Hotel Quality Management Research Paper Example | Topics and Well Written Essays - 750 words

Hotel Quality Management - Research Paper Example Customers who request for a room change spend several minutes before they are reallocated another room. This has proven to be ineffective to customers and hotel departments. Other room services such as newspaper delivery and baggage storage also require improvements. Most of the processes that take place in the hotel are done manually, and there is minimal use of technology. Guests have to call for transport at the check-out time since there are no prior arrangements or contracts with transport companies. These activities and processes compromise the quality of services offered by the hotel, and may drive away some customers. Automating the check-in and check-out process would greatly improve the hotel services. A quality system empowers workers at several levels in the hotel in order to establish guest service expectations and device the best way to meet or exceed these expectations. An online check-in system would prove effective in providing quality system. This would help custome rs conduct booking processes via the internet and make payments online. Currently, the hotel uses a manual identification process, which involves checking identification documents. A computerized check-in process would enable hotel attendants verify the identity of customers automatically. Online services can also conduct room changes before they check-in to the hotel. Room change processes usually consume a lot of time before the new room is prepared. Conducting these requests before the guests check-in would save the amount of time spent. The check-out process is also conducted manually by checking the identification of the customer and retrieving customer accommodation information manually. Guests have to line up at the front desk to clear from the hotel. A computerized system would automate the confirmation process, and guests could check-out of their room without lining up at the front desk. Guests are presented with their bill at the front desk, which increases the amount of t ime spent. An efficient system would enable guests receive their bills before leaving their rooms. The hotel does not conduct a customer satisfaction survey about their services. Collecting customer feedback would enable the hotel improve different areas of their services, which did not please the customers. A guest email service would facilitate the collection of customer feedback and assist the hotel management to process the collected data. The core of quality management is to steer the business towards an improved performance. It has three main components, which include quality assurance, quality control, and quality improvement. Consistent quality is achieved by not only improving the condition of services, but also by improving the processes (Jones and Lockwood, 2004). This involves eliminating or minimizing defects present at the business processes and type of services offered. Customer and investor satisfaction are directly linked to the quality of services provided in the h otel. A hotel quality system would reduce competition from other hotels with the help of benchmarking. The hotel would have a mechanism of measuring the degree of customer needs and expectations through the customer feedback system. The hotel would then match these expectations and needs against the perceived quality. Automating the

Relativism and Morality Essay Example for Free

Relativism and Morality Essay There are moral choices made on a daily basis, no matter the culture or race, people make these types of choices. The moral choices we make based on our cultures can be viewed on a scale of right and wrong by other cultures. In the writing of â€Å"Some Moral Minima†, Lenn E. Goodman views several aspects of morality and relativism, and argues that certain things are just wrong. I must say that I agree with her when she says some things are just wrong, and in this paper I will state my opinions on some of the challenges Goodman presents to relativism. The first topic I am going to speak on is terrorism. In the article â€Å"Some Moral Minima,† Goodman asked the question why is terrorism wrong. Of course I think that terrorism is wrong. There are so many reasons that we the people that terrorism wrong and that it should be against the law. â€Å"Terrorism is willful targeting of non-combatants, aiming to intimidate and attract attention. It is a war crime, since war, if just at all, seeks only to block an enemy’s ability to make war. † (Goodman,2010) No one should be targeted because of a war that is happening, killing innocent people just because of their race, or because of their culture. According to Goodman, â€Å"Terrorism today is a manufactured claim to authority and authenticity, ethnic or regional autonomy, or the imposition of Shari ’ a law and haqq penalties on diverse and diversely inclined populations. † (Goodman,2010) Other than the topic I just finished discussing, Goodman also addressed more areas in her articles. Just to mention a few, she discussed, (1) hostage taking and child warriors, (2) Slavery, Polygamy, and Incest, (3) Rape and female genital cutting , and (4) genocide, politically induced famine, and germ warfare. These areas that she discussed are some major problems areas for many nations and cultures around the world. I am going to discuss these areas more in depth beginning with genocide, politically induced famine, and germ warfare. If you are like me I really did not know what the term genocides meant. I had to look up the word and came to the conclusion that genocides mean that violent crimes committed against groups with the intent to destroy the existence of the group. While discussing genocides, Goodman asked the question, â€Å"Why is genocide uglier than murder? † She also answered the question by saying that, â€Å"The answer lies in the intent, not just the scale of the crime. Clearly, more dreams are broken and more futures cut short when more lives are taken. But genocide targets individuals as members of a group, seeking to destroy a race, a culture, a linguistic or ethnic identity, even a class. † I agree with Goodman because I do not think it is up to us to determine whether a group or a specific individual should not be in existence. We do not have the right to kill people because of the group they belong to or because of their beliefs. I think we all were put on this earth for a purpose and a reason and it is not up to man to kill off the group members or destroy a race or culture. Even though it is happening around the world, I do not think that it should. That’s why I solely agree with Goodman on the things she said concerning this topic. Genocide, politically induced famine, and germ warfare are acts of murder and murder is wrong because it is the destroying of a human subject. A right that human beings have is to be alive and to live at our own free will. The next issue I am going to touch basis on is rape and female genital cutting. Rapes happen every day, not only are females but males are raped as well, but it happens more to the female population. Rape is a violation of another person’s will. A person does not have to be touched to be raped and there is more than one kind of rape. Even though I feel all cases of rape are bad, but in my opinion statutory rape is the worst. To harm a young person that has no power to stop their predator is just plain sad. Rape is wrong because it stands at the extreme limit of a continuum of sexual acts, from the most committed to the least so, and the most alienating. Rape is exploitative, objectifying, and, yes, again violative. (Goodman,2010) The last issue I am going to address is slavery, polygamy, and incest. Theses last acts are very bad and may be the worst in my book. Slavery is an issue that I really hate to discuss because as I have done plenty of research I would find myself in tears due to some of my findings. But slavery keeps its victim alive while stripping her of agency, assigning it to others who do not share her projects, hopes, or interests, but subordinate her capabilities to their wants. (Goodman,2010) I think beating people and discriminating against them because of the color of their skin is a very cruel act that should have never happened. Then there is polygamy. I do not like to talk about other cultures but I think polygamy is wrong as well. I think a marriage should have only two members and no more. Being married to more than one person should not be allowed no matter what culture you come from. The bible says that, â€Å"Whoso findeth a wife findeth a good thing† (Proverbs 18:22) not whoso findeth many wives or husbands. Again I say I do not think that polygamy should not be happening. In conclusion to this paper, I think that Lenn E. Goodman made some very good points in her article, â€Å"Some Moral Minima†. I can conclude this paper by saying that I agree with her opinions and I think that this article was very helpful. References Mosser, K. (2010). Introduction to ethics and social responsibility. San Diego, Bridgepoint Education, Inc. Goodman, L. E. (2010). Some moral minima. The Good Society, 19(1), 87-94. Retrieved from the EBSCO Host database in the Ashford Online Library Proverbs 18:22 King James Version.

Inside A Pre K Classroom Education Essay

Inside A Pre K Classroom Education Essay In a Pre-K classroom how and what the children are taught is very important. This is when the foundation for learning in a school setting is experienced. The type of training the teacher has in early childhood education is imperative as well. The above factors work together to help the class have successful learning experiences. In this paper it I will discuss the theories and/or philosophies that reflect how I envision my classroom and curriculum for pre-k. The concepts I would teach in each of the academic area, and finally I will include two activities that I would do with the class that coincides with the philosophies of the National Association for the Education of Young Children Standards. There are a couple goals I would keep in mind as pre-k teacher when setting up my class. I d being able to provide a planned educational environment, which means not just teaching as I go. But actually use what I ve learned in classes, workshops, and other resources to provide the best learning environment possible. Secondly, make sure learning experiences are plentiful, so that a positive foundation for the future is supported. Some of the motivations behind my goals are coming from the works and studies done by earlier pioneers of education. One of them that definitely come to mind is German educator Friedrich Froebel (1782-1852) who was renowned for his pioneering work in developing a school for early childhood education. He was a philosophical idealist who believed that every child s inner self contained a spiritual essence that stimulated self-active learning in curriculum for kindergarten. (Eliason Jenkins, 2012) Play was an appropriate means of learning to Froebel. The time c hildren spend drawing, using manipulatives, sing songs, and finger plays it was allowing them to learn. The other pioneer that comes to mind is Jean Piaget (1896-1980) a Swiss psychologist, which made significant contributions to educational psychology and early childhood education. (Eliason Jenkins, 2012) He felt the teacher is designer of activities appropriate to child s level of development. Piaget s principle which states its through children s own exploratory processes, they are able to develop the power to generalize, differentiate, and coordinate their concepts of reality, building concepts based on their experiences of the external world. (Berk, 2003, pg. 219) Their understanding of the world changes as they grow. It s these theories and others from earlier educators helped us today and in the past get a better understanding of the children s development. Pre-K is where the experiences learned can help them develop a positive self-image along with the emotional, social, and intellectual skills necessary to be successful in the classroom. My curriculum would help create a stable foundation in the growth of independent learners. It s here that both teacher-directed and choice-based activities can create these independent learners. (Berk, 2003, pg. 342) The classroom s activities for the curriculum are designed to recognize the growth and development of each child while I m teaching. It will motivate the children to learn while also identifying the needs of the child individually. This way I m able to help them develop positive relationships with peers and adults, and encouraging them to express themselves creatively. They will get to develop language through listening, speaking, and dramatic play activities. The opening for physical growth can take place through gross and fine motor activities, also provide experiences to stimulate and develop cognitive skills. There are some basic concepts such as counting, colors, shapes, patterning, math, rhymes, and sequencing will be learned. Some of the academic areas of my class would include math, literacy, creative arts, science, and technology. Young children develop an everyday mathematics including informal ideas of more and less, taking away, shape, size, location, pattern and position. (Ginsburg, Lee, and Boyd 3-23) In math they will get the chance to learn things like numerals 1-10 and counting objects to 10. The children will learn to identify, describe and compare repeating patterns. This is actually the basis of our number system. The students get the chance to sort of objects such as color to help them to develop flexibility in thinking and problem solving. They will get introduced to shapes (circle, square, triangle, and rectangle), sizes (small, medium, large), shapes matching and time in reference to day and night. There is even an insight about using measurement. In the area for dramatic play there are pots, pans, and etc. to allow them to act out things they see in the kitchen. Well, when using the items they are able to try and see what fits into what and what doesn t. This is also allowing them to use problem solving skills. Literacy is what my class is able to read and write. It s at this age I know they can gasp good habits as their reading and writing level is starting to grow. My responsible is to create a literate environment and then use the best tools available to teach the components of literacy. (Eliason Jenkins, 2012) I will teach about each letter s name and sounds of the alphabet. They will work on spelling, writing, and recognizing their own name. Practicing writing will help them learn to hold writing utensils correctly. At this point they can understand and explain what the text in a story is about from its illustrations, repeat nursery rhymes and finger plays, respond to questions about stories, build new vocabulary and listening skills. The creative arts would defiantly be enjoyable when working with this age. They have such great imaginations that actually get to allow them to share it with each other. I would make sure while they are learning I embraces all of their creativity with positive reinforcement. I d let them try art processes like painting, drawing, sculpture, weaving, and collage. I would encourage them to sing songs that enhance their curriculum. During music time allow them to use scarves, rhythm sticks, and bean bags to practice rhythms. I encourage them to play with children s instruments. As we learn about different animals I d have the class act out the sounds they make. It s so many ways to bring out their artistic side but these are just a few I would do with them. In the science area they are at a developmentally appropriate age to explore science tools such as magnets, prisms, magnifying glasses, and etc. I can take them on nature walks, gardening, and other explorations. Plan activities where they can measure and mix ingredients in cooking activities. I can allow them to identify basic colors and explore color mixing to see how certain colors are formed. Teaching them about how we use our five senses to explore different things. Then there s sharing different types of animals with the class. But also going even farther by informing them about the types of homes they live in, and the food they eat. It seems that the world is become more and more dependent on technology as time goes by. Today even pre-k can get a start on using some of the devices. Computers play a huge part in our lives nowadays. My students would learn things like creating picture with computer programs to tell stories. They will be working on improving their fine motor skil ls by using the keyboard. Also while controlling the mouse to click and drag to different points on the screen. They would be allowed to explore kid friendly websites on the internet that is developmentally appropriate. The first activity I would do with them is called Autumn Collage The day before we do the activity I would complete an example for them to see. The materials needed are treasure sacks (brown paper bags), flour, oil, salt, and water for collage background, plastic spoons, heavy paper plates, hold puncher, and yarn. The morning before we go outside I would pass the sacks out and tell the children we are going on an autumn nature walk to look for treasure. The items we will be looking to put in our sacks are leaves, nuts, acorns, grass, small flowers, and seeds. The two objectives for my class will be to measure and mix ingredients for collage background, and sort and place items from their treasure sack onto the collage. Once back inside and we get ready to start the activity the procedure would go in this order select a paper plate and have students write their names on the back of their plate, discuss the word Autumn and that we are going to make a special display for the items they have in their treasure sacks, show how to measure and mix the glop for the collage background and how the mixture changes, then allow them to spread the glop onto the paper plate with a spoon, take items from the treasure sack and place it onto the glop to make a pretty autumn collage, and finally let the collage dry and explain how the water will evaporate and their collage background will get hard just like mine. I will then take finished collage to a drying rack. When it is dry in a couple of days, I will then punch a hole in the edge of the plate and put a yard through it so it can be hung. The concepts the children learn from this activity are fine motor, language development, measurement. The second activity I would do with my students is called Name that Sound . This activity is great to do for science to work on our sense of hearing. This can be fun and encourage the children to use their listening skills. It s also designed to make the class aware those different things that have sounds of their own. They are also able to learn we can name different things by recognizing the sounds with their ears. The materials needed for the activity are paper, chalk, pen, zipper, jar with screw lid, bell, book, and other objects that make noise. I would use this activity when we are working on learning about our five senses. Before getting into the activity I would go over some vocabulary words used during this activity. They would include words like loud, quiet, sharp, soft, and sounds. The steps for this lesson are to take turns with a group or with an individual; asking each child to close his eyes, wad up the paper while his eyes are closed and ask the child to identify the sound, and then repeat with a different object. Once completing this activity the children will become more aware of sound. The National Association for the Education of Young Children Standard (NAEYC) is a 103,000-member organization of early childhood educators. NAEYC has created a set of standards that specifies what a program s characteristics that meet the developmental and individual needs of young children of varying ages, based on current research and the consensus of experts. (Berk, 2003) The two planned activities above encourage the children to be active and engaged. (Berk, 2003) It is so important to Implement a curriculum that is thoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehensive, and likely to promote positive outcomes for all young children. (NAEYC, 2003) You are now aware of how I would prepare the appropriate curriculum to teach a pre-k class. I have shared the goals of providing a planned educational environment, and creating rich learning experiences to form a positive foundation for the future. Plus, instructions on how the goals are applied in each academic area and two different lesson plans.

Emerson Characterizes a True Poet :: Emerson Poet Essays

Emerson Characterizes a True Poet We live in world today where people claim to be songwriters, musicians, artists, and even poets. These people say they are because they feel they have a gift or a special talent. They try to use their talent to make money and never once stop and do it to feed their soul or look at it for the beauty of the piece. Emerson says to be a true poet one must have these qualities: the sayer, the namer and represents beauty (1648). If you try to write putting yourself in the view of Emersonà ­s The Poet then you too will become a great writer or poet. First we should look at the quality of the sayer. Basically all it is, is that you announce that which no man foretold. He is the true and only doctor; he knows and tells; he is the only teller of news. He is the beholder of the ideas...(1648-49). Emerson claims all poetry was written before time and that the true poet, when he writes, listens to the region where air is music and you hear whispers of poetry and the poet begins to write. The true poet will write it down accurately and with a delicate ear. The world we live in is such a work of art and its much a privilege to be living here. A poet can just go outside and write about the beauty he sees before him. There is so much one can write. One could write about life experiences, or one could just write about nature and its splendor. Emerson says that nature is like a picture-language and nature is expressed through images or symbols..nature is a symbol in the whole and every part. Every line we draw in the sand has expression and there is no body without its spirit or genious (1650). Emerson basically looks at everything in this world as a symbol because each image has so many different interpretations and ways to express it. Beauty is much in the eye of the beholder and how we express a particular item is up to the person and everyoneà ­s expression would different. Thatà ­s what makes poetry so great. The Poet is also the namer, or language maker, naming things sometimes after their appearance or essence and giving to every one its own name (1653).

Notes on Ecosystems

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

Free Essays on Vampires

Vampires have been seen and documented throughout history. The history of vampires goes further back in time than most people realize. The chaldeans, who lived near the Euphrates river in the southwestern part of Asia more than five hundred years before the time of Christ , feared vampire or creatures similar to vampires enough so that they created charms to protect themselves from being attacked by such creatures. The Assyrians and the Babylonians feareda creature similar to a vampire known as an Ekimmu. These creatures known asEkimmus were believed by the Assyrians to roam the planet searching for food although it was not always a persons blood but rather a persons' vitality or that persons' energy force. It was believed that if such a creature would enter someone's house that person along with his or her family would slowly weaken, get sick and probably die. In the countries of Syria and Palestine references were made to such blood sucking monsters on ancient carved tablets. In Ireland the people believed in these creatures, which they affectionately came to call "red blood suckers" . Due to their belief in these mythical creatures they began the practice of placing stones on these vampires graves to kep them from escaping.This then became standard practice and is still used to this day in the form of a tombstone. Tombstones were used to control ghosts and other spirits instead of their original use in controlling vampires. Due to the fact that vampires seemed to be so commonplace around the globe, there was a large variety of vampires that differed in shape, behavior and method of becoming a vampire. All of these factors varied from region to region. In the country of Bulgaria a vampire had only one nostril. This Bulgarian vampire would rise out of it's grave nine days after death in the form of a shower of sparks and remained in this shape for a period of forty days. After th... Free Essays on Vampires Free Essays on Vampires Vampires have been seen and documented throughout history. The history of vampires goes further back in time than most people realize. The chaldeans, who lived near the Euphrates river in the southwestern part of Asia more than five hundred years before the time of Christ , feared vampire or creatures similar to vampires enough so that they created charms to protect themselves from being attacked by such creatures. The Assyrians and the Babylonians feareda creature similar to a vampire known as an Ekimmu. These creatures known asEkimmus were believed by the Assyrians to roam the planet searching for food although it was not always a persons blood but rather a persons' vitality or that persons' energy force. It was believed that if such a creature would enter someone's house that person along with his or her family would slowly weaken, get sick and probably die. In the countries of Syria and Palestine references were made to such blood sucking monsters on ancient carved tablets. In Ireland the people believed in these creatures, which they affectionately came to call "red blood suckers" . Due to their belief in these mythical creatures they began the practice of placing stones on these vampires graves to kep them from escaping.This then became standard practice and is still used to this day in the form of a tombstone. Tombstones were used to control ghosts and other spirits instead of their original use in controlling vampires. Due to the fact that vampires seemed to be so commonplace around the globe, there was a large variety of vampires that differed in shape, behavior and method of becoming a vampire. All of these factors varied from region to region. In the country of Bulgaria a vampire had only one nostril. This Bulgarian vampire would rise out of it's grave nine days after death in the form of a shower of sparks and remained in this shape for a period of forty days. After th...