Climate Change in the Holocene period

Climate Change in the Holocene period Wai Kai Choi Executive Summary This assignment is about is the climate change in Holocene period the most important cause of the development of agriculture and I will discuss others area as well like people and plants. The three areas I have chosen to discuss is East Asia, Sub-Saharan Africa and America. Agriculture is the cultivation of animals, plants, fungi, and other life forms for food, fiber, biofuel, medicinals  and other products used to sustain and enhance human life. Agriculture was the key development in the rise of sedentary human civilization, whereby farming of domesticated  species created food surpluses  that nurtured the development of civilization. Contents (Jump to) Agriculture Species Climate Change East Asia Sub-Saharan Africa America Conclusion Bibliography Agriculture For a large food production through leaving of hunting and gathering because the animal is killed, which cannot reproduce and for agriculture it will continue to produce by nature. People have been forced to agriculture because they think it is more labour intensive than hunting and gathering, and they had no alternative. It has been developed because of people desire by wanting special status foods, which is what the social need and want to generate our lives by competition with other that normal will produce power by having desire for new statuses and new things. Figure 1: The origins and spread of agriculture (Scarre, D. 2013, p189) The demographic theory suggested that people need to adopt agriculture follow by the end of the ice age and the rise in world population. Agriculture did not start during the Pleistocene because the cold, glacial climate was not favourable to it. Agriculture was impossible in the Pleistocene ice age because the climate was extremely cold and dry, containing higher levels of carbon dioxide, and varied greatly sometimes in periods of a decade or less. (Scarre, D. 2013, p186) Species Figure 2: Summary of the numbers of megafaunal genera (Perspectives in (human) ecology, 2007) The Holocene death includes the disappearance of megafauna, which is the end of the Ice Age that, starting between 9,000 and 13,000 years ago. This may have been due to the loss of the mammoth  that had maintained grasslands  that became birch forests without the mammoths. The new forest and the resulting forest fires may have induced climate change. Such disappearances might be the result of the proliferation  of modern humans  which led to climate change. Climate Change The world is getting warmer by the temperatures has risen upon an average 2 to 5 oC and the Arctic sea ice is getting less, which will cause a rise in sea level. Holocene Climatic Optimum is describing the earlier southern warm period, which is between 8,000 to 10,500 years ago that was immediately following the end of the last ice age. (Scarre, D. 2013, p177) Figure 3: Temperature changes (Brahea Axel,2013) The key reason on agriculture developed is the relationship between human and the environment which is suggested by Oasis theory. The climate became warmer, causing vegetation to increase and shift from one type to another. People adapted to this by changing the foods they ate and altering their lifestyle. Many people began to domesticate plants and animals at this time, both as a direct and indirect response to climate change, thus the origin of agriculture. (Scarre, D. 2013, p186) End of Ice Age the climate changes, which the human response is established to save Antarctica by every land of the globe for agriculture that the human societies increasingly prolific and new forms of social and economic activity developed. East Asia In 8,000 years ago, Northern China has been the domestication centre for foxtail millet and broomcorn millet, these are the species that they have produced and in 7,500 years ago these species is widely cultivated in the Yellow River basin. Later on in Southern China rice was domesticated and in Northern China 5,000 years ago, they domesticated soybean, then around 2,500 BC orange and peach has originated in China. The climate change has an impact in China, which created higher rainfall and warm temperate forest belts. (Wikipedia, 2014) The vegetation experienced different changes over the Holocene in various sub-regions. Near the boundary between modern forest and temperate steppe in Northeast China, forest showed clear expansion in the middle Holocene. In central China near the boundary between forest and desert, vegetation showed various patterns at different sites. Further west of the Tibetan Plateau near the boundary between highland meadow and desert, forest expanded at most sites during the early and middle Holocene. Our synthesis indicates that the climate in the marginal region was slightly moist in the early Holocene, wettest in the middle Holocene, and dry in the late Holocene, though there are regional differences as reflected by vegetation change. This general pattern is very different from either monsoon- or westerly-dominated regions. The maximum moisture occurred during the early Holocene in the monsoon region, while the arid central Asia dominated by the westerlies was dry in the early Holocene and wettest in the mid-Holocene. The interplay of the Asian summer monsoon, westerlies, topography and regional vegetation factors might have contributed to this spatial complexity. It is hard for people to stop hunting and gathering to change it to agriculture because there are forms of wild and animal to be domesticated. This intensive gather together of a very limited number of species just by hunting and gathering. â€Å"This transition from gazelle hunting to sheep and goat herding, where it seems that gazelle never were brought into the domesticated category and that when domesticated animals come into use it’s actually replaced by sheep and goat.† (Watkins, T, 2014). Sub-Saharan Africa There are three areas, which are independently developing agriculture is Ethiopian highlands, Sahei and West Africa. In Ethiopian highlands the most famous domesticated is coffee out of all the other domesticated that are khat, ensete, noog, teff and finger millet. For Sahel domesticated are sorghum and pearl millet. The first domesticated in West Africa is kola nut, which has become an ingredient in Coca Cola and the other domesticated is oil palm, African rice and yams. (Wikipedia, 2014) In Africa agriculture have been they cultivated for millennia came after their domestication elsewhere. The re-domesticated in Africa 5,000 years ago in a place called Papua New Guinea they have domesticated taro and Asian yams. African Humid Period is a wetter period of time due to a strengthening of the African monsoon by changes in summer radiation, which is between 16,000 and 6,000 years ago. In Green Sahara during this period, it has produced numerous of lakes by the rainfall of nature that have contain the wild animal of crocodiles and hippopotamus fauna, this is caused by climate change, it has an effect on the species of agriculture and animal. South Africas southern coastal margin is recognised as being a highly dynamic climatic region that plays a critical role in both regional and global atmospheric and oceanic circulation dynamics. Our understanding of the past dynamics of this system, however, has been limited by the number and nature of datasets available that can be used to infer changes in key climatic parameters in the region. Combined, a negative relationship is apparent between temperature and humidity in this area of the southern Cape, and these changes can for the first time be clearly linked to variations in Antarctic sea-ice extent and shifts in the southern westerly storm track. This dynamic is a reduction in sea-ice extent and a southward shift of the westerlies are manifested regionally by increased temperatures and a phase of marked aridity. America In early 8,000 to 6,000 BC in Mesoamerica has domesticated is corn, beans and squash, but the beans came later on in 4,000 BC, also South America has domesticated potatoes and manioc. Around 2,500 BC they have grown sunflower, sumpweed and goosefoot in America. People in this regional most of them relied on hunting and gathering for millennia, which farming life have not been developed until the second millennium BC. (Wikipedia, 2014) The first peak of the warmth in North Amercia from 11,000 to 9,000 years ago when the Laurentide ice sheet is still chilled, then 4,000 years later it has experienced warming, which the temperature suddenly rises and the ice sheet slowly melt. Three other factors must be added to this is complex solar cycles, Earths orbital variations, it also called Milankovitch cycles, which occur over intervals of tens to hundreds of thousands of years, and different rates of change and climatic conditions depending on location. The retreat of the continental glaciers of the Wisconsinan stage began in central North America around 10,000 years ago, but it did not occur in northern Canada and Alaska until nearly 6000 years ago. The retreat has yet to occur in Greenland. Sea level rise from the melting of the glaciers affected coastal areas globally, so much so that in the late 1800s, some scientists believed that this sea level rise should be the defining characteristic of the Holocene. Conclusion For this report question I agree with it that I think the development of agriculture is the beginning Holocene period the climate change, which has an affect the globe by the temperature have been rise that have caused the ice sheet slowly melt, which will cause the sea level rise and it has produced warmer and wetter weather. This is a great time for develops agriculture because to grow food from the ground, it need water, which is the rain and sun, which make the earth warmer. It is the most important cause of agriculture to production more different types of food and the large species is disappearing by the climate change, this mean animal is dying by an animal not produce enough to keep a life in this period and condition of the environment is not suitable for them. Bibliography Axel, B., 2013. Mini Ice Age?. [Online] Available at: http://www.palmtalk.org/forum/index.php?/topic/39737-mini-ice-age/page-7 [Accessed 04 12 2014]. human-macroecology blogspot, 2007. Perspectives In (Human) Ecology. [Online] Available at: http://human-macroecology.blogspot.co.uk/2007/10/background-how-humans-alter.html [Accessed 01 12 2014]. Perkins, P., Scarre, C. Watkins, T., 2014. Track 2. [Sound Recording] (The Open Univeristy). Scarre, C., 2013. Chapter 5 The world transformed: from foragers and farmers to states and empires. In: C. Scarre, ed. The human past. London: Thames and Hudson Ltd, pp. 177-199. Watkins, T., 2014. Track 2. [Sound Recording] (The Open University). Wikipedia, 2014. Neolithic Revolution. [Online] Available at: http://en.wikipedia.org/wiki/Neolithic_Revolution [Accessed 01 12 2014]. Scarre, C., 2013. Chapter 5 The world transformed: from foragers and farmers to states and empires. In: C. Scarre, ed. The human past. London: Thames and Hudson Ltd, pp.189. Scarre, C., 2013. Chapter 5 The world transformed: from foragers and farmers to states and empires. In: C. Scarre, ed. The human past. London: Thames and Hudson Ltd, pp. 177. Scarre, C., 2013. Chapter 5 The world transformed: from foragers and farmers to states and empires. In: C. Scarre, ed. The human past. London: Thames and Hudson Ltd, pp. 186.

Service Learning And Integration Within Community Education Essay

The impression â€Å" community † is interpreted as the extent at which pupil instructors would travel in lending their services to the community. Service acquisition is an integrating of academic survey with community. It means pupils can use what they have learned during service larning to their academic life. Group Endeavours in Service Learning ( GESL ) was made compulsory to all freshers in an attempt to advance service larning in National Institute of Education ( NIE ) . Student instructors are indiscriminately grouped together to organize a squad and are led by an assigned coach. They so meet up on a regular basis to be after an event for a non-profit organisation of their pick. Point to observe that Service learning/GESL defers from community service. Community service involves voluntary work for the community. GESL on the other manus, is a mandatory group attempt to supply service through acquisition, reflecting and learning the community. Therefore, GESL can be reall y good for pupil instructors as they are able to lend back to the community. Unfortunately, I find that clip is a factor when be aftering an event. It farther adds on to the work load a pupil instructor already has. Therefore, does making a good cause seems like a load to student instructors now? If NIE makes GESL non-compulsory, would student instructors still take up this service larning on their ain or as a group? Student instructors have to take a stance for themselves as to whether GESL is good or merely a waste of clip. As supported by ( Butin, 2005 ) , a pupil can non stay impersonal when prosecuting in service acquisition as that would place oneself in a immune individuality. In this state of affairs, we tend to oppugn the effectivity of service acquisition in impacting a pupil ‘s academic life. Since GESL completion is necessarily required within a twelvemonth, a pupil instructors ‘ part may look nonvoluntary. Furthermore, GESL has no recognition unit awarded after its completion. In this paper, I sought to find whether the chief aim of service acquisition is lost through the procedure. In add-on, I will besides happen out factors that hinder a pupil ‘s engagement in GESL. Hence, if there is no accent on GESL, would student instructors volunteer for service larning throughout their academic life in NIE? This inquiry will be examined farther in this paper.Methods and MethodologyA questionnaire was designed to happen out the impact of service acquisition ( GESL ) on first twelvemonth undergraduates at National Institute of Education ( NIE ) . The mark sample comprises 10 Bachelor of Humanistic disciplines pupils majoring in different academic topics. GESL was introduced to all freshers in NIE and hence first twelvemonth pupils were chosen for this study. The study was conducted through a face-to-face meet up session and participants were required to finish a questionnaire signifier on the topographic point. Students were surveyed on their willingness, unde rstanding and outlook of GESL. Five inquiries were included in the questionnaire. The first inquiry asked pupils whether they knew the difference between service acquisition and community service. A â€Å" yes † and â€Å" no † options were given to them. The responses from this inquiry will reflect pupils ‘ apprehension of these two services. A misunderstanding could be a conducive factor to GESL being involuntarily completed. In the 2nd inquiry, pupils were required to take one out of four options given. The inquiry asked them on what they expect to derive from GESL. The four options were â€Å" Experience/Satisfaction † , â€Å" Academic Credits † , â€Å" Certificate † and â€Å" Good repute ( Example, for sketch ) † . Additionally, a 5th open-ended option was made available for them to stipulate any relevant reply. This inquiry was intended to happen out the intent or benefit that a pupil expects from GESL. Collated consequences for this inquiry were compared with the chief aim of service larning to reflect a consistence throughout the procedure. The 3rd inquiry asked pupils whether they would desire GESL to be made non-compulsory. A â€Å" yes † and â€Å" no † options were given to them. This inquiry was chosen to back up the forth inquiry that asked pupil instructors on how long they are willing to perpetrate to GESL. The forth inquiry had four options and they were â€Å" one twenty-four hours † , â€Å" one hebdomad † , â€Å" one month † and â€Å" one twelvemonth † . Students ‘ acuteness in lending their services will be determined by both inquiry three and four. Last, the fifth and the 6th inquiry were open-ended inquiries. Student instructors were asked â€Å" what they enjoyed most about GESL † and â€Å" what they enjoyed least about GESL † in inquiry 5 and 6 severally. Both inquiries aimed at happening out what pupil instructors gained from GESL and what are the possible factors that hinders them during the procedure.Findingss and DiscussionThe per centum of pupils ‘ responses to oppugn 1 is shown in Table 1. It can be seen that 70 % answered â€Å" yes † and 30 % answered â€Å" no † to this inquiry. The high per centum of â€Å" yes † is perchance due to the changeless briefings and negotiations on GESL by NIE, which has enabled pupils to better understand the differences between these two services. However, the little per centum of 30 % indicates that there are pupils who still misinterpreted service larning to be similar to community service. Even though there are a high per centum of pupils who knew the differences, so to what widen do they cognize about GESL? The fact that GESL has to be completed within a twelvemonth, pupils might desire to merely acquire it over and done with. This is supported by ( Clark & A ; Young, 2005 ) who states that service larning without deep reliable battle would merely be a normal field trip for pupils. ( Clark & A ; Young, 2005 ) besides highlighted the limited position or apprehension of service acquisition: â€Å" When viewed as merely assisting those â€Å" less fortunate, † pupils may neglect to see the function that their ain privilege dramas in the kineticss of power † ( p. 72 ) The manner pupils view service-learning will as such determine what they do with it and how they do it. Students with equal cognition on service acquisition would be able to hold a deeper apprehension and grasp for GESL as compared to pupils with minimum position of it. Therefore a pupil ‘s intent and aim were non wholly lost during the procedure but it was non even established at the start. In Table 2, it shows the responses from pupils on what they expect to derive from GESL. A high per centum chose â€Å" experience/satisfaction † , followed by â€Å" academic credits † and â€Å" good repute † . Indeed experience and satisfactions are one of the expected results of GESL. This is supported by ( Group Endeavours in Service Learning, 2005 ) which quotation mark: â€Å" GESL is an experiential acquisition experience for trainees to get and develop accomplishments in undertaking direction, self- and team-development, and community service. † Table 2 besides shows that 30 % of pupil expects to derive academic credits from GESL. Unfortunately, GESL is mandatory and has no recognition units awarded after its completion which make pupils experience burdened. With mention to inquiry 6, the same 30 % of pupils who expect to derive academic credits from GESL provinces that what they enjoyed least about GESL is it being very clip devouring. Hence, we can see that this 30 % wants their clip to be rewarded alternatively of interchanging it for valuable experiences. Surprisingly, the same 30 % of pupils ‘ responses to oppugn 5 was non consistent with inquiry 2. They expected to derive academic credits but alternatively what they enjoyed most about GESL was the â€Å" ability to run into new friends † and â€Å" meaningful experiences † . Therefore, this shows that to appreciate service larning better, one has to travel through the fuss of planning and forming foremost. They would so be able to harvest the priceless wagess from this undertaking. Ultimately, the pupils did interchange their clip with meaningful experiences. Next, the pupils were asked on whether they want GESL to be made non-compulsory. As seen in table 3, 60 % of the pupil answered â€Å" yes † and staying 40 % answered â€Å" no † . The difference between the per centums is instead little, which mean there are pupils who still want GESL to be made compulsory. Why do pupils desire GESL to be made compulsory? The ground could perchance be them seeking to avoid the incommodiousness of registering for GESL on their ain. They do non mind assisting out but it is non something they are passionate about. This is supported by ( Jones, Gilbride-Brown, & A ; Gasiorski, 2005 ) : â€Å" Like volunteering for a specific organisation when ( pupils in his leading and service bookmans plan ) in general merely like assisting out and volunteering, non because they want to endeavor to rectify a societal job, merely because they like assisting out. † ( p. 15 ) However, the high per centum showed that GESL should be non-compulsory, but would student instructors still contribute their service to the community? GESL has a undertaking life of one academic twelvemonth. With mention to postpone 4, merely 20 % are willing to perpetrate to serve larning for one twelvemonth. A figure of 20 % is exceptionally low. On the contrary, 40 % of the pupils are more willing to make service larning for one twenty-four hours, which defeats the intent of GESL. Furthermore, the aims of GESL can non be accomplished in one twenty-four hours or one hebdomad. Due to the deficiency of pupils ‘ engagement for the past few old ages, NIE had to do GESL compulsory for all freshers. As for the twelvemonth 2011, doing GESL compulsory will merely ensue in nonvoluntary part but higher engagement rate compared to old old ages. Therefore, doing GESL non-compulsory will merely take to similar tendency that happened in the yesteryear ; lower engagement rate. Students would instead prioritise on their academic faculty alternatively of GESL.DecisionTo reason, I looked into possible factors that are impeding pupil instructors during GESL and how this minimizes the impact of service larning on them. Through the study consequences, I was assured that clip was decidedly the chief factor refering pupils. From experience, it was hard to hold on a common timeslot for a meeting as everyone had different academic timetables. Hence, alternatively of sing GESL as a good undertaking, pupils find GESL to be really clip consuming. A pupil who engage in GESL with a mentality that planning and organizing is merely a waste of clip ; GESL will so be that manner. Therefore, it is of import to re-iterate the importance of holding a constructive position of GESL before being involved. Another lending factor was the rejection pupils received from the non-profit organisations themselves. What is surprising here is that pupils want to supply their services but these organisations were non acute in accepting their proposals due to certain restraints. On a whole, with all these factors impeding them, would pupils still volunteer for service larning throughout their academic life? From my position, they will take part in service acquisition, provided NIE do alterations to GESL so that pupils view it more positively. As suggested by ( Clark & A ; Young, 2005 ) : â€Å" Devoid of any brooding activities that require pupils to link their experiences in service sites to their schoolroom work, service-learning becomes, at best, volunteerism and at worst, simply the logging of hours toward a community service graduation requirement. † ( pg. 72 ) Normally, after the completion of GESL, pupils had to finish a simple self-reflection signifier. NIE should supply a deeper reflective activity whereby pupils can use their experiences to their academic work. This is supported by ( Torres, n.d ) that province, â€Å" Without contemplation, pupils merely describe on experiences alternatively of analyzing what they do impact themselves and those they serve. † ( p. 3 ) In this manner, GESL will non be perceived as merely a waste of clip but a undertaking that is relevant and impactful to their academic life. GESL could so be promoted as a instruction method that bonds both theoretical cognition and educational experiences together. Since some factors are inevitable, it is still of import to guarantee that pupil instructors ‘ service larning journey is a smooth and meaningful 1. As future instructors, it would be much easier for them to promote their pupils to follow suit when they themselves understood and experienced how informative service acquisition can be. Furthermore, service acquisition can be promoted as a pedagogical tool when they venture out to learn in the hereafter.

Implications for Students with Emotional and Behavioral Disorders

Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders Foundations of Exceptionality (EDUC 521)Special Education Teacher Preparation in Classroom Management:Implications for Students with Emotional and Behavioral DisordersClassroom management and organization plays a vital role in the learning process for all students, and especially in students having EBD. The research conducted in the article, Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders, by Regina Oliver and Daniel Reschly, examines the question â€Å"Do academic courses and training prepare special education teachers to know how to cope with the needs of EBD children in the classroom?† Special education teachers need the skills to manage the classroom effectively; lacking this knowledge can lead to students spending too much time outside the classroom and the learning process.To examine the academics in teacher preparation programs a study was conducted using syllabi from these programs employing information from a larger assessment of higher education institutions; only classroom management categories were evaluated. In measuring this data the Innovation Configuration (IC) chart was utilized; IC’s are the usual form of quantifying assessment (Oliver & Reschly, 2010).The results indicate that many institutions of higher learning were lacking in areas of curriculum preparing special education teachers to work with EBD students and their behaviors in the classroom. Areas established to be lacking were: active supervision and student engagement, classroom routines, structured environment, and school wide behavioral expectations. In the syllabi from the institutions many of the elements listed were not included and 42% did not include teaching how to set up classroom rules; a well planned set of rules and expectations in the classroom is a pr eventive  approach to discipline (2010).One can see that there could be a correlation between teacher preparation curriculum and EBD student’s behaviors and the learning process; further studies are needed to ascertain a connection. Students and teachers would greatly gain from such studies, because it could warrant a change in curriculum and training.

The History of Multicultural Education Essay - 1333 Words

During the late 1960’s, America had entered into a period of cultural definition especially with the emergence of the Civil Rights Movement. Although the term â€Å"multicultural education† had not come into play yet, the idea that the U.S needed to reexamine their efforts of educating diverse groups was emerging. During this time inequality especially among minority groups in comparison to the white dominant culture became a social issue (Banks 1999). Before the arrival of this reform multicultural education was displayed in the classroom as having minorities adapt to the predominant culture. Teachers during this time felt it would be more beneficial for minorities to adapt. However, many parents of these minorities begin to argue that the†¦show more content†¦These cases helped to shape multicultural education during the 70’s. In 1974, the Lau vs. Nichols case was brought about by Chinese students in California who claimed that they were not achieving in school because of their limited proficiency in the English Language. The students argued that not enough was being done in school to help overcome this challenge and felt it was because of their culture. The judge ruled in favor of the students and the case established the right of language minority students to educational accommodations. This verdict helped to make way for the 1979 case of Martin Luther King Elementary School vs. Ann Arbor School District. The suit was brought about by Black students who believed that the district did not seriously take their speaking of non-standard English seriously and this inadvertently caused them to obtain low reading scores. The judge ruled that the school district was responsible for identifying Black English speakers in the schools and must use that knowledge in teaching such students how to read Standard English. 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