Ecosystem Services In Human Systems Environmental Sciences Essay

Ecosystem Services In Human Systems Environmental Sciences Essay Ecosystem services in human-environment systems: What is the problem? Ecosystems deliver goods and services of enormous value to the human society (Pearce and Moran, 1994; Costanza et al., 1997; Daily, 1997). However, intensive land and water use, extraction of natural resources, and chemical emissions into the environment lead to a worldwide degradation of biodiversity and of the supporting services, provisioning services, regulating services and cultural services which ecosystems provide (Hooper et al., 2005; Millennium Ecosystem Assessment, 2005b). On a global scale the Millennium Ecosystem Assessment (2005b) found that 60% of global ecosystem services (ES) surveyed are currently being degraded or used unsustainably. Future scenarios are promising no relieve. Only the projected doubling of food consumption for the next 50 years (Tilman et al., 2002), in combination with the growing demand for biofuels and other biophysical products will challenge decision-makers dealing with ecosy stem management worldwide. They need to optimize ecosystems with respect to multiple needs. Climate change has even intensified the dynamics of this human-environment interaction (McCarthy et al., 2001). Ecosystem services are defined as functions of ecosystems with value for human well-being. Thus the concept of ecosystem services, establishes a relationship between ecosystem service suppliers (the producers) and demanders for ecosystem services (the beneficiaries). Those supply-demand interaction can be distinguished on three levels: i) upstream downstream relations, ii) north south relations and iii) poor rich relations. i) Because of topographical complexity and altitudinal gradients mountain ecosystems are particularly sensitive to global change compared to the lowland (Becker et al., 2007; Bugmann et al., 2007). Socio-economic vulnerability to loss of ecosystem services tends also to be higher because of generally more difficult socio-economic conditions in mountains. But also the lowlands are influenced by undesired changes in mountain areas, because of their importance for biodiversity and for providing ecosystem services. Downstream actors benefit from the supply of upstream ecosystems with respect to clean water, flood control, reduced sedimentation, scenic beauty and many more positive mountainous ecosystem services. ii) Similarly, pressure on ecosystem services is high in the south because of continuous land use change, land degradation and impacts of climate change. Until now, such damages to ecosystems services are not sufficiently taken into account in the environmental decisions along the global value chains linking consumer, retailer, processor, and producer in the north and the south. Fair trade is a first step into this direction, but global trade basically masks the constraints of regional ecosystems. To increase the ecological transparency and foster sustainable ecosystem management, the involved public and private actors need to develop, improve and use instruments for ecological assessment and management of global value chains damaging regional ecosystem services. Lately ideas have been developed for international payments for ecosystem services and international biodiversity off-sets (see for a review in German or French language Koellner and Engel, 2008b; Koellner and Engel, 2008a). iii)In both cases mentioned before the relationship between upstream-downstream and north-south are potentially equivalent to a poor-rich relationship. Especially in developing countries with weak environmental legislation and enforcement, the activities of the primary sector (agriculture, forestry, fisheries and aquaculture, but also oil, gas and mining) lead to deforestation, cause severe damages to biodiversity and finally limit the capacity of ecosystems to deliver bundles of services at the landscape scale to the local people. This is especially objectionable, if biotic resources are produced unsustainably in poor countries in the south and exported to rich countries in the north with strict environmental regulation, but only for the own territory. I am not saying that global trade per se is bad for the environment, but innovative solutions are needed if the poor are affected, because they cannot buffer losses of ecosystem services with purchased human-made services. To replace missing legislation pro-poor payments for ecosystem services were discussed in the past (Landell-Mills and Porras, 2002; Duraiappah, 2006; Ravnborg et al., 2007; Bulte et al., 2008; Proctor et al., 2008; Tallis et al., 2008). To successfully manage such supply-demand relations for ecosystem services under pressure of global change requires a collaboration of science and practice. New strategies for local, regional and global management of ecosystems are necessary, which are based on ecosystem services quantification; design of finance, policy and governance systems; and the implementation of those in various biophysical and social contexts (Daily and Matson, 2008). Within this general framework the three main objectives of my habilitation thesis on Ecosystem Services in Human-Environment Systems are Part A) to model land use and its impact on biodiversity and ecosystems and their services Part B) to analyze the decision-making that drives supply and demand for ecosystem services, and Part C) to explore the ecosystem impact of the financial sector national and international payments for ecosystem services (PES) and their linkages to the financial sector. In this introduction I reflect first the recent discussion about the definition of ecosystem services. Then I develop a general framework to organize research on ecosystem services. Finally, for each of the three objectives I provide a short review of existing research and describe my contribution to fill the gap. What are ecosystem services? Much confusion about their definition. Daily (1997) and the contributing authors from natural and social sciences introduced the term and concept of ecosystem services in order to stress the dependency of human-well being on nature. This milestone work defines ecosystem services on page 3 as follows: Ecosystem services are the conditions and processes through which natural ecosystems, and the species that make them up sustain and fulfill human life. They maintain biodiversity and the production of ecosystem goods, such as seafood, forage, timber, biomass fuels, natural fiber, and many pharmaceuticals, industrial products, and their precursors. (Daily, 1997, page 3). In this definition ecosystem goods and biodiversity are an output of natural functions in sensu de Groot (1992). Interestingly, the Millennium Ecosystem Assessment MA (2005b) skips the distinction between tangible ecosystem goods. It defines ecosystem services broadly as the benefits people obtain from ecosystems. It does distinguish supportive services (like nutrient cycling and soil formation), provisioning services (like food, fresh water and fibers), regulating services (like erosion control or water purification), and cultural services (like provision of opportunities for recreation and spiritual or historical purposes). That means what is a good under the definition of Daily is in the MA defined as an ecosystem services. Exactly around this issue, there is currently a scientific debate ongoing (see Boyd, 2007; Boyd and Banzhaf, 2007; Wallace, 2007; Costanza, 2008; Fisher and Turner, 2008; Wallace, 2008).

Global Systems Development Corporation Essay

GSDC is a software development firm with sales, marketing, and project offices in major cities of North America. We provide a global project management services, on-site personnel as needed for design, and testing and liaison with teams of developers in India and Eastern Europe. GSDC is known to have extensive experience in website development and have completed several successful websites implementation for institutions of higher education. Background and analysis STI has been working with GSDC to implement the new website, and GSDC views STI as a premier customer. As the project has unfolded, however, cost overruns and delays have occurred. STI claims that GSDC underbid the project and was too optimistic in its bid and project plan. Time has been lost and the project has cost overruns to date of $200,000. Given today’s  date and the need to have the site in place, STI management has clearly articulated that the new website must be up and running within 60 days of the beginning of these negotiations. Proposed goals, objectives, target population and implementation plan Considering the state of the project we are about 75% complete and we can finish the project under tight constraints. GSDC is the most knowledgeable and with only 25% left of the project left to complete we believe that the completion of the project by GSDC would benefit both parties. Both sides can take a â€Å"lessons† learned. Considering the work completed there is not much left of the project to scope and our confident that we can finish out the final pieces and components of the website. The value in continuing the relationships shows that both companies have a level of professionalism and a can do attitude that is admirable in the business world. The most important consideration for GSDC is that we meet our clients’ needs and that the customer is satisfied with the finished product. The must complete the website for the negation to be considered successful. Annual project budget Organization HISTORY, MISSION, Vision and Structures STI Institute is located in the Midwest offering wide ranges of programs in arts and sciences, business, and education programs. The school includes a variety of Master’s Degree programs, and continuing education for the community. The institute Attracts over 6,000 students annually, 5,000 undergraduates, 1,000 graduate students, as well as part-time students in the Midwestern region including local and state. We have been working with GSDC to implement the new website, and we both agree that the project costs are over budget. There has been too much time delay, and we need to come to an agreement to finish within 60 days of beginning negotiations. Proposed goals, objectives, target population and implementation plan Project is almost at completion but with the communications between both parties not being clear on requirements. After reviewing the complaints from GSDC the overall solution will agree upon STI select few to work closely with GSDC personnel to exchange ideas and come to a resolution. We will clarify requirements, support the on-site and remote development teams, and perform timely testing. In order to be 100 % complete within the 60 day period. The value in continuing the relationships shows that both companies have a level of professionalism and a can do attitude that is admirable in the  business world. Once everything is agreed upon we suggest we have are selected personnel to video conference with GSDC on an agreed time to make sure the progress is underway. Therefore if there’s any changes to be made it in constant overview and finished in time.

The Evolving Role of Government in Education

The Evolving Role of Government in Education Kawanna Rutledge Grand Canyon University EDU 310 October 30, 2010 The Evolving Role of Government in Education In the essay, I will be discussing the following: the evolving role of state and federal government in U. S. education, the church /state debate in public education as while as the laws and cases that had an impact on U. S. education. The state and the federal government have different roles in U. S education. The state is responsible for the department of education, curriculum, and the funding.However, the state provides funding to public schools throughout each state to benefit the children education, staff members, administrators, and teachers etc. Basically, the state board is responsible for approving statewide educational policies and determine budget priorities (â€Å"Education in the U. S. †, 2010). In addition, the federal government also provides funding to the public schools as well. The government has many feder al agencies and organization that helps benefit children educational needs in order for them to be successful. The NCLB alters the federal government’s role in elementary and secondary education by requiring the states and schools to measure success in terms of student performance† (â€Å"Education in the U. S. †, 2010). However, the federal government also provides grants and scholarships to people who are attending a college or university to get a higher education. As a result, the NCLB also benefits children with disability, because they have the same rights and opportunities as other children with no disability to attend any public school, college or university in order to enhance their knowledge and become successful individual.The most famous case that had a major impact on U. S. education was the Brown v. Board of Education. This particular case was about segregation and discrimination against African American students attending an all white school. Howeve r, it was not right how the public school was discriminating against African American students, because they had the same rights and opportunity as the white students to attend any public school across the nation. The constitution says: â€Å"No state shall†¦ deny to any person†¦ the equal protection of the laws. (14 Amendment) meaning that all people across the nation have the same rights, and opportunity as others. In September 1950, Linda Brown, 7, was not allowed to register at an all-white school in Topeka Kansas. The Kansas school system-and others around the nation-thought that it was okay for black students and whites students to attend separate but equal schools. Linda’s father thought that practice was unfair and sued the school system. His case and others like it went to the Supreme Court under Linda Brown name.The justices ruled 9-0 that segregating public schools meant that black students were not being treated equally. The court said they were therefo re being deprived of their 14 Amendment rights (â€Å"3 Supreme Court Cases†, 2010, p. 4). As a result, Brown had won the case, and it opened up many opportunities for African American students which gave them the same equal rights as white students to attend any public school and further their education as well.The separation of church and state has been debating over religion practice in the public schools for many years. The First Amendment in the U. S. Constitution states in part that â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof† (Mc Carthy, 2009, p. 714). In the United States, the government had abandon religion practice in public schools, because the government feels that religion practice in public school is not appropriate for the students.Therefore, the government took action, and abandon religion practice from all public schools such as reading the bible, prayer, celebrating most holidays, praying at graduations ceremony, and school programs like the chores etc. Passe and Willox (2009) stated over time, a series of Supreme Court rulings applied the establishment clause to schools, there by prohibiting schools from celebrating particular religions, or even from promoting religions, over secular belief system.Most schools discontinued the practice of public prayer, holiday celebration with religion themes and taking matter to the extreme-teaching about religion altogether. (Passe & Willox, 2009, p. 103) The government had made a big mistake by removing religion practice from public schools, because the Bible as well as other textbooks teaches the children about, morals, values, respect and life etc. The government fails to realize that education started in churches and the Bible was used to help children and people learn how to read.In conclusion, the state and federal government need to provide more funding to the Department of Education, because there are too many schools closing down in society today due to the lack of funding. In addition, the church and state need to come to an agreement and bring religion back into the public schools to educate the children, because the Bible also teaches about the world as well as the future to come.Reference Embassy of the United States in Japan: Education in the U. S. Retrieved October 29, 2010, from http://www. aboutusa. japan. usembassy. gov/e/jusa-education. html Mc Carthy, M. (2009). Beyond the Wall of Separation: Church-State Concerns in Public Schools. (cover story). Phi Delta Kappan, 90(10) 714-719. Passe, J. & Willox, L. (2009). Teaching Religion in America’s Public Schools: A Necessary Disruption, Social Studies 100(3), 102-106. (2010). 3 Supreme Court Cases EVERY KID SHOULD KNOW. (cover story). Scholastic News- -Edition 5/6, 79(2), 4-5.

Revision Checklist for a Descriptive Paragraph

Developing a paragraph through description is painting a verbal picture, says Esther Baraceros. This means creating impressions and images through words that appeal to the readers senses (Communication Skills I , 2005). After completing one or more drafts of a descriptive paragraph, use this eight-point checklist to guide your revision. Does your paragraph begin with a topic sentence--one that clearly identifies the person, place, or thing youre about to describe?(If youre not sure how to write a topic sentence, see Practice in Composing an Effective Topic Sentence.)In the rest of the paragraph, have you clearly and consistently supported the topic sentence with specific descriptive details?(For examples of how to do this, see Practice in Supporting a Topic Sentence With Descriptive Details.)Have you followed a logical pattern in organizing the supporting sentences in your paragraph?(For examples of organizational patterns commonly used in descriptive paragraphs, see Spatial Order, Model Place Descriptions, and General-to-Specific Order.)Is your paragraph unified--that is, do all your supporting sentences relate directly to the topic introduced in the first sentence?(For advice on achieving unity, see Paragraph Unity: Guidelines, Examples, and Exercises.)Is your paragraph cohesive--that is, have you clearly connecte d the supporting details in your paragraph and guided readers from one sentence to the next?(Cohesion strategies include the following: Using Pronouns Effectively, Using Transitional Words and Phrases, and Repeating Key Words and Structures.)Throughout the paragraph, have you chosen words that clearly, accurately, and specifically show readers what you mean?(For ideas about how to create  word pictures that can make your writing easier to understand and more interesting to read, see these two exercises: Writing With Specific Details and Arranging Specific Details in Sentences.)Have you read your paragraph aloud  (or asked someone to read it to you) to check for trouble spots, such as awkward phrasing or needless repetition?(For advice on polishing the language in your paragraph, see Practice in Cutting the Clutter and the Exercise in Eliminating Deadwood From Our Writing.)Finally, have you carefully  edited and  proofread your paragraph?(For advice on how to edit and proofre ad effectively, see our Checklist for Editing Paragraphs and Essays and Top 10 Proofreading Tips.) After completing these eight steps, your revised paragraph may look quite different from earlier drafts. Almost always that means you have improved your writing. Congratulations!ReviewHow to Write a Descriptive Paragraph