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U116: Block1:part2:activity2.1 - Changes to the place you live

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Considering the place I live, Masham.  It’s a rural and very traditional town. It has two animal feed mills, and I know that in a generation, the smallest mill has doubled its output, from 25,000 tones in the late 70’s to 50,000 tones of animal feed in the present day. 

Though some of the older residents jealously guard its heritage, such as the sheep fare or the steam rally, the town has gently evolved over time.  There is now a larger provision for cars on the main road (silver street).


See photos of the change over time.

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U116: Block1:part1:SAQ1.6 - Exports of Beans

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a

In figure 1.12, 2009 had the lowest export of beans and 2012 had the highest export of beans.

b

19 tonnes of beans were exported in 2010 and there was a 100% increase in the export of beans from 2010 to 2012.

Permalink 1 comment (latest comment by Judith McLean, Saturday, 14 Sep 2019, 18:23)
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U116: Block1:part1:activity1.5 - Where does your food come from?

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I filled in table 1.2.  In my opinion I feel quite close to what I eat; I try to eat organically and understand the provenance of the ingredients we use, such as a supplier of organic and mainly British sourced vegetables. 

However, with store cupboard ingredients such as tinned tomatoes, curry paste and rice; it quickly becomes apparent that I am less certain of the provenance of the ingredients or finished product.

I do try to be careful as to where i source my food, but going forward I think I do need to make a greater effort.

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U116: Block1:part1:activity1.4 - Emergency relief

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For this activity I need to make a list of all of the items essential to maintain life after a disaster.

For this i would look to Maslow's hierarchy of needs and try at the very least to deal with the physical and security needs, before going on to build the social needs.

Physical needs

  • Air
  • Water
  • Food
  • Rest
  • Health

Security needs

  • Safety 
  • Shelter
  • Stability

And finally in a disaster situation I think the final obligation to help provide is:

Social

  • Connection
  • Community
  • Belonging
  • Inclusion 
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U116: Block1:part1:SAQ1.5 - Making sense of data

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a

Fish has the largest number of identified species

b

Fish has the largest number of fish assessed by the IUCN

c

Birds group has the highest percent of assessed species at 100%

d

THe fish group has the highest number of species threatened

Permalink 1 comment (latest comment by Jan Pinfield, Saturday, 14 Sep 2019, 15:29)
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U116: Block1:part1:SAQ1.4 - Identified and assessed species

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a

Animala

b

77,500 species have been assessed by IUCN

c

3.8% of all identified species have been identified by the IUCN

Permalink 1 comment (latest comment by Jan Pinfield, Saturday, 14 Sep 2019, 15:12)
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U116: Block1:part1:SAQ1.3 - Threatened Species

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a

All of the species in fig1.10 belong to the Animala kingdom

b

The least at risk of the group (designated vulnerable) are polar bear, bumble bee, and armadillo  

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U116: Block1:part1:SAQ1.2 - Actions affecting biodiversity

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Edited by Tim Jackson, Saturday, 14 Sep 2019, 14:16

Most of the two paragraphs seem to be indicating that the introduction of new species is the cause of indigenous biodiversity loss, with the odd mention of loss of habitat. 


It’s worth noting that the first paragraph almost never mentions either cause, it is concerned with setting the scene - or setting the reader up for the punchline...

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U116: Block1:part1:SAQ1.1 Identifying the main point of a passage

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Fortey 2005 p39, Richard Fortey

The main point of the passage was to illustrating that, whilst the view from the walking trail just outside Honolulu looked like paradise, the fauna around the trail were imported plants or ‘alien invaders’ to the natural area of Hawaii. Just as humans colonated the island, they brought with them plants - that thrived.  What is not mentioned in the passage is that animals also came with the settlers.  I am going to assume that is the case also.

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U116: Block1:part1:activity1.3 - The story behind the graph

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Edited by Tim Jackson, Saturday, 14 Sep 2019, 13:29

a&b

The graph shows the steady rise of CO2 in the atmosphere from 314ppm in 1957 to 403ppm in 2016.  The rise appears to be exponential with little variation in the month on month measurements.

I’m not sure what is meant by ‘seasonally adjusted’ in the notes.

c

The amount of CO2 in the atmosphere has increased by about a quarter

d

Extrapolating on the information on the graph I would expect the information to increase to double the 2016 value; i.e. c.800 ppm by 2067.

e

It doesn't show any signs of a slowing or halting of the increase in CO2.  The graph also makes no attempt to extrapolate of forCast into the future.

f

You could ask:

Why does the scale start at 310 ppm and not 0

Or, why the x axis starts at 1957 and not further back.

Or, is there another data series that confirms these observations from elsewhere in the world

Or, could you attempt to correlate the data with a cause, such as increase in local car ownership 

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U116: Block1:part1:activity1.2 - Different messages

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I read both articles and I have to say (probably with some bias) that the Guardian article was better and more in depth.  What I noticed about both articles was that neither of them disagreed that summer artic ice was melting, just of the effects on the polar bear population melting sea ice was having.

Also, I think when considering the media, they are writing for a demographic, and probably a demographic that doesn’t want their own opinions challenging too much.  To that end, perhaps I should reach across to media and sources I disagree with, try to challenge that opinion in an objective way.

I will also try and understand the provenance of articles I agree with too, so that, if anything I have a more in depth understanding of the argument.

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U116: Block1:part1:activity1.1 - Environmental concerns

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Edited by Tim Jackson, Saturday, 14 Sep 2019, 12:04

  • Three or four environmental concerns I’m interested in?
  1. I live less than 100m away from the banks of the upper Ure, a river that becomes the Ouse and flows through York. Flooding, and what can be done about it is an interest to me
  2. I have 2 teenage boys, the world in which they grow up in is very different and faster changing than mine. I want to understand near future issues like climate change so I can guide and advise them through this period and maybe (if the accept I’m not a decrepit old hasbeen by then) into their 20’s
  3. I n appealed that climate change will affect the people that did the least to contribute to it and want to know what part I can play to redress that balance.

I am mainly influenced by the news, but I do like to dig deeper and to challenge superficial reports.  I consider myself to be more interested in the truth and pragmatism  than ideology. That in itself can bring me into conflict with some of my peers...

I am concerned about the current state of affairs. If some people are prepared to say goodby to everything they know and embark on a dangerous journey to start a new life in a hostile environment, then I want to know the driving force.  And how I can help. 

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