Compare Chinese and Indian Creation Stories free essay sample

Creation stories or creation fantasies are accounts that clarify how things started; they are normally passed down many ages. In pretty much every culture all through the entire world there are an assortment of variants of creation stories since the longing to know the inception of things around us is a typical human impulse. In spite of the contrasts between the way of life and nations, numerous normal topics and components can be found in their creation stories. In Both Chinese and Indian creation stories the makers of the earth are both a male individual like figure with a vague foundation. Quite a while back the entire universe was mixed into a grandiose egg, inside the egg there was only haziness. Among these â€Å"Hundun( )† (a term was utilized to portray an undefined state in Chinese) there was Pangu( ) who was resting for around 18,000 years, at long last he woke up and feeling choked, so he chose to standup. We will compose a custom paper test on Look at Chinese and Indian Creation Stories or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Be that as it may; he was wrapped firmly by this egg shell and he couldn’t even stretch his arms and legs. He pulled off one of his teeth and transformed it into an enormous hatchet and broke the egg shell into two sections with a ground-breaking swing, the light piece of the egg continued flying and turned into the sky (Yang) and the substantial part continued sinking and turned into the earth (Yin). Pangu was stressed that the sky and earth would return and close once more. He chose to remain between them with his head supporting the sky and his feet on the earth, as time passed by he became taller and the sky and earth additionally got thicker every day. An additional 18,000 years passed. Pangu spent his entire existence and was persuaded that the sky and the earth could remain isolated until the end of time. At last he set down and out of nowhere his left eye turned into the sun, his correct eye turned into the moon; his breath turned into the breeze and voice the thunder; his hair and whiskers turned into the sparkling stars and his arms framed the ground and the mountains; his blood shaped the streams and muscles the dirt; his skin turned into the trees and blossoms, teeth and bones transformed into gold and minerals†¦ Similar to the Chinese Pangu creation story the Indian Pima’s creation story likewise began with a person like character whose name was Juh-wert-a Mah-Kai (â€Å"The Doctor of the Earth†). He was coasting in the unfilled murkiness and in the end chose to make the earth, the sun, the moon, the stars and in the long run the world that he was happy with. As should be obvious there are basic components or equals between the two creation stories. The two of them concurred that the world was made by an extraordinary being that had the heavenly powers and the formation of the earth both stumbled over awakening them. The two of them put resources into the fundamental components that existed on earth from themselves, for example, the sun, the moon and the stars. Also, it is anything but difficult to see that the sexual orientation of the makers was male which demonstrated that in both culture male was the image of solidarity and force. In old China this thought was significantly reflected since the male legacy was critical as they were the commanded ones in the general public. Female characters likewise assumed a significant job in both Chinese and Indian creation stories. After Pangu isolated the sky and the earth, there was a lady Nuwa( ) who was the main individual existing on earth. She was pondering near and attempting to discover somebody to converse with. Be that as it may, the fishes and the flying creatures couldn't get her. She felt so forlorn and as she halted by a lake where she saw her shadow reflected in the water, out of nowhere she understood that she required somebody like her on this planet, so she chose to make progressively people such as herself utilizing the yellow earth and mud close to the lake. She additionally made creatures out of them, for example, chicken, pooches, dairy cattle and ponies. This sort of mother figure can likewise be found in the Indian Iroquois creation story where in the upper sky world there was a pregnant lady who brought forth two twin young men. Both Nuwa and the Indian sky lady were female makers that made individuals without another male figure required since the creation stories were told some time before individuals comprehend the regenerative procedure and the people in these accounts were unclear animals that typically had irregular force. All the more critically the two of them underscored the essential duty of ladies in human culture as associated with organic propagation. It isn't difficult to see that there are likewise some basic occasions which occurred in both creation stories, for example, floods. After individuals were made by Nuwa, they began to duplicate posterity. Among them there were two characters-fire and water. There was a period that fire and water had a war. The four columns supporting between the sky and the earth crumbled which prompted the ascending of the seas and there was fire and floods all over. While Nuwa felt vulnerable that a monster turtle went to her and offered its legs, Nuwa had the option to utilize them to supplant the four columns and put them between the sky and the earth again and everything returned to typical. Anyway there still were a few harms, the sky was somewhat ilted towards the northwest side which was the motivation behind why the sun and the moon returned to the west toward the day's end. Additionally the earth was somewhat sunk towards the southeast which clarified that all the water and streams were running and assembling toward that path. In the Indian Puma’s flood story two snakes were made to attempt to stop the flood and the snakes were lying between the south and west, and after the flood individuals who were made in the story were settled down in various territories in same area where the Indians were discovered later on. The flood stories spoke to the diversion of the first earth that was made and clarified the foundation of the sets of nature and social orders. Turtle is likewise a typical animal in both making stories as we found in the Nuwa’s story and in the Indian Iroquois creation story an enormous turtle spared the sky lady and the back piece of the turtle developed into an island of earth. In Chinese culture turtle is frequently rewarded as a mysterious creature, and it is one of the four gatekeepers of the Chinese compass. It is ordinarily used to speak to life span and perseverance in numerous different legends from various societies since it has a long life expectancy and the strength of its back which was utilized as the ramifications for the starting point of the earth. All in all, the Chinese and Indian creation stories are fundamentally the same as in numerous angles. They clarified how the sky and earth were made from a condition of haziness or â€Å"Hundun†, and how was everything set up and restored on earth, and they additionally attempted to clarify nature marvels with a consistent sense before any logical clarifications were set up. They filled in as the establishments of the social structure for each culture and mirrored the religions and convictions in various societies. They are additionally utilized as incredible sources today for contemplating the starting points of the way of life. A few people today may take a gander at these accounts and discover them interesting on the grounds that it repudiates with logical realities and proof. Moreover, a portion of these accounts have been utilized for different purposes, for example, kid's shows, books, and pass on the way of thinking of life in a worthy manner that assumes a fundamental job in the public arena.

Revolution Essay Example

Notes on Cancer

Notes on Cancer Im taking 7.45 Hallmarks of Cancer this semester with Tyler Jacks01 director of the Koch Institute for Integrative Cancer Research, one of those buildings that course 7s and 20s spend a lot of time in and Matthew Vander Heiden.02 associate director at the Koch, practicing physician, and also he teaches 7.05 Thats such a cool sentence to type out. In the past, Ive had issues taking notes legibly03 hahaha I guess I should become a doctor :P XD hahahaha ROTFLMAO and abbreviating in a way that I can understand later when Im cramming studying the night before an exam. This semester, Im going to experiment with rewriting my notes after class. Heres attempt number one, for todays lecture04 its the first legit lecture so its maybe a little oversimplified on The Oncogene: Aaaaaaaaand heres the closest I can get to studyblr05 now that tumblr is effectively dead, are we still allowed to use the -blr suffix? levels of organization: Time to stock up on Staedtler Muji Sharpie pens of an unspecified brand, because this is not an ad. Post Tagged #7.45 Hallmarks of Cancer director of the Koch Institute for Integrative Cancer Research, one of those buildings that course 7s and 20s spend a lot of time in back to text ? associate director at the Koch, practicing physician, and also he teaches 7.05 back to text ? hahaha I guess I should become a doctor :P XD hahahaha ROTFLMAO back to text ? it's the first legit lecture so it's maybe a little oversimplified back to text ? now that tumblr is effectively dead, are we still allowed to use the -blr suffix? back to text ?

The Use of Steroids in Professional Sports Essay - 1499 Words

The Use of Steroids in Professional Sports They’re among the world’s most controversial drugs. Not Heroin, Ganja, Coke or Crystal Meth, but Anabolic Steroids. Steroids are medical treatments that come in two varieties: Anabolic Steroids and Corticosteroids. These are both synthetic versions of hormones produced naturally in the body but they perform two completely different tasks. Corticosteroids are used by doctors to decrease inflammation. Anabolic Steroids are the familiar term for the synthetic version of the male sex hormone testosterone. Its technical name although, is Anabolic-Androgenic Steroids (AAS). â€Å"Anabolic referring to muscle-building and Androgenic referred to increased male sexual characteristics,† defined by the National†¦show more content†¦Anabolic Steroids are taken by athletes to increase muscle mass while decreasing fat rapidly and efficiently. They can push the physiological limits of the muscle, making it bigger, faster and stronger than it can get naturally. Steroids achieve this affect on the body by enhancing the natural process of muscle building. The use of steroids has had a negative impact on the lives and careers of many athletes, causing suspensions, bans, and even the loss of medals and other awards and records earned in international events. A few of the high profile athletes whose lives and careers by their anabolic steroid use include: Barry Bonds, Lyle Alzada, Jose Canseco, Ben Johnson, Chris Benoit, Roger Clemens, Marion Jones, Alex Rodriguez and Lance Armstrong. Steroids cannot only affect its users and abusers, but may also affect those who associate with them. In a recent documentary about Lance Armstrong called The Armstrong Lie, it’s revealed of many people who were ruined from trying to cross him. From interviewers, to other cyclists and even his own former teammate Frankie Andreu. Andreu who played a role in the USADA’s investigation of Armstrong’s doping practices by testifying in the case revealed that after doing so a lot of people wouldn’t look at him or even shake his hand because of his allegations and he felt as though he was shunned from the planet. Lance Armstrong mislead and deceived his fans and the world in what isShow MoreRelatedThe Use of Steroids is Banned in Professional and Organized Sports533 Words   |  2 PagesFormer NFL superstar and Hall of Famer, Lawrence Taylor once said, â€Å"Steroids are for guys who want to cheat opponents.† The use of steroids is banned in professional a nd organized sports. Performance enhancing drugs should not be accepted in professional sports. Performance enhancing drugs also known as PED’s, violate rules, give players an unfair advantage, and send a terrible message to young athletes. There are many types of PED’s but the main two are Lean Mass Builders and Stimulants. 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Due to the amount of people using performance enhancing drugs in pro sports today, most people when they hear â€Å"Steroids† they think of huge men or women with big bulging muscles. Steroids have been used throughout sports in every way in almost every sport. I think that the professional athletes that use performance enhancing drugs should be able to use t hem since they are getting paidRead MoreDrugs Should Be Banned For Professional Sports1211 Words   |  5 PagesDrug Use In Sports Ninety-eight percent of professional athletes say that they would take performance enhancing drugs if they didn’t have a chance of getting caught. Performance enhancing drugs, or PEDs, or steroids, have been around since 776 BC when the Greeks would use them to improve their performance in the Olympic Games. During World War II, the Germans, including Hitler, would take steroids to make themselves stronger and more aggressive. The Americans, British, and Japanese also began to

Outrageous How to Write an Introduction for an Essay Samples Tips

Outrageous How to Write an Introduction for an Essay Samples Tips If you wish to convince your readers, be certain you present information in an excellent manner that may be read easily. When some students like providing a great deal of information in the debut, it is a good idea to be brief and direct. The introduction usually starts out with some kind of background info. Though your introduction has to be short, it also needs to convey a great deal of information. Since it is not uncommon to deviate from your outline, make certain your introduction is in accordance with your completed essay. The introduction is the initial region of the essay the examiner will read and it'll give them a decent first impression of what things to expect in the remaining part of the essay. Finally, it provides an overview of the essay by stating how the essay will be developed. Essay introduction is your roadmap for the full essay. 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One of the absolute most essential things in the academic essay is making the very first paragraph correctly. It's possible fo r you to follow this kind of approach or not, but be sure first sentences of the essay body are logically associated with the very last words of the introduction.

Impact of Climate Change on Food Security Free Essays

[pic] [pic] CASESTUDY: SOLOMON ISLANDS NAME: LIZZIE IMMACULATE. TEGU ID #: S11053489 Course Code: GE302 DUE DATE: week -13- 2011 Lecturer: Dr. Tamarisi Yabaki INTRODUCTION Agricultural sector was the most important sector for the economy. We will write a custom essay sample on Impact of Climate Change on Food Security or any similar topic only for you Order Now It accounts for approximately 30% of the GDP. Agricultural export is a major source of export earnings and it is the main source of employment and livelihood in the rural areas. Agriculture consists of three sub-sectors: subsistence smallholder farming, a commercial sub-sector, and large plantations (Central Bank of Solomon Islands, 2006, Annual Report 2005). On the other hand, the climate of the Solomon Islands is changing and people are now experiencing increased in intensity or severity of extreme events like cyclones, storm surges, floods and droughts. These extreme events are causing substantial damage to agriculture and associated infrastructure with negative impact on food production. In which, There is increasing concern over the consequences of climate change on food production amongst the Pacific Island Countries, Solomon Islands for instance. Already, the changing weather patterns is having some effects soil fertility, pests and diseases, increased heat stress on plants, changes in rainfall and soil moisture, salt water incursion from rising sea-levels and increased damage on agriculture and crops from extreme weather events (Baragamu, G. 2008). Well, in this report it will focus on the effects of climate change on the agriculture expansion in Solomon Islands. However, the research will concentrate looked at the food security and land specifically apart from livestock, fisheries, and forestry as a part of agriculture as well. Besides, the research looks at how effects of climate changes affect land , and result in lessen of food crops such as taro, banana, sweet potatoes, Pineapple, coconut, and so on. Statement of the problem Well, this research project will mainly focus on the climate change and its effect on the agricultural expansion in SIDS. The problem that this research tried to find it out is that, how do the SIDS will cope with drastic effect of climate change if there is no enough land left for agriculture to expand, for example low-lying lands are covered due to sea-level rise Ontong Java for instances. And also what happened if the crops are affected due to increased of temperature, and humidity where it encourage the plants to die out due to lack of underground water, and also encourage of pests to damage the crops, whilst it lessen the agricultural productions in the country. It leads to downfall of the GDP of the economy, poverty that people will experience. In which it is a problem for Solomon Islands, therefore these research will investigate on the problem, and come with a possible solutions to help them to deal with problem. Significance of the study The significance of this research is that, to find out the most problems, and challenges that face by the Solomon Islands in terms of their agricultural expansion as result of climate change, and how it halt the agriculture development at the community basis or level and to provide some possible solutions to help them to cope with the changing climate. BACKGROUND INFROMATION The country had an estimated population of 508,000, there were nine provinces in the country Malaita is the most populous and Renbel the least populous. The population of Solomon Islands is predominantly Melanesian (about 95%) although there are smaller Polynesian, Micronesian, Chinese and European communities ( Solomon Islands national census statistic, 2007). Moreover, the economy is largely dependent on agriculture, forestry, and fishing. For a high proportion of the population (mainly village-based), the Solomon Islands economy involves the production of subsistence foods and other items for personal consumption. The main item of production for cash at the village level is copra (the dried flesh of coconut), but also significant in some areas is cocoa, market vegetables and marine products including fish and shells. Export commodities include gold, copra, wood and fish products, and cocoa (Judith A. Bennett 1978) Solomon Islands is a low-lying coastal country that shares similar sustainable development challenges, including small population, remoteness, susceptibility to natural disasters, vulnerability to external shocks, and excessive dependence on international trade and foreign aid. Besides, Solomon Islands have particular problems and concerns in dealing with the effects of climate change, variability and extreme events, and Climate change will be a major impediment to the achievement of sustainable development in Solomon Islands. As all economic and social sectors are likely to be adversely affected, and the cost of adaptation will be disproportionately high, relative to gross domestic product (GDP) (World Bank, 2000). GEOGRAPHICAL LOCATION INFORMATION The Solomon Islands is located between latitudes 5o South and 12o South and longitudes 1520 East and 1630 East in the Pacific Ocean, encompassing a total land area of 28, 785 square kilometres (km-2) and an Exclusive Economic Zone(EEZ) of 1. 34 million km-2. The land area of the Solomon Islands consists of a double chain of six large islands that make up total 997 islands. The double chain of islands is described as a fragmented island arc situated along the boundary between the Ontong Java Plateau-Central Pacific Basin and the Solomon Sea-Woodlark-Torres Basins. A composite basin separates the double chain of islands that make up the main archipelago of the Solomon Islands and is the segment of the Melanesian Island arch complex that separates the Pacific Ocean from the Coral Sea and Solomon Sea (Geography. about Solomon 2005). Map of Solomon Islands [pic] Source:http://maps. google. com/maps? hl=enbiw=1276bih=820bav=on. 2,or. r_gc. r_pw. wrapid=tlif130062192869311q=google+map+of+solomon) OBJECTIVES OF THE RESEARCH †¢ To find out the effects of climate change on the agricultural production specifically on the food security. To find out whether the halt of agricultural expansion affect the livelihood and nation as a whole. †¢ To find out the challenges or problems that Solomon Islanders or farmers were facing due to climate change. †¢ To determine adaptation and mitigation strategies to cope with the effect of climate change, local and national level. LITERATURE REVIEW According to Kenneth M, and Joel S (1995), they highlighted that agricultural production could decrease in many countries, low-lying land; particularly in deltas could inundated by sea-level rise. Thus, they said that, climate change could cause developing countries to fall farther behind developed countries. In which they provide examples, that agricultural output in many developing may be reduced by climate change compared to what it would be without it, while many developed nations could have increased output, because high dependence on climate sensitive systems, and rapid population growth, cause developing countries will be more vulnerable to climate change than developed countries. Besides that, he mention that, countries with large agricultural productions in deltas, such as Egypt, Bangladesh, and China are particularly vulnerable for a 1m sea level rise, in which he people will be at risk because they depend on agriculture for food and monetary purposes. In which Solomon Islands experience the similar problems as stated by the two authors. Well, in addition to that, in the coming decades, many low-lying areas, and plain areas in Solomon Islands will almost certainly suffer from more frequent and intense droughts and floods, which will reduce yields and potentially fuel forest clearance. Moreover, according to Aalbersberg, W. , Nun, P. D. , and Ravuvu, A. D. (1993), stated that climate change has the great effect on agriculture in a sense that increased temperatures will cause heat stress on many plants, and increased evaporation may lead to increased drought, especially in drier areas during the dry season. Besides that, increased atmospheric carbon dioxide will increase plant growth; faster growth will also lessen time maturity. This could decrease yields and perhaps food values. Weeds will also grow faster, competing with plants for water and soil nutrients, and areas of agriculture would shift. Due to warming upland area could be planted with crops that previously could not be grown there. Sea-level rise will claim coastal land that is currently for agriculture through inundation or salination where it affect the expansion of agriculture whilst it cause the price to accelerate, and the economy of the SIDS will be drop. To more extent, other factors affecting agricultural output may change in a warmer, more humid south-west Pacific. The occurrence of agricultural pests may increase causing lower yields and increased loss during storage. His sum up with one statement which is,† Farmers are likely to be less productive as temperature and humidity increase†. Well, there are ways that the authors highlight to mitigate climate change in terms of agriculture, for example Network internationally, it was global research to find out cultivars that are less sensitive to heat, salt and drought stress, and it required technological developments that help us the pacific to address these problems. However, it is not applicable for the Solomon Islands for instance, because it was very expensive in sense that it required professionals to deal with this kind of experiment and very demand. And also, they didn’t seen the underlying issues of resistance to heat, salt because pacific islands are surrounded by oceans, and even though they find those cultivars but they do not suite the climate conditions in the pacific. The gap of this research is the way forward to achieve the sustainable agriculture where it not cause climate change on the other hand whilst it will adapt to the changing environment rather than emphasis on the sophisticated technology with the solutions that cannot applicable for the SIDS, Solomon Islands for instance. Nevertheless, look carefully on the simple methods that agriculture could expand but does not create any green house gases as well. METHODOLOGY The completion of this report was extracting from a wide Variety of sources, which included quantitative and qualitative data. They highlight below under each sub-heading. In addition, the sample size of the population that interviewed are fifteen (15) both students and working staff for supporting ideas for substantiate some ideas gathered from the secondary sources. Quantitative Method Quantitative is a numerical data in which it is gathered and collected from the interviewees and from the secondary sources; for example, collected data from the internet about the total agricultural production that damaged due to effects of climate change. Besides, collected trend of temperature, and also the amount of rainfall from each meteorological station in Solomon Islands. Hence, the information gathered, and the sources of information will be summaries in the table below. Sources |Types of information |Primary data |Secondary data | |Internet |Total agricultural production that damaged | | | | |Trend of temperature | | | | |Amount of rainfalls | | | | |Rate of change in sea level height | | | However, there were difficulties and challenges faced during the collections of figures, in which the figures collected from the internet and books were general to understand and analysed in order to pick out the relevant figures. Besides, the sample size of the rese arch did not achieve the accurate results because the sample size was very small. QUALITATIVE METHOD Qualitative is normally non-numeric data in which it gathered during data collection. There were many sources of information collected through websites, books, Library, interviews, observation and so forth. Below summaries the types of information gathered and their source. Sources |Types of information |Primary data |Secondary data | |Internet Grounded theory |Information for the literature review | | | | |Google pictures of the site | | | | |Effects of climate changes | | | | |Impact of climate change | | | | |Geographical information for Solomon Islands | | | | |Relevant information on the effects of climate change | | | | | | | | | | | | | |Library books |Literature review | | | | |addition information on the topic | | | |Interviews questionnaires |Effect of climate changes in Solomon Islands | | | | |In terms of the agricultural productions specifically on food| | | | |secur ity | | | |Suggestions of new strategies adaptations for development | | | | |sustainability | | | |Observation |Damaged of crop productions | | | |Lecture handouts |Report format | | | However, there were difficulties and challenges faced while searching for the information because there was very general information gathered for the literature review. Besides, the questionnaire are not properly answered due to some students did not understand what climate change is. To more extent, the questionnaires are delay to give it back, thus it delayed to complete my report in time. Despite of the challenges and difficult faced, the information was accessible and available. RESULTS AND FINDINGS Solomon Islands has a climate humid and warm with mean daily maximum temperature of about 300 ? C and a mean daily minimum of about 230 ? C. Rainfall distribution is quite varied with annual average rainfall normally ranges from3000mm to 5000mm. Often drought in the country is associated with the El Nino Southern Oscillation phenomenon (ENSO). From about December to March, a period of west to north-westerly monsoonal winds and abundant rainfall can expected as well as a period where tropical cyclones form and affect the islands. The south-east trade winds (SE trades) blows from around May to October and trigger higher rainfall particularly on the windward side of the islands (http://www. SolomonIslandsNapa. pdf. com). Figure 1. 0. Shows The annual mean temperature trends for two locations indicate a warming trend since the 1950s. This is consistent with warming trend elsewhere in the Pacific islands region. [pic] [pic] Source: http://www. SolomonIslandsNapa. pdf. com The above two figures obviously indicated the warming trend of two main stations in Solomon Islands since 1950. The best fit maximum temperature approximately starting from 29. 0 C and gradually upward, while the minimum temperature approximately from 22. 0 C and upward. So by telling that because of the mean, it seen the temperature was gradually increasing with respects to the number of years. Therefore, because of the positive changing in temperature it would actually decreased yields of agriculture crops especially taro, potatoes and so forth on the coastal lowlands, and fires can also result from burning of debris in shifting agriculture systems. Moreover, The Fourth Assessment Report of the Intergovernmental Panel on Climate Change (AR4) estimates that sea-level rise over the last century was 1. 7+ 0. 5mm/yr. However, from 1961-2003, the average rate of sea level rise is estimated at 1. 8+ 0. 5mm/yr. Global projection of sea level rise estimated by AR4 ranges from 0. 18m to 0. 59m (IPCC 2007). Thermal expansion accounts for about 75% of the total sea level rise (http://www. SolomonIslandsNapa. pdf. com). Figure 2. 0. Shows the rate of sea level rise in the last 10 years up to 2006 from satellite records. In the southwest Pacific (Melanesia region), the rate of change of sea level height as measured by satellites over the 10 years was at 8-10mm/yr, approximately three times the global average. In more recent measurements of sea level in Solomon Islands from 1994 up to June 2008, indicates the net relative sea level trend at 7. 6mm/yr, which two-time average of the trend up to June 2007. [pic] Source: http://www. SolomonIslandsNapa. pdf. com It clearly, shown above in the global map with respects to scale and colour signify the raising sea level due to the climate change. Moreover focuses ainly on Pacific Ocean especially Solomon islands, and from the map, Solomon Islands is located between latitudes 50 South and 120 South and longitudes 1520 East and 1630 East in the Pacific Ocean. So the color that represent the region is somewhere between the scales reading of 3-9 mm per years. So evidently, Sol omon Islands facing the sea level rising which causes salt-water intrusion, storm surge and flooding in low-lying coastal areas of the main islands and the atolls such as Ontong Java are already threatening food crops and livelihoods. Figure 3. 0. While temperature records show a generally warming trend, rainfall records show a downward trend. Rainfall trend for seven meteorological stations in Solomon Islands. [pic] Source: http://www. SolomonIslandsNapa. pdf. com From the graphs above shows the rainfall trend for the seven meteorological stations in Solomon Islands from each year. Likewise, it showed the amount of rainfall from each provinces in Solomon Islands as well, where in some provinces the amount of rainfall were increasing from1960s , Auki for instance as shown in the map. Therefore, the above station evidently had shown the downward trend of rainfall due to the changing of climate. As compare to the pass years from 1950 the amount of rainfall increase, while in the current years the amount of rainfall going downward. The trend of best-fit line is downward, which indicate the decrease in amount of rainfall, and raise the temperature, where could change the pattern of the environment system. So this may result in high intensity storm events, increased evaporation and more pronounced dry seasons, could have severe impacts on agriculture crop production and intense rainfall during planting seasons could damage seedlings, reduce growth and provide conditions that promote plant pests and diseases. Moreover, below were the responses from the 15 interviewees on the effect of climate changes and its impact on the agricultural productions in Solomon Islands. Table 1. Show the number of the interviewees’ views on the objectives of the research topic. |Temperature |4 | |The effect of climate change on |Sea level Rise | | |agricultural expansion in Solomon Islands |Rainfall | | | |Cyclone |9 | | |Drought | | | |Flood | | | |Tsunami | | | |Storm surge |2 | |What will happen if the agricultural |Nati onal level |8 | |expansion decline? Less production to export | | | |Decreased in GDP of the economy | | | |Price of the production increase due to less supply | | | |Local level |7 | | |Less income earning | | | |Less production in the domestic market | | | |Decrease in food supply leading to the increase of prices, thus | | | |creating poverty to low ncome earners | | | |Rural villagers won’t make profit or money leading to the | | | |increase in poverty rate | | |Determine the challenges or problems |Decrease in food supply |5 | | |Increase in food prices | | | |Decrease in employment rate | | | |Poverty |3 | | |Diseases | | | |Hinder standard of living | | | |Water shortage for irrigation |1 | | |Decrease in GDP of the economy due to less agricultural |6 | | |production | | | |Decline in household purchasing power | | | |Decline in income basis for household | | |Determine adaptation and mitigation |Adaptation strategies |3 | |strategies to cope with the effect of |Di versify root crops. | | |climate change, local and national level. |Select crops and cultivars that tolerate stresses | | | |Increase support for plant breeding programs. | | | |Broaden genetic base of traditional food crops. | | | |Develop locally adapted crops. | | |Adopt agro-forestry practises. |5 | | |Promote low tillage and permanent soil cover on agricultural | | | |lands. | | | |Construct safe food storage facilities. | | | |Identify alternative food sources including imports. | | | |Research on farming systems including soil/land husbandry. | | | | | | | |3 | | |Mitigation strategies | | | |Promote adaptive management approaches. | | | |Increase public awareness about potential impacts on agriculture | | | |and food security. | | |Review breeding strategies and regulations concerning varieties |4 | | |release and seed distribution | | | |Support agriculture research especially on traditional food | | | |crops. | | | |Encourage and support local processing of food crops | | The table had shown clearly the views of the interviewee about the climate change in Solomon Islands. There a maximum of 15 people, response to the questions and their views a arranged above in the table. More over most of them their views a similar, because of the reality that occur now in the country Solomon islands. Thus, they grouped according to their similarities on the responses. Besides, you can see that many interviewees answer some of the questions and few students answer some of the questions, but it based on what they experience that they see in the Solomon Islands about the effects of climate change, some of their perceptions on the mitigations and adaptations as indicated above. Hence, some of their responses shown above are clearly stated that they really experience the severe effects of climate change in their homes in Solomon Islands, and suffered extensively from the impacts, western Solomon for instance where they heated by the Tsunami in 2007, in which they lived in poverty for a long period before they recovered. By saying this because, they lost their farms both subsistence and commercial farming, and the entire valuable belongings, house, and stuffs inside are damaged due to the drastic event. Figure 4. Shows the summary of the table into graph in percentage [pic] The pie chart showed the percentage of the responses, and by looking at the graph, it showed that, 75 percentages of the responses were strongly agreed that effect of climate change had a great impacts on food security, 20 % of the responses were fair in weighing the effects of climate change and other factors. And 5 % they did not sure of the effects of climate change on food security. EFFECTS OF CLIMATE CHANGE ON THE AGRICULTURAL PRODUCTION AND EXPANSION IN SOLOMON ISLANDS Table 2 a. Table shows the effect of climate change on agricultural productions that collected from the interviewees’ views and from other research findings in Solomon Islands. |Direct effect of climate change |Impacts | |Cyclone |Increased intensity/frequency of cyclones could have dramatic effects on agriculture and food | | |production that often lasts for many years. | |Also, after the immediate effects, pests and diseases could come in later damaging the newly grow | | |crops. | | |For examples, Cyclone Namu in 1986 had dramatic effects on commercial agriculture (palm oil and rice)| | |in Solomon Islands, particularly rice production has not recovered, and there is now a heavy reliance| | |on imported rice. | | |Rural people experienced downfall of food security due to the event. |Drought |Drought in different localised parts of the country, as influenced by ElNino and La Nina in 1987 | | |people experienced a long period of droughts , had a great impacts on food production | | |cause crops to die due to less underground water for the crop to absorb | | |Agricultural systems were seriously affected by drought conditions, and increased air temperature. | | |Coconut trees and pandanus trees, which are most resilient to dry conditions, wither away during | | |prolonged droughts. Other crops breadfruit, banana and Giant swamp taro are in a worse state | | | | | | | |Floods |Cyclone Namu in 1986, flooding the crops both subsistence and commercial crops, decreased in food | | |security for the people, and export commodities as well. | | |Damaged the entire farm, e. g. the crops are underground. | | |Cause the root crops to rotten, e. g. cassava, sweet potatoes, taro, vegetables and so on. | | |Flooding low-lying coastal areas of the main islands and the atolls such as Ontong Java are already | | |threatening food crops and livelihoods. | |It lessen the production , and it affect the local markets in urban areas because less production | | |they sold in the market, and it cause the price of the crops to accelerated, where even the goods in | | |the shop are cheap as compared to the cultivated crops. | | |Storm surge and flooding in low-lying coastal areas of the main islands and the atolls such as Ontong| |Storm surge |Java, Tikopia, Anuta are alrea dy threatening food crops and livelihoods. |Tsunami | | | |Washed away crops, such as coconut, sweet potatoes, and vegetables and so on in the western part of | | |Solomon Islands in 2007. | Table 1b. Shows the indirect effects of climate change |Indirect Impact of Climate Change |Impacts | |Temperature |Increased temperatures – A correlation has been found between rising temperatures and decreased | | |yields of taro on the coastal lowlands of Makira (Legu 2006). Fires can also result from burning of | | |debris in shifting agriculture systems, Malaita, Solomon Islands. | | | | | | | |Changes in rainfall, high intensity storm events, increased evaporation and more pronounced dry | |Rainfall |seasons, could have severe impacts on agriculture crop production | | |Intense rainfall during planting seasons could damage seedlings, reduce growth and provide | | |conditions that promote plant pests and diseases | | |More pronounced dry seasons, warmer temperature and grea ter evaporation on the other hand could | | |induce plant stress reducing productivity and harvest and subsequently, affect food security. The | | |alternate scenario of increased rainfall could have equally severe impacts with waterlogged soils | | |decreasing agricultural production, while increased humidity and rainfall could provide ideal | | |conditions for the proliferation of a number of plant pathogens. E. g. Malaita province in Solomon | | |Islands | | |These conditions could lead to declining agricultural production and this would adversely affect | | |both the country’s economy and food security | | |Plants flowering earlier than usual while others are fruiting much later than normal during the past| | |3-4 years Pineable for instance. Southeast trade winds that were still blowing at end October when | | |traditionally this would have ended in August/September each year. Whilst these people agree that | | climate change may have something to do with these changes, it was difficult for them to determine | | |the extent such changes were influenced by climatic conditions and variations. | |Sea level rise |Sea Level Rise and Coastal Erosion is becoming more evident, reducing the area of land available for| | |agriculture either directly through loss of agricultural land or indirectly due to families moving | | |further from the coast and taking up agricultural land, E. g. western Solomon Islands, and artificial| | |Islands. | |This erosion also increases vulnerability of agricultural land to rapid onset disasters such as | | |cyclones and storm surges due to the reduction in the natural barrier functions from changes in | | |coastal profiles | | |Salt-water intrusion, storm surge and flooding in low-lying coastal areas of the main islands and | | |the atolls such as Ontong Java are already threatening food crops and livelihoods. | | | | The above tables summarize the results collected from the interviewees on the effects of climate change on the agricultural expansion, to the extent, food security. Well there were two tables above which is figure 1a and b, and they were categorize in two different sub headings which is direct effects and indirect effects of climate change as shown clearly. Seeing that they affected the food security in both ways, which is the Solomon Islanders are experience food insecurity and less production for export especially, cocoa, copra, and oil palm for instance. Take for example climate change affect our food security directly as shown above, where by the crops were damaged instantly at the spot when the event strike, and lessen the foods for the household and as well as the productions at the national level in the Solomon Islands. While indirectly effects happened in another way around, where as a result of the sea level rise, it cause salt intrusion and coastal erosion, which lead to less land along the coast for crops and cash crops, cocoa for instance to grow. Table 2: shows the crops that are vulnerable to climate change as stated by the interviewees. crops |Effects | |Taro |Easily destroyed by cyclone | |Sweet Potatoes |Damaged by flooding | |Cassava |Damaged by High intensity of rainfall and cyclone | |Cocoa |Damaged by flooding | |Coconut |Destroyed by sea level rise | |Pineable |High intensity of rainfalls where it delay the flowering , and as well as the harvesting | |Cabbage |Spoiled the leaves to rotten | |Giant swamp Taro |Cause to turn yellow colour due to salt intrusion, less underground water | |Yam |High rainfalls, and cyclone cause the crop to rotten, and damaged | |Pana |High rainfalls and cyclone | |Palm Oil |Flooding due to intensity rainfalls | This table showed the type of crops that are vulnerable to climate change, for example Taro, Cassava in which they can easily destroyed by the cyclones and high intensity of rainfall. During cyclones, there always be a strong wind and associate with heavy rain falls, whereby it totally damaged the taro leaves into pieces, and the breeze from the sea can cause the taro leaves to turn yellow due to the high intensity of salt, Thus, it cause the Taro corm to rotten. Besides, the strong wind also damaged the Cassava stalk. If the cassava is premature in which it affect the root crops to small in size for the stage of maturity or if not it cannot yield or have no root crops anymore, because it disturbed the growth. Moreover, cocoa, oil palm and coconut are the major cash crops in Solomon Islands; and, they highly vulnerable to sea level rise and flooding result from eroding of coastal land or coastal erosion where it dug the coconuts out, and flooding could wiped the cocoa and oil palm out due to the great force of the current. Along the same line, it digs the riverbanks and causes the cocoa along the rivers to wash down along the river. Figure 4: shows the percentages of agricultural productions that affected due to the effects of climate change from 2004 to 2007. [pic] Source: Central Bank of Solomon Islands, 2006, Annual Report 2005 The figure above obviously had shown the outcomes of agriculture production that was affects by the climate change as from 2004 to 2007 both subsistence and commercial. Well the output affects product was increases accordingly, like in 2004, the affected products percentage was 21%, 24% for 2005, followed by 25% for 2006 and 30% for 2007 and as it continues the percentage will increases accordingly. This is because of the changes in temperature and rainfall and the occurrence of tropical cyclones in Solomon Islands. Now day families and communities experience inadequate supply of food from their garden, which leads to the limited products supply due to the following experiences: †¢ Yield from staple fruits trees is not sufficient to meet the food needs of the population and this problem is exacerbated by natural cycle and weather pattern changes. †¢ Yield from roots crops is not sufficient to meet the food needs of the population because of declining soil fertility and poor choice of root crop varieties. †¢ Yield from supplementary sources of food (bush, and gardens) have declined because of climate change and sea level rise. †¢ Less production export in which it decrease the GDP of the economy In addition, coastal garden areas (mainly taro patches) were flooded by seawater for long period, and caused the swamp taro tubers to turn yellow and bitter rendering them not suitable for Consumption. Hence, Seawater flooding also affected the quantity and quality of potable water supply that could be exacerbated by drought conditions. Thus for Ontong Java sea-level change and its concomitant consequences are already being experienced. DISCUSSION Well agriculture sector was the backbone of the pacific islands countries, particularly Solomon Islands because it accounts and contributes in to the economic sector with higher percentage of the GDP. Not only that but it was also accommodated the daily and sustainability of earning for the rural people (Legu, M. 2006). Therefore, it is a concern for every people and well as government to take action, adaption and mitigation strategies on this issue of growing climate changes on the food security and agriculture production. Refer to figure 1. 0. It depict out the increasing minimum and maximum temperature of two main islands, Malaita and Guadalcanal of Solomon islands since the 1950s. Besides, the best fit maximum temperature approximately from 29. 0 ? C and gradually upward, while the minimum temperature approximately from 22. 0 ? C and upward. From that, you can see that best fit is continuously increasing from 1950s to 2007, likewise from 2007 to 2011 in which the temperature might 30. 0 ? C from the estimation from the figure. Besides, the figure 1. 0 was true because it back up the evidence from the interviewees, where they said that they experienced droughts, and hot session not like before. Where, some of the grasslands in Guadalcanal province were in flame, due to the friction between the grasses itself and the hot weather. These lead to the massive destruction on the crops due to the burning, and diminish the growth of the agricultural crops because of inadequate nutrients and ground water to the support the growth of the crops. Increased temperatures resulted in a correlation has been found between rising temperatures and decreased yields of taro on the coastal lowlands of Makira (Legu 2006). Fires can also result from burning of debris in shifting agriculture systems. For example, in 1997 and 1998 ENSO, people experienced a long period of drought , result in hunger due to poor quality of crops because they are affected by disease because they breed in dry session, sweet potatoes for instance, and so on, where only few crops have left, in which it reduced in food supply for the household consumption (Legu 2006). Besides, swamp water for the Giant swamp Taros were dried up, and they are dead due to no water for them to keep alive and as well rice farms. Whilst, it reduced in food security and even the production, rice for instance for both daily consumption and export were affected. Along the same line, in 2002, they experienced the long sunshine period due to effects of climate change, and it has the great effect on food security in a sense that increased temperatures will cause heat stress on many plants, and increased evaporation may lead to increased drought, especially in drier areas during the dry season, (Personal Interview of Dr. Morgan). Hence, it affected the food production to be less in the central market in Honiara, where it causes the price of the crops too expensive for the urban dwellers especially for the low-income earners. Moreover, according to figure 2. 0. It shows the rate of sea level rise in the last 10 years up to 2006 from satellite records. In the southwest Pacific (Melanesia region), and Solomon Islands is one of them. Likewise, the record indicates that from 1994 to 2008 the relative trend of sea level rise is 7. 6 mm per year for Solomon Islands (http://www. SolomonIslandsNapa. pdf. com). Well, estimated from 2008 to 2011 where the global trend of the seal level rise is 1. 1 mm per year, in which absolutely it rise to 11 mm according to the record from the estimation. In addition, sea level rise spoil the swamp Taros and cause intrusion to the leaves to turn yellow because it resist to salination, and even the corm of the swamp Taros (Kakake) are perished. Hence it affect the food security to reduce and some household experienced hunger during flooding, and diseases, because this food can substituted instead of high land taro, and sweet potatoes and so on for their survival. besides, it signifies that coastal land are eroding, where it reduced the size of the land to plant coconut and cocoa Plantations where they used to reside along the coast in which they found land areas to plant. To more extent, from the responses of the interviewees, it shows that sea level rise and Cyclones and storm surges was a major problem especially the low-lying coast in Solomon Islands especially, Ontong Java, Tikopia, Anuta, western Solomon, and northern Solomon. For example, a storm in early 2006 coinciding with high tides caused extensive floods on the two permanently inhabited islands, Luaniua and Pelau. And Ontong Java considered highly vulnerable to cyclones due to the high exposure and sensitivity to impacts from flooding, dependence on few crops (mainly coconuts and taro) and wind-sensitive house constructions. In addition, from the interviewees, especially the students from western part of Solomon Islands, they said that, they experienced the great massive of destruction on the agricultural productions and as well taking life of human. For example, in 2007, the Tsunami heats the coastal area in western Solomon and split the villages into half, and washed away the crops along the coast, and they experienced great hunger ever in their lives that they did not experienced in life before. (Personal Interview with students). Below is the picture of the Tsunami in 2007. [pic][pic] Source: by Calwin, 2007 As you can see from the picture above, the Tsunami split the Coconut Plantation, and all the coconut trees along the coast were washed away, and with their homes. The impacts result in coastal erosion, and eroded of the large area of land that planted by coconut and cocoa trees, and the sea come through the inner part of the land and washed ? part of the plantation away. Likewise, it results in shortage of supplies to the main centre for exporting, because less coconut and cocoa ripe fruits collected for dryer. Hence, it reduced the revenue coming into the country for increased the economy in terms of the GDP, this is because coconut and cocoa are primary products and main source of export from Solomon Islands. Well, it affected the household income basis because less income received from the selling of the dryer coconut flesh and dry and wet cocoa beans, result in hindrance for their livelihood in terms of living standard. Likewise, they suffered from the drastic event until today. Furthermore, agricultural productivity in PICs is heavily dependent on the seasonal rainfall. About 70% of the gross cropped area in the Pacific Islands is geographically located to benefit from rains in the summer season (November – April). Well, most of the rural population in Solomon Islands lived and cultivated crops in areas where annual rainfall was in the range 1800–3500 mm. In mountainous locations where clouds formed early in the day and reduced sunlight, human settlement and agriculture was generally absent. Localities where the annual rainfall was more than 4000 mm tend to be wet and have too much cloud covered for good agricultural production. The variation of the normal rainfall can have many impacts to the agriculture products like shift of rainfall patterns affect planting time, growing stages, harvest periods, post harvesting storage and drastically reduced the total yield (World Bank, 2000). Cocoa production is widely distributed throughout Solomon Islands, grown in all provinces except Rennel/Bellona, which makes cocoa the second most important cash crop after coconut. The high rainfall in production areas led to severe outbreaks of the Black-pod disease having devastating effects on production ( personal interviews with student). Agriculture and crop productions were under stress from these climatic factors but it remains difficult to predict the likely outcomes with certainty because of limited empirical data for the Solomon Islands. These can affected the local food consumption and the total exports of products per year, which also contributed to the decline in country GDP. Hence, by observation the most destructive impacts of excessive rainfall on agriculture infrastructure and crops are flooding and water logging. For example, Cyclone Namu in 1986 had dramatic effects on commercial agriculture (palm oil and rice), and in Solomon Islands, particularly rice production has not recovered, and there is now a heavy reliance on Imported rice (personal interviewed with Dr. Morgan, 2011). Another example, flooding in 2009-caused damage to gardens and the oil palm and other outdoor crops, these in fact lead to lose in output oil palm and other farmers loses. And affected the livelihood of the people both rural and urban dwellers, and even at the national level GDP for instance reduced because less merchandise to export (Lizzie Tegu, 2009). Below show some pictures in 2009 flooding in Solomon Islands and affected the outskirts of the Town Honiara, even further away from the City in Guadalcanal province. [pic][pic] Source: shot by Lizzie Tegu, 2009 These pictures have taken during the flood in 2009 but just outskirt of the cities, and only few but not all pictures. Moreover, from the analysis of the interviewees’ views or responses from the tables, it come with the summary that, absolutely the food security was rapidly reduced due to the effects of climate change that discussed above. Well, it shown that, Solomon Islanders facing a great challenges and problems but they do not realized the real effects on the food security, in which they experienced less food for household consumption, and some urban dwellers experienced the price of the crops were increasing so fast from year to year. Imagine that even the crops were very expensive than the proceed food in the shops in Solomon Islands, where the price should decrease because there was no Taxes, labour cost on the crops, but it shown that the productions is reduced but they do not know the exact causes. In addition, from some findings shows that there are great percentage lose from the agricultural production especially food security both in rural areas and outskirt of the city of Honiara. Where figure 4, give the actual data, each year the percentage of the crops were decreased due to cyclones, flooding, seal level rise, drought, and so on as indicate from the table above. As you can see below was the picture taken during the Cyclone that affected Tikopia, and Lordhowe (http://www. SolomonIslandsNapa. pdf. com). [pic] Source: http://www. SolomonIslandsNapa. pdf. om). From the responses, highlighted that, flooding was a major problem in Solomon Islands, Guadalcanal province where Honiara city is located, it have a great massive destruction on the Oil palm plantation, where it washed away the new seedlings and even dig out the big Oil palm trees and through the river to the seas. Where it results in low export of Oil palm to the global market and it really affected the GDP of the economy to fall and experience devalued in currency. Besides, the sweet potatoes, melons, vegetables were damaged and covered with ground, and it happen every year in Solomon Islands during heavy rains associate with cyclones. Where it affected the food security to reduce, and daily income of the people halt and it affected the purchasing power of the rural people for other necessities from the shops. The interviewees’ responses gave me clear picture that some of their places where they plant their crops covered with seas, Makira province in Solomon Islands for instance. Besides, the coconut and cocoa plantation really affected by the sea level rise because it would erode the coconut and cocoa trees into the sea and covered with seas today especially my home village, and it seen that the half bottom coconut was standing in the beach, but before there was a land mass that occupied with coconut plantations. Thus, it affect the owner of the plantations because their plantation size already reduce, and it can lessen the mature coconut fruits during their maturity stage to fall, where they can make 10 bags of coconut drier only to sell it for the Liver Company Limited for exporting. While before he can make 30 bags out of the plantation during one harvest. Likewise, it really shown the great changes on his output, and even the income he received also reduced as he expected for his family survival. Therefore, climate change was really a challenge to hinder the living of people in terms of the income they received from their productions, and to the extent, the production for exporting also reduced and it cause the GDP of the economy to fall. The adverse impacts on agriculture and food security are a major concern for many communities and/or villages. Evidence from changes in temperature and rainfall and the occurrence of tropical cyclones in Solomon Islands will have long-term effects on food production systems. MITIGATION AND ADAPTATION STRATEGIES Below are the suggestions from the interviewees and from other findings in Solomon Islands. a) National Food Security programme, food security issue is common to all service providers in the agriculture sector. b) Provincial Food Banks – To mitigate and prepare against the effects of climate change such as cyclones, tsunamis, floods, and pest outbreaks, provincial food banks must be established at strategic sites. c) Crop diversification – The introduction of various crops to boost food production and economic development in the country must continue. This activity can be one by all players in agriculture development. d) Tolerant crop species – salt, drought, high rainfall, etc. – Crop varieties that are tolerant to extreme effects of climate change must be identified and rapidly propagated and distributed to hot spots. e) Rapid Response to disasters – exotic pests and diseases outbreaks, floods – An agriculture rapid response center must be established to prepare for any disasters such as pest and disease outbreaks. f) Weather forecasting- Predicting outbreaks of pest and diseases on crops -Developing capacity and capability to predict weather patterns such as weather simulations and pest and disease outbreaks would reduce crop loses. ) Weather stations establishment at agriculture production areas – The establishment of weather stations at agriculture field stations would ensure that data on rainfall, sunlight, and temperature are kept. This information is critical for crop production. h) National Urban Fruit Tree Planting – Planting fruit trees in urban centers such as Honiara, Auki, Gizo, Kirakira, Buala, Lata, Taro, Tulagi, and Tingoa. This will serve two purposes; as a source of fresh fruits and as bea utification of the towns. It is vital for everyone in Solomon Islands to practices this adaptation and mitigation to improve their food security and even safe side during those drastic events happening in our country. Besides, Government must work hard by giving out people to give awareness or workshops on the type of system in order to implement in the communities in the provinces in Solomon Islands. CONCLUSION From the findings, it shown clearly that Climate change is a threat to Solomon Islands as it affected the livelihood of people both directly and indirectly in rural and urban areas in terms of hunger, decreased in household income, and affected their purchasing power because agriculture is the source of living in Solomon Islands. And, to the extent it affected the national level in the country as well due to decreased in GDP result from less merchandize export. Hence, Government and individuals should act on by looking for possible adaptation and mitigation strategies or adapt to the highlighted ones above to help each other, in order to minimize the impacts on the food security, and as well as the welfare of the nation. BIBLIOGRAPHY Aalbersberg, W. , Nun, P. D. , and Ravuvu, A. D. 1993. Climate and agriculture in the Pacific islands: future perspectives. Institute of Pacific Studies, Suva, Fiji. Strzepek, K. M and Smith, J. B. 1995. As climate changes: International impacts and Implications. Cambridge University Press. New York, USA. FAO. 2010. Collaborative Changes: A communication framework for Climate Change Adaptation and Food Security. Rome, Italy. Judith A. Bennett, 1978, Culture of Solomon Islands. Solomon printed limited, Honiara. Legu, M. 006, NCSA UNFCCC Stocktaking Report, Honiara, Solomon Islands. World Bank, 2000. Adapting to Climate Change. Vol. IV in Cities, Seas and Storms, Managing Change in Pacific Island Economies. Papua New Guinea and Pacific Island Country Unit, The World Bank. IPCC (2001). Climate Change 2001: The Scientific Basis, available on line at http://www. grida. no/ climate/ipcc_tar/wg1/. Accessed 6th August from: http://sustainableagriculture. net/wp-content/uploads/2008/08/nsac_climatechangepolicypaper_final_2009_07_16. pdf Accessed 6th August from: http://www. ceepa. co. za/Climate_Change/index. html Accessed 7th August from: http://www. washingtonpost. com/wp-dyn/content/discussion/2007/11/16/DI2007111601638. tm Accessed 7th from: http://www. faopacific. ws/Portals/167/publications/Current%20Updates/SAP%20publications/Vanuatu%20FAO%20climate%20change%20study. final. pdf Accessed 11th August from: http/siteresources. worldbank. org/INTPACIFICISLANDS/Resources/summary_Voulme_IV_test. pdf. APPENDICES Questionnaires 1. What are the effects of climate change on the agricultural production in your country? 2. Do you think that agriculture sector in your country seriously affect by the eff ect of climate change? (Yes or No). If yes, then in what way. 3. What are some challenges or problems that SIDS were face due to the halt of agricultural expansion? 4. How do your people cope with the challenges or problems face by climate change on the agricultural development? 5. Do you think that halt of agricultural expansion affects life and nation as a whole? Give your reason. 6. Does your country have some possible ways to deal with these issues? Yes or No 7. What are some possible ways or solutions to address the challenges or problems in your country? 8. Do you think that Agriculture contributes a lot in the economic growth of the country? State your reason. 9. Do you think that climate change is the major problem on Agricultural expansion in SIDS? 10. What do you think if the agriculture did not expand? 11. What are some ways to improve or increase the country is GDP if Agriculture is not progress well? 12. What are some suggestions that government need to implement in order to reduce the effect of climate change on agricultural expansion? 13. What are some of the effective methods that SIDS need to pursue in order to maintain their sustainability? 14. What are the effects on the livelihood of the people? 15. What is your advice for your Government as Citizen to address the issue? List of the Interviewees 1. Dr. Morgan 2. Simeon 3. Mike 4. John 5. Peter 6. Angela 7. Rodley 8. Calwin 9. Lavinia 10. Fred 11. Sau 12. Agnes 13. Emily 14. Matilda 15. Robert How to cite Impact of Climate Change on Food Security, Essays

Tsugumi. N. P. Sleeping Review Essay Example

Tsugumi. N. P. Sleeping Review Paper Essay on Tsugumi. N. P. Sleeping Japanese contemplatives in fact, at least one pick (only I did not read Ryu about him not say anything). So their idea to see the essence of things, events, man. See the soul. See the heart, the destination. Of course, Amber law, we are different from them)) Well, what Russian came into our heads to go (!) Admire the cherry blossoms ?! And the Japanese have things in order cherry blossom almost folk-recognized festival The same rock garden its meaning in the fact that, looking from a single point, it is impossible to see everything. Consider a perfect allegory: if you want to understand the world, yourself, another person, an event, an act look at it from different sides. And every time you see something different. It is only by combining these images together, you can try to understand the truth) So I think that the Japanese never give ready answers in their books. Description please! Trembling in the hands, giving the feeling of closeness, the reality that is (in my opinion, God only my opinion 🙂 is not the ultimate truth!) Japanese craftsmanship. They give a description of the event (often comprehensive In accordance with Garden theory stones;)), but do not give him the interpretation it is the reader should do himself, by virtue of his inner intuition, their sensitivity and the mood in the Japanese wave We will write a custom essay sample on Tsugumi. N. P. Sleeping Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Tsugumi. N. P. Sleeping Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Tsugumi. N. P. Sleeping Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Lets take Dostoevsky (I apologize in advance for zhutro simplified perception of his works!). Crime and Punishment: PPP commits an offense. Before us are pictures of his torment, anguish, inner struggle (note, not a killer power trip! Not the joy of accomplishment plan!) And so on. In the end, he goes to prison, there is at first nothing changes, then the same overtakes him inspiration, and he realizes how badly acted. Note that Dostoevsky us to this final, led initially! We initially it was clear that the PPP did badly that his theory is wrong. The question was, Dostoevsky bring his character to it or not Now imagine that the same story will flow from the pen of a Japanese writer PPP commits a crime -. Kill the old woman. Then, of course, is a description of the state of the hero after the murder. But the Japanese would not have written such dreams could not have written these torments, these hysterical disputes with Porfiry, Sonya would not be with her sermons. It would be a comprehensive description! And, I think that the killing of the advantages would be no less than the minuses. And the epilogue would have been As I have sometimes with Japanese authors I cease to internally understand a villain or a hero good! And because there is no evaluation of the author)) and villains show people far worse, and good people not the ideals Oh, something I signed :!.))) This is what I am!)) If the meaning is not seen from the perspective of Russian, it is necessary to look from the perspective of the Japanese! Immerse yourself in the contemplation of the paintings that you Yoshimoto offers and enjoy a dip in the world of her characters (Im talking like a preacher? :)))). And there just prividitsya something like: do not judge anyone, because it is still estimated incorrectly) or a mans world darkness never know its there! Or you want to know the truth look to 55I sides, and then thought, I need it?! This is somehow)))

Working in the 19th century essays

Working in the 19th century essays Working in the late nineteenth century Late in the nineteenth century, as the United States was recovering from the devastating effects of the civil war, poverty and famine began to strike the people of the country (pg 25). Financial panic sparked the beginning of a severe depression and the people grew restless as wages were being cut and the work place became more unsuitable for safe work (pg 25). Even though wages were almost too low to make ends meet, the rapid growth of immigration and the increase of unemployment gave the industry owners the opportunity to submit its workers to unfit workplaces and low wages. There were many effects of the industrial revolution, but weather the conditions were improving or getting worse depended on the perspective and position of the individual. The economic situations of the general population were improving, but still not comparable to the standards of today. Testimony of Workmen gave good sources on what the average worker thought about their job in that era. The bias in the testimony is most workers always feel they are worth more then the credit given to them. Another valuable source was Earnings, Expenses and Conditions of Workingmen and Their Families. Although this seems to be a great source of information on the time period about the money situation of the common worker, information could be questionable because they would like an appearance everything is good in order to maintain their power. Life was improving for most educated families backed by unions, but families lacking education and means to communicate due to immigration halted the ability to adapt and grow as hastily as the rest of the society. Since most immigrants were unable to communicate and understand the predominant language of the society, they did not have the opportunity to seek education due to lack of teachings in their native tongue. Plagued by no education, and no backing...

Powerful Plots 3 Expert Tricks for Building a Story Arc - Freewrite Store

Powerful Plots 3 Expert Tricks for Building a Story Arc - Freewrite Store The Ingredients of a Story Arc Authors are often divided over the issue of whether to plan out a whole novel in detail or just start writing - but one thing that all writers agree on is the need for a powerful story arc. Your story arc is what gives your novel structure and makes it satisfying for your readers. Without it, you have a story that meanders around, getting nowhere, and it doesn’t matter how beautiful your prose is - without a story arc, you’ll leave your readers woefully dissatisfied. The Ingredients of a Story Arc If you consult a dictionary for a definition of a story arc, you’ll see something like this: â€Å"(in a novel, play or movie) the development or resolution of the narrative or principal theme† (Oxford English Dictionary). As something that develops and then resolves, the story arc has a shape to it - and the things that give it its shape are rising and falling emotion and tension, and character development. When these ingredients are used effectively, you have a powerful story arc that keeps your readers hooked - which is what every author (should) want. As far back as Aristotle (4th Century BCE), the great writers have understood that the formula for an effective story arc involves a beginning, a middle and an end. The beginning sets the scene and introduces the characters and theme of the novel. The middle builds the tension and increases the emotional investment from the reader. Finally, the end provides a resolution. It doesn’t have to be a complete resolution (although some readers prefer that), but there does need to be some kind of resolution. Expert Advice on Creating a Powerful Story Arc 1. Build Your Story Arc with the ‘5 Ws’ Every writer should be familiar with the 5 Ws - Who, What, Where, When and Why - but you may not have realized how much power they can wield when you’re building your story arc. To get the most out of the 5 Ws, you need to ask yourself a set of questions that will guide the way that your plot develops: Who Questions: Who are your protagonists and how might they grow or diminish to create tension Who are your antagonists and how will their development impact on the narrative and your protagonists? Who in your cast of characters do you want your readers to sympathize with most - and how might subverting this create tension in your story arc? What Questions: What motivates your characters, and how might these motivations be challenged in the course of your story? What impact might misguided motivations have on your character - and how can this be used to create tension? Where Questions: Where does your story take place, and how might unexpected changes in setting cause difficulties for your characters and build the tension in your story? When Questions: When in your story’s timeline would it be most effective to raise the tension? When might your readers be least likely to expect something to occur that can build emotion and tension? Why Questions: Why will your readers be emotionally invested in your story - and how can you subvert this as part of your story arc? 2. Don’t Be Afraid to Break from Tradition There are, of course, different types of story arc - and while the rise-then-fall formula is one of the most popular formulas in use, there are also a number of archetypal plot arcs that have been successfully used by writers over the centuries. In fact, using an archetypal story arc can give your novel’s plot a lot more power since it breaks from what many readers come to expect. If you want to try using an archetypal story arc, you have five different options to choose from - according to researchers from the University of Vermont and the University of Adelaide. These have been classified into types of narrative: Rags to riches (rise) Riches to rags (fall) Man in a hole (fall then rise) Cinderella (rise then fall then rise) Oedipus (fall then rise then fall) A lot of these story arcs are based on taking your readers on an emotional journey. Rags to riches stories, for example, gain reader investment by creating a character that can be sympathized with and create a positive emotional journey of escaping hardship, which resolves with a typical happy ending. These types of stories are really popular - because they create a sense of hope and fairness. However, rags to riches stories have been so overused that readers are now demanding more, and the Oedipus type of story arc is the one that readers seem to reach for the most, closely followed by Man in a Hole story arcs. It can be helpful to create a visual representation of the different types of archetypal story arcs to help you plan these developments into your plot. For example, a visual representation story arcs in the study mentioned above looks like this: (Top Row, left to right: Rags to riches; Man in a hole; Cinderella Bottom Row, left to right: Riches to rags; (Icarus - the traditional rise-then-fall); Oedipus (Credit: Reagan et. al/ University of Vermont) With a visual representation of your story arc, it’s easy to plot on the main events in your story and uncover more opportunities for creating high emotional stakes. If you’re not one for detailed plot outlines, a visual story arc allows you to keep your writing following the story arc without having to plan out every chapter or scene. 3. Exploit the Power of Sub-Arcs Depending on the length of your story or novel, building sub-arcs, or lesser arcs into your story can be really effective. These sub-arcs can be in addition to, or as part of, your main story arc. For example, if you’re opting for a traditional rise-then-fall story arc, you could have a sub-arc that is based around a different theme in your story that follows more of a rise-then-fall-then-rise or fall-then-rise-then-fall format. Using sub-arcs helps you to build a stronger dramatic structure into your story and is really effective in keeping your readers on the edge of their seats as they read. There are a lot of benefits to using sub-arcs in your stories, too. For example: You can create different types of tension at different points in the story - for example when the tension is lessening in your main story arc, you could build tension in a sub-arc to maintain your readers’ engagement. You have more opportunities to develop your characters and make your readers more invested in them. You can create multiple situations where it seems like your characters have everything to lose - which creates even more dramatic tension. When you’re using sub-arcs, creating a visual outline of your novel is pretty crucial. Building sub-arcs into your story can be complex, so it’s important that you’re able to see where you are in both the main story arc and your sub arcs - or you could end up with a mess instead of a defined arc. It’s these kinds of muddled middles that put readers off and leave them frustrated - so don’t skip creating a visual outline of your arc and sub-arcs. Plotting your arcs and sub-arcs on graph paper or using an app on your computer or phone can be done relatively quickly - and as your story develops it’s easy to make adjustments and add more details onto your diagram as you go along. This way, you’ll avoid the problem of adding too many sub-arcs or too many points of tension and keep a clear dramatic structure in your story. There are plenty of story arc templates you can download online, like this one:    Wielding the Power of Story Arcs Whatever type of fiction you write, whether it’s science fiction, literary fiction, crime and thrillers, horror or anything else, you need to start plotting using story arcs. Your readers will thank you for it - and your readership will grow, too. Story arcs are a simple tool that can make the difference between a good story and a great story. Many authors who don’t like to plot their novels in advance see story arcs as restricting their creativity - but in fact, story arcs can fuel your creativity, allowing you to visually see more opportunities for developing characters and building tension. You don’t have to do a detailed outline to use story arcs, and you’re sure to find that rather than being restrictive, story arcs give you the structure that you need to unleash your creative juices onto the page.       About the author: Ariella is an experienced copywriter, editor, and digital marketing consultant. Driven by a passion for writing and content creation she takes pride in producing articles that deliver the latest information in an engaging manner and marketing campaigns that deliver exceptional results. Ariella has a BA (Hons) in English Language and Creative Writing (First), an MA in Theology and Ministry, and is a published author of three novels and a bestselling non-fiction book. A creative at heart, Ariella has 14 years’ industry experience and always aims to keep abreast of current trends and developments. She lives in the UK with her three beagles Zeke, Hope, and Sandy, who always make life interesting.

Napoleon Essay Example | Topics and Well Written Essays - 1250 words

Napoleon - Essay Example On the other hand, there are a number of other historians who consider Napoleon as a real military despot who was a tyrant, aggressor and autocrat who cared for his fame and popularity alone. This paper seeks to explore the military and personal life of Napoleon and attempts to show how criticisms and interpretations of Napoleon’s life varied from one historian (researcher) to another. Ralph Jean-Paul in his article entitled â€Å"Napoleon Bonapartes Guide to Leadership† suggests a number of reasons why Napoleon should be regarded as one of the best leaders the world has ever seen. For him, Napoleon’s leadership style included â€Å"all of the major and minor characteristics that make a brilliant leader†1. For him, Napoleon was a great motivator and charismatic speaker who could win the trust and loyalty of his generals and soldiers ‘by promising them victory and glory’, employing ‘new ways to make things work’, appreciating and awarding the achievement of his soldiers, and leading the battles from the front. However, Ralph Jean-Paul also argues that it was his deteriorating confidence after his loss to the Russians in the War of the Sixth and his lack of trust in his followers that culminated in his ultimate defeat (Jean-Paul). Similarly, Jared Stenzel tries to answer whether Napoleon was a real hero or a tyrant and he purports that Napoleon was more of a tyrant than a hero. The author argues that Napoleon was very much a tyrant as he never believed his followers and entrusted people to spy on them, either jailed or killed people who opposed him, and never offered freedom of speech and expression to his followers and the newspapers2. Justin Patterson, in this respect offers a balanced view of why Napoleon was considered to be a real French revolutionary who was a hero to his people and loved his nation so much and how he turned out to be a military despot in the latter part of his military career.

Building defects and diagnosi Essay Example | Topics and Well Written Essays - 4500 words

Building defects and diagnosi - Essay Example In stipulations of non-structural cracks, like thermal movement cracking as the fault has been mentioned which can compact with by use of a comparatively flexible mortar to permit insignificant movement to take place without cracks. Management for structural cracking can contain; epoxy resin inserted into the splinter to support the objective bond in the areas close to the split, rebuilding the faulty wall segments or edging the split using steel rods. For faults in crater wall ties, it is suggested that the accessible decomposed tie is detached from the external leaf in order to decrease the prospective for sustained decay, lamination and weakening of the external sheet by cracking. From a supplement point of view, it should also be kept in mind that the substitute tie is placed into the body of the block as compared to that into the mortar joint wherever the innovative tie would have been bedded. (Schulte, 2002) The building material fault also demonstrates harm in armor to frame structure. The progress causing inconsistency may take a diversity of forms. Key features in the incidence of defects in claddings differ from one situation to another and cures are founded on definite conditions, on the other hand the key pointers can be thermal and humidity movement, firmness of cladding deterioration, rain diffusion and cracking. Another part deals with faults in wood in which one o... From the studies, it can be estimated that the hitch of damp rot is more simply treatable than dehydrated rot but as it concerns to dry rot as well it is first vital to place and abolish the basis of dampness. As stated in the case file the management is alike. That is, eliminate the source of dampness then support fast drying of affected areas and eliminate damaged with replacing it with additive treated timber. The extra harm to wood is caused by the main danger, which comes in the form of the insect attack in this case the wood boring insects. As the nature and degree of harm again differ from position to position, therefore the resolution will also oscillate. The timber boring insects can be recognized as mainly beetles. The features that can aid in pointing out further clearly the kind of wood boring insects contain the kind and form of wood, the size and figure of flight holes; the quality and type of bore dust and nature of bored tunnels. The cure for an insect assault can distinguish extremely and it is essential to make sure that obvious recognition of the exact insect is finished. The condition and type of wood will be chief factors in supporting insect assault. It is significant to properly identify the insect type to allow it to be properly categorized. The other key flaw in buildings approaches in the form of wetness in walls. The wetness causes decrease of the building organization. This fault can be considered as the most destructive one meets. (Schulte, 2002) The fine indicator for humidity in walls is that it is initiated largely at ground level and quite constant added with a straight tidemark of up to one meter. If the humidity is indicated on exterior

Howard Gardners Theory of Multiple Intelligences

Howard Gardners Theory of Multiple Intelligences Title: How Gardeners Multiple Intelligence Theories Can Aid Adolescents Learning in A Design and Technology Secondary School Workshop Main Topic : Education Education is a key stone to one’s future. One of the stages involved in education is the adolescent stage. The education in this period is vital. There are various theories put forward in education to aid the teachers to understand the young students and take them in the right way of educating them to build their future which ought to be bright. There are a whole host of theories about intelligence, none of which really agree with each other. Every approach to thinking or the mind comes up with its own different theory of what intelligence is, each from its own different perspective, with its own assumptions. Views and thoughts should not be thrusted on the young minds without understanding the mental capacity of the students, as this may lead to improper training imparted to them, and not bringing out their essential talents in the field of education, and not making them achieve their goals. Each adolescent intelligence should be identified and teachers should enable them in bringing out their talents and helping them to discover what they are good at and what can really make them use their potential in education. One such author who put across his theories for the welfare of the students and teachers, especially helping the teachers to aid the adolescents learning in the secondary school level using various designs and technologies in the secondary school workshop is Howard Gardner Ph.D who is a professor at Harvard University and the author of many books and articles. His theory of multiple intelligences has challenged long-held assumptions about intelligence especially about a single measure of intelligence. His theory of multiple intelligences makes people think about IQ, about being smart. The theory is changing the way some teachers teach. When Howard Gardners book, Frames of Mind: The Theory of Multiple Intelligences (Basic Books, 1983) burst on the scene, it seemed to answer many questions for experienced teachers. There were students who didnt fit the mold though they were bright, but they didnt excel on tests. Gardners claim that there are several different kinds of intelligence gave us and others involved with teaching and learning a way of beginning to understand those students. We would look at what they could do well, instead of what they could not do. Later Gardner books, such as The Unschooled Mind: How Children Think and How Schools Should Teach (Basic Books, 1991) and Multiple Intelligences: The Theory in Practice (Basic Books, 1993) helped us understand how multiple intelligences could help us teach and evaluate our students in new and better ways. THE ORIGINAL SEVEN INTELLIGENCES Howard Gardner first identified and introduced to us seven different kinds of intelligence in Frames of Mind. Linguistic intelligence: a sensitivity to the meaning and order of words. Some students are more sensitive to the meaning and order of words. Their intelligence is based on this. By telling the appropriate meaning of the objects and the order of the words make them understand better about the subject they are learning. Logical-mathematical intelligence: ability in mathematics and other complex logical systems. Some students are clever in mathematics and the logic they implement in solving the mathematical problems effectively is based on this intelligence Musical intelligence: the ability to understand and create music. Musicians, composers and dancers show a heightened musical intelligence. Some students are very creative and more involved in music and they tend to be more intelligent in that manner. They might be less drawn towards theory part of their study, the subjects have to be selected in such a manner pertaining to their musical area. In different countries the education techniques and modes of education are not the same. In certain countries the adolescents are forced to study their theoretical subjects eventhougjh they may have other intelligences. So they are forced to develop their skills of intelligence outside the education arena. Spatial intelligence: the ability to think in pictures, to perceive the visual world accurately, and recreate (or alter) it in the mind or on paper. Spatial intelligence is highly developed in artists, architects, designers and sculptors. Bodily-kinesthetic intelligence: the ability to use ones body in a skilled way, for self-expression or toward a goal. Mimes, dancers, basketball players, and actors are among those who display bodily-kinesthetic intelligence. Interpersonal intelligence: an ability to perceive and understand other individuals their moods, desires, and motivations. Political and religious leaders, skilled parents and teachers, and therapists use this intelligence. Intrapersonal intelligence: an understanding of ones own emotions. Some novelists and or counselors use their own experience to guide others. Eighth intelligence the naturalist intelligence : Gardner identified an eighth intelligence, the naturalist intelligence. Gardner discussed the eighth intelligence with Kathy Checkley, in an interview for Educational Leadership, The First Seven and the Eighth. Gardner said, The naturalist intelligence refers to the ability to recognize and classify plants, minerals, and animals, including rocks and grass and all variety of flora and fauna. The ability to recognize cultural artifacts like cars or sneakers may also depend on the naturalist intelligence. †¦(S)ome people from an early age are extremely good at recognizing and classifying artifacts. Gardner identified Charles Darwin as a prime example of this type of intelligence. Based on his theories workshops are designed for the adolescents in order to achieve the goals in education and make them come out in flying coloiurs so that they might be successful in the future career. Each student mind varies. Some of them are very active, yet they do not fair well in studies. Some of them are good in creative subjects, this happens due to the frames of mind and intelligence as Howard correctly states in his theories of multiple intelligence. So a teacher cannot expect all students to be alike and be of the same calibre. It is the teacher’s duty and responsibility to identify the kind of intelligence of the students. So Gardner’s theories have helped the current curriculum to design different workshops which train and aid students and implementing various techniques for the adolescents to bring out their intelligence skills based on their IQ. When the educator comes to know that a particular youth is having more of spatial intelligence, then things must be explained to him on the basis of picturesque techniques in the workshop at their secondary school level. The behaviourists contradict the concept of high level intelligence. The entire mind is built from the ground up from simple Stimulus-Response pairings, building higher and higher level functioning out of this simple technology. The surprising thing is that it seems to work as a model for some types of tasks Every adolescent basically has General intelligence where the intelligence was composed of a single component that was easily measured on inteliigence tests. While they proved to be partially right (about 70% of your IQ is this factor usually referred to as g), the improvement of the testing methods, combined with the direct measurement of g by a technique called Evoked Potential proved that they could not be totally right. This lead Howard Gardener, by 1980 to extend the theory of general intelligence to include a set of Specific Intelligences which make up the other 30% of your IQ score. There has been some sucess in finding evidense to support some of gardeners seven catagories, and the general technique of spotting extra components that go to make up your IQ is extendable to a lot more than 7 categories. Design and Technology (in the UK) as a mainstream subject since curriculum began. When the term the 3Rs was coined in Parliament in 1840, Hansard recorded that it stood for Reading, Wroughting and Arithmetic. Designing and making is an intelligent activity. It can stand comfortably at the centre of any curriculum. It is entirely compatible with high levels of numeracy and literacy the design process itself draws on areas such as maths, science, technology, communication and art. Designing is a truly creative and intellectually challenging activity; developing divergent and creative abilities is a basic function of education. One of the main aims of the department is to inspire and empower our future designers and engineers and excite passion in our teaching so that they can develop products they love with sensitivity to an ever-changing world market. The youth are offered through well Designed workshops a series of simple design and make tasks. These introduce the students to the design process, basic graphics skills and introductory workshop practice. they will then gain a sound insight of the breadth and depth of subject content including a range of manufacturing skills in woods, metals and plastics control systems and design history. The course builds on these skills and knowledge, and the students are required to design and manufacture a product supported by a portfolio of design work. The Education then becomes challenging and satisfying and builds significantly allowing students to specialise in key areas of study including CAD and CAM, graphics and product design philosophy/history. Students at this level need to liase with industry on product briefs so that the prototypes they produce are developed fully and satisfy the demands of the consumer in the market place. IMPLEMENTING GARDNERS THEORY IN THE CLASSROOM When asked how educators should implement the theory of multiple intelligences, Gardner says, (I)ts very important that a teacher take individual differences among the youth very seriously . The bottom line being a deep interest in them and find how their minds are different from one another, and in helping them use their minds well. An awareness of multiple-intelligence theory has stimulated teachers to find more ways of helping all students in their classes. Some schools do this by adapting curriculum. In Variations on a Theme: How Teachers Interpret MI (Multiple Intelligence ) Theory, (Educational Leadership, September 1997), Linda Campbell describes five approaches to curriculum change: Lesson design plays a major role for the adolescents in education Lesson design. Some schools focus on lesson design. This might involve team teaching (teachers focusing on their own intelligence strengths), using all or several of the intelligences in their lessons, or asking student opinions about the best way to teach and learn certain topics. Several workshops using different design techniques aids the students by identifying their area of expertise and to which type intelligence category they fall into based on Howard Gardner’s theories of multiple intelligence. Interdisciplinary units. Secondary schools often include interdisciplinary units. Discipline plays a major role in one’s all-round development of every adolescent to the words pertaining to the saying â€Å"Man is a social animal†. Student projects. Students can learn to initiate and manage complex projects when they are creating student projects. Assessments. Assessments are devised which allow students to show what they have learned. Sometimes this takes the form of allowing each student to devise the way he or she will be assessed, while meeting the teachers criteria for quality. Apprenticeships. Apprenticeships can allow students to gain mastery of a valued skill gradually, with effort and discipline over time. Gardner feels that apprenticeships †¦should take up about one-third of a students schooling experience. With an understanding of Gardners theory of multiple intelligences, teachers, school administrators, and parents can better understand the learners in their midst. They can allow students to safely explore and learn in many ways, and they can help students direct their own learning. Adults can help students understand and appreciate their strengths, and identify real-world activities that will stimulate more learning. Bridging the generation gap between the teachers and students in the workshops leads to successive results in educating the adolescents. The profile of new teachers entering schools today varies much more widely than the profile of veterans hired in the 1970s did. Many more beginners are coming from alternative routes, and many are not necessarily committed to making teaching a lifetime career. The question for administrators becomes, How do we encourage promising new educators and help them become highly qualified? This issue investigates which conditions—from mentoring and induction programs to the amount of time spent observing in other teachers classrooms—help improve new educators practice. According to certain suggestions of Educators Working in a school with an integrated professional culture is strongly and positively related to job satisfaction.. Standards-Based Mathematics Workshops are designed on the basis of Multiple intelligences for the adolescents. For example publishers called Hopes Books designs workshops that integrates the best mathematics from the past with the mathematical needs of the new millennium. Hope Martin has over 30 years of experience teaching mathematics at the primary, elementary, middle school, and college levels. Her books bring hands-on, active learning to the mathematics classroom. They encourage integrating mathematics across the curriculum and applying the cognitive theories of Howard Gardener’s, Multiple Intelligences, into mathematics pedagogy The learning Workshops are tailored to meet the needs of teachers at three levels of instruction: inclusive of Middle School/High School Levels. Any of these workshops can be tied to the mathematics goals and objectives developed by one’s districts maths committees. Nowadays All workshops can be designed as one-day (5 hours) or two-day (10 hours) workshops. The workshops are designed to meet the unique needs of the youth in their secondary schools. Middle School/High School Level Workshops Certain Learning design techniques at the workshops currently used are Using Computers in the Mathematics Classroom Integrating Mathematics across the Curriculum–Skills Concepts Manipulatives Activities through the Standards Multiple Intelligences and Mathematics–Ties to Technology Art in the Mathematics Classroom: Using Both Sides of the Brain Using Manipulatives Activities to Teach Algebra Using Manipulatives Activities to Teach Geometry Mathematics for the New Millennium Rethinking Our Beliefs about Mathematics Multiple Intelligence and Mathematics Using Computers in the Mathematics Classroom Integrating Mathematics across the Curriculum–Skills Concepts Manipulatives Activities through the Standards Multiple Intelligences and Mathematics–Ties to Technology Art in the Mathematics Classroom: Using Both Sides of the Brain Using Manipulatives Activities to Teach Algebra . Using Manipulatives Activities to Teach Geometry In addition to designing and manufacturing a product or system to satisfy exam board, any project brief should be targeted allowing pupils to design and manufacture something that exist in a viable market place. In conclusion Howard Gardner’s theories have been highly encouraged the adolescents to develop their own personal identities within the design activity that they follow. They are encouraged to work in a range of materials and must be able to communicate well on paper in both written and sketched form. An understanding of industrial design, development and history (supported where appropriate by organised external trips to design companies and exhibits both nationally and internationally) is a prerequisite and they must also recognise when it is pertinent to liase with industry. So there goes the saying â€Å"Teaching is a Noble profession† in moulding and casting the future of education amongst the adolescents. Howard Gardners Theory Of Multiple Intelligences Howard Gardners Theory Of Multiple Intelligences Howard Gardner, born on July 11th, 1943, is one of modern days greatest psychologists. (Smith) He was born in Scranton, Pennsylvania to parents who escaped from Germany because they were Jewish. (Winner) The holocaust was an influential factor in his life. (Gardner) Another great influence in his life is the death of his brother Eric, although his parents rarely talked about the matter, it significantly impacted his thinking and development. (Smith) In other words, his family and peer greatly shaped who he became today. (Myers 118) He was a brilliant young child, who ended up going to Harvard University with a degree in Law but his interest in psychology and the social sciences grew. (Gardner) Eventually he developed his theory of Multiple Intelligence in 1983 in his book Frames of Mind: theory of multiple intelligences. (Gardner) During that time period psychology was increasingly popular. For example, a prominent field during the 80s and 90s is cultural psychology which assumes the idea that culture and mind are inseparable. (Cultural Psychology) Also that time period contained a lot of economic, social and general change which makes his new idea more acceptable. More importantly the fact that he is American means that he grew up in a free thinking society so he can take from what he learned and transforms it into what he believes is true then pass on his opinions. Three other psychologists who influenced him greatly are Jean Piaget, Jerome Bruner and Nelson Goodman. (Gardner 3 of 7) Jean Piaget who deals with the nature of knowledge and how humans can gradually to obtain it, create it, and use it. Also, Jerome Bruner contributed to cognitive psychology and cognitive learning theory in educational psychology. Goodman dealt with inductive reasoning based on human habit. (Gardner 3 of 7) The three of them goes along with Gardners argument of how children learn knowledge. Also their works caused Gardner to become more interested in social science. Waldorf education developed in the early 1900s by Rudolf Steiner was similar to Gardners ideas. (Why Waldorf Works) It was about integrating practical, artistic and conceptual elements into learning. This education emphasizes imagination and creativity so that students can develop into free, morally responsible and integrated individuals. The first Waldorf School was opened in Germany in 1919 and now there are many schools starting to use methods of Waldorf education. (Why Waldorf Works) Lastly an idea credited to be developed by Jerome Bruner in the 1960s is discovery learning which promoted hands on leaning where learners draw from his or her own experience and prior knowledge. (Discovery Learning (Bruner)) So there were many factors that influenced his thinking and that pushed him to develop his theory. His theory deals with how humans have many different ways to learn and process information. (Howard Gardners Multiple Intelligences theory) He believes that everyone has different levels of intelligence in each category which is why some children learn some things faster than others. Gardner believes that intelligence is commonly defined by psychometrics but it does not adequately describe peoples wide assortment of cognitive abilities. IQ tests can sometimes be taken too seriously but it can not determine future success (Gardner 3). Even college aptitude tests are thinly disguised intelligence tests. (Myer 432) For example a child that takes longer to learn multiplication does not mean the child is dumb but that the child is more intelligent in other areas. In the aspect of education, Gardner wants to prioritize because he believes the knowledge we learn is superficial, a mile wide an inch deep. (Guignon) He recognizes that Students learn in ways that are identifiably distinctive so he promotes more student centered as opposed to teacher centered learning which is a very practical idea. According to Garner, there are 8 possibly 10 intelligences; spatial, linguistic, logical, bodily, musical, interpersonal, intrapersonal, and naturalistic. Spatial is the ability to visualize with the minds eye. (Chapman) Linguistic intelligence deals with words, spoken or written. These people learn best by reading, taking notes, listening to lectures, and discussion. (Chapman) Logical-mathematical is about logic, abstractions, reasoning, and numbers, reasoning capabilities scientific thinking and investigation traditional concepts of intelligence or IQ. (Chapman) Bodily-kinesthetic is the control of ones bodily motions and the capacity to handle objects skillfully. Musical intelligence deals with sounds, rhythms, tones, and music sing, play musical instruments. (Lane) Interpersonal intelligence is about interaction with others. They are mostly extroverts, characterized by their sensitivity to others moods, feelings, temperaments and motivations and cooperate well with others. (Lane) Intrapersonal is the introspective and self-reflective capacities. Those people are introverted but good at deciphering their own feelings and motivations. (Lane) Lastly is naturalistic who deals a lot with nature relating information to ones natural surroundings. The ninth intelligence is not fully confirmed yet but it is existential which is about contemplating phenomena or questions beyond sensory data. And finally, the tenth is moral intelligences dealing with ethics and the value of life. (Chapman) His theory greatly changed the minds of many and started the development of more encompassing schools. Traditionally, schools have highlighted the development of logical and linguistic intelligence but many students do not learn well in that environment. (Lane) Gardners theory argues that students will be better served by a wider vision of education, wherein teachers use different methods to teach all students not just the few that are intelligent logically or linguistically. (Guignon) Although, many teachers see the theory as simple common sense and some even say they already know that student learn in different ways, Gardners system has not been accepted by most academics teachings. (Guignon) Some schools however, have developed to better fit Gardners ideas. For example, one of the most famous schools that implement Gardners theory is the New City School in St. Louis, Missouri. This school has been using the theory since 1988 (Why New City School) There has been much criticism for his theory though. Some say he uses the word intelligence in place of ability. (Gilman) Others say that he has not settled on a single definition of intelligence though he admits himself that he has no fixed definition. (Gilman) Lastly and most importantly, he has no empirical evidence for this theory. (Smith) In fact, some neurological research disproves his theory and his previous works has major flaws. (Smith) Recently, the current No Child Left Behind act passed by the Bush administration does not encompass his theory at all because the Act is about having students all pass standardized tests while he wants to get rid of those tests in order to reach out to every childs needs. (No Child Left Behind Act (NCLB) | ESEA) His theory affects us so much today because it relates to education; Gardner goes into how schools only teach superficial knowledge meaning schools teach a lot of everything but not in depth into anything so some kids may excel in one area but not the other. (Gardner)There is too much shallow knowledge so he suggests that children should learn and actually understand concepts not just learn for taking a test. (Smith) If he obtains more support for his theory, the whole education system will have to be changed. But his idea of an education system should work well because this will help make the education system more fair and encompassing for all kids. Right now, some children that may seem like they are failing school but their failure is not because they are dumb but because the way subjects are taught in school is not how he or she can comprehend and utilize. (Gardner) Even though Gardners theory is appealing, it will probably not work because there is no widespread support especially from government. (No Child Left Behind Act (NCLB) | ESEA) Also, individual teachers especially in lower grades have unconsciously adapted parts of his theories but because in higher grades there is more lecture style teaching, his theory rarely applied to higher education. (Guignon) Furthermore there is so much controversy over this theory because it keeps on changing and there is no proof which makes it hard to completely believe this theory. (Smith) Additionally, since Gardner is still alive, he can keep on changing his theory and getting more evidence and support. (Gardner) Lastly, some schools have already adapted his theory such as the New city school. This school published many books about implementing this theory in more classrooms such as the schools teachers have produced two books for teachers, Celebrating Multiple Intelligences and Succeeding With Multiple Intelligences and the principal, Thomas Hoerr, has written Becoming a Multiple Intelligences School in addition to many articles on the practical applications of the theory. (Multiple Intelligences Resources)The school has also hosted four conferences, each drawing over educators from around the world. (Why New City School)The school remains a valuable resource for teachers interested in executing the theory in their own classrooms. It is clear that Howard Gardner has had an important impact on todays psychology world and education. His persistence to challenge an educational system that assumes that everyone can learn the same materials in the same way has definitely made an impact in the world as many schools have recognized the different ways children learn. (Lane) Should his theory become more prevalent, who knows what out education system will be like in the future.