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May
24
2012
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Global warming could do more than just melt polar ice. It could change our maps, and displace people from cities and tropical islands.
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If the carbon footprint made from producing a hybrid is ten times larger than that it erases it is news that should be shared. Compact florescent lights are great energy savers but are all of these exactly what they claim to be? And furthermore will light emitting diodes render CFLs obsolete before they are universally adapted.
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Developments in mass renewable energy production in such areas as solar and wind power are of interest to all. We will also be looking back at past successful use of these energy choices. Zenith sold tiny windmills in the late 1930s that would charge a car battery that in turn would run a radio for days.
May
18
2012
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May
17
2012
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Emissions rose 5.9 percent in 2010, according to an analysis released Sunday by the Global Carbon Project, an international collaboration of scientists tracking the numbers. Scientists with the group said the increase, a half-billion extra tons of carbon pumped into the air, was almost certainly the largest absolute jump in any year since the Industrial Revolution, and the largest percentage increase since 2003.
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The United States was surpassed several years ago by China, where emissions grew 10.4 percent in 2010, with that country injecting 2.2 billion tons of carbon into the atmosphere. Carbon dioxide emissions are usually measured by the weight of carbon they contain.
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May
15
2012
great site for.....
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Explore the signs of global warming on this map or Google Earth. The evidence of climate change includes heat waves, sea-level rise, flooding, melting glaciers, earlier spring arrival, coral reef bleaching, and the spread of di
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The greatest concentration of global warming indicators on the map is in North America and Europe because that is where most scientific investigation has been done to date. As scientists focus increasingly on fingerprints of global warming in other regions—from Russia to Antarctica and Oceania to South America—the evidence they find will be added to the map.
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Emissions rose 5.9 percent in 2010, according to an analysis released Sunday by the Global Carbon Project, an international collaboration of scientists tracking the numbers. Scientists with the group said the increase, a half-billion extra tons of carbon pumped into the air, was almost certainly the largest absolute jump in any year since the Industrial Revolution, and the largest percentage increase s
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In the United States, emissions dropped by a remarkable 7 percent in the recession year of 2009, but rose by just over 4 percent last year, the new analysis shows. This country is the world’s second-largest emitter of greenhouse gases, pumping 1.5 billion tons of carbon into the atmosphere last year.
Jan
11
2012
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Emissions rose 5.9 percent in 2010, according to an analysis released Sunday by the Global Carbon Project, an international collaboration of scientists tracking the numbers. Scientists with the group said the increase, a half-billion extra tons of carbon pumped into the air, was almost certainly the largest absolute jump in any year since the Industrial Revolution, and the largest percentage increase since 2003.
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In the United States, emissions dropped by a remarkable 7 percent in the recession year of 2009, but rose by just over 4 percent last year, the new analysis shows. This country is the world’s second-largest emitter of greenhouse gases, pumping 1.5 billion tons of carbon into the atmosphere last year.
editorial
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However, the technological, economic and political issues that have to be resolved before a concerted worldwide effort to reduce emissions can begin have gotten no simpler, particularly in the face of a global economic slowdown
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The conflicts and controversies discussed are monotonously familiar: the differing obligations of industrialized and developing nations, the question of who will pay to help poor nations adapt, the urgency of protecting tropical forests and the need to rapidly develop and deploy c
global warming stats.
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Average temperatures have climbed 1.4 degrees Fahrenheit (0.8 degree Celsius) around the world since 1880, much of this in recent decades, according to NASA's Goddard Institute for Space Studie
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Arctic ice is rapidly disappearing, and the region may have its first completely ice-free summer by 2040 or earlier. Polar bears and indigenous cultures are already suffering from the sea-ice loss.
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Oct
27
2011
ETEC 512
Thought Q #2
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- It is concerned with children, rather than all learners.
- It focuses on development, rather t
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- information or specific behaviors.
- It proposes discrete stages of development, marked by qualitative differences, rather than a gradual increase in number and complexity of behaviors, concepts, ideas, etc.
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Nov
11
2010
Downes article on blogging
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If a student has nothing to blog about, it is not because he or she has nothing to write about or has a boring life. It is because the student has not yet stretched out to the larger world, has not yet learned to meaningfully engage in a community. For blogging in education to be a success, this first must be embraced and encouraged.
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Blogging, at base, is writing down what you think when you read others. If you keep at it, others will eventually write down what they think when they read you, and you’ll enter a new realm of blogging, a new realm of human connection."38
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Feb
2
2010
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characterizes students' response to history. Primary documents like personal letters, diaries, and photographs are usually much more engaging for students than the condensed overviews provided in textbooks. The study of primary documents offers more than informed en
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Even when students understand the process of evidence-based critical enquiry, their attempts to apply critical analysis to history are thwarted by deeply held and often contradictory philosophical beliefs about the nature of historical knowledge.
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* Can you reconstruct the physical setting in which the document was created? What value could such a reconstruction hold for someone interested in learning about the past?
* Whose voices are being represented in this document? Do they all have names? How would you characterize these voices? Happy? Sad? Impartial?
Frightened? Authoritative? Can you tell what and who is determining/directing what these voices say?
* Can you tell if anything has been taken out of the written text of the accounts contained in the document? Can you speculate on what it might be?
* What can you infer about the people represented in this document? Gender? Race? Place of Birth? Occupation? On what bases do you make infer these?
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The document's creators and preservers
Every primary document was created and preserved by a person or people, and an examination of the contexts within which this generation and preservation occurred can be helpful in understanding its multiple meanings.
* Do you know who was responsible for creating this document? How do you know? Why was the document created? How do you know?
* Who was the intended audience for this document - who was meant to read it?
* Who preserved this document? Do you think that their goals influenced the information the document contains?
* What can we learn about the people who created and preserved this document, their attitudes, and the society they lived in, from its contents?
* Can you think of other ways, perhaps unintended by the document's creators, that this document has been, or could be used?
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What they are looking for is an understanding of the range of interpretations, and what that might tell us about society, past and present, that is important.
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attempt to understand not just whether something happened, in other words, but what it meant to those who experienced and wrote (or photographed, or sang about, or drew) it.
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"What does it mean?"
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To summarize, here are the five points that, by highlighting the contingent and constructed nature of history-as-process, can provide students with a useful introduction to the examination of primary documents.
1. there has to have been a record created (if only a memory);
2. the record has to be preserved over time;
3. the record has to be found by someone, and considered significant (i.e. at the time that it is found);
4. what is documented has to be interpreted,
5. it has to be incorporated into a meaningful historical narrative.
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