weeks From Week 4 To Week 5 |
Practical |
Research techniques, sediment analysis on reefs learn to identify and analyse important types of reef sediment and corals |
Week 6 (26 Aug - 01 Sep) |
Practical |
Reef survey techniques learn about risk assessment and basic reef surveying techniques |
Multiple weeks From Week 7 To Week 8 |
Practical |
Introduction to digital reef studies, GIS, DEMs learn how to use maps and digital data for field studies |
Mid Sem break (23 Sep - 29 Sep) |
Fieldwork |
Heron Island/Reef Survey Mapping the topographical, ecological and sedimentological zonation of the western end of Heron Reef |
Multiple weeks From Week 10 To Week 11 |
Lecture |
Ancient reefs and current research areas Lectures on reefs through geological time. |
Week 10 (30 Sep - 06 Oct) |
Practical |
Data handling for reef data Practical experience and aid with handling recently acquired reef data |
Practical |
Project report Q&A A Q&A session for final project report queries. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.