Earth Systems Engineering and Management
CEE 400
Week 5: Complex Systems
Earth Systems Engineering and Management
*
Complex Systems: TermsSystems are groups of interacting, interdependent parts linked together by exchanges of energy, matter and informationComplex systems are characterized by:Strong (usually non-linear) interactions between the partsComplex feedback loops that make it difficult to distinguish cause from effectSignificant time and space lags, discontinuities, thresholds, and limitsOperation far from equilibrium in a state of constant adaptation to changing conditions (at the edge of deterministic chaos)
Adapted from R. Costanza, L. Wainger, C folk, and K. Maler, “Modeling Complex Ecological Economic,” BioScience 43(8): 545-55
Four Types of ComplexityStatic complexity (or just complicated): many nodes and links (a 747 sitting on the ground)Dynamic complexity: system operating through time (747 in flight, controlled by air traffic control)Wicked complexity: integrates human systems (global air transport as a system)Earth systems complexity: integrated built/natural/human systems at regional and global scale (e.g., effect of 747 on disease patterns, and on eco-touorism)
Evolution of Complex Adaptive Systems All complex systems evolve in response to changing boundary conditions and internal dynamics – so known as “Complex Adaptive Systems”. Evolution occurs as the result of three mechanisms linked in complicated ways:
Information storage and transmission Mutation (generation of new alternatives for system agents Selection among alternative based on performance given internal states and external boundary conditions
Where Complex Adaptive Systems LiveIf too many strong linkages among parts of a system, it cannot adapt; any mutation is rapidly damped out.If not enough linkages, also cannot adapt; mutation can’t be preserved in new system state.Therefore, CASs live between stasis and randomness
Human Systems vs. Non-Human Systems
(The “Wicked” vs. The “Tame”)
Wicked Systems:
1. Policy problems cannot be definitively described
2. There is nothing like an indisputable public good
3. There are no objective definitions of equity
4. Policies for social problems cannot be meaningfully correct or false
5. There are no “solutions”in the sense of definitive, objective answers
6. There is no optimality
Source: H.W.J. Rittel and M. M.Webber, “Dilemmas in a General Theory Planning,” Policy Scenes 4 (1973), pp. 155-169
Policy Implications
of Simple (S) vs Complex (C) Systems
Function as Displayed by System
Information
Centralized command-and-control feasible
System management by adjusting forcing behavior; command-and-control contraindicated
Causality
Centralized command-and-control to endpoint (effect) feasible
Function
Type
Policy Implication
S
Centralized; system is “knowable”
C
Information diffused throughout the system; some embedded in system structure; system too complex to be “known”
S
Linea ...
Presentation given by Lyla Mehta at World Water Week in Stockholm on August 21 2009, based STEPS Centre's projects. For more information see: http://www.steps-centre.org/index.html
Presentation by Aura Reggiani, University of Bologna, Italy
Advanced Brainstorm Carrefour (ABC): ‘Smart People in Smart Cities’
Matej Bel University, Banská Bystrica, Slovakia (August, 2016)
Presentation given by Lyla Mehta at World Water Week in Stockholm on August 21 2009, based STEPS Centre's projects. For more information see: http://www.steps-centre.org/index.html
Presentation by Aura Reggiani, University of Bologna, Italy
Advanced Brainstorm Carrefour (ABC): ‘Smart People in Smart Cities’
Matej Bel University, Banská Bystrica, Slovakia (August, 2016)
Mindmap series of the book "Pursuing sustainability"
Map1-goals & determinants of sustainability
Map2-dynamics of social-environmental systems
Map3-governance of social-environmental systems
Map4-from knowledge to action
Melissa Leach: Pathways to Sustainability: Environmental social science and ...STEPS Centre
From NESS 2011 (The 10th Nordic Environmental Social Science Conference), June 2011.
Video at http://stockholmresilience.org/seminarandevents/otherseminars/ness2011/videoarchive.4.1f74f76413071d337c380005790.html
Connecting USDA and NSF Terrestrial Observation Network to Science PolicyBrian Wee
Large-scale environmental changes pose challenges that straddle environmental, economic, and social boundaries. As we design and implement climate adaptation strategies at the Federal, state, local, and tribal levels, accessible and usable data are essential for implementing actions that are informed by the best available information. Data-intensive science has been heralded as an enabler for scientific breakthroughs powered by advanced computing capabilities and interoperable data systems. Those same capabilities can be applied to data and information systems that facilitate the transformation of data into highly processed products.
At the interface of scientifically informed public policy and data intensive science lies the potential for producers of credible, integrated, multi-scalar environmental data like the National Ecological Observatory Network (NEON) and its partners to capitalize on data and informatics interoperability initiatives that enable the integration of environmental data from across credible data sources. NEON is designed to provide high-quality, long-term environmental data for research. These data are also meant to be repurposed for operational needs that like risk management, vulnerability assessments, resource management, and others. The proposed USDA Agriculture Research Service (ARS) Long Term Agro-ecosystem Research (LTAR) network is another example of such an environmental observatory that will produce credible data for environmental / agricultural forecasting and informing policy.
To facilitate data fusion across observatories like NEON and LTAR, there is a growing call for observation systems to more closely coordinate and standardize how variables are measured. Together with observation standards, cyberinfrastructure standards enable the proliferation of an ecosystem of applications that utilize diverse, high-quality, credible data. Interoperability facilitates the integration of data from multiple credible sources of data, and enables the repurposing of data for use at different geographical scales. Metadata that captures the transformation of data into value-added products (“provenance”) lends reproducability and transparency to the entire process. This way, the datasets and model code used to create any product can be examined by other parties.
This poster outlines a pathway for transforming environmental data into value-added products by various stakeholders to better inform sustainable agriculture using data from environmental observatories including NEON and LTAR.
Identifying Key Factors Driving Platform Ecosystem to Collapseijtsrd
Many researchers in many fields have experienced tipping point to their complex systems as in financial markets, in ecological system , but no one has experienced in platforms ecosystem systems. One of the biggest issues those platforms ecosystem can face is the collapse. The risk of approaching to the tipping point is unknown. Complex dynamical system ranging from ecosystem to economy can collapse anytime, but predicting the point where the collapse can occur is difficult. We built a mathematical model S C model which incorporating the dynamics, interactions and mutualistic network for platform ecosystem. We use this model to predict the key factors driving platforms ecosystem to collapse. To get our predictions we used an approximation method to get rid from complexity without losing much generality and still explain the same dynamics. To achieve our results we used matlab software and solved the reduced model. The inevitable factors that lead to collapse are suggesting to be used as early indicators of dramatic changes. We developed a system dynamics model of platform group of suppliers and consumers that includes growth, churn, competition, alliance, negative interaction and mutual interaction between users. We use this model to simulate various development paths by varying different factors, which affect the platform’s ecosystem model. Our simulation results show that ds, dc, Bij, ij, and h are the key factors driving the platform ecosystem to collapse. Lamia Loudahi "Identifying Key-Factors Driving Platform Ecosystem to Collapse" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51825.pdf Paper URL: https://www.ijtsrd.com/mathemetics/applied-mathematics/51825/identifying-keyfactors-driving-platform-ecosystem-to-collapse/lamia-loudahi
Fisher Data Standards For Living Capitalwpfisherjr
Abstract. Capital is brought to life when it is represented in titles and deeds universally recognized, accepted, and transferable within financial and legal networks. Capitalism is criticized for focusing on manufactured capital, labor, and land at the expense of literacy, health, and social capital, for instance. Little attention has yet been devoted to creating systems of transferable representations appropriate to the rich complexities of human, social, and natural (environmental ecosystem) capital, though such systems are within our power to create. The calibration of transferable representations for intangible capital is necessary for bringing the full spectrum of capital within a comprehensively manageable economic framework.
In this paper I will attempt to:
• Outline some of the systems of systems challenges that we will likely face.
• Discuss the emergent nature of both the challenges as well as the potential resultant outcomes.
• Draw attention to some of the driving forces acting both on this system of systems as well as the national and sectoral programs that may emerge to respond to this challenge.
• Highlight some of the feedback loops which may exist or emerge from both apparent and hidden coupling.
• Discuss system of system risks, program risks and where our perceptions and appetite for such risks may change over time.
• Outline some particular challenges for program managers as they are engaged in addressing this challenge.
Eating Disorders
TOPIC OVERVIEW
Anorexia Nervosa
The Clinical Picture
Medical Problems
Bulimia Nervosa
Binges
Compensatory Behaviors
Bulimia Nervosa Versus Anorexia Nervosa
Binge-Eating Disorder
What Causes Eating Disorders?
Psychodynamic Factors: Ego Deficiencies
Cognitive Factors
Depression
Biological Factors
Societal Pressures
Family Environment
Multicultural Factors: Racial and Ethnic Differences
Multicultural Factors: Gender Differences
How Are Eating Disorders Treated?
Treatments for Anorexia Nervosa
Treatments for Bulimia Nervosa
Treatments for Binge-eating Disorder
Putting It Together: A Standard for Integrating Perspectives
Shani, age 15: While I was learning to resist the temptation of hunger, I walked into the kitchen when no one was around, took a slice of bread out the packet, toasted it, spread butter on it, took a deep breath and bit. Guilty. I spat it in the trash and tossed the rest of it in and walked away. Seconds later I longed for the toast, walked back to the trash, popped open the lid and sifted around in the debris. I found it and contemplated, for minutes, whether to eat it. I brought it close to my nose and inhaled the smell of melted butter. Guilty. Guilty for trashing it. Guilty for craving it. Guilty for tasting it. I threw it back in the trash and walked away. No is no, I told myself. No is no.
… And no matter how hard I would try to always have The Perfect Day in terms of my food, I would feel the guilt every second of every day. It reeked of shame, seeped with disgust and festered in disgrace. It was my desire to escape the guilt that perpetuated my compulsion to starve.
In time I formulated a more precise list of “can” and “can’t” in my head that dictated what I was allowed or forbidden to consume…. It became my way of life. My manual. My blueprint. But more than that, it gave me false reassurance that my life was under control. I was managing everything because I had this list in front of me telling me what—and what not—to do….
In the beginning, starving was hard work. It was not innate. Day by day I was slowly lured into another world, a world that was as isolating as it was intriguing, and as rewarding as it was challenging….
That summer, despite the fact that I had lost a lot of weight, my mother agreed to let me go to summer camp with my fifteen-year-old peers, after I swore to her that I would eat. I broke that promise as soon as I got there…. At breakfast time when all the teens raced into the dining hall to grab cereal boxes and bread loaves and jelly tins and peanut butter jars, I sat alone cocooned in my fear. I fingered the plastic packet of a loaf of white sliced bread, took out a piece and tore off a corner, like I was marking a page in a book, onto which I dabbed a blob of peanut butter and jelly the size of a Q-tip. That was my breakfast. Every day. For three weeks.
I tried to get to the showers when everyone else was at the beach so nobody would see me. I heard girls behind me whispering, “Tha ...
Earning Your Place in the Investment WorldThe CFA Program.docxsagarlesley
Earning Your Place in the Investment World
The CFA Program
Wojciech Gudaszewski, CFA, (cover) took a major career leap in
2006, founding WDM Financial Group, the first firm in Poland
to offer a fully comprehensive array of financial services. Beam-
ing with enthusiasm as he strolls amidst the ornate buildings
of Wroclaw, Poland’s third-largest city, Wojciech explains.
“Becoming a CFA charterholder gave me more self-confi-
dence,” says Wojciech. “Now I have more courage to lead more
responsible and ambitious projects, like establishing and man-
aging the WDM Financial Group.”
Wojciech saw opportunity in Poland’s emerging market
and set about earning the professional credentials to partici-
pate fully in— and find solutions for— his homeland’s finan-
cial front. But after earning a master’s degree in economics
and three professional certifications, he says, “Soon I realized
that there is really only one global standard for investment
professionals—[the] CFA [designation].”
Wojciech likewise credits getting his first job after gradu-
ation, an equity analyst position at ING Investment Manage-
ment in Warsaw, to the CFA designation. “Thanks to the CFA
charter I got a great job after my studies,” he says. He glances
proudly at the colorful facades rising all around him and adds,
“The CFA charter gave me a chance to find interesting and
well-paid work.”
As the sun fades and a cool breeze whips across the town
square, Wojciech reveals a broad level of confidence and
urgency, leaving little doubt about the depth of his determina-
tion: With more than 50 clients on board already, he plans to
serve 200 by year’s end. “I want to push the Group to the next
level as soon as possible.”
MEMB ER SOC I ETY: C FA S O C I E T Y O F P O L A N D
The Courage to Lead
Wojciech Gudaszewski, CFA cover
W R O C L AW, P O L A N D
Liliane Lintz, CFA 2–3
S Ã O PAU L O, B R A Z I L
Ryan Fuhrmann, CFA 4–5
F O RT W O RT H , T E X A S , U S A
Zafeer Hussain, CFA 6–7
D U B A I , UA E
Kam Shing Kwang, CFA 8–9
H O N G KO N G
Gao Quan, CFA 10–11
S H A N G H A I , C H I N A
Rohit Rebello, CFA 12–13
M U M B A I , I N D I A
Olga Logvina, CFA 14–15
M O S C O W, R U S S I A
Vincent Fournier, CFA 16–17
M O N T R É A L , Q U É B E C , C A N A D A
Sarah Campbell, CFA 18–19
A I X E N P R O V E N C E , F R A N C E
Ten CFA® charterholders from around
the world talk about where they
came from,how the CFA Program
affected their journeys,and where
they are headed.
TA B L E O F C O N T E N T S
3 Defining the CFA Program
4 Benefits of the CFA Charter
12 Steps to Earning Your CFA Charter
15 About the Curriculum and Examinations
18 Preparing for the CFA Examinations
20 About CFA Institute
The CFA designation is a mark of distinction
that is globally recognized by employers,
investment professionals,and investors as
the definitive standard—the gold standard—
by which to measure serious investment
professionals.
The CFA Program
Earning ...
More Related Content
Similar to Earth Systems Engineering and ManagementCEE 400Week 5.docx
Mindmap series of the book "Pursuing sustainability"
Map1-goals & determinants of sustainability
Map2-dynamics of social-environmental systems
Map3-governance of social-environmental systems
Map4-from knowledge to action
Melissa Leach: Pathways to Sustainability: Environmental social science and ...STEPS Centre
From NESS 2011 (The 10th Nordic Environmental Social Science Conference), June 2011.
Video at http://stockholmresilience.org/seminarandevents/otherseminars/ness2011/videoarchive.4.1f74f76413071d337c380005790.html
Connecting USDA and NSF Terrestrial Observation Network to Science PolicyBrian Wee
Large-scale environmental changes pose challenges that straddle environmental, economic, and social boundaries. As we design and implement climate adaptation strategies at the Federal, state, local, and tribal levels, accessible and usable data are essential for implementing actions that are informed by the best available information. Data-intensive science has been heralded as an enabler for scientific breakthroughs powered by advanced computing capabilities and interoperable data systems. Those same capabilities can be applied to data and information systems that facilitate the transformation of data into highly processed products.
At the interface of scientifically informed public policy and data intensive science lies the potential for producers of credible, integrated, multi-scalar environmental data like the National Ecological Observatory Network (NEON) and its partners to capitalize on data and informatics interoperability initiatives that enable the integration of environmental data from across credible data sources. NEON is designed to provide high-quality, long-term environmental data for research. These data are also meant to be repurposed for operational needs that like risk management, vulnerability assessments, resource management, and others. The proposed USDA Agriculture Research Service (ARS) Long Term Agro-ecosystem Research (LTAR) network is another example of such an environmental observatory that will produce credible data for environmental / agricultural forecasting and informing policy.
To facilitate data fusion across observatories like NEON and LTAR, there is a growing call for observation systems to more closely coordinate and standardize how variables are measured. Together with observation standards, cyberinfrastructure standards enable the proliferation of an ecosystem of applications that utilize diverse, high-quality, credible data. Interoperability facilitates the integration of data from multiple credible sources of data, and enables the repurposing of data for use at different geographical scales. Metadata that captures the transformation of data into value-added products (“provenance”) lends reproducability and transparency to the entire process. This way, the datasets and model code used to create any product can be examined by other parties.
This poster outlines a pathway for transforming environmental data into value-added products by various stakeholders to better inform sustainable agriculture using data from environmental observatories including NEON and LTAR.
Identifying Key Factors Driving Platform Ecosystem to Collapseijtsrd
Many researchers in many fields have experienced tipping point to their complex systems as in financial markets, in ecological system , but no one has experienced in platforms ecosystem systems. One of the biggest issues those platforms ecosystem can face is the collapse. The risk of approaching to the tipping point is unknown. Complex dynamical system ranging from ecosystem to economy can collapse anytime, but predicting the point where the collapse can occur is difficult. We built a mathematical model S C model which incorporating the dynamics, interactions and mutualistic network for platform ecosystem. We use this model to predict the key factors driving platforms ecosystem to collapse. To get our predictions we used an approximation method to get rid from complexity without losing much generality and still explain the same dynamics. To achieve our results we used matlab software and solved the reduced model. The inevitable factors that lead to collapse are suggesting to be used as early indicators of dramatic changes. We developed a system dynamics model of platform group of suppliers and consumers that includes growth, churn, competition, alliance, negative interaction and mutual interaction between users. We use this model to simulate various development paths by varying different factors, which affect the platform’s ecosystem model. Our simulation results show that ds, dc, Bij, ij, and h are the key factors driving the platform ecosystem to collapse. Lamia Loudahi "Identifying Key-Factors Driving Platform Ecosystem to Collapse" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51825.pdf Paper URL: https://www.ijtsrd.com/mathemetics/applied-mathematics/51825/identifying-keyfactors-driving-platform-ecosystem-to-collapse/lamia-loudahi
Fisher Data Standards For Living Capitalwpfisherjr
Abstract. Capital is brought to life when it is represented in titles and deeds universally recognized, accepted, and transferable within financial and legal networks. Capitalism is criticized for focusing on manufactured capital, labor, and land at the expense of literacy, health, and social capital, for instance. Little attention has yet been devoted to creating systems of transferable representations appropriate to the rich complexities of human, social, and natural (environmental ecosystem) capital, though such systems are within our power to create. The calibration of transferable representations for intangible capital is necessary for bringing the full spectrum of capital within a comprehensively manageable economic framework.
In this paper I will attempt to:
• Outline some of the systems of systems challenges that we will likely face.
• Discuss the emergent nature of both the challenges as well as the potential resultant outcomes.
• Draw attention to some of the driving forces acting both on this system of systems as well as the national and sectoral programs that may emerge to respond to this challenge.
• Highlight some of the feedback loops which may exist or emerge from both apparent and hidden coupling.
• Discuss system of system risks, program risks and where our perceptions and appetite for such risks may change over time.
• Outline some particular challenges for program managers as they are engaged in addressing this challenge.
Eating Disorders
TOPIC OVERVIEW
Anorexia Nervosa
The Clinical Picture
Medical Problems
Bulimia Nervosa
Binges
Compensatory Behaviors
Bulimia Nervosa Versus Anorexia Nervosa
Binge-Eating Disorder
What Causes Eating Disorders?
Psychodynamic Factors: Ego Deficiencies
Cognitive Factors
Depression
Biological Factors
Societal Pressures
Family Environment
Multicultural Factors: Racial and Ethnic Differences
Multicultural Factors: Gender Differences
How Are Eating Disorders Treated?
Treatments for Anorexia Nervosa
Treatments for Bulimia Nervosa
Treatments for Binge-eating Disorder
Putting It Together: A Standard for Integrating Perspectives
Shani, age 15: While I was learning to resist the temptation of hunger, I walked into the kitchen when no one was around, took a slice of bread out the packet, toasted it, spread butter on it, took a deep breath and bit. Guilty. I spat it in the trash and tossed the rest of it in and walked away. Seconds later I longed for the toast, walked back to the trash, popped open the lid and sifted around in the debris. I found it and contemplated, for minutes, whether to eat it. I brought it close to my nose and inhaled the smell of melted butter. Guilty. Guilty for trashing it. Guilty for craving it. Guilty for tasting it. I threw it back in the trash and walked away. No is no, I told myself. No is no.
… And no matter how hard I would try to always have The Perfect Day in terms of my food, I would feel the guilt every second of every day. It reeked of shame, seeped with disgust and festered in disgrace. It was my desire to escape the guilt that perpetuated my compulsion to starve.
In time I formulated a more precise list of “can” and “can’t” in my head that dictated what I was allowed or forbidden to consume…. It became my way of life. My manual. My blueprint. But more than that, it gave me false reassurance that my life was under control. I was managing everything because I had this list in front of me telling me what—and what not—to do….
In the beginning, starving was hard work. It was not innate. Day by day I was slowly lured into another world, a world that was as isolating as it was intriguing, and as rewarding as it was challenging….
That summer, despite the fact that I had lost a lot of weight, my mother agreed to let me go to summer camp with my fifteen-year-old peers, after I swore to her that I would eat. I broke that promise as soon as I got there…. At breakfast time when all the teens raced into the dining hall to grab cereal boxes and bread loaves and jelly tins and peanut butter jars, I sat alone cocooned in my fear. I fingered the plastic packet of a loaf of white sliced bread, took out a piece and tore off a corner, like I was marking a page in a book, onto which I dabbed a blob of peanut butter and jelly the size of a Q-tip. That was my breakfast. Every day. For three weeks.
I tried to get to the showers when everyone else was at the beach so nobody would see me. I heard girls behind me whispering, “Tha ...
Earning Your Place in the Investment WorldThe CFA Program.docxsagarlesley
Earning Your Place in the Investment World
The CFA Program
Wojciech Gudaszewski, CFA, (cover) took a major career leap in
2006, founding WDM Financial Group, the first firm in Poland
to offer a fully comprehensive array of financial services. Beam-
ing with enthusiasm as he strolls amidst the ornate buildings
of Wroclaw, Poland’s third-largest city, Wojciech explains.
“Becoming a CFA charterholder gave me more self-confi-
dence,” says Wojciech. “Now I have more courage to lead more
responsible and ambitious projects, like establishing and man-
aging the WDM Financial Group.”
Wojciech saw opportunity in Poland’s emerging market
and set about earning the professional credentials to partici-
pate fully in— and find solutions for— his homeland’s finan-
cial front. But after earning a master’s degree in economics
and three professional certifications, he says, “Soon I realized
that there is really only one global standard for investment
professionals—[the] CFA [designation].”
Wojciech likewise credits getting his first job after gradu-
ation, an equity analyst position at ING Investment Manage-
ment in Warsaw, to the CFA designation. “Thanks to the CFA
charter I got a great job after my studies,” he says. He glances
proudly at the colorful facades rising all around him and adds,
“The CFA charter gave me a chance to find interesting and
well-paid work.”
As the sun fades and a cool breeze whips across the town
square, Wojciech reveals a broad level of confidence and
urgency, leaving little doubt about the depth of his determina-
tion: With more than 50 clients on board already, he plans to
serve 200 by year’s end. “I want to push the Group to the next
level as soon as possible.”
MEMB ER SOC I ETY: C FA S O C I E T Y O F P O L A N D
The Courage to Lead
Wojciech Gudaszewski, CFA cover
W R O C L AW, P O L A N D
Liliane Lintz, CFA 2–3
S Ã O PAU L O, B R A Z I L
Ryan Fuhrmann, CFA 4–5
F O RT W O RT H , T E X A S , U S A
Zafeer Hussain, CFA 6–7
D U B A I , UA E
Kam Shing Kwang, CFA 8–9
H O N G KO N G
Gao Quan, CFA 10–11
S H A N G H A I , C H I N A
Rohit Rebello, CFA 12–13
M U M B A I , I N D I A
Olga Logvina, CFA 14–15
M O S C O W, R U S S I A
Vincent Fournier, CFA 16–17
M O N T R É A L , Q U É B E C , C A N A D A
Sarah Campbell, CFA 18–19
A I X E N P R O V E N C E , F R A N C E
Ten CFA® charterholders from around
the world talk about where they
came from,how the CFA Program
affected their journeys,and where
they are headed.
TA B L E O F C O N T E N T S
3 Defining the CFA Program
4 Benefits of the CFA Charter
12 Steps to Earning Your CFA Charter
15 About the Curriculum and Examinations
18 Preparing for the CFA Examinations
20 About CFA Institute
The CFA designation is a mark of distinction
that is globally recognized by employers,
investment professionals,and investors as
the definitive standard—the gold standard—
by which to measure serious investment
professionals.
The CFA Program
Earning ...
Earned value management is only as good as the supporting systems .docxsagarlesley
Earned value management is only as good as the supporting systems used to measure progress. Identify at least three problems that could lead to inaccurate progress management. Also, provide an example of an alternative to Earned value that you might use should project progress reporting systems prove to be inadequate.
...
Early World Literature4 VIRTUE Page 4.2 The Buddha’s Birth.docxsagarlesley
Early World Literature
4 VIRTUE / Page 4.2 The Buddha’s Birth Stories
On this page: 0 of 2 attempted (0%) | 0 of 2 correct (0%)
The Buddha’s Birth Stories
By Lynn Cianfarani
The exterior of the Ajanta Caves where they were cut into the stone on the side of a cliff by
the Waghur River in India. These cave monuments, which date from the second century
BCE to about 480 or 650 CE, house depictions of Buddha and the Jātaka Tales.
Photo courtesy of Shriram Rajagopalan / Flickr Creative Commons
In one of his former lives, Buddha was born a pigeon. That is, at least, how it is
recounted in “The Pigeon and the Crow,” one of the 547 stories in the Jātaka Tales, a
classic work of Buddhist literature.
Each of the Jātaka Tales offers readers a moral. The pigeon story, for instance,
highlights the dangers of greed. But the stories are more than just fables. They are
sacred Buddhist lore, outlining the lives that Buddha passed through before his birth as
Prince Siddhartha. Jātaka literally means “story of birth,” and in the stories, Buddha
(referred to in the Tales as the Bodhisatta—“one seeking enlightenment”) is born and
http://www.webtexts.com/courses/18168-stallard/traditional_book
reborn in the form of animals, humans, and super-human beings, all the while striving
toward enlightenment.
For Buddhists, the concept of past lives is hallowed. According to Robert Thurman, a
professor of Indo-Tibetan Buddhist Studies at Columbia University, “Buddhists see the
continuum of lives of all beings as a commonsense fact, not a mystical belief.”1 Buddhist
faith teaches that ordinary humans do not remember past existences, but enlightened
beings have the gift of recalling their former lives in detail.2
Buddhists who hear the Jātaka Tales do not necessarily take them as a word-for-word
accounting of past events, however. Devdutt Pattanaik, a Mumbai-based speaker,
writer, and mythology specialist, says that the Jātaka Tales “are as real and historical to
Buddhists as the stories of Christ’s resurrection are to Christians.”3 For most Buddhists,
whether Buddha actually lived as a pigeon is not the issue; what matters is that Buddha
did indeed have past existences which lessons can be learned from.
Reliable historical details of Buddha’s life—his early years as Siddhartha Gutam, and
later, as the enlightened Buddha—are hard to come by. According to W.S. Merwin, a
Pulitzer Prize winning poet, we don’t know how much of the Buddha/Siddhartha story
“is pure fairy tale, and how much of it is historic fact.”4 As with most religions, it’s the
message that guides followers.
Most scholars do accept that Siddhartha Gutam was an actual man, born to a royal
family in India in 563 BCE. The factual events of his life, however, remain open to
debate. According to Buddhist texts, Siddhartha married and had a child, but became
disillusioned with palace life. He started to make trips outside the palace and grew
distraught when he saw sickness, old age, and death.
In hopes of ...
Early Warning Memo for the United States Governmen.docxsagarlesley
Early Warning Memo for the United States Government
How to Deal with the Potential Conflicts in Cross-Strait Relations
between the PRC and the ROC
Table of Contents
1.0 Executive Summary
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
2.2 An Important External Factor – the United States
3.0 What is at Stake?
4.0 The Important Characteristic of the Conflict Situation
4.1 The Constraints of History
4.2 The Boundedness of International Mediation
4.3 The “Mess” of Various Aspects of Cross-Strait Relations between the PRC and the ROC
5.0 The Reasons Why Prevention Action is Merited
6.0 Future Scenarios
6.1 Lower Feasibility - Standing with the ROC
6.2 Medium Feasibility - Exiting the “Game” or Keeping Silent
6.3 Higher Feasibility - Standing with the PRC
7.0 Conclusion
References
1.0 Executive Summary
In my 2017, the 23rd annual meeting of North American Taiwan Studies Association (NATSA) was held at Stanford University. The experts and scholars, who focused on researching the relevant issues about Asian-Pacific region, such as Kharis Templeman, Erin Baggott Carter, Thomas Fingar, and Lanhee J. Chen, analyzed the potential conflicts in Cross-Strait relations between People’s Republic of China (PRC-China) and Republic of China (ROC-Taiwan) on this meeting.[footnoteRef:1] During the process of discussing the potential conflict between PRC and ROC, the United States was highlighted as the most important mediator that could influence the trends of the conflict between PRC and ROC, and that was able to provide it with windows of opportunity. This early warning policy memo will examine the three scenarios with different degrees of feasibilities by regarding the United States government as the most suitable mediator. The key facts of Cross-Strait relations between the PRC and the ROC will be demonstrated, and the important characteristic of the conflict situation will also be analyzed. Based on them, this memo will discuss the points that are at stake, and the reasons why prevention action is merited for Cross-Strait relations between the PRC and the ROC. After analyzing the pros and cons of three future scenarios, the last one, which the United States government stands with the PRC and supports “One-China” policy, reveals the relatively higher feasibility. [1: Williams, Jack F. China Review International 10, (2017): 382-85. ]
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
Since the second Chinese Civil War happened in 1937, the issues about the relations between PRC and POC, which were also called as Cross-Strait relations (Haixia Liangan Guanxi), have become seriously sensitive topics in both of the two political entities that were geographically separated by the Taiwan Strait in the west Pacific Ocean. In 1949, the second Chinese Civil War led to the political status that the mainland of China being governed by the PRC, instead, Taiwan pertains to the ROC, wh ...
Early Learning Center PortfolioSPED 293C Assignment Outline.docxsagarlesley
Early Learning Center Portfolio
SPED 293C Assignment Outline
*For this assignment you will be creating an Early Learning Center. You must include young children with exceptional needs within your program. You may work in teams or individuals for this assignment.*
The following outline is required for the Early Learning Center:
Name of Center
· Create a name for your center. (Ex. Bright Minds Early Learning Academy)
Philosophy
· What type of Early Learning philosophy will your center embrace? Please describe. (Ex. Waldorf, Montessori, Reggio, co-op, play-based, art infused, etc.)
Mission Statement
· What is the mission of your Early Learning Center? What are your goals? What is your target population?
· You can create an inclusive center that includes students with exceptional needs, or it can be a center exclusively for young children with exceptional needs.
· It can be a center for children 6 weeks to 5 years or just preschool age (4-5).
· What is your target population? (Ex. lower SES, local community or college parents) Are you going to partner with a university, YMCA, or school district?
Center Layout(Physical Layout)
· Create a layout of your entire center with a visual and written description.
· Please indicate the number of classrooms.
· Indicate other types of rooms- sensory room, indoor gym/motor room, therapy room, cafeteria, offices, support staff rooms, etc.
Staffing/Personnel
· Indicate the number of staff required for your Early Learning Center. You do not have to include all indicated below, but those pertinent to your program.
· Teachers
· Teaching Assistants
· Directors/Lead Staff
· Support Staff: OT, PT, Speech Therapist, Counselor, or Nursing
· Additional Staff: parent volunteers, fieldwork students
Classroom Layout
· Create a layout of one of your classrooms.
· Indicate a carpet area, quiet area, various stations (i.e. blocks, dress up), table areas, etc.
Classroom Management
· Outline procedures for the learning center/classrooms:
· Indicate 3-5 learning center/classroom rules
· Acknowledgment system
· Corrective consequence system
Thematic Lesson Plan Outline
· Using the thematic lesson plan outline provided to you, create a theme based lesson plan outline. Design at least 2activities in each of the eight designated topic areas.
Please be prepared to formally share out your Early Learning Center with a PowerPoint.
DUE: May 4th
Sensory Activities for Early Childhood
SPED 293C
All preschool teachers, especially those working with children with exceptional needs, are using important techniques utilized by skilled Occupational Therapists. When a child stimulates their senses they are sending signals to their brain that helps to create and strengthen neural pathways important for: Motor Skills, Cognitive Development, Communication, Social and Emotional Skills, Functional Tasks, and the development of Sense of Self.
Activity: You have just viewed a clip of an Occupational Therapist demonstrating some sensory
activitie ...
Early Intervention Research Paper CriteriaExemplary Proficie.docxsagarlesley
Early Intervention Research Paper
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Abstract
(5 points)
The candidate includes an abstract that provides an overview of the paper contents and conclusions drawn.
The candidate includes an abstract that provides an overview of the contents of the paper.
The candidate writes an abstract, but it is similar to the introduction.
The candidate does not include an abstract in the paper.
Introduction
(5 points)
The candidate provides an introduction to the topic; it covers key concepts and key sources to aid the reader in understanding the topic; and the introduction clearly aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction to the topic; it covers key concepts that aid the reader in understanding the topic; and the introduction aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction that is a brief statement on the purpose of the paper and little else; no references are cited.
The candidate provides no clear introduction.
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Literature Review
(35 points)
The candidate reviews key peer reviewed articles on the topic; the candidate provides a summary of important content from each piece; strong transitions provide connections between the pieces; the contents provide a clear and comprehensive view of the social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles on the topic; the candidate summarizes each piece and includes transitions to connect the works described; the contents provides a clear view of the current social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles, most of which are marginally related to the topic.
The candidate reviews the literature from a variety of sources, not solely from peer reviewed articles; some literature is not appropriate for the topic.
Discussion
(35 points)
The candidate discusses the topic in a comprehensive fashion and shares her or his thoughts on the subject; the candidate reflects on the literature in a cohesive fashion in the discussion, and proper references are included to the literature reviewed in the previous section.
The candidate discusses ideas related to the topic; information is linked to the literature, and references the literature cited in the previous section.
The candidate provides a short discussion with only one or two of his or her thoughts on the topic; no references are provided.
The candidate provides no di ...
EARLY IMMIGRANT IN MINNESOTA4Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 4
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Earned Value AnalysisTracking Project ProgressWh.docxsagarlesley
Earned Value Analysis
Tracking Project Progress
What Is Earned Value?The dollar amount you planned to spend for the work actually completed
Earned Value is the budgeted cost of the work that has actually been performed/completed
Earned Value = Budgeted Cost of the Work Performed (BCWP)
What Is Earned Value Analysis (EVA)?
EVA enables the project progress to be tracked in terms of:
The work that has actually been completed
--- Compared To ---
The work that was scheduled to be completed
Why Is Earned Value Analysis Important?EVA enables the project team to know:If the project is ahead of, or behind schedule
How far the project is ahead of, or behind schedule
If the project is over or under budget
How much the project is over or under budget
Why Is Earned Value Analysis Important?EVA enables the team to address the project’s triple constraints earlier rather than later Scope – re-prioritize/reduce requirements
--- and/or ---
Schedule – adjust the timeline
--- and/or ---
Cost – request additional funding
The Components of Earned Value Analysis WBS – Work Breakdown StructureIdentifies products to be delivered by the project Products or sub-products should be broken down to what can be completed in 80 hours (“80-hour rule”), when applicable
Provides the basis for Distinct products or sub-products – which help to provideValid estimates – which enableTracking earned value / project progress
The Components of Earned Value Analysis Earned Value (EV) ---- or BCWPThe budgeted cost of the work actually performed How much work was actually completed
Planned Value (PV) ---- or BCWSThe budgeted cost of the work scheduled to be performed How much work should have been completed
Actual Cost (AC) ------- or ACWPThe actual cost of the work performedHow much money has been actually spent
The Components of Earned Value AnalysisBudget at Completion (BAC)Dollar amount originally budgeted to complete the project
Estimate at Completion (EAC)Estimate of dollar amount needed to complete the project
Variance at Completion (VAC)Estimate of the dollar amount projected above or below budget
Schedule at Completion (SAC)Projection of the time needed to complete the project
The Components of Earned Value Analysis
Schedule Variance (SV)The work completed vs. the work planned to be completed
SV = (Earned Value – Planned Value)
Tells us if the project is ahead of, or behind schedule
Negative value means the project is behind schedule
The Components of Earned ValueSchedule Performance Index (SPI)Utilized to forecast how long it will take to complete the project
SPI = (Earned Value / Planned Value)
Tells us if the project is ahead of, or behind schedule
Less than 1.00 means the project is behind schedule
The Components of Earned Value
Cost Variance (CV)What we planned to spend on the work completed vs. what was actually spent on the work completed
CV = (Earned Value – Actual Cost)
Tells us if the project is over or under budget ...
EARLY IMMIGRANT IN MINNESOTA2Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 2
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Eastman Kodak Company
Haley Duell
5/12/2016
BUS/475
Eastman Kodak Company
The consumer electronic field is a great and also equally competitive business area. Different companies usually design different techniques to and outsmart their fellow business counterparts. They do this via developing various business promotional methods and marketing designs. Companies normally review their marketing strategies from time to time in order to ensure that they make maximum profits in their businesses, the do this due to changing internal and external factors of their business enterprises that they view as factors that slow their advancement. Most of the marketing departments have the likelihood of considering their consumers wants, they have a tendency to make or design products that are very much appealing and motivating to their customers. They do this to ensure customer satisfaction and ultimately they do this to ensure that their company makes maximum profit. Most of the marketing departments try to understand consumer feedback concerning their products therefore they have set up forums to ensure that they get the consumer feedback in order to think of even more interesting strategies that will ensure the companies maximum profit and sustainability in the market. To increase its competitiveness in the industry, the company should produce a new middle range smart phone in the market,
1.1 Brief Description of the company
Eastman Kodak is part of one of the growing largest multi-billion dollar corporations in the world. In 2007 it exceeded the $100bn mark in annual sales for the first time in its history. This makes it one of the world's top three companies in the electronics industry where only two other companies, Siemens and Hewlett-Packard, have posted larger revenues. The name Eastman Kodak literally means grow Group’s dominance in two further sectors: Eastman Kodak Heavy Industries and Eastman Kodak Engineering and Construction. If you are talking innovation in Eastman Kodak walks the walk and is now the established leader in consumer electronics, providing a range of leading-edge premium products and, in their own words, ‘leading the digital convergence revolution’. In so doing Eastman Kodak has made a remarkable transformation from copy-cat manufacturer to become Asia's most valuable technology company.
1.2 Organizational Structure
As of 2013, Eastman Kodak Electronics has established 15 regional headquarters, 54 global sales offices, 38 global production facilities and 34 global R&D centers.
Eastman Kodak consists of three main divisions: Consumer Electronics, IT & Mobile Communications and Device
Solution
s. Each division consists of several subsidiary divisions.
1.3The product being offered
To increase its competitiveness in the market, the company should introduce a new mid-range smart phone, Blast, targeting the middle class consumers and the teenage population in third countries who are the largest consumers of mobile ...
EASY Note CardsStudents need an easy” way to keep their stu.docxsagarlesley
EASY Note Cards
Students need an “easy” way to keep their study of vocabulary organized, and it is a smart idea to have a tool to frequently review new terms so they can shift to long-term memory. Creating and studying EASY note cards is a simple way to learn and remember enough about a new word so you can begin using it and become comfortable with it. EASY stands for:
Example – create an original sentence using the word correctly
Antonym – the word’s opposite (if there is one) or what the word is not
Synonym – a word with a similar meaning or a simplified definition
Your Logic – using prior knowledge (logic), make a personal connection to the word
word: part of speech
tone: can be positive, negative, neutral, or a combination
E-
A -
S -
Y -
MLA citation:
Insert image here:
Husk (noun) ;
tone: can be neutral or negative
E – We cracked pecans for pie and threw away the husks.
A – fruit; living inside
S – shell; dead outer layer
Y – banana peel; tamales; an old physical body
MLA for a Book: search “purdue owl”
Lastname, Firstname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.
Albom, Mitch. Tuesdays with Morrie. New York: Doubleday. 1997. Print.
Bombastic (adjective);
tone: usually negative
E- Politicians are often considered bombastic, with their inflated but empty speech.
A - sincere, common, or down to earth speech
S - pretentious speech (used to impress)
Y - "players"; bravado; the song Mr. Boombastic by Shaggy
MLA for an online article: search “purdue owl”
Author(s). "Title of Article." Title of Website. Publisher. Day Mon. Year. Medium of publication. day Mon. year. (Date accessed)
Smith, Heather. “A New Way to Learn.” Thisibelieve.com. This I Believe, Inc. 31 Aug. 2011. Web. 15 Jun. 2015.
Some EASY clarification
E - an original example sentence using the word, including a context clue which illustrates the meaning (you can't say: I am bombastic. This gives no clue as to the words meaning)
A - an antonym if possible; if not, then a logical contrasted idea (what the word is not)
S - a synonym or simplified definition (in your own words that you understand; do not use a word you don’t know to define a word you don’t know!)
Y - your personal connection to the word's meaning using prior knowledge and experience of your world
(this is not a sentence, just 1-3 nouns or phrases that help you connect to the new word's meaning)
Think of tone as one of three possible scales:
Positive (+): ranging from a little bit + to very +
Negative (-): ranging from a little bit - to very -
Neutral (objective; no emotion; factual)
Some tone words
Assignment Information
You are expected to complete 25 slides following the exemplified format
Your EASY words can come from your novel or any essay you read associated with this class
This project is worth 10% of your grade
P.S. You will be expected to use 3 EASY words within each essay for this class.
The State of Calif ...
Earthquake Activity San Francisco AreaComplete the activity o.docxsagarlesley
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval
seconds
Elko, NV Seismic Station S-P Interval
seconds
Las Vegas, NV Seismic Station S-P Interval
seconds
Determining Distance from S-P
Using the S-P graph and the estimates you made for the S-P time intervals for the three seismograms, complete the table below. The horizontal grid is in one second intervals.
Station
S-P Interval
Epicentral Distance
Eureka, CA
seconds
KM
Elko, NV
seconds
KM
Las Vegas, NV
seconds
KM
Compute Your % Error
For each of the stations, compute your % error for the S-P Interval and Epicentral Distance. The formula for % Error is:
Your Data
Actual Data
% Error
Recording Station
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
Eureka, CA
sec
km
sec
km
Elko, NV
sec
km
sec
km
Las Vegas, NV
sec
km
sec
km
Richter Magnitude
Measure the maximum amplitude of the S-wave for each seismogram and record your estimate in the box below the seismogram. Note that although only one amplitude measurement is necessary, you should measure the amplitude for each of the three stations. This will enable you to determine the magnitude value as an average of three values, thus increasing the likelihood that you are accurate in your estimate.
Eureka, CA Maximum S Wave Amplitude
Elko, NV Maximum S Wave Amplitude
Las Vegas, NV Maximum S Wave Amplitude
Estimated Magnitude
Actual Magnitude
Earthquake Activity:
San Francisco
Area
Complete the activity on
this website
. Then enter your responses directly in this document and submit
it
for grading.
Determining
t
he Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S
-
P interval
Use the three seismograms to estimate the S
-
P time interval for each of the recording stations. Record
your measurement for
the S
-
P interval below:
Eureka, CA Seismic Station S
-
P Interval
seconds
Elko, NV Seismic Station S
-
P Interval
seconds
Las Vegas, NV Seismic Station S
-
P Interval
seconds
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it
for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record
your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval seconds
Elk ...
EARLY IMMIGRANT IN MINNESOTA10Early immigrant in M.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 10
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
An observation of Minnesota’s demographic statistical figures created by government officials is likely to show a white tapestry with joint a few scattered threads of color. However, there are those that would argue that this representation is inaccurate and that it is not a true account of the demographic history of Minnesota. It is worth pointing out that over the past 150 years, there have been immigrants from over 60 countries who have come to Minnesota and created a state which however on the face of it may seem homogenous, it enjoys a great legacy that has a rich cultural diversity. The new land of Minnesota presented a new life to these immigrants whereby they encountered new opportunities, made new relations and also encountered new opportunities. This paper therefore intends to look in to the immigration history of Minnesota ranging from the factors that attracted immigrants, impacts of immigration, challenges encountered by the immigrants to advantages of the immigration wave.
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants co ...
Earthquake PreparednessWork individually and in groups t.docxsagarlesley
Earthquake Preparedness
Work individually and in groups to understand the problem, propose solutions, and prioritize steps to be taken. Discuss what information you would like to have and why, and how that information would help you better prepare.
Develop a department specific plan making sure that as a group, all aspects of preparation are being covered.
Earthquake Preparedness
Part One – Your Department’s Plan
What you already know - capabilities
What you need to know – prioritized list
What you’d like to know – prioritized list
Steps to implement your plan
Resource allocation (percent of manpower, finances, etc)
Cooperation with other departments
Reasonable timeline
Identify limitations of your plan
Use a format that fits your department’s needs.
Earthquake Preparedness
Part Two - Your Personal Plan
- Identify hazards and potential mitigation measures
- “Build” an emergency kit
- Write out your emergency plan (online resources have templates)
Earthquake Preparedness
A portion of your grade is based on your participation during class time.
Work together, be respectful, and develop a well thought out plan for our city.
DeptNameDeptNameFIRE/HAZMATjuliePORTAbePOLICEmattAIRPORTSarahPARKS AND RECJennaCUSTOMSTabithaBUILDINGTracyNUCLEAR PLANTJamiePOWERmariDAMEricWATERJosephFOREST SVCKristianaCOMMUNICATIONSStoreyAIR QUALITYFranklinSEWERCandaceSEARCH AND RESCUEBLAKEPUBLIC HEALTHLindsaySHELTERAriel HOSPITALsonyaFOODCameronEDUCATIONoliverCOAST GUARDJeremiahTRANSPORTATIONseanANIMAL CONTROLcarlyCONSTRUCTIONDevin
...
Early Head Start Relationships Associationwith Program Outc.docxsagarlesley
Early Head Start Relationships: Association
with Program Outcomes
James Elicker
Human Development and Family Studies, Purdue University
Xiaoli Wen
Early Childhood Education, National College of Education, National Louis University
Kyong-Ah Kwon
Department of Early Childhood Education, Georgia State University
Jill B. Sprague
Human Development and Family Studies, Purdue University
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have
been recommended as essential aspects of early childhood intervention. This study explored the
associations of these relationships with program outcomes for children and parents in 3 Early Head
Start programs. A total of 71 children (8–35 months, M ¼ 20), their parents, and 33 program
caregivers participated. The results showed that caregiver–child relationships were moderately
positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent
relationships were generally positive and temporally stable. Caregiver–child relationships were more
positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relation-
ships were more positive when parents had higher education levels and when staff had more years of
experience, had more positive work environments, or had attained a Child Development Associate
credential or associate’s level of education rather than a 4-year academic degree. Hierarchical linear
modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger
predictor of both child and parent outcomes than was the quality of the caregiver–child relationship.
There were also moderation effects: Stronger associations of caregiver–parent relationships with
observed positive parenting were seen in parents with lower education levels and when program
caregivers had higher levels of education. Practice or Policy: The results support the importance
of caregiver–family relationships in early intervention programs and suggest that staff need to be
prepared to build relationships with children and families in individualized ways. Limitations of this
study and implications for program improvements and future research are discussed.
Early Head Start is a federally funded community-based program for low-income families with
infants and toddlers and pregnant women, with goals to enhance child development and promote
healthy family functioning (Early Head Start National Resource Center, 2008). A guiding
Correspondence regarding this article should be addressed to James Elicker, PhD, Department of Human Development
& Family Studies, Purdue University, Fowler Memorial House, 1200 West State Street, West Lafayette, IN 47906-2055.
Early Education and Development, 24: 491–516
Copyright # 2013 Taylor & Francis Group, LLC
ISSN: 1040-9289 print/1556-6935 online
DOI: 10.1080/10409289.2012.695519
principle of Early Head Start is the importance of building pos ...
Each [art is its own paper and should be written as such- its o.docxsagarlesley
***Each [art is its own paper and should be written as such- its own cover page and length requirements***
PART 1
Read through the list of research topics (Attached Separately). Select three (3) topics that interest you most and identify two (2) credible sources for each topic. Note: This is one (1) of several parts that will build toward a final draft of your persuasive writing research paper.
Write a one to two (1-2) page paper in which you:
1. Explain the reason for selecting topic one (1), identify the audience, and provide a preliminary thesis statement.
2. Explain the reason for selecting topic two (2), identify the audience, and provide a preliminary thesis statement.
3. Explain the reason for selecting topic three (3), identify the audience, and provide a preliminary thesis statement.
4. Identify and document six (6) credible sources (two (2) for each topic) that you would expect to use. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
PART 2
The second part of the assignment is to choose one of the topics that you chose from above and write a one to two (1-2) page research proposal in which you:
1. Identify the topic you selected and explain two (2) reasons for using it.
2. Include a defensible, relevant thesis statement in the first paragraph.
3. Describe three (3) major characteristics of your audience (official position, decision-making power, current view on topic, other important characteristic).
4. Describe the paper’s scope and outline the major sections.
5. Identify and explain the questions to be answered.
6. Explain your research plan, including the methods of researching and organizing research.
7. Document at least three (3) primary sources and three (3) secondary sources. Use credible, academic sources available through Strayer University’s Resource Center. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
PART 3
The Third part of the assignment is to use your thesis statement and research, present the ...
Early Adopters Who needs Those…As technology spreads faster and.docxsagarlesley
Early Adopters: Who needs Those…
As technology spreads faster and product cycles get shorter, late adopters are an increasingly numerous and influential consumer group
IPhones, Tablets and FitBits are examples of technology late adopters are slow to embrace. WSJ's Charlie Wells joins Lunch Break with Tanya Rivero and discusses reasons why they wait to buy new gadgets and how companies market to them. Photo: iStock/Cindy Singleton
By
Charlie Wells
Updated Jan. 26, 2016 4:49 p.m. ET
Dustin Schinn still isn’t sure if he wants an iPhone. He once gave a friend cash to order an Uber for him because he still hasn’t downloaded the car-service app. A friend recently tried to get him onto Tinder, the mobile dating service, but had to install an app called Dater, because Mr. Schinn is still using a Blackberry.
Mr. Schinn, a 27-year-old Washington, D.C., resident, is a late adopter. And he’s proud of it.
“People make fun of me,” Mr. Schinn says. “But I often don’t feel the need for these new technologies...They require you to sort of constantly adapt to something new, and I often feel this is just unnecessary.”
Many people are late adopters or know one. When it comes to technological adoption, as much as 16% of the population is considered to be in the “laggard” category, with another 34% encompassing a “late majority,” according to a landmark 1962 study about the spread of new ideas and technology by the late University of New Mexico professor Everett Rogers. His theories have since been widely applied to everything from laptop computers to mobile phones.
Technical definitions of the term “late adopter” vary. Loosely speaking, it is a person who buys a product or service after half of a population has done so. Late adopters tend to share certain characteristics: They are skeptical of marketing and tend to point out differences between advertised claims and the actual product. They often value a product’s core attributes, ignoring the bells and whistles intended to upsell the latest model. They may not try something new until weeks, months or even years after the crowd has moved on.
The Paths of Late Adopters (scroll down to continue reading)
From left: Dustin Schinn; Ryan Fissel; Tnder; Uber
A 19th century French sociologist, Gabriel Tarde, explored how technologies spread as a result of imitation of the elite. In his day, late adopters were pigeon-holed as less educated, from a lower social class and with less purchasing power than innovators and early adopters. Terry Clark, professor of sociology at the University of Chicago who has written on Tarde, says technological and societal changes mean that today’s late adopters exist in all income, educational and social groups.
Ryan Fissel, a 35-year-old Columbus, Ohio, resident, is a late adopter; he tried Uber for the first time last year. He says he doesn’t really have financial reasons for waiting for the latest Hollywood releases to come to the Redbox DVD-rental before seeing them. It’s just ...
Each topic should be summarized in your own words; why it was impo.docxsagarlesley
Each topic should be summarized in your own words; why it was important? And why it is interesting to you and society? Each should be 3-4 sentences in length with no citation needed due to your personal take on eacj issue.
1. Cultural impacts and their effects on parenting (including society, religion, and race)
2. Media Influences on parenting
3. Stress and Parenting
4. Important keys to early child development physical, mental, social, and emotional
5. Parent Child Relationships
6. Parenting Adolescents and challenges
7. Single Mother Parenting
...
Each text in this unit brings a unique perspective to the discussi.docxsagarlesley
Each text in this unit brings a unique perspective to the discussion of corporations, as each grapples with a different industry and the differing concerns therein, but all are guided by some crucial, fundamental beliefs about corporations and corporate influences. For this essay, you’ll use any 2-3 text from the list above and write an essay addressing the following prompt.
Taken together, what argument do these texts present regarding corporations and corporate influences? Consider the claims as well as the implied meaning in your chosen texts and discuss what, together, they tell us about what motivates corporations, what their objectives are, the harms and /or benefits of them, etc.
To answer this question, you’ll need to thoroughly analyze your chosen texts and have a solid understanding of the main claims being made by both. Present your answer as an argument, using specific evidence from both texts to support your ideas.
As always, be careful not to focus too much on the obvious or surficial similarities/ differences between the texts, as such connections typically do not call for substantial analysis. Instead, try to explore the deeper meaning to be found “between the lines,” as a means to understand the assumptions (warrants) on which each text is based.
Girls on Film: The real problem with the Disney Princess brand
Monika Bartyzel
Disney built its massive Princess empire — which now stretches from 1937's Snow White to 2012's Merida — by sanitizing the stories of the past. From Snow White to The Frog Prince, Disney excised fairy tales of their inherent horror — the rampant cannibalism, torture, and bloody mayhem characteristic of most traditional stories — in favor of a blanket policy of "happily ever after." The literary darkness was cleansed, but despite the company's best efforts, a social darkness has remained.
Disney has a sad history of gross racial stereotypes (from Dumbo's crows to Aladdin's ear-cutting barbarians) and highly problematic female characterizations and storylines (from Snow White's servitude to the Little Mermaid giving up her voice for love). The company's latest in a long string of controversies came last week with the news that Merida, the heroine at the heart of last year's Brave, was becoming a certified Disney Princess.
Last weekend, the fiery Scottish lass from the film received an official coronation at the Magic Kingdom — not as the rebellious girl introduced in Brave, but as a sparkling, made-over princess. Disney's redesign of the character tamed her unruly hair, expanded her breasts, shrank her waist, enlarged her eyes, plastered on makeup, pulled her (now-glittering) dress off her shoulders, and morphed her defiant posture into a come-hither pose. The bow-wielding Merida of Brave — a character who explicitlyfought against the princess world her mother tried to push her into in the film — was becoming what she hated, and inadvertently revealing the enormously problematic nature of Disney's Prin ...
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Earth Systems Engineering and ManagementCEE 400Week 5.docx
1. Earth Systems Engineering and Management
CEE 400
Week 5: Complex Systems
Earth Systems Engineering and Management
*
Complex Systems: TermsSystems are groups of interacting,
interdependent parts linked together by exchanges of energy,
matter and informationComplex systems are characterized
by:Strong (usually non-linear) interactions between the
partsComplex feedback loops that make it difficult to
distinguish cause from effectSignificant time and space lags,
discontinuities, thresholds, and limitsOperation far from
equilibrium in a state of constant adaptation to changing
conditions (at the edge of deterministic chaos)
Adapted from R. Costanza, L. Wainger, C folk, and K. Maler,
“Modeling Complex Ecological Economic,” BioScience 43(8):
545-55
Four Types of ComplexityStatic complexity (or just
complicated): many nodes and links (a 747 sitting on the
ground)Dynamic complexity: system operating through time
2. (747 in flight, controlled by air traffic control)Wicked
complexity: integrates human systems (global air transport as a
system)Earth systems complexity: integrated
built/natural/human systems at regional and global scale (e.g.,
effect of 747 on disease patterns, and on eco-touorism)
Evolution of Complex Adaptive Systems All complex systems
evolve in response to changing boundary conditions and internal
dynamics – so known as “Complex Adaptive Systems”.
Evolution occurs as the result of three mechanisms linked in
complicated ways:
Information storage and transmission Mutation (generation of
new alternatives for system agents Selection among alternative
based on performance given internal states and external
boundary conditions
Where Complex Adaptive Systems LiveIf too many strong
linkages among parts of a system, it cannot adapt; any mutation
is rapidly damped out.If not enough linkages, also cannot adapt;
mutation can’t be preserved in new system state.Therefore,
CASs live between stasis and randomness
Human Systems vs. Non-Human Systems
(The “Wicked” vs. The “Tame”)
Wicked Systems:
1. Policy problems cannot be definitively described
2. There is nothing like an indisputable public good
3. There are no objective definitions of equity
3. 4. Policies for social problems cannot be meaningfully
correct or false
5. There are no “solutions”in the sense of definitive,
objective answers
6. There is no optimality
Source: H.W.J. Rittel and M. M.Webber, “Dilemmas in a
General Theory Planning,” Policy Scenes 4 (1973), pp. 155-169
Policy Implications
of Simple (S) vs Complex (C) Systems
Function as Displayed by System
Information
Centralized command-and-control feasible
System management by adjusting forcing behavior; command-
and-control contraindicated
Causality
Centralized command-and-control to endpoint (effect) feasible
Function
Type
Policy Implication
S
Centralized; system is “knowable”
C
Information diffused throughout the system; some embedded in
system structure; system too complex to be “known”
S
Linear; cause and effect east to determine
C
Causes and effects cannot be linked in most cases
Cannot be sure of actual impact on system of any policy
initiative
4. Policy Implications
of Simple (S) vs Complex (C) Systems (Cont)
Function
Type
Policy Implication
S
Predictable and relatively linear
C
Highly non-linear and may be discontinuous; not predictable a
priori
S
Rational centralized control is possible and effective
C
Causes and effects cannot be linked in most cases
Single, fully responsible entity with authoritarian power can
control system (e.g., U.S. EPA)
Response to Forcing
Rigid regulatory structures both o.k. (because out come
predictable) and politically preferable (because can’t be gamed)
Policy once in place must be very flexible, so can be changed as
systems response dictates: arbitrariness and gaming avoided by
adherence to appropriate set of metrics
Responsible management entity adjusts forcing functions (e.g.,
taxes or fees) and monitor results; direct control of system
towards endpoint eschewed metrics
Function as Displayed by System
Control Mechanisms
Policy Implications
of Simple (S) vs Complex (C) Systems (Cont)
5. S
May not be necessary because performance measured by
attaining endpoint, not system state
C
Defined in process or performance terms, and not fixed because
the constantly evolving nature of the system
Endpoints are metrics
Manage process to improve performance against metrics;
metrics critical to public/political acceptance of management
process; choice of appropriate set of metrics essential to policy
evaluate and subject to improvement as well
Metrics
Function
Type
Policy Implication
S
Defined as static terms, and achievable, not path dependent
C
Defined in process or performance terms, and not fixed because
of constantly evolving nature of systems
Endpoint
Command-and-control management to endpoint o.k.
No defined endpoint; manage system to achieve desired
emergent behavior
Function as Displayed by System
Policy Implications
of Simple (S) vs Complex (C) Systems (Cont)
Function
Type
Policy Implication
S
6. Produce endpoint
C
Maintain system stability and integrity over time
Existence
Can minimize specific insult (e.g., lead dispersion from use in
gasoline); cannot lead to or support achievability of
sustainability
Policy focus as a whole must be on system, not arbitrary
components; metrics focus on stability and systems dynamics,
not throughput
Function as Displayed by System
Complex System Case Study:
Water
Water as Earth System:
What is it?It is a materialIt is a commodity (a material that can
be owned)It is a legal construct – “water rights”It is a cultural
construct – “water as human right”It is a technological construct
(technology makes “potable water” from “sewage”)
*
Water as Earth SystemIt is transport (in Roman empire,
estimates that moving a given load 1 mile by oxcart = 5.7 miles
by river = 57 miles by sea) Development economics theorizes
7. that inland countries are disadvantaged because of lack of
access to ocean shippingThe railroad made up for this later in
some countries It is energyIt is political power (cf. water wars)
Essential for life (critical environmentally)
Dada from A. Beattie, 2009, False Economy, London: Penguin))
*
Water as Earth SystemIt is something that can be used, but not
used up (form and quality matter)
Availability in a particular circumstance is a matter of
pricepoint, infrastructure and power, not “natural” constraints.
Distribution challenges arise from transitional regimes (e.g.,
climate change, technology and infrastructure design and
construction) and cultural regimes (e.g., water as “human right”
must be economically free)
Traditional definitions fail (e.g., factory beef from stem cells as
“water technology”)
*
Water as Earth SystemLike all critical earth systems, it can be
weaponized (cf: food as weapon in Darfur)
It is provided, traded, and sold both as a material (“water”) and
as embedded in other products (“virtual water”)
8. *
Embedded Water Content of Selected Items
Based on Gradel and Allenby, Industrial Ecology and
Sustainable Engineering, 2010, Prentice-Hall; A.Y. Hoekstra
and A.K. Chapagain, Water footprints of nations: Water use by
people as a function of their consumption pattern, Water
Resources Management, 21, 35–48, 2007ProductEmbedded
water content (liters)1 microchip (2 g) 321 sheet of A4-size
paper (80 g/m2) 101 slice of bread (30 g)401 potato
(100 g)251 cup of coffee (125 ml)1401 bag of potato crisps
(190 g)1851 hamburger (150 g)2,400Embedded Water Content,
liters per gram16.125 (liters/m2)1.33.251.12 (l/ml).9716
9. *
Embedded Water80% of embedded water in global trade is in
agricultural goods¾ in crops¼ in animal productsBut beef is
single largest component of virtual water flow at 13% of global
VW, compared with 11% for soybeans and 9% for wheat,
because . . .To produce:1 ton of vegetables requires about 1,000
cubic meters of water1 ton of wheat requires about 1,450 cubic
meters1 ton of beef requires 42,500 cubic meters
*
Water as Earth System
WATER SYSTEMS
Production Technologies
Nitrogen Cycle
Carbon Cycle
10. Phosphorous Cycle
Biodiversity
Recycling Technologies
Treatment Technologies
Efficient Use Options
Agriculture
Global Trade
WATER ECONOMICS
Culture/Law
OTHER TECHNOLOGY SYSTEMS
EARTH SYSTEMS
USUAL
FOCUS
OF
WATER
POLICY
Human Health
*
Institutional Time/Population Space
11. (log/log scales)
0
3
-1
1
2
-1
-2
Time
1
10
5
15
20
Small Group or Individual Decisions
Policy, Contract
Law
Constitution
Culture
Religion-Technology Systems (coupled vs uncoupled)
Traditions and Values
Fads
Population Involved
Source: Based on L.H. Gunderson, C. S. Holling, and S. S.
Light, “Barriers broken and bridges built”, in L. H. Gunderson,
C.S. Holling, and S. S. Light, eds., Barriers and Bridges (New
York, Columbia University Press: 1995), p. 521
12. Human Psychology and Natural Systems Scale
102
104
106
108
1010
1012
10-1
100
101
102
103
104
105
106
107
108
1 hour
1 day
1 month
1 year
1 century
1 millennium
Wind Velocity
Human Transportation
Person
House
Livermore
United States
Circ of earth
14. Exogenous
Principal Implementation Mechanism
Principal R&D Component
Integration of Natural and Artifactual Systems
Short Term (ca. 5 years)
Medium Term (ca. 5-10 years)
Long Term (ca. 10-100 years)
Incremental technology evolution within existing major
technology systems
Evolution of product and process technology systems, marginal
cultural change
Significant evolution of major technology systems; link between
quality of life and material consumption; population levels;
most aspects of culture
Population level, cultural change
Population level, significant cultural change
Almost nothing
Policy
Changes in legal structures, disciplinary assumptions, based on
industrial ecology
Metrics, changes in fundamental conservative cultural systems
(e.g., religion)
Short term industrial ecology R&D (e.g., Design for
Environment, Integrated Pest Management)
Industrial ecology infrastructure (e.g., environmentally
preferable materials database)
Industrial ecology systems (e.g., resource and energy
maps of communities and regions)
Experimental stage involving small systems (e.g., bioreactors,
drug production in genetically engineered sheep)
Partial integration of biological and engineered systems (e.g.,
commercial energy from biomass; engineered wetlands for
flood, pollution control, and waste processing)
Management of integrated regional and global systems (e.g.,
water cycles in Yellow River watershed or Southwestern United
States); Earth Systems Engineering