Thoughts on Theory and Messy Penpersonship
I'd be interested to see an outline of proposed social science inquiry based on this chicken scratch...non-industrially farmed, of course.
Thoughts on 1491 (10/17/11 HW)
What is Charles C. Mann's central premise in his article, 1491 ? Provide a quote to illuminate your response. And, to wit, what does Mann's article suggest about the state of what we have historically considered (Western) knowledge? What is the relationship between scientific revolution and re-evaluation of Western knowledge and "development" (compared to the pre-Columbian Americas)? Feel free to suggest or link to outside sources or web sites.
Comments
A major question for my study would be "What can any one person do to mitigate the consequences?" As well as questions like "what can the contemporary societies do?", and "what are they doing now?"
Most likely a qualitative study would be required, since such a study would be the analysis of general opinion of certain demographics of particular regions/states/origins. However, a quantitative analysis for something as grandiose as the statistics for Countries actions to ameliorate the effects within years could also be used.
The further inquiry that could follow would hope to answer all of these questions.
Discipline: Education
Questions: I want to explore the local/community feeling that arises when animal waste is concerned. Managing animal waste that accumulates from "industrially" farming poultry or other meat products is a huge environmental concern. Are people biased? Do people who live within a 5mi radius of a chicken farm find the odor repulsive? Repulsive enough to quit supporting the industries that essentially put that odor there?
Method: Interview. NCSU has excellent resources when it comes to managing waste. There are several professors, who would be interesting to talk to, that do research for The Animal and Poultry Waste Management Center, which is located on campus. I would like to follow this interview with a survey that would rate "consumer" feelings or concerns about animal waste management.
Discipline- Education
Questions- What affects handwriting? How do education and the emphasis on handwriting affect the penpersonship later in life? Can good handwriting be taught or is it something that naturally develops? What defines good penpersonship?
Method-survey elementary school writing teachers and the amount of time they spent teaching handwriting. Compare handwriting samples of young children with samples of the same people at an older age. This would require a longitudal study over somewhat of a long period of time.
Results- compare samples according to what was previously defined as "good" handwriting. Determine if the educational time spent in younger years correlates to better handwriting as an adult.
Further inquiry- when is the right time to compare handwriting? When is the right time to teach it? How much time in the classroom should be spent on it to make the education on it more efficient?
Discipline: Education
Questions: What affects sea level temperatures? What affects pastures/fields production rate? What animals are currently in endager as a result of global warming? Who eats fish? Who eats poultry? Where do restauraunts get their food from? Is global warming going to have an affect on food prices? What are the most popular meats being eaten?
Method: I will send out surveys to various friend. I will interview local restaurants. I will research.
Results: Compare responses with one another & the gathered information I will research. Determine if global warming has any affect on local restaurants food. I will have to compile a variety of different restaurants information in order to answer my question(s).
Discipline-Education
Questions- I want to explore the knowledge, or lack there of, that people possess about the rising number of individuals worldwide who are without access to proper drinking water. Also, I want to uncover the reason behind this absence of knowledge, whether it be a lack or caring or simple denial about the severity of the issue.
Method: I will most likely interview my peers and see what sorts of knowledge they possess since they truly are the future of the world.
Results: I will compare their knowledge to my own after I have been conducting all of this research on this topic and determine whether I have truly gained more knowledge than the average teen about the issue.
Further Inquiry: There would hopefully be more research of the topic and more education about the topic in the future.
Discipline: Education
Questions: What is genetic modification? What are some of the genetics that are modified? What is the process of modification? How did modifications start? Who thought of modifications? Why was is done? What are the effects of modification?
Method: I will most likely send out surveys to friends and classmates, interview people and research statistics.
Results: Compare responses with research.
Discipline: Education
Questions: How much people really know about where their meat comes from? Do they realize what it takes to produce that meat? Do they know how much land and other resources go into feeding and raising the cattle?
Method: I will talk various people and ask them what they know about meat production and how much it affects the environment. I will also look to see if anyone else has done similar research.
Results: I will compare the results I got to the research I find and see how much the population really knows about the cattle industry and its toll on the environment.
Discipline: Education
Questions:Does education have an effect of apex predator conservation? What is the general perception of apex predators within a community and their role in ecosystems?
Method: Compare and contrast the levels of biodiversity in regions that emphasize knowledge of large predator species, either as part of heritage and culture or scientific inquiry. After educating unknowledgeable groups of the importance of apex predators, take measurements of biodiversity in later years or analyze policies and laws passed before and after.
Results: Utilize the collected data to understand how knowledge of apex predators and their effects changes policies within a region to protect apex predator species and increase biodiversity.
Discipline: Education
Questions: How do students get most of their information about Global Warming? When and where did they first hear about Global Warming
Method: I will send surveys to students and study research statistics to find my answers.
Results: Compare my survey statistics to those of the research statistics to know how people learn about Global Warming.
Discipline: Education
Questions: How does our education on various species change our attitude towards these species? What sort of laws are passed as a result of this general feeling? Are we educated differently on NIS depending on whether they are flora or fauna? How is this reflected in the laws passed?
Method - Looking at the official websites for specific species, and the laws passed regarding that species in that country.
Further Inquiry - How should we approach education to these species in the future? Are the current methods effective?
Discipline: Education
Questions: are people really educated about the effects that pollution has on our wildlife? Have people joined any clubs that promote awareness for marine wildlife.
Method: Send survey to students
Further Inquiry:Based on results have we raised awareness on certain issues.
topic Green buildings
discipline :education
Question: What is a green building, how people view green buildings and how green they are. what are people's source of information and their believes in this new trend. what will be the benefits for society.How popular source and other sources define green buildings and sustainability.
Discipline: Education
Question: How has awareness of deforestation changed over the years and how have educational standards in schools brought about such changes. I will explore the growing importance of environmental issues in schools and whether or not people have changed deforestation policies as a result.
Theory:I think awareness of the negative impacts of deforestation has increased drastically over recent years and schools have begun teaching students more about the issue. I also believe as a result, more students have grown up to found institutions to that are against deforestation and its effects.
Method: Analysis of various studies and research papers. Data will include those on environmental classes in schools and anti-deforestation institutions.
Discipline: Education
Question: Are people aware of the problems that are facing governments around the world as demand for water gos up? Why or why not? Do people tend to know much, if anything, about where their water comes from?
Theory: I doubt that many people are aware of the severity of water shortages around the globe, possibly because other shortages are more publicized.
Method: Survey, examine other previous survey results as well.
Further Inquiry: How can people better educate themselves (if necessary)?
Discipline- Education
Questions- Are we knowledgeable on air pollution and its detrimental effects? What do we know about air pollution? How can we measure it? Is global warming a major consequence of air pollution alone? What laws have been passed to out restrictions on air pollution emission? Are these laws effective, being enforced, and/or followed? Are the damages caused by air pollution severe enough to cause chemical and physical destruction of the planet earth (as sustainable to human beings) in a matter of time?
Method-Research,Statistics,Examine pollution emission rates, research leading pollutants.
Further Inquiry- How can education on air pollution and air pollution awareness be promoted?