Saturday, March 14, 2020

Racial Classification Under Apartheid

Racial Classification Under Apartheid In the Apartheid state of South Africa (1949-1994),  your racial classification was everything. It determined where you could live, who you could marry, the types of jobs you could get, and so many other aspects of your life. The whole legal infrastructure of Apartheid rested on racial classifications, but the determination of a persons race often fell to census takers and other bureaucrats. The arbitrary ways in which they classified race are astounding, especially when one considers that peoples whole lives hinged on the result. Defining Race The 1950 Population Registration Act declared that all South Africans be classified into one of three races: white, native (black African), or colored (neither white nor native). The legislators realized that trying to classify people scientifically or by some set biological standards would never work. So instead they defined race in terms of two measures: appearance and public perception. According to the law, a person was white if they were â€Å"obviously...[or] generally accepted as White. The definition of native was even more revealing: a person who in fact is or is generally accepted as a member of any aboriginal race or tribe of Africa. People who could prove that they were accepted as another race, could actually petition to change their racial classification. One day you could be native and the next colored. This was not about fact but perception. Perceptions of Race For many people, there was little question of how they would be classified. Their appearance aligned with preconceptions of one race or another, and they associated only with people of that race.  There were other individuals, though, who did not fit neatly into these categories, and their experiences highlighted the absurd and arbitrary nature of racial classifications.   In the initial round of racial classification in the 1950s, census takers quizzed those whose classification they were unsure about. They asked people on the language(s) they spoke, their occupation, whether they had paid native taxes in the past, who they associated with, and even what they ate and drank. All of these factors were seen as indicators of race. Race in this respect was based on economic and lifestyle differences - the very distinctions Apartheid laws set out to protect.   Testing Race Over the years, certain unofficial tests were also set up to determine the race of individuals who either appealed their classification or whose classification was challenged by others. The most infamous of these was the â€Å"pencil test†, which said that if a pencil placed in ones hair fell out, he or she was white. If it fell out with shaking, colored, and if it stayed put, he or she was black. Individuals could also be subjected to humiliating examinations of the color of their genitals, or any other body part that the determining official felt was a clear marker of race. Again, though, these tests had  to be about appearance and public perceptions, and in the racially stratified and segregated society of South Africa, appearance determined public perception. The clearest example of this is the sad case of Sandra Laing. Ms. Laing was born to white parents, but her appearance resembled that of a light-skin colored person. After her racial classification was challenged at school, she was re-classified as colored and expelled. Her father took a paternity test, and eventually, her family got her re-classified as white. She was still ostracized by the white community, however, and she ended up marrying a black man. In order to remain with her children, she petitioned to be re-classified again as colored. To this day, over twenty years after the end of Apartheid, her brothers refuse to speak to her. Sources Posel, Deborah. Race as Common Sense: Racial Classification in Twentieth-Century South Africa,  African Studies Review  44.2 (Sept 2001): 87-113. Posel, Deborah, Whats in a Name?: Racial categorisations under Apartheid and their afterlife,  Transformation  (2001).

Wednesday, February 26, 2020

Critique of the Article Evaluating Workplace English Programs Essay

Critique of the Article Evaluating Workplace English Programs - Essay Example The authors set the context for the article by describing a boom in the provision of workplace English classes which occurred between 1988 and 1994 when the US Department of Education committed some 133 million dollars to such programs with a view to â€Å"better the workers’ reading, writing, and communication skills, which would lead to improved worker productivity.† (Ekkens and Winke, 2006, p. 267) The funding ceased, leaving individual companies with the costs of continuing this initiative, and also with the task of ensuring the suitability and the quality of provision for their own specific needs. While larger companies can afford to hire a specialist service provider to deliver and monitor programs, smaller companies are often in some difficulty with this complex task. The article addresses the need to identify practical and efficient ways of judging the progress that workplace learners of English make. One issue which causes difficulty is the proliferation of sta ndardized tests which could be used to evaluate workplace English programs. The authors list five professionally produced and standardized tests, each of which specifies that training in the testing method must be undertaken before the tests are administered. This in turn implies high costs either in training such personnel or in hiring such staff to undertake the work. The focus of these five is national and general, rather than local and specific which raises the issue of whether they are in fact at all suitable for the needs of small and tightly focused companies which may have priorities and conditions quite different from those of the national testing bodies. So far the authors have outlined the context well, and have identified some of the practical difficulties that practitioners in the field encounter. The literature review at the start of the article summarizes the work of Sticht (1999) on the gap between what testing systems test, and what participants in English language courses and their companies actually require in terms of day to day demands of the job. A case is made for more personalized assessment methods such as â€Å"portfolios, journals, observations checklists, ans diaries† (Ekkens & Winke, 2006, p. 269) following research with a pedagogic rather than quality control focus (Huerta-Macias, 1995; Grognet, 1996 and 1997; Shohamy, 2001). Although this research shows that there are clear benefits for individual learners, in terms of becoming more aware of and taking responsibility for their own learning progress, and there are some other advantages such as a rise in learner self-esteem, the authors note that these methods take more time to develop, operate and score, and most significant of all for workplace learning providers, they are often not recognized by funding bodies. Critics of these alternative assessment methods maintain that they are too subjective and therefore unreliable as measures of progress or predictors of workplace s uccess (Brantmeier, 2006). The authors cite an interesting article by Peirce, Swain and Hart (1993) but do not take full account of this article’s insights, albeit in a context of Swedish students learning French, into the serious discrepancy that exists between learners’ own assessment when compared with formal tests. The article formulates the research question very

Monday, February 10, 2020

Living on a Lifeboat Essay Example | Topics and Well Written Essays - 750 words

Living on a Lifeboat - Essay Example According to Hardin, lifeboat ethics become hugely critical elements of human survival. Lifeboats have lifeboats have limited space and people in it can survive only if they do not exceed the number of persons that it can take up. Thus, people in the lifeboat must desist saving people from overcrowded boat or drowning people if they want to survive. The self-interest must prevail in the lifeboat ethics. The tragedy of the commons is perceived as hugely crucial factor that adversely impacts the interests of the people at large. The metaphor broadly refers to resources that are used by all people and as such, being ‘common’ nobody takes up the responsibility for it. Hardin says that natural resources like air and water are prime example of the metaphor. People use it indiscriminately but are not concerned as to how it should be saved for posterity as legacy for our children. Christian-Marxist moral imperatives cannot be applied across the board because world is crowded wit h imperfect human-beings and selfish people would tend to look for their own interests and which would ultimately lead to mutual ruin of the commons. This he has defined as tragedy of the commons. The system of common that affect everyone must be incorporated within the framework of government agendas and world organizations like United Nations, World Bank etc. The wealth and natural resources of the rich nations are increasingly being used to serve the needs of the poor through various agencies. Thus, they can become vital tools or platforms to promote sustainability of resources, with pre-requisite conditions like population control, plantation drive, reforms in agricultural area etc., while disbursing aids in the poor countries. Human survival is at stake because of extreme burden due to increasing population on the limited resources of earth. The rising population has led to fast urbanization which has caused destruction of natural resources in terms of deforestation, pollution of air and water, indiscriminate use of fossil energy etc. Thus, it is important that system of common must become more responsible towards their consumption of natural resources. Hardin has applied the theory, tragedy of the common, on the immigration policy of the rich nation like America to show how the good intentions of the government could adversely impact the interests and survival of the American citizens in the long run. He says that net inflow of immigrants in America is around 400,000 per year while illegal immigrants is nearly 600,000 which goes undetected because they offer cheap labor who can be easily exploited to make huge profits by the business. Natural annual population growth rate is 1.7%, out of which immigrants make up nearly 37%! He has also put forward very interesting concept of pajoristic system that creates unacknowledged commons that tend to worsen situations. It can be applied on the immigration policy of the government that continuously allows immigrati on. A time will come when the immigrants would be same or more than legitimate American citizens and the wealth from rich American will keep going to the poor immigrants till both become poor! Indeed, Hardin’s concern is genuine because after some time, the immigrant population will not only out number the legitimate American citizens but it would also lead to scarcity of resources, lower quality of life and no significant resources left for our future generation. Hardin’

Thursday, January 30, 2020

A report on how current provision Essay Example for Free

A report on how current provision Essay Each one of the early years educators has played an important role in setting the foundations that is the basis of the main curriculums and foundation frameworks in schools today. Maria Montessori believed in independence in nurseries and that children should be taught to use their senses first rather than just educating their intellect with subjects such as maths and science. These of course came later in the childrens education but the main focus within her nurseries was to develop observational skills through the environment and learning outdoors, and to provide the children with carefully organised preparatory activities rather than repetition as a means of developing competence in skills. Montessori believed children should be encouraged to take responsibility for their own learning, enabling them to become more independent. The teaching practices of Maria Montessori have been highly influential on current practice as many specialised Montessori nurseries are currently running up and down the country. They promote her curriculum of independency and use many of her approaches to practice such as the idea that the childs freedom, dignity and independence are of paramount importance. In a typical Montessori nursery there is a general atmosphere of children doing things for themselves carefully and competently carrying furniture, setting tables, pouring drinks, washing their hands and following activities which absorb and interest them. This is, in some ways, a very different method to the practices used in government run nurseries etc. as they follow a more standard curriculum where reading and writing are encouraged more formally and learning plans set out at an early age. Some of this practice is reflected within my current placement through the childrens play such as tidying away independently at the end of activities and being responsible for making sure toys are put away before a new activity is begun. In my placement, when the children are told it is tidy up time they know they need to put everything away and must help clear up until the room is tidy. The practitioners join in with the tidying but do not do it for the children, so they are leading by example but are still allowing the children to think for themselves and take responsibility for putting away their own play equipment. During snack time I have also witnessed the children carrying their own chairs through if they are a few chairs short in the hall. This gives the children a sense of independence and is also a good way of developing their gross motor skills and co-ordination. In the key stage 1 classes children are encouraged to pour their own drinks and are given small jobs such as handing out the lunchboxes and folders at lunchtime and the end of the day. These are just a few ways that the children are encouraged to be independent within the school day as well as managing their own hygiene and dressing/undressing independently for a physical education activity. Part of the stepping stones within the foundation stage state that children should be encouraged to dress and undress independently and select and use activities and resources independently, which is exactly what I have witnessed in my previous and current placements. The birth to three matters framework has a similar view on independency as the emotional well-being guidelines for a child focuses on developing healthy independence e. g.activities which provide small steps to be achieved will support all children, including those with disabilities, thus reducing frustration and supporting them to become independent. These clear guidelines from the various frameworks and curriculums undoubtedly show the positive effect Maria Montessori has had on current practice, and that her theories have been widely acknowledged within teaching practice today. Rudolf Steiner set up the Waldorf schools where the main consideration is around practical activities that develop the mind and the imagination. The types of activities that Steiner introduced in his schools were things such as knitting, weaving, playing a musical instrument, woodcarving and painting. These are very much practical based activities and many are still carried on in schools today such as learning to play an instrument. This is seen as an important activity for children in the early years and lessons and clubs for this are seen as mainstream activities. Steiner believed that education should be designed to suit the changing needs of a child as they develop mentally, physically and emotionally. This can be seen in the current practices and provisions as there are different levels and stages of which a child can progress through at their own pace, such as the stepping stones in the birth to three matters and foundation stage curriculum. Each individual child is encouraged within their own abilities to progress with their education and onto the next levels of development and learning within todays practices, and Steiners approach has therefore been influential on many areas of the early years education. His ideas on allowing children to be taught by the same teacher for up to seven years have been adopted in some ways by secondary schools as a class is given the same form tutor for up to five years and then another for two years if they progress to higher education. He believed this was an effective way of giving children stability within schools, and the tutors would almost be like main carers for the children until they left school. Friedrich Froebels kindergarten is the modern day nursery, playgroup or parent and toddlers group. He wanted parents to be fully involved with their childrens learning and play an active role in their childs educational development. This was an important feature of Froebels vision and can be seen in current practices through parent/teacher evenings and the various reports and progress write ups that are sent home to parents from early years settings. The placement I am currently with send home termly reports explaining to parents and carers how their child is doing with regards to education and also to their social, emotional and physical well-being. Froebel believed the role of the mother was to recognise their childs capacity for learning and wanted to encourage the parents to support the children with this, and as you can see from the current approaches to this in early years settings his work has helped to develop the understanding of the importance of the role of a childs family in their learning and nurturing. This is now very much reflected in the governments recent every parent matters agenda. He also believed children learn through structured play at their readiness, in an organised and prepared learning environment. This is similar to the guidelines of the curriculums and frameworks we use today as children are taught through structured activities that are carried out in stimulating environments. The fact that activities and play is structured benefits the teachers immensely as they will always have a clear view of what they need to be teaching the children, and when and where they should be learning specific things. They are also able to plan the day effectively and help each child reach their early learning goals. Structured play benefits the children as they need routine so they know what their day will consist of, and are also able to develop their independent learning skills within a structured, focused and supportive environment. If a childs day has routine or structure to it they are able to feel in control of themselves as they will always know what they are going to be doing, and how much time they have for certain activities. The special materials that Froebel developed to assist his activities were things such as shaped wooden bricks and balls, with which he had a linking set of theories. These types of play resources are used throughout early years settings today. The foundation stage framework states that well planned play is a key way in which children learn with enjoyment and challenge. This clearly shows that Froebel and Isaacss theories have been influential towards current practice and benefit children and teachers through the education policies. I have seen these benefits first hand within my placement. The teachers have the opportunity to plan their lessons and the activities ahead and so are able to plan time for their own personal work and preparation for other lessons into the day, and can inform the children exactly what they will be doing that day, thus giving them a clear, structured routine they can easily follow. Children are able to choose freely within play activities yet each play resource is chosen carefully and all of them can relate to either a certain topic they are doing the childrens learning of a certain subject can be carried on through their play. The foundation stage curriculum states that well planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge. Froebels theories have, from this example, been the basis of many of the curriculums ideas on play, and making it structured also allows the teachers to plan and resource a challenging environment that will extend the childrens learning. The curriculum also states that practitioners should be supporting childrens learning through planned play activities, extending and supporting childrens spontaneous play and extending and developing childrens language and communication in their play. Many of these requirements would not be possible if play was not planned or structured, as practitioners would not know what resources the children would be using during the day, and so would not be able to make assessments effectively or develop and extend the childrens learning to their full potential. Froebels theories and early years work mean practitioners and children can benefit from play immensely. Children; in all areas of their development, and practitioners; as it enables them to focus their assessments thus informing future planning to better meet the needs of the children. Margaret McMillan was another early years educator who has inspired and influenced many of the current provisions and practices used today. Her main emphasis was on fresh air, exercise and nourishment, and still influences some aspects of current English nursery practice. Many early years settings regard outdoor play as an important aspect of a childs learning, and gardens and play areas are available for the children at either frequent intervals throughout the day, for a substantial amount of time (as can be seen in the placement I am currently at), or constant access is given. McMillan recognised that imagination is good for society as a whole, an idea that is seen in the educational reforms of the 20th century, and can be clearly seen in the practices within her nurseries today. She believed that children are active learners, meaning they learn whilst doing something (usually playing), a concept that has been brought into current practices as practical activities that involve moving about or using some kind of resource, and especially general play, is now much more emphasised in early years settings than it previously was. Rudolph Steiner also believed that practical play activities were a good developer of the imagination. His Waldorf schools concentrated on activities such as wood-work, knitting and playing musical instruments, which are now mainstream subjects in secondary and primary schools e. g. design technology, which covers all creative areas, and music. Children can develop their creativity, imagination and emotional development through music as well as many other areas of personal learning. Teachers are able to apply their own skills in these creative areas and demonstrate to the children how they can achieve what they are aiming for. By seeing their teachers own personal skill first hand the children will be able to respect and learn from practitioners in a more understanding way. Susan Isaacs was also a believer that play is central to learning, and also that parents/carers are seen as partners, working with teachers and their child to develop and support their childs abilities. This is similar to Froebels theories on parent/teacher relationships in the way that he saw parents as the main educators of young children. This concept is still clearly seen in the practices of early years settings as parents are encouraged to be involved in every aspect of a childs learning, and have the opportunity to work with the teacher in developing their childs abilities. This benefits the children and the parents as both can create a bond with each other through the education of the child, and the parent will be able to understand more fully how their child learns best and how to encourage and support them if they are struggling. Play is still seen as central to learning and parents/carers are seen as partners in helping their child progress through the stepping stones. In my current placement children are given ample time throughout the day to have free play and choose to do whatever interests them. The day is structured (as Froebel believed it should be) so they still have time set aside for number work and writing activities, but are not pushed to complete the more intellectual side of the work as play and active learning are the most emphasised activities throughout the childrens day. This benefits the child in the way that they will have a break from concentrating on the more intellectual side of things and be able to relax, whilst still learning through structured play and various activities. Having the ability to choose will keep them interested in learning about writing and reading as they will feel they are not being forced to learn about them. Friedrich Froebel introduced the idea of structured play and fully involving parents with their childrens learning. His work has been extensively influential on current practice in early years settings today as the basic framework and curriculums that guide children through their learning are based around his ideas about how children should be working with their parents and how carers should be involved in all aspects of their childs learning and development through school, and how children should learn at their own pace and be guided instead of pushed towards their learning goals. The national curriculum states that teachers are required to report  annually to parents on pupils progress through their learning goals. Parents also have a say in whether their children are included in religious education classes and sex education, and are given the right to withdraw their children from it or go to the classes with their children to guide them through it. Secondary and primary schools send home letters to parents informing them when classes such as these will be taking place, and permission slips are enclosed so the school know which children can take part in the classes and which cannot. My current placement sends home a daily report on each child so the parents can see their childs routine for the day including what they played with, how long they slept for, what and how much they ate during the day and generally how they got on. This gives the parents a clear understanding of how their child is getting on in the nursery and allows them to give feedback to the practitioners so they can work together to ensure the child is reaching their full potential in all areas of development. This clearly shows that Froebels ideology of parents being involved in childrens learning has been taken into early years settings today and has had a positive effect on current learning and the guidelines in the curriculum. Parent and toddler groups are also a popular class for parents to attend when their children are young. They allow parents to be fully involved with their childs play, and as children learn most substantially through play this gives the parents a better insight as to how their children learn and what stimulates them most effectively. They can then use this knowledge to help progress their childs learning at home. The foundation stage has the same principles as the national curriculum in the way that parents are encouraged to become involved with their childs learning throughout and to work with the practitioners to extend the childrens learning both in the classroom and at home. According to the foundation stage curriculum, when parents and practitioners work together in early years settings the results have a positive impact on the childs development and learning, therefore each setting should seek to develop an effective partnership with parents. This was one of Froebels main theories  within early years and so current practice has clearly been influenced by this and has expanded on his views to make sure parents, practitioners and children can benefit from his work. Practitioners can listen to any concerns parents have over their childs development and then work with them to find an appropriate solution to the problem. Froebel also recognised the importance of specific training for early childhood teachers. He believed that early years teachers needed more focused training as the early stages of a childs development and education formed the basis of their personalities and eagerness to learn in the future. This may have some contribution to the fact that early years practitioners must undergo specific training in order to become qualified to work in early years settings, such as NNEBs, NVQs and BTECs. My opinion of Froebels work and the research I have done on his theories is that his work has been the most influential on current practice due to the fact that most of his work has been combined with, and been the main basis for many of the guidelines in the curriculums and frameworks used in early years today. The emphasis on active learning is well established within early years settings, but combined with the current guidance from central government upon meeting targets, it is indicated by the inspection of early years settings that play-based learning is not a priority, though the training of practitioners, which Froebel believed was essential, has received considerable attention in recent years, and current practice is now trying to catch up with the ideas Froebel proposed. The role of the mother in childrens learning is not as Froebel expounded due to mothers of young children being encouraged to work rather than stay at home. Teaching and nurturing children in the home is regarded as less effective or desirable than education in more formal, out of home settings, though the parents as partners scheme initiated by the government throughout the curriculums gives parents and practitioners a way of communicating and working together to help the child, so in this way I think his ideas on parents being involved in childrens learning has been responsible for this being put into practice. Friedrich Froebels theories have, in my opinion, been the most influential on early years practitioners, and their approach to practice is guided by many of his ideas and concepts on how children should be learning. His work surrounding the kindergarten (the first form of modern day nursery) produced the framework and theories that practitioners work with and expand on in current practice and so in my opinion his work has had the most effective influence on todays early years educators and their practice, and this evidence suggests his work will continue to be explored and expanded on within the curriculums and frameworks for years to come. Bibliography†¢Bruce T learning through play: babies, toddlers and the foundation years, (2201), Hoddler and Stoughton†¢Tassoni P, BTEC early years (2nd edition), (2006) Heinemann†¢Bruce T, Time to play in early childhood education (1991), Hoddler and Stoughton.

Wednesday, January 22, 2020

A Hero of Our Time by Mikhail Lermontov Essay -- Hero of Our Time, Vla

In his novel A Hero of Our Time translated by Vladimir Nabokov, Mikhail Lermontov creates a character named, Pechorin based on his opinions to 19th century Russian society. Pechorin is cruel, selfish, and careless to the people but ironically, Pechorin’s refusal to marry either Princess Marry or Vera, reveals him to be as an honorable man. Although, Pechorin describes his life as full of boredom and his opinion to love is different, Lermontov again explains he should be represented as a respectful man. By Pechorin’s behavior and thoughts, Lermontov demonstrates an honorable man is not consistently sympathetic and understandable because truly, Pechorin’s behavior and thoughts are to depict how life may describe as meaningless and purposeless. Lermontov expresses Pechorin’s selfishness by the rejection to Princess Marry and Vera in which ironically, those also represent him as an honorable man and that he explains the meaningless life. Pechorin has an unusual mind and character that no other men will have during 19th century. The first impression of Pechorin drives people to think him as a disrespectful man because for the most of the time, his actions are blamable. For example, when Pechorin kills Grushnitsky in the duel and after, then he meets Princess Marry right away, he says â€Å"I cannot marry you. Even if you wished it now, you would soon regret it† (162). Lermontov fully proves the disrespectful behavior of him because he killed a man over a girl’s love and he right away rejects the girl’s love. However, Lermontov’s real view is Pechorin killed Grushnitsky because they both did not truly love Princess Marry; instead, Pechorin already knew it was a jealousy that was coming from each other in which it supports how honorable ma... ...ctfully to the people around him but still, he may represent as an honorable man because of his thoughts and behaviors to 19th century Russian society. First, the event of Princess Marry and Vera explains Pechorin is a respectful man because he rejects those two girls’ love for their own lives and by explaining the meaningless life to them. Second, Lermontov’s beliefs that a life is apathy by Pechorin’s behavior and thoughts lead Pechorin as an honorable man. Most of the people believe an honorable man is one who says a life is not boredom and acts carefully and responsibly to his or her people. However, Lermontov explains an honorable man’s character alters by a society situation such as Pechorin. An honorable man’s action and belief may alter and that people still have to respect them because an honorable man is made by the people and the society.

Tuesday, January 14, 2020

Ethical Lens

In reviewing my ethical lens inventory I have many faults and many advantages when it comes to the way I learn. My personal preferred lens is rights and responsibility, which means I use rationality to determine my duties as well as the rules that each person should follow. There were many results of my ethical lens inventory. The results of my classical values are temperance. I value individual balance and restraint in the want for pleasure that I seek to fulfill my duties. My key phrase is â€Å"I am responsible†, because of this I assume that what I think is responsible should apply to everyone.My definition of ethical behavior is â€Å"fulfilling duties†, I feel an ethical person would be one who fulfills their duties and does the right thing. The tools I use to analyze problems are reason. I tend to think about problems carefully and research them so I am receiving the fullest and accurate data. My blind spot would be that â€Å"Belief that motive justifies method †. This means that I could unknowingly cause people upset and pain because I am focused on good motives. It also means I believe that there is a set of individual rules that everyone should follow, it also means that I follow the rules.My seeing clearly is listening to my heart, I always follow my heart about everything before my head and that could also be a downfall. Sometimes I put my belief above others because it is what I think is right, but what I think is right is not always right. My personal lens could affect my academic behavior by my crisis which is becoming exhausted. Being exhausted and not pacing myself could definitely direct my academic behavior. It could direct it by being tired and exhausted therefore not being able to perform academically to the best of my abilities.My ethical lens influences my critical thinking because it means that I am responsible. By being responsible and wanting to fulfill my duties to the best of my ability it means I ask questions a nd research everything, therefore increasing my critical thinking skills. The results of my career building activity aptitude showed that I am focused. Being focused means that I would be better suited for a career that involved me using and applying practical skills. It says that I am likely to be attracted to very practical jobs and careers. I personally think this is false because my career choice is to be a social worker.Being a social worker seems to be a really exciting and it involves you to always have to be thinking outside the box, the complete opposite of a practical job. There are many ways I can use my career aptitude results and competencies and my personal ethical lens to help me in the classroom and the workplace. One way it these results can help is it shows me my strengths and weaknesses. Another way is the give me advice about the way my thinking works and how to apply it. These surveys have been very helpful to my academics and workplace decisions.

Monday, January 6, 2020

A Brief Note On The Temperate Deciduous Forest Biome

Alexis Apicella Chapter 5. 1) I live in the Temperate Deciduous Forest Biome and within this biome the temperature and precipitation are the most important determinants. There are distinct seasons where the summers are warmer than in the winters. Also in the fall the leaves will fall off of the trees and in the following spring they will appear again. These factors have changed over the past 100 years due to global warming. The weather within seasons have changed resulting in more frequent hot days and fewer cool days. 2) We cannot protect people from a natural disturbance such as a fire, because it is a natural part of an ecosystem and are bound to happen. We cannot control flooding, windstorms, or earthquakes, which are also natural disturbances, therefore we prevent fires where houses were built in the path. Chapter 6. 3) There are more disadvantages of living longer or reproducing more quickly then there are advantages. In order for a species to survive they must have access to food and water. As a population is growing at a fast rate they are using up their environment much quicker then before. The environment has no time to replenish itself since every moment animals are looking to feed. Each environment has a limited capacity of they are able to offer a species and once that capacity is met, shortages of food and resources eventually lead to a population crash. 4) Abiotic factors are caused by nonliving components of the environment and are density independentShow MoreRelatedEnvironment Studies8323 Words   |  34 Pagesthe use of biological and nuclear weapons for destruction of human race, 7. Managing the unpredictable disasters and so on. Importance of Environmental Studies There are some major issues like global warming, depletion of ozone layer, depleting forests and energy resources, loss of global biodiversity etc., that are going to affect the mankind as a whole and for that we have to think globally. 1. Maintenance of environmental quality 2. Balancing the ecosystem 3. To restrict and regulate theRead MorePolitical Science Essay18429 Words   |  74 PagesMembrane Transport 89 Mitosis 118 Phenotype and genotype 132 DNA and Protein Synthesis 195 The Macrobiome APPENDiX 226 laboratory Equipment and Techniques 231 Material Safety Data Sheets 233 How to Write lab Notes and lab Reports 239 laboratory Drawings 243 Preparing a Water Bath 3  ©Hands-On Labs, Inc. 4  ©Hands-On Labs, Inc. Introduction To the instructor As an increasing number of