Origin of Earth and Evolution of the Environment
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The History of Planet Earth
SECOND EDITION Earth’s Evolving The History of Systems Planet Earth Ronald Martin, Ph.D. University of Delaware Newark, Delaware © Jones & Bartlett Learning, LLC, an Ascend Learning Company. NOT FOR SALE OR DISTRIBUTION 9781284457162_FMxx_00i_xxii.indd 1 07/11/16 1:46 pm World Headquarters Jones & Bartlett Learning 5 Wall Street Burlington, MA 01803 978-443-5000 [email protected] www.jblearning.com Jones & Bartlett Learning books and products are available through most bookstores and online booksellers. To contact Jones & Bartlett Learning directly, call 800-832-0034, fax 978-443-8000, or visit our website, www.jblearning.com. Substantial discounts on bulk quantities of Jones & Bartlett Learning publications are available to corporations, professional associations, and other qualified organizations. For details and specific discount information, contact the special sales department at Jones & Bartlett Learning via the above contact information or send an email to [email protected]. Copyright © 2018 by Jones & Bartlett Learning, LLC, an Ascend Learning Company All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from the copyright owner. The content, statements, views, and opinions herein are the sole expression of the respective authors and not that of Jones & Bartlett Learning, LLC. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not constitute or imply its endorsement or recommendation by Jones & Bartlett Learning, LLC, and such reference shall not be used for advertis- ing or product endorsement purposes. -
The Health and Social Benefits of Nature and Biodiversity Protection
The Health and Social Benefits of Nature and Biodiversity Protection Executive Summary Patrick ten Brink, Konar Mutafoglu, Jean-Pierre Schweitzer, Marianne Kettunen, Clare Twigger-Ross, Yoline Kuipers, Manon Emonts, Liisa Tyrväinen, Teppo Hujala, Ann Ojala A project funded by the European Commission (ENV.B.3/ETU/2014/0039) Funded by the European Commission, DG Environment (ENV.B.3/ETU/2014/0039) Legal notice The contents and views contained in this report are those of the authors, and do not necessarily represent those of the European Commission. Cite this report: ten Brink P., Mutafoglu K., Schweitzer J.-P., Kettunen M., Twigger-Ross C., Kuipers Y., Emonts M., Tyrväinen L., Hujala T., Ojala A. (2016) The Health and Social Benefits of Nature and Biodiversity Protection – Executive summary. A report for the European Commission (ENV.B.3/ETU/2014/0039), Institute for European Environmental Policy, London / Brussels. Corresponding author: Patrick ten Brink – [email protected] Acknowledgements: This executive summary by the core author team builds on and benefits from the inputs by the wider study team – including Owen White and Jonathan Baker (Collingwood Environmental Planning), Irene Lucius and Magdalena Peneva (WWF Danube-Carpathian Programme), Holger Robrecht, Pamela Mühlmann and Elisa Kerschbaumer (ICLEI Europe), Rudolf de Groot (Wageningen University), the extensive literature cited, and the case studies, presentations and discussions at a stakeholder workshop held on the 27th and 28th of January 2016 in Brussels. A summary of the workshop and the presentations are available here. For the workshop, we would like to thank Roby Biwer, Carsten Brauns, and Martine Lartigue at the Committee of the Regions and the contributing participants. -
Students' Understanding of Connections Between Human
International Journal Journal of Environmental of Environmental & Science & Educat Scienceion Education Vol. 5, No. 4, October 2010, 407-433 Vol. 3, No. 3, July 2008, xx-xx Students’ understanding of connections between human engineered and natural environmental systems Blakely K. Tsurusaki, Charles W. Anderson Received 23 July 2009; Accepted 30 April 2010 This research draws on developments in educational research where learning progressions are emerging as a strategy for synthesizing research on science learning and applying that research to policy and practice, and advances in the natural sciences, where interdisciplinary research on coupled human and natural systems has become increasingly important. It focuses on the human systems that supply all of our essential goods and services (i.e., food, water, transportation), which begin and end in the earth‘s natural systems. In order to investigate what students know about how human actions affect environmental systems, we developed assessments focusing on supply and waste disposal chains. In addition, students were asked about a major environmental issue – global warming. Assessments were administered to elementary, middle, and high school students from rural, suburban, and urban schools. Results from this study provide insight into how student knowledge of connections between human-engineered and natural systems varies across grade level and context, which is essential if we are to teach students to be responsible citizens and stewards of our environment. Keywords: connected natural -
A Christian Physicist Examines Noah's Flood and Plate Tectonics
A Christian Physicist Examines Noah’s Flood and Plate Tectonics by Steven Ball, Ph.D. September 2003 Dedication I dedicate this work to my friend and colleague Rodric White-Stevens, who delighted in discussing with me the geologic wonders of the Earth and their relevance to Biblical faith. Cover picture courtesy of the U.S. Geological Survey, copyright free 1 Introduction It seems that no subject stirs the passions of those intending to defend biblical truth more than Noah’s Flood. It is perhaps the one biblical account that appears to conflict with modern science more than any other. Many aspiring Christian apologists have chosen to use this account as a litmus test of whether one accepts the Bible or modern science as true. Before we examine this together, let me clarify that I accept the account of Noah’s Flood as completely true, just as I do the entirety of the Bible. The Bible demonstrates itself to be reliable and remarkably consistent, having numerous interesting participants in various stories through which is interwoven a continuous theme of God’s plan for man’s redemption. Noah’s Flood is one of those stories, revealing to us both God’s judgment of sin and God’s over-riding grace and mercy. It remains a timeless account, for it has much to teach us about a God who never changes. It is one of the most popular Bible stories for children, and the truth be known, for us adults as well. It is rather unfortunate that many dismiss the account as mythical, simply because it seems to be at odds with a scientific view of the earth. -
EARTH SCIENCE CONCEPTUAL FRAMEWORK GRADES K–12 • WCCUSD/UCMP EARTH AS a SYSTEM Theme/Questions K-2 3-5 6-8 9-12
EARTH SCIENCE CONCEPTUAL FRAMEWORK GRADES K–12 • WCCUSD/UCMP EARTH AS A SYSTEM Theme/Questions K-2 3-5 6-8 9-12 How is the Earth part The Earth is part of a bigger system The Earth is part of the Solar System. The Earth is part of the Solar System. The Earth is part of the Solar System. of a larger system? called the Solar System. How do the four The Earth’s position in relation to the The relative positions of Earth and The tilt of the Earth’s axis and the spheres (lithosphere, Sun changes what happens on Earth. Sun affect the dynamics of the Earth. Earth’s orbit affect Earth’s seasons, cli- atmosphere, hydro- mate belts, and global wind and ocean sphere, biosphere) currents. interact? The gravitational forces of the moon, What evidence is sun, and all other celestial bodies infl u- there of this interac- ence the Earth. tion? The planet Earth has a distinct inter- The planet Earth has distinct layers The planet Earth is made of layers dis- The planet Earth is made of layers dis- nal structure composed of the crust, (crust, mantle, and core) that look tinguished by composition, structure, tinguished by composition, structure, mantle, and core. and act differently. and temperature. and temperature. Earth is made up of land, water, air, Earth is composed of land, water, air, The planet Earth is composed of the The planet Earth is composed of litho- and living things. and living things. lithosphere, hydrosphere, atmosphere, sphere, hydrosphere, atmosphere, and and biosphere. The boundaries of biosphere. -
Biodiversity and the Natural Environment
Biodiversity and the Natural QQI Level 5 (Component Award) Environment About the Course The Teagasc college at the National Botanic Gardens, Glasnevin are offering a QQI Level 5 component award in Biodiversity and the Natural Environment which will equip the learner with the knowledge, skills and competence to value the natural environment as a sustainable resource. The course will lead to a minor award at NFQ level 5 in Biodiversity and the Natural Environment. Who should Apply? This course is designed for people who are currently pursuing careers in Horticulture or other similar disciplines. This subject is worth 15 credits which can be counted towards further studies at Level 5. By taking other Level 5 modules, students may be able to build towards a full major award of QQI Level 5 Certificate in Horticulture. Module Content On completion of this module, students will be able to: • Explain environmental terminology. • Describe the role of water quality. • Describe the effects of human activity on the environment. • Explain the role of biodiversity. • Review the Wildlife Act. • Describe a habitat using tools • Prepare an environmental survey Course Structure The course will be offered in a one day session over a 10 week period from January to March. Each session will comprise of lectures and hands-on practical / demonstration exercises. Skills learned throughout the year will be assessed at regular intervals. Students will be supplied with appropriate PPE (Personal Protection Equipment) but they will be required to have safety boots and appropriate work trousers for each of the practical / demonstration sessions. Please contact the college of your choice for precise details on the course structure, delivery and current fees. -
Impact of Trace Elements in the Natural Environment and Public Health: a Medical Geology Perspective
Central Annals of Public Health and Research Short Communication *Corresponding author Emmanuel Arhin, Department of Earth and Environmental Science, University for Development Impact of Trace Elements in the Studies, Faculty of Applied Sciences, P. O. Box 24, Navrongo, Ghana, Tel: 233 24 2280826; Email: Natural Environment and Public Submitted: 07 July 2016 Accepted: 17 November 2016 Health: A Medical Geology Published: 19 November 2016 Copyright Perspective © 2016 Arhin al. OPEN ACCESS Emmanuel Arhin* and MS Zango Department of Earth and Environmental Science, University for Development Studies, Keywords Ghana • Trace elements • Datoko-Shega • Deficiency Abstract • Adverse health The distributions and concentrations of trace elements in the environment exposed • Potentially toxic elements to biological materials including humans can affect life depending on the exposure and degree of concentrations. Whilst the essential trace elements impacts on human development the potential toxic elements will have adverse health consequences on humans and in animals. As observed from the study both lives threatening and life supporting trace elements all coexist in the environment. Clinical reviews on trace elements suggest that human bodies require some amounts of them at all times and their deficiencies adversely impact on human health. Mineral supplementation had always been the recommendation for people with deficiency of some trace elements as a prescription drug. In this study X-ray fluorescence analytical technique was used to measure the trace elements in the sediment samples whereas ICP-MS was used for the soil samples. The trace elements in sediments and in soils at the study areas showed Zn, V, Mo, and Ni depletions in both areas. -
Geologic, Climatic, and Vegetation History of California
GEOLOGIC, CLIMATIC, AND VEGETATION HISTORY OF CALIFORNIA Constance I. Millar I ntroduction The dawning of the “Anthropocene,” the era of human-induced climate change, exposes what paleoscientists have documented for decades: earth’s environment—land, sea, air, and the organisms that inhabit these—is in a state of continual flux. Change is part of global reality, as is the relatively new and disruptive role humans superimpose on environmental and climatic flux. Historic dynamism is central to understanding how plant lineages exist in the present—their journey through time illuminates plant ecology and diversity, niche preferences, range distributions, and life-history characteristics, and is essential grounding for successful conservation planning. The editors of the current Manual recognize that the geologic, climatic, and vegetation history of California belong together as a single story, reflecting their interweaving nature. Advances in the sci- ences of geology, climatology, and paleobotany have shaken earlier interpretations of earth’s history and promoted integrated understanding of the origins of land, climate, and biota of western North America. In unraveling mysteries about the “what, where, and when” of California history, the respec- tive sciences have also clarified the “how” of processes responsible for geologic, climatic, and vegeta- tion change. This narrative of California’s prehistory emphasizes process and scale while also portraying pic- tures of the past. The goal is to foster a deeper understanding of landscape dynamics of California that will help toward preparing for changes coming in the future. This in turn will inform meaningful and effective conservation decisions to protect the remarkable diversity of rock, sky, and life that is our California heritage. -
Environmental Science
Environmental Science Performance Expectation and Louisiana Connectors HS-EVS1-1 Analyze and interpret data to identify the factors that affect sustainable development and natural resource management in Louisiana. LC-HS-EVS1-1a Identify factors (e.g., human activity, population size, types of crops grown) that affect sustainable development in Louisiana. LC-HS-EVS1-1b Identify factors (e.g., human activity, population size, types of crops grown) that affect natural resource management in Louisiana. Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept Analyzing and interpreting data: LOUISIANA’S NATURAL RESOURCES STABILITY AND CHANGE Analyzing data in 9-12 builds on K-8 Ecosystem capital can be characterized as goods (removable products) and services such as Change and rates of experiences and progresses to the functions and values of wetlands. (HS.EVS1A.a) change can be introducing more detailed statistical quantified and modeled analysis, the comparison of data Ecosystem attributes or services are important to value. over very short or very sets for consistency, and the use of Ecosystem capital are the resources or benefits provided by ecosystems that are needed for long periods of time. models to generate and analyze economic development. Some system changes data. Ecosystems provide different goods or removable products such as timber, food, medicines, are irreversible. • Analyze data using tools, and fuel. technologies, and/or models (e.g., Ecosystems serve important functions for human and wildlife (e.g., natural water filtration, Change and rates of computational, mathematical) in control of floods by absorbing extra runoff from heavy rains, providing animal habitats). change can be order to make valid and reliable Ecosystems provide social and cultural services such as recreation. -
Who Speaks for the Future of Earth? How Critical Social Science Can Extend the Conversation on the Anthropocene
http://www.diva-portal.org This is the published version of a paper published in Global Environmental Change. Citation for the original published paper (version of record): Lövbrand, E., Beck, S., Chilvers, J., Forsyth, T., Hedrén, J. et al. (2015) Who speaks for the future of Earth?: how critical social science can extend the conversation on the Anthropocene. Global Environmental Change, 32: 211-218 http://dx.doi.org/10.1016/j.gloenvcha.2015.03.012 Access to the published version may require subscription. N.B. When citing this work, cite the original published paper. Permanent link to this version: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-43841 Global Environmental Change 32 (2015) 211–218 Contents lists available at ScienceDirect Global Environmental Change jo urnal homepage: www.elsevier.com/locate/gloenvcha Who speaks for the future of Earth? How critical social science can extend the conversation on the Anthropocene a, b c d a e Eva Lo¨vbrand *, Silke Beck , Jason Chilvers , Tim Forsyth , Johan Hedre´n , Mike Hulme , f g Rolf Lidskog , Eleftheria Vasileiadou a Department of Thematic Studies – Environmental Change, Linko¨ping University, 58183 Linko¨ping, Sweden b Department of Environmental Politics, Helmholtz Centre for Environmental Research – UFZ, Permoserstraße 15, 04318 Leipzig, Germany c School of Environmental Sciences, University of East Anglia, Norwich Research Park, Norwich NR4 7TJ, UK d Department of International Development, London School of Economics and Political Science, Houghton Street, London WC2A 2AE, UK e Department of Geography, King’s College London, K4L.07, King’s Building, Strand Campus, London WC2R 2LS, UK f Environmental Sociology Section, O¨rebro University, 701 82 O¨rebro, Sweden g Department of Industrial Engineering & Innovation Sciences, Technische Universiteit Eindhoven, P.O. -
Human-Induced Alteration Negatively Impacts Perceived Naturalness and Preferences for Natural Environments Ethan A
Western Oregon University Digital Commons@WOU Faculty Research Publications (All Departments) Faculty Research 3-2016 Nature with a Human Touch: Human-Induced Alteration Negatively Impacts Perceived Naturalness and Preferences for Natural Environments Ethan A. McMahan Western Oregon University, [email protected] Jaime M. Cloud Western Oregon University Patrick Josh Western Oregon University Michaell Scott Western Oregon University Follow this and additional works at: https://digitalcommons.wou.edu/fac_pubs Part of the Psychology Commons Recommended Citation McMahan, E. A., Cloud, J. M., Josh, P., & Scott, M. (2016). Nature with a Human Touch: Human-Induced Alteration Negatively Impacts Perceived Naturalness and Preferences for Natural Environments. Ecopsychology, 8 (1). http://dx.doi.org/10.1089/ eco.2015.0068 This Article is brought to you for free and open access by the Faculty Research at Digital Commons@WOU. It has been accepted for inclusion in Faculty Research Publications (All Departments) by an authorized administrator of Digital Commons@WOU. For more information, please contact [email protected]. Running head: HUMAN ALTERATION, NATURALNESS, AND PREFERENCE 1 Nature with a Human Touch: Human-Induced Alteration Negatively Impacts Perceived Naturalness and Preferences for Natural Environments Ethan A. McMahana, Jaime M. Clouda, Patrick Josha, and Michaell Scotta a Department of Psychological Sciences, Western Oregon University, Monmouth, Oregon Correspondence regarding this article should be sent to Ethan McMahan, Department of Psychological Sciences, Western Oregon University, 345 N. Monmouth Ave., Monmouth, Oregon 97361. Email: [email protected]. HUMAN ALTERATION, NATURALNESS, AND PREFERENCE 2 Abstract Natural environments vary in the degree to which humans have altered them; some environments, like wilderness areas, are relatively untouched, while others, like urban green spaces, are heavily manicured. -
Enviroatlas Educational Curriculum Connecting Ecosystems and Human Health
ENVIROATLAS EDUCATIONAL CURRICULUM CONNECTING ECOSYSTEMS AND HUMAN HEALTH MODULE DESIGNED FOR 4TH-12TH GRADERS Created by Jenna M. Hartley ASPPH (Association of Schools and Programs of Public Health) Environmental Health Fellow hosted by National Health and Environmental Effects Research Laboratory Office of Research and Development U.S. Environmental Protection Agency Research Triangle Park, NC EPA Mentor Laura Jackson Created with assistance from Jennifer Cypra Kenan Fellows Program Participant (Summer 2017) EPA Report #EPA/600/R-18/186 Overview of EnviroAtlas Connecting Ecosystems & Human Health Lesson PREFACE The following lesson plan module was created as part of a larger curriculum of activities for educational use to introduce students to EnviroAtlas and the concepts of watersheds, pollution, connections between the environment and human health, greenways, and using maps in decision-making. This lesson plan specifically addresses human health, ecosystem services, ecosystems, and the environment. Additional lesson plan modules are available and forthcoming to address a variety of other topics directed at a range of grade-levels and ages. There is also an Educational Overview document that outlines some of the tools in EnviroAtlas for educators who wish to design their own lesson plans around the available EnviroAtlas tools. We encourage you to look over the Educational Overview document to determine how EnviroAtlas can best meet your needs. All Educational materials can be found here: https://www.epagov/enviroatlas/enviroatlas-educational-materials For questions regarding this case study and supplemental materials, please contact the EnviroAtlas Team at [email protected]. While this document has been reviewed and approved by the U.S. Environmental Protection Agency, its contents do not necessarily reflect the views and policies of the Agency.