Lifespan development free essay sample

Human development  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Studying change and constancy throughout the lifespan. Basic Issues in Lifespan  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Continuous or discontinuous?  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ One course of development or many?  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Nature or nurture? The Lifespan Perspective: A Balanced Point of View  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as lifelong.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as multidimensional and multidirectional.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as plastic.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as embedded in multiple context:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ age-graded influences  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ history-graded influences  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ nonnormative influences Periods of Development Prenatal Conception to birth Infancy and toddlerhood Birth to 2 years Early childhood 2 to 6 years Middle childhood 6 to 11 years Adolescence 11 to 18 years Early adulthood 18 to 40 years Middle adulthood 40 to 65 years Late adulthood 65 years to death Scientific Beginnings  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Scientific study of human development dates back to the late nineteenth and early twentieth century.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Charles Darwin (1809-1882)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Forefather of scientific child study.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Natural selection and survival of the fittest.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The normative period  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ G. Stanley Hall (1844-1924) à  Ã¯Æ'   founder of the child study movement and Arnold Gesell (1880-1961).  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Both were known because of their normative approach to development. Scientific Beginnings (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The mental testing movement  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Alfred Binet (1857-1911) à  Ã¯Æ'   created an intelligence test which sparked interest in individual differences. Mid-Twentieth Century Theories  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ In the mid-twentieth century, human development expanded into a legitimate discipline. As it attracted increasing interest, a variety of theories emerged, each of which still has followers today:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The psychoanalytic perspective  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ People move through a series of stages in which they confront conflicts between biological drives and social expectations. The way these conflicts are resolved determines the person’s ability to learn, to get along with others, and to cope with anxiety. Mid-Twentieth Century Theories (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The psychoanalytic perspective (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sigmund Freud (1856-1939) à  Ã¯Æ'   parts of personality and psychosexual development.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Erik Erikson (1902-1994) à  Ã¯Æ'   psychosocial development.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Behaviorism  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ An approach that views directly observable events as the appropriate focus of study.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Traditional behaviorism: John B. Watson (1878-1958) à  Ã¯Æ'   classical conditioning and B. F. Skinner (1904-1990) à  Ã¯Æ'   operant conditioning Freud s Three Parts of the Personality nï  ® Id nï  ® nï  ® nï  ® Ego nï  ® nï  ® nï  ® Superego nï  ® largest portion of the mind unconscious, present at birth source of biological needs/desires conscious, rational part of mind emerges in early infancy redirects id impulses acceptably the conscience develops from ages 3 to 6 from interactions with caregivers Erikson s Psychosocial Stages Basic trust vs. mistrust Birth to 1 year Autonomy vs. shame/doubt 1–3 years Initiative vs. guilt 3–6 years Industry vs. inferiority 6–11 years Identity vs. role confusion Adolescence Intimacy vs. isolation Early adulthood Generativity vs. stagnation Middle adulthood Integrity vs. despair Late adulthood Behaviorism and Social Learning Classical conditioning Stimulus–response Operant conditioning Reinforcers and punishments Social learning Modeling Mid-Twentieth Century Theories (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Behaviorism (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Social learning theory: proposed by Albert Bandura à  Ã¯Æ'   emphasized on modeling, also known as imitation or observational learning.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Cognitive-developmental theory  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Inspired by Jean Piaget à  Ã¯Æ'   children actively construct knowledge as they manipulate and explore their world:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sensorimotor – birth to 2 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Preoperational – 2 to 7 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Concrete operational – 7 to 11 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Formal operational – 11 yrs. onwards Recent Theoretical Perspectives  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Information processing  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ An approach that views the human mind as a symbolmanipulating system through which information flows.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ethology and evolutionary developmental psychology  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ethology is concerned with the adaptive or survival, value of behavior and its evolutionary history.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Evolutionary seeks to understand the adaptive value of specieswide cognitive, emotional, and social competencies as those competencies change with age. Recent Theoretical Perspectives (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Vygotsky’s sociocultural theory  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ It focuses on how culture – the values, beliefs, customs, and skills of a social group – is transmitted to the next generations.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Social interaction – cooperative dialogues with more knowledgeable members of society – is necessary for children to acquire the ways of thinking and behaving that made up a community’s culture. Recent Theoretical Perspectives (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ecological systems theory  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Urie Bronfenbrenner (1917-2005) views the person as developing within a complex system of relations affected by multiple levels of the surrounding environment:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Macrosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Exosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Mesosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Microsystem Studying Development  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Common research methods:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Systematic observation à  Ã¯Æ'   naturalistic and structured observations  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Self reports à  Ã¯Æ'   clinical and structured interviews  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Clinical, or case study method  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Methods for studying culture à  Ã¯Æ'   ethnography Studying Development (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ General research designs:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Correlational design à  Ã¯Æ'   correlation coefficient  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Experimental design à  Ã¯Æ'   IV/DV  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Modified experimental designs à  Ã¯Æ'   field experiment/quasi  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Designs for studying development:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Longitudinal design à  Ã¯Æ'   same group at different times  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Cross-sectional design à  Ã¯Æ'   different groups at same time  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sequential designs à  Ã¯Æ'   mixed

Verbs free essay sample

This also includes academic vocabulary, recognizing organizational patterns, understanding minor points, main supporting ideas, authors purpose, outline a reading section, write a short u Mary of what you read, etc. * Writing: Develop fluency as writers with both personal and academic topics. This includes learning to write a 5- paragraph essay using appropriate grammar, vocabulary, unity, coherence, logic, etc. Grammar: Improve your ability to understand form and function (meaning) in an effort to help you communicate more accurately in speaking and writing. You will work to learn to when it is appropriate to use a simple sentence, a compound sentence, or a complex sentence. Required Texts ; Materials: * Grammar Dimensions 3 (4th De. ) by Stephen H.Tittles and Diane Larson-Freeman Grammar Dimensions 3 Workbook by Diane Larson- Freeman and Kathleen Flynn * Blue Prints 2: Composition Skills for Academic Writing by Mary Fitzpatrick * Reading Connections (High- Intermediate) by Anne Digger and Cheryl Pavlov * Vocabulary Power 3 by Kate Dingle * Please bring the following materials to class each day: * Standard size* lined notebook paper (8 la by 1 1 inches) * 3-hole binder with folders * Pencil, a colored pen (red or green) ; hi-liter * All FIVE textbooks A method for bringing electronic documents to and from class (e. We will write a custom essay sample on Verbs or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page G. USB flash drive) Credit/No-Credit Polio Credit/No-Credit Policy The following policy, which applies to all students enrolled in POPE courses, has been adopted because consistent attendance and practice is important for effective language learning. Students who skip classes or dont prepare for class not only slow their own language progress but also disrupt the learning of their classmates. Group and pair work is important for quicker language development, so your class participation each and every day is necessary! 1. The official grades for an POPE course are Credit (CRY) and No Credit (NC). . Reported for a student who has a) participated* in class at least 90% of the time AND A grade of Credit is attended and actively b) time. 3. Has failed to a) scheduled classes time. 4. Completed at least 90% of out-of-class assignments on A grade of No Credit is reported for a student who attend and participate in at least 90% of all OR complete at least 90% of out-of-class assignments on If a student earns one Credit (e. G. In attendance) and one No Credit (e. G. In homework), the No Credit will be reported. 5.Students who receive No Credit (NC) at the end of the semester will be placed on Academic Probation and the No Credit grade will appear on dents permanent Ohio University academic transcripts. 6. Students who have already received one term of No Credit should not make travel plans to leave the United States at the end of each following term until they officially know that they will not be receiving No Credit for a second time. This will be stated on the end-of-session proficiency report. 7. Any student who receives No-Credit for any two terms will be required to leave or dismissed from POPE and Ohio University. . Dismissed students can a) transfer to another academic institution return to their home country. Students who have transferred to another academic institution may re-apply to Ohio university after completing a minimum of 20 semester hours of classes and demonstrating a minimum 2. 75 grade point *Students who are active and positive participants are awake and are engaged with their instructors and their peers. This means that they are actively participating in whole class and group discussions. They work cooperatively with fellow classmates in pair work.During class time, they are concentrating on the subject matter of the class. Additionally, their homework is completed in a thoughtful manner, well before the start of class. Examples of inactive behavior are sleeping in class, checking a cellophane during class, not interacting with peers and the instructor, and trying to complete homework just before the start of the class. These actions do not help students improve their English. Excused Absence Policy Ohio University and POPE expect students to attend their classes. Attending 90% of your classes is an POPE requirement to obtain Credit for the semester.If you miss classes beyond the 90% requirement, it can only be for legitimate (excused) reasons by the University. We call these excused absences. These excused absences include illness, death in the immediate family, and involvement in University-sponsored activities. Excused absences will be accepted and will NOT count towards No Credit. However, due to immigration regulations and the intensive nature of your English courses, these excused absences cannot be for more than 3 days. For medical absences longer than 3 days, you are strongly advised to seek a medical leave. Please consult with your POPE advisor about your situation.Medical Leave forms are available from International Student and Faculty Services and on the Web: http://www. Ohio. Du/CIFS/ forms/PDF/Recalculated. PDF Here are some important things to remember about being absent from class: 1 . You are required to notify your instructor as soon as possible and provide evidence (e. G. A doctors note, a note from your OH sports coach) to support the legitimacy of your absence. You may also request that your instructor call Campus Care to verify hospitalizing at Blueness Memorial Hospital. For more information, see the Class Attendance Policy section in the OH Undergraduate Catalog: http:/ /www. Dialogs. Ohio. Du/content. PH? Citation=27Navaho=1424 ; Enron info 2. For ALL absences, you are expected to complete as much of your missed homework as possible in a timely manner. If multiple days of work have been missed, please meet with your instructor to arrange modified due dates. In the event that you do not make up the homework in the specified amount of time, you will receive no credit for those assignments. 3. If you miss a test or a quiz due to an absence, instructors will not permit you to take the quiz or test. Missing tests and quizzes will lower your grade. 4.Ohio University and POPE assume that, whenever possible, you will visit Campus Care or another doctor without missing class. . Excused: a) Absences for reasons similar to these will NOT be attending or spending additional time studying for another course. B) changing registration, or taking the TOEFL bit. C) seeing an advisor, going to the bank, paying bills, taking a driving test, or meeting someone at the airport. Tardy Policy Students are expected to arrive to all classes on time. A tardy is defined as being five minutes late for class. Three tardiest equal one unexcused absence.If a student attends less than 40 minutes of a 55-minute period, he or she will be counted absent for that hour. Lack Of progress and Dismissal Students in POPE are expected to make satisfactory progress in the development of their language skills. At the end of each semester, students are expected to advance to the next level in the program (e. G. , Intermediate to Advanced) or at least progress to a higher component course in the same level (e. G. , Intermediate to High Intermediate). In the event that a student fails to progress or advance and has to repeat the same course at the same level, he/she will be allowed to do so only one time.If the student fails to progress within a level (e. G. , Intermediate to High Intermediate) or to advance o a higher level (e. G. , Intermediate to Advanced) after taking a course for the second time, he/she will be dismissed from POPE and Ohio University. Students who receive notice that they will be dismissed according to this policy may appeal the decision by submitting a written Statement of Appeal to the POPE office within ten calendar days from the date that the dismissal notice is sent. This Statement of Appeal should describe any unusual circumstances that contributed to the students lack of progress.An POPE/ Linguistics committee will review the appeal and render a decision within three calendar days. College of Business (COB) students should complete their POPE English studies within 6 semesters of study or they will need to change their major from the College of Business. Academic Misconduct: Copying, Cheating, and/or Plagiarism* POPE follows the Ohio Universitys policies on Academic Misconduct. For more details and examples, see http://www. V. Ohio. Du/communitarians/ academic/students. CFML. Academic misconduct includes (but is not limited to) the following: * Being dishonest in fulfilling academic requirements. Cheating (I. E. , answering questions on a test, quiz, or assignment by means other than your own knowledgee. G. , using notes or cell phones; talking to others, looking at another students paper ;k Popularizing (I. E. , using the ideas or writing of someone else as your own). * Un-permitted collaboration (e. G. , having someone else rewrite your work for you). * Fabrication (e. G. , using invented or made up information). * Using advantages not approved by the instructor (e. G. , looking at a copy of an exam ahead of time). * Knowingly permitting another student to plagiarism or cheat from ones work. Submitting the same assignment in different rouses without consent of the instructor. * Changing material on a graded exam or quiz and then requesting a re-grading of the exam. Consequences: 1 . The first time a student commits an act of academic misconduct, he/she will need to meet with his/her POPE instructor to discuss the situation. If necessary, the instructor can require the student to meet with the POPE director. At this time, the student will receive a verbal warning not to commit another act of academic misconduct. A grade penalty, such as an F, may be imposed on the assignment or test. 2.If the student commits a second act f academic misconduct, a written warning will be placed in his/her file describing the offense. The student will meet the POPE director. 3. If the student commits a third act of academic misconduct, he/she will be referred to the University Judiciaries for disciplinary action* *. All students should understand that the penalty for academic misconduct can range from a verbal or written reprimand*** to expulsion * plagiarism means copying information (from books, the Internet, or even your friends) that you did not write or create yourself and claiming that it is your own work. * disciplinary action means a punishment for doing something wrong *** reprimand means a warning for having done something wrong **** expulsion means that you are asked to leave the university Course Website (Model) The course website is where you will find copies of course handouts and weekly schedules. Often you will be asked to print handouts off the site and bring them to class or submit homework online. We may occasionally use Blackboard as well. ***The information on this syllabus is tentative and is subject to change.Homework * Expect to spend around la 2 hours outside of class for one day of class. You must complete your homework 100% before class. If you do not complete all of your homework, you will receive a ZERO for the days homework. All homework is due at the start Of class. If you are not present at the beginning of the class when homework is checked, you can receive half- credit. * Late Work: If your assignment is one-day late you will receive half-credit. After one-day, assignments will receive no credit. Even if you are absent, YOU are still expected to complete your homework and show it to your teacher. It is your responsibility to talk with classmates or me to find out what you missed from class. Typed assignments must conform to attached guidelines. * For multi-draft writing assignments, keep all of your drafts. When the assignment is due, you will need to submit all of your drafts with the final paper. * We encourage you to get help with your writing and feedback, but please remember that all writing you turn in for this class must be your writing that you received appropriate help with.That means it is your paper and someone can have helped you with a few awkward sentences or incorrect grammar points, but not a re-write of your work. If you turn in work that does not look like your writing, it may not be accepted. * Practice Homework: There will be many assignments that will prepare you for the quizzes and graded assignments listed on the following page. Even though they do not count toward your grade, the amount of effort you apply to these assignments will most likely influence how well you perform on the graded assignments. If you missed a quiz/test or homework assignment because you were sick, you must make up the quiz/ homework on the first day back to class. If you do not do this, you will receive a zero. Quizzes Tests will usually start at the beginning of class. Your Total Grade: * Writing -? says x Essay one: Essay two: Essay three: . . . 25% Essay four: * In-class writing x 2 . In-class writing 1: In-class writing 2: * Reading Summary 1: Us Mary 2: * Reading Presentations x 2 Presentation 2: .. 20% * Multi-draft * Summary x 2 . .. 10% Presentation 1 Quizzes/Tests.. .. * Grammar quizzes/tests x 7 * Quiz 1: * Quiz: * Quiz 3: * Quiz 4: * Quiz 5: * Quiz 7: * Reading/Vocabulary quizzes/tests x 7 * Quiz 2: Quiz 5: * Quiz 6: * Other graded .. . 5% Reading and Writing Projects: Below is a more detailed description of what will be expected for your reading and writing projects. Keep in mind that your performance in these assignments is key to proving your overall mastery of this courses content. * Multi-Draft Essays: In this writing project you will run through a series of steps to help you produce an excellent final draft in terms of both grammar and content.This multi draft essay project will be based primarily on the reading texts addressed in this class. Every step in this process (both pre-written and written) will be a part of your overall grade. * In-Class Writing: Most of your writing projects are best categorized as homework, but this is one will take place during class. Because this is a timed assignment, this will only be a paragraph assignment, but you must be able show that you have mastered both grammatical and rhetorical structures covered in this class. Similar to the writing projects, the in-class writing will be based on readings covered in this class. Summary: This assignment will also be based on a reading text covered in class, but instead of incorporating your opinion or other outside elements, this paper only be based on the authors ideas expressed in the text. Using your vocabulary knowledge your ability to annotate and outline, you will write a one paragraph expressing key ideas and details in your own words from a provided text. * Reading Presentations: You will be asked to give presentations related to topics that are discussed in our reading textbook and the novel that we will read in this class.These presentations will be done in groups. POPE Grading System A+ 97-100% AAA-96% A- 90-92% 87-89% 883-86% B- 80-82% C+ 77 _ CO-76% C- 70-72% Advance to the next level (Part-time POPE 12 hours) D+ 67-69% May move to Pre-Academic (Full-time POPE) D 63-66% D- 60-62% F 59% or below Must repeat the Advanced Level A (Full-time POPE) Your Name DVD core Skills B May 15, 2013 Assignment type and draft Title of Your Essay Here Place your wonderfully, amazing, attention grabbing hook here. Do not forget that background information comes next.Background information may be a continuation or further example of your hook. Your essay should move from general to specific and have more than three sentences. Try to make this paragraph five sentences long. Notice too how this essay is using Times New Roman, size 12. End this paragraph by putting your thesis statement here. Your first topic sentence goes here. Remember to connect this topic entente to the thesis above. Then use supporting details such as facts, example or other interesting and specific details to support your topic sentence.Be as specific as you can. General statements will not improve your writing. You should be able to write six or seven strong sentences. Do not forget to check over your grammar. Now it is time to put your conclusion sentence here. Remember this concluding sentence brings your ideas to an end and prepares the reader for the next paragraph. Your second topic sentence goes here. Remember to connect this topic sentence to the thesis above. Then use supporting details such as facts, example or other interesting and specific details to support your topic sentence.Be as specific as you can. General statements will not improve your writing. You should be able to write six or seven strong sentences. Do not forget to check over your grammar. Now it is time to put your conclusion sentence here. Remember this concluding sentence brings your ideas to an end and prepares the reader for the next paragraph. Your third topic sentence goes here. Remember to connect this topic sentence to the thesis above. Then use supporting details such as facts, example or other interesting and specific details to support your topic sentence.Be as specific as you can. General statements will not improve your writing. You should be able to write six or seven strong sentences. Do not forget to check over your grammar. Now it is time to put your conclusion sentence here. Remember this concluding sentence brings your ideas to an end and prepares the reader for the next paragraph. You are now ready to start your conclusion paragraph. Remember that a conclusion paragraph starts by restating the thesis using new words or synonyms. Then t summarizes the controlling ideas from the body paragraphs.

Comparing Historical and Present Landscapes in the East Cascades of the Washington State

Comparing Historical and Present Landscapes in the East Cascades of the Washington State Introduction There are many ways to evaluate the changes within a specific ecosystem in a particular landscape. Among the most efficient methods, a comparison between the historical and the present-day landscape can be used (Hessburg, Agee Franklin, 2005).Advertising We will write a custom research paper sample on Comparing Historical and Present Landscapes in the East Cascades of the Washington State specifically for you for only $16.05 $11/page Learn More With the help of the latter, it is possible to find out whether the impact on a particular landscape has been positive or negative and what further steps are to be undertaken. The analysis of the current and the historical landscape in the East Cascades of the Washington State will possibly help determine the pattern of the landscape development, as well as set the strategy for the further course of actions concerning the management of the given landscape. Methods To explore the pattern of change within the landscape ecology of the East Cascades of the Washington States, the data assembled by Dr. Paul Hessburg’s research group was used. In the course of research, the Fragstas 3.3 program was used to analyze the landscape. The ArcMap technology was utilized to view the data. Finally, to conduct the evaluation of the landscape change, the qualitative analysis was used, well as some elements of quantitative analysis. Results Considering the data that was sorted according to the principle â€Å"‘met06’=Methow subwatershed 06. Last names G-J,† the amount of herbland has changed sufficiently over the course of the East Cascades history, spreading south and southeast. The forest area, however, remained the same, with few exceptions in the northeastern part of the land. Quite similarly, the nonforest area did not change much, apart from the small patches that disappeared from the southeastern parts of the landscape.Advertising Looking for research paper o n ecology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Speaking of the changes in the vegetation system of the forest, or, as Hessburg, Salter, Richmond and Smith defined it, â€Å"a theoretical endpoint of succession in the absence of disturbance† (Hessburg, Salter, Richmond Smith, 2000, p. 166), one must mention that the deforestation process has took its toll, since more parts of the area have been marked as â€Å"non-forest† ones. In addition, the area covered by old forest multi-storey has also decreased, giving more room to the young forest multi-storey parts of the forest. Likewise, old forest single storey has moved northeast, giving its way to the young forest multi-storey elements. In addition, the area covered by stem exclusion open canopy has grown smaller over the past few decades, with only several elements scattered sideways across the area. The amount of trees that are currently in the stand initiation sta ge has also changed; while in the past, only two small areas of SI trees could be found, at present, the central and the southern part of the forest are in the phase of stand initiation. The amount of trees that are currently in the stage of understory re-initiation has, on the contrary, remained the same. It is also important to mention that the intensity of firelines in certain parts of the East Cascades has changed over the past few decades. According to the data obtained with the help of the Fragstats 3.3, the amount of instances of fireline has gone down in the western area from 2 (in central parts of the west area) to 1. The changes in the northern part of the area are also rather gratifying, with the instances of firelines going from 3 to 1 in most parts of the area. Finally, it is noteworthy that the southwestern spot in the East Cascades area, which was notorious for 6 firelines per year, has had only 3 to 5 firelines.Advertising We will write a custom research pape r sample on Comparing Historical and Present Landscapes in the East Cascades of the Washington State specifically for you for only $16.05 $11/page Learn More The instances of 7 firelines per year, however, have been noticed in the north and southwest, though previously,.west and north-west were known for suffering 7 firelines running. Generally speaking, one must admit that the number of firelines has declined. Discussion When assessing the changes that have taken place in the mean patch area of the landscape in the given time slot, one must admit that there have been radical changes in the development of the landscape of the East Cascades area over the past few years. According to the obtained data, nowadays, the largest mean patch area in the East Cascades landscape consists of young forest multi-storey patches; the recent data shows that the latter take almost 278 (277,7067) sq. km. In the past, however, the mean patch area in the East Cascades consisted mostly of non-forest landscape (206,5067 sq. km). Therefore, it can be concluded that the rates of deforestation have dropped considerably and that the forest ecosystem is getting stronger. The given idea can be supported by the fact that the amount of young trees has increased compared to the previous records, while the amount of old trees has narrowed down. Therefore, such factors as the restoration of the balance between the old and the young trees plays a great role in shaping the mean patch area scale. It is also important to outline the difference between the mean and the median patch area. According to the existing definition, a median patch area allows to evaluate the â€Å"sample median value† (USDA, 1999, p. 66). Therefore, it can be concluded that, in contrast to the mean patch area, median patch area offers a midpoint of all patch areas in question. As a counterpoint to the mean patch area, it allows to see how even a specific element is distributed across the land.Adver tising Looking for research paper on ecology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the East Cascades, the Shannon diversity index has increased, with the split in the increase of various landscape elements ranging from 248,16 (non-forest) to –597,92 (young forest multi-storey). Speaking of the shape complexity, however, one has to mention that the rates of the given parameter have also declined, which can be explained by the massive fire that was witnessed in the northern and northwestern parts of the area. The fires must have also influenced the rates of contagion in the area; according to the recently obtained data, the contagion rates have also risen, allowing for a more rapid fragmentation of the landscape. It is crucial to stress that the structures that can be classified as young forest multi-storey have increased in size and variety. The given data stands in a sharp contrast to the information concerning the old forest. As it has been previously mentioned, the amount of old forest elements has dropped. The given change can be the result of the fir es that gripped the area in the past few years. At first, the given change might seem deadly to the forest, since so many elements have been taken out of the picture. On a second thought, one must admit that the fires allowed to make way for the young forest multi-storey, thus, renewing the forest ecosystem. However, judging by the high rates of the areas that are very vulnerable to fires, one must admit that the given area should be managed to protect it from intense exposure to fires. Literature Cited Hessburg, P. F. Salter, R. B., Richmond, M. B. and B. G. Smith. 2000. Ecological subregions of the Interior Columbia Basin, USA. Applied Vegetation Science 3, 163–180. Hessburg, P. F., Agee, G. K. and J. F. Franklin. 2005. Dry forests and wildland fires of the inland Northwest USA: Contrasting the landscape ecology of the pre-settlement and modern eras. Forest Ecology and Management 211, 117–139. USDA. 1999. Historical and current forest and range landscapes in the inte rior Columbia River Basin and portions of the Klamath and Great Basins. USDA, Washington, D.C.

The Growth of Government Intervention in the Economy

The Growth of Government Intervention in the Economy The founding fathers of the United States wanted to create a nation where the federal government was limited in its authority to dictate ones inalienable rights, and many argued this extended to the right to the pursuit of happiness in the context of starting ones own business. Initially, the government did not meddle in the affairs of businesses, but the consolidation of the industry after the Industrial Revolution resulted in a monopoly of markets by increasingly powerful corporations, so the government stepped in to protect  small businesses  and consumers from corporate greed. Since then, and especially in the wake of the Great Depression and President Franklin D. Roosevelts New Deal with businesses, the federal government has enacted more than 100 regulations to control the economy and prevent monopolization of certain markets. Early Involvement of Government Near the end of  the 20th century, the rapid consolidation of power in the economy to a few select corporations spurred the United States government to step in and begin regulating the free trade market, starting with the Sherman Antitrust Act of 1890, which restored competition and free enterprise by breaking up corporate control of niche markets. Congress again passed laws in 1906 to regulate the production of food and drugs, ensuring that the products were correctly labeled and all meat tested before being sold. In 1913, the  Federal Reserve  was created to regulate the nations supply of money and establish a central bank that monitored and controlled certain banking activities. However, according to the United States Department of State, the largest changes in the governments role occurred during the New Deal, President Franklin D. Roosevelts response to the Great Depression. In this Roosevelt and Congress passed multiple new laws that allowed the government to intervene in the economy to prevent another such catastrophe. These regulations set rules for wages and hours, gave benefits to unemployed and retired workers, established subsidies for rural farmers and local manufacturers, insured bank deposits, and created a massive development authority. Current Government Involvement in the Economy Throughout the 20th century, Congress continued to enact these regulations meant to protect the working class from corporate interests. These policies eventually evolved to include protections against discrimination based on age, race, sex, sexuality or religious beliefs and against false advertisements meant to purposefully mislead consumers. Over 100 federal regulatory agencies have been created in the United States by the early 1990s, covering fields from trade to employment opportunity. In theory, these agencies are meant to be shielded from partisan politics and the president, meant purely to protect the federal economy from collapse through its control of individual markets. According to the U.S. Department of State, by law members of the boards of these agencies must include commissioners from both political parties who serve for fixed terms, usually of five to seven years; each agency has a staff, often more than 1,000 persons; Congress appropriates funds to the agencies and oversees their operations.

American Government Assg2 Essay Example | Topics and Well Written Essays - 500 words

American Government Assg2 - Essay Example It has extended the right of suffrage to women and minorities and survived without a major disruption in government for nearly all of its history (with the one exception being the Civil War). Nowadays, with the growth of democratic institutions, it is important to protect people from the â€Å"tyranny of the majority.† American democracy is just as much threatened by having its government become unaccountable as it is by a ruthless voting majority suppressing or ignoring minorities and their rights. â€Å"How minority group interests are treated in democratic systems is a central concern of citizens, government officials, and scholars† (Haider-Markel 2007, 304). There is a danger that in the future the government will not so much be the voice of the people, as it will be the distributor of wealth and goods to them. A democracy that seeks to protect minority voices and promote division often finds itself using handouts and all manner of financial incentives to gain elect oral majorities. â€Å"Opinion surveys from many advanced democracies repeatedly find widespread popular support for the institutions of direct democracy† (Bowler 2007, 35). This shows that there is a potential for a â€Å"tyranny of the majority,† especially if the rights of individuals are not protected. A fundamental part of representative democracy is not just the principle of popular rule but also the need to protect inalienable rights. In order to remain effective, the American political system must be careful not to give too much say to majorities and polls. A fundamental feature of the modern nation-state since the 1848 Treaty of Westphalia has been the tendency to centralize power, usually in a physical place called the capital, over the recognized territories of the same. The Articles of Confederation, though well-intended, ultimately failed to provide for this basic centralizing authority so necessary to have a functioning state. â€Å"The Articles provided for a loose

Rules and Regulations Essay Example | Topics and Well Written Essays - 250 words - 1

Rules and Regulations - Essay Example Expectation: â€Å"Students raising their hand†; all students will be needed to raise their hand any time they have a question. In addition to this, all students will be required to give adequate time to their colleagues to answer and contribute in the classroom conversation. This is to ensure that all students participate and contribute adequately during classes. Some students if left to decide whether to contribute or not may never contribute in class. As a measure to ensure full participation, constant encouragement to participate in classroom discussions and positive reinforcement will be implemented or encouraged. Expectation: â€Å"preparing to go home†; all students will be required to ensure their classrooms are clean by keeping away materials in the right place. They will put their chairs on top of the allocated desks/tables. The classroom will end by meeting at the assembly hall where the students and teachers discuss what they learned throughout the day (Franco & ODonoghue, 2004). The discussions will be conducted in the foreign language learnt in school in order to ensure effective practice of the

Pride and Prejudice Essay Example for Free

Pride and Prejudice Essay The novel Pride and Prejudice was written during the middle of the Romantic period in western literature, but it is itself rather uncharacteristic of other fictional works of the period. Unlike the great Romantic novels and poems of the period, which usually praised youthful passions, Austens work minimizes them. Austens works are models of restraint. Instead of the wild force of nature, Austen concentrates on family life in small English towns. Instead of rampant emotionalism Austen emphasizes a balance between reason and emotion. Instead of suicide and unrequited love, Austen offers elopement and marriage. â€Å"Austen’s prime theme of marriage is far from trivial† (Walder 1996, p. 52) as it is considered today as marriage was an important issue in Austen’s time and it was the only time when a woman had the freedom to get upward socio-economic mobility [though some critics thinks that she considers that considering money as the criterion for marriage is highly terrible. (Collins p. 161)] This extract explains this correlation between socio-economic status and marriage. Irony or the contrast between the expected and the actual is the chief literary device Austen uses to comment on the manners of English gentry in Pride and Prejudice. Her irony takes different forms for different. Another stylistic feature that one can observe in this extract in general and throughout novel in particular is her formal style. Perhaps the first thing about Jane Austens style that strikes the reader is its formality by modern standards. This is a characteristic of her time, and of the outlook she shared. The decorum of her prose represents a disciplined habit of mind and a disciplined attitude towards life. But the formality has about it nothing of the pomp us or verbose. On the contrary one of the chief qualities of her narrative style is precision, lucidity, and economy. With these is combined a habitual tone of irony. The irony is the cutting edge, as it was an instrument of moral perception which was Jane Austens sensibility. Mr. Collins speaks about his conception of a true marriage. He takes the conventional notions about marriage of true minds where partners have similar dispositions and ideas about life in general. Mr. Collins philosophy of marriage reminds Charlotte’s reminds Charlotte’s matrimonial ideology as she also consider the harmony of characters and minds as the ultimate source of matrimonial bliss and place no importance to money or fortune. She says in Chapter 6; â€Å"Happiness in marriage is entirely a matter of chance. If the dispositions of the parties are ever so well known to each other, or ever so similar before-hand, it does not advance their felicity in the least. They always contrive to grow sufficiently unlike afterwards to have their share of vexation; and it is better to know as little as possible of the defects of the person with whom you are to pass your life. Mr. Collins also suffers from the same fictitious idealism like Charlotte. That’s the reason he says; â€Å"My dear Charlotte and I have but one mind and one way of thinking. There is in everything a most remarkable resemblance of character and ideas between us. We seem to have been designed for each other. † (Chapter XXXV) Furthermore, he longs for same matrimonial felicity for Elizabeth in her married life without knowing what is her ideals of marriage and what she wants to be come out of marriage. Jane Austin has beautifully employed irony as Mr. Collins wishes something for Elizabeth that she does not like. Furthermore, Jane Austin juxtaposes this conception of matrimonial bliss with his own conception of marriage and its preconditions that prevail throughout the novel. Jane Austin has Marxian conception of marriage and she considers wealth and socio-economic well-being as the foremost pre-condition of marriage. For the author, in the persona of Mr. Bennets daughter Elizabeth, however, irony is potent toy and a defensive weapon in the war against stupidity. The author uses Elizabeth to skewer self-important characters such as Mr. Collins and Mrs. Bennet. Yet Elizabeth is also blind to her own character faults, and her very blindness is another example of Austens use of irony. In her misunderstandings with Darcy, she (who is blind to her own pride in her ability to read character) accuses him false and excessive pride, while he (who is prejudiced against people with less money than he has) accuses her of prejudice. The rest of the episode shows the haughtiness and pomposity of Mr. Collins. Mr. Collins is a type of character that Jane Austin uses to highlight the posing and pretensions of English society of the time and the vain self-importance of an individual. His acquisition of fortune by chance to get an approval of Lady Catherine de Bourgh has made him to think of himself in higher terms and opinion. All his haughtiness and snobbery in the extract is a manifestation of this high opinion of his own self. His high opinion of Charlotte is also a product of this imagined high placement in society. He earns a handsome income and owns a house, so he requires a wife at this stage that can enrich his own fortune. Here Jane Austin elaborates the interrelation of marriage and money. If Mr. Collins would not have owned a house and would not have made a good fortune by chance, he would never think of having marriage. So he imagined conception of marriage as a bond between tow souls that are alike in their dispositions and character, seems only a caprice of imagination only. Establishing a correlation between marriage and social status is an important theme of Austen in this extract. Jane Austen also makes her reader see the correlation in the light of her contemporary social conventions. Earlier in the novel, when Elizabeth refuses the proposal of Mr Collins, he is unwilling to accept it. It was highly improbable that a woman of Elizabeth’ social status would reject the proposal of a well-off person. His self-importance is another factor that contributes toward his un-acceptance if her refusal. He disapprove of Elizabeth’s social status in these words that Elizabeth’s portion is unhappily so small that it will in all likelihood undo the effects of [her] loveliness and amiable qualifications†. His social status reassures himself by saying that; â€Å"you are not serious in your rejection of me, I shall chuse to attribute it to your wish of increasing my love by suspense, according to the usual practice of elegant females. There is a dichotomy of Elizabeth’s refusal to Mr. Collin and her manifestation as an ideal woman of Austen who thinks marriage in terms of money. Walder (1996) has rightly pointed out; â€Å"In a social world where only possibility of movement in a women’s life was through marriage, choice of partner was as serious a business as choice of career was for a man. † Seen in this light, Elizabeth’s refusal of Mr. Collins is as brave an act as that of a young man who refuses to enter the family firm. † (Walder, 52) Jane Austen used Elizabeth as her mouth-piece to ridicule the fictitious idealism of various characters throughout the novel. In this case, Elizabeth does not directly say any word about Mr. Collins viewpoints but only show her contempt by feeling sorry for â€Å"Poor Charlotte† but she revisits her thought about her and says that she is not innocent as she herself has decided to marry Collins and choose a pretentious society. Jane Austen reflects here that if someone is placed in this situation, then it is tragic but someone has consciously decided to go for a vain marriage proposal, he ore she should be fully responsible for it. So it was Charlotte own disposition rather than chance that her placed her in that situation. But when Elizabeth herself refuses the proposal of Mr. Collins, she was also caught in fictitious idealism. She is of the view that as her father is a gentleman; she is on equal terms with Darcy and Bingleys. (Brooke, 1999. p. 158) Jane Austen beautifully shows her fictitious idealism as well. Jane Elizabeth also shows, through the character of Maria, the vainglory of English gentry. Unlike Elizabeth, Maria is amazed and amused by the social decorum. She was still startled at the nine dinners at Rosings and several teas. This extract further another aspect of Jane Austens art i. e. handling of dialogue. She had a remarkable ear, and must have been a shrewd observer of mannerism in speech. The speech of her characters is always consonant with their personalities yet it never approaches caricature. In the extract, Mr. Collins dialogues are true reflection of his personality yet it does not portray him as a caricature. Maria’s dialogues are equally expressive of her self and her tender age. So this extract and other textual examples from Pride and Prejudice clearly manifest that Jane Austen has skillfully conveyed her basic theme of money and marriage through her subtle style. She does not waste her words and there is uncommon clarity with economy in her art. References Austen, Hane. (2006). Pride and Orejudice. New York: Poenguin Classic. Brooke, C. (1999). Jane Austen: Illusion and reality. Rochester, NY: D. S. Brewer. Walder, D. (1996). The realist novel. Approaching literature. London: Routledge.