Nature of globalization Essay Example for Free

Nature of globalization Essay globalisation is a term used to explain the new era just handle we learn about different periods such as stone age. It entails that large number or so the world are more connected to one another than always before in terms of Information flow through sophisticated way of life unlike in early ages where messengers and drum beating was used for communication. currency transfers and goods transportation is quicker and efficient all(a) over the world. Goods and services produced in one part of the world are necessarily available in all parts of the world. International travel is more convenient and faster than ever. (Martin, 2004) All this changes have been as a result of advance in technology, basically the computer. This is what has enabled globalization. Globalization can be found in five different areas economic, cultural, political, religious and social systems. Globalization therefore, can be understood as the t quitency or the process of b usinesses, technologies or philosophies to spread throughout the world. Nature of globalization Globalization is something that is very new in the world.For the last 30 years, there was no oftentimes discoveries in computer technology although there were computers and they were only used in the developed countries. This is why we cannot say there was globalization since globalization simply means making the world a global village in that every breeding and services are available and accessible to all the people around the globe just as it is in a small village. The idea of globalization has made it possible to harmonize the cultures of people all over the world.That is because people are able to carry out businesses across boundaries without traveling, using different currencies, making instant payment and in developed countries they use a public currency for example the Euro that is used all over Europe and the US dollar that is used by many countries. It is possible therefore, that the whole world lead in future be using one common currency. This is what is referred to as economic globalization. According to Sachs (2005) technology in teaching has made transfer of reading and especially educational information to be available across the globe.This is what has brought the idea of e-learning through the Internet. The changes in culture of the people is being felt especially in the African societies which had very stronghold in their traditions but today this has little or no influence on peoples ways of life especially in the young generation, for example changes in sexual inequality. This is as a result of globalization, people copy the lifestyles or cultures of others from the developed countries due to interaction, travels and high speed information transfer.For this same reason people are able to change their religious believes because the gospel has taken a new line, i. e. it is global reaching every ecological niche of the globe. Conclusion When w e talk of globalization we definitely have to think about the major participants in this idea. The United States dominates in this global traffic in information and ideas. (www. globalpolicy. org) The American music, movies, television and softwares are so dominant , so sought after by everybody and so visible that they are like a shot available in every corner of the earth, including the developing countries in sub-Sahara Africa.References Raskin. P. T(2002), The Great Transition Boston Tellus Institute p31-42. Alex MacGillirray (2006) A Brief History of Globalization. New York. p122-127. Sachs,T. (2005), The end Poverty New York p 13-23 Martin, W. (2004), why globalization works, New York Yale University Press, pg 210-235 Global policies, Available from, www. globalpolicy. org (Retrieved December 14, 2007) What is globalization, Available from, www. globalisation101. org (Retrieved December 14, 2007)

County Backs Plan for Inland Port in the Glades Essay Example for Free

County Backs Plan for Inland Port in the Glades EssayThe commissioners in Palm Beach County found the need to support the bodily structure of an landlocked port because it would give employment opportunities for the locals. Summary A vote of 5-2 was the result of the discussion among Palm Beach County commissioners favoring the takement of an inland port in the area. They believe that this would help the locals obtain more jobs that are within the county, which means easier access and less wasting of time travelling from one place to the other. Locals do not have to commute to other nearby cities for their jobs and lose precious family time. Also, this plan would help develop the county in economic terms. Analysis While many people came to the commission chambers to support the plan, there were also activists who disliked the idea due to environmental reasons. It was very difficult to determine whose side had a better argument because the other has the welfare of the locals in mind while the other tries to defend nature and the fact that people should not just develop land over the glades.There were no words from the water district officials but the activists said that Florida Crystals land sits in the middle of a potential path for restoration, which could recreate the historic flow of water from the lake to the Everglades (Sorentrue County Backs Plan for Inland Port in the Glades). Conclusion Although both sides had strong arguments as to whether or not the inland port should be constructed, it should be pointed out that the welfare of the people should be put first.The inland port would not take over the whole of Everglades and if environmental procedures were done properly so as to do no or at least minimal harm on nature, then it will be a win-win situation. The commissioners should make sure that they do not agree to this because it would bring them money but that they agree to this because it is what the people need. They also have to ensure that they do minimal damage to nature while developing the land.

The Art In Cinema Film Studies Essay

The Art In Cinema Film Studies EssayFilm is considered to be an important art form, a source of popular entertainment and a powerful method for educating or indoctrinating citizens. Film may be combined with performance art and still be considered or referred to as a necessitate, for instance, when there is a live musical accompaniment to a silent film. The act of making a film can, in and of itself, be considered a work of art, on a different level from the film itself.. A road motion-picture show can refer to a film put together from footage from a long road trip or vacation. Intuitively, many films qualify as artworks and others do not. All film is art, though some of it is better art or higher art. This, it turns place, is not just a question for those with a special interest in film. It has interest for aesthetic survey more broadly, be campaign film can serve as a test case for definitions of art. Some theories of art seem too restrictive, because they prevent us from clas sifying definite films that are aesthetic masterpieces into the category of art.The intentions of the creators in attaining status as art. Sometimes, however, creators do not conceive of their creations as primarily belonging to the class of artworks, provided viewing audience come to recognize that they can be fruitfully regarded in this way. This is not to say that a work becomes art when its taken up by a art-consuming audience. A theory of that kind would face the difficulty of saying which audiences had the power of conferring art status. Moreover, audiencesdo not transform works into art, rather they discover that a works deserves to be regarded in that way. If this intuition is right, the key to understanding what makes a film count as art is what goes on in this disco precise process.India is intimately cognize for its commercial cinema, better known as Bollywood. Almost every Indian is well versed with onscreen running around the trees singing songs, the fight sequence s, gibe meeting each other pachchees saal baad, topped with some dose of mush and lots and lots of spice. However there are other types of movies which focus purely on tarradiddle- minus the masala. This genre is sometimes referred as Pheeka or Bina namak mirch wala (bland) kind of cinema. In addition to commercial cinema, there is overly Indian art cinema, known to film critics as New Indian Cinema or sometimes the Indian New Wave. A true admirers of cinema and people who consider movie-making as an art call it the Offbeat or The Art House Cinema. Many people in India plainly call much(prenominal) films as art films as opposed to mainstream commercial cinema. From the 1960s through the 1980s, the art film or the parallel cinema was usually government-aided cinema. Such directors could get federal or cite government grants to produce non-commercial films on Indian themes. Their films were showcased at state film festivals and on the government-run TV. These films also had limit ed runs in art house theatres in India and overseas.The Indian Art Cinema or the New Wave sometimes called has had a humble beginning. This genre doesnt boast of foreign locales, hopelessly expensive clothes or the big star cast. The sole strength of these kind of films is the story. The Indian Art Cinema has beautifully transformed and re-invented itself. From socially relevant topics of Child Marriage, Dowry, Female Foeticide, leave behind Re-marriage to a simple love story. The Art film-makers build d unity it all. Its amazing to see how some of the very talented film-makers have gifted their audiences with some of their glorious work. There is Shekhar Kapoor who beautifully told the story of a man struggling to make his illegitimate son a part of his family (Masoom) and we got one of the all time masala entertainers Mr India from the comparable director. The person who gave us Zubeida, Ankur and Manthan came up with something as entertaining as Welcome to Sajjanpur and the v ery recent Well Done Abba.The Gen-X today are more reasoned and open to a wide variety of topics. At the end of the day the purpose of the film and the audience should be served. The audience wants a good story and a really good way of putting it and thats what the film makers are supposed to do. Yes masala flicks are welcome but too much of masala can cause acidity A good mixture of masala movies and intelligent cinema is what the audience wants. Brainless comedies work, but again not always. In this new context of art-house supplicant to the mainstream, of limited box-office appeal is striking, if not, perhaps, inaccurate. On the other hand, general conceptions of art house have come to describe films simply on the basis of their production extraneous the Bollywood system, regardless of their status as conventional dramas or slightly offbeat comedies. Surely a film with a 30-crore budget, Bollywood stars, and wide release does not cash in ones chips the standard art-house prof ile. And yet a documentary about worldwide warming with art house written all over it-complete with its charisma-challenged star, Al Gore-enjoyed sold-out screenings at huge multiplex theaters across the globe.From the very inception of this genre, there has been a difference between art and commercial cinema. However with changing times this suspension has been bridged. The themes of art movies have witnessed a change. The earlier trends in Indian Art movies were more specifically related to the Indian audience, while the recent incline is towards the global concept. Quite ideally therefore the Indian Art cinema has gradually emerged itself as a reflections of the happenings in the society. Now many of these Art Movies or slight films are grossing major profits and competing for space at the big multiplexes as well as finding their audiences at the small cinemas devoted to specialty fare. What go out be ideal is an exclusive chain national art house cinema multiplexes to mark t he new era of these specialized cinema.The audiences today look out for good films rather than the serious or popular films. Hence once a while a multi-starrer movie bombs and a small budget movie like Aamir is much appreciated by the cine goers. The need for better subjects, the desire to watch something more feasible on the screen and the boredom that has set in with the regular candy floss cinema are some of the reasons for this apparent change. If this trend continues then the day is no far when there will be no commercial cinema or art cinema, but just good cinema and bad cinema.India is full of art and that is depicted in Indian movies. But a commercial or non commercial movie, both need art. Commercial movies need art in form of background, sets, getting a dick right. Both have got distinct way of describing art through movies. There are a number of genres and styles of Indian cinema that a viewer encounters, such as, romantic comedies, gangster films, horror films, westerns , melodramas, musicals and historic films. While some of these genres are present in Indian cinema, often as a consequence of the cushion of the western films, the Indian filmmakers have also created some styles of their own, that are ac intimacyd as their own. This is clearly discernible in the popular tradition of filmmaking in India.The knowledge of Indian cinema provides an entry into the thought-worlds and performance-worlds to the people interested in this art. Many Indian film directors, right from the pioneers such as Dadasaheb Phalke to the musical modern ones like Yash Chopra, have deployed their creativity along with traditional forms of dance mime, folk classical music to enhance the communicated experience. Indian popular cinema has evolved into a distinctively Indian mode of entertainment by imaginatively amalgamating music dances also and the works of veteran directors like V.Shantaram. Guru Dutt and Raj Kapoor bear a testimony to this fact. So, through Indian cin ema one can also enter the larger world of Indian aesthetics. Film makers like Ketan Mehta has made a movie on the life of 19th snow painter Raja Ravi Varma named it as Rang Rasiya. Its a very artistic movie showing us the reality of the society in the 19th century. He had also directed Mangal pande which was againg very artistic from the sets to costume everything gave you the feel on the 18th century. Aushitosh Gowarikars Jodha Akbar is another epic story in which art played a very important role. To add on the list is devdas Sanjay Leela Bhansali did a brilliant job with art direction.Indian cinema has presented a detailed version of India from its different historical movies to its present scenario movies. The distinct genres of films depicted by the different filmmakers have helped in the study of India from a different and distinct angle of mickle. Thus, one cannot help but realize the fact that indeed it has been the old traditions and the cultures that have actually framed the Indian cinema, which have been an encouragement to uplift India and make it one of the renowned countries in the world. By seeing the cultures and traditions of the distinct societies, people can examine their own countrys culture with fresh eyes and with a special vision and approach.

Instructional Design | Definitions and Principles

instructional Design Definitions and PrinciplesSection 1 My Definition of Instructional DesignAccording to the Internet Wikipedia, Instructional Design, in addition called Instructional Systems Design is the pull of maximizing the effectiveness, efficiency and appeal of discipline and other learning experiences. The course of action to be undertaken is made up in a broad grit of deciding the state in which the student is in as we cast it, stating the intercept purpose of the tenet, and ca manipulation the existence of some light at the end of the tunnel so as to make the transition smooth.Andragogical and pedagogical theories of learning inform the pedagogyal throw swear out which whitethorn transpire in tercet settings teacher-led, community-based and student-only. Instructional design may be measured scientifically, observ able-bodied directly or hidden completely and assumed. As oftentimes as there may be so many models of Instruction design, most of them atomic n umber 18 based on the ADDIE model in which the different phases be analyzed design phase, developing phase, implementation phase and evaluation phase.Training is ein truththing. The peach was once a biter almond cauliflower is nothing but cabbage with a college education (Mayer et al, 1996). In addition, Nadler (1984) postulates that training is defined as learning that is provided in order to improve performance on the present job. Instructional Design is the systematic process of translating global formulas of learning and command into proposes for schoolingal materials and learning (Alessi Trollip, 1991). close authors constitute looked at Instructional Design as a Discipline, a Science, and a Process and in like manner as a Reality. Instructional Design is the systematic knowledge of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the devel opment of a delivery system to meet those needs. It includes development of instructional materials and activities and tryout and evaluation of all instruction and learner activities (Gentry, 1994).Instruction Design can also be explained as a Discipline. Instructional Design is that branch of knowledge concerned with research and theory just about instructional strategies and the process for developing and implementing those strategies (Anglin, 1991). It can also be explained as reality. Instructional Design can start at any point in the design process. Often a glimmer of an idea is veritable to give the core of an instruction situation. By the time the entire process is d atomic number 53 the interior designer looks back and her or him watch overs to see that all parts of the science halt been taken into account. Then the entire process is written up as if it occurred in a systematic fashion (Venezky, R. Osin, L., 1991).Instructional design is the systematic development of in struction by using learning and instructional research and theories, as tumefy as established best practices, to ensure the quality of mobroom/course materials (Learner, 1986). The entire process of analysis of what a group of learners needs, purpose identification and development of learning objects constitutes instructional design. Instructional design cannot come to a standstill at some point then pick up again. It is an ongoing process. When instruction comes to a completion, there is evaluation and after this the instruction design starts all over again.From the many authors, I can say instruction design is a process in which instruction is followed up to its completion and also the means and airs the resembling could be achieved. In education, instruction is part and parcel of the system. It is whence important that means to follow instructions by students is looked into. Research and observations has it that most students do not fail because there is anything wrong with them but they fail because everything is just with them but cannot follow instructionsSection2 The principles of Instructional DesignBefore looking at the see principles of Instructional design, we need to list the most important of the principles and elements of the instruction design. They include objectives, evaluation, the learner and methods. We are going to look at the most important elements of the four principles of instruction design and see how they fit in the instruction design models that exist.Under the elements of the instruction, for one to develop a good instruction design then we need to identify the hatful the instruction is being developed for. This gives us a starting point. It becomes clear immediately when we grant the tar discombobulate audience. In this way, we can profile the targeted audience and out of the profiling, we may get a rough idea of how to design the instruction.It is also important to come up with a list of things that the people for whom the instruction is being developed for should be able to accomplish after going through the instruction. This also adds some meat to the skeleton of the design of the instruction we have from the profiling we did above after identifying the people the instruction is being designed for. This is like starting from the end in order to design the instruction.Once we have an idea of what a learner should have achieved by the end of the instruction then we can come up with the best ways in which to achieve the same for the learner. Some of the things we need to suppose about are the teaching methods or learning methods that could be employed so as to have the objectives achieved in the best way possible (Mayer, 2001). Activities to be included in the design and resources to be apply are also very important factors that we should also look into. The way to look at them is to have an established plan of how to use the resources and the activities in order to achieve the objectives of the instruction design.Another element that needs to be looked at is a way of shrewd whether the learner has been able to do the things the learner should be able to do once the instruction is complete. This is some kind of the examination of the design of the instruction. One apt man once said that an unexamined disembodied spirit is a wasted life. Examination in whatever we do is very crucial and so it is also very important in the design of an instruction (Newby et al., 1996). It is the examination that reveals whether something is working or not. It is also good for us to cat measures in place so as to determine whether the design of the instruction has made the learner learn something.Evaluation of the learning characteristics, objectives of the instruction and the methods of instruction needs to happen before taking on the actual instruction design. Learner characteristics are one of the factors to put into consideration before designing an instruction. It is very important t o run a background check on the level of exposure the learner has on the topic, the grades of the learner and also how the learner has been performing academically in the past not necessary in the instruction topic but in general. The social characteristics o rather personal characteristics have to be looked at. The learners work experience, age, the relation of the content of the instruction to the leaners life and the attitude as well. It is also good to put non-conventional learners into consideration. These may include the learners who have disabilities, learners from different cultures and also primary language learners. The style of the learner is also put into consideration. This means looking at the conditions the learner has to be in when learning. Lastly, we all know that when one is motivated, the motivation quickly serves as an ingredient for victor (Sweller, 1988). The motivation of a leaner is also a point to look at. Some of the pointers are the students grade, a per sons credit, the self improvement of a person, the salary one earns and also the advancement of ones status.Section 3- Models of Instructional Design ADDIE modelThe ADDIE model is the most common of all models. The acronym ADDIE stands for basketball team words which make up the five phases of the ADDIE model. The A stands for analyze. The analysis is of things like the characteristics of the learner, the tasks that the learner should learn. The D stands for design where the learning objectives are developed and also an draw close that is instructional in nature is elect in this phase. The second D stands for develop where the training or the instructional materials are brought to existence. The I stands for a big word and the word is the I stands for is implement. performance in a nutshell involves the distribution of the materials containing the instructions. Lastly, the E stands for evaluate. In the evaluation phase, checking of how the materials distributed in the implementat ion phase affected the learner takes place (Saettler, 1990). It is in this phase that we are able to know whether the goals for designing the instruction were achieved. Most models of instruction design have been modified from the ADDIE model. quick PrototypingRapid prototyping is a model that was adopted from the ADDIE model. It is considered a simpler version of the ADDIE model b y many instruction designers. The heart of Instruction design is the analysis phase. This phase comes first. It is the doorway to the other four phases of instruction design (Seels Glasgow, 1990). It is after the analysis stage that we are in a position to choose the instruction design model that is most suited for the design of the instruction. This is because it is only after understanding exactly what we are dealing with is one able to pick the right bus to take him or her to the right destination. digest should be through thoroughly. Most instruction designers do not do a thorough job when it comes t o analysis. The result of this is pretty much obvious. This is synonymous to expecting a very strong house to be sustained by a very weak foundation (Smith Ragan, 1993). The analysis is the foundation of the house called instructional design. It is thusly encouraged that at the analysis stage, a lot of time and keenness should be put into the analysis so as to gather as much information as possible.The cocksucker and Carey Systems Approach ModelIn the book entitled The Systematic Design of Instruction, which was published in 1978, Walter Dick and Lou Carey came up with The Dick and Carey Systems Approach Model. In this model, the instruction is not viewed as a breakdown of parts isolated but as a system. Its main focus is on the interrelationship between content, instruction, context and learning. Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together t o take aim about desired student learning outcomes (Clark et al, 2006). The particles to this model include instructional goal identification, instructional analysis conduction, learners and contexts analyzing, writing of performance objectives, developing of assessment instruments, developing of instructional abstract, developing and selecting of instructional materials, designing and conducting formative evaluation of instruction, revision of instruction and lastly, designing and conducting of summative evaluation. In the Dick and Carey Systems Approach Model, the execution of components is done in an iterative, parallel manner and not in a linear manner as in the Rapid prototyping. Apart from the above mentioned models, there exists the Instructional phylogeny Learning System (IDLS), the Smith/Ragan Model and the Morrison/Ross/Kemp Model.Section 4- Relationships Between the Principles and the ModelsIn this section we are going to look at the way the models have applied the key principles of instruction design. As we had seen in section two, the key principles of instruction design include objective, evaluation, the learner and methods. Our goal in this section is to see how the models of instruction design have taken the principles of instruction design and blended than in the models of instruction design.We had also seen that the ADDIE model was broken down into five phases and these were analysis, design, development, implementation and evaluation phase. At the analysis, all the blind spots to the problem are re move and this is where the goals and objectives are established. It is at this stage that the identification of the skills the learner needs is determine and the learning environment determined.The analysis stage in the ADDIE model goes hand in hand with the principle of objectivity. This shows that the ADDIE instruction model has used one of the principles of objectivity as per the analysis above. At the design level, the objectives determ ines in the analysis level are learnt. At the design phase, the instruments to be used to asses are determined, the content of the exercises to be done are also determined. Planning of the lessons as well as the selection of media is done here. This is reproducible with the principle of methods. Under the methods principle, all the items looked at are more or less similar to the ones put into consideration under the design phase in the ADDIE model.Under the evaluation phase in the ADDIE model, there exist two sides to the coin summative and formative. Formative has been there in each and every phase in the ADDIE model. However, Summative evaluation is specific to an determine area of problem from the learners. Under the lists of principles used in the design of an instruction, there is the principle of evaluation. This goes to show that the ADDIE is consistent with the key principles of Instructional design.If we were to look at Rapid prototyping, we can say that it is also consis tent with the principles of instructional design. We can say this because it is a simpler version of the ADDIE model meaning it is very similar to the ADDIE model and since the ADDIE is willing with the principles of Instructional design, Rapid prototyping also is consistent with the key principles of instructional design.So far, we have looked at ADDIE model and also Rapid prototyping in relation to the key principles of instruction design. The Dick and Carey Systems Approach Model is seen to have quite a number of components of which we are going to look at each and every component to see of it is consistent with the key principles of instruction design or not (Paas et al., 2004). This is the model that looks at instruction as a system and not a sum of isolated parts.The identification of a goal is consistent with the objectives principle. The conducting of the analysis of the instruction is rather on its own there. There seems to be no principle in tandem with the analysis of th e instruction. The principle of objectivity is in line with the analysis of learners and contexts. Writing of performance objectives can be put under the objective principle. The developing of the instruments to be used in the assessment can fit quite well under the methods principle (Clark Mayer, 2002 Cooper Sweller, 1987). The development of the instructional strategy to be used when distributing the instructions can be out under methods. The evaluation of the instruction, revision of the instruction and the summative evaluation will all extend under the evaluation principle. We can safely say therefore that all the components of the Dick and Carey Systems Approach model all follow the principles of the key principles of the design of instruction. Most models adhere to the simple key principles of instruction design.Section 5-My Lesson Plan Subject Matter and Grade LevelThe subject matter I choose for my lesson plan is geometry for the 6th graders. The reason behind this choice is firstly because when I was in the 6th grade, geometry was not a smooth ride but when I moved to higher grades, I felt so stupid for not being able to understand the simple geometry the teacher always taught. I would tail the class in geometry and this was not a good feeling as it interfered with my ability to grasp other subjects confidently.I can easily identify with kids whom their teachers would clearly, loudly and in public say that they have given up on them. This is because they never get above a certain grade in some subjects. This is what my teacher used to say and I would feel so inadequate. I have narrowed down to geometry because most kids at this stage feel that geometry or anything mathematical such as college algebra is hard and is beyond their capabilities (Chandler Sweller, 1991). The truth is with the principles and models of instructional design, there is nothing that cannot be learntThe lesson I want to design is the simple formula on how to get the circumfe rence of a readiness. This was also an area I used to be confused at. Firstly, the confusion came when choosing the figure to put as diameter and the figure to put as radius. There may be students who have no problem with this but my target is the students who have time and time again gotten this geometric motility wrong.The ModelThe model I choose to work it is the Dick and Carey Systems Approach Model. I chose this model because I want to have a system approach to the instruction and not as a sum of little instruction bits and pieces. The goal of the instruction is to prompt the learner to give the circumference of a circle whether operating from the radius or the diameter. The instruction can either be wordy or delivered using the mathematical language.The LessonThe sixth graders analyzed cannot tell the battle between the radius and the diameter and this may be the reason as to why the question is failed so many times. The performance objectives are to see a bigger percentage of the sixth graders getting questions related to the circumference of a circle correct. In school, every single mark is important just the same way as in life, every small thing done to enhance your life counts. The assessment instrument to be used is a geometry test. The strategy in getting the objectives met is to make the learning process as interesting as possible. For example, instead of drawing boring shapes using chalk on the board, we use colorful shapes and abstract shapes so as to make learning less formal for the students to relate with the interesting shapes (Kemp et al., 1996). These will be the interesting instructing materials. The formative way of checking if the instruction did work is by looking at the marks to the geometry test. If the grades are higher than what they were then the instruction design process was a success.RelationshipsThe model is consistent with my theory of learning because of the components. B following the components of the Dick and Carey Sy stems Approach Model, I already could feel how easy the learning process has been broken down. This is exactly what I believe learning is all about. It is about taking the complex stuff and simplifying it further into step by step basic components which can easily be digested by the learners whom you have already profiled. The model also allows for evaluation (Mayer, 1997). Whenever there is learning, the learnt information has to be examined for the instructor to know whether their way of instruction design helps or not.ReferencesAlessi, S., Trollip, S. (1991). Computer-based instruction. Englewood Cliffs, New Jersey Prentice-Hall Inc..Anglin, G. (Ed.). (1991). Instructional technology Past, present and future. Englewood, Colorado Libraries Unlimited.Chandler, P. Sweller, J. (1991). cognitive Load Theory and the Format of Instruction. Cognition and Instruction 8 (4) 293332.Cooper, G., Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-s olving transfer. Journal of Educational Psychology 79 (4) 347362.Clark, R.C., Mayer, R.E. (2002). e-Learning and the Science of Instruction Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco Pfeiffer.Clark, R. C., Nguyen, F., and Sweller, J. (2006). Efficiency in Learning Evidence-BasedGuidelines to Manage Cognitive Load. San Francisco Pfeiffer.Gentry, C. (1994). Introduction to instructional development. Belmont, California Wadsworth Publishing Co.Kemp, J., Morrison, G., Ross, S. (1996). Designing effective instruction. Upper Saddle River, New Jersey Prentice-Hall, Inc.Learner, R. (1986). Concepts and Theories of Human Development (2nd ed.). New York Random House).Mayer, R.E. (1997). Multimedia Learning Are We Asking the Right Questions? EducationalPsychologist 32 (41) 119.Mayer, R.E. (2001). Multimedia Learning. Cambridge Cambridge University Press.Mayer, R.E., Bovet, W. Bryman, A. Mars, R. Tapangco, L. (1996).When Less Is MoreMeaningful Learning From optical and Verbal Summaries of Science Textbook Lessons. Journal of Educational Psychology. 88 (1) 6473.Mayer, R.E., Steinhoff, K., Bower, G. and Mars, R. (1995). A generative theory of textbook design Using annotated illustrations to foster meaty learning of science text. Educational Technology Research and Development. 43 (1) 3141.Nadler, Leonard (1984). The Handbook of Human Resource Development. New York John Wiley Sons.Newby, T., Stepich, D., Lehman, J., Russell, J. (1996). Instructional technology for teaching and learning. Englewood Cliffs, New Jersey Prentice-Hall Inc..Paas, F., Renkl, A. Sweller, J. (2004). Cognitive Load Theory Instructional Implications of the Interaction between Information Structures and Cognitive Architecture. Instructional Science 32 18.Sweller, J. (1988). Cognitive load during problem solving Effects on learning. Cognitive Science 12 (1) 257285.Sweller, J., Cooper, G. A. (1985). The use of worked examples as a substitute for problem solvi ng in learning algebra. Cognition and Instruction 2 (1) 5989.Saettler, P. (1990). The evolution of American educational technology.Stolovitch, H.D, Keeps, E. (1999). Handbook of human performance technology.Seels, B. Glasgow, Z. (1990). Exercises in instructional design. Columbus, Ohio Merrill Publishing Company.Seels, B. Glasgow, Z. (1998). devising instructional design decisions. Columbus, Ohio Merrill Publishing Company.Smith, P. Ragan, T. (1993). Instructional design. Upper Saddle River, New Jersey Prentice- Hall, Inc.Venezky, R. Osin, L. (1991). The intelligent design of computer-assisted instruction. New York Longman.Furagin Forced debasement StudiesFuragin Forced Degradation Studies

Rainbow Parrotfish Scarus Guacamaia

Rainbow Parrotfish Scarus GuacamaiaAbstractThe rainbow pollyfish Scarus guacamaia is a prominent herbivore in the coastal waters of southeastern Florida whose animateness history is strongly conjugate to a dependence on both mangrove and red chromatic get down habitats. Rainbow polly fish withal serve in maintaining the wellness of coral take downs by keeping algal races in check. Using NOAA fisheries data from the mangrove Visual Census and the Reef Visual Census, this study foc engagementd on observations of this species in Biscayne verbalize and the Upper Florida true laurel in order to quantify occupancy and to examine the different factors that affect the presence and absence, and the ontogenetic shifts present in this species between juvenile and adult stages. Logistic regression was used to predict abundance and occurrence using the environmental variables of temperature, turn oxygen, salinity, average depth, and distance from enchant openings. Presence and absenc e were also touchstoned against mangrove cover, bottom substrate type, and shoreline development. It was found that salinity, average depth, and distance from channel openings were signifi whoremongert in predicting the occurrence of this species, speckle temperature and dissolved oxygen were non. Conservation efforts for this species, listed as vulnerable under the IUCN, need to be given greater consideration as the health of this and new(prenominal) pollyfish whitethorn be useful in determining the management breadth and priorities on coral take down eco system of ruless across the Caribbean Sea.Key words rainbow polly fish, mangroves, logistic regression, conservation, land-use planning.AcknowledgementsIn completing this thesis research, I would foremost like to thank my advisor, David W. Kerstetter, Ph.D., and committee members John F. Walter III, Ph.D. and Richard E. Spieler, Ph.D., whose input and guidance has been critical in moving forward finished this project. I w ould like to thank David L. Jones, Ph.D. for his assistance on equations and statistics. For their assistance in various aspects of ArcGIS, I would like to thank Brian K. Walker, Ph.D. and Kristian Taylor. Notably, I would like to thank pile A. Bohnsack, Ph.D. and Joseph E. Serafy, Ph.D. and their work, without whom, this research could not have taken place. I would like to thank my lab mates, especially Bryan Armstrong, Shannon Bayse, Amy Heemsoth, Cheryl Cross, and Kerri Bolow for all their feedback, inquiries, assistance and advice without the entire research process. Finally, I would like to thank my family and all my friends for their tireless support and unfailing encouragement in the completion of my thesis work.IntroductionLife History of the Rainbow ParrotfishRainbow parrotfish Scarus guacamaia is the greatst phytophagic fish in the Atlantic Ocean and Caribbean Sea and is found in both mangrove and coral reef habitats (Mumby 2006). The rainbow parrotfish is a large, hea vy-bodied, and laterally compressed fish, comp bed with separate species of reef fish. It has a fusiform body shape with dull orange fins possessing streaks of green extending into the dorsal and anal fins median fin margins ar blue in color with the dental plates appearing a blue-green. In this species there appears to be no obvious color differentiation based on sex (Cervign 1994). Rainbow parrotfish are behaviorally cautious in nature, and are generally observe in isolation, though they underside be found in schools of up to thirty individuals (Dunlop and Pawlik 1998).It has a daily lieu range of about 1000 m3 (Smith 1997), and occupies varying depths from the surface to 25 m. It depends on corals for shelter and space to exist (Cole et al. 2008) and seeks shelter under ledges at night or when threatened. The species has been shown to use the angle of the sun as an aid in returning to these shelters (Smith 1997). Rainbow parrotfish are herbivorous fish that, like most membe rs of the Scaridae family, feed mainly by scraping macro-algae from coral building (Bellwood et al. 2004). However, it has also been observed to feed directly on coral (Rotjan and Lewis 2006) and gut content analyses have revealed spicules from feeding on sponges (Dunlop and Pawlik 1998).Rainbow parrotfish life history characteristics are reasonably well known. It is a protogynous hermaphrodite, meaning individuals in this species undergo a sex change between their initial phase, where they are generally fe male and terminal phase, where they are male. Terminal phase male rainbow parrotfish defend a territory and a harem of females, and when the male dies, the most dominant female will become the dominant male, with her ovaries becoming serviceable male testes (Streelman et al. 2002). Like other species in this family, peak spawning occurs to begin with in warmer summer seasons from May to August, but stomach occur year-round, and there is an active cessation of recruitment int o the population occurring around February in this region (Haus et al. 2000). Spawning is found to take place generally around dusk, and may correlate to either the lunar regular recurrence or the heights tide, as this is an optimal time for egg dispersal. The initial phase is tranquil of females while the terminal phase is composed of sexually hop on males. Rainbow parrotfish aggregate into territories that contain a group of females and the dominant male, which pair-spawns or so exclusively within this group (Munoz and Motta 2000).The rainbow parrotfish is a comparatively large reef fish, compared to most species of reef fishes in the Caribbean, and can achieve a maximum length of 120 cm (TL). The estimated K value of 0.293 equates to a minimum population doubling time of approximately four and a half to fourteen years (Robins and Ray 1986 Randall 1962). Observations of rainbow parrotfish have been made in waters with temperatures ranging from 12-36 C, salinities ranging fr om 23.74 to 39.1 ( develops per thousand), and dissolved oxygen concentrations ranging from 2.4 to 14.07 (Serafy et al. 2003). The species wide range of tolerances to these factors is most likely an adaptation to the wide range of its known habitats. These habitats range from estuaries to offshore electron orbits, both of which are subject to large pulses of freshwater and storm details. The varied thermal and oxic conditions cannot be exploited by less tolerant species and may be beneficial in providing refuge from caribes, pasturage grounds, or potential nursery areas (Rummer et al. 2009).The regimen of rainbow parrotfish has been shown to be variable across life stages and habitats. In the Dunlop and Pawlik (1998) study, sponge spicules were found in higher wad in the individuals collected from the mangrove sites as compared to those from coral reefs, suggesting there are shifts in diet preference based on the food sources available. A second-string food source is coral, as rainbow parrotfish has been classified as a facultative corallivore based on direct observations, meaning coral can be either a majority of their diet or only a minor component. These fish impose more permanent and chronic pressures on scleractinian corals (those that provide a hard skeleton such as Montastrea and Porites species) meaning there is repeat scraping activity on these corals, and the damage caused is longer lasting. However, chronic predation may play a factor in regulating scattering, abundance, and fitness of certain prey corals (Cole et al. 2008). Though not fully known, this corallivory may be part of an ontogenetic diet shift, meaning coral is only an important food source for part of their lives, accounting for less than five percent of their bites (Cole et al. 2008). Along with this diet selectivity comes the ability to cause significant damage to corals by biting off growing tips or large portions of skeletal material, which means they are capable of havi ng a disproportionately large impact on the physical structure of Caribbean reefs (Cole et al. 2008). It has also been observed that grazing reduced the density of zooxanthellae and increased the severity of a bleaching event in Belize (Cole et al. 2008). Rainbow parrotfish use a feeding method of scraping or grinding algae from the coral or other rocky substrate, and sometimes inadvertently ingests coral animals as well. The hard coral substrate is unkept down through its digestive system, and the excretion of this limestone material is one of the main sources in the creation of the sand surrounding coral reefs in the Caribbean.Parrotfishes are known to become progressively more important to coral reef ecosystems upon reaching a certain key sizing around 15-20 cm, at which point they become functionally mature (Lokrantz et al. 2008) and their actions provide a significant impact on the coral reef. This impact increases exponentially as there is a non-linear family relationship bet ween body size and scraping function. Calculations have suggested that up to 75 individuals with a size of 15 cm are charterd to functionally compensate for the loss of a single 35 cm individual, and a 50% decrease in body size can result in a 90% loss of function provided to the ecosystem (Lokrantz et al. 2008). In addition, the level of grazing impact in mangrove systems is also a power function of body length. A conservative estimate places the home range of S. guacamaia at 1600 m3 (Mumby and Hastings 2008), which is larger than that of many other scarids. Rainbow parrotfish also represents approximately 14% of the total grazing intensity measured for mangrove depauperate systems (Mumby and Hastings 2008).The majority of the rainbow parrotfish diet consists mostly of mindless epilithic turf algae, cropped algae, red coralline algae, and filamentous algae (Mumby and Hastings 2008), and they feed heavily upon Halimeda opuntia, a green calcareous alga. Juvenile scarid abundance ha s also been shown to be positively relate to the percent cover of Dictyota spp. algae at site level in the Florida Keys (Kuffner et al. 2009). Similar parrotfish species have been observed consuming substantial pieces of the thallus rather than grazing on the attached epiphytes, and taking more bites from H. opuntia and fewer bites from coral than would be expected from the percent cover of different microhabitats (Munoz and Motta 2000). opus not quantitatively known for rainbow parrotfish, a mean home range for similar parrotfish species, redband parrotfish and redtail parrotfish, in the Florida Keys was observed to be 4371.5 +/- 5869.5 m2 (Munoz and Motta 2000) the metre error was found to be high due to a low tot (n = 7) of study sites. Due to overlap in microhabitat and foraging areas in these home ranges, interspecific aggression between parrotfish species takes place when one species attempts to use defended resources to the detriment of the defending species. This aggres sion involves vigorous chasing over comparatively large distances, as well as biting. Engaging in resource defense behavior was found to be advantageous as the benefits gained outweighed the cost (Munoz and Motta 2000). Aggression has also been observed to be greater when encountering other parrotfish species as opposed to non-parrotfish species and rainbow parrotfish were instigated into these aggressive encounters most often by redband parrotfish Sparisoma aurofrenatum (Munoz and Motta 2000).Scarus guacamaia is most closely related phylogenetically to midnight parrotfish Scarus coelestinus and striped parrotfish Scarus iseri, with Scarus clades having root nodes at between 2 and 3 million years ago, thus implying that most Scarus species are products of young speciation. This speciation likely occurred around the time of the complete closure of the Isthmus of Panama at approximately 3.1-3.5 million years ago (Smith et al. 2008). The pantropical distribution and the relatively re cent ages of the divergence of the four main clades of Scarus imply that fluctuations in sea level and patterns of differential cooling of the oceans during the Pliocene and Pleistocene may be the driving forces scum bag the rapid radiation in this genus, which is today largely restricted to the complex reefs built by hard corals (Smith et al. 2008). Alternatively, processes of ecological speciation and divergence due to sexual endurance remain a possible explanation for the rapid radiation of parrotfishes, which all have pelagic larval phases and highly similar morphology (Smith et al. 2008). The protogynous mating system of parrotfishes, where species aggregate and have male-dominated haremic systems organized by color recognition, has also been proposed as a possible driving force for speciation via sexual selection mechanisms (Smith et al. 2008). The phylogeny of parrotfish suggests a gradual shift from browsers living in seagrasses to excavators inhabiting rock and/or coral reefs to scrapers found exclusively in association with coral, with Sparisoma being considered the transitional genus (Streelman et al. 2002). It can be assumed that the Scarus genus has always had a habitat association with coral reefs as the Scarus genus is the third radiation off of the Sparisoma lineage (Streelman et al. 2002).Of the parrotfishes, S. guacamaia is the only species that possesses an obligate and functional dependence on the mangrove habitats (Nagelkerken 2007 Mumby 2006). This dependency has been shown quantitatively in the Mumby et al. (2004) study in which the species suffered local extinctions that corresponded with the removal of mangrove stands, and the extent of mangrove coverage in a region is one of the dominant factors in structuring reef communities. Mangrove connectivity enhances the biomass of rainbow parrotfish on neighboring coral reefs, because grazing invites the cover of macroalgae on reefs and high levels of parrotfish grazing has been shown to lead to a twofold increase in recruitment of Porites and Agaricia corals in the Bahamas (Mumby and Hastings 2008). Biomass of rainbow parrotfish has been shown to more than double when coral reefs were fixed adjacent to rich mangrove resources, defined as mangrove stands with 70 km or greater of fringing red mangrove Rhizophora mangle locate in a region of 200 km2, equating to coverage of 35% (Mumby 2006). Juveniles of this species, those less than 30 cm total length (TL), are observed almost exclusively in mangrove habitats, while all individuals observed on the coral reef were greater than 25 cm TL (Dorenbosch 2006). Average sizes of 10.1 cm and 14.6 cm TL have been recorded in mangroves and seagrass beds, respectively (Nagelkerken et al. 2000). The species of juvenile reef fishes that utilize mangroves and seagrass beds do so because of the high food availability, the presence of tone and shelter that the mangroves provide, and a reduced take a chance of predation due to the plant and root configurations. There is also a lessened chance of interaction with predator species as well as low predator abundance and efficiency (Verweij et al. 2006). Shallow water habitats such as mangroves and seagrasses, are believed to contain less piscivores than the reef (Verweij et al. 2006) possibly because the energetic costs of chasing the smaller fish in these habitats outweigh the gains of catching one of the prey fish. The turbidity of the water can also negatively affect predator efficiency due to scattering and reduction of light by suspended particles (Verweij et al. 2006). There is significant interannual unevenness in species composition that may be expected in mangrove fish communities, but spatial factors have been found to contribute more to differences in fish community structure than seasonality (Robertson and Duke 1990).Verweij et al. (2006) tested the effects of plant structure, shade, and food upon rainbow parrotfish foraging behavior using artificial seagrass leaves and artificial mangrove roots. Rainbow parrotfish showed the same trends as those of pooled herbivores, demo highly significant Poisson regression results for the tested variables of structure, food, structure*food, and location of the data-based unit. In this study, 72 individuals were observed ranging in size from 7.5-15.0 cm. The behavior observed was broken down into 2.8% of individuals resting (spaced evenly throughout the water column), 91.7% foraging, and 5.6% swimming. Eighty-four percent of the rainbow parrotfish observed foraging in the study were found in the artificial mangrove roots, with six percent foraging on artificial seagrass leaves. It was determined that the presence of higher surface area on the root structure provided more substrate for algae, which allowed for diurnal feeding (feeding that occurs in the daytime) on the fouling algae and epiphytes in mangroves and seagrass beds. Rainbow parrotfish observed in this study were also found to be preferential to experimental units with the highest structural complexity. Caribbean region mangroves and seagrass beds function as foraging habitats, but are not used continuously as shelter during the daytime (Verweij et al. 2006). The value of these habitats is small(a) with decreased water clarity from turbidity originating from terrestrial run-off, leading to population declines in this and other species (Freeman et al. 2008). Seagrass minimum light requirements differ between species and systems. Halodule and Syringodium seagrass species often require more than 24-37% surface light intensity (Freeman et al. 2008). These seagrass species consistently require minimum light levels that are an order of magnitude higher than the requirements of terrestrial plants or other photosynthetic marine organisms. Reduced subsurface light intensity has caused seagrass declines and the subsequent re-suspension of unstabilized sediments has impeded recovery of these seagrass systems, increasi ng the pressure placed on species such as the rainbow parrotfish that depend on them (Freeman et al. 2008).However, presence of preferential habitat is not the only contributing factor determining abundance. It is possible that habitat configuration has an influence on the connectivity between mangroves, seagrasses, and coral reefs and this configuration in terms of providing pathways and connections to the reef affects fish assemblage composition, fish density and size, and species richness (Dorenbosch et al. 2007). Local recruitment patterns can also play a major role. In a study off Curaao, juvenile densities on the reef were comparable to those in seagrass beds, suggesting that this species can also use the coral reef as a nursery (Dorenbosch et al. 2004). Dorenbosch et al. (2007) concluded that for rainbow parrotfish, migration among these habitats most likely takes place along the coastline. The presence of seagrass-mangrove bays along the coasts of these islands strongly infl uences the distribution pattern of this species on the coral reef (Dorenbosch et al. 2004). The absence of seagrass beds and mangroves was shown to lead to reduced density of those species that utilize seagrass-mangrove bays in juvenile stages (Dorenbosch et al. 2004). For island sites, this migration was observed to occur on the supply or leeward shores, where most adult individuals were observed on coral reefs between 0 and 10 km from mangroves. However, no significant linear relationship was present between mean total density of adult rainbow parrotfish on these reefs and the distance to the nearest stands of mangroves (Dorenbosch et al. 2006). There was also reduced density or complete absence of juvenile rainbow parrotfish on the coral reefs that were farther than nine kilometers from the mangrove and seagrass habitats used by fish of juvenile ages.The density of these species is additionally regulated on local scales by variable habitat structural complexity and the availabl e vegetation. Herbivory, measured by rates of grazing, was found to be highest at the maximum habitat complexity site (Unsworth et al. 2007). This suggests that the increased shelter and food abundance provided by denser seagrass beds may have increased fish abundance resulting in these higher levels of herbivory (Unsworth et al. 2007). Herbivory was found to increase away from patchy seagrass areas whilst increasing distance from a reef reduced the rate of herbivory due to a reduction in fish migration. Observed high levels of herbivory, however, may only be a short-term effect of irregular grazing by shoals of juvenile and sub-adult scarids (Unsworth et al. 2007).Rainbow parrotfish migrate across habitats in accordance with its life history stage, and will grow as large as possible before moving on to the adjacent habitat (Mumby et al. 2004). Utilization of intermediate nursery habitats has been hypothesized to increase survivorship of small fish (Mumby et al. 2004). The intermed iate nursery stages between mangroves, seagrass beds, and patch reefs serve the function of alleviating predatory bottlenecks in early demersal ontogeny (Mumby et al. 2004). A predatory bottleneck occurs when pressure from predation prevents a large percentage of a population from reproducing. The presence of seagrass beds has also been linked to significantly higher densities of rainbow parrotfish on coral reefs (Dorenbosch et al. 2006) while other studies (e.g., Gonzalez-Salas et al. 2008) have found differing results with respect to these nursery habitats. Noting high abundance of juveniles and adult members of S. guacamaia in coral reef habitats and a total absence in mangrove stands, it appears that mangroves in certain regions do not function as obligate habitats and that seagrass and coral rubble become the primary alternative for nursery, exploitation, and reproduction (Gonzalez-Salas et al. 2008). It is possible that with removal of mangrove forests the rainbow parrotfish are adapting to utilize other habitats that offer similar survival benefits. The reduced benefits of these marginal habitats may not provide rainbow parrotfish with the resources necessary to survive across their entire life history, allowing only temporary survival through one life stage or another (Rummer et al. 2009). This selective use, which is defined as use of a particular habitat patch disproportionately relative to its availability, can be exhibited either seasonally or spatially, and proximity rather than suitability has been found as the dominant pattern of habitat use (Faunce and Serafy 2008). Mangrove shorelines across broad spatial scales are not equivalent in their value as fish habitats due to the inherent patchiness within the ecosystem. A measure of total habitat area may therefore overestimate the amount of functional habitat utilized by these fishes. In addition, species richness and total number of fishes collected adjacent to mangrove shorelines has been shown to decline with increasing inland distance from creek embouchures and oceanic inlets, with water depth greatly related to fish use (Faunce and Serafy 2008).Rainbow parrotfish are valuable members of the communities with which they are associated. The grazing activities of these parrotfish are beneficial in preventing algal overgrowth and enhance coral reef resilience to algal blooms and other competitor species (Hughes et al. 2007). The species also facilitates occlusion and survival of corals by scraping and bioeroding the hard dead coral substratum and are crucial for the diversity and maintenance of coral reefs (Lokrantz et al. 2008). Rainbow parrotfish and other scarid species participate in not only the uptake of carbon into the food chain in their direct custom of seagrass, but also indirectly contribute to the detrital food chain with the removal of decaying seagrass material, which potentially results in the widespread dispersal of seagrass material into surface waters. Detached seagrass may also be cast onto the shore where it decays and may re-enter the system as detritus (Unsworth et al. 2007). Rainbow parrotfish may be equally important in influencing seagrass export from the system by the high rates of material discarded during consumption. The unattached plant matter, estimated to be as high as 11% of seagrass growth, becomes afterward removed from the system by weather and currents (Unsworth et al. 2007). This figure is in addition to the amount consumed in grazing which causes the loss of at to the lowest degree 16% of the seagrass growth each day (Unsworth et al. 2007).In spite of their ecological role and importance, S. guacamaia populations are thought to be in decline and to have been fished to ecological extinction in Brazil, as well as other areas of the Caribbean (Floeter 2006). Rainbow parrotfish has been listed as vulnerable on the IUCN Red List. This designation means the species is facing a high risk of extinction in the wild b ased on one or more of the following five criteria reduction of population size, shrinking geographic range, a population with fewer than 10,000 mature individuals, restricted population extent, or quantitative analysis showing the probability of extinction in the wild is at least 10% within 100 years (the full explanation of which are detailed in the 2004 IUCN criteria version 2.3, Roberts 1996). Given this information and the ecosystem role of the species developing a model that details occurrence provides a means to assess the health and function of this parrotfish in this region. In addition, one may apply the methods not only throughout the range of this species, but it may be possible to apply this model to other parrotfish species and similar families across the Florida Reef parcel and the Caribbean Sea.Characteristics of the Biscayne Bay and Florida Reef Tract RegionThe Biscayne Bay region receives high numbers of larvae from offshore spawning adults and functions as a sour ce point for juveniles and adults to migrate to the reef tract (Wang et al. 2003). The region also contains some of the most pristine habitat within the Florida Keys (Ishman 1997). The coastal shelf of the Florida Keys is characterized by shallow and highly variable topography, where currents are influenced by tides, wind, and the very energetic offshore Florida current system (Haus et al. 2000). The eddies and meanders of the Florida Current make it possible for upwelling and larval transport to occur across the shelf, and the scale of these perturbations can vary from slow moving mesoscale gyres to faster moving, sub-mesoscale eddies (Haus et al. 2000). Velocities of these eddies can range from 0.53 m/s to 0.80 m/s along the inshore edge of the Florida Current (Haus et al. 2000) and the discrepancy of those velocities can have an impact on dispersal and the resulting end locations of larvae (Haus et al. 2000).Patch reefs in this region occupy a significant portion of the water col umn, which leads to variability in the water depth. These protrusions have the potential to change the strength and direction of the tidal flow in the bay. The northern Florida Keys contain over 4,000 patch reefs, composed generally of cemented reef (47.3 +/- 2.2% cover) and pavement (20.1 +/- 2.1%), with varying amounts of rubble, boulders and sand (Kuffner et al. 2009). The benthic community observed on these patch reefs is largely dominated by macrophytes, encrusting invertebrates, and suitable settlement substratum found beneath a substantial canopy of gorgonian (soft) corals (Kuffner et al. 2009). Macroalgae occupies a large portion of space on the reefs, especially Dictyota spp. (15.4 +/- 0.8% cover) and Halimeda tuna (11.7 +/- 0.6% cover). move scleractinian corals account for only 5.8+/- 0.6% of the benthos (Kuffner et al. 2009).The tides are generally weak, with a semidiurnal height range of approximately 0.5 m (Haus et al. 2000). As measured in Caesar Creek, tidal focal ratio can exceed 25 cm/s, while current measurements within the inlets have shown peak tidal velocities in excess of 50 cm/s (Haus et al. 2000). These channels commonly referred to as the ABC Channels because of their names Angelfish Creek, Broad Creek, and Caesar Creek form the main outlet from the southern end of Biscayne Bay onto the Florida reef tract. The ABC Channels convey large oscillating tidal flows and wind driven flows between the bay and the ocean, and transport through these corridors predominantly shows a semi-diurnal cycle with amplitudes of 500 m3/s, 300 m3/s, and 250 m3/s respectively (Wang et al. 2003). Based on observations, there is a net outflow at Angelfish and Caesar Creek, but an uneven inflow in Broad Creek (Wang et al. 2003). With the tidal flows and the input of freshwater, the residence times of the water varies widely from several months in the more enclosed Barnes run and circulation-restricted Card Sound (Ishman 1997), to about a month in the west ern parts of South Biscayne Bay, and nearly zero in the vicinity of the ocean inlets (Wang et al. 2003).The area encompassing Biscayne Bay south to Card Sound and Barnes Sound forms a barrier island lagoon system that exhibits estuarine characteristics near points of freshwater inflow during the smashed and early dry season (Wang et al. 2003). This lagoon system leads to broad salinity regimes that are highly variable throughout the year, and vary greatly across relatively small areas of only several kilometers due to high freshwater input through canals (as opposed to groundwater), and limited tidal flushing. Salinity variations in Biscayne Bay primarily result from canal discharges through gated control structures, as well as smaller freshwater exchanges in the Bay driven by overland runoff, rainfall, and vapour (Wang et al. 2003) and upwelling from groundwater (Ishman 1997). The greatest salinity fluctuations occur near canal mouths in Barnes Sound and along the western margin of Biscayne Bay. The smallest fluctuation ranges were observed near ocean inlets (Wang et al. 2003), where the good variations of salinity in the water column ranged from less than 0.2 to a maximum salinity change of 0.8 from top to bottom in the vicinity of the inlet mouth (Haus et al. 2000). In the Pelican Bank region of Biscayne Bay (see Figure 10), good circulation results in regular flushing and average salinities range from 33 to 35 (Ishman 1997).Water flow characteristics in this region are also determined by a network of drainage canals used for agricultural and industrial purposes. These canals also function to control flooding, which has greatly altered the distribution of freshwater within the watershed, as well as the quantity, quality, and timing of freshwater discharges to Biscayne Bay (Wang et al. 2003). This has led to greater pulses with larger peak discharges in the wet season and less freshwater reaching Biscayne Bay in the dry season due to reduced terrestria l storage and lowered groundwater levels (Wang et al. 2003). change magnitude runoff not only affects salinity conditions in coastal waters, but also can be a mechanism for increased nutrient shipment (Rudnick et al. 2006). There exists a coastal ridge, bisecting the Bay, which acts as a groundwater divide, with water west of the ridge flowing toward Florida Bay. The outputs of freshwater from the canals have punctured massive holes through the ridge, changing the direction and characteristics of the flow, and the qualities of the watershed (Wang et al. 2003).This region also is characterized by large coverage of submerged aquatic vegetation such as seagrasses, and wide availability of phytoplankton, microalgal and macroalgal species. Florida Bay is approximately 2000 km2 in total surface area, with 95% bottom coverage of seagrasses, characterized by sparse, patchy beds of Thalassia testudinum interspersed with locally abundant Halodule wrightii (Fourqurean and Robblee 1999). How ever, in the spring of 1991, Florida Bay exhibited a shift from a system characterized by clear water to one of extensive and persistent turbidity and phytoplankton blooms, which limits the ability of the seagrass to grow and function properly by reducing penetration of light in the water column (Fourqurean and Robblee 1999). This seagrass die-off was not accompanied or preceded by noticeable decreases in water clarity or increases in colonization by epiphytes, however. There were many hypothesized causes for this die-off which include hypoxia and sulfide toxicity, the loss of the estuarine nature of the system, overdevelopment of the seagrass beds, chronic hypersal

Economic Impact of Population and Technology on the Environment :: Environment Environmental Pollution Preservation

Economic Impact of Population and Technology on the EnvironmentAsk any economist what two things have changed in the past three or so million years since human being first began appearing in demographically significant amount and he will tell you with unwavering confidence population and technology. And that economist would be right. These two factors ar the root cause of every change in the standard of living we have experienced since the dawn of humanity. Any anthro-ecologist posed with the same question and will offer up little more than a puzzled look. Only two? The point, here, is that economists have a certain tendency to apply Razors Axiom to every situation imaginable. Looking at the effect humans have on the environment is most comm just a qualitative exercise. While it may be possible to count sheer number of cervid hunted or squ atomic number 18 miles of forest burned as the result of human involvement in nature, such calculations are more commonly make with anecdo tes and broad estimates. Ask an economist to measure the damage done to the environment by humans and you will hear about equivalent and compentating differentials two decimal methods of valuing a qualitative damage. Both neccesitate understanding humans preferences and places, and take an understandably anthropocentric view of the Earth. Regardless, in absolute, per capita, and relative terms, both of those differentials have increased consistently everyplace the course of human history. The first step in evaluating human impact on the environment is to elucidate what we consider human-caused ecological damage. There are, not surprisingly, a great many approaches possibly in defining such a broad concept, but there are a few basic principles which are nearly universal bads. The damages in this illumination are defined with a Darwinian perspective. One such bad is the loss of diversity among non-human population. This loss of diversity can take the form of extinction of plants or animals, a loss of genetic diversity among one species, or a forced-relocation of an existing population. some other bad is the transformation of terra, whether intentional or unintentional, as the result of human activity. Examples are common think 1930 s Oklahoma Dust Bowl and are often caused by agricultural activities. The next step in evaluating the extent human-caused environmental damages lies in the measurement of such damages. Since no dollar value can be placed on the extinction of a species, we must estimate the value that species contributes to the Earth s consumption (evaluating changes in consumption is the only way we can say that one situation is better than another).

Elderly Person :: History

Elderly PersonChang Sing Lok, also know as Uncle Lok is famous for his mouth watering Chau Kuey Teows which is a kind of fried noodles. He is very well known in Taman University, Petaling Jaya for his exquisite dish. He was born on March 23, 1926 at ShenYang, eastern China and he was brought up at that place until the age of 9. He is the youngest of the six children in the family and that is why his parents named his last name as Lok, which means six in Cantonese. He is from a poor family. His get down was a cook and his mother was a maid. Both parents served a rich family in ShenYang. He was brought up in a village and he fatigued his formative years nurtured by the humble, traditional values of Chinese village life. He lived with his family in a typical wooden house and the crystal realize water of the stream nearby his house was made his playground. As years passed, the World War II occurred. The Japanese army invaded most of the eastern reveal of China. At that time, most of the citizens of China had migrated to the other countries since they could non suffer the hardness of life in China. Chang Sing Lok had also decided to migrate to Tanah Melayu. So he came to Tanah Melayu with about a hundred of others Chinese who had decided to migrate to Tanah Melayu too by a very old style ship. At first, life was not very good and not stable since he had not get any job. It was because there are too many labour sources in Tanah Melayu at that time. Furthermore, he was also too young for any heavy job. Finally, he got a job at a Chinese restaurant as a cleaner. He helped the employer to cleanup the entire restaurant as well as washing all the plates. It was there he first started gaining knowledge of cooking. At that time, he had a negative attitude towards the past, as he had went through lots of difficulties and struggled his way through World War II, where he had lost his family, friends and property. But he had a more positive attitude towards the future. Ac cording to him, future is the continuity of the present and if he succeeds in his present life, he believed that the future would be pause for him as well as his family.