Part 2: The Environment

The article Environments That Inspire complied by Susan Friedman was a fantastic piece. I learned that having a stick building area for children will encourage children to explore their imagination and create something for either dramatic play or make different kinds of structures. Another thing I have learned was how important it can be to have low tables and chair for toddlers. Allowing the children to sit in these chairs where their feet can rest on the floor give them a feeling of independence. Lastly, something that I learned and found quite interesting was having the All About Me Books. The child and parent can work together to create these and then bring them to class. The books celebrate each child’s uniqueness, encourage literacy,

1. Explain how the environment is prepared, maintained and cleaned to ensure it is ready for the healthcare activity

Environmental scanning can be viewed as a way of acquiring information about outside events that can aid organizations in first identifying potential trends, then interpreting them

I will always try to communicate with others so that I can solve problems and help people to the best of my abilities. Communicating helps for me to connect to the other players problems or situation. If someone needs help to report someone, I will do it straight away and help him get passed his or hers problem. Sometimes, the players will not be getting help from the staff members. I would love to reduce that problem and will answer there questions safe and soundly no matter who it is.

When preparing environments for children, it is important to consider their age and stage of development. I also need to ensure that the experiences and play opportunities offered cover the areas of development outlined in the EYFS. I also need to consider whether the environment meets the needs of individual children as they are all different and develop at different rates. Some children need more challenging activities while others may need a different type of activity or different resources. Bu observing individual children to see how the engage with the environment and each other will help me to plan appropriately.

A positive environment is an environment which has a happy and friendly feel to it. It is important that a child in a setting feels safe as this will mean they will be happy to continuously come back. If a child sees adults and other children being happy then it will in turn help them feel happy. It is important to focus on the positives in every situation to help build a child’s confidence. For example, even if a child has done something wrong, it is better to turn the situation round and make it positive rather than tell a child off. If a child comes into a setting that has a clear routine of the day, has interesting activities, and happy and smiley people, not only will them make them want to learn, but it will also make them feel as if

Living in the Environment : Concepts, Connections and Solutions Miller and Spoolman 16th Edition Practice Questions: Chapters 1-25 2009 - 2010 Practice Questions – Chapter 1 Environmental Problems, Their Causes, and Sustainability 1. 2. 3. 4. 5.

6. In a monopolistic competition industry, if one firm appreciably increased its price from the existing equilibrium price, which of the following outcomes would most likely ensue?

Recently Adidas have launched waterless dying technology known as DryDye technology. This technology instead of consuming 25 litters of water necessary to dye one t-shirt, the DryDye technology uses none–instead, the dye is injected using compressed carbon dioxide. The result is a garment using not only 50 percent less chemicals and energy, but in the long run has a lower environmental impact because the CO2-based dye actually lingers in the fabric longer. This concept helps in reduction of consumption of water in dying process.

The Environment: This part argues that who is responsible for the environmental damages, how much concern the designer has for our environment.

Nearly everything that a human does is in response to the environment. Our lives are defined by what is around us and what we find in front of us, whether this means accepting, dealing with or changing it. This has been the pattern since primates first stood up and became Homo erectus, and has continued until we considered ourselves doubly wise. The shape of the land affected where humans moved. Weather was something with which to contend. Fire affected humans until they conquered it – and herein lies the core of the relationship. The earth affects humans, and humans affect it back, viewing characteristics and patterns as problems and challenges, and finding a solution.

Development processes is connected with environmental degradation and use of natural resources. Rudel et al. (2011) assumes the present of two distinct waves of development power which control environment. The first wave of political economy deals with the power of capitalism as the main agent for environmental degradation, while the second wave concern with the social power (community) to control the use of natural resources.

A photograph of Earth reveals a great deal, but it does not convey the complexity of our environment. Our environment (a term that comes from the French environner, “to surround”) is more than water, land, and air; it is the sum total of our surroundings. It includes all of the biotic factors, or living things, with which we interact. It also includes the abiotic factors, or nonliving things, with which we interact. Our environment includes the continents, oceans, clouds, and ice caps you can see in the photo of Earth from space, as well as the animals, plants, forests, and farms that comprise the landscapes around us. In a more inclusive sense, it also encompasses our built

According to Mintzberg, the environmental school of thought is a strategy dealing with the forces outside the organization. Unlike the other schools in his book, Strategy Safari, the environment plays a central role in the strategy formation process alongside leadership and the organization where the organization becomes subordinate to the external environment. The environmental school assumptions are that during the formative period of the organization the company shapes itself in response to the environment, but after that period is increasingly unable to respond to the environment. Moreover, the organization long term survival depends on the early choices made during its formative period. Over time, Mintzberg states, leadership becomes

on would be shifting to renewable energy production to limit CO2 and other polluting emissions,