Significantly reduces use of fossil fuels farm machines and transport of crops Makes use of abandoned or unused properties No weather related crop failures Offers the possibility of sustainability for urban centers Converts black and gray water to drinking water Adds energy back to the grid via methane generation Creates new urban employment opportunities Reduces the risk of infection from agents transmitted at the agricultural interface Returns farmland to nature, helping to restore ecosystem functions and services Controls vermin by using restaurant waste for methane generation No-cost restoration of ecosystems: The best reason to consider converting most food production to vertical farming is the promise of restoring ecosystem services and functions This belief stems, in part, from numerous anecdotal observations as to the current biological state of some territories that were once severely damaged either by now-extinct civilizations or over-farming, and, in part, from data derived from National Science Foundation-sponsored long-term ecological research program LTERbegun inon a wide variety of fragmented ecosystems purposely set aside subsequent to an extended period of encroachment The following case studies will serve to illustrate these points.
Scott Mandel The students entered the computer lab and immediately moved into their cooperative learning groups. Their topic of study involved an investigation of how people adapt to various climates and topography in their quest to create adequate living conditions.
Within this particular cooperative learning lesson, the students' immediate task was to determine the types of clothing and equipment necessary to bring with them for a hypothetical trip to various spots around the globe.
The problem that they faced was that they were required to make their decisions based only on the climate and topography of that particular location. The source of their material was to be a virtual field trip experience on the Internet. The information and material they subsequently acquired would be synthesized into their overall study of human adaptability.
Prior The development of the internet essay the session, the teacher had created a virtual field trip Web site for his students, uploaded onto the school computer network. The site included links to previously selected Internet addresses of locations which visually exemplified the material he wished his students to experience.
Each two-student team logged onto the assignment-created Web site which appeared as a weather map of the world. Various sites were designated as places for the students to click on and "visit.
The groups subsequently determined the various areas to visit, based on their personal choices. They each had a "topic sheet" of subject areas and concepts for which to search and answer, which would then form the basis of a later classroom discussion.
Some of the experiences related by the various groups included: One group clicked on the Bahamas and were met by a hurricane, thanks to the Web site on a typical northern hemisphere hurricane. At this site, they were able to discover meteorological steps involved in the development of hurricanes, see pictures of hurricanes in action, learn about the long recorded history of hurricanes, and investigate other variations of serious weather conditions, such as tornadoes and thunderstorms.
Another group visited one of the islands in the Pacific rim, where they were faced with an active volcano as portrayed at the Hawaiian Volcano Observatory.
This site presented the students with pictures of various currently active volcanoes and the destruction they wrought especially from lava and earthquakes. The site also included a section describing how volcanoes work and the general hazards posed by volcanoes to cultures that live in their vicinity.
A third group faced the harshness of one of the world's numerous deserts through the Web site Bright Edges of the World: The Earth's Evolving Drylands. The site described in both text and pictures the status of various arid regions around the world, the animal and plant life that the region supports, and the fate today of that particular area due to human encroachment.
A different group investigated the unusual living conditions within the rain forests of Brazil using the Web site Amazon Adventure. At this location, the students were able to study the various aspects of life in the heart of the rain forest, both human and animal.
This particular site also allowed the students to take on the roles of explorers as they learned about life within that environment. At the end of this Internet session, all of the students reported that they had a significantly better understanding of the adaptability of different peoples to their environment.
Much of this new perception was a direct result of their miscellaneous experiences on this virtual field trip of climates and topography around the world. Virtual field trips—field trips taken online—can take a student to locations too far away to travel to or too expensive to visit.
Virtual field trips can take a student back in time, into outer space, or into the microscopic world. A virtual field trip, if done correctly and in an educationally sound fashion, can provide many of the identical cognitive and affective gains that an actual real-life field trip can provide.
See Buettner,and Goldsworthy,for accounts of how students incorporated the Internet into their classroom field trip experiences. The trick is to give the activity the same care and credibility as one would give to a real-life curricular excursion.
Simply going to an interesting Web site would not constitute a curricular field trip in and of itself, just as an off-campus excursion to an amusement park would have limited curricular value although there have been teachers who have attempted to justify a trip to an amusement park as a study of the gravitational forces exerted on the human body through the experience of a roller coaster ride.
If a virtual field trip is conducted in the same meticulous fashion as a real-life field trip, students should be able to acquire the same cognitive and affective gains that previous research has found.
When this is possible, an entirely new world of experiences will be opened to all students regardless of the school field trip budget, as they can all experience firsthand the potential of the Internet as a valid curricular device. Unfortunately, not many of these online excursions currently exist on the Internet, and those that do exist are often filled with more "glitz" than with substance.
Still, a growing number of sites are currently online, many of which can be incorporated into the curriculum in some fashion. Most of these "packaged" virtual field trips are sites which are already constructed and available online "as is" without personal curricular adaptations.
Packaged field trips generally fall into three basic categories: An example of this type of site would be the many virtual excursions to Hawaii. These sites serve as a way for the organizations to present their particular point of view to the public, and to educate those who visit the sites.
An example of this type of site would be the virtual excursions to a rain forest or to other various animal habitats.Albert Camus (—) Albert Camus was a French-Algerian journalist, playwright, novelist, philosophical essayist, and Nobel laureate.
Though he was neither by advanced training nor profession a philosopher, he nevertheless made important, forceful contributions to a wide range of issues in moral philosophy in his novels, reviews, articles, essays, and speeches—from terrorism and.
Credit This essay is a preprint of the author’s original manuscript of a chapter to be published in Netland and Powell (eds) () "Routledge Companion to Lean Management". Below you will find five outstanding thesis statements / paper topics for “Frankenstein” by Mary Shelley that can be used as essay starters.
Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback. Sustainable development is the organizing principle for meeting human development goals while at the same time sustaining the ability of natural systems to provide the natural resources and ecosystem services upon which the economy and society depends.
The desired result is a state of society where living conditions and resource use continue to meet human needs without undermining the. A comprehensive, coeducational Catholic High school Diocese of Wollongong - Albion Park Act Justly, love tenderly and walk humbly with your God Micah