Antarctica And Its Effects On Antarctica

The following is a case study of a lesson by Mr. Villanueva reviewing lessons on the planet Mars for an upcoming test. Mr. Villanueva uses many different ways of incorporating both semantic memory and episodic memory as well as the demonstration of long-term memory in his lesson. During the lesson, the importance of attention in memory and recall is seen throughout. This paper describes and inspects the Mars in Review case and what theories were incorporated into this lesson. It critically examines each aspect of this lesson and the correlation between behaviorist theories of learning.

Swimming to Antarctica is a story about how Lynne Cox attempt to complete the grueling swim. Lynne’s goal to finish the swim is motivated by her effort, determination and bravery. Can Lynne overcome her difficulties and finish the swim, or will she let it all slip away?

The results of Roediger and McDermott’s experiment were very significant. The participants recalled the critical distractor words 40% of the time compared to 14% recall of the normal distractor words. When they

Did you know that swimming became an Olympic sport in 1908, but women were not allowed to participate until 1912? That same year, Australian swimmer, Fanny Durack, became the first woman to win a gold medal in the 100-yard freestyle. Why do you think that woman weren't allowed the first few years? Is it because some believed women were not tough enough to handle it? In Lynn Cox’s memoir Swimming to Antarctica (Tales of a Long Distance Swimmer), Cox not only expresses the dedication and determination it takes to be an Olympic long distance swimmer, but that she also states that personal dreams are achievable if one is willing enough to work hard to achieve their goals. Cox found the water to be very peaceful in her first distance race at a young age, ever since then, she felt as though she finally found what she was meant to do. If Cox needs any gift at all, it would be a picture of her 2 years before she started long distance swimming. That picture would show her how much she improved because when she was young she used be very concerned about how slow of a swimmer she was. Also she would be able to inspire not only herself but other people who feel the same way.

Look at Figure 2 in the article and compare the trend of ozone levels in the Antarctic in 1970,1986 and 1997. What is your thoughts on this?

In life you have to take chances; you will regret the chances you do not take. In “Antarctica,” Lynne Cox took a big chance by swimming in Antarctic water where it is 32o F or freezing. Lynne Cox could have gotten very sick or hypothermia. She became an eminent swimmer because nobody has ever done that. She should be proud of herself because she took a chance and it payed off for her.

The scientists from University of South Florida discovered an extract from a sponge that can be found in Antarctica, which can kill over 98 percent of MRSA cells. These cells can cause MRSA infection. This infection is triggered by a type of bacteria that is resistant to many of the antibiotics.

The geography of Antarctica influences the way the country is governed because it’s covered completely in ice. Because is this, Antarctic doesn’t have it’s own official government, language, or culture. Antarctica, a vast continent on the South Pole, is many kilometers away from the equator, and isn’t very warm, ever. That’s why the only people who live on Antarctica are never permanent and are simply biologists and other branches of science. That’s the one of the only things people are allowed to do in the cold space of Antarctica.

The Antarctic Treaty When and why was the treaty formed? The Antarctic Treaty was signed in Washington on the 1st December 1959 by the twelve countries that had been active in Antarctica during the International Geophysical Year (IGY): Argentina, Australia, Belgium, Chile, France, Japan, New Zealand, Norway, South Africa, the United Kingdom, the United States and the USSR. Through this agreement, the countries active in Antarctica consult on the uses of a whole continent, with a commitment that it should not become the scene or object of international discord.

Margaret and I ponder Emma Kunz’s remarks. How can we hold steady the continent, provide a cover for it, strap it?

Climate change is a problem in the world today. Climate change is destroying Antarctica, endangering hundreds of millions of lives, and can be effectively reduced by reducing greenhouse gas emissions.

The ice sheets in Antarctica and Greenland are changing rapidly and are contributing significantly to sea level rise (Church et al., 2011). In Greenland, surface melt leading to runoff and enhanced ice discharge from outlet glaciers have contributed in equal amount to the mass loss of the ice sheet (van den Broeke et al., 2009). In Antarctica, ice dynamics has been the dominant contributor to the mass loss in recent decades, but surface mass balance signal exhibits inter-annual fluctuations large enough to significantly modulate the mass loss. In the mountain glaciers of Alaska, Canada, Patagonia and others, surface mass balance (SMB) processes dominate the total mass balance (Larsen et al., 2015).

She decided that participants should be given a task between learning and recall, which prevented rehearsal but did not allow for further learning. She showed participants lists of five words for 2 seconds and then for a further 15 seconds asked them to listen out for a faint tone over earphones. She thought that this would require effort and attention but not allow for the chance of any new learning. Under these conditions recall of the five words declined by about 24% over the 15 second period which led her to conclude that the decline in performance was due to decay however it is impossible to say whether or not any new information was learned by the individuals.

Unlike Arctic sea ice, which is currently decreasing at a rate which may make it seasonally ice-free before the end of the 21st century (Körper et al., 2013), Antarctic sea ice (ASI) is experiencing an overall steady increase, albeit with strong regional variations (Zwally et al., 2002). Here is outlined the main climatic processes and factors which cause and control changes in ASI, studied using both climate modelling (Körper et al., 2013; Li et al., 2013; Vancoppenolle et al., 2009) and direct observations (Jacobs and Cosimo, 1997; Parkinson and Cavalieri, 2012). In general, there seems to be a large combination of factors which are causing the regional variations and overall increase in ASI, many of which are interlinked (Kwok and Cosimo, 2002; Stammerjohn et al., 2008; Yuan and Li, 2008). This report also highlights how climate models need to be tested against real-life observations to ensure accurate predictions for the future (Goosse et al., 2009; Maksym et al., 2012; Vancoppenolle et al., 2009), which are important in the face of growing concern over climate change and sea-level rise, in which ASI may play a huge part (Körper et al., 2013).

This experiment controlled for various possible confounding variables. However, one factor that was not taken into consideration was that in the sophomore class itself, there are students of various ages. As seen in Appendix I, the ages of the participants ranged from 15 to 17 years old. Theoretically, the participants who are older would have a more developed brain and may possibly be able to hold information more effectively in their short term memory. Another factor that may have had an impact on the results was that while the participants were partaking in this experiment, a movie was playing in the background. The reason for this was that a class was occurring at the time of the experiment. This background noise may have distracted the participants and may have led to the results not being as accurate. In future replications of this experiment, it would be beneficial to conduct the experiment in a quiet room with no background noise and make sure that all of the participants are of the same age.