Slash and Burn Agriculture Explanation

Slash and Burn Agriculture Explanation Slash and burn agriculture is the process of cutting down the vegetation in a particular plot of land, setting fire to the remaining foliage, and using the ashes to provide nutrients to the soil for the  use of planting food crops. The cleared area following slash and burn, also known as swidden, is used for a relatively short period of time, and then left alone for a longer period of time so that vegetation can grow again. For this reason, this type of agriculture is also known as shifting cultivation. Steps to Slash and Burn Generally, the following steps are taken in slash and burn agriculture: Prepare the field by cutting down vegetation; plants that provide food or timber may be left standing.The downed vegetation is allowed to dry until just before the rainiest part of the year to ensure an effective burn.The plot of land is burned to remove vegetation, drive away pests, and provide a burst of nutrients for planting.Planting is done directly in the ashes left after the burn. Cultivation (the preparation of land for planting crops) on the plot is done for a few years  until the fertility of the formerly burned land is reduced. The plot is left alone for longer than it was cultivated, sometimes up to 10 or more years, to allow wild vegetation to grow on the plot of land. When vegetation has grown again, the slash and burn process may be repeated. Geography of Slash and Burn Agriculture Slash and burn agriculture is most often practiced in places where open land for farming is not readily available because of dense vegetation. These regions include central Africa, northern South America, and Southeast Asia. Such farming is typically done within grasslands and rainforests. Slash and burn is a method of agriculture primarily used by tribal communities for subsistence farming (farming to survive). Humans have practiced this method for about 12,000 years, ever since the transition known as the Neolithic Revolution- the time when humans stopped hunting and gathering and started to stay put and grow crops. Today, between 200 and 500 million people use slash and burn agriculture, roughly 7% of the world’s population. When done properly, slash and burn agriculture provides communities with a source of food and income. Slash and burn allows people to farm in places where it usually is not possible because of dense vegetation, soil infertility, low soil nutrient content, uncontrollable pests, or other reasons. Negative Aspects of Slash and Burn Many critics claim that slash and burn agriculture contributes to a number of persistent environmental problems. They include: Deforestation: When practiced by large populations, or when fields are not given sufficient time for vegetation to grow back, there is a temporary or permanent loss of forest cover.Erosion: When fields are slashed, burned, and cultivated next to each other in rapid succession, roots and temporary water storages are lost and unable to prevent nutrients from leaving the area permanently.Nutrient Loss: For the same reasons, fields may gradually lose the fertility they once had. The result may be desertification, a situation in which land becomes infertile and unable to support the growth of any kind.Biodiversity Loss: When plots of land area are cleared, the various plants and animals that lived there are swept away. If a particular area is the only one that holds a particular species, slashing and burning could result in extinction for that species. Because slash and burn agriculture is often practiced in tropical regions where biodiversity is extremely high, endangerment and extinctio n may be magnified. The negative aspects above are interconnected, and when one happens, typically another happens also. These issues may come about because of irresponsible practices of slash and burn agriculture by large numbers of people. Knowledge of the ecosystem of the area and agricultural skills may provide ways to practice slash and burn agriculture in restorative, sustainable ways.

Using Historic Context in Analysis and Interpretation

Using Historic Context in Analysis and Interpretation Historical context is an important part of life and literature and without it, memories, stories, and characters have less meaning. What exactly is historical context? Its essentially  the details that surround an occurrence. In more technical terms, historical context refers to the social, religious, economic, and political conditions that existed during a certain time and place. Basically, its all the details of the time and place in which a situation occurs, and those details are what enable us to interpret and analyze works or events of the past, or even the future, rather than merely judge them by contemporary standards. In literature, a strong understanding of the historical context behind a works creation can give us a better understanding of and appreciation for the narrative. In analyzing historical events, context can help us understand what motivates people to behave as they did. Put another way, context is what gives meaning to the details. Its important, however, that you dont confuse context with cause. Cause is the action that creates an outcome; context is the environment in which that action and outcome occur.   Words and Deeds Whether dealing with fact or fiction, historical context is important when interpreting behavior and speech. Consider the following sentence which, devoid of context, sounds innocent enough: Sally hid her hands behind her back and crossed her fingers before she answered. But imagine that this statement comes from a transcript of court documents in Salem, Mass., in 1692, during the famed Salem Witch Trials. Religious fervor was at an extreme, and villagers were nearly obsessed with the devil and witchcraft. At that time, if a young woman were to tell a lie, it was fodder for hysteria and a violent reaction. A reader would assume that poor Sally was a candidate for the gallows. Now, imagine youre reading a letter from a mother that contains this sentence: My daughter will be heading to California shortly after she marries. How much information does this statement give us? Not much, until we consider when it was written. Should we discover that the letter was written in 1849, we will realize that one sentence can sometimes say a lot. A young woman heading for California in 1849 might be following her husband on a treacherous treasure-seeking expedition for the gold rush. This mother would probably be quite fearful for her child, and she would know that it would be a very long time before shed see her daughter again, if ever.   Bettmann/Getty Images Historical Context in Literature   No work of literature can be fully appreciated or understood without historical context. What may seem nonsensical or even offensive to contemporary sensibilities, might actually  be interpreted in a completely different manner by considering the era it is from. A good example is Mark Twains  Adventures of Huckleberry Finn, published in 1885. It is considered an enduring work of American literature and a biting social satire. But it is also criticized by modern critics for its casual use of a racial epithet to describe Hucks friend Jim, an escaped slave. Such language is shocking and offensive to many readers today, but in the context of the day, it was​ the commonplace language for many. Back in the mid-1880s, when attitudes toward the newly liberated African-American slaves were often indifferent at best and hostile at worst, the casual use of such racial epithets wouldnt have been considered unusual. In fact, what is actually more surprising, given the historical context of when the novel was written, is Hucks treating Jim not as his inferior but as his equal- something rarely portrayed in the literature of the time. Similarly, Mary Shelleys Frankenstein  cannot be fully appreciated by a reader who is unaware of the Romantic movement that took place in art and literature in the early 19th century. It was a time of rapid social and political upheaval in Europe when lives were transformed by the technological disruptions of the Industrial Age.   The Romantics captured the publics sense of isolation and fear that many experienced as a result of these social changes. Frankenstein becomes more than a good monster story, it becomes an allegory for how technology can destroy us.   Other Uses of Historical Context Scholars and educators rely on historical context to analyze and interpret works of art, literature, music, dance, and poetry. Architects and builders rely on it when designing new structures and restoring existing buildings. Judges may use it to interpret the law, historians to understand the past. Any time critical analysis is required, you may need to consider historical context as well. Without historical context, we are only seeing a piece of the scene and not fully understanding the influence of the time and place in which a situation occurred.

Fundraising Plan Essay Example | Topics and Well Written Essays - 1000 words

Fundraising Plan - Essay Example The fundraising extends a period of three weeks, a period within which the managers will develop and trade various products and services before culminating into a large fundraising dinner on 14/11/2014 at the University’s pavilion. The fundraising is a way for the university’s teams to involve the community in its development. The teams seek to enjoy financial independence by creating an effective management team that will oversee the utilization of all its resources for posterity of athletics in the society (Tullberg, 2006). Hill toppers has been the name of the university’s team since 1925. The teams take part in different sporting events thereby contributing to the extracurricular development of the students. Additionally, the sports offer the students with an effective platform to interact and develop their management skills. The teams have grown concurrently with the University (Blick, 2011). Since 2005, Hill toppers has achieved great success owing to the effective management of the teams. The teams have a history of raising funds to acquire resources and enhance the success of the teams. In 2007 for example, the teams raised two hundred thousand dollars for the development of both a soccer and football pitches within the university. The success of the fundraising event enhanced the performance of the two sports a feature that informs the current even which sees to raise adequate resources for refurbishing the entire university’s sport’s fraternity. The fundraising’s strengths include the diversity of the services and products. This implies that the fundraising will raise money from numerous sources. Additionally, the large duration coupled with the large number of interested stakeholders ensures that the project exhausts all its resources. Its weakness on the other hand is the huge sum it seeks

My Diet Analysis Essay Example | Topics and Well Written Essays - 750 words

My Diet Analysis - Essay Example Finally, I realized my energy expenditure was significantly more than my calorie intake. This gave me room to enhance my diet to incorporate more food groups. II. Based on my original 5 day food log actual vs. recommended report there were a number of nutrients in my diet that I consumed less than or equal to 75% of the recommended daily intake. Among these nutrients in the calories category included overall calorie consumption (38%), calories from fat (23%), and calories from saturated fat (15%). Other nutrients that fell within this designated range included carbohydrates, sugar, and dietary fiber. In terms of fats there were a number that fell below this recommended range. These included saturated fat, mono fat, and poly fat. Other nutrients included cholesterol, water, vitamin A, vitamin B1, vitamin B6, vitamin D, and vitamin E. In addition to these nutrients below the recommended daily intake, there was one nutrient – sodium – of which I consumed over 125% of my re commended daily intake. There are a number of ways that the foods in which I don’t meet the recommended intake, as well my overconsumption of sodium can adversely affect my health. In terms of my sodium consumption I am at risk of hypertension and heart disease (Farfan). In terms of the foods I am deficient in there are a number of diseases and risks I face. ... In terms of carbohydrates I risk experiencing low energy levels. In terms of fiber deficiency I face digestion problems. Finally, in terms of my fat deficiencies I face the risk of skin, fingernail, and even menstrual problems. III. There were a great many foods in which my recommended daily intake was below. In thinking of three foods that are aimed at fulfilling these needs, I attempted to find foods rich in many of nutrients I was deficient in. As I was deficient in many of the vitamin B categories, I realize that I should add bananas and legumes to my diet as they would improve both vitamin B1 and B6 consumption (Daniellson). In meeting my monosaturated fat intake I could consume more olive oil with my main meals. As the only nutrient that I consumed over the recommended daily intake of was sodium, three foods that I could remove from my diet to lower my sodium intake include crackers, tuna, and hamburgers; in addition I could limit my general use of salt (Iannelli, 2010). IV. Wh en comparing my original food log with my made up menus there were a number of elements I noticed that differed between the two food logs. One of the most pervasive differences I noticed between the two foods logs was that in the made up menu the calorie count was consistently higher in the made up menus. It’s clear this is an element of not being able to maintain a balanced diet because of a variety of factors related to daily commitments. In terms of specific improvements I believe that some of the major improvements noted were the consistency in meals. In these regards, the made up menus more consistently contained foods from the recommended food categories. For instance, these menus consistently contained a

Brave new world Essay Example for Free

Brave new world Essay Lenina, Foster and the Director all have been pre-conditioned to think of themselves better and more intelligent than Betas, Delta, Gammas, and Epsilons, as do all Alphas. And with good reason as Alphas are pre-conditioned to be more intellectual and socially better. This portrays a capitalist society with the different classes. Huxley deriving from an upper-middle class family this is understandable. In contrast to 1984, everybody is relatively the same. Proles and Party members are all treated the same and are regulated with telescreens and thought police moving amongst them. The views of Orwell have been diffused into the subject matter of 1984 as well as Huxleys into BNW, the difference and contrast being their views. Huxleys views of a class system and Orwell views that a socialist Britain was going to develop in light of Soviet Russia. When further comparing the authors style and subject matter of thinking for their characters, it is clear that they share relatively the same principles. Orwells language and style shows that the Party members and proles are sub-consciously trained to believe the ideals of the Party by propaganda. Posters, the two-minute hate, books, songs and newspapers all enforce the Party ideals and the people believe them for they have no other principles or ideals with which to compare. They assume that the Party is right in what it says. This refers back to the proles not having an individual consciousness away from party principles, as stated by Winston in the extract. Their thinking is basic and un-intellectual. Similarly, the thinking process in BNW is a result from training and conditioning. This time people are taught in their sleep (again sub-consciously like in 1984) what to think and what ideals/principles to hold. Their thinking is mechanic and standardised which holds parallels with the mechanic factories they were produced in. Again it is the case of two different methods producing the same result. The subject matter of the BNW extract shows humour which 1984 does not. The fact and process that leads to the Rocket Engineers only ever being truly happy when standing on their heads and that Decanting trauma can occur in comparison with real life birth trauma. Both of these examples from the extract are illustrations of the humour that Huxley injects into the novel at several intervals. With 1984 there are no humorous comments at all and so the subject matter keeps, at all times, an air of seriousness, whereas with BNW this air of seriousness, as a revolutionary novel, is broken from time to time by the humour. A main contrast that the two extracts highlight is the ideal of what both worlds are striving towards and are. In 1984 Winston describes the Partys ultimate aim as; The ideal set up by the Party was something huge, terrible and glittering a world of steel and concrete, of monstrous machines a nation All thinking the same thoughts, shouting the same slogans, perpetually working, fighting, triumphing and persecuting three hundred million people all with the same face. This holds extreme parallels to the world that Huxley creates in Brave New World. A world where everyone has the same face paralleling with the mass producing of people that all look alike; shouting the same slogans, paralleling with the sleep taught sayings that everyone has a version of, whether youre an Alpha or Epsilon, a world of steel and concrete paralleling with the vast huge cities of BNW. It seems that 1984 is a world where a government is attempting to change the past and achieve a different world, whereas BNW is a world proud of its past and of sustaining its world. The two are exact opposites; BNW being what the Party is trying to create. The importance of the two extracts in the novels is high in that they are meant to shock the reader. Huxleys description of the manufacturing of people and Orwells description of a world that controls everything (even the past) and makes its people think whatever they like. Both extracts create a world in which the story is allowed to develop, they are the soil from which the seed is meant to grow. The 1984 extract has an added level to its importance as it shows that already Winston is part of the undead. It shows that Winston is doing exactly what hes not supposed to be and that if/when he is caught, the Party have got grounds on which to vaporise him. It shows the re-occurring principle in the novel that death is certain, and life is not. It shows that any chance of Orwells world changing, the Party being overthrown, is non-existent as any chance must lie in the proles but: Until they become conscious they will never rebel, and until after they have rebelled they cannot become conscious. This parallels with BNW as no-one there either wishes to change things, as they are content with their current life. Both extracts create these two worlds of unimaginable oppression whether its inhabitants realise it or not and the theme that runs throughout the comparison of the two novels and extracts is the same; that Orwell and Huxley both achieve relatively the same thing through different methods. They both achieve worlds of oppression and shock simply through different actual environments; as they did with making it that everyone thinks what the authorities wants them to think and that they have no interest in challenging this or any other aspect of their world. This being the case and both authors creating these future worlds of shock and astonishment are vital to the novels as this is what makes the novels so revolutionary for their time.

osteoporosis :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Special Assignment NutritionDefine Type 1 and Type 2 osteoporosis, and explain habits that increase a person’s risk of developing osteoporosis.Type 1 osteoporosis is characterized as post menopausal. Women who are approaching the age of menopause should seriously consider consulting a physician to prepare for the changes her body is about to go through. As estrogen levels taper off, the kidneys start to draw calcium the body needs for normal maintenance of the skeletal frame from the bones, which in turn results in a loss of trabecular calcium. Risks involved with such events include sudden breaks, the vertebrae may begin to disintegrate, teeth may begin to loosen, and fall out. Type 2 osteoporosis is known to happen with age. Although not directly related to hormones like Type 1, Type 2 also results in damage to the skeletal frame. Along with losses of trabecular goes cortical calcium, vertebrae compress cause the spine to form a wedged shape, and hips are often know to break. There are several habits of a lifestyle which contribute to the on set osteoporosis. Smoking cigarettes effects estrogen and calcium absorption resulting in lowered calcium levels. Maintaining a proper diet that includes plenty of vitamins (A, K, D, & C) and essentials minerals (phosphorous, fluoride, magnesium, and zinc) is a catch all remedy to fight against osteoporosis. Explain why women are more at risk of developing each type of osteoporosis.Women are more at risk to developing either osteoporosis due to the activity of estrogen in their bodies. Estrogen helps in calcium synthesis and fights against bone destroying osteoclasts cells. Women who have an irregular menstrual cycle or are post menopausal are at a higher risk of developing osteoporosis. 3b. Explain what changes in lifestyle you would recommend to your (choose one and circle your choice: mother, sister, wife, girlfriend, friend), to help her reduce her risk of developing osteoporosis. The best way for any woman to fend against osteoporosis are; maintain a diet of adequate

Good Education

Advantages of a Good Education What is a good education? Some say a good education consists of going to a good school, and getting a degree. Yes, acquiring a degree is important, but what good is it if it does not leads to good morals. A person can be the smartest person in the world, but if the person’s behavior is bad, the â€Å"good education† never existed. For an education to be deemed â€Å"good†, it has to promote good morals. The good morals are gotten from God’s instructions. A good education is also an education that teaches responsibility.It makes one accountable for the things that happen in their life. It gives one a mindset that he/she does not have to rely on anybody. A good education involves getting a degree and at the same time learning what is morally right in God’s eyes. Advantages of good education include one being able to take care of his family, being able to communicate effectively and respectively, and also it reduces the n umber of birth rates. A good education gives someone the ability to take care of their family.Due to the fact that getting a degree increases the chance for someone to get a high paying job, people do it for the wrong motives. Some people get a good education so that they can be selfish with the money they get with their degree. On the other hand, someone educated to behave morally right would care to take care of the family that they have, and not just him. Even if the job is not high paying, a good education teaches one to show generosity at all time. Another advantage of a good education is that it also gives one the ability to talk effectively and respectively.To have a degree one must have taken English and communication courses that are helpful in improving one’s grammar and communication skills. What good is one’s grammar he cannot hold a conversation with others? A good education makes one able to convey his opinion in an understandable manner. Most people who get their degrees still act disrespectful. These people graduate from colleges that are said to be good, and still use foul language. Is this kind of education â€Å"good†? A good education teaches people to talk to people around them with respect.People with good educations learn of the dangers in using abusive languages at people. A God that is perfectly righteous would not support disrespect in any form. His (God’s) word says in Ephesians 4::29,†Let no corrupting talk come out of your mouths, but only such as is good for building up, as fits the occasion, that it may give grace to those who hear†. Since a good education involves teaching what is morally right in God’s eyes, a person with a good education would not try his best to control his language from being abusive.The final advantage of a good education is that it reduces the number of birth rates. Uneducated men and women are one of the main causes the high numbers in birth rate. These unedu cated people cause unwanted births because they are not aware of the danger of sex. Sex is not morally bad, but if it is not with a spouse it is a sin. A good education, since it goes according to the word of God, gives people the awareness that sex before marriage is a sin. The bible tells us that God will judge those who are sexually immoral.A good education therefore In conclusion, all these advantages to a good education can all be taught through the word of God (Bible). In addition, knowing all these actions mean nothing if they are not practiced. A person can know that they should take care of their families, talk respectively, and abstain from sexual immorality, but it does not mean the person will do these things. Someone might want to do this, but human nature makes the person do otherwise. A good education gives knowledge, but one is in charge of being practically wise.