Duck and Cover Essay Example for Free

Duck and Cover Essay Living under the threat of nuclear war would not be as different as living under the threat of terrorism. To live with would seem a bit stressful because they will always duck and cover whenever bright lights flash, thinking that it is the nuclear bomb going off. It seems easy to deal with meaning that if they protect their selves and follow protocol with the duck and cover, they would have little to no injury if there was an attack. The nuclear war compared to the threat of terrorism, is a nuclear war most times they will know when it is coming with a warning flash of light letting them know that they are under attack, which gives them a chance to protect themselves. With the threat of terrorism there are always threats, and they never know when they will be attacked. So this gives them little or no time to protect themselves or to find a safe place away from harm. With nuclear war more people are harmed and potentially die without harming those that are at war against u, but with terrorism not as many people die and the person sent to perform the act usually dies to. With terrorism you are always on guard because your never know who’s a terrorist, it can be a neighbor teacher anyone, so it is always a guessing game. They are alike in some ways also. They both can be harmful and life threatening, and they both are attacks from other countries. Terrorism and nuclear war can both cause damage and harm toward people who do not agree with the views of others. They are both wars and can cause devastating results if it is carried out. Though they are different in so many ways they are also alike in more ways than one. The video was very helpful with teaching children how to protect themselves.

Forest Application Vs. Agricultural Application Essay -- Nature Sludge

Forest Application Vs. Agricultural Application There is increasing interest in using forest systems for the treatment of wastewater sludge. Forest application offers several advantages over agricultural application. There is usually a long period of time between the application and removal of the crop. This gives an opportunity for organic compounds to decompose. Another advantage is that there is less of a chance that organic or inorganic compounds will enter the food chain after harvest. Trees benefit from sewage sludge through increased growth rates. In an oak forest in northern Michigan, sludge was applied at a rate of 8 Mg dry solids/ha to provide 400 kg/ha of nitrogen. Tree diameter growth was increased by 63% over areas that had no application (Nguyen et al. 1986). In loblolly pine stands in South Carolina, basal area growth was increased by 46% and tree volume by 33% by the application of sludge (McKee et al. 1986). Sludge increases the productivity of understory vegetation on poor-quality sites. Herbivorous animals benefit for the increased quantity and quality of vegetation(increased phosphorous and protein levels)(Haufler and West 1986). Sludge may be applied to all ages of forest, from clearcuts to mature forest. However, each growth stage has advantages and disadvantages. Clearcuts offer economical application, since temporary spray irrigation or solid spreaders may be used. The disadvantage is that applying high nutrient levels will increase weed growth and subsequent small mammal populations, making establishment of trees difficult. Application to young forests eliminates tree survival problems. However, overhead application is required due to small tree heights. This dictates that application be d... ...es. In Cole, D. W, C. L. Henry, and W. L. Nutter, eds. The Forest Alternative for Treatment and Utilization of Municipal and Industrial Wastes. University of Washington Press. Seattle, Washington. Nguyen, P. V., J. B. Hart,Jr., and D. M . Merkel. 1986. Municipal sludge fertilization on oak forests in Michigan: Short-term nutrient changes and growth responses. In Cole, D. W, C. L. Henry, and W. L. Nutter, eds. The Forest Alternative for Treatment and Utilization of Municipal and Industrial Wastes. University of Washington Press. Seattle, Washington. Red, J. T., and W. L. Nutter. 1986. Municipal wastewater renovation on a coastal plain, slash pine land treatment system. In Cole, D. W, C. L. Henry, and W. L. Nutter, eds. The Forest Alternative for Treatment and Utilization of Municipal and Industrial Wastes. University of Washington Press. Seattle, Washington.

Learning in a Group Essay

1. What do you learn from working in a group? I learnt that by working in a group, we work towards a shared purpose and common goals in doing so shared our varied experiences and skills and in the cooperation with each other. Students are much likely to perform well when they work effectively in a group. This is because good group work creates synergy – where it combine effect of the group is greater than the sum of individual effort. Working together as a group can apply individual perspectives, experiences and skills to solve complex problems, creating new solutions and ideas that, and be beyond the scope of any one individual. As well as enhancing class performance. Good group work benefits individual too. It enables mutual support and learning, can generate a sense of belonging and commitment. I also learnt the following benefits on working in groups: †¢Apply a mix of skills that go beyond the scope of one individual. †¢Solve complex problems that take more than one mud. †¢Generates new ideas. †¢Provide support and help group members. †¢Give students a sense of belonging. †¢Enhance communication. †¢Help students to learn from each other and develop. †¢Generate commitment. Q.2 what do you think can be done to make this course (Lifelong Education/ more interesting. INTRODUCTION Lifelong learning skills are wide concern in tertiary education. Fostering these skills requires reconsideration and changes to traditional approaches to teaching and learning. We are living in a time of knowledge explosion. University or colleges are unlikely to be able to teach all the essential knowledge a student needs for their whole career within a four-year period. Moreover, much of the knowledge student learn in the university will be out of date when they leave, because of the rapid technical developments. This means student and have to master a self-learning method and a set of lifelong learning skills in order to meet the demand of their future, professional lives. Quality teaching and learning in tertiary education should aim to develop student’s lifelong learning skills. Each teacher  should make a contribution in developing these skills when teaching a certain course. How to make the course (lifelong Education) more interesting includes †¢Group working tutorials; workshop tutorial classes are aimed at developing student’s self directed leaving, group work and interpersonal skill the classroom for intervals should have movable desk and class. Each interval class should contain about 15 student and last one hour. The tutor will ask question to guide students to think and to work together to determine potential solutions to a problem. Some questions will challenging and relevant to real world, while some are from previous lectures and assignments. Student in each group are expected to work with each other, to share their ideas to discuss, and to debate and convince each other, thus creating an active and interactive learning environment. One student in each group will be asked to give a short presentation to the whole class. †¢Interaction in lectures Whatever the similarities and differences in learning styles and intelligence among your student, you can help your entire student by employing a range of active learning approaches (talking and listening, writing, reading, reflecting) and by using varied teaching techniques and strategies. †¢ The course lifelong education is suppose to be handle by a professional lecturers, people like Prof .M.B Shitu, Mal. Sani Bala Hassan, those who during the lectures will give students the opportunity to think and talk, and set some time during lectures for asking question or encouraging student to answer and ask question: In this way student understanding can be assess and make them engage with the activity. There is also need to introduce hardware demonstration in lectures. Although software demonstration are cheap and convenient, it is a virtual world . When doing demonstration let student predict what will happen next, and ask them to observe things going on and explain the theory behind it .Some question may follow to make the student learn interactively and to establish connections between pre-existing knowledge and new information. In this way student are expected to develop observational skills and thinking and these will make the course more interesting. †¢The lecturer supposes to use two o three case studies in the course. Case studies tell real and complete story, usually interdisciplinary and set in a real world context, and have academic and  professional significance and social implications. With case studies, students can develop problem solving skills for seeking and assessing information and interdisciplinary knowledge. †¢Students should be taught according to their aptitude. Give excellent student’s additional training. For example, a few exemplary students will be encouraged to give mini lectures to review material or less important sections. Thus, they develop oral and leadership skills from the process of searching for information and inquiry about classmates understanding. †¢Lecturers for the course must consider the features of their courses and the characteristics of their learners before they think about what kind of knowledge and skills students will learn from the course. Then they must decide which teaching strategies are suited to their course. They should try and adapt contemporary teaching strategies to create a more student – centred teaching and learning climate for developing students’ lifelong learning skills. Students are expected to develop problem solving skills, lateral thinking skills, group work ability, self-directed learning skills, and communication skills in the cause of lifelong education. †¢Lecturers’ must adopt student-centred approaches in teaching and learning. The so called student-centred approach means that teachers should think about how the learners learn and make the student actively involved in the teaching process. In most cases, a combination of several teaching outcomes. Lectures in this course should work out the suitable strategies for themselves, the students and the course content. CONCLUSION Teaching and learning is a cooperative process between teachers and students. Before a lecturer tries to teach in a different way, he/she needs to introduce students to new teaching and learning theories. And also need to seek colleagues support and finds to implement appropriate changes. The work may be challenging and time consuming. Hopefully, opportunities will coexist with challenges. A good lecturer motivates him/her self in pursing quality teaching.

The French Revolution And The Enlightenment - 1471 Words

In European history, the 18th century marks a change in time. The age old traditions of the Ancient Regime and Catholic Church will see a shift in power. Power now in the hands of the people. Through bloodshed, the radical actions of the French Revolution sparked by philosophies of Enlightenment, will impact the future. Historical figures such as Robespierre heading the Great Assembly will drive change in culture through the revolution, in hopes of achieving enlightened societies. The 18th century marks the beginning of modern history. The French revolution playing a role in furthering Enlightenment, will led to a chain of events that will change the course of the future and modernize the world through the intellectual and revolutionary movements. The force behind change was new ideas and discoveries. During the 18th century, philosophes were the intellectuals of society that would create new reforms in which they believed would benefit society. With the new discoveries of science an d reason through the Enlightenment period. The Enlightenment being a European intellectual movement of the late 17th and 18th century, emphasizing reason and individualism rather than traditions, as stated by the Oxford dictionary. Immaneul Kant describes the Enlightenment as â€Å"†¦but only one who is himself is enlightened, is not afraid of shadows†, â€Å"Sapere Audel, have courage to use your own reason.† Which expressed the ideas behind Enlightenment by explaining that the enlightened wayShow MoreRelatedThe French Revolution And The Enlightenment1601 Words   |  7 PagesThe Enlightenment was an extensive intellectual, philosophical, and cultural movement that spread throughout Europe, predominantly England, France and Germany during the 18th century. The Scientific Revolution, which began in the 16th century, gave way to a new and revolutionary way of thinking. It encouraged independent thought, the capacity to ask questions, and a progressive attitude. A dditionally, the enlightenment arose during a time when there was absolute monarchy and an extremely powerfulRead MoreEnlightenment and the French Revolution1227 Words   |  5 PagesName Subject Professor Date Enlightenment Influence on Political, Social and Cultural Policies of French Revolutionary Period. The age of enlightenment led by influential intellectuals during the 18th century Europe greatly inspired the French citizens, especially the peasants, leading to the revolutionary period culminating from 1789 to 1799. The enlightenment is hailed as the foundation of today’s western political and intellectual culture.1 Growth of liberal democracies and democraciesRead MoreThe French Revolution And The Enlightenment1708 Words   |  7 PagesEnlightenment in Europe was a period in which ideas were legitimately from one country to another. 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Guibert wrote in his Essai: Imagine that there arose in Europe a peopleRead MoreLiberalism in French Revolution Through Enlightenment1593 Words   |  7 PagesTHE LIBERAL REVOLUTION -UNDER THE IDEA OF ENLIGHTENMENT Dare to know! Have courage to use your own reason!-Kant Contents ENLIGHTENMENT AS AN IDEA: 3 FRENCH SOCIETY: 3 THE LIBERAL REVOLUTION: 3 CRITICISM ON THE IDEA OF LIBERALISM: 4 CONCLUSION 5 BIBLIOGRAPHY 6 ENLIGHTENMENT AS AN IDEA: â€Å"Enlightenment is mans emergence from his self-imposed nonage†¦ Sapere Aude! Dare to Know! Have the courage to use your own understanding is therefore the motto of the EnlightenmentRead MoreThe Enlightenment s Influence On The French Revolution885 Words   |  4 PagesMaheera Syed The Enlightenment’s Influence on the French Revolution No one could have imagined the impact that the Enlightenment would have and its long-lasting effect. 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