Literature Review of Microclimate: Senzo Tembe

Literature Review of Microclimate: Senzo Tembe This section of my project shows a series of studies and research done by other people which have a close relation to the experiment that I’ve worked on. Microclimate is the climate of a very small or restricted area, especially when this differs from the climate of the surrounding area. (Grade 12 geography focus book.) This reference helps me determine whether my hypothesis is true or not, comparing the quads at Michaelhouse. Historical background to the Saudi Arabian heritage, author Talib, Kaizer analyses different types of living environment with close precautions to microclimate in those particular zones, and the concomitant effect on vernacular buildings.(author Kaizer Talib) Quads such as Main quad have buildings which surround it, Talib Kaizer’s reference participates well in my study. Different types of species were grown in the same aerial environment, temperatures ranging from 5à ¢Ã‚ Ã‚ ° to 35à ¢Ã‚ Ã‚ °C these were to determine whether species of different grass have an effect on temperature. Weight of foliage’s were taken to ratio, the usage of maximum yield of foliage’s were taken to find the optimum soil temperatures of the species that was tested. According to the ratio scale it was found that ratio was lowest at optimum soil temperature and was higher at soil temperatures above and below the optimum with slight exceptions. Ratios showed that partitioning of photosynthate is controlled by the rates of photosynthesis and root absorption. (According to R.L. Davidson, oxford university press.) The reference above also helps prove that the quads in my experiment will have an effect on the surface temperature of quads that contain more grass than others with less grass. Graph showing inverse proportion: In Tokyo an investigation was set to see whether land-use and anthropogenic heat (heat produced by humans.) on surface temperature. Sub-grid parametrization scheme which calculates the total surface heat composed on different surfaces, over 36 days in Tokyo the investigation was run in summer and majority of the days the investigation went on for it was particularly typical summer weather (clear skies, negligible gradient winds etc..). Anthropogenic heat was much larger at night, and was found that green vegetation areas including grass were more dominant during the day than at night (resource article by F. Kimura.) At a boarding school such as Michaelhouse with 550 boys excluding staff will also have a great effect on the surface temperature while my study was being taken. The urban heat island effect has been documented in many cities, one of the causes of urban heat island effect is of green spaces such as trees, grass etc†¦ being removed and replaced with city buildings. This causes elevation in temperature, increasing the population of trees in cities can lower the urban heat island effect. The case studied heat produced by green spaces and heat produced by manufactured city buildings was measured using a thermal satellite imagery, 143 sites were chosen and if every unit conducted in this predicament case study had to increase the green spaces slightly the surface temperatures would decrease by an amount of 1.2à ¢Ã‚ Ã‚ °C. (A Terre haute case study, by P.J. Hardin and R.R Jenson). Michaelhouse is a very conservative school when it comes to trees, the amount of trees could disagree to my hypothesis and the effects of the surface temperature. Urbanisation process is one that influences the thermal balance of a certain area, cities are commonly several degrees hotter than a surrounding rural settlement. Urbanisation forces heat to increase in the CBD and urban areas surrounding the CBD, heat causes increase of electricity bills, and also making it very uncomfortable. Heat waves increase risks of sickness spreading around easier. In Manchester, United Kingdom this case study on how the effect of tree shade and grass on surface and globe temperatures in an urban area, months June and July 2009 and 2010. Small plots were specifically chosen for the study, areas which obtained both concrete and grass with/without the presence of tree shade surface temperatures composed. Global temperatures above each surface was tested, surface and shade affected the temperature greatly. Between the tree shade and the grass, grass de-elevated the temperature by up to 24à ¢Ã‚ Ã‚ °C, while tree shade only affected the temperature by decreasing up to 19à ¢Ã‚ Ã‚ °C. With no involvement to my hypothesis tree shade decreased the global temperature by 5à ¢Ã‚ Ã‚ °-7à ¢Ã‚ Ã‚ °C, this case study showed that trees have an influence to global temperature cooling and both tree shade and grass have a natural cooling system towards surface temperature. (Article by author D. Armson). Michaelhouse is located in a rural area which therefore makes temperature in the site lower the populated areas such as towns. Anthropogenic influences on climate are emissions of greenhouse gases and urbanisation. Differentiating the two on which has more of an affect to surface temperature is a difficult process since being that both parties increase the daily mean surface temperature. Urbanisation was compared to agricultural areas nearby, the results differed significantly, and reasons of the big differences between the two may have been the effect of population difference. (Eugenia Kalnay and Ming Cai.) This quote by Eugenia Kalnay and Ming Cai states the same as the above reference by author D. Armson Surface temperature has been reconstructed to hemispheric and global scale using proxy data for decadal to centennial climate changes in last two thousand years. Not many years ago more modern and accurate complementary methods and data were thoroughly tested and validated from experimenting with model simulations. â€Å"Knowledge about climate in past centuries can improve peoples’ understanding of natural climate variability, and address the question whether modern day climate changes are unprecedented in years to come.† (Summarised quote by Michael E. Mann). Many proxy data studies have emphasized on global and hemispheric mean temperatures in previous years, and some studies have tried to reconstruct the underlying spatial patterns of past surface temperature changes globally and in regional scales. Recent attempts to find out the hemispheric temperatures used the composite plus scale method, using proxy data such as tree rings and ice cores are standardized and centred are then composited to form hemispheric and regional series(Michael E. Mann). Theoretical models of surface temperatures oscillations are derived, diurnal and annual are donated amplitude and phase of lag, in terms of external conditions physical properties of soil and atmosphere. Physico-mathematical basis is the explanation of various microclimate characteristics. (Heinz Lettau) Wind speed: The fundamental atmospheric rate. It is commonly measured in knots by an instrument called the anemometer.(Oxford dictionary) In my study of the wind speed at Michaelhouse was used in rotations of the anemometer that I had created. The circulation that causes air to move is called atmospheric pressure, this atmospheric pressure is the weight of atmosphere pressing down towards the Earths’ surface. The global temperature affects the circulation of air flow, in high temperatures air expands and rises, and therefore sinks in low temperatures. (Focus, grade 12 geography text book.) Over a few years new mathematical functions have been proposed for wind speed density, the most commonly used function had come across in studies to be inadequate in finding the correct wind speed density, this function is called the two-parameter Weibull function. Whether the two-parameter function is unimodal or bimodal nature, due to the intricate behaviour of the function inadequate. This prevents it to be modelled by two-parameters model. Unimodal is produced by the two-parameter if it’s bimodal nature which makes it simply inadequate to model appropriately. Recent years other functions have been suggested for both uni/bimodal natured functions, more involved functions to better model the distributions.(A.N. Celik, author) Throughout the five days of gathering data the wind speed was different on every day. â€Å"The main factors that affect the wind direction and speed are the pressure gradient force, Coriolis force and friction. These particular factors cause winds to blow at different directions and different speeds; when they are working together.†(By Annalou Mack, Sciences 360, atmosphere and weather.) Bibliography: Armson, D. (2012). The effect of tree shade and grass on surface and globe temperature in an urban area. Urban forestry and Urban greening, Abstract. Bonan, B. G. (2008). Forest and climate change: forcings, feedbacks, and the climate benefits of forest. science, Abstract. Cai, M. a. (2003, May 29). Impact of urbanisation and land-use change on climate. Letters to nature, Abstract. Celik, N. A. (2010). Critical evaluation of wind speed frequency distribution functions. Journal of renewable and sustainable energy, Abstract. Davidson, R. (1968, December 28). Effect of root/leaf temperature differentials on root/shoot ratios in some pasture grasses and clover. Oxford index, Abstract. Dilley, L. E.-B. (2006). Focus. Cape town: Maskew Miller Longman. Graham, E. R. (1987). Sea surface temperature, sea wind divergence, and convection over tropical oceans. Graham and Barnet, Abstract. Hardin, J. P. (2007, May 25). The effect of urban leaf area on summertime urban surface kinetic temperatures. A Terre Haute case study, Abstract. Kimura, F. (1989, June 6). The effects of land use and anthropogenic heating on the surface temperature in the tokyo metropolitan. Atmospheric environment. Part B, urban atmosphere, Abstract. Lei, M. (2009). A review on the forcasting of the wind speed and generated power. Renewable and sustainable energy reviews, Absract. Lettau, H. (1951). Theory of surface temperature and heat transfer oscillations near a level ground surface. American geophysical union, Abstract. Mack, A. (2006). Sciences 360. Atmosphere and weather, 1. Mann, E. M. (2007, November 20). Proxy-based reconstructions of hemispheric and global surface temperature variations over the past millennia. Surface temperature reconstruction for the last 2,000 years, 5. Talib, K. (1984). Shelter in Saudi Arabia. New york: Academy editions. Tsuruta, S. (2002). Confronting neutron star cooling theories with new observations. The astrophysical journal letters, Abstract. Senzo Tembe Effective Leadership Studies: Theodore Roosevelt Effective Leadership Studies: Theodore Roosevelt Daniel J. Safarik Theodore Roosevelt: Hero, Leader, Mentor Theodore (Teddy) Roosevelt was many things. He was a civil servant, a war hero, and guardian of human rights. Roosevelts success has inspired many Americans throughout history. However, there was one man that he took under his wing and molded into his successor. Roosevelt was able to impact this mans life for years and led him to the presidency. Who did your leader mentor? The person that Roosevelt inspired and mentored the most was William Taft, the 27th President of the United States and Supreme Court Justice. Tafts professional relationship with Roosevelt began when Teddy offered him a seat on the Supreme Court, which he turned down to finish his duties as governor of the Philippines (William Taft: Life in Brief, 2017). This relationship would eventually lead Roosevelt to encourage Taft to run for president. Roosevelts endorsement would lead to Tafts 1908 victory. How did they mentor that person? Roosevelt began professionally mentoring Taft in 1903 when Roosevelt named Taft his Secretary of War. Taft became Roosevelts closest confidant and two worked very closely on many projects including the Portsmouth Peace negotiations, which ended the war between Japan and Russia. When Taft was elected in 1908 he used the tactics and skills he learned under Roosevelt. Taft continued Roosevelts goal of expanding U.S. foreign trade in South and Central America, as well as in Asia (William Taft: Life in Brief, 2017). Although Tafts presidency in many ways did not work out how Roosevelt had foreseen, it is clear that Taft was impacted by his mentor. Roosevelt gave Taft the tools to ensure that he was prepared to take on the challenge. Were they a good mentor? I believe that Roosevelt was a good mentor to Taft. According to Lesser (1995), one of the keys to good mentorship is great expectations. Roosevelt saw that Taft had potential to be a leader and pushed him to run for President, if not for this encouragement, Taft most likely would not have ever run and just stuck to his original plan of becoming a Supreme Court Justice (which he later completed). Many times mentors see what the mentee cannot yet see. Another key to good mentorship is good exposure (Lesser, 1995). Roosevelt was able to expose Taft to situations and people that set him up for success. If not for Tafts exposure to the Portsmouth Peace negotiations he many have not been successful expanding trade with Asia. Exposure like this is irreplaceable and can be very hard to come by, for this reason, I believe that Roosevelt was an excellent mentor. Did your leader display emotional and social intelligence with the mentee? Emotional and social intelligence are defined as skills that enable an individual to understand the impact of emotions on behavior and thinking, to regulate emotions and behavior, to understand the importance of emotions in others, and to understand social interactions and engage in adaptive ways with others in social situations. Emotional intelligence provides the foundation for social intelligence, which includes social awareness and relationship management (Gerardi, 2015). Knowing that Roosevelt was socially aware and maintained his relationships well, one can infer that he carried over these habits in his mentorship of Taft. Although their mentor/mentee relationship did not last much long after Taft became President, it is clear that Roosevelt helped Taft become skilled on how to adapt to others in social situations and become an excellent mediator and ambassador with countries around the world. References Gerardi, D. (2015). Conflict Engagement: Emotional and Social Intelligence. The American Journal of Nursing, 115(8), 60-5. Lesser, R. (1995). How to be a good mentor. Chemical Engineering, 102(8), 111. William Taft: Life in Brief (2017). In millercenter.org.

Stages of Social Development Essay

Social development plays a significant role in the success of student achievement. Social development involves learning values for children, along with knowledge and skills children will need to relate to others. It is important children contribute positive attitudes to their peers, family members, school and community. As I learn more about social development, I must understand the various stages and the affects it has on children. Erik Erickson developed eight main stages of social development. The first stage of social development is trust verse mistrust. This usually occurs in infancy and children develop bonding and attachments with parents and family members. Children begin to trust parents, have a sense of security, and feel love and affection. If a child experiences mistrust, they will feel insure and unsure of themselves. The second stage of social development is autonomy verses shame and doubt. This stage occurs during early childhood. Children begin to understand self-maintenance such as toilet training and discover their own will. If children are restrained, they will develop a sense of shame and doubt within themselves. Stage three occurs during early school years. Initiative verses guilt. This stage is about purpose. Children will begin to create their social groups, form friendships, have academic successes, and challenge themselves. If children begin to feel uncomfortable or experience guilt, they will become anxious. School age children experience industry verses inferiority during stage four. In this stage, children develop social competence and friendship networks. Children learn more formal skills of life. Some of the skills may include, â€Å"relating with peers according to rules, progressing from free play to play that may be elaborately structured by rules, and mastering social studies, reading, and arithmetic.† (www.childdevelopmentinfo.com) As I take a further look at Erikson’s stages of social development, children will experience identity verses identity confusion. This is stage five and occurs during adolescence. Children will discover who they are, what they are about, and where they are going in life. Children will also explore loyalty with their peers. As children become young adults, they will experience intimacy verses isolation. Young adults will experience falling in love, maintaining the friendships they have formed, and discover who they truly are. This is known as stage six. Stage seven examines generativity verses stagnation.  Adults will lead useful lives, and may begin to create families of their own. In this stage, individuals are in their middle adult hood. Erikson’s last stage of social development is integrity verses despair. This stage takes place in late adulthood and adults begin to reflect and evaluate what they have done in their lives. Reflecting can have a positive affect or ne gative affect, depending on an individual’s life experiences. The roles of social development will play a part in how I teach. I will create a safe, warm and inviting atmosphere for my students. Students will begin to open up and trust me. Bonds will be created and I will challenge students academically. I will praise students for academic success and uplift them socially. My classroom environment will be culturally appropriate for all students and I will encourage students to be independent. I will be attentive to student needs, promote consistent structure during individual time and play, as well as hold children accountable for responsible conduct. References http://childdevelopmentinfo.com/child-development/erickson/ http://www.tkcalifornia.org/teaching-tools/social-emotional/teaching-strategies/ http://www3.uakron.edu/witt/adol/selfidentity.htm

Applying Different Analytical Approaches For Films Dog...

Applying different analytical approaches to films Dog soldiers Critical approaches: The sound used in dog soldiers was very dramatic and is non-diegetic. The editing was fast paced and added dramatic tension to the setting of the film; the setting was quite dark throughout the film and as it was set in an isolated house in a forest this also helped to add to the dramatic effect. In terms of cinematography, there was a large amount of point of view shots and certain points of the film were in black and white. Accelerated hot reverse shot shows energy of conversation and can see the characters emotion and reactions. Zoom – into window towards woman, slow motion – fire chasing the car and explosion. Camerawork - medium shots, close ups, handheld camera views, over the shoulder and pan of men around the table. The technical elements identified to help find out what the genre of the film would be, the fact that it includes a lot of violence, blood and intense scenes would lead most audiences to believe it was a thriller or horror type film. Another conven tion is that is evident in dog soldiers is fantasy; this is because it includes werewolves, who are not proven to be real, there are also some elements of comedy. Fire light gave a very gloomy/dangerous environment, around Ryan soldiers appeared tired/sweaty – showing how hard the fight is – moon – hints that there is more fighting to come. 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The Gettysburg Address By President Abraham Lincoln

The Gettysburg Address was a speech composed and addressed by President Abraham Lincoln in 1863, at the time of the political fight in Gettysburg Pennsylvania. At that time, Abraham Lincoln was the President of the United States. He was also the President who led America through the Civil War. During the Civil War, at Gettysburg, some soldiers died protecting the nation. This was mentioned in Lincoln’s speech, which was meant to be dedicated to the soldiers who died defending their people. He spoke of how a piece of land on Earth should be dedicated in their memory in order to show respect for dead soldiers. The Gettysburg Address was an effective way of President Abraham Lincoln communicating with the people of the United States at a time†¦show more content†¦Mencken criticized Lincoln’s Gettysburg Address, saying that it made no sense. To Mencken, the speech was just one of Lincoln’s political moves to gain more fame and win the people’s support , and Lincoln speech was untrue because Mencken believed that the speech was just mere words to soothe the listener. Mencken gave the opinion which he felt was right regarding the message Abraham Lincoln presented at the Gettysburg Address, by criticizing it as being â€Å"eloquent†, â€Å"poetry† and said that its â€Å"beauty† undercuts its â€Å"logic†, â€Å"sense† and â€Å"truth†.(Mencken 1920, 775). However, it was not true because during the speech in Gettysburg, Lincoln proved to the people that he was not just saying these things because they was â€Å"eloquent† and had â€Å"beauty†, but, because he had plans for the growth of the nation after the Civil War. Mencken presented Lincolns speech as â€Å"It is difficult to imagine anything more untrue† (Mencken 1920, 775). Imagine the way the people behaved before the Civil War. They was slavery in the South; The North, with the help of Lincoln, the Northerners ga ined their freedom because, Lincoln stated the war was a test on the nation â€Å"Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure†(Abraham Lincoln, 774). One of the major objections to Mencken’s idea of the speech was to state