Formicidae Biodiversity in Texas Vegetation

Formicidae Biodiversity in Texas Vegetation A COMPARISON OF FORMICIDAE BIODIVERSITY IN NATIVE AND NON-NATIVE VEGETATION IN SOUTH TEXAS A study to determine how ant communities in non-native vegetation, specifically in Cenchrus ciliaris, differ from native vegetation in south Texas. ABSTRACT When non-native grasses become invasive, they can alter plant communities and can therefore, potentially affect arthropods due to their relationships with the vegetation they reside on. Cenchrus ciliaris is a non-native grass to the United States and is commonly known as buffel grass. Its drought resistance and quick propagation has made buffel grass invasive and has changed the ecosystems they now reside. Ants will be sampled from patches in native vegetation and buffel grass in San Ygnacio for 12 months. This study seeks to determine how ant communities in predominantly Cenchrus ciliaris, differs from relatively undisturbed native vegetation in south Texas. I pursue to compare ant richness between native vegetation and buffel grass as well as compare richness and abundance between native ant species and non-native ant species. I expect the results to demonstrate lower ant richness and abundance in the locations with buffel grass and higher abundance of invasive species in buffel gr ass. Introduction The introduction and spread of invasive plants is a cause of concern worldwide (Blossey 1999; Didham 2005). The ability of humans to travel between different countries around the world has facilitated the introduction of non-native plants to new locations. These new environments usually lack the natural predators and other natural biological control factors, thus causing these plants to become invasive. (Keane Crawley 2002; Tallamy 2004). Invasive plants can also have characteristics that aid their establishment and survival. For example, some of these plants can have a higher tolerance to drought or can propagate more quickly. They can also create unfavorable conditions for native plants by altering soil litter and nutrients (Bakker Wilson 2001). Therefore, invasive plants can often out-compete native plants, resulting in lower vegetation diversity and abundance (Pimentel 1999; Bakker Wilson 2001). Many species of plants have been introduced into the United States, and although a relatively small percentage of these species negatively impact the ecosystems they invade, studies should be done on specific invasive plants to determine the negative impacts they may be causing to the environment. Buffel Grass Cenchrus ciliaris is a non-native grass to the United States and is commonly known as buffel grass. It is native to most of Africa, southern and southwestern Asia, and Italy, Sicily. Buffel grass was originally introduced to Texas (U.S.A.) and northern Mexico in the 1930s and 1940s to improve pasture in overgrazed habitats and to develop new rangelands (Cox et al. 1988). Its drought tolerance and high biomass productivity made it the most popular grass to use in these countries (Arriaga et al. 2004). Due to its commercial value and impact as a weed it is considered a contentious species. Although the agricultural benefit of buffel grass is controversial, buffel grasslands can be a threat to biodiversity because they are created by invading and removing native plants (Arriaga et al. 2004; Cox et al. 1988). The threat that buffel grass poses to the native vegetation and alteration of the ecosystem, can have an effect from birds to arthropods. Buffle grass appears to provide a less suit able habitat for breeding birds, especially bird species that forage on or near the ground (Bingham et al. 2006). While changes in plant litter can alter arthropod abundance (Wolkovich 2009).   Buffel grass is also associated with increased severity of fires by a buffel grass-initiated fire invasion feedback (Miller et.al 2010). Despite the serious environmental effects buffel grass may cause, there are no national strategies to manage it (Marshal et al. 2011).   Understanding the effects buffel grass has on biodiversity in south Texas can bring insights on whether there is a serious threat to other native vegetation and ecosystem functions. Arthropods: Formicidae Arthropods have many ecological roles within an ecosystem, functioning as prey resources for many taxa, as important predators, and as pollinators and seed dispersers (Isaacs et al. 2009). Recent studies document how plant invasions contribute to arthropod abundance (Wolkovich 2009). Changes in the vegetation cover can have an effect on arthropod diversity and are therefore used as indicators of negative effects on an environment. An important arthropod that is very diverse, does not fall into a single functional group, and can be classified as herbivores, predators, and detrivores, are ants (Triplehorn Johnson 2005). Ants (order Hymenoptera, family Formicidae) are relatively well-studied and easy to identify to the species level (Wolkovich et al. 2009). Structure and composition of ant communities can reflect the nature of the environments in which they reside on. Ants are also commonly used as bio-indicators in studies for fire management, pesticide contamination, and habitat dist urbance (Burbidge 1992).   Reduction in ant species abundance, diversity, and richness has been documented when alterations of ecosystems occur, for example, an increase of invasive plants (Burbidge 1992; Wolkovich et al. 2009). Therefore, this study will be measuring ant richness and abundance to determine how ant communities in non-native vegetation, specifically in Cenchrus ciliaris, differ from native vegetation in south, TX. This will further our understanding of the effects that buffel grass has on the ecosystem. METHODS Study Sites Study plot areas were selected in San Ygnacio, TX. The study area was comprised of a mixture of grasses and shrubs. Native grasses included knotroot bristle grass (Setaria parviflora), Texas Grama (Bouteloua rigidiseta), Common Curly Mesquite (Hilaria belangeri) and tanglehead (Heteropogon contortus). Predominant native shrubs included honey mesquite (Prosopis glandulosa), guajillo (Acacia berlandieri), and blackbrush (Acacia rigidula). The non-native grass was predominantly buffel grass. The soil in the study site was mostly sandy and dry. The native areas where traps will be placed were selected based on the abundance of native vegetation and lack of buffel grass, while the areas for the non-native traps will be placed where buffel grass is the most predominant plant. Sampling It was determined that surveying arthropods was a more cost-effective and accurate design for assessment of biodiversity (Oliver Beattie 1996) Direct sampling with pitfall traps seems to be the optimal collection method for surveying ants so it will be the method of collection that will be used in this study (Jaffe Romero 1989). There will be six pitfall traps placed in predominantly native vegetation and six pitfall traps in areas that are predominantly invaded with buffel grass. The pitfall traps will contain either propylene glycol or alcohol glycol for trapping and conservation of the arthropods. These traps will be place at ground level and will each be labeled accordingly; N for native and B for buffel grass. Each of these traps will have their GPS coordinates and the nearest vegetation to the traps recorded. They will be left out for a week and they will be collected by hand for a year. Ant Sorting and Identification After the traps are collected ants will be sorted into separate vials labeled with their respective trap number and date. All the other arthropods collected in the traps will be sorted to order. Ants will be identified down to species in Dr. Motts lab following a set of identification keys. The data collected will be recorded and data analysis will be performed. Species richness, abundance, and evenness will also be calculated. RESULTS DISCUSSION With this study, I expect to see a difference in biodiversity, richness and abundance between native vegetation and buffel grass. I expect a decrease of these in buffel grass. I also would like to analyze and compare the abundance and richness between native and non-native ants between native vegetation and buffel grass. This could bring insight on the effect buffel grass has on non-native species of ants and determine if it facilitates their settlement. If there is a difference in diversity more studies should be made on the impacts buffel grass has in the ecosystem to further understand the negative effects and determine management techniques. CONCLUSION Cenchrus ciliaris, buffel grass, is an invasive grass that can alter and cause negative effects to the ecosystems they invade. This study will provide insight to the effects this grass truly has on the environment and determine the ecological impact of buffel grass. This will be achieved by comparing ant biodiversity, richness and abundance in native vegetation and, buffel grass.   I expect the results of this study demonstrate a difference in ant diversity between native and non-native vegetation and that further studies can be made to determine buffel grass management. REFERENCES Arriaga, L., Castellanos, A. E., Moreno, E. and Alarcà ³n, J. (2004). Potential ecological distribution of alien invasive species and risk assessment: A case study of buffel grass in arid regions of Mexico. Conservation Biology 18:1504-1514. Bakker, J., and S. Wilson. 2001. Competitive abilities of introduced and native grasses. Plant Ecology 157:117-125. Bernays, E. M., and M. Graham. 1988. On the evolution of host specificity in phytophagous arthropods. Ecology 69:886-892. Bingham, R., Brennan, L., Flanders A. A., Fulbright, T., Kuvlesky, W., Ruthven, D., and R. Zaiglin, 2006. Effects of Invasive Exotic Grasses on South Texas Rangeland Breeding Birds (Efectos de Pastos Invasores Exà ³ticos en las Aves que Nidifican en los Campos de Pastoreo del Sur de Texas). The Auk 123: 171-182. Blossey, B. 1999. Before, during, and after: the need for long-term monitoring in invasive plant species management. Biological Invasions 1:301-311. Burbidge A. H., K. Leicester, S. McDavitt, J. D. Majer. 1992. Ants as indicators of disturbance at Yanchep National Park, Western Australia. Journal of the Royal Society of Western Australia 75: 89-95. Cord E.C. Changes in Arthropod Abundance and Diversity with Invasive Grasses. Texas AM Kingsville. Cox, J. R., M. H. Martin , F. A. Ibarra , J. H. Fourie , N. F. G. Rethman , and D. G. Wilcox . 1988. The influence of climates and soils in the distribution of four African grasses. Journal of Range Management 41: 127-139. Didham, R. K., J. M. Tylianakis, M. A. Hutchinson, R. M. Ewers, and N.J. Gemmel. 2005. Are invasive species drivers of ecological change? Trends in Ecology and Evolution 20:470-473. Isaacs, R., J. Tuell, A. Fiedler, M. Gardiner, and D. Landis. 2009. Maximizing arthropod mediated ecosystem services in agricultural landscapes: the role of native plants. Frontiers in Ecology and the Environment 7:196-203 Jaffe, K., and H. Romero. 1989. A Comparison of Methods of Sampling Ants (Hymenoptera, Formicidae) in Savannas. Biotropica 21:314-352 Keane, R. M., and M. J. Crawley. 2002. Exotic plant invasions and the enemy release hypothesis. Trends in Ecology and Evolution 17:164-170. Marshall N.A., M. Friedel, R.D. van Klinken, and A.C. Grice. 2011. Considering the social dimension of invasive species: the case of buffel grass. Environmental Science Policy 14: 327-338. Miller G., Friedel M., Adam P., and V. Chewings. 2010. Ecological impacts of buffel grass (Cenchrus ciliaris L.) invasion in central Australia does field evidence support a fire-invasion feedback?. The Rangeland Journal 32: 353-365. Oliver, I., A. Beattie. 1996. Designing a Cost-Effective Invertebrate Survey: A Test of Methods for Rapid Assessment of Biodiversity. Ecological Applications 6: 594-607. Pimental, D., L. Lach, R. Zuniga, and D. Morrison. 1999. Environmental and economic costs of nonindigenous species in the United States. BioScience 53:53-65. Steinberg, P. 2001. Prosopis glandulosa. U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, Fire Sciences Laboratory. Stromberg, J.C. 1993. Riparian mesquite forests: A review of their ecology, threats, and recovery potential. Journal of the Arizona-Nevada Academy of Science 27:111-124. Tallamy, D. W. 2004. Do alien plants reduce insect biomass? Conservation Biology 18:1689-1692. Tallamy, D. W., and K. J. Shropshire. 2009. Ranking lepidopteran use of native versus introduced plants. Conservation Biology 23:941-947. Triplehorn, C. A., and N. F. Johnson. 2005. Borror and DeLongà ¢Ã¢â€š ¬Ã… ¸s introduction to the study of insects: 7 th edition. Brooks/Cole, Belmont, California. Ueckert, D.N. 1974. Influence of Defoliation by the Cutworm Melipotis indomita on Control of Honey Mesquite with 2,4,5-T in West Texas. Journal of Range Management 27:153-155. Van Auken, O.W. 2000. Shrub invasions of North American semiarid grasslands. Annual Review of Ecology and Systematics 31:197-215. Ward, C.R., OBrein, C.W., OBrien, L.B., D. E. Foster, D.E. Huddleston E.W. 1977. Annotated checklist of New World insects associated with Prosopis (mesquite): Technical bulletin no. 1557. Agricultural Research Service, United States Department of Agriculture, Washington, D.C. Field Manual.

Cosmic Education

Rachael Jacobson Cosmic Education Exiled to India during World War II, Maria Montessori developed one of the basic tenets of her philosophy of education. This tenet is what she called cosmic education. In To Educate the Human Potential (ed 2007 p9) Montessori said that, â€Å"the stars, earth, stone, life of all kind form a whole in relation to each other, and so close is this relation that we cannot understand a stone without some understanding of the great sun†. This interconnectedness, the interconnectedness of every element of the universe, is at the heart of cosmic education.As Dr. Montessori explains, â€Å"all things are part of the universe, and are connected with each other to form one whole unity. The idea helps the mind of the child to become focused, to stop wandering in an aimless quest for knowledge. He is satisfied having found the universal center of himself with all things†. Montessori believed that children who received a cosmic education would grow to have a clearer understanding of themselves because they had a better understanding of the natural world and their place in it.She also believed that children are much closer to nature than adults. Therefore, the ideas of cosmic education can be impressed upon them more easily so that they can grow up with an appreciation and sense of wonder about the natural world and keep it as adults. An awareness of the interdependence between humans and the universe and the sense of gratitude that comes from that awareness are absolutely necessary if a child is to grow into a peaceful human being.Montessori believed that providing a cosmic education to children would be a means to this end because children who are exposed to all the elements and forces of nature gain a sense of importance, purpose, and responsibility, which they carry into their adult lives. It was her belief that the future was in the hands of children and that their education would determine whether or not the future humankin d was a peaceful or one fraught with destruction, violence, and war. Cosmic Education is held together by aâ€Å"glue† known as The Great Lessons. The Great Lessons introduce the overall scope of cosmic education .There are five Great Lessons. â€Å"Montessori believed that storytelling was an ideal way to introduce knowledge to elementary children, engaging both their imaginations and their developing powers of reason†. All of these lessons are accompanied by illustrations and charts, and many by scientific demonstrations. They are all told to the children in the first months of school, and are re-told each year to the returning children. They help children build a context for the knowledge that they will acquire throughout their years as EC, EI and E2 students. The Five Great Lessons are: 1.The Coming of the Universe: This lesson introduces scientific thought on the origins of the universe and our own planet. Using charts and experiments, this first Great Lesson desc ribes how minerals and chemicals formed the elements, how matter transforms to three states of solid, liquid, and gas, how particles joined together and formed the earth, how heavier particles sank to the earth's core and volcanoes erupted, and how mountains were formed and the atmosphere condensed into rain, creating oceans, lakes, and rivers. From this story, students are introduced to lessons in physics, astronomy, geology, and chemistry.For example, they learn about light, heat, convection currents, gravity, galaxies, planetary systems, the earth's crust, volcanoes, erosion, climate and physical geography. 2. The Coming of Life: This lesson represents the beginning of life on Earth from the simplest forms through the appearance of human beings. The second Great Lesson explains how single-cell and multi-cell forms of life became embedded in the bottom of the sea and formed fossils. It traces the Paleozoic, Mesozoic, and the Cenozoic periods, beginning with the kingdom of trilobit es and ending with human beings.The teacher indicates on a time line where vertebrates began, followed by fish and plants, then amphibians, reptiles, birds, and mammals. In this lesson students are introduced to the basics of zoology and botany. 3. The Coming of Human Beings: This lesson is an introduction to prehistory and history that continues the exploration of life on Earth, with an emphasis on the development of humans. The aim is for the children to imagine what life was like for early humans. This lesson is the basis for lessons in history and the development of ancient civilizations.They also learn how climate and topography influenced various civilizations. 4. The Story of Our Alphabet: This story is an introduction that follows the development of writing from its appearance in primitive cultures to its role in modern times. From this lesson, students use grammar materials, which help them examine how language is put together, and refine capitalization and punctuation. Stu dents are introduced to the study of the origin of English words from other languages, the meanings of prefixes and suffixes and different forms of writing such as poetry and prose. 5.The Story of Our Numerals: This story is an introduction that emphasizes how human beings needed a language for their inventions to convey measurement and how things were made. The story describes how number systems evolved throughout time and within different civilizations. This story is the basis for the children's learning of mathematics, which is integrated into all studies. The first three stories are what Duffy (2002 p30) calls â€Å"the story of our origin and past,† while the last two stories are illustrations of â€Å"human cultural accomplishments and the evolution of human ideas. Stoll Lillard (2005 p134) calls this â€Å"a core of impressionistic knowledge that is intended to inspire the child to learn more. † The Great Lessons simultaneously raise and answer questions. How d id the universe come to be? Our solar system? Our planet? Our oceans, lakes, mountains, forests, flowers, and animals? The Great Lessons helps children see how interrelated all things are. They instill in children the understanding that all people are one and that we must all be our brother’s keeper. Most importantly, The Great Lessons provide the child with a macro view of the world.Through the stories told in each of the five lessons, the child is introduced to â€Å"the big picture†. â€Å"Children become aware that the universe evolved over billions of years, and that it is based on the law and order through which all the plants, animals, and the rest of creation is maintained. From that point, students are introduced to increasing levels of detail and complexity within these broad areas and gradually understand that they are part of this order and are participants in the ongoing life of the universe.Thus, The Great Lessons provide a springboard of sorts from whic h children can develop their individual interests and shape their own learning. The Great Lessons allow the child to move between macro and micro levels of knowledge. The basic premise of cosmic education maintains that no subjects should be taught in isolation. Rather all elements of the curriculum are viewed as interdependent upon one another. The outcome of cosmic education allows children to become thankful for the world around them and an understanding of their place in it. They will begin to understand that they have been given many gifts from the past and present.They also develop wonder, gratitude, a sense of purpose, and a feeling of responsibility to others, to the earth, and to future generations. If young children grow up with love and respect and the knowledge that they matter, they have the best chance of growing up and meeting their full potential†¦no matter their circumstances. Duffy, M ; D (2002) Cosmic Education in the Montessori Elementary Classroom Parent Ch ild Press: Hollidaysburg. Montessori, M (ed 2007) To Educate the Human Potential The Montessori Series: Amsterdam. Stoll Lillard, A (2005) Montessori: The Science behind the Genius Oxford University Press: Oxford

Infidelity And Its Effects On The World Of Art And Literature

The institution of matrimony is the one which has to wade through many troubled waters and thereby is considered to be one of the most volatile and sensitive relationships which is quite often threatened by infidelity. For instance, in today’s world, we get to see marriages falling apart like a house of cards and the culprit of these mishaps are more often not the infidelity of one or both of the partners. It is quite natural for a married couple to lose interest in each other’s personalities which if often perceived to be the root cause of infidelity. The issue of infidelity has been present in our society since ancient times. There are many depiction of this kind of behavior in the world of art and literature. One can also find numerous literary works of renowned authors which have an underlying theme of infidelity. We are well acquainted with the fact that infidelity is primarily found in older people, who are old enough to be called adolescents at the least. 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What Is Unite The Right Attack - 1432 Words

On August 12, 2017, a â€Å"Unite the Right† rally was planned to protest the removal of a Statue of Robert E. Lee. This â€Å"Unite the Right† rally was the largest white supremacist rally in recent U.S history and caused a local state of emergency to be declared in Charlottesville and the County of Albemarle. ( â€Å"Charlottesville Attack: What†, 2017) This state of emergency caused local officials to be able to call the rally a â€Å"unlawful assembly †. Many accounts state that many of the alt-right protestors came geared up with batons, shields, guns and face masks (Yan, 2017). The peak of the protest hit when a speeding car rammed into a group of anti-racist protesters injuring 19 and killing one. 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The wait time atRead MoreThe Preamble Is The Opening Statement Of The Constitution821 Words   |  4 PagesThe preamble is the opening statement of the Unites States constitution adopted in September 17, 1787. The preamble outlines and explains the reasons why the framers of the constitution made the United States a republic, by doing this; the founding fathers replaced the articles of confederation. The preamble helped explain why the constitution was written. The preamble can be broken down into many important phrases, each of them is important to understand the purpose of the United States constitutionRead MoreThe Rights of Women in the Unites States from 1846 to the Civil War789 Words   |  4 PagesSince the Unites States free themselves from the oppressing government of British power, the U.S created the opportunity for citizens to become more civilized and understanding nation toward human’s rights. There were many hardships that the United States had to go through for the human rights to start flourishing. There were wars and many political changes that lead to better opportunities in society for women and slaves. Many things happened between 1846 and the civil war in the early 1850’s woman

Aaron Beck, An American Psychiatrist - 1188 Words

Aaron Beck is an American psychiatrist and a professor emeritus in the department of psychiatry at the University of Pennsylvania (GoodTheraoy.org). Beck has had an interest in the changes of human nature goes as far back as he can remember. Beck is known as a trailblazer in the psychology world because he focused on disoriented thoughts that lead to problematic behaviors such as depression. â€Å"Beck struggled to find a way to help his depressed clients better capture their emotions. He realized that many of his depressed clients experienced recurring negative thoughts and that as long as they believed these thoughts to be true, they would continue to have symptoms of depression†(GoodTherapy.org). Beck spent much of his career at the University of Pennsylvania and advocated for the application of cognitive-behavioral therapy in the treatment of depression and other mood problems (GoodTherapy.org). What is depression? According to Psychology Today: â€Å"Depression is an illness that increasingly afflicts people worldwide, interfering with concentration, motivation and many other aspects of human everyday functioning. It is a complex disorder, involving many systems of the body, including the immune system, either as cause or effect. Depression disrupts sleep, and loss of appetite, in some cases it causes weight loss, in other cases it cause weight gain. Because of its complexity, a full understanding of depression has been elusive. Depression involves mood and thoughts as well asShow MoreRelatedAaron Beck Youngest Of Five Children1634 Words   |  7 PagesAaron Beck youngest of five children was born in July 18, 1921 he is an American psychiatrist and a professor emeritus in the department of psychiatry at the University of Pennsylvania. He graduated as an exemplary student from Brown University in 1994, he also earned the William Gaston prize for excellence in Oratory and the Francis Wayland scholarship. Beck continued his studies at Yale University where he earned his medical degree in 1946 (GoodTherapy). Aaron Beck is an American psychiatristRead MoreNarcissistic Personality Disorder and Aarons Cognitive Behavior Therapy1510 Words   |  6 Pagespopularity and favors with people. However, they are unable to maintain the relationship for the long run. Diagnosis of the disorder Personality disorders like the one in case here are always diagnosed by trained psychologists or even the psychiatrists and not by the family physicians and general practitioners as they are not well trained to handle the cases. It is also worth noting that there is no laboratory where such cases are diagnosed nor any genetic or blood tests that are carried outRead MoreSymptoms And Symptoms Of A Depressive Disorder1591 Words   |  7 Pagesdaily activities, significant weight loss or gain, insomnia or excessive sleeping, lack of energy, inability to concentrate, feelings of worthlessness or excessive guilt and recurrent thoughts of death or suicide.† (American Psychological Association) Depression affects 20-25% of Americans ages 18+ in a given year. (CDC) Depression is the leading cause of disability worldwide. (WHO) There are different types of Depressive disorders. Many of the different types of depressive disorders are Major DepressionRead MoreBehavioral Theory Of Cognitive Therapy795 Words   |  4 Pagess behaviors, whether overt or covert), by changing the patient s cognitions; early proponents of cognitive therapy were Aaron (Tim) Beck, known for his cognitive theory of depression, and Albert Ellis who practiced what he called rational-emotive psychotherapy. In 2006, Beck received the prestigious Lasker Award for clinical research -- the first ever given to a psychiatrist for research on treatment. Cognitive-Behavioral Therapy: Even with the new mentalism of cognitive psychology, the goalRead MoreThe Generation Of Young Professionals1375 Words   |  6 Pagesconscious of logic and reality driven personality and the deeper unconscious filled with internal instincts and drives. Erik Erikson wrote on personality development in African American culture in the article A Memorandum on Identity and Negro Youth. While this article was full of language used to describe African Americans that would never be tolerated today, it was written from the perspective of an educated, white psychologist during the time of the Civil Rights Movement during the 1960s. ThereforeRead MoreA Synopsis Of Cognitive Behavioral Therapy. Ashley Compton.1772 Words   |  8 Pagestheory focuses on external-environmental conflict. These same researchers have traced the history of development of Cognitive Behavior Therapy back to Aaron Beck, a psychiatrist, and Albert Ellis, a clinical psychologist, back in the 1960’s. However, it was not until recently (around 1993) that the term behavior was wedded to the cognitive therapy term. Beck and Ellis focused primarily on Cognitive Therapy and Rational-Emotive Therapy, respectively, while acknowledging behaviorism within their works. Sin ceRead MorePsychological Measure2049 Words   |  9 PagesMeasure Team B examines the aspects of psychological tests and measurements by focusing on the Beck Depression Inventory. Examining the two articles over the Beck Depression Inventory aids Team B in deciding services, servers, and backgrounds of the measure. The psychological testing that has developed and progressed and is used in a wide variety of settings by a wide variety of individuals is called the Beck Depression Inventory. Testing aids in serving professionals in figuring out sickness or deficiencyRead MoreSchlossberg s Transition Theory Model792 Words   |  4 Pageswho made connections with clubs and organizations their first year showed a significant increase in psychosocial development their freshman year in college (Foubert Grainger, 2006). Cognitive Theory Cognitive therapy was developed by psychiatrist Aaron T. Beck, and is a type of psychotherapy designed to help individuals with mental disabilities. 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Cognitive behaviour theory Two of the earliest forms of Cognitive behavioural therapy were Rational Emotive Behaviour Therapy (REBT), developed by Albert Ellis in the 1950s, and Cognitive Therapy, developed by Aaron T. Beck in the 1960s (McLeod, 2015). Joseph Kaplan and Jane Carter’ cognitive behaviour theory (CBT) is a type of psychotherapy that helps the person to change unhelpful and unhealthy habits of thinking, feeling and behaving. It involves using positive

Ways Free Essays

Mtunzini (Mm-tun-zee-nee) is a small coastal town that is situated almost exactly halfway along KwaZulu-Natal’s coastline in South Africa approximately 140 km north of Durban. The name is an isiZulu word meaning place in the shade. After the breakup of the Zulu Kingdom after the Anglo-Zulu War, Sir Garnet Wolseley created 13 ‘kinglets’ – with two strategically located as buffer zones between Port Natal and Zululand. We will write a custom essay sample on Ways or any similar topic only for you Order Now One of these kinglets was John Dunn who used Mtunzini as his capital. Umlalazi Lagoon at dusk In 1948, 9 square kilometres of dune forests, lakes and lagoon at Mtunzini was proclaimed a nature reserve known as the Umlalazi Nature Reserve. This area falls under the protection of the Ezemvelo KZN Wildlife (previously known as Natal Parks Board). The Umlalazi Lagoon is a popular tourist attraction for watersports enthusiasts and fisherman alike. Recreational and commercial ski-boat boat fisherman also launch their boats in the lagoon and they then head for the Indian Ocean via the mouth of the Umlalazi River. Mtunzini is a bird watchers paradise and is renowned as one of the few places where one of South Africa’s rarest birds of prey, the Palm-nut Vulture, is found. These birds feed on the fruit of the Rafla Palm which produces its fruit once every twenty years before dying. Visitors can enjoy a walk through the lush vegetation at the Rafla Palm Monument, which features a raised boardwalk that meanders through to the magnificent palms. Mtunzini Beach Mtunzini boasts, among other attractions, pristine beaches, a 9 hole golf course at the Mtunzini Country Club, AA-Event and Guest House, numerous Bed-and-Breakfast establishments as well as a range of camping, caravanning and other self-contained holiday accommodations. Be warned, the beach is NOT protected by shark nets due to Mtunzini’s proximity to a shark breeding ground populated by Zambezi Sharks as well as many others. How to cite Ways, Papers

Impact of Cultural Issues on ICT Professional

Questions: 1.Describe and Discuss what Cultural Issues may Impact on you as an ICT Professional if your Organisation Merges with another. Try to think deeply about some of the Possible Impacts on you and your Career path that could result from an organisation Merger or Restructure. 2.As a Software Developer, you are required to develop programs that can be readily accessed by a wide range of Clients.3.Discuss 3 ways in which you (or your Organisation), Can use ICT to reduce your Carbon Footprint, and Contribute to Green ICT. 4.Which of the following are projects, and which are processes? Explain your answer.4.1.Building a Computer, on a Production line of Identical Computers.4.2.Building a House, as one of a Series of Identical Houses all over Australia. 4.3.Upgrading a Computer from Windows 7 to Windows 10. 4.4.Upgrading all 120 Computers from Windows 7 to Windows 10. Answers: 1.Impact of Cultural Issues on ICT Professional due to Organization Merger or Restructure Include: Decision-making style: The organization affects decision-making style of the ICT professional, as effective integration needs rapid as well as proper decision-making style. There are different types of decision-making style due to organizational merger results in slowing down the speed of the decision-making (Yildiz 2014). It can also cause failure of various decisions including the implementation decision. Leadership style: A change in the leadership style can cause number of problems among the ICT professionals. This is considered as true for top talents as they can quickly undermine value in integration by draining various markets contracts as well as intellectual control. Ability to change: It is the willingness of the ICT professional to risk various types of new things on order to maintain the current state as well as current goals of the organization. The ICT professional faces problems due to their unwillingness of implementing new strategies (Kersiene and Savaneviciene 2015).They also face problems due to their unwillingness for working with the inevitable problems Beliefs about personal success: The various types of problems that the ICT Professionals are facing can lead to breakdown in completing the work successfully. If they believe in achieving goals as a team then they needs to integrate with those people of the organization whose notion of success helps in emphasizing performance of the individual (Yildiz 2014). The resulting situations are generally characterized with the help of personal dislike as well as due to lack of support for completing the job. 2.A Website must be Developed for accessing by a Wide Range of Clients include: blind or visually impacted clients as well as for the clients who are colorblind. The website is mainly designed for people who are visually impaired so that they can utilize screen reader for accessing the Internet daily. The website must be designed with the following characteristics: Be descriptive: Image ALT Tags must be present in the website (Lowry et al. 2014). The screen readers need to develop with a personality so that it can describe the information properly. Be concise: The information provided on the website must be written in simple words. The designer must be sure to check spelling grammar properly. It is also important to have translation tool. Use a flowchart: Flowchart must be used for tracking as well as organizing sites effectively. Consider internet explorer: Internet Explorer must be used as it is considered as one of the number one browser for screen reading (Rodriguez-Molina, Frias-Jamilena, and Castaneda-Garcia 2015). The site must be tested with mordern.IE for checking compatibility across IE. Not relying on color: aidColors must be applied while implementing the website as it helps in easy as well as fast color recognition 3.There are three ways, which can be used for Reducing Carbon Footprint for Contributing to Green ICT Includes: The Carbon opportunity: It helps in providing an opportunity to reduce carbons by improving the procedure of automation and engine optimization significantly. Smart grid must be used for balancing the various energy demands as well as supplies for incorporating with various renewable (Kamilaris, Pitsillides and Fidas 2016).The source of carbon also reduces by making the high number of commercial buildings energy efficient with the help of smart building measures. The Business opportunity: ICT not only helps in carbon reduction but also has the potential to create a significant business opportunity in context with new generation opportunities as well as cost savings by improving energy efficiencies as well as by enabling the creation of proper new models of business (Perabathini et al. 2015). The social opportunity: ICT helps in enabling sustainable socio economic benefit by enabling various ICT applications like e- work, e-commerce, traffic control as well as e banking. These impacts have positive impact on the organization for contributing towards green ICT. 4.1.Building a Computer, on a Production line of Identical Computers Building a computer, on a production line of identical computers is considered as a project because building a computer is a planned set of interrelated task, which is executed within a fixed period of time and cost. 4.2.Building a House, as one of a Series of Identical Houses all over Australia Building a house as one of a series of identical houses all over Australia is considered as a project because the construction is planned for achieving a particular objectives as well as aim (Davenport 2013).Construction of a house generally involves proper planning and design for accomplishing the tasks under a specific time constraints. 4.3.Upgrading a Computer from Windows 7 to Windows 10 Upgrading a computer from windows 7 to windows 10 is a process because it is a sequence of interdependent as well as linked procedures which need to consume one or more resources like time, energy, machines as well as money for converting windows 7 to windows 10 (Reames et al. 2014). 4.4.Upgrading all 120 Computers from Windows 7 to Windows 10 Upgrading all the 120 computers from windows 7 to windows 10 is a project as it is very much difficult to upgrade all the computers individually. Therefore, up gradation of all the 120 computers needs proper planning and as a result the entire procedure is considered as project. References: Davenport, T.H., 2013.Process innovation: reengineering work through information technology. Harvard Business Press. Kamilaris, A., Pitsillides, A. and Fidas, C., 2016. Social Electricity: a case study on users perceptions in using green ICT social applications.International Journal of Environment and Sustainable Development,15(1), pp.67-88. Kersiene, K. and Savaneviciene, A., 2015. The Formation and Management of Organizational Competence Based on CrossCultural Perspective.Engineering Economics,65(5). Lowry, P.B., Wilson, D.W. and Haig, W.L., 2014. A picture is worth a thousand words: Source credibility theory applied to logo and website design for heightened credibility and consumer trust.International Journal of Human-Computer Interaction,30(1), pp.63-93. Perabathini, B., Ba?tu?, E., Kountouris, M., Debbah, M. and Conte, A., 2015, June. Caching at the edge: a green perspective for 5G networks. InCommunication Workshop (ICCW), 2015 IEEE International Conference on(pp. 2830-2835). IEEE. Reames, B.N., Finks, J.F., Bacal, D., Carlin, A.M. and Dimick, J.B., 2014. Changes in bariatric surgery procedure use in Michigan, 2006-2013.Jama,312(9), pp.959-961. Rodrguez-Molina, M.A., Fras-Jamilena, D.M. and Castaeda-Garca, J.A., 2015. The contribution of website design to the generation of tourist destination image: The moderating effect of involvement.Tourism Management,47, pp.303-317. Yildiz, H.E., 2014. Not all differences are the same: Dual roles of status and cultural distance in sociocultural integration in cross-border MAs.Journal of International Management,20(1), pp.25-37.