Importance Of Scale In Ecology Biology Essay

Importance Of Scale In Ecology Biology Essay The concept of scale in ecology is seen as increasingly important in our understanding of the functioning of ecological communities and the interaction of individual species with the environment. This has been recognised globally by the awarding of the 2011 Crafoord Prize to Ilka Hanski for his work on the concept of metapopulations (www.crafoordprize.se). The importance of scale in ecology was only seriously recognised in the late 80s and 90s by ecologists (Krebs 1985; Wiens 1989; Levin 1992; Bissonette 1997). Krebs (1985) stated: the importance of scale in ecology is a focal issue for the 1980s as we attempt to gain a finer understanding of how ecological systems operate in the real world. This is further highlighted by the fact that Karieva and Anderson (cited in Wiens 1989 and Bissonette 1997) showed that about half of all studies conducted between January 1980 and January 1987 were done on plots a metre or less in diameter. The two major types of scale are spatial scale and temporal scale. Spatial scale can be considered in terms of grain size and extent. The grain size is the resolution of the sampling. It describes the size of an individual sample. A common example for grain size in ecology would be a quadrat. The extent describes the area (or volume) within which all the samples are taken. Temporal scale can be thought of as the frequency of sampling. The importance of scale when studying migrations was shown by Hanski and his colleagues (Hanski 1999, Hanski et al. 1994). Previous work has suggested that there are two types of butterfly populations; open and closed. This is due to the mobility of different species of butterflies with some migrating long distances like the monarch butterfly and others only a few kilometres. It was observed that the majority of species of butterflies in closed populations remained in their natal habitat patch. However, Hanski states that nobody had conducted extensive mark-recapture work simultaneously in many habitat patches (populations) to really establish the extent of migration. In other words he suggested that by looking at the metapopulation instead of population level, a better picture of the butterfly migration would be had (Hanski 1999). When this was done it was found that some populations were not as closed as they seemed (Hanski 1999, Hanski et al. 1994). Insect herbivores life-history strategies According to Bale (2002) there are six different types of life-history strategies found in insect herbivores: Methuselah. Growth and development is dependent on climatic conditions. The life cycle can last several years. For example, the periodic cicadas have a 13 or 17-year life cycle (Williams and Simon 1995). Stop go. Growth and development is controlled by environmental cues. It starts and stops in synchrony with seasonal changes. This can be seen in the heather psyllid Strophingia ericae (Miles et al. 1998). Grab it. There is close synchrony of life cycle with host plant phenology because the duration of the availability of the plant as a food resource is limited to an interval during the growing season. There is usually only a single generation per year. For example, in the spruce bud moth (Zieraphera canadensis) larvae surviviorship decreases significantly for those hatched 4-5 days after bud burst (Quiring, 1992). Keep trying. The host plant allows for continuous development during a limited growing period. Two or more insect generation may occur per season depending on temperature and host plant condition. For example, the southern pine beetle Dendroctonus frontalis can have up to five generations per season depenting on temperature (Rudinsky 1962). Hop about. The insect changes host plant depending on suitability. An example of this strategy can be seen in the moth Hyles lineata (Cates 1980). Never give up. In non-seasonal environments, continuous development occurs on a single host with several generations per year. In seasonal conditions, insects are adapted to survive unfavourable periods in any one of all stages. A seasonal synchronization mechanism may be included in the life cycle (e.g diapause and photoperiodic inhibition of development). An example of this strategy in seasonal conditions can be seen in the corn borer Pyrausta nubilalis (Babcock, cited in Masaki 1961) and in non-seasonal environments in the beetle Chelobasis perplexa (Strong and Wang 1977). When studying any aspects linked with growth and development in insect herbivores, it is therefore important to know what type of life-history strategy the study species displays when choosing the temporal scale of the study. A species with a never give up strategy can be sampled continuously throughout the year but this is not the best sampling process for a species with a methuselah strategy because growth and development is dependent on climatic conditions and, to study its whole life cycle, sampling would have to take place over several years. Temporal and spatial influence on community ecology Krebs (1985) recognised five traditional characteristics of communities that have been measured or studied; species diversity, growth form (e.g. trees, shrubs, herbs, and mosses) and structure, dominance amongst species, relative abundance of species, and trophic structure. Temporal changes to these characteristics are known as successions and lead to a stable climax community A climax is the final or stable community in a successional series. It is self-perpetuating and in equilibrium with the physical and biotic environment (Krebs 1985). Krebs describes the floral development of abandoned farmland in Oklahoma as example of plant succession. Booth (1941) analysed the different plant stages and their duration in the succession. His findings are tabled below. Table 1. Plant succession stage and its duration. (After Krebs 1985) Stage Duration of Stage Weeds 2 years Annual Grass (Aristida oligantha) 9-13 years Bunchgrass (Andropogon scoparius) 25+ years Tall grass prairie Climax vegetation The replacement of weeds by annual grass can be explained to be due to weed species producing chemical inhibitors that affected themselves but not the annual grass. A. oligantha can survive in a low nitrogen environment and nitrogen levels are low after crop abandonment. As the soil improves, the bunchgrass replaces the annual grass and in turn is replaced by the prairie grass. Temporal changes that occur in a stable community are known as cyclic changes. An example of this type of change can be seen in the population of lemmings in Greenland (Gilg et al. 2003). The collared lemming (Dicrostonyx groenlandicus) in Greenland is preyed upon by four species of predators; the arctic fox (Alopex lagopus), the stoat (Mustela ermine), the snowy owl (Nyctea scandiaca), and the long tailed skua (Stercorarius longicaudus). Gilg et al. were able to show that there is a 4-year cycle in lemming and stoat numbers. They were also able to predict this 4-year periodicity in lemming dynamics by constructing a predator-prey model. This and the Gilg et al. observations of the 4-year cycle were graphed and can be seen in Fig. 1 below. Fig. 1. The top graph is a visual demonstration of the lemming (black squares) and the stoat (grey circles) 4-year cycle based on field observations. The bottom graph demonstrates the cycle predicted by a model. (Gilg et al. 2003) They also highlight that there is a similar cycle in the arctic fox in Greenland. Using data from trapping records, they demonstrated that arctic fox numbers between 1935 and 1960 peaked at intervals of 4, 5, 4, 4, and 4 years. Like the changes in stoat numbers, they suggest that this cycle is due to changes in lemming densities. Spatial influence on community ecology is especially obvious when considering the theory of island biogeography put forward by MacArthur and Wilson (1967). This theory states that on an island, the number of species is proportional to the size of the island and its distance from the source population (usually the mainland). This theory does not work solely on island populations. It has been adapted to work on fragmented forests, lakes and ponds, caves, and mountaintops (Harris 1984, Lassen 1975, Culver et al. 1973, Riebesell 1982). Communities can have different species diversity depending on their latitude. Simpson (1964) recognised a north-south gradient in the abundance of mammals in North America. He identified a clear but irregular gradient with a minimum number of 13 species in a quadrat (240 km2) in one of the nothernmost areas (latitude 70Â °) and a maximum number of 163 species in one of the southernmost areas (latitude 10Â °). This gradient can be explained due to the warm temperatures found in the tropics which favour the diversification of the biota (Krebs 1985, Jacobsen et al. 1997). Krebs (1985) states that the increase in species diversity towards the tropics could be due to an increase in spatial heterogeneity. This influence has been recognised in forest ecosystems by Burnett et al. (1996) and in bird species diversity by Roth (1976). Another factor to this gradient might be that towards the equator diversity in species is greater because the area is greater and species richness is scale depe ndent; it increases with area (Willig et al. 2003). How communities are structured/evolve A community is formed from processes which occur at very large spatial and temporal scales such as speciation, vicariance, and dispersal (Holt 1993). Two types of community structures are the physical structure and the biological structure (Krebs 1985). The physical structure refers to the structures within which species distribute themselves, for example, trees and shrubs. Krebs (1985) recognised three components to the physical structure of communities; growth forms, vertical stratification and seasonality which will be discussed in the next section. The growth form refers to the architecture of a plant in terms of its form, method of branching and arrangement of its shoot system, and underground system if possible (Gimingham 1951). They can be classified into six major growth forms: Trees Lianas Shrubs Epiphytes Herbs Thallophytes All communities have a vertical structure. This stratification is associated with a decrease in light (Krebs 1985). Biological structure involves species composition and abundance, temporal changes in communities, and relationships between species in a community (Krebs 1985). Examples of temporal changes and relationships between species in communities were given in the previous section. All these characteristics of the community structure are interlinked. This is best shown in Fig. 2. Fig. 2. The relationships between factors that influence the structure of a community. (After Krebs 1985) The evolution of a community is not dependant on individual biological components but of the pattern of interaction expressed in the community structure (Olson 1966). Although, it could be argued that changes in a species can change an interaction in the community structure (Brooks and McLennan 2002). Changes in one of the factors in Fig. 2. can contribute to the evolution of a community. The evolution of a community can also be thought of in terms of succession as a community changes until it reaches a stable climax community. The extent to which a community can evolve is dependent on species density. A community which has a number of species that is below equilibrium numbers has a greater chance of evolving than a community in equilibrium (Brooks and McLennan 2002). Factors influencing the structure and longevity of communities Seasonality is a major component of the physical structure of communities. The structure of all communities is affected by seasons, and seasonal events are important to the functioning of communities (Krebs 1985, Wiens 1974). It can also be considered as affecting the biological structure since the physical structure of a community affects its biological structure (Krebs 1985, Wiens 1974). Wiens (1974) states that the highly seasonal distribution of precipitation and production found in grassland habitats can influence the species abundance or the size of the resident population. He also describes how climatic irregularities can limit the number of species in a community, especially in large unfragmented grasslands where there are few places for opportunistic species to reside. He argues that in grassland which covers a small area, populations of species can take refuge in a different habitat type until conditions are favourable for them. Also, natural hazards (e.g. fires and floods) and anthropogenic influences can affect community structure (Zimmerman 1992, Dale et al. 2001). The longevity of a community is dependent on its resilience. Resilience indicates how fast a community can return to an equilibrium state after a perturbation (Pimm 1984). If a community is resilient it does not mean that it is unstable. In fact, Holling (1973) states that the spruce budworm forest community is highly unstable and because of this it is very resilient. Measurements of resilience are specific to a type of perturbation. A community can be resilient to one type of perturbation (e.g. low temperatures) but not at all resilient to another (e.g. increased nutrients) (Krebs 1985). Two factors that can affect the resilience of a community are patchiness and dispersal (Krebs 1985, Holling 1973). Some communities are resilient because they reside in a patchy environment. When a perturbation occurs in one patch, species can disperse to another patch until conditions are favourable again (Krebs 1985, Wiens 1974). Species composition and biodiversity can also affect resilience (All ison 2004, Griffiths et al. 2000). According to Pfisterer and Schmid (2002) greater number of species can express a greater range of responses to environmental perturbations. Differences in immigration/emigration between guilds, species, and kingdoms Different organisms have different success in migrating. For example, Walsh and Kay (1995) showed that when eucalyptus trees were introduced to New Zealand from the Australia, woodborers, sapsuckers and defoliators species immigrated to New Zealand to colonise the eucalyptus number of species being roughly equally distributed amongst the three guilds. At around the same time, pine trees from the North America were introduced to New Zealand. Half the amount of woodborer species that colinised the eucalyptus emigrated to colonise the pines while only a quarter of the numbers of sapsuckers that colinised the eucalyptus colonised the pines and no defoliators managed to establish in the pines. The succes of the insects, considered to be pests to trees, is due to the distance of their source population from New Zealand (Fig. 3). The insect that colonised the eucalyptus trees came from Australia and had no problem in immigrating. However, the insect pests to the pines originate from North A merica and would have had to travel a long distance to reach introduced pines. The defoliators could not emmigrate and synchronise their life history with the introduced pines. The woodborers are well-adapted to travelling long distances because their life history is isolated from their environment. Sapsuckers are not as well adapted to travelling long distances but only one female need to arrive at the destination to colonise because of their parthenogenesis capability. Fig. 3. An adaptation of the MacArthur and Wilson (1967) model for the prediction of the number of pests that can colonise a host. (Walsh and Kay, 1995) Insects have more success in establishing themselves in a new environment if they migrate on an east-west axis as opposed to a north-south (Kay, 2005). This is because there is more of a chance of phenological synchrony of pests and host in east-west dispersal because season reversal is encountered when travelling north-south. How does this assist our understanding of ecology on a local and global scale? When choosing scale one must be aware of the characteristics of the processes that might influence your study (if they are not the subject of the study themselves) and the characteristic of organisms in the study. For example, if we are studying the potential threat of an invasive herbivore insect to a community, it is not enough to study the community structure to see if it can accommodate the insect but the distance of the source population must be known as well and also the life-history strategy of the insect. Although spatial and temporal scales are usually positively correlated to achieve high predictability in a study (Wiens, 1989) this is not the case when looking at the evolution of a community. When studying succesion, a later sequence can survive longer than the investigator (Connel and Slayter, 1977). This means that you could be looking at the succesion of a local community in a small area using years of data. Hanski (1999) makes an argument of not restricting to a local scale when studying a local population. By looking at a more global scale you can make an inference on a local population. It is important to note that even when a community is in a stable condition, temporal changes can still occur and lead to population dynamics. These cyclic changes could affect data and therefore the temporal scale of a study done on species in a stable climax community would have to take this into consideration. For example, if one were looking at the stoat population in Greenland between 1996 and 1999 (Fig. 1.) one would assume that there is a pattern with number of individuals gently rising, unaware of the cyclic changes in their population. Since when we look at evolution we look at changes against time it is safe to say that time is the main process influencing the evolution of a community. This is visually demonstrated in Fig. 2. where time is on top of the diagram showing the factors that influence community structure. However, there is a spatial influence on the evolution of a community as well. Spatial heterogeneity, as previously discussed, can dictate the species diversity. Also, the species density (amount of species per area) affects the ability of a community to change. The theory of island biogeography can be applied on a local and global scale. The Culver et al. (1973) study on cave-limited species in the Greenbrier valley in West Virginia can be considered to be done on a local scale compared to the MacArthur and Wilson (1967) study on amphibians and reptiles in the West Indies using data collected by Preston (1962). On a global scale, we see that species diversity increases on a gradient from one of the poles to the equator. This can be attributed to the change climate, spatial heterogeneity, or simply because of the greater amount of space available towards the equator. Seasonality can have an ecological effect on global as well as local scale. On a local scale, it can effect species abundance and population density in a community. Seasonl irregularities can affect species diversities in spatially homogenous communities. On a global scale, seasonality can lead a community to be species specific. Some herbivorous insect cannot colonise certain areas because they are unable to synchonise their life cycle with the potential host plant phenology due to change in seasons. A communitys longevity is not dependent on how stable it is but on its resilience. A communitys resilience is influenced by how patchy is the environment it occupies. If its environment is heterogenous, species can disperse between habitat types to avoid perturbations. Biodiversity is also important for resilience and , as already mentioned, is affected by spatial and temporal forces. Success of migration in species is dependent on the scale of the migration. Walsh and Kay (1994) showed that woodborers, sapsuckers and defoliators had much more success in immigrating to New Zealand from Australia than from North America. There was also variation in successes to the emigration of the three guilds from North America due to the different influences that seasonality has on the guilds. In brief, the main conclusion of this review is that a study should not be restricted to one scale. When possible, different observations should be done on different scale. For example, when studying species diversity we know that it can be affected by spatial heterogeneity (local scale) and latitude (global scale). We have already established that different processes work on different scale but it is important to note that some processes work on multiple scales.

Development of Quality players Essay

On a performance perspective, the LTA stated some à ¯Ã‚ ¿Ã‚ ½7.3m has been spent on delivering the LTA Performance programme. This is set to provide financial support to more than 600 talented youngsters aged 8 to 21 years old. (LTA, 2002) The performance programme is constituted of six stages. Initially beginning with Mini-tennis (4 – 8 year olds), then progressing to Club Futures (8 – 10year olds), County Futures (11-13 year olds), National Futures(11 – 13 year old), Academies and Intermediates (14 -22 year olds) and Seniors. The development of such a structure has mainly down to the former French performance director of the LTA, Patrice Hagelauer, and his knowledge and implementation of the French development system. Originally seven Tennis Academy centres were proposed but due to the lack of junior talent coming through this was rationalised to four centres namely Bath, Leeds, Loughborough, and Welwyn Garden city. The Loughborough academy alone is costing the LTA à ¯Ã‚ ¿Ã‚ ½2m. In addition to this a à ¯Ã‚ ¿Ã‚ ½30m (Harris, 2001) National Centre is in the pipeline and is due to be built at Roehampton and subject to planning process should be ready by 2006. This is set to consist of 6 indoor, 4 grass, 6 hard and 6 clay courts, gymnasium, player and coach support services, accommodation and medical centre. The LTA is likely to meet the majority of costs for the centre although The All England Lawn Tennis Ground plc are lending a proportion of building costs. This development has been met with mixed reactions Mark Petchey Sky TV presenter commented â€Å"Once again the LTA have their priorities wrong. Unless good youngsters are coming through, the National centre will be a white elephant. Indeed it has been further commented that the belief that there is a misconception that we have talented youngsters (Bob Brett) in the last 10 years there has only been 2 juniors in the International Tennis Federation’s top 50. One of the key suggestions causing the lack of talented juniors is the quality of coaches in Britain. On 2002 spending figures only 3% of the budget was allocated to coach education. There are currently 2,100 LTA licensed coaches working in clubs in the UK (Jago, 2002). Although that may sound substantial when this figure is put along side the total number of registered player (116,588) it amounts to one coach for every 55 players. The comparison of this to the French’s excess of 4000 licensed coaches clearly illustrates we have some catching up to go (Jago, 2002). The LTA aims to initially identify talent through the nation’s club system. Yet the current established club structure is will behind that of France and Germany. (Figure 5) France has some 9,200 clubs compared to the 2,400 on Britain (Fordyce, 2002). In addition most of the clubs in France have five courts and a clubhouse. Around 8000 of them were built and maintained by cities and local authorities, each one costs à ¯Ã‚ ¿Ã‚ ½500,000. The idea of which would be a dream to the LTA and leave them with a substantially greater proportion of finance to invest in more for coaches, development programmes and competition structures (Jago, 2002) The culture of British tennis clubs may also be to blame. Tennis clubs in Britain might be a pleasant place for an adult to play a few sets on a Sunday afternoon – but they do little to help the country produce future champions. The former performance director Patrice Hagelauer, stated â€Å"The culture is one of leisure and social tennis – which is great, if you also have junior tennis and competitive tennis, but at a lot of clubs, that is not there† (Fordyce, 2002).  However, the key to developing successful players may not lie in the relatively expensive problems of increasing the number of clubs, courts and coaches but may be more with how we deal with potential talent and develop it. The LTA currently relies on talent selection, which is a process of differentiating between those young performers who are already in the sport in order to provide those with the greatest potential with opportunities for advanced level training, support and competition. However, there are a number of disadvantages with this method. Initially it relies on juniors to be playing the game and it has been shown that we currently fall behind in this area. Also, individuals usually compete with others in a similar age group and the most talented from that age group stand out. Selection of success at this young age may not be a direct indicator of potential due to the fact that it fails to take into account the varying maturation levels evident in individuals of the same age that actually dictates there power and strength due to their greater size evidently providing an advantage to those who have had a faster maturity rate. This may go some way in explaining why those talented at that young age and are selected to be developed fail to continue through and emerge and successful players on the senior circuit. It is obvious that this current method which the LTA employs doesn’t seem to working very well. Our only two players in the top 100 have been described as an ‘accident and a foreigner’ (Roberts, 2002). Tim Henman’s talent was tutored in a privately-run development scheme, and Greg Rusedski, was developed in the Canadian tennis system. Around the world other countries seem to have realised more efficient way of finding talented individuals. Much of the sporting success of Australia has been down to the realisation back in 1988 by the Australian Institute of Sport and particularly Dr Allan Hahn that it is no longer possible to have a reliance on club systems to deliver talent at an elite level. He stated that â€Å"to continue to be internationally competitive, we must actively seek to unearth the talent†. Talent searches initially implemented in rowing spread to a wide variety of sports, and following the announcement in 1994 of Australia to host the Sydney Olympics back in 2000 their in Federal Government allocated $500,000 a year for two years for national talent identification. The success of many Australian athletes at these games demonstrated the significance of such a programme (AIS, 2003). Subsequently in 2002, the tennis specific talent search was implemented namely the Targeted Athlete Project (TAP) . The program is individually designed to each player in the scheme to make them a better player. Each player is assessed upon joining TAP and areas of weakness identified. Funds are then allocated to addressing these problems (Tennis Australia, 2003) This programme aims to support 30 of Australia’s best boys and 30 of there most talented girls. Current members of the programme range from the ages of 11 to the oldest, 22-year-old Evie Dominikovi. With this system in place, Australia, who currently possesses the world’s number one in the male game, Lleyton Hewitt, will no doubt create many more players of international calibre. The adoption of such a scheme may make considerable financial sense for the LTA. Through the development of a screening process that identifies key multivariate constituents of a successful elite player more appropriate funding can be targeted at a limited number of individuals who it is known that they possess the right psychological, physiological, skill/decision making and even sociological aptitudes necessary for success. A system implemented in schools would not just limit the search to those who are currently active in tennis. This would eliminates both the players’ frustration of continued participation in a sport that they are not physiologically suited to and will prevent wasting finances on developing a talent that never had the potential to make it to the top, thus allowing the LTA to get the most out of its limited resources.  Can we develop talent and increase participation numbers simultaneously? The LTA may have set itself an impossible task of increasing player numbers and developing better quality players with the current finances. In an attempt to achieve both finances are spread too thinly and neither is achieved successfully. It is evident that these two aims may not be as mutually supportive as the LTA consider them to be. Indeed it has long been stated the key to possessing high numbers of elite sports players from a nation is to have a broad base of participation and the broader the base the increase in likely hood and probability there is of finding quality players. There are several critical flaws in this assumption and there are anomalies in statistics that prove so. Figure 6 demonstrates the weak relationship between these two variables and an increase in players is by no means a necessary pre-requisite for developing large numbers of elite performances. This is clearly highlighted in the case of Russia which has double the amount of tennis players Britain has in the top 100 yet has a 1/18th of the amount of total registered players (ETA 2000). Indeed although increasing the number of players may not have a direct effect on the number of elite players, the concentration of efforts in talent identification and development which will produce a greater number of elite players may have a combined effect in inspiring more players to take up the game; increasing the sports national profile and subsequent possibility of an increase in the sports allocation of financial assistance from national sources which would assist in broadening participation.

Mr Bhekokwakhe ntshangase

You will receive a number of tutorial letters during the semester. A tutorial letter is our way of communicating with you about teaching, learning and assessment. This tutorial letter contains important information about the scheme of work, resources and assignments for this module. We urge you to read it carefully and to keep it at hand when working through the study material, preparing the assignments, preparing for the examination and addressing questions to us. In this Tutorial Letter you will find the assignments and assessment criteria as ell as instructions on the preparation and submission of the assignments.It also provides all the information you need with regard to the prescribed study material and other resources and how to obtain them. Please study this information carefully and make sure that you obtain the prescribed material as soon as possible. We have also included certain general and administrative information about this module. Please study this section of the tut orial letter carefully. Right from the start we would like to point out that you must read all the tutorial eaters you receive during the semester immediately and carefully, as they always contain important and, sometimes, urgent information.Some of this tutorial matter may not be available when you register. Tutorial matter that is not available when you register will be posted to you as soon as possible, but is also available on manias. We hope that you will enjoy this module and wish you all the best! Upon completion of this module you should have obtained the applied competence of the community, citizenship and pastoral role at a beginner teacher's level.Outcomes You will be able to: practice and promote a critical, committed and ethical attitude by developing a sense of respect and responsibility towards others. Uphold the Constitution and promote democratic values and practices in schools and society. Demonstrate within your school an ability to develop a supportive and empowe ring environment for the learners. Respond to the educational and other needs of learners and fellow educators. Develop supportive relations with parents and other key persons and organizations. Develop a critical understanding of community and environmental issues, especially Hides.Department of Curriculum and Instructional Studies Unison pop BOX 392 UNISON 0003 ACH van deer Walt Building 6-72 Muckiness Campus Propeller Street PRETORIA Tell: (012) 429-4033 University If you need to contact the University about matters not related to the content of this module, please consult the publication my Studies @ Unison, that you received with your study material. This brochure contains information on how to contact the University (e. G. To whom you can write for different queries, important telephone and ax numbers, addresses and details of the times certain facilities are open).Always have your student number and module code at hand when you contact the University. Please note that all adm inistrative enquiries should be directed to: ; E-mail [email  protected] AC. AZ MODULE-RELATED RESOURCES Prescribed books There are no prescribed textbooks for this module. This means that you do not have to buy any additional books for this module. You only need your study guide and the tutorial letters. Recommended books There are no recommended books for this module. Electronic Reserves (e-Reserves) There are no electronic reserves for this module.Official study material One study guide Tutorial letter 101 . Apart from Tutorial letter 101 you will also receive other Tutorial Letters in the course of the semester (102 and 201). If you have access to the Internet, you can view the study guide and tutorial letters for the module on the University online campus, manias, at http://my. Unison. AC. AZ. Recommended electronic sources The following electronic sources are sources that you may consult in order to broaden your knowledge of the educator in a pastoral role. A limited number of popes is available in the library. e-books The SAGE reference online. Handbooks Online. The Sage Handbook of Special Education. The SAGE reference online. Handbooks Online. The Sage Handbook of Gender and Education. This book deals with special education and gender and education. ; Teaching Diverse Learners – 2 DVD set A diverse learning environment benefits everyone, but it can put overwhelming pressure on an unprepared teacher. This two-part DVD empowers educators using real-world teaching methods – enabling them to overcome the obstacles and maximize the rewards of a diverse learning atmosphere.The first DVD is 13 minutes and the second DVD 18 minutes. Learner's books and curricula for your learning area or subject It is essential that you have access to a series of learner's books for your learning area and/or subject approved by the National Department of Education. They are available at the JUST bookseller. Open education resources (ORE) 4. 7. 1 TESTS (Teacher Education in Sub-Sahara Africa) TESTS brings together teachers and teacher educators from across Africa. It offers a range of materials (Open Educational Resources) in four languages to support school- eased teacher education and training.

Statement Of Teaching Accomplishments And Philosophy

Statement of teaching accomplishments and philosophy by Shinsei Ryu Graduate supervising Current status overview Graduate students and graduate education are large parts of my research activities, and naturally I spend a lot of time and put a lot of efforts for this. Starting from small initial projects, I have been successful to make some students to get involved in real research activities. These students seem to find the projects I gave interesting, and managed to find a way to get along with me. Right now, I am actively working with the following six UIUC graduate students: Olabode Sule, Xueda Wen, Chang-Tse Hsieh, AtMa (Packon) Chan Apoorv Tiwari, Hassan Shapourian. In addition, one student, Po-Yao Chang, has just graduated, and moved to the Rutgers University for his new postdoctoral job. These students listed above finished and published a few research papers with me or are preparing for a paper. Four students (Olabode Sule, Xueda Wen, Chang-Tse Hsieh, AtMa Chan) have finished their prelim, and are currently working to finish their Ph.D programs in the coming years. There are also two exchange graduate students from Brazil and Sweden, Pedro Lopes and Thomas Kvorning, who finished and have been finishing research papers with me. Thomas Kvorning spent three months in my group in 2014, by making use of INSPIRE partnership of UIUC and Swedish institutions. In addition to these â€Å"core† students in my group, there are a couple of more students who I am involved with. (TheyShow MoreRelatedEssay about Personal Educational Philosophy1069 Words   |  5 Pageseducational philosophy statement. It represents my ideas and values about teaching and learning; it reveals my personal teaching beliefs and their relation to the five major established educational philosophies; it shows my role and responsibilities in educational process. 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