Issues Within the Discipline of Forestry :: Environment Conservation Growth Agriculture Paper

Issues Within the Discipline of Forestry The idea of forestry in the sense that we know it today is only about four hundred years old. Forestry developed mainly out of the need for a continual supply of wood products. There were a few forest reserves for hunting or preservation in Europe, but the idea of managing a forest for a number of resources is quite new. There are four stages that almost all societies have gone through when trying to develop this idea of forestry. The first stage has to do with the unregulated abuse of forest products to be used as energy, building supplies and also to be cleared to make way for agricultural land. This creates a kind of domino effect on forests everywhere. The overexploitation of regional forests means there will be a scarcity of products that are considered valuable, which in turn leads to the abuse of more outlying forests and the overexploitation of them and so on and so forth. In the United States this stage was seen with the colonization of America. Colonization began in the eas tern U.S. and as a result led to the destruction of forests there. People needed forest supplies to build their homes and farms, and when the regional forests were almost depleted they began taking resources from outlying forests (Kimmins, 1992). The U.S. prior to colonization had an estimated one billion acres of forested land. By the year 1900 that area had been reduced to 567 million acres (Berger, 1998, p.29). After this initial stage of carelessness is recognized there is a stage of regulation in order to make certain that the forests will be maintained for resources and other values. This is the point where the idea of forestry begins. Hamish Kimmins in his book Balancing Act: Environmental Issues in Forestry states this about the second stage, "It usually involves a centralized, authoritarian, non-ecological, administrative approach based on legislation and regulation rather than on a knowledge of how forests grow, how they respond to management, and how ecosystems function" (Kimmins, 1992, p.50). This administrative approach usually ends up failing, and there is recognition that management will only work if techniques that are in tune with the ecological characteristics of the area are taken into account. This stage was evident in the United States when the U.S. Bureau of Forestry was created in 1891 (Kimmins, 1992). The third stage is the promotion of an ecologically sound method to forestry. Issues Within the Discipline of Forestry :: Environment Conservation Growth Agriculture Paper Issues Within the Discipline of Forestry The idea of forestry in the sense that we know it today is only about four hundred years old. Forestry developed mainly out of the need for a continual supply of wood products. There were a few forest reserves for hunting or preservation in Europe, but the idea of managing a forest for a number of resources is quite new. There are four stages that almost all societies have gone through when trying to develop this idea of forestry. The first stage has to do with the unregulated abuse of forest products to be used as energy, building supplies and also to be cleared to make way for agricultural land. This creates a kind of domino effect on forests everywhere. The overexploitation of regional forests means there will be a scarcity of products that are considered valuable, which in turn leads to the abuse of more outlying forests and the overexploitation of them and so on and so forth. In the United States this stage was seen with the colonization of America. Colonization began in the eas tern U.S. and as a result led to the destruction of forests there. People needed forest supplies to build their homes and farms, and when the regional forests were almost depleted they began taking resources from outlying forests (Kimmins, 1992). The U.S. prior to colonization had an estimated one billion acres of forested land. By the year 1900 that area had been reduced to 567 million acres (Berger, 1998, p.29). After this initial stage of carelessness is recognized there is a stage of regulation in order to make certain that the forests will be maintained for resources and other values. This is the point where the idea of forestry begins. Hamish Kimmins in his book Balancing Act: Environmental Issues in Forestry states this about the second stage, "It usually involves a centralized, authoritarian, non-ecological, administrative approach based on legislation and regulation rather than on a knowledge of how forests grow, how they respond to management, and how ecosystems function" (Kimmins, 1992, p.50). This administrative approach usually ends up failing, and there is recognition that management will only work if techniques that are in tune with the ecological characteristics of the area are taken into account. This stage was evident in the United States when the U.S. Bureau of Forestry was created in 1891 (Kimmins, 1992). The third stage is the promotion of an ecologically sound method to forestry.

Critical thinking Essay

1. What is the purpose of education? To transmit culture? To provide social and economic skills? To develop critical thinking skills? To reform society? I think that the purpose of education is to get the children ready for real life, and provide them the learning skills, and abilities that they will need. 2. What are schools for? To teach skills and subjects? To encourage personal self-definition? To develop human intelligence? To create patriotic, economically productive citizens? Schools’ purposes are major in every culture all around the world. In my eyes, schools are to educate the general public, young or old for survival in the next chapter in their life, a degree. They are taught the basic skills and subjects to maneuver on to college, or to start life. After the basics, they are taught more in depth skills and subjects. Schools aren’t good just for that. In schools children also gain life long friends, experiences and learn the social skills they need in life. 3. What should the curriculum contain? Basic skills and subjects? Experiences and projects? Inquiry processes? Critical dialogues? The curriculum should contain all basic skills and subjects, math, reading, language, writing, science, and geography. Then on a second level, to test the knowledge, and for student’s to learn from other students, projects should come in. As for experiences, I think that students that can relate, should share their experiences. It helps other students gain incite on another way something can happen; also it helps them understand more. 4. What should the relationship be between teachers and students? Transmitting heritage? Teaching learning skills and subjects? Examining great ideas? Encouraging self-expression? Constructing knowledge? Solving problems? The relationship between teachers and students should be more then just an authority figure. It should be on a friend level. But not too much. Just enough for comfort. I think teaching learning skills and subjects are priorities, as well as examining ideas. Self-expression should be encouraged. 5. When you have completed the above questions, review Chapter 4 and determine the type(s) of philosophy that your personal statements reflect. Include why you chose each philosophy. Dewey’s pioneer- Schooling that emphasizes problem solving and activities in a context of community. Making an doing ;history and geography; science ;problems. Montessori’s pioneer – Wide range of practical skills for life in urban centers, along with arts and sciences, and problem solving. Spontaneous learning; activities; practical, sensory, and formal skills; exercises for practical life.

Importance Of Diffusion Of Everyday Life - 1218 Words

Importance of Diffusion in Everyday Life Katelyn May University of Southern Mississippi Importance of Diffusion in Everyday Life Diffusion is important to organisms because it is the process by which useful molecules enter the body cells and waste products are removed. One way our body uses diffusion is, the digestion of food molecules. Diffusion causes a downward action of a concentration gradient, in this instance the molecules move from the intestine into the blood. There are many other ways diffusion is prevalent in our systems. Temperature is an important mechanism of diffusion. As temperature increases, so does the speed of diffusion. Temperature yields the rate of diffusion in a particular situation. Diffusion†¦show more content†¦But one example that many can relate to is the diffusion of smoke. Whether it is cigarette smoke, candle smoke, or smoke from cooking, it happens more frequently than we think. There are articles and journals on these topics that cover all the ins and outs that we would not even consider to think about at first glance. The topic of diffusion that is important and relates to most humans everyday life is cigarette smoke. Some smokers do not realize that when they smoke, it is not only harming themselves but everyone around them. The concept of diffusion is what causes second hand smoke. Instead of the smoke just dropping to the bottom or dissipating into the air, it diffuses and fills the air with many unwanted materials. Receiving second hand smoke is not genetically inclined unless a mother is smoking cigarettes while pregnant. The environment plays a role in distributing the smoke puffs in these scenarios. 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