Environmental Science Essay Example for Free

Environmental Science Essay Although attempting to subdivide existing farm plots and redistribute them may be considered suitable for the purposes of remediating food insecurity and rural poverty, there exists a significant amount of controversy over such a practice due to the issues such redistribution entail. For example, the redistribution of land would require that the distributing entity pick and choose claims and rights to land at their discretion, and such claims can range from historic, ancestral or even from â€Å"ownership of the till. † Land reform has met much resistance from even the most impoverished numbers of developing countries, and it would be difficult to attempt redistribution without shaking up the foundations of property rights. Farming co-ops provide a distinct advantage for farmers. First of all, they provide them the opportunity to act as a group, giving them a collective bargaining power that they do not possess as individuals and allows them to act in unison in seizing market opportunities while being able to manage risks together. In effect, they can leverage their interests better when united as a co-op and it is this asset that has brought success to the likes of the Ocean Spray Cranberry growers and the farmers of Sunkist. (Gable, 2006; Hieu, 2008) Opening up new land is perhaps the most rapidly actionable means of increasing the food supply for a growing population, but this also poses a liability with regards to environmental impact. The problem with agriculture, especially the large-scale grain-based industrial monoculture which has been developed to feed most of the world, is that it is largely unsustainable and has a detrimental effect on soil fertility. In the first half of the 20th century, a large portion of the American Midwest was reduced to desert due to aggressive expansion of the wheat growing agriculture. (Manning, 2004) As such, what is needed is not the expansion of the present industrial agriculture, but the development of techniques and technologies to improve farming so that yields are better, but without compromising sustainability. Pursuing job opportunities in the city is not entirely perfect, but it is a desirable direction towards the development of compact communities and urban density. When combined with practices such as permaculture, which is the development of perennial agricultural systems that resemble the systems found in natural ecology (Holmgren, 2003), compact communities effectively curtail many of the environmentally adverse effects of sprawl and the wastefulness of imposing distance between food production, residential zoning and urban sectors. (Sightline Institute, n. d. ) Ultimately, what is needed to address the needs of a growing population in the developing world is not the application of population control measures, or a voluntary call to asceticism, but the institution of developmental policies that recognize the needs and wants of human society on terms that are just to developing nations and corrective to developed ones. Alex Steffen (2006) notes that it is wrong to think we can talk developing nations out of pursuing their dreams, and deny them of the material luxury that citizens of developed nations take for granted. Therefore, what is necessary is bright green developmental policy, founded upon the idea that economic luxury continue without rendering the planet an uninhabitable wasteland. This would require cradle-to-cradle designs, closed-loop industrial systems and self-sustaining infrastructure, much of which is already possible today. The future is already here, it’s just not well distributed. REFERENCES Gable, C. (2006, October). â€Å"Fields of Power; Farming Co-Ops the Future of Biodiesel,† Organic Producer. Retrieved October 9, 2008 from: http://www. organicproducermag. com/index. cfm? fuseaction=feature. displayfeature_id=43 Hieu, T. (2008, July 27) â€Å"Farming co-ops may be answer to rural poverty. † Vietnam Business News. Retrieved October 9, 2008 from: http://www. vnbusinessnews. com/2008/07/farming-co-ops-may-be-answer-to-rural. html Manning, R. (2004) Against the Grain: How Agriculture Hijacked Civilization. New York, New York: North Point Press. Holmgren, D. (2003) Permaculture: Principles Pathways Beyond Sustainability. Hepburn Springs, Victoria, Australia: Holmgren Design Services. Sightline Institute. (n. d. ) â€Å"Build Complete, Compact Communities. † Sightline Institute. Retrieved October 8, 2008 from: http://www. sightline. org/research/sust_toolkit/fundamentals/great_places Steffen, A. (Ed. ) (2006) Worldchanging: A User’s Guide for the 21st Century. New York: Abrams, Inc.

Macbeth :: English Literature Essays

Macbeth The character of Macbeth is a classic example of a Shakespearean tragic hero. Some of the factors that justify this title to Macbeth are his greatness and outstanding potential, both as a warrior and a nobleman, his very powerful sense of ambition, and the outweighing of this flaw over his exceptional goodness. One of the many reasons that Macbeth is categorized as a tragic hero is his courage and success as a war hero. This is evident when, in the beginning of the play, the Captain narrates Macbeth’s braveries to Duncan, and the king himself refers to Macbeth as â€Å"noble Macbeth†. Right from the beginning of the play, Shakespeare clearly defines Macbeth as a well-respected war hero. The Captain talks about how Macbeth killed everybody in his path to get to Macdonwald and then â€Å"unseamed him from the nave to th’ chops† before finally spearing the head of his enemy. Furthermore, King Duncan himself refers to the protagonist as â€Å"noble Macbeth†, as he tells his noblemen, â€Å"What he (the Thane of Cawdor) hath lost, noble Macbeth had won† Therefore, the above mentioned instances convince the reader that Macbeth is indeed heroic, popular and courageous. Another reason leading to Macbeth’s tragic ending is his overpowering sense of ambition. This is discussed by his wife, Lady Macbeth, and Macbeth himself.After reading Macbeth’s letter, his wife voices concerns for him, one of which includes his ambition. She says that her husband has the ambition to be anything he wants, but not the heart to do what he has to do to get there. Moreover, Macbeth also characterizes himself as having a "vaulting ambition" which takes control of him and consumes his thoughts. Thus, Macbeth’s tragic flaw eventually leads to his self-destruction Yet another example of Macbeth’s tragic heroism is his flaw overtaking his capability to be naturally good. The murders of Duncan, Banquo and Macduff’s family are proof enough to show that Macbeth’s inner goodness and humanity have been destroyed and replaced by his ambition. When Duncan names Malcolm the Prince of Cumberland, Macbeth decides on the murder of the king. This involves him having to overcome hesitations, but aided by the persuasion of his wife, he undertakes this task. Additionally, Macbeth hires murderers to kill Banquo and his son, due to the witch’s prediction of Fleance becoming king. Finally, the slaughter of Macduff’s household by the same murderers, to ensure he would reach his ambition without obstacles, is a final seal to prove that Macbeth’s sense of ambition drives him to near-insanity. Macbeth :: English Literature Essays Macbeth The character of Macbeth is a classic example of a Shakespearean tragic hero. Some of the factors that justify this title to Macbeth are his greatness and outstanding potential, both as a warrior and a nobleman, his very powerful sense of ambition, and the outweighing of this flaw over his exceptional goodness. One of the many reasons that Macbeth is categorized as a tragic hero is his courage and success as a war hero. This is evident when, in the beginning of the play, the Captain narrates Macbeth’s braveries to Duncan, and the king himself refers to Macbeth as â€Å"noble Macbeth†. Right from the beginning of the play, Shakespeare clearly defines Macbeth as a well-respected war hero. The Captain talks about how Macbeth killed everybody in his path to get to Macdonwald and then â€Å"unseamed him from the nave to th’ chops† before finally spearing the head of his enemy. Furthermore, King Duncan himself refers to the protagonist as â€Å"noble Macbeth†, as he tells his noblemen, â€Å"What he (the Thane of Cawdor) hath lost, noble Macbeth had won† Therefore, the above mentioned instances convince the reader that Macbeth is indeed heroic, popular and courageous. Another reason leading to Macbeth’s tragic ending is his overpowering sense of ambition. This is discussed by his wife, Lady Macbeth, and Macbeth himself.After reading Macbeth’s letter, his wife voices concerns for him, one of which includes his ambition. She says that her husband has the ambition to be anything he wants, but not the heart to do what he has to do to get there. Moreover, Macbeth also characterizes himself as having a "vaulting ambition" which takes control of him and consumes his thoughts. Thus, Macbeth’s tragic flaw eventually leads to his self-destruction Yet another example of Macbeth’s tragic heroism is his flaw overtaking his capability to be naturally good. The murders of Duncan, Banquo and Macduff’s family are proof enough to show that Macbeth’s inner goodness and humanity have been destroyed and replaced by his ambition. When Duncan names Malcolm the Prince of Cumberland, Macbeth decides on the murder of the king. This involves him having to overcome hesitations, but aided by the persuasion of his wife, he undertakes this task. Additionally, Macbeth hires murderers to kill Banquo and his son, due to the witch’s prediction of Fleance becoming king. Finally, the slaughter of Macduff’s household by the same murderers, to ensure he would reach his ambition without obstacles, is a final seal to prove that Macbeth’s sense of ambition drives him to near-insanity.

High School Biology Lesson Plan – Properties of Water

Name:|Hailey Griffin| Lesson Plan Title:|Properties of Water| Grade Level: |10| Content Area:|Biology I| Sunshine State Standards or Common Core Standards:|Sunshine State Standards – SC. 912. L. 18. 12 – Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Behavior Objectives:|(Three parts: Condition, action, and measurement)Given a model of a water molecule, students will identify the oxygen and hydrogen atoms, the partial positive and negative areas of the molecule, and covalent bonds within the molecule. The learner will correctly identify the 4 main properties of water and give examples of each within 1 minute. Materials (including technology):|Students: Textbook, Pencil/Pen, PaperTeacher: Classroom board, markers, computer, Powerpoint presentation, Word processor, multiple copies of worksheets to pass out, Warm up :10 -15 Pennies, 10-15 Eye Droppers, Cups, Water Mini Labs: plastic petri dishes, paper clips, ethanol, water in eye droppers, glass slides, water, red food coloring, capillary tubes, straws, ice cubes, NaCl, salad oil in eye droppers, hot platesClosure: Koosh Ball| Hook/Anticipatory Set/Lead-In:Total Time: 15- 20 minutes|Prior to class, the instructor should gather the following supplies: Pennies, Eye droppers, Cups, Water.As students come into class, they should form groups of 3-4 people and pick up a one penny, one dropper, a small cup of water and return to their seats. They will also need a pencil/pen. Once every group has the proper materials, the instructor will hand out the accompanying worksheet (Appendix A). They should explain that each group is going to count how many drops of water will fit onto the top of a penny. The team with the most drops of water on their penny â€Å"wins†. As one student is dropping the water onto the penny, another should be count ing and recording the results.The other members of the group should be working on the worksheet, consulting their textbook for answers; this worksheet can be completed at home and is not to be turned in. | Procedures:Lecture: ~25 minutesWorksheet: Remaining class timeMini labs – Day 2, 45 minutes. |After the Penny Lab, the teacher should transition into a Powerpoint lecture on the properties of water (Powerpoint attached to lesson plan). The lecture should last for 25 minutes, enough time to get in the necessary information yet short enough to hold students’ attention.The following topics should be covered in the Powerpoint: the physical structure of a water molecule, states of matter, polarity, hydrophobic/hydrophilic substances, high heat capacity, cohesion/adhesion and surface tension, density and solubility. Once lecture is over, students will receive the Properties of Water worksheet (Appendix B) to work on during the rest of class and to complete as homework if n ot finished. This assignment will be due the following class period at the end of class and will be graded. The following class period, the teacher will set up the class into 6 â€Å"centers†.Each center is a mini lab and will focus on a certain property of water, the students should be able to use the knowledge they gained from the previous lesson to effectively answer questions about the properties of water. Each station will have a single worksheet (Appendix C) listing the procedure for the lab and 3-4 questions about the lab and property covered. Students must provide their own paper and copy down the questions and then respond; they can work together but must have their own answers. The work completed during lab time will be turned in a graded on the day of the test. minutes before class is over, the instructor should pass out a study guide and let students know that there will be a test the next class period, topics from both lecture and lab will be covered. | Guided an d Independent Practice: |On day 1, students will work together on the penny lab, and during lecture, students should be paying attention to the teacher. Finally, once the worksheet is handed out, students should be working independently. On day 2, students will be working in groups, rotating between centers; the teacher should be walking around class helping students when needed.On day 3 students will be working independently on the test. | Adaptations for ELL & ESE students|ELL students will have the opportunity to work with partners to receive peer support and help with complex concepts. Extra tutoring is available during lunch and afterschool. Vocabulary lists are available for pick up; students are encouraged to create flash cards to help them learn new vocabulary words. ELL students will also be given extended time to take tests. ESE students will be given extra time to complete assignments and complete tests.Complex directions will be clarified so the student is confident in w hat he/she is supposed to be doing. Students will be allowed to take short breaks during class and tests. | Closure Activity: |â€Å"Whip Around† Students quickly and verbally share one thing they learned in the class during the lesson. Students will pass around a koosh ball (or similar item) and whoever has the ball must give a short description of something they have learned. This could include topics from lecture, lab, or homework and could be an interesting fact, definition or short explanation of a concept.The teacher should be the first participant and will give an example of a good response, for example â€Å"Today I learned that solid water, or ice, forms a lattice structure which causes it to be less dense than liquid water, which makes it float. † This activity will end once everyone has shared their thoughts. If there is ample time and enough willing participants, this activity could also be used for students to gain extra credit points. Students who wanted to talk about additional concepts could earn up to 2 points extra credit towards their test.The previous day’s assignment should be collected. | Assessment/Evaluation:|On the start of the day 3, students will come into class and prepare for their exam. Once everyone is seated quietly the instructor should pass out the test in which students have approximately 40 minutes to complete (ESE and ELL students have more time). Once a student completes the test he/she should read quietly or work on other classwork. The lab assignment from day 2 should also be turned in for grading. | Appendix A Properties of Water: Penny LabTake a Guess: How many drops of water do you think will fit onto a penny? __________ Cohesion, adhesion, and surface tension are attractive forces between molecules and very important properties of water. Cohesion is the ability of water to â€Å"stick† to itself; it is a result of intramolecular forces (intra- inside, so this is adhesion within the molecul e). An example of cohesion is when you over fill a glass with water, the liquid rises above the rim of the glass but does not fall off the side; instead it bubbles up, which is also caused by surface tension.Surface tension is a special type of cohesion; it can be described as the â€Å"skin† on top of water, in the case of the overfilled glass, the surface tension caused the water to stick together and form the bubble over the rim, this property also allows some bugs to walk on water. Adhesion describes water sticking to other materials and is an intermolecular force (between neighboring molecules). Adhesion can be observed in the stem of a vascular plant; water molecules stick to the xylem tissue and â€Å"climb† up the plant. These properties occur because water is a polar molecule.A molecule of water is composed of 2 hydrogen atoms and 1 oxygen atom, because of the relationship shared between these atoms, one side become slightly more positive and the other slightl y more negative. These partial charges are symbolized by the Greek letter delta, or ?. The polarity of water molecules allows water to dissolve polar and charged substances, making water a good solvent. Molecules that are uncharged, such as fats and oils, usually do not dissolve in water and are called hydrophobic. Procedure: 1. Place a dry penny on a flat surface. 2.With the eye dropper, drip one drop of water onto the surface of the penny, one drop at a time. Have one student in your group keep track of the number of drops. 3. Observe the surface of the penny as the water builds up. 4. Once ANY amount of water has spilled over the edge of the penny record your final count of water drops. 5. Clean up your area and return materials to your teacher. Final Count: How many water droplets really fit onto the penny? ___________ Class Average ___________ Reflection: Explain your results in terms of cohesion and surface tension.What do you think would happen if we added soap, a hydrophobic substance, to the water before dropping it onto the penny? Explain your answer. Find a picture of a water molecule in your book, copy the drawing and label the following: oxygen molecule, hydrogen molecules, ? +, ? -, and draw the intramolecular bonds between the oxygen and hydrogen atoms. Appendix B Properties of Water 1. a. Draw the structure of water. Include the partial charges of each atom. b. Why is water considered to be a polar molecule? 2. a. What enables neighboring water molecules to hydrogen-bond to one another? b.How many hydrogen bonds can each water molecule form? 3. a. Explain the difference between adhesion and cohesion. Give an example of each. b. How do adhesion and cohesion explain capillary action? 4. What is surface tension? Give an example. 5. a. What is specific heat? b. Explain why water has such a high specific heat. c. Explain why it is cooler by the lake (or any body of water) in the summer and warmer by the lake in the winter. 6. a. Explain why ice is l ess dense as a solid than as a liquid. 7. a. Why is water called the universal solvent? What does polarity have to do with this? . How does water dissolve a substance like NaCl? Draw a picture illustrating this. 8. What do hydrophobic and hydrophilic mean? 9. List five special properties of water and give an example (other than ones from this worksheet) of each. Appendix C Center 1 – Can you float a paper clip? Procedure: Fill a plastic petri dish to overflowing with water. Without disturbing the surface of the water, start at the â€Å"lip† of the plastic bowl and slide the paper clip across onto the surface of the water. Observe the way the water â€Å"bends† under the paper clip. Record your observations.Repeat using ethanol in place of water. Questions: 1. What property (properties) of water is (are) demonstrated here? 2. How can the surface of water act this way? 3. Why did the paper clip not float on the ethanol? Center 2 – Can you overcome the attr action? Procedure: Using a dropper, place 2-3 drops of water on one glass slide. Lay the second glass slide over the first. Try to pull them apart. Record your observations. Repeat using dry slides. Questions: 1. What property (properties) of water is (are) at work here? 2. How are hydrogen bonds involved in this (these) property (properties)? . Explain why glass is described as hydrophilic. Center 3 – How does water move through plants? Procedure: Fill a capillary tube and then a straw with a red dye solution (red food coloring in water) and raise them to a vertical position. Record your observations. Questions: 1. What properties of water are at work here? How does water rise up the tube? 2. Why are these properties important to a plants survival? Center 4- Is a solid lighter than a liquid? Procedure: Put a cube of ice in a beaker labeled and filled with â€Å"alcohol† and another in a beaker labeled and filled with water.Observe where the ice cube is in relation to the surface of the solution. Quickly remove the ice cubes for the next group. Record your observations. Questions: 1. Why is the ice cube at the top or bottom of the alcohol? Water? 2. Why is frozen water less dense than liquid water? 3. Explain how this property of water is important to marine life. Center 5 – Like dissolves like Procedure: Place a spoonful of NaCl in a beaker of water and stir. Place 2 droppers full of salad oil in the beaker of water and stir. Record your observations. Questions: 1. Why does NaCl â€Å"dissolve† in the water? 2.Why is it essential for compounds like salt and glucose to be soluble in the water found in our body? 3. Does salad oil dissolve in water? Explain your answer. Center 6 – Does water boil sooner if salt is added? Procedure: Obtain 2 beakers, one labeled â€Å"deionized water† and the other â€Å"salt water†. Add 2 spoonfuls of salt to the beaker labeled â€Å"salt water† and stir to obtain a solutio n. Place each beaker, with a thermometer on it, on a hot plate and determine which beaker begins boiling first. Record your observations. Questions: 1. Does the addition of salt make the water boil faster or slower?Why? What does salt do to the boiling point of water? 2. Obtain an ice cube and add salt to it. What happened to the area of ice where the salt is applied? Why is salt applied to icy sidewalks or roads in the winter? What does salt do to the freezing point of water? Appendix D Properties of Water Test Name: ____________________ Period: ______ Properties of Water Test Review 1. Define the following vocabulary: Cohesion Adhesion Surface Tension Capillary action Hydrophobic Hydrophilic 2. How does water density change†¦. a. as the temperature of water increases ____________ b. s the salinity of water increases ____________ c. as the temperature of water decreases ____________ d. as the salinity of water decreases ____________ 3. What is a polar molecule? 4. What type of bonds exist between the atoms of a water molecule? 5. What type of bonds exist between the adjacent water molecules? 6. Why is water called the universal solvent? 8. What happens to the volume of water as it freezes? What happens to its density? True/False True False Water contracts (gets smaller) when it freezes. True False Water has a high surface tension. True False Condensation is water coming out of the air.True False It takes more energy to heat water at room temperature to 212o F than it does to change 212o F water to steam. Why is water called the universal solvent? What does polarity have to do with this? How many hydrogen bonds can each water molecule form? Differentiate between the intramolecular forces and the intermolecular forces at work inside and between water molecules. Please draw a water molecule. Label the following: oxygen molecule, hydrogen molecules, ? +, ? -, and draw the intramolecular bonds between the oxygen and hydrogen atoms.

An Analysis Of Lorraine Hansberry s A Raisin Of The Sun

â€Å"A Raisin in the Sun† is an autobiographical play written in 1950 by Lorraine Hansberry, an African American writer. The main characters are the Younger family, Mama, his son Walter and her daughter Beneatha. The play dramatizes a conflict between the main characters’ dreams and their actual lives’ struggles in poverty and racism. The main characters’ lives as African-Americans contribute to their feeling of entrapment by poverty and racism. The play predicts the black society struggles in the years to come. Although their day to day lives in poverty put their individual dreams on hold, each one’s pursue to realize their dreams continues. For example, Walter, though constantly frustrated on not able to become rich quickly, he maintains his dream of finding a new way to support his family. For Mama, Walter’s mother, dreams are more important than material wealth, so she takes care and holds onto her plant. Her plant symbolizes her dream, her dream of taking care of her family by owning a house with a garden and a yard. Hence, she uses half of her husband’s death insurance money to make a deposit to buy a house. Dream that she shared with her husband before he dies. Walter depends on the rest of the insurance money from his father’s death to invest the money in a liquor store with his friends. Likewise, Walter’s sister, Beneatha, fights to hold on onto her dream of becoming a doctor and realizes she also depends on her father’s death insurance money to be able to attendShow MoreRelatedAnalysis Of Lorraine Hansberry s A Raisin And The Sun Essay2363 Words   |  10 PagesPoverty is always a great place to start a story, yet is there a lesson to be learned if the characters ends up right where they started? That is one of the several predicaments in the story â€Å"A Raisin in the Sun† by Afro American writer Lorraine Hansberry. The story takes place in Chicago during the late 1950â⠂¬â„¢s the civil rights era, and the most prevalent question is what makes an African American different to any other person. The story dives deep into what that is through the use of money, as theRead MoreAnalysis Of Lorraine Hansberry s A Raisin Of The Sun 1876 Words   |  8 PagesA Raisin in the Sun is a play written by Lorraine Hansberry in 1959. This is a story about an African American family striving to reach the American Dream despite significant financial difficulties and a racially oppressive environment in the postwar era. The passage I chose was from Act 2, scene 3 of the play. This is when the chairmen of the neighborhood committee in Clybourne Park, Mr. Lindner comes to speak with the Younger family about their future presence in the neighborhood. 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Being African American in the 1950’s made it difficult for the family to move up in class to achieve the American Dream. In â€Å"A Rai sin in the Sun† by Lorraine Hansberry, the Younger’s cannot fully achieve the American Dream due to societal obstacles they experienceRead MoreA Raisin in the Sun by Lorraine Hansberry2035 Words   |  8 PagesLorraine Hansberry’s A Raisin in the Sun is a remarkable play written in 1959 by an African American author about an African American family. This time period was in the early days of the modern awakening of civil rights awareness. It was a timely play challenging the then current stereotypical view of a black family by depicting a realistic portrayal of a specific black family with aspirations, hopes, dreams, dignity, and ambition as would be expected from all families regardless of race. TheRead MoreThe Matriarchs of the House in A Raisin in the Sun by Loraine Hansberry814 Words   |  3 PagesIn A Raisin in the Sun by Loraine Hansberry, the three strong-willed women of the story have varying opinions, views, and beliefs on life. The story is set in the Southside of Chicago, Illinois. The Younger’s are an African-American family that has struggled to survive financially for many years. With a large injection of money from Mr. Younger’s death, the family struggles to make a unanimous decision on what they will use the 10,000 dollars for. The three major female characters differ in a varietyRead MoreA Raisin In The Sun Archetypal Analysis1452 Words   |  6 Pagesarchetypal analysis that enables one to gain insight into the conventional and universal experiences within the society of which that form of literature is based upon. These repeating and shared experiences are especially prevalent in the literature of the 1950s, as it is a period of time characterized by social injustice and prejudice targeting not just individuals but entire groups such as blacks, women and other disenfranchised communities within American society. Accordingly, Lorraine Hansberry’s