Ski Resorts and Their Impact on the Environment

Alpine skiing and snowboarding are great ways to spend time in the mountains during the most unforgiving season of the year. In order to be able to offer this, ski resorts rely on a complex and energy-demanding infrastructure, with scores of employees and heavy use of water. The environmental costs associated with resort skiing come in multiple dimensions, and so do the solutions. Disturbance to Wildlife Alpine habitats above the tree line are already threatened by global climate change, and interference from skiers is just another stressor. These disturbances can scare wildlife and even harm their habitat by damaging vegetation and compacting soils. For example, ptarmigan (a type of grouse adapted to snowy habitats) in Scottish ski areas declined over several decades because of collisions with lift cables and other wires, as well as from losing nests to crows, which had become common at the resorts. Deforestation In North American ski resorts, most of the skiable terrain is located in forested areas, requiring a large amount of clear-cutting to create ski trails. The resulting fragmented landscape negatively impacts habitat quality for many bird and mammal species. One study revealed that in the forest remnants left between slopes, bird diversity is reduced due to a negative edge effect; wind, light, and disturbance levels increase near the open slopes, reducing habitat quality. A recent expansion of a ski resort in Breckenridge, Colorado prompted concerns that it would damage Canada lynx habitats. A deal with a local conservation group was achieved when the developer invested in lynx habitat protection elsewhere in the region. Water Use As a result of global climate change, most ski areas experience shorter winters with more frequent thawing periods. To maintain services to their clients, ski areas must make artificial snow to have good coverage both on the slopes and around the lift bases and lodges. Artificial snow is made by mixing large volumes of water and high-pressure air, meaning the demand skyrockets for water from surrounding lakes, rivers, or purpose-built artificial ponds. Modern snowmaking equipment can easily require 100 gallons of water per minute for each snow gun, and resorts can have dozens or even hundreds in operation. For example, at Wachusett Mountain Ski Area, a modest-size resort in Massachusetts, snowmaking can pull as much as 4,200 gallons of water per minute. Fossil Fuel Energy Resort skiing is an energy-intensive operation, relying on fossil fuels, producing greenhouse gases, and contributing to global warming. Ski lifts usually run on electricity, and operating a single ski lift for a month requires about the same energy needed to power 3.8 households for a year. To maintain the surface of the snow on the ski runs, a resort also deploys a nightly fleet of trail groomers each operating on about 5 gallons of diesel per hour and producing carbon dioxide, nitrogen oxides, and particulate emissions. These numbers are even incomplete, as a truly comprehensive estimate of the greenhouse gases emitted in association with resort skiing would also include those produced by skiers driving or flying to the mountains. Solutions and Alternatives Many ski resorts have made substantial efforts to minimize their environmental impact. Solar panels, wind turbines, and small hydro turbines have been deployed to supply renewable energy. Improved waste management and composting programs have been implemented, and green building technologies have been employed. Forest management efforts have been planned to improve wildlife habitat. It is now possible for skiers to gather information about a resort’s sustainability efforts and make informed consumer decisions, and the National Ski Area Association even gives out yearly awards to the resorts with outstanding environmental performances. As an alternative, an increasing number of outdoor enthusiasts seek snowy slopes by practicing lower-impact forms of skiing. These backcountry skiers and snowboarders use specialized equipment that allows them to make their way up the mountain on their own power, and then to ski down natural terrain that has not been logged or groomed. These skiers have to be self-sufficient and able to mitigate a multitude of mountain-related safety risks. The learning curve is steep, but backcountry skiing has a lighter environmental impact than resort skiing. Still, alpine areas are incredibly sensitive, and no activity there is impact-free: A study in the Alps found that black grouse showed elevated stress levels when frequently disturbed by backcountry skiers and snowboarders, inciting consequences on reproduction and survival. Sources Alettaz et al. 2007. Spreading Free-riding Snow Sports Represent a Novel Serious Threat for Wildlife.Laiolo and Rolando. 2005. Forest Bird Diversity and Ski Runs: A Case of Negative Edge Effect.MNN. 2014. Snowmakers Are Saving Ski Resorts†¦For Now.Wipf et al. 2005. Effects of Ski Piste Preparation on Alpine Vegetation.

Montana 1948 by Larry Watson - Metamorphosis from Child...

Montana 1948 by Larry Watson - Metamorphosis from Child to Adult Maturity may come at any age and time in a person’s life. One moment he or she may be a carefree child, and then suddenly realize that they have been transformed into a mature adult by a powerful and traumatic experience. An experience they will remember their whole lives. Young David Hayden, the narrator of Montana 1948 by Larry Watson, has a traumatic experience. He discovers that his uncle has been sexually assaulting Native American women in his town. This is a heavy burden for a twelve year old boy, especially since it reveals that his beloved Uncle Frank is the bad-guy. However, one discovers, as the novel develops, that David matures and grows in order to†¦show more content†¦Young David Hayden grows in morals due to the shocking events of the summer of 1948. Consequently, David learns a great lesson about morals from all the episodes that occur. Marie is found dead a few days after Frank goes in to see her. Frank claims she died of pneumonia. David’s ne xt door neighbor, Daisy McAuley, goes to their house to comfort Gail. Daisy treats David maternally and wants him to leave the â€Å"scene of the crime.; So she tell him to go over to her house and have a piece of pie. While he’s there, David encounters the deputy sheriff, Len McAuley. Len is drunk and reveals the fact that he thought he saw Frank walking into David’s house a little while before Marie was found dead. David discloses this and the fact that, he too, saw Frank. David confesses to his parents, â€Å" †¦While I was sitting there I saw someone cutting across our backyard. There’s a knothole you can see out of. I was pretty sure it was Uncle Frank. Then I got out and watched him go down the tracks. He was going toward town†¦; (97). After receiving the shock of knowing his uncle is a fiend, David experiences a growth in morality. He chooses to tell his parents what he knows, or at least part of what he knows, about Uncle Frank. This shows th at he is developing in the area of honesty. Before, David would have kept all this to himself, rather than face his parents with knowledge he knows will displease them. Through dreadful experiences, DavidShow MoreRelatedMontana 1948 Essay1176 Words   |  5 PagesMontana 1948 Essay Maturity may come at any age and time in a person#8217;s life. One moment he or she may be a carefree child, and then suddenly realize that they have been transformed into a mature adult by a powerful and traumatic experience. An experience they will remember their whole lives. In To Kill a Mockingbird by Harper Lee, the adolescence of Jem and Scout is threatened one fateful night by a dangerous man bent on taking their lives. After this startling experience, they were never

Integrated Learning Knowledge and Information

Question: Discuss about theIntegrated Learningfor Knowledge and Information. Answer: Introduction In the era of technological advancements, students are obliged to encounter new problems, knowledge, and information in their routine lives. For this reason, they are supposed to exhibit the ability to synthesize both previous and new knowledge including the challenges that they encounter daily as in the case of the fire that broke out at Brown Coal Primary School (Lin et al., 2014). According to existing literature, engaging in problem solving and independent thinking as suggested by Miss Newcombe in the case study is essential for students because it boost critical thinking skills and enhances their well-being. Having critical thinking skills help students in solving issues they are subjected to in their learning environments. Due to lack of critical thinking skills, students in the case study failed to manage an open cut coal mine fire which resulted in the school being closed down for ten days. For this reason, it is important for experts in the educational field to design learni ng strategies that allow students to take part in problem-based tasks and independent thinking. One such strategy is integrated learning. Critical Analysis of Integrated Learning The global economy is increasingly becoming dynamic, and it revolves around exchange and development of information and knowledge. Collaboration, critical reasoning, adaptability, and creativity are skills that are valued in todays competitive environment (Sung, Hwang Chang, 2015). These skills can be complemented in the classroom via integrative learning. Through integrated learning, students comprehend the importance of interrelationship and the development of multifaceted expertise in addressing real-life challenges (Ruiz Jime?nez, 2009). Integrated studies also referred to as interdisciplinary studies focuses on bringing together various subjects in an all-inclusive manner with the primary objective of allowing students to create a meaningful comprehension of the multifaceted influences and associations within a topic. The use of integrated learning makes learning institutions more productive and exciting for both teachers and students. For instance, inviting a fire expert to d iscuss the fire issue is a brilliant idea. However, to enhance the well-being of students, it is important to involve them in the discussion about the causes of fire and how they can handle fire incidents at school in case they occur again. The use of integrated learning techniques will result in numerous benefits for the students at Brown Coal Primary School. For instance, it increases retention, understanding, and the application of various concepts in handling fire issues. Integrated learning will also help students view the fire issue from different perspectives, hence increasing their ability to think creatively and critically, make decisions and synthesize information beyond their area of specialization (Dalton-Puffer, 2007). The strategy will also help students in identifying, assessing, and transferring the needed information for solving emerging issues. Integrated learning also increases motivation and promotes collaborative learning (Naude Bezuidenhout, 2015). In this context, students through integrated learning take part in relevant and purposeful learning. Integrated learning allows students to see the interrelationships and interconnectedness between distinct curriculum areas and focus on developing skills around a specific theme that applies to students. As an inquiry approach, integrated learning allows students to participate in researching, interpreting, communicating, and processing learning among themselves and their tutors. However, for these benefits to be realized, an efficient feedback system must be designed and must mirror the needs of students. Role of Teachers in Integrated Learning The primary role of teachers in integrated learning is to help students via an educational process to establish connections and consequently meaning of information. Therefore, it is the obligation of teachers at Brown Coal Primary School to ensure that learning is student centered. Karaman and zen (2016) contend that no single teaching strategy suits all students because they exhibit distinct learning styles. For this reason, teachers are advised to utilize a wide range of strategies that meets the distinct needs of students. In fact, a majority of teachers are realizing the significance of teaching from a thematic or interdisciplinary point of view. Conclusively, integrated learning provides students with the necessary skills to address various issues they face in their environment. The skills obtained from integrated learning are needed in the 21st century and they include excellent communication skills, critical thinking skills, decision-making, visualization and social and personal responsibility. Reflection From the activity, I have learned the importance of taking into consideration the needs of students when designing a teaching method. From reading the case study, I realized that individuals in the education sector exhibit different opinions regarding the method that best suits students when it comes to learning various subjects. According to the principles point of view, students should address issues from a scientific perspective whereas Mr. Benjamin advocates for the school to invite an expert in a certain area to educate students. However, Miss Newcombe prefers a teaching method that focuses on enhancing the well-being of students. As a student in the 21st- century class, I prefer student-centered learning compared to the conventional approach where the instructor taught and students were expected just to watch and listen. However, with a student-centered approach, teachers provide us with the opportunity to answer questions, solve problems, and engage in various debates (Crumly et al., 2014). Additionally, this approach to teaching enables us to develop our critical thinking skills through brainstorming sessions. Besides, students-centered approach to learning provides students with an opportunity to address issues from distinct point of views which might challenge or reinforce teachers arguments (Gonzales Young, 2015). References Crumly, C., Dietz, P., D'Angelo, S., Ingram, L. (2014). Pedagogies for Student-Centered Learning : Online and On-Gound. Minneapolis, Minnesota: Fortress Press. Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: John Benjamins Pub. Gonzales, L., Young, C. (2015). Delivering the 'WOW'-redesigning learning environments. Leadership, 45(2), 28-32. Karaman, M. K., zen, S. O. (2016). A Survey of Students' Experiences on Collaborative Virtual Learning Activities Based on Five-Stage Model. Journal Of Educational Technology Society, 19(3), 247-259. Lin, C., Chen, W., Yang, S., Xie, W., Lin, C. (2014). Exploring students' learning effectiveness and attitude in Group Scribbles-supported collaborative reading activities: a study in the primary classroom. Journal Of Computer Assisted Learning, 30(1), 68-81. Naude, L., Bezuidenhout, H. (2015). Moving on the continuum between teaching and learning: communities of practice in a student support programme. Teaching In Higher Education, 20(2), 221-230. Ruiz, . Z. Y., Jime?nez, C. R. M. (2009). Content and language integrated learning: Evidence from research in Europe. Bristol, UK: Channel View Publications. Sung, H., Hwang, G., Chang, H. (2015). An integrated contextual and web-based issue quest approach to improving students' learning achievements, attitudes and critical thinking. Educational Technology Society, (4), 299.