Curriculum Development

Curriculum Development Unit 6 Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculum is actually a Latin word for ‘racecourse. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a huge and vast amount of elements that help shape a curriculum. There are many different methods and approaches to the design and implementation of curriculum and a lot is dependant on the teachers approach of it. In the world of training, the curriculum can designed around the objectives of the clients specifications. Most of the time curriculum is based on the organisational needs of learning and objectives, for example, their curriculum. Approval from external agencies, for example, awarding bodies give approval for the qualification to be delivered. The awarding bodies supply the syllabus or guidance which gives the teacher the information and framework for delivery and assessment of the subject matter. External agencies may provide funding in some cases and in this instance the course will only be provided once the funding has been attained. Within the training in-house sector of teaching, it is normally the business and individual needs that sets the benchmark for the requirement of bespoke training courses. In house training/teaching cater for the needs of the staff and in the majority a lot of the courses attained by the learners do not lead to formal qualifications. In all of the above instances the organisation will supply the syllabus or course content to shape the curriculum. If the syllabus or course content is not available the teacher will have to develop their own based around the subject that has to be delivered. The aim of the teachers is to identify the learning needs, styles and the potential of the learners, this needs to be achieved at the prior to the start of the students learning. As an example of this a schools curriculum comprises both statutory elements (including the National Curriculum, religious education and careers educations) and non statutory elements (priorities defined by the school). An area where there will be a significance of equality and diversity in the design of the curriculum would be children with multi-sensory impairments. One of the fundamental principles of the code of practice is that all children, including those with special educational needs should be offered full access to a broad, balanced and relevant education. This is what the national curriculum was designed to provide. Some children who are multi-sensory-impaired will follow the National Curriculum, usually with additional support. Others will follow a modified form of it. Still others will follow more specialised developmental curricula which will include teaching a child things that non-disabled children already know by the time they start school. Even children who follow the same curriculum as non-disabled peers, however, will usually need additional elements because of their sensory impairment. These may relate to: * mobility skills, communication, sensory development or other aspects specifically affected by deaf blindness * therapy needs for example, physiotherapy * concepts usually learned incidentally for example, the interpersonal and independence skills used at break or meal times All teachers modify the curriculum in order to meet the range of learning needs in their class. Children who are multi-sensory-impaired are likely to need the curriculum modified on an individual basis, because each childs combination of hearing impairment, visual impairment, other disabilities and learning characteristics will be different. There are many models which affect the delivery of curriculum, way in which a teacher must attain the end result, should and could deliver to the learners. For example, the product model focuses hugely on the outcomes of a course. The product model is also referred to as the behavioural objectives model. An example could be of a first aid course, the teacher has to teach what must be taught in order to facilitate the learners to pass. Training in the workplace is very much honed to the product/behavioural model of curriculum development. The teacher focus predominantly on what must be taught rather than focusing on what should or could be taught The behavioural model of learning concentrates on the measurable outcome of curriculum. The advantages of the behavioural model are that there is normally a general statement of intent and this is hopefully ensuring avoidance of vagueness. The assessment process is actually more precise. The learning should be step by step and it should focus on the previously learned material. Ralph Tyler (1971) stated that there is a guideline for curriculum development that the interacting influences of organized scholarship, the learner, and society should provide the dominant source and influence for curriculum development. Tyler organized his model into four fundamental questions, which he stated should be answered when designing curriculum: 1. What are your curriculum aims and objectives? 2. Which learning experiences meet these aims and objectives 3. How can these learning experiences be organised into a curriculum programme? 4. How can this programme be evaluated? The Tyler theory to date is the most influential model of all in preparation of curriculum, the needs of society at the time of development and the needs of the learner at the time of development should be imperative. The ever evolving social psychology of our society must be accounted for, exactly what are the educational purposes needing to be attained. The focus should be related to previous learning and experiences and after analyse the factors how is the curriculum design going to encompass and attain the objectives that may not have been reached previously. The philosophy of education will profoundly affect a students life. It is providing the foundations, the aspects of knowledge and social experiences are needed to improve learners futures. An example could be of training, the different settings and mutli-cultural workforce will have a variation on the curriculum. The curriculum will need to be designed in partnership with the employers, so a competency framework will be met. Aims and objectives will have to set within in the competency framework which over time changes with legislation and regulations. The learning experiences should organised into the curriculum and depth, complexity of the subject, ensuring that it covers all levels of learners attainment. Then course needs to be evaluated, how will the course be evaluated and the key objectives attained? Simplistically the Tyler theory in practice is the most fool proof design of curriculum. The curriculum can be subjective and open to interpretation. Needs analysis previous to design of curriculum is imperative, the findings should be summarised and should formulate part of the curriculum development documentation, which is practice is fantastic if you have the relevant information prior to course delivery. The world of training can be ad-hoc and trainers are not always privy to this information. However, the behavioural model approach has received criticism. One of the arguments against the behavioural model is that the ‘affective domain cannot be considered adequately in terms of specific behaviours. The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection, thus it cannot be assessed adequately and the behaviour model will discourage ‘creativity on the part of both learner and teacher. In the 1980s behaviourism was superseded by the humanistic approach to curriculum design and implementation. The process model concentrates on course content, relevant knowledge and skills that can be learnt and applied. This model focuses on teachers activities, the conditions in which the learning takes place and the learner activities. An example could include when a person pays for their course of study. The learner would be getting the benefit of what ‘must and ‘should be covered as well as ‘what could be delivered. Stenhouse (1975) quoted the English dictionary when defining curriculum as ‘a course; especially a regular course of study as at school or university. Most of the time the course design/curriculum is what the governing bodies have decided should be taught. The sets what exactly as teachers in advance what learning is going to be planned, achieved and what goals should be produced to the subjected being taught. Stenhouse challenged the view that teachers need to be objective in their view of curriculum, realistic even, to ensure that there is a balance between the ‘intentions and realities that the curriculum design will get the best outcomes for their students. He draws comparisons the process of curriculum as to a recipe in cookery, the recipe is followed and the result would be a dish. In theory this can be a tried and tested, for example, how to you know if the curriculum design has achieved all the education goals until the there is a evaluation at the end of the course? How many pass grades and how many failures. Like making a cake it doesnt always rise the way youd wished it to. Often when baking the ingredients need to be adjusted or the timings. In 2001, DDA (Disability Discrimination Act). was introduced, fortunately this means that teaching must always be inclusive, counting for the needs all of learners The curriculum must encompass best practice principles of equality and diversity in all areas. Equality of opportunity and provision means giving every student the same learning environment, and is an important element of schooling. Equality and diversity means giving students what is necessary to extend them to their full potential. Some may need additional tuition to bring them to the standard of the rest of the group, while others may need additional tuition to take them beyond the group because they are capable of further development and learning. It is imperative to ensure that all students are able to access the curriculum it is important to consider the curriculum content, as well as the teaching and learning practices used within a design. With regards to design of curriculum we have to attain why and what. The educational ideology such as the fundamental values, beliefs and assumptions this is extremely prevalent in the world of care, the format is normally set out by the governing bodies such as the Commission of Social Care Inspection. Normally the needs that the course must met are the needs set out by the governing body to attain the best level of care for Service Users. For the main part with training, cost analysis plays heavy, is the course a requirement under the recommendations that have been implemented by the governing body? Learners in this social care field are normally trying to achieve and meet performance criteria, the learning outcomes are normally behavioural as the learning is skill based. However the curriculum is not considered a complete entity and does not provide every opportunity relevant to qualifying as a health care worker. Ongoing learning will provide opportunities to evidence knowledge, skills, experience, values and ethics. Some of the methods used to deliver the curriculum are essential; others that are not are open to negotiation. A diversity of methods of learning is useful to meet the different learning styles of students. The main objective must be continuity for the learners and teachers alike. Coordinated Curriculum is very much relevant in the Social Care Sector. Coordinated curriculum is the method of linking different subjects/contents together. It establishes the links between the subjects for example in Social Care it would link the psychology, sociology, biology and prac tice together. Coordinated curriculum means that there is a greater emphasis on the total context in which teaching and learning take place. Realistically in Social Sector teachers/trainers will be using both product and process models. The process objective happens when you cant tell in advance will exactly the student will learn advance, health and social can unmanageable in the fact that you are dealing with human beings (patients/service users) and they dont always follow the curriculum recipe. Therefore, evaluation will be invaluable in ascertaining if effective learning has taken place. This should help identify any problems within the curriculum design, reflection on the needs of the organisation, the syllabus and learners. Evaluation is should be the process through which teachers judge the quality of their work, their own work and their students. Formative evaluations, which involve a continual stream of reflection and feedback, and allow the educator or student to continually adjust and improve their work while its ongoing. Traditionally, teachers have emphasized summative evaluations, where feedback is gathered only after instruction has been completed. Both strategies are necessary to provide for effective curriculum assessment and student education. A teachers skill in the classroom assessment is essential to the goal of student success. In evaluating the curriculum can only lead to a teachers continuing professional development in the Life long learning sector. If the evaluation and assessment of curriculum is to be meaningful, teachers must be able to relate their learning to their personal experience and practice. Kolbs Learning Cycle, outlines the four stages involved in any successful learning experience. Learning is defined as a process in which experience is changed into knowledge. In turn, knowledge creates a foundation and opportunity for learning. In Kolbs four-staged cycle, the individual reflects on experience and draws on conclusions, which can be used to influence future action. In this way, practice, reflection, theory and action become essential parts of professional development and therefore assist with the future of improving practice in inclusive curriculum design. After reading and studying the different models of curriculum, one can draw comparisons from the Ralph Tylers Basic Principles of Curriculum Instruction (1949). As a trainer clear definitive learning objectives are set out by the customer, the learning will hopefully be a useful experience to the candidate and will have a cumulative effect. Tylers model applies the importance of evaluating the curriculum and revising any aspects that do not prove to be effective. Thus the importance of continuing professional development, evaluation, assessment and reflection play heavy in the product model of curriculum. The other model used in training would be the process model by Laurence Stenhouse An introduction to Curriculum research and development (1975). Teachers or trainer have to have a high level of professionalism and competence in their specialist subject area. The content is defined in cognitive terms; the process is that the learner needs to go through to learn. As mentioned earlier in the assignment, Stenhouse draws comparison to making a cake and with the social care sector the same methodology can be used. If a candidate/learner has been taught to use a hoist but then drops the patient then this would question the realities and intentions of the curriculum. In conclusion, it is important that the teacher is always involved at all stages of any curriculum development and review. This will ensure that quality assurance happens at all stages of development. The teacher therefore can be positive that all parts of curriculum contains all the relevant information such as the course goal, aims and objectives, rationale, entry requirements, evaluation, assessment etc. Any curricula should ensure that schools/higher education programs must be delivered in the most effective and up to date manner as possible. In reviewing the subject of curriculum it should enable a teacher to reflect on addressing the identified needs of the students within the educational establishments or programmes. Curriculum should also provide a tool for examining the quality and completeness of the curriculums components for, example, instructional principles, functional knowledge, self-perceptions, attitudes, skills, and duration. Through constant analysis it will help t o determine the degree of fidelity between the curriculum and its application in the classroom; and assess the impact of the curriculum on students knowledge, attitudes, and behaviour. As David Ausubel (1969) suggested the learning process should be approached like a mental journey! Geoff Petty quotes ‘ We should seek a win-win curriculum that puts the needs of individuals on equal terms with economic and other factors. The quote really say it all as we are purely developing curriculum with the main objective of imparting knowledge and skills on the learners of the future which will hopefully have a positive effect on the economy in the 21st century. Bibliography Gray D, Griffin C and Nasta T (2005) Training to Teach in Further and Adult Education. Cheltenham, UK. Nelson Thornes Ltd. Armitage, A et al (2007) Teaching and Training in Post-Compulsory Education, Maidenhead, Open University Press Reece, I Walker, S., (2005) Teaching, Training Learning: a practical guide. (5th Edition). Sunderland: Business Education Publishers Walkin, L (1990) Teaching and Learning in Further Education, Cheltenham, Stanley Morris Internet National Curriculum http://curriculum.qca.org.uk/ Accessed on 21st February 2009 Qualifications and Curriculum Authority http://www.qca.org.uk/ Accessed on 25th February 2009

CELTA written Assignment 3: Language Skills Related Task Essay

Section 1: chosen text For this assignment I have a chosen a text which is an interview with celebrity chef Jamie Oliver, called ‘Interview with Jamie Oliver: I’m a big fan of chillies’, by Nandy Priyadarshini, published on DNA India website (http://www.dnaindia.com/lifestyle/report-interview-with-jamie-oliver-im-a-big-fan-of-chillies-1897063). The level of students for which the article and tasks are intended is intermediate. I think students will be interested in reading an interview with Jamie Oliver because food tends to be a universal topic that everyone can relate to. Despite the fact that different nationalities and cultures have different cuisines, overall, people all around the world love food and enjoy talking about it. Jamie Oliver is one of Britain’s celebrity chefs and what makes him stand out is his outspoken, passionate and no-nonsense philosophy about cooking that people find appealing. He is seen on many TV shows and his books have made him a familiar face all over the world, so there is a good chance the students, who have different nationalities, have heard of Jamie Oliver. Additionally, a healthy lifestyle has become a very current topic which is why this article is interesting and relevant material, suitable for reading activities. The text has a good length, around 1 A4. Too long a text will require too much from the students, too short a text and the students aren’t challenged enough. Section 2: Lead-in In order to raise students’ awareness, I would consider showing them some realia in the classroom, for example a frying pan and ask the students WHOSE name comes to mind when they see it. Perhaps they can come up with some names of famous cooks. Then show a book by Jamie Oliver and elicit his name. I would ask the students what they know about him, whether they have ever seen his shows, if they have ever tried his recipes, if they like cooking in general. If so why, or why not. â€Å"If we can get the students engaged in the task there is a much better chance they will read (or listen) with commitment and concentration, whether or not they were interested in the topic to start with† says Jeremy Harmer in ‘The practice of English Language  Teaching, 3rd edition, 2001, page 206. By allowing the students to work in pairs, they get the chance to practise their speaking skills a little bit. Section 3: Initial receptive skills task On a hand-out, students would be given the interview text and my initial receptive skills task would be to ask the students to come up with a different title for the text. The original title is of the text is: ‘I’m a big fan of chillies’. Jamie Oliver does mention chillies in the interview but talks about many other things. In order for the students to find another title, they would have to read the entire interview and to get a general understanding of the article. Purpose of this task is to practise reading for gist. Students will probably not understand all the vocabulary but they will hopefully get a feel for the passion Jamie Oliver feels towards food and cooking, and how he wants to accomplish his mission(s). The article contains quite a bit of vocabulary that the students may be unfamiliar with. Examples are: in fashion, chat, have it rough, merchandise, noble, knowledge, affordable, treat, do justice, prepare, tastier, chopping board, equipment, sink, rubbish, fortune, contributions, inspired, accessible, watchable, consider, transform, bland, excitement, sneak, flavour, versatile. The students, however, are asked to skim the text, as explained by Jeremy Harmer in ‘The practice of English Language Teaching 3rd edition, 2001, page 202: â€Å"the reader has made a choice not to attend to every detail but to use their processing powers to get more of a top-down view of what is going on†. I would refrain from pre-teaching vocabulary at this stage because â€Å"if we want to give students practice in what it is like to tackle authentic reading and listening texts for general understanding, then getting past words they do not understand is one of the skills they need to develop. By giving them some or all of those words, we deny them that chance† stated Jeremy Harmer in ‘The practice of English Language Teaching 3rd edition, 2001, page 203. After the students have invented a new title, I would ask them to discuss their ideas with their partners to give them some speaking practice. In the class room session, some suggestions would then be shared with the entire class and the teacher is able to do some error-correction. Section 4: Second receptive skills task The second task is a more difficult one and requires the students to read the text for specific information. The purpose of this task is read for detail and interpret the opinion of the interviewer as well as the person being interviewed. Because the majority of difficult words are in context, students should be able to understand the meaning of them. I could encourage the students to read fast, as mentioned in ‘Learning Teaching’ by Jim Scrivener, 3rd edition, 2011, page 264: â€Å"A good first strategy could be to help them to read fast; not worrying about understanding every word; not, perhaps, even understanding most words, but still achieving a specific and useful goal†. In this task, the students will be given a number of statements – see Appendix – and they will have to indicate whether they are true or false. After this activity, students get the opportunity to check their answers with their partners which will enable to correct their own mistakes before the answers are discussed in class. In the class room feedback session, the really difficult words that students struggled with, can be addressed. I would use realia, pictures and/ or mime to elicit the meaning of vocabulary. For example, show pictures of a chopping board, sink, rubbish, merchandise. To convey the meaning of for example ‘noble’ or ‘have it rough’, I could revert back to the context in the article and use concept checking questions. Section 5: Productive skills follow-up activity As a follow-on task, it might be good idea for the students to practise speaking language related to food and food culture in groups and have a little debate about it. Students should think about what people like to eat in the country where they are from. If there are foods their countries are famous for. For example Spain: tapas; Netherlands: cheese, France: also cheese, bread etc. What would you recommend a visitor to eat in your country and why? Or why not? The students get some freer oral fluency practice related to different food cultures. Afterwards, one person may present some of the group’s findings to the rest of the class. Another follow-on task might involve some writing practice where students, individually, write a paragraph with ‘all your favourite foods in one day’. To start off with, students should describe their ideal breakfast, followed by lunch and  dinner, including drinks. What would the perfect menu look like? This may include foods from the country that they are from or from another country. For example: in the morning, I want to eat bread with cheese and have cup of tea. I would also like to drink a glass of milk or orange juice for breakfast etc. This would enable to students to have controlled written practice in the context of food. Section 6: References Sources: http://www.dnaindia.com/lifestyle/report-interview-with-jamie-oliver-im-a-big-fan-of-chillies-1897063 Learning Teaching, the essential guide to English Language Teaching, 3rd edition 2011 by Jim Scrivener The Practice of English Language Teaching, 3rd edition 2001 by Jeremy Harmer Appendix True/False Statements 1) Jamie Oliver is like all the other cooks on TV because he is just an entertainer cannot really cook (false) 2) In Food Revolution, he is trying to teach people that tasty food does not have to cost much and it can be healthy (true) 3) He also believes that ‘fast food’ is ok and that people can eat it as much as they want (false) 4) Jamie Oliver thinks that if you want to cook a really good meal, it always takes a lot of time in the kitchen (false) 5) Jamie likes to keep his kitchen as clean as possible when he is cooking (true) 6) What Jamie Oliver really likes is to think of new recipes with other chefs (true) 7) He says that the fish from Marrakesh is the best (false) 8) Jamie Oliver hopes that young people stop eating all junk food (false) 9) His mission is to give people new ideas about food and how to cook it (true) 10) He believes that you have to use garlic, lemons and chillies in every meal if you want your food to taste better (false) Wednesday, 2 October 2013 – 4:30pm IST | Agency: dna / Priyadarshini Nandy Interview with Jamie Oliver: I’m a big fan of chillies Celebrity chef Jamie Oliver is always in fashion. With two of his famous television shows currently on Indian television, we decided to have a little chat with him about them. And what he tells us is to love food — from the heart. Celebrity chefs often have it rough. While most of them are heroes on television, in the real culinary world they are sometimes considered to be simply showmen and not real chefs. British chef Jamie Oliver is a bit different though. Yes, he is cute for sure, but the talented chef and restaurateur, who also has a line of television shows to his credit (a few of them are currently airing on Big CBS Love) as well as a line of irresistible merchandise, can sure put together a decent meal. In an interview with After Hrs, he talks about his food mantra†¦ We’d like to start with Food Revolution†¦ The show has been on for a while and you’re trying to do something extremely noble that the world can learn from. Did you achieve what you set out to do? My goals are really to make sure that children and adults around the world are given the knowledge to be able to feed themselves and their families properly — and by that I mean with fresh ingredients, not expensive ingredients. With a bit of knowledge, you can prepare quick, affordable, delicious and nutritious meals and also understand that there’s nothing wrong with things like fast food but only as a treat, not as everyday food. Referring to your 30 Minute Meals show, don’t you think that meals don’t quite do justice to a dish, unless you’re just throwing something together to avoid staying hungry? Cooking doesn’t have to be a slow process – you can make a delicious meal in five minutes if you know what you’re doing. You can even prepare something at home in the morning that you can eat for lunch and you’ll save money and it will probably be tastier than something you buy from a shop. It also depends on what you are cooking. Some dishes are simple and they only take one pot and a chopping board and a knife to put together. Others use more equipment. I find working into an empty sink or dishwasher, and having a bowl for rubbish near you when you prep, really helps minimise the mess. You’ve had the fortune of travelling across the globe. Can you share one or two of your favourite experiences as far as your culinary expeditions are concerned†¦ I’ll always remember my first night in Marrakesh as well as the freshness of the fish in Greece. But I’ll tell you that every few months, I get to work in the kitchens with my chefs from Jamie’s Italian and also an American chef I’m working with called Adam Perry Lang, and the things we come up with are always exciting. What do you think are your major contributions in the world of food? I would like to think that I’ve inspired people all over the world to try new things, to cook a bit better and to be a bit more adventurous with their cooking. I also hope I’ve inspired children to get excited about fresh food. What makes you different from other colleagues that have their own TV shows? I’ve always tried to make my television series interesting and accessible so whether it’s something like Jamie at Home or Jamie’s School Dinners, they’re always very watchable and there’s something in each one that makes the viewer think about food in a new way. What is that one ingredient you consider basic in any kitchen — the one thing that can transform a bland meal into a banquet? I’m a big fan of chillies and so I’d probably choose those – there’s so much you can do with them. They don’t work in every meal, of course, but they can really add excitement to so many things. I know I’m only supposed to choose one ingredient, but if I can sneak two more in, I’d also say lemons and garlic, both add so much flavour and are incredibly versatile.

Essay about The Use of Performance Enhancing Drugs

â€Å"I started taking anabolic steroids in 1969 and never stopped. It was addicting, mentally addicting. Now Im sick, and Im scared. Ninety percent of the athletes I know are on the stuff. Were not born to be 300 lbs or jump 30ft. But all the time I was taking steroids, I knew they were making me play better.† Lyle Alzado, American footballer. This is just one of many athletes who have took performance enhancing drugs in the past and have lived to regret it. Never before has there been so much help for athletes. Today technology, coaches and equipment has never been better. However, cheating within sport has never been such a problem before. Almost one tenth of all athletes have admitted to taking at least one form of performance enhancing†¦show more content†¦The mortality rate for steroid users is 12.9 percent compared to the mortality rate of tobacco smokers which is roughly six million per year. This shows that tobacco is more dangerous and is the cause of more d eaths yet it is legalised. So, making performance enhancing drugs would make little difference as its mortality rate is so low. Athletes already endanger themselves by adjusting diets and going through intense training programmes. This has resulted in professional athletes having a life expectancy of 77.2 years. This is lower than the average persons life expectancy of 83 years old. This shows that athletes are already taking harmful risks. Many people who want performance enhancing drugs legalised argue that sports is not currently based on natural ability. New technology, dieting, sports drinks and equipment is already pushing athletes past their natural ability. Those who can receive the best will receive the best results. For example, during the 2008 Olympics numerous swimmers wore Speedos LZR Racer swimwear. Swimmers wearing this swimwear received 90% of the medals. 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Comparison of Three Views of Sociology Essay - 1322 Words

Each of the three main theorists, Marx, Durkheim, and Weber have significantly different aspects on how society is held together. Some things about their theories are related in few ways. Marx was quoted, â€Å"The origins of change are all materialistic, not based on ideas.† This aspect focuses on how material items are the basis of society. Durkheim focused on the dependence of others to make society work. Weber used the focus of religion affecting all aspects of life. This is known as social cohesion. Marx’s theories became known as â€Å"Marxism.† Marxism is defined by Webster’s Dictionary as â€Å"theories and practices of socialism including the labor theory†¦ dialectical materialism, the class struggle, and the dictatorship of the proletariat†¦show more content†¦Without the materialistic things a society would not be able to function. The society that is created is a capitalistic society. In the capitalistic society as stated before the proletariat, or worker are dependent on the capitalists for an income to survive, which both are dependent on the good being produced to survive. Waiting at the bottom are what Marx referred to as â€Å"a reserve army.† The reserve army is what we would consider today as the unemployed. â€Å"If a worker does not want to do a job at the wage the capitalist offers, someone else in the reserve army of the unemployed will.† (Ritzer) This separation causes the inequality of power and wealth, which then leads to the exploitation of the less powerful and less wealthy. Marx viewed capitalism as a good thing, for the most part. Capitalism is what keeps societies working together to make a whole. Durkheim too thought that societies were held together by the dependence that each person had on others. In the days of old many would bake their own bread, sew their own clothes, as well as grow their own vegetable and raise their own meat as time went on more and more people began to specialize in things that caused them to depend on others that had talents. Today we are even more dependent on others than ever. If our car breaks down, we call a mechanic. We go out to eat more than ever before, and many choose to utilize daycare for their children. Without these people toShow MoreRelatedSociology : A Sociological Perspective896 Words   |  4 PagesUniversity of North Carolina, â€Å"Sociology is the study of human social relationships and institutions† (http://sociology.unc.edu/undergraduate-program/sociology-major/what-is-sociology/). Sociology is science practiced by everyone in the world, whether they realize it or not. It is not only an incredibly important social scien ce but also a beautiful art to study how society works. Now, an educated sociologist will realize that there are different perspective to view the world through from a sociologicalRead MoreThree Disciplines1097 Words   |  5 PagesThe Three Disciplines all appeal to me in some ways, but if I had to choose between anthropology, psychology, and sociology, I would have to choose psychology. The reasoning behind it will be explained in detail but it can be broken down to three main reasons; being the first discipline with verified results and facts rather than unproven theories, having more post-high school opportunities considering that I wish to pursue a career in business, and being the most in-depth discipline. PsychologyRead MoreThe Theoretical Perspectives Of Sociology911 Words   |  4 Pages Symbolic interactionism is the first of the three theoretical perspectives in Sociology. This avenue of examining sociological factors looks at more personal interactions than the other two perspectives. Sociologist observe patterns and behaviors of these smaller interactions to define, or redefine, the use and evolution of symbols in society. Some sociologist see this approach as being too focused on one person’s view and take on society rather than trying to understand society as a functioningRead MoreIs Education An Agent Of Socialization? Essay1607 Words   |  7 PagesAmerica and its evolution into a common, beneficial threshold of success and opportunity, the view of teenagers towards school still remains overall pessimistic, perhaps more now than ever before (Kohn). From a sociological perspective, I would research the history and development of education and its role as an agent of socialization on individuals. Using religious studies, I would look into the varying v iews of different beliefs and their definitions of what education, knowledge, and success shouldRead MoreWhat is Sociology?1169 Words   |  5 Pages . Introduction Sociology is described by Layder (2006, p.1) as being â€Å"How the encounters of everyday life and individual behaviour influence, and are influenced by, the wider social environment in which we live† Bauman May (2001. p.1) describe a visual image of the output of sociology, as being a â€Å"collection of books in a library†. The discussion within this collection broadly follows main concepts and perspectives, with many authors, but also of key peer tested Authors. I will initiallyRead MoreSociological Reflection1258 Words   |  6 PagesShahidullah Soc 205-09 11 Dec 2017 Take Home Final When most people think about sociology they generally think of the study of sociology. However, sociology is much deeper than just the study of sociology. It displays a plethora of sub topics such as: crime, deviance, bureaucracy, culture, criminality, socialization, economy, politics, religion, education, social class and many more. Throughout this fall semester this sociology course has taught me things that I could never imagine. To be more specificRead MoreCultural Education And The American Civil Rights Movement848 Words   |  4 Pagesthe subject matter I was previously exposed too compared to the lessons brought forth in this particular assignment appear to be almost black and white (no pun intended). In other words, I unfortunately lack any reasonable measure of sociological comparison between my grade school education and my current circumstance. I came to this conclusion by realizing that I had never truly been instructed on the intricacies of social matters until I enlist ed into the military. Consequently, I would have toRead MoreThe Legal Status Of Prostitution1460 Words   |  6 Pagesexperimental design in this research is an attempt to break through the intrinsic view that social scientists merely adopt designs such as qualitative and quantitative in their research. According to Bechhofer and Paterson (2000), experimental design is commonly found in psychology, economics, medical and some of the policy research, but it is the least common research design found in sociology. As a researcher in sociology, using an experimental design in this research not merely attempting to breakRead MoreWhat Was the main theme of max webers sociology? Analysis of the Protestant Ethic and the Spirit of Capitalismand webers rationality theory.1738 Words   |  7 Pagesnamed him one of the most influential sociologists of our era. Weber believed that in the West rationality had come to become the predominant impetus for action. Weber said that Rationality was one of four motivations towards actions--the remaining three, Traditional, Affective, and Value-Oriented, had been based on more humanistic qualities and had all faded into almost insignificance in the modern age. He thought that this change in stimulus had led to men becoming dehumanised, trapped in the ironRead MoreSocial Stratification According to Marx and Weber1163 Words   |  5 Pagesgoing to discuss why Britain’s class structure has become fragmented evaluating the statement ‘Social class is a thing of the past. It no longer exists’ from all four theories Marxism, Max Weber, functionalism and postmodernism. The functionalist view of social stratification is being inevitable and also to perform a positive function for society. Their argument for this is that an unequal distribution of rewards and privileges found in the class system allows for its most talented members to be

Analysis of the Title of The Crucible Essay - 1204 Words

The Crucible by Arthur Miller is a play written in response to the â€Å"communist scares† in America in the 1950’s. Miller chose â€Å"The Crucible† as the title because the definitions of the words match the play perfectly. A crucible is a container that can withstand high temperatures, often used to melt, and change the shape of metals. The town of Salem can be compared to the container that melts metals. The witchcraft trials can be compared to the severe tests or trials. Also, the severe tests or trials can be compared to how people are fighting themselves, and making moral decisions. (Dictionary). One of Miller’s reasons for titling his play â€Å"The Crucible† was that the container for melting metals was a good representation of†¦show more content†¦In the beginning, Parris was portrayed as very cruel person. He yells at Tituba, â€Å"Out of here! Out of my sight!† (169). By the end of the play, he becomes more humble and mod est. This can be seen especially when Abigail takes his money, â€Å"Hathorn: She have robbed you? Parris: Thirty-one pound is gone. I am penniless.† (231). Reverend Hale is also another person who drastically changed. When he arrives at Salem, he claims to be very smart and is able to save everyone from the devil and witchcraft. He starts to preach as soon as he gets there, â€Å"No, no. Now let me instruct you. We cannot look to superstition in this. The Devil is precise, the marks of his presence are definite as stone, and I must tell you all the I shall not proceed unless you are prepared to believe me if I should find no bruise of hell upon her.† (185). He becomes very different by the end of the play. He not has feelings of guilt for the people he accused. He also was starting to think that he was wrong about the devil and witchcraft. Hale tells his feelings to Elizabeth, â€Å"Let you not mistake you duty as I mistook my own†¦ I cannot think he will listen to another.† Arthur Miller also titled his play â€Å"The Crucible† because a crucible is also a severe test or trial. Throughout the play many of the characters went through a test or trial. John Proctor was one of these characters. First he has to decide whether to confess his affair with Abigail. He decided to prove the accusers wrongShow MoreRelatedThe Crucible By John Proctor849 Words   |  4 Pages The Crucible Analysis: Is John Proctor a tragic hero based on Aristotle`s definition of a tragic hero An array of Aristotelian tragic heroes can be found throughout American literature. One of which includes John Proctor, main character farmer in mid-30s, from Arthur Miller s play, The Crucible. Yet, in order for him to obtain such a title he must possess specific characteristics. Five of which include possession of hubris, a flaw or decision leading to desire for revenge, a reversal of goodRead MoreSalem Witch Trials and Thesis Statement2226 Words   |  9 Pagesï » ¿The Crucible Essay Assignment For your essay on The Crucible, please write a five paragraph, analytical essay in which you respond to one of the following prompts. 1. Although The Crucible revolves around the Salem Witch Trials, it allows readers to examine many themes. Choose a theme from The Crucible and discuss how it is developed throughout the play. How does this theme reveal the play’s deeper meaning? 2. The Crucible is a play of conflicts. Analyze a major conflict from The CrucibleRead MoreFeminist Approach to Witchcraft; Case Study: Millers the Crucible6554 Words   |  27 PagesTitle: Re(dis)covering the Witches in Arthur Millers The Crucible: A Feminist Reading Author(s): Wendy Schissel Publication Details: Modern Drama 37.3 (Fall 1994): p461-473. Source: Drama Criticism. Vol. 31. Detroit: Gale. From Literature Resource Center. Document Type: Critical essay Bookmark: Bookmark this Document Full Text: COPYRIGHT 2008 Gale, Cengage Learning Title Re(dis)covering the Witches in Arthur Millers The Crucible: A Feminist Reading [(essay date fall 1994) In the followingRead MoreLeadership : The Truth About Leadership1443 Words   |  6 PagesOUTLINE TITLE I. Introduction Leadership has had some changes since 1980. The Truth About Leadership by James Kouzes and Barry Posner describes some of the changes workers and leaders have faced over time. Generational changes, increased marketplace and diversity. Leaders can be anyone that has had an impact on our lives that we look up to and want to model ourselves after. The leader I choose was President Ronald Reagan. Reagan penned his memoirs in 1990. II. Review of The Truth aboutRead MoreLeadership Analysis on Howard Shultz2096 Words   |  9 PagesSoul. Shultz describes his vision for what a company should be and how he implemented this vision into Starbucks overtime. His vision is value, and unlike many others in his shoes, is not distracted by profit. As many leaders have something of a crucible at some point early on, Shultz has made very little mention of his early life shaping who he is today as a leader but rather his experience with Starbucks and its transformation overtime. At each barrier throughout his and his organization’s careerRead MoreA View from the Bridge: Story of a Brooklyn Longshoreman6101 Words   |  25 Pagestheir rule secure (Zinn 424-425). The pattern would now reemerge, but with a new and interesting twist. The propaganda shift had to be swift from anti-Nazi to anti-Soviet. Miller describes the dizzying effect this shift had in his essay, The Crucible in History: â€Å"Only three or four years earlier an American movie audience, on seeing a newsreel of†¦a Russian soldier or even Stalin saluting the Red Army, would have applauded . . . now they would have looked on with fear or at least bewildermentRead MoreStpm11641 Words   |  47 Pages2 Collecting data and keeping records (8 marks − Product B) 2.4.2.3 Product (through assessment of report) (8 marks − Product B) (i) Data, presentation, analysis, and others (ii) Summary (iii) Creativity/Innovation (iv) Overall quality of report STPM BIOLOGY 3.0 Table of Summary of Experiments Experiment number STUDENT’S MANUAL 2010/2011 Title of experiment Mode of working 1 Determination of osmotic potential Individual 2 Use of microscope, magnification, and measurement of cell size IndividualRead MoreManaging for the Future Organizational Behavior Processes7280 Words   |  30 Pages_ School _ Address _ Telephone # _ E-mail Address _ Course Title and Section # _ Expected Enrollment _ Class Start Date _ Select the module(s) you would like included in your custom Ancona textbook: Check Module Order Here to Module in Text PRICE Select (Place numbers in box) Module 1 The New Organization: Taking Action in an Era of Organizational Transformation $7.00 Module 2 Three Lenses on Organizational Analysis and Action $7.00 Module 3 Making Teams Work $7.00 Module 4 DiverseRead MoreAnna Julia Cooper3214 Words   |  13 Pageseducation as a vehicle to social, economic, and political freedom was a driving force in her life. As an author and feminist, Cooper wrote A Voice from the South in 1892. This book consists of a collection of essays that reflects a Black feminist analysis on racism and sexism. It focuses on the race problem in 19th century America as well as educational concerns for African-Americans and higher education for women. This paper will examine Anna Julia Coopers role as an educational leader as well asRead MoreWhiteness as a Field of Study2712 Words   |  11 Pagesliterature. Sugrue sees the benefits of whiteness as a capitalist divide and rule tactic to profit from a self-competing, low-wage workforce. It happens as a consequence of the competition for work and other scarce resources such as housing. Surgue analysis is very much in debt to the traditional â€Å"Marxist analyses,† at the time that the field is trying to move towards giving cultural structures greater autonomy and agency. Yet both culturalist and economistic approaches are needed to understand the

Notes on Ecosystems Free Essays

Topic 1: Ecosystems at Risk A. Ecosystems and Their Management 2. Vulnerability and Resilience of Ecosystems * Vunerability is the sensitivity of an ecosystem to cope with stress. We will write a custom essay sample on Notes on Ecosystems or any similar topic only for you Order Now * Resilience is the ability of an ecosystem (or a component of an ecosystem) to adapt to a changing environment and to restore function and structure following an episode of natural or human-induced stress. * All ecosystems function in a state of dynamic equilibrium or a continual state of balanced change. This state of dynamic equilibrium is the product of the interrelationship of the elements in the ecosystem: the atmosphere, lithosphere, hydrosphere and biosphere. * Change occurs because the interrelationship between minerals, energy and communities varies over time. * It is also the interdependence of these four elements that makes an ecosystem vulnerable. * A change beyond the limits of the equilibrium, in any of these elements, means that the system as a whole cannot exist in its original state. All ecosystems are, in a sense, vulnerable, but the level of vulnerability depends on how small a change is needed in any element to upset the equilibrium. * Ecosystems, are therefore, not equally at risk – some are more resilient than others. Which ecosystems have greater resilience? Resilience is the ability of an ecosystem (or component of an ecosystem) to adapt to a changing environment and to restore function and structure following an episode of natural or human- induced stress. Ecosystems rich in biodiversity generally have greater resilience than those with little diversity. They are able to recover more readily from naturally induced stress (including drought and fire) and human- induced habitat destruction. 2. Under what conditions does long-term degradation occur? Long-term degeneration occurs when the magnitude and duration of the stress exceed the ability of the component to repair itself. 3. Explain the process shown in Fig 1. 1. 28. Figure 1. 1. 28 shows the impact of stress on the functioning of ecosystems. It shows the Elasticity and the rate of recovery of an ecosystem property following disturbance. It also shows the rate of amplitude and the threshold level of strain beyond. The intensity and duration of stress is important in terms of the effect it has on ecosystems. 4. Outline how natural sources of stress can play an important role in the functioning of ecosystems. These changes could be in response to changes in the availability of water, average temperature or many other natural events. In nature, these changes usually take place very slowly. The biome gradually adapts as animals and plant species that have characteristics unsuited to the change die out and those more suited the environment remains alive to breed and pass on their characteristics to successive generations. This process is known as natural selection. Causes of Ecosystem Vulnerability * All ecosystems have some ability to withstand stress. * They tend to resist being disturbed or altered and will restore themselves to their original condition if not disturbed too dramatically. * In other words, ecosystems maintain themselves within a tolerable range of conditions. A number of factors are relevant to the vulnerability of ecosystems to stress, including location, extent, biodiversity and linkages. a) Location * Where an ecosystem is will affect its functioning. * At a global scale, latitude, distance from the sea, and altitude play decisive roles in determining climate and ultimately the nature of particular ecosystems. * The microclimatic features of a location can be significant enough to create a range of distinctive ecosystem types within relatively small areas e. g. aspect. * Some ecosystems are located in nvironments that are extreme e. g. deserts, polar, hypersaline lagoons. * Organisms capable of living in such conditions are highly specialised. * The greater the degree of specialisation of an organism to a particular set of environmental conditions the more vulnerable it is to changes in those conditions e. g. coral * Corals are highly specialised organisms that flourish in the relatively shallow, nutrient-deficient waters of the tropics. †¢ * Any increase in nutrient levels promotes the growth of algae, which reduces the amount of sunlight available for coral growth. If high nutrient levels continue the corals become stressed, reefs contract in size and the number of coral species declines. * Coral is also sensitive to changes in water temperature, and flourish between 25 °C to 29 °C. * A small increase in the temperature can kill the coral polyp, leaving only the white calcium skeleton (coral bleaching). * Proximity to large concentrations of people is another important contributing factor to ecosystem vulnerability; demand for land grows as populations grow. Urban, industrial and agricultural land uses destroy natural ecosystems, while oceans, rivers and the atmosphere become dumping grounds for pollutants. b) Extent The extent (size) of any particular ecosystem is the product of a variety of factors. †¢ Recent research has shown that the boundaries of ecosystems tend to overlap each other. †¢ E. g. river ecosystems extended beyond the river channel to include the whole drainage system. †¢ Thus, human activity in the drainage basin can impact on the river itself even when it occurs some distance from the channel. E. g. may increase soil erosion †¢ A study showed that stoneflies and other creatures living in shallow wells on the flood plain of the river, up to 2km away from the river, mated along the riverbanks before returning to lay their eggs in the wells. †¢ This means the floodplain and the river cannot be considered as separate systems. †¢ Ecosystems that are restricted to relatively small areas or have already been distributed extensively are especially vulnerable †¢ Tropical rainforest, have relatively small populations of a large number of pecies confined to relatively small, localised communities †¢ Loss of small areas of rainforest can lead to extinction of plant and animal species †¢ Savanna grasslands, have large populations of a small number of species spread out over much larger areas †¢ Loss of a small area of grassland therefore need not result in the extinction of species. †¢ Large herbivores typical of these regions require extensive grazing areas †¢ c) Biodiversity Biodiversity is usually considered at three levels: genetic diversity, species diversity and ecosystem diversity. ) Genetic diversity – Genetic diversity is the variety of genetic information contained in all the individual plants, animals and micro-organisms †¢ Genetic diversity occurs within and between populations of species as well as between species. †¢ Genetic diversity favours the survival of a species, because it increases the chance that some members of the species will have characteristics that aid their survival †¢ Often a gene has costs as well as benefits †¢ A study has shown that peach potato aphids that are resistant to common pesticides are less able to survive ii) Species diversity – Species diversity is a measure of the number of species at each trophic level of an ecosystem †¢ The greater the species diversity the more robust the ecosystem †¢ If the population of one consumer organism crashers there are other producers available that can fulfil a similar function in the ecosystem †¢ When ecosystems are diverse, there is a range of pathways for the ecological processes, such as nutrient recycling †¢ If one pathway is damaged or destroyed, an alternative may be used and the ecosystem can continue to function at its normal level †¢ If the level of biodiversity is greatly diminished, the functioning of the ecosystem is put at risk †¢ The greater the level of diversity, the greater the opportunity to adapt to change †¢ Many diverse ecosystems are characterised by highly specialised organisms †¢ A species may be vulnerable even if the ecosystem as a whole is not †¢ iii) Ecosystem diversity – Ecosystem diversity refers to the diversity present within ecosystems in terms of habitat differences, biotic communit ies and the variety of ecological processes d) Linkages Interdependence, or linkages, is related to species diversity †¢ The greater the level of interdependence within an ecosystem the greater its ability to absorb change †¢ The loss of a primary consumer from a food web, e. g. s unlikely to have a major impact on secondary consumers if there is a range of alternative primary consumers on which to feed †¢ Ecosystems that have low levels of interdependence are much more vulnerable to change †¢ Krill are the dominant primary consumer organism and the main source of energy for some species of whale †¢ Interdependence can take very subtle forms e. g. some flowering plants can be fertilised by only one species of insect †¢ Anything that jeopardises this third organism, therefore, will affect the reproductive success of the flowing plant †¢ Primary consumers have highly specific food sources, and many parasitic organisms depend on specific hosts †¢ The same characteristics can be exploited by humans in t he biological control of pest species †¢ Large consumer animals may range across a number of small, localised ecosystems, having genetically adapted to the variations in all of them †¢ 1. Outline (using examples) how the level of interdependence within an ecosystem will affect its vulnerability. Interdependence, or linkages, is related to species diversity. The greater the level of interdependence within an ecosystem the greater its ability to absorb change. The loss of a primary consumer from a food web, e. g. is unlikely to have a major impact on secondary consumers if there is a range of alternative primary consumers on which to feed. Ecosystems that have low levels of interdependence are much more vulnerable to change 2. Give an example of the subtle forms this interdependence can take. Interdependence can take very subtle forms e. g. ome flowering plants can be fertilised by only one species of insect. This insect may turn, be dependent on some other organism for part of its life cycle. Case study: Vulnerability of Minnamurra Rainforest The Minnamurra rainforest is a small pocket of rainforest located on the South Coast of New South Wales near Kiama. The extent, biodiversity and location of the rainforest all work together to make this a vulnerable ecosystem. It is located close to urban development and is surrounded by farms. This increases the levels of pollutants entering the system and has lead to significant weed infestation. Natural and Human-Induced Environmental Stress Ecosystems are constantly changing and evolving in response to stress-induced changes within the total environment. * These changes may be brought about naturally e. g. drought, or may be human-induced e. g. deforestation. * Natural changes usually take place more slowly than human-induced changes and the biome gradually adapts as animals and plant species that have characteristics unsuited to the change die out, and those more suited to the new environment remain alive to breed and pass on their characteristics to successive generations (a process known as natural selection). * Sudden natural disasters have occurred from time to time which have caused whole species to die out almost instantly because they had no time to adapt, however this is rare. In contrast, human-induced changes are usually rapid and do not allow species to adapt. * The ability to instigate large-scale environmental change means that people are able to push the state of dynamic equilibrium beyond its limits. * This means that people have created situations where they are required to maintain a state of equilibrium by utilising resources found elsewhere e. g. the use of fertilisers and pesticides to maintain an agricultural monoculture, which would collapse without them. * Today, human activities destroy or seriously threaten species and destroy or degrade their habitat. Changes affecting ecosystems by cause and rate |Catastrophic |Gradual | |Natural sources of environmental stress |Drought |Climatic Change | | |Flood |Immigration of new species | | |Fire |Adaptation/evolution | | |Volcanic eruption |Ecological succession | | |Earth Quake |disease | | |Landslide | | | |Change in stream course | | | |Disease | | |Human-induced sources of environmental stress |Deforestation |Irrigation- salinization, waterlogging | | |Overgrazing |Soil compaction | | |Ploughing |Depletion of ground water | | |Erosion |Water/air pollution | | |Pesticide application |Loss and degradation of wildlife activity | | |Fire |Elimination of pests and predators | | |Mining |Introduction of new species | | |Toxic Contamination |Overhunting/Overfishing | |Urbanisation |Toxic contamination | | |Water/Air pollution |Urbanisation | | |Loss and degradation of wildlife activity |Excess ive tourism | a) Natural environmental stress * Some natural sources of stress can be catastrophic and cause very rapid change e. g. droughts, floods, fire, volcanic eruptions, earthquakes, landslides, disease, tsunamis and cyclones. * Most natural sources of environmental stress are more gradual and do allow species to adapt e. g. climatic change, immigration, adaption/evolution, ecological succession, disease, geographical isolation. Climate change was thought to be the reason behind the extinction of the dinosaur. * Ecological succession involves one species gradually taking over an environment from another as circumstances within the environment change e. g. as a climate becomes drier, drought-resistant species will gradually take over. Some of the effects of environmental stress Organism Level Physiological and biological changes Psychological disorders Behavioural changes Fewer or no offspring Genetic defects in offspring Cancers Population Level Population increase or decrease Change in age structure Survival of different genetic strains based on stress threshold Loss of genetic diversity Extinction Community-ecosystem level Disruption of energy flows -Decrease or increase in solar energy uptake and heat output -Changes in trophic structure in food chains and webs Disruption of chemical cycles -Depletion of essential nutrients -excessive nutrient levels Simplification -reduction in species diversity -reduction or elimination of habitats -less complex food webs -possibility of lowered stability -possibility of ecosystem collapse Case study: Mt. St. Helens volcanic eruption 18th may 1980 at MT st Helens Washington state. A large volcanic eruption disrupts the natural order. New populations of flora and fauna were beginning to colonise the harsh environment. The new ecosystem formed and the process of regeneration was observed as the organisms with enough resilience survived and repaired. b) Human-induced environmental stress * People play a role in maintaining or disturbing the dynamic equilibrium of any ecosystem. * The impacts of human activity have a global dimension, operating within the context of an interdependent global environment. * Global co-operation is needed to address the threats to the world’s biophysical environment. * The causes of environmental degradation in today’s world include: – massive population growth – developing world poverty and the crippling burden of debt – non-sustainable agricultural practices in many countries environmentally damaging industrialisation and exploitation of natural resources, especially in poor countries struggling for export earnings * Each of these issues need to be effectively dealt with if humans are to combat environmental degradation. * Human threats to biodiversity include: – species introductions – habitat destruction – hunting/trade in animal products – pollution * The World Conservation Union’s analysis of animal extinctions since 1600 found that 39% resulted from species introductions, 36% from habitat destruction and 23% from deliberate extermination. answer the questions from the information on page 32-33 1. Outline the history of human-induced change. Humans have induced change in ecosystems since very early days in their evolution. The effects have been either caused intentionally or inadvertently. eg: Aboriginals burnt bushland to aid in hunting as well as inadvertently promoting growth and shaping the Australian bushland through natural selection promoting growth. 2. Outline how humans have simplified natural ecosystems and what this has resulted in the need for. Humans have been shaping ecosystems for their benefit. In this process the useful parts of the ecosystem have remained and the other parts have changed or died out. This process has also simplified the ecosystem in some cases making it unable to support itself. Eg crops, farms require money and time for upkeep. 3. What is the great environmental challenge for humans? The great challenge that humans face with their environment is to maintain a healthy balance between simplified ecosystems and neighbouring complex ecosystems. 4. Outline the ways in which humans modify natural vegetation, and the ability of the affected ecosystems to recover in each case. Human induced change can be either intentional, inadvertent or a result of negligence. The changes made can result in complete ecological destruction but occasionally the ecosystem can adapt due to its resilience and survive with the change. The Nature of Human-induced Modifications – Human-induced modifications to ecosystems may be either intentional or inadvertent. – In some cases they are the result of negligence on the part of people. i) Intentional ecosystem change Humans bring about intentional ecosystem change for human benefit. An example of this can be found in the aboriginal burning for easier hunting or simply clearing land and producing food from crops or livestock. ii) Inadvertent ecosystem change ? These are changes that are not intended, but occur indirectly as a result of human activity. ? Meeting the needs and wants of humankind and a rapidly increasing human population will inevitably bring about large-scale environmental change. ? Unlike other species, humans have the ability to transfer resources from one region to another and to modify ecosystems in order to sustain continued population growth. Examples of human activities and the inadvertent effects they have include: Farming – Reduction of biodiversity, destruction of habitats, soil erosion, introduction of harmful pesticides killing native flora/fauna. Urbanisation- Total destruction of habitat, fragmentation of habitat destruction of ecosystem linkages, Increased pollution affecting surrounding ecosystems, Destruction of ozone o3 layer through use of cfcs iii) Ecosystem change caused through negligence People sometimes cause environmental change through negligence. Some of the more notorious examples of humanity’s failure to protect ecosystems at risk are the: ? Explosion of the reactor at the Chernobyl nuclear power plant in the Ukraine ? Minamata children being poisoned by mercury accumulated in the food chain ? Grounding of the Exxon Valdez in Prince William Sound, Alaska which caused widespread environmental destruction Consequences of human-induced changes . Human induce change is occurring worldwide in ecosystems. . The magnitude and rate of change is closely linked to human population size. . Salinization and desertification are two large scale problems with deforestation a major cause of ecosystem destruction through change. . Almost 11 million ha of land is degraded each year. Takes between 100 and 250 years for topsoil to build up in an area, can be destroyed in less than 10 by human activity. How to cite Notes on Ecosystems, Papers

Blacks In Major League Baseball Essay Research free essay sample

Paper Blacks in Major League Baseball April 15th will convey the fifty-third day of remembrance of the first Afro-american to play in Major League Baseball. Blacks have now been an built-in portion of the game of baseball for the last 53 old ages and are go oning to happen their topographic point within the game. This term paper will discourse the history of inkinesss in major conference baseball, the function that they play now and how the game of baseball brings some signifier of release to the black people. Blacks have come a long manner in the game of baseball. Sports, and in this instance baseball, have become a signifier of release for the black people, whether they are playing the game or are merely fans of the participants that play the game. So when did inkinesss go a portion of major conference baseball and how far have they come since 1947? Let? s travel back to April 15, 1947. The Brooklyn Dodgers were playing in their season opener against the Boston Braves in Brooklyn. Everything had the feel of a traditional gap twenty-four hours of baseball, with exhilaration make fulling the air. On this twenty-four hours, nevertheless, there was a little more excitement drifting about than usual. Playing first base for the Dodgers was Jackie Robinson. Now that may non sound like a large trade to most, but it was a immense trade non merely for Jackie, but for black people all over the United States. Jackie Robinson was the first black adult male to play in the major conferences, therefore interrupting the colour barrier that had been portion of the game for over a half century. This created a new topographic point in the game for inkinesss and allowed for many others to expose their athletic endowments and accomplishments in a whole new conference. Previous to Jackie Robinson interrupting the colour barrier, inkinesss were relegated to playing in the proud but less recognizable Negro Leagues. There were many stars that played in the Negro Leagues such as Satchel Paige and Josh Gibson, to call a few, but that conference merely did non let adequate acknowledgment to the participants. There was a demand for the black baseball participants to be able to vie at the highest degree, on a bigger phase that would let more people to see their endowments. During the clip when Jackie Robinson broke the colour barrier, many of the white baseball participants were at or completing up in World War II. This gave some of the proprietors of the squads in the major conferences a ground to travel out and look for more participants that were really good. So possibly the fact that our state was at war really helped incorporate inkinesss into baseball and triggered the many that have followed in Jackie Robinson? s footfalls. There are many black professional baseball participants today and the tendency is go oning to increase. I look at a participant like Sammy Sosa. He plays for the Chicago Cubs and over the last two old ages has been hitting place tallies at an incredible gait. This is making such an exhilaration within the black community and in Sosa? s native Dominican Republic. But, non merely is it conveying exhilaration to inkinesss across the universe, but white people have besides recognized him for his accomplishments and begun to watch the high spot shows every dark merely to see how Sammy is making or if he is hitting more place tallies. This is one country that proves to me that baseball has come a long manner in that inkinesss are now looked upon as great baseball players, and non the? black baseball player. ? Many of the great participants presently in the major conferences are black. Some of the aces such as Ken Griffey Jr. , Sosa, and Pedro Martinez are black and this is giving an unbelievable encouragement to the black population. While I realize that playing in the major conferences is a hard end to achieve for anyone, this is conveying a signifier of release to melanize all over the universe. I realize that major conference baseball does non use a bulk of inkinesss in the United States, but the release for the inkinesss does non needfully hold to come straight from the conference. The participant wages for major leaguers have become rathe R hideous, and with salary parts to charities and other things, this is conveying more money into black communities. Yes, there is a little sum of the black population playing in the major conferences, but there is besides a little sum of Whites playing excessively. The fact is, merely a little fraction of the population of the United States is playing in the major conferences. That is non where I feel that the release comes from. I feel that the release for the black people comes through watching some of their fellow members win in such high profile places. It brings joy to members of the black community to see them wining now, merely 53 old ages after being allowed to take part in the game that they have enjoyed for merely every bit long as the Whites, but non allowed to vie on the same degree because of racial differences. Major conference baseball directors have long been the same as what baseball was for the first half of the twentieth century ; dominated by Whites. The figure of black directors is still comparatively low, but hopefully advancement will go on to be made. There are a few black directors presently pull offing such as Dusty Baker and Don Baylor, both whom are former major conference participants. The ground that there are likely non more black directors is that they have non been around major conference baseball every bit long as Whites. If you consider that a batch of directors in the big leagues are former participants, so this makes a small spot of sense because white people have been playing the in the major conferences much longer. There are many people forcing non merely for more black directors, but more minority directors in general. There are likely many grounds for these feelings but I can see what would be considered the major 1. With more black and other minority participant s, people in those communities are forcing for more minority managers to be at that place to back up the participants alternatively of predominately white managers. The last country that I will cover is the hereafter of inkinesss in major conference baseball. The hereafter of major conference baseball, in itself, lies within the development of young persons to go interested in the game and develop their accomplishments to go every bit good as they can perchance be. This involvement is being developed by more interior metropolis inkinesss now than of all time before in the history of baseball. Excitement within the black community is increasing by watching participants such as Griffey, Sosa and Martinez, and that is leting more childs to desire to play the game. The development of accomplishments will get down when the childs are immature, but will be enhanced when they either reach college or in the minor conferences. More chances are opening up throughout the state in colleges for inkinesss to play baseball because now people know that they can play at a really high degree. All of these factors together will maintain increasing the exhilaration for inkinesss all over and maintain the hereafter within baseball looking really bright. Over the last 53 old ages, inkinesss have become an built-in portion of major conference baseball and are go oning to turn within the athletics. The exhilaration that is within the black community at this point and clip is great and I believe that it will go on to turn. Not all inkinesss will hold a opportunity to play in the major conferences, but most of them will hold a favourite participant, or a function theoretical account, that they look up to and wish to emulate. From Jackie Robinson to Ken Griffey Jr. , there have been many great minutes created by black people throughout the last half century in the major conferences. Many inkinesss have major conference records that are still in topographic point today, the most noteworthy being Henry Aaron and his 755 calling place tallies. The Numberss for inkinesss are amazing over the old ages and with the exhilaration around the game now, there is no ground to believe that it will alter in the hereafter. Equally far as major conferenc e baseball is concerned, Jackie Robinson paved the manner for many inkinesss in baseball, and at that place have been many to follow his lead.