Twilight 11. COMPLICATIONS

11. Difficulties Everybody watched us as we strolled together to our lab table. I saw that he not, at this point calculated the seat to sit as a long way from me as the work area would permit. Rather, he sat very close alongside me, our arms practically contacting. Mr. Standard upheld into the room then †what eminent planning the man had †pulling a tall metal edge on wheels that held an overwhelming looking, obsolete TV and VCR. A film day †the lift in the class environment was practically unmistakable. Mr. Flag pushed the tape into the hesitant VCR and strolled to the divider to kill the lights. And afterward, as the room went dark, I was out of nowhere hyperaware that Edward was sitting not exactly an inch from me. I was shocked by the unforeseen power that coursed through me, flabbergasted that it was conceivable to be more mindful of him than I previously was. An insane motivation to reach over and contact him, to stroke his ideal face only once in the obscurity, about overpowered me. I folded my arms firmly over my chest, my hands balling into clench hands. I was losing my brain. The initial credits started, lighting the room by a token sum. My eyes, voluntarily, flashed to him. I grinned timidly as I understood his stance was indistinguishable from mine, clench hands gripped under his arms, directly down to the eyes, peering sideways at me. He smiled back, his eyes some way or another figuring out how to seethe, even in obscurity. I turned away before I could begin hyperventilating. It was completely silly that I should feel unsteady. The hour appeared to be long. I was unable to focus on the film †I didn't have the foggiest idea what subject it was on. I attempted fruitlessly to unwind, however the electric flow that appeared to start from some place in his body never loosened. Incidentally I would allow myself a snappy look toward him, however he never appeared to unwind, either. The overwhelming longing for to contact him likewise wouldn't blur, and I squashed my clench hands securely against my ribs until my fingers were throbbing with the exertion. I inhaled a murmur of help when Mr. Pennant flicked the lights back on toward the finish of class, and extended my arms before me, flexing my hardened fingers. Edward laughed adjacent to me. â€Å"Well, that was interesting,† he mumbled. His voice was dull and his eyes were mindful. â€Å"Umm,† was all I had the option to react. â€Å"Shall we?† he asked, rising smoothly. I nearly moaned. Time for Gym. I remained with care, stressed my equalization may have been influenced by the unusual new force between us. He strolled me to my next class peacefully and stopped at the entryway; I went to bid farewell. His face frightened me †his demeanor was torn, nearly tormented, thus furiously delightful that the yearn to contact him flared as solid as in the past. My farewell stuck in my throat. He lifted his hand, reluctant, clash seething in his eyes, and afterward quickly brushed the length of my cheekbone with his fingertips. His skin was as frosty as could be, yet the path his fingers left on my skin was alarmingly warm †like I'd been singed, however didn't feel its torment yet. He turned without a word and walked rapidly away from me. I strolled into the exercise center, bleary eyed and unstable. I floated to the storage space, changing in a trancelike state, just enigmatically mindful that there were others encompassing me. Reality didn't completely set in until I was given a racket. It wasn't substantial, yet it felt risky in my grasp. I could see a couple of different children in class peering toward me stealthily. Mentor Clapp requested us to combine up into groups. Leniently, a few remnants of Mike's valor despite everything endure; he came to remain next to me. â€Å"Do you need to be a team?† â€Å"Thanks, Mike †you don't need to do this, you know.† I scowled contritely. â€Å"Don't stress, I'll keep out of your way.† He smiled. Some of the time it was so natural to like Mike. It didn't go easily. I some way or another figured out how to hit myself in the head with my racket and clasp Mike's shoulder on a similar swing. I spent the remainder of great importance in the back corner of the court, the racket held securely despite my good faith. In spite of being crippled by me, Mike was truly acceptable; he dominated three games out of four without any assistance. He gave me an unmerited high five at the point when the mentor at last blew the whistle finishing class. â€Å"So,† he said as we strolled off the court. â€Å"So what?† â€Å"You and Cullen, huh?† he asked, his tone defiant. My past sentiment of warmth vanished. â€Å"That's not your issue to worry about, Mike,† I cautioned, inside reviling Jessica directly to the blazing pits of Hades. â€Å"I don't care for it,† he murmured in any case. â€Å"You don't have to,† I snapped. â€Å"He takes a gander at you like†¦ like you're something to eat,† he kept, disregarding me. I held back the delirium that took steps to detonate, however a little laugh figured out how to get out in spite of my endeavors. He glared at me. I waved and fled to the storage space. I dressed rapidly, an option that could be more grounded than butterflies battering carelessly against the dividers of my stomach, my contention with Mike effectively ancient history. I was thinking about whether Edward would be pausing, or on the off chance that I should meet him at his vehicle. Imagine a scenario in which his family was there. I felt a flood of genuine dread. Did they realize that I knew? Is it safe to say that i should realize that they realized that I knew, or not? When I left the exercise center, I had pretty much chosen to walk straight home without looking toward the parking area. However, my concerns were superfluous. Edward was pausing, inclining calmly against the side of the rec center, his stunning face untroubled at this point. As I strolled to his side, I felt an exceptional feeling of discharge. â€Å"Hi,† I inhaled, grinning gigantically. â€Å"Hello.† His noting grin was splendid. â€Å"How was Gym?† My face fell a smidgen. â€Å"Fine,† I lied. â€Å"Really?† He was unconvinced. His eyes moved their concentrate somewhat, investigating my shoulder and narrowing. I looked despite me to consider Mike's to be faith as he left. â€Å"What?† I requested. His eyes slid back to mine, still close. â€Å"Newton's jumping on my nerves.† â€Å"You weren't listening again?† I was loathsomeness struck. All hints of my abrupt geniality evaporated. â€Å"How's your head?† he asked honestly. â€Å"You're unbelievable!† I turned, storming off in the general course of the parking area, however I hadn't precluded strolling now. He stayed aware of me without any problem. â€Å"You were the person who referenced how I'd never observed you in Gym †it made me curious.† He didn't sound apologetic, so I overlooked him. We strolled peacefully †an irate, humiliated quiet on my part †to his vehicle. In any case, I needed to stop a couple of steps away †a horde of individuals, all young men, were encompassing it. At that point I understood they weren't encompassing the Volvo, they were really hovered around Rosalie's red convertible, indisputable desire in their eyes. None of them even turned upward as Edward slid between them to open his entryway. I climbed rapidly in the traveler side, likewise unnoticed. â€Å"Ostentatious,† he mumbled. â€Å"What sort of vehicle is that?† I inquired. â€Å"An M3.† â€Å"I don't speak Car and Driver.† â€Å"It's a BMW.† He feigned exacerbation, not seeing me, attempting to pull out without running over the vehicle devotees. I gestured †I'd knew about that one. â€Å"Are you still angry?† he asked as he deliberately moved out. â€Å"Definitely.† He moaned. â€Å"Will you excuse me on the off chance that I apologize?† â€Å"Maybe†¦ on the off chance that you would not joke about this. Furthermore, in the event that you vow not to do it again,† I demanded. His eyes were out of nowhere smart. â€Å"How about on the off chance that I mean it, and I consent to let you drive Saturday?† he countered my conditions. I considered, and concluded it was presumably the best offer I would get. â€Å"Deal,† I concurred. â€Å"Then I'm extremely sorry I vexed you.† His eyes ignited with genuineness for an extended second †playing destruction with the cadence of my heart †and afterward turned fun loving. â€Å"And I'll be close to home brilliant and early Saturday morning.† â€Å"Um, it doesn't help with the Charlie circumstance if an unexplained Volvo is left in the driveway.† His grin was stooping at this point. â€Å"I wasn't expecting to bring a car.† â€Å"How - â€Å" He cut me off. â€Å"Don't stress over it. I'll be there, no car.† I let it go. I had an all the more squeezing question. â€Å"Is it later yet?† I asked altogether. He glared. â€Å"I assumed it is later.† I kept my appearance well mannered as I paused. He halted the vehicle. I looked into, astonished †obviously we were at that point at Charlie's home, left behind the truck. It was simpler to ride with him on the off chance that I possibly looked when it was finished. At the point when I glanced back at him, he was gazing at me, estimating with his eyes. â€Å"And you despite everything need to know why you can't see me hunt?† He appeared to be grave, yet I thought I saw a hint of amusingness somewhere down in his eyes. â€Å"Well,† I explained, â€Å"I was for the most part pondering about your reaction.† â€Å"Did I scare you?† Yes, there was certainly humor there. â€Å"No,† I lied. He didn't get it. â€Å"I apologize for frightening you,† he continued with a slight grin, yet then all proof of prodding vanished. â€Å"It was only the very idea of you being there†¦ while we hunted.† His jaw fixed. â€Å"That would be bad?† He talked from between held teeth. â€Å"Extremely.† â€Å"Because†¦ ?† He took a full breath and gazed through the windshield at the thick, moving mists that appeared to push down, nearly close enough. â€Å"When we hunt,† he talked gradually, reluctantly, â€Å"we give ourselves over to our senses†¦ oversee less with our brains. Particularly our sense o

Do You Think Footballers Deserve

Despite the fact that warriors offer an increasingly significant support. All footballers do is kick a ball around a field and groan that they don't get sufficiently paid while troopers are over in another nation taking a chance with their lives to secure our own going through months on end away from their families. This happened to my more established sibling he was sent on a voyage through Afghanistan for nine months and he missed the introduction of his child (his first words, his initial steps) he even missed our moms demise and funeral.Footballers don't need to do that they can simply leave preparing in the event that they have a crisis! A few people believe that when officers join to join the military they comprehend what they are getting not and its their own decision and they aren't being constrained into the military. I think these individuals are coldblooded. Furthermore, I accept that the cash footballers get paid could be put to all the more likely use. In the Premier Lea gue alone around 200,000,000 pounds are spent on players' pay rates every year! With that cash you could change some of Africa into a first world country.You could give them legitimate lodging, clean perpetual flexibly of water, power, schools, medical clinics and particularly employments. Some may state that footballers do provide for a noble cause and as of now give cash to those things however hello don't give a lot; they could even now give significantly more! There are some entirely beneficent footballers, for example, Tidier Dragon who burned through 3,000,000 pounds of his wages to building an emergency clinic in his old neighborhood of Abidjan, Ivory Coast. Be that as it may, there are other people who give nothing.One man can't change the world! Another motivation behind why numerous players shouldn't get paid so much is on the grounds that a large portion of them simply squander it. Karri Benzene is a genuine model, he purchased a chrome 3,000,000 pounds Budgets Everyone s uper game which he barely employments. Huge numbers of them purchase dumb silly things that aren't even significant or they do what needs to be done as a joke like one footballer purchased an Oxbow one to make sure he could lose it an overhang another purchased a Lampooning Reverent for one million pounds so he could blow it up.Other individuals may accept that it is their cash and they can do with it what they need yet they ought to be progressively mindful! They could give some cash to good cause or save it in investment funds for when they resign. Indeed, even accomplish something advantageous for their family! Moreover, a few footballers don't merit it since some Of them are simply terrible individuals like the undeniable Luis Square, who bit Atman Baked while playing for Ajax against SSP and he yet Barbarian Avionic while playing for Liverpool against Chelsea! He additionally bit Giorgio Chilling at the world cup for Uruguay against Italy.In option to this savage direct he was supremacist to Patrice Ever by declining to shake his hand, is this man is a decent good example for youngsters? Does he truly have the right to win thousands every week? Another model is a star Brazilian footballer who tormented and murdered his fancy woman at that point took care of her dissected body to his pet Arteriole's. Goalkeeper Bruno Fernando De Souza who was tipped to play for Brazil in the 2014 World Cup, is blamed for killing model Elise Samurai to abstain from paying youngster support after she brought forth his affection kid.

How Much Is Enough

How Much Is Enough How much is enough? Without asking this question, we blindly pursue excess. We have been acculturated to act rapaciously. Acquire, consume, indulge. More, more, more. How much is enough? Without an answer, we dont know how to proceed. Because we dont know when to stop. Mindless desire takes us by the hand. Of course, enough is different for each of us. Enough changes as our needs and circumstances change. Your enough may include a sofa, coffee table, and TV. A dining table that seats six. A three-bedroom home. A two-car garage. A backyard trampoline. Or that might be too much. Enough changes over time. Yesterdays enough may be too much today. How much is enough? Less than enough is depriving. More than enough is indulging. Enough is the sweet spot in the middle, the place where intentionality intersects with contentment, where lust doesnt get in the way of creating something meaningful. The Minimalists recently found our enough. We set a limit on our private podcast audience. Because 6,000 people is enough. Its our minimum viable audience. Its enough because we want to keep our private podcast private. A small audience allows us to test new ideas in an intimate setting, to discuss sensitive subjects and have difficult conversations without ridicule, judgment, or misunderstanding. Its enough to pay for our studio space and equipment. Enough to pay a producer, filmmaker, and social-media manager. Enough to pay ourselves without cluttering our podcast with ads. Yes, we could rocket past 6,000 people. But could is not a good reason to do anything. Enough is enough when you decide it’s enough. Subscribe to The Minimalists via email.

My Favorite Qubcois Canadian French Expressions

As Quebec French language is very rich and full of nuances, it is difficult to choose a few representative phrases. Nevertheless, after much debate, this is my top list. These expressions are difficult to translate, so make sure you read the example to really get the meaning. I also added the French from France equivalent whenever I could. Enjoy! Michel is French and Canadian. He lives in the gorgeous island of Belle-Isle in Brittany where he offers  French immersion. He also taught at McGill in Montreal where he also spends a few months each year. 1 -  Avoir de la misà ¨reJ’ai ben d’la misà ¨re à   jouer au tennisLiteral translation: I have a lot of misery playing tennisIt means: I’ve got difficulty playing tennis.â€Å"Ben† comes from bien and means â€Å"beaucoup†, a lot of.In â€Å"franà §ais de France†, one would say : j’ai du mal à   jouer au tennis. 2 -  Avoir son voyageJ’ai mon voyage! Literal translation: I’ve got my trip, I have traveled.It indicates that you are surprised, or that you are fed up.In franà §ais de France, one would say : à §a alors! (to indicate surprise) Or j’en ai marre ! (to say youre fed up). 3 -  Le boss des bà ©cossesIl se prend pour le boss des bà ©cosses. Literal translation: he thinks he is the toilets boss.One would say that about someone who wants to lead a group of people who do not want any leader. Les bà ©cosses, a familiar feminine plural word, comes from the English word back-house and means toilets. 4 - C’est l’fonne!C’est ben l’fonne It’s really fun. See the Quà ©bà ©cois transformation of the English word fun into fonne, the word that doesnt exist at all in French from France. Note however that Canadian use both spellings, fun (more common) or fonne.The opposite phrase would be: c’est platte. It literally means it is flat (from the literal translation plat, but put in a Quà ©bà ©cois way...) but really means it is dull. Continues on page 2 Continued from Page 1 5 - En titiIl est riche en titi.It means he is very rich, so en titi means very.The origin of this adverbial phrase is unknown. 6 - Être aux oiseauxQuand il à ©coute de la musique, il est aux oiseauxWhen he listens to music, he belongs to birdsIt means to be very happy, ecstatic.In French from France,  one would say aux anges (with the angels). 7 - Ya du monde à   la messeQuand ya des soldes, ya du monde à   la messe.When there are sales, there are people for Mass.It means its crowded. Note the common street French way to say (sometimes even write ya instead of il-y-a. This is true for both Canadian and French from France French)In French from France, one would say il y a foule. I will be adding more expressions soon, so be informed of new articles, make sure you subscribe to my newsletter (its easy, you just enter your email address - look for it its somewhere on the French language homepage) or follow me on my social network pages below. I post exclusive mini lessons, tips, pictures and more daily on my Facebook, Twitter and Pinterest pages - so press the links below - talk to you there! https://www.facebook.com/frenchtoday https://twitter.com/frenchToday https://www.pinterest.com/frenchtoday/ More articles I wrote about Canadian French: - Dialogue in French Canadian ≠  Franà §ais de France English translation- My favorite French Canadian Expressions- 7 Best French Canadian Idioms- Love in Quà ©bà ©cois French

The United State War On Drugs - 1005 Words

The United States government has been wasting millions of dollars each year on a worthless war that cannot be won. This war is explained in detail by author Art Caden in their essay â€Å"Let’s Be Blunt† about the United State war on drugs. The war on drugs began in 1971 under the order of President Richard Nixon, and it was one of the worst decisions he ever made. It has been nothing but a waste of government funding, time, and manpower that can only be described as a dismal failure and should be repealed or at the very least medical marijuana should be made legal. The essay â€Å"Let’s Be Blunt† was written to show the flaws and failure of the war on drugs. I nits intro the essay takes a very pro drug legalization stance Caden states†Ã¢â‚¬ . Early on the author compares the current drug war to prohibition, the banning of alcohol decades ago. Caden compares the current drug related crime to the massive amount of crime that arose during prohibiti on. He claims that the bans on these substances are what cause the crime not the drug themselves. By having drugs do illegal it results in people have to resort to using underground and dangerous methods to obtain them which they clearly are willing to do. Next an argument is presented against the way the government goes about fighting this war. Stating that the government focus its efforts on catching â€Å"Mr. Big† a theoretical mastermind drug dealer responsible for the vast majority if drug sales. However such a person does not exist. FinallyShow MoreRelatedThe War On Drugs And The United States956 Words   |  4 PagesThe War on Drugs has become an epidemic today that has afflicted in the United States and the United Nations; both are influenced by international drug laws which preserve the criminal justice system. These new laws promote an ineffective policies on the war on drugs. Therefore, communities are locked while the promotion of illicit drugs become the dominat e framework to organized crimes. Today, the war on drugs continues to be an ongoing battle within our society. This paper will examine these issuesRead MoreThe War On Drugs And The United States1506 Words   |  7 Pages When, in 1971, Richard Nixon infamously declared a â€Å"war on drugs† it would have been nearly impossible for him to predict the collective sense of disapprobation which would come to accompany the now ubiquitous term. It would have been difficult for him to predict that the drug war would become a hot topic, a highly contentious and polarizing point of debate and, it would have difficult for him to predict that the United States would eventually become the prison capital of the world, incarceratingRead MoreDrug Wars : The United States1643 Words   |  7 PagesDrug Wars. When people hear the term â€Å"Drug Wars† they think that the cause of all the Drugs and Violence flowing through into the United States, is all Mexico’s fault, that Mexico is the cause of so many deaths and a War that the United States thinks it’s â€Å"Winning†, but they are not even making a little dent. Interestingly enough, Mexico is not the only cause of this War going o n around the Border, The United States plays a big role around the Drug Wars as well. THE TIES THE U.S. HAS WITH MEXICANRead MoreThe War On Drugs And The United States1555 Words   |  7 PagesThe War on Drugs has been an ongoing effect ever since the Civil War introduced the drug morphine to the world. In the years since people have been coming up with drugs more lethal than morphine such as cocaine, methamphetamine, heroin, and so on and so forth. The War on Drugs is dangerous and leads to many deaths throughout the years. America has set up agencies such as the Drug Enforcement Agency (DEA) and other drug task force teams throughout the United States. Even though we may not be ableRead MoreThe War On Drugs And The United States1063 Words   |  5 PagesThe War on Drugs has become an epidemic today afflicting United States and the United Nations; which are swayed by global drug laws which preserve the criminal justice system. These new laws promote an ineffective policy on the war on drug. Therefore, communities are locked while the promotion of illicit drugs bec omes the dominate framework to organized crimes. Today, the war on drugs continues to be an ongoing battle within our society. This paper will examine these issues focusing primarily onRead MoreThe War On Drugs And The United States1063 Words   |  5 PagesThe War on Drugs has become an epidemic today afflicting United States and the United Nations; which are swayed by global drug laws which preserve the criminal justice system. These new laws promote an ineffective policies on the war on drug. Therefore, communities are locked while the promotion of illicit drugs becomes the dominate framework to organized crimes. Today, the war on drugs continues to be an ongoing battle within our society. This paper will examine these issues focusing primarily onRead MoreThe Drug War Of The United States1626 Words   |  7 PagesThe drug war in the U.S. has been waged on civil fronts for over four decades and has not only proven to be not only futile but at times even more damaging to society than the drugs themselves. The once virtuous intent of this ‘war’ has been corrupted by police unions and dirty politicians who have turned it into a carefully crafted system of capitalistic enterprise, designed push their political agenda by perpetuating the myth that drugs are the primary threat to our nation. Zero tolerance lawsRead MoreThe War On Drugs And The United States871 Words   |  4 Pages In the United States crime rates have been on a decline for years, but the United States still has the largest number of people incarcerated in the world. The â€Å"war on drugs† as well as policy’s by the government to be â€Å"tough on crime† has lead to the uprising of corporate prisons, which are known as for-profit prisons, and private prisons. Private prisons have also lead to States, and federal prisons to become worse when it comes to programs to rehabilitate those who are incarcerated, so thatRead MoreUnited States War On Drugs Essay1575 Words   |  7 PagesHumanities Independent Research Essay Thompson Lin Block B 10-1 Research Question: To what extent has the United States’ â€Å"War on Drugs† been successful in reducing illicit drug abuse in the country? The â€Å"War on Drugs† is a term generally referred in America to the campaign aiming to reduce drug abuse in the country. The term first appeared in July 18 1971, when former U.S. President Richard Nixon started the campaign. However, on April 9, 2015, President Obama publicly announced that the policyRead MoreThe War On Drugs And The United States Essay2046 Words   |  9 PagesFor many years, drugs have been the center of crime and the criminal justice system in the United States. Due to this widespread epidemic, President Richard Nixon declared the â€Å"War on Drugs† in 1971 with a campaign that promoted the prohibition of illicit substances and implemented policies to discourage the overall production, distribution, and consumption. The War on Drugs and the U.S. drug policy has experienced the most significant and complex challenges between criminal law and the values of

Rationale Behind Crazy Transfer Fee of English Soccer Players Free Essays

Rationale behind crazy Transfer fee of English Soccer Players England had a disastrous Football world cup in South Africa. English players are deemed as over-rated and perennial under achievers. But when it comes to the transfer fees, English players are able to command a premium. We will write a custom essay sample on Rationale Behind Crazy Transfer Fee of English Soccer Players or any similar topic only for you Order Now Liverpool paid ? 35 million for Andy Carroll, ? 16 million for Jordan Henderson and ? 20 million for Stewart Downing. Manchester City paid ? 26 million for James Milner and Manchester United paid ? 17 million for Ashley Young and ? 16. million for Phil Jones, who is just 19 and played only 28 times in English premier league. The important point to consider here is all the above mentioned players come from mediocre clubs and none have premier league winners medal under their belt. What is the mystery behind their astronomical transfer fees? The answer lies elsewhere. UEFA (Union of European Football Associations) has introduced a new ‘home-grown’ rule which states that each participating club in European competitions should have at least at least 8 homegrown players in their squad of 25. A player who is registered for at least three seasons at an English or Welsh club and is between the ages of 16 and 21 is termed as an home-grown player. The FIFA (International Federation of Association Football), the supreme body of the football is working on introducing a whole new system – nine players on every 18-man match day  squad must be home-grown. These developments have caught the English clubs off guard as most of the clubs don’t have the required number of English players in their squad sheet. The home-grown rule has forced the English clubs to go for head hunting of the English talent. The Demand –Supply curve of the transfer market for the English players is given below. D1 = Demand of English players before the implementation of ‘home-grown’ rule D2 = Demand of English players before the implementation of ‘home-grown’ S = Supply of English players p1 = Transfer Amount before FIFA implemented the ‘home-grown’ rule p2 = Transfer Amount after the implementation of ‘home-grown’ rule q1 = Number of English players in demand before the implementation of ‘home-grown’ rule q2 = Number of English players in demand before the implementation of ‘home-grown’ rule The home-grown rule has moved the demand curve to the right and with supply of the English players remaining almost the same; two changes have happened to the equilibrium 1. The equilibrium number of players has increased as there is more demand from English clubs 2. The equilibrium transfer amount has increased and this explains why even the mediocre English players are able to command a premium in the transfer market. Recently many problems have arisen due to the high price tags. Most of these players are either young or mediocre that they don’t find place in the starting lineup of the clubs. Players get frustrated by the lack of playing time and some of them put in transfer request. Also, the high price tags put immense pressure on these players to live up to the expectations. The danger with paying such a high price for a young player is that he might crumble under the pressure of expectations. James Milner is a perfect anecdote for this as he struggled to hold a place in Manchester City’s starting lineup during last season. ———————– Transfer fee A English Players A p2 p1 q1 q2 S D1 D2 How to cite Rationale Behind Crazy Transfer Fee of English Soccer Players, Essay examples

Envi science free essay sample

Recognized educational institutions presenting candidates for a cape associate degree in one of the nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the associate degree they wish to be awarded. Candidates will not be awarded any possible alternatives for which they did not apply. Cxc a25/u2/10 cxc a25/u2/10 t environmental science syllabus  ¦ rationale s cience plays a major role in the evolution of knowledge by empowering us with the skills required for creative and independent problem-solving. It arouses our natural curiosity, encourages our ability to enquire, to pose questions, and to conduct research required to obtain answers. This approach leads to the construction of hypotheses, theories and laws that help us to explain natural phenomena, to understand human activities in relation to natural phenomena, and through this to meet the challenge of survival and progress in a diverse and changing world. The environment and natural resource base of the caribbean are critical for the welfare of caribbean people. Natural resource and environmental management and conservation are pre-requisites for sustainable development in the region. Achieving sustainable development requires an appreciation of the value of natural resources and the environment, and the development of the knowledge base and skills required for effective management. A firm grounding in these skills, knowledge and attitudes is provided through a study of environmental science. Environmental science is an interdisciplinary subject which draws on the content of several disciplines to offer a balanced scientific and holistic perspective of environmental issues. It provides knowledge, skills and attitudes to identify, prevent and solve environmental problems and thereby prepares students for ultimate careers in diverse fields of relevance to environmental management and to sustainable development of the caribbean region. This cape syllabus in environmental science presents a coherent course of study which provides a specific knowledge base of the environment and which facilitates the development of related skills and attitudes. The syllabus takes into account the requirements for tertiary education at regional and international institutions. It is intended for a wide range of students, including traditional sixth form students, part-time, mature and private students. This syllabus will contribute to the development of the ideal caribbean person as articulated by the caricom heads of government in the following areas: respect for human life and awareness of the importance of living in harmony with the environment; multiple literacies; independent and critical thinking and the innovative application of science and technology to problem solving. Based on the unesco pillars of learning, this course of study will also contribute to a person who will learn how to do, learn to live together and learn to transform themselves and society. Cxc a25/u2/10 1  ¦ aims the syllabus aims to: 1. Stimulate interest in the environment; 2. Develop an understanding of the interdisciplinary and holistic nature of the environment; 3. Develop knowledge and understanding of environmental issues and principles and the ability to apply these to environmental management, particularly in a caribbean context; 4. Develop the ability to identify critical research questions and formulate hypothesis or guiding statements. 5. Develop the ability to collect, collate, analyze and interpret environmental data; 6. Develop the ability to communicate environmental information and ideas logically and concisely in a variety of forms; 7. Provide an understanding of interactions between people and the environment; 8. Increase an awareness of the importance of living in harmony with the environment; 9. Recognize and evaluate the socio-economic, political and ethical issues in environmental science; Foster positive attitudes, values and commitment to identifying, solving and preventing environmental problems; 11. Develop an understanding of how natural resources and the environment affect quality of life and the quest for sustainable development in the caribbean.  ¦ skills and abilities to be assessed the skills and abilities which students are expected to develop on completion of the syllabus have been grouped under three main headings: (i) (ii) (iii) knowledge and comprehension; application of knowledge; practical abilities. Cxc a25/u2/10 2 knowledge and comprehension The examination will test candidates’ skills and abilities to: (i) define terms and explain concepts; (ii) describe processes; (iii) state principles and properties; (iv) explain interactions and inter-relationships. Application of knowledge the examination will test candidates’ skills and abilities to: (i) analyze and discuss different environmental situations; (ii) evaluate and justify options (for the use of resources); (iii) compare and contrast alternative solutions to environmental problems; (iv) select techniques and methodologies appropriate to different environmental situations; (v) Suggest possible solutions to specific environmental problems; (vi) draw inferences from environmental data. Practical abilities the examination will test candidates’ skills and abilities to: (i) select techniques, designs, methodologies and instruments appropriate to different environmental situations; (ii) use instruments to measure environmental parameters; (iii) collect and collate data; (iv) analyze, interpret and present data; (v) use quantitative techniques appropriately; (vi) develop appropriate solutions to specific environmental problems. Cxc a25/u2/10 3  ¦ pre-requisites of the syllabus Any person with a good grasp of the contents of the caribbean secondary education certificate (csec) integrated science or physics or chemistry or biology or geography or agricultural science syllabuses, or the equivalent, should be able to pursue the course of study defined by the syllabus. However, successful participation in the course of study will also depend on the possession of good verbal and written communication skills.  ¦ structure of the syllabus the subject is organised in two units. Each unit contains a body of knowledge and skills drawn from several disciplines that impact on the environment. Unit 1 addresses ecology, human population and natural resource use, while unit 2 deals with agriculture, energy, and environmental pollution. A unit comprises three modules, each requiring 50 hours. The total time for each unit, is therefore, expected to be 150 hours. Each unit can independently offer students a comprehensive programme of study with appropriate balance between depth and coverage to provide a basis for further study in this field. Unit 1: ecology, human population and natural resources module 1 module 2 module 3 fundamental ecological principles human population and the environment Sustainable use of natural resources unit 2: agriculture, energy and environmental pollution module 1 module 2 module 3 agriculture and the environment energy and the environment pollution of the environment in this syllabus, the specific objectives which are denoted by an asterisk (*) are particularly suitable for practical exercises. However, the project need not be limited to these objectives. Cxc a25/u2/10 4  ¦ unit 1: ecology, human population and natural resources module 1: fundamental ecological principles general objectives on completion of this module, students should: 1. Understand the basic ecological concepts; 2. Understand the processes that govern the interactions of organisms with the biotic and abiotic components of their environment; 3. Understand the relationship between people and the environment; 4. Acquire knowledge and develop practical and analytical skills. Specific objectives explanatory notes students should be able to: 1. Differentiate between key ecological terms and concepts; ecology: species, population, community, ecosystem, biosphere, atmosphere, hydrosphere, lithosphere, habitat, niche, biome, ecotone. 2. Explain the relationship between living organisms and Their environment; (i) the biotic and abiotic environments. (ii) tolerance ranges and limiting factors. (iii) ecological niches: (a) (b) cxc a25/u2/10 5 fundamental niche; realised niche. Unit 1 module 1: fundamental ecological principles (cont’d) specific objectives explanatory notes students should be able to: 3. Outline the importance biogeochemical cycles; of (i) carbon cycle. (ii) nitrogen cycle. (iii) phosphorus cycle. (iv) water cycle. Include basic chemical equations and formula for biogeochemical cycles. 4. Explain the significance of biogeochemical cycles to organisms; 5. Explain how energy and nutrients Flows within ecosystems; food chains and webs. (iii) trophic levels. (iv) ecological pyramids. (i) competition. (ii) predator-prey. (iii) discuss types of interactions between organisms in communities; productivity ecosystems. (ii) 6. (i) of symbiosis: (a) commensalism; (c) and parasitism; (b) producers mutualism. 7. Explain how ecosystems are selfsustaining; ecological succession and climax communities. 8. Explain the process of natural selection and adaptation to the environment; natural selection, evolution and adaptation. Cxc a25/u2/10 6 unit 1 module 1: fundamental ecological principles (cont’d) Specific objectives explanatory notes students should be able to: 9. Determine population size appropriate sampling methods; 10. Using population sampling methods for moving and non-moving organisms (for example, quadrats, transects, capture, mark, release, recapture). Calculate species diversity; where biotic potential. Exponential population growth. Environmental resistance. (i) human beings as part of the natural ecosystems. Benefits of natural ecosystems. (iii) evaluate human interactions within natural ecosystems; (i) anthropogenic impact on ecosystems and biodiversity and the need to maintain its Integrity. Explain the concept of carrying capacity; 14. Community and ecosystem stability. (ii) 13. Diversity between species. (iii) identify factors affecting population growth in a natural ecosystem; (ii) (ii) 12. Analyse the relationship between species diversity and ecosystem stability; (i) (iii) 11. D – species diversity n – total number of organism of all species n total number of organism of a particular species diversity within species. 15. Investigate at least two ecosystems in a territory;* cxc a25/u2/10 consider both terrestrial and aquatic (freshwater and marine) ecosystems. 7 unit 1 Module 1: fundamental ecological principles (cont’d) 16. Measure and discuss environmental parameters in a given habitat;* 17. Apply scientific method to experimental design and analysis; 18. See suggested teaching-learning activities. Present and interpret data using appropriate charts, table, graphs. Suggested teaching and learning activities to facilitate students’ attainment of the objectives of this module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Define environmental science 2. Formulate hypothesis, develop guiding statements and generate and interpret data. Discuss current environmental issues and highlight the importance of adopting an interdisciplinary approach. 4. Sample an ecosystem to determine population density and distribution. 5. Conduct study visits, to identify species diversity. 6. Investigate environmental parameters in a natural aquatic environment. 7. Create models of existing ecosystems in a specific location. 8. Create food webs and analyse possible disruption of feeding relationships. 9. Study the source(s) and distribution of a country’s freshwater supply and its level of dependence on natural water cycles. 10. Visit to an ecosystem to identify and quantify human use of its components. Cxc a25/u2/10 8 unit 1 module 1: fundamental ecological principles (cont’d) resources botkin, d. , and keller, e. Environmental science: earth as a living planet, new york: john wiley and sons, 1997. Chiras, daniel d. Environmental science. Action for a sustainable future, united states of america: the benjamin/cummings publishing company inc. , 1994. Cunningham, w. And saigo, b. Environmental science. A global concern, new york: mcgraw hill, 2001. Ehrlich, p. And ehrlich, a. The population explosion, new york: simon and schuster, 1990. Jackson, et al. Global issues 1999-2000, guilford, ct: duskin publishing group inc. , 1998. Jordan, c. Conservation, new york: john wiley and sons, 1995. Miller, g. Tyler living in the environment, principles, connections and solutions: wadsworth publishing, california, 1994. Nebel, b. And wright, r. Environmental science: the way the world works, new jersey: prentice hall, 1997. The cropper foundation (tcf), 2009. Sustainable development. Terms and concept: a reference for teachers and student. Port-of-spain, trinidad biodiversity of the caribbean. A learning resource prepared for eastern caribbean states, canada: ekos Communications inc. 2009. Websites: www. Redlist. Org/info/captions www. Biomeso. Net [emailprotected] Org cxc a25/u2/10 9 unit 1 module 2: human population and the environment general objectives on completion of this module, students should: 1. Understand the historical and geographical trends in human population growth and consumption patterns; 2. Understand the socio-environmental impacts related to population growth; 3. Understand the factors that affect the growth rate of human populations; 4. Appreciate the need for sustainable development; 5. Acquire knowledge and develop practical and analytical skills. Specific objectives explanatory notes students should be able to: 1. (i) (i) age and sex structure. Fertility rates. (iii) mortality rates. (iv) life span and life expectancy. (v) immigration. (vi) emigration. (vii) 10 dependence of people on ecological systems and processes. (ii) cxc a25/u2/10 abiotic and biotic factors that affect the distribution of population and their activities. (iii) explain the demographic characteristics of human population; adaptation of people to the environment (including but not limited to how people adapt to the environment, crops they grow, culture, clothes, shelter). Assess the relationship between people and the environment; doubling time. Unit 1 module 2: human population and the environment (cont’d) specific objectives explanatory notes students should be able to: 3. Describe historical trends in human population size; compare historical and current trends in human population growth. 4. Describe the current geographical distribution of human population growth; current geographical distribution of human population growth: (i) (ii) age and sex structure. Fertility rate, mortality rate, birth rate, (i) population size and growth rate. Fertility rate; mortality rate; migration rate, birth rate. Percentage increase in population (iii) 7. (i) (ii) 6. Doubling time (i) culture. (ii) religion. (iii) level and cost of education. (iv) social and economic status of women. (v) availability of pension schemes. (vi) level of affluence. (vii) interpret demographic tables, graphs and charts; in developed nations. (ii) 5. In developing nations; economic development. Calculate changes in demographic characteristics; assess the factors affecting population growth rate; cxc a25/u2/10 11 unit 1 module 2: human population and the environment (cont’d) Specific objectives explanatory notes students should be able to: 8. Assess the effectiveness of population control methods and measures; population control measures: (i) (ii) 9. Indirect natural disasters (floods, earthquakes, volcanoes, hurricanes). (i) assess the relationship between population growth and poverty; direct family planning measures and methods, government policies the indices of poverty: (a) access to education; (b) access to health care; (c) access to basic needs such as food, housing, water. (ii) (iii) 10. Describe variation patterns; in current human environmental impacts of population Growth (for example, deforestation in haiti. Include social, biological, economic, physical considerations). (i) geographical consumption per capita, gross gross national gnp), human (hdi), gender (gdi). Domestic product and product (gdp and development index development index consumption patterns as quantified by statistics on: (a) (b) per capita fuel consumption; (d) per capita greenhouse gas emissions; (e) 12 per capita food consumption; (c) cxc a25/u2/10 per capita water consumption; per capita waste production. Unit 1 module 2: human population and the environment (cont’d) specific objectives Explanatory notes students should be able to: (ii) 11. Explain the principal ways in which people impact negatively on the environment; current trends in per capita consumption particularly influenced by lifestyles in developed and developing countries. Environmental impacts of over consumption in developed and developing countries. (i) (ii) pollution. (iv) introduction of exotic species. Change in lifestyles. (ii) the use of substitutes. Application of environmentally friendly technology. (iv) efficient use of natural resources, for example, recycling. Refer to module 3, specific objective 10. Explain the relationship between population growth and sustainable development. Cxc a25/u2/10 (i) causes of urbanisation. (ii) 14. Explain the environmental impacts of urbanisation; (i) (iii) 13. Explain how the impacts mentioned in specific objective 11 may be mitigated; habitat destruction. (iii) 12. Overexploitation. Environmental impacts of urbanisation (including but not limited to sanitation, water supply, traffic congestion, housing, pollution, health care). (i) concept of sustainable development. (ii) goals of sustainable development. 13 unit 1 module 2: human population and the environment (cont’d) Population growth and changing consumption patterns as constraints to sustainable development in a finite world. (iv) strategic imperative for sustainable development #4 â€Å"ensuring a sutainable level of population† (our common future, brundtland report, 1987). Suggested teaching and learning activities to facilitate students’ attainment of the objectives of this module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Study a local population based on census statistics; generate population age structure, for all individuals and separately by sex. 2. Calculate crude birth rates, age-specific birth rates, total fertility rates, crude death rates, agespecific death rates, infant mortality rates, percentage annual increase in population size, and doubling times for populations. 3. Interpret world population data sheets, as produced, for example, by the population reference bureau inc. 4. Arrange a debate on high population growth or high consumerism as principal causes of global environmental problems, using, for example, reports from the 1992 rio conference. 5. Conduct case studies of population size management and of related changes in consumption patterns. 6. Organise a debate on the definitions of development and sustainable development, and on the question of what constitutes an acceptable standard of living. 7. Discuss the main issues addressed by: (i) the 1972 stockholm conference; (ii) the 1980 international union for the conservation of nature (iucn) world conservation strategy; (iii) the 1987 brundtland report (our common future); cxc a25/u2/10 14 unit 1 module 2: human population and the environment (cont’d) (iv) the 1992 united nations conference on environment and development (the rio conference); (v) the 1994 united nations conference on small island developing states; The 2002 world summit on sustainable development johannesburg. Resources chiras, d. Environmental science. Action for a sustainable future, united states of america: the benjamin/cummings publishing company, inc. 1994. Cunningham, w. And saigo, b. Environmental science, a global concern: sixth edition, new york: mcgraw hill, 2001. Ehrlich, p. And ehrlich, a. The population explosion, new york: simon and schuster, 1990. Jordan, c. F. Conservation, new york: john wiley and sons, 1995. Miller, g. Tyler living in the environment, principles, connections and solutions: wadsworth publishing, california, 1994. Nebel, b. , and wright, r. Environmental science: the way the world works, new jersey: prentice hall, 1997. Wwf, iucn, unep caring for the earth: a strategy for sustainable living, 1981. Websites: www. American. Edu/ted/hp21. Htm www. Undp. Org/gef/ www. Un. Org. Esa/esa/sustdev/docu ments/agenda21/index. Htm the cropper foundation (tcf), sustainable development. Terms and concept: a reference for teachers and student. Port-of-spain, trinidad: 2009. Cxc a25/u2/10 biodiversity of the caribbean. A learning resource prepared for eastern caribbean states, 2009. Canada: ekos communications inc. 15 unit 1 Module 3: sustainable use of natural resources general objectives on completion of this module, students should: 1. Be aware of the major ‘natural resources’ in the caribbean; 2. Understand the factors affecting natural resource use and the environmental impacts of their use; 3. Be aware of measures and tools available for sustainable use and conservation of natural resources; 4. Understand the value of natural resources; 5. Understand the concept of ecological sustainability and implications for natural resource use; 6. Acquire knowledge and develop practical and analytical skills. Specific objectives Explanatory notes students should be able to: 1. Explain the term natural resources; temporal dimensions and limitations placed by technology. 2. Differentiate between renewable and non-renewable natural resources; exhaustible and inexhaustible resources; (i) types and examples of natural resources: renewable and non-renewable. (ii) types and examples of exhaustible and inexhaustible resources. (i) consumptive quarrying). (ii) non-consumptive use bioprospecting, ecotourism, research. 3. Differentiate between the consumptive and non-consumptive use of natural resources; cxc a25/u2/10 16 use (logging, fishing, Unit 1 module 3: sustainable use of natural resources (cont’d) specific objectives explanatory notes students should be able to: 4. (i) identify the major categories of natural resources in caribbean countries; biodiversity: (a) species (b) genetic (c) ecosystems: forest; coral reefs; wetlands; seagrass beds; mangroves; freshwater and marine ecosystems. (ii) (iii) (i) livelihood (income generating activity). (ii) foreign exchange earner. (iii) food security. (iv) raw material for industrial processes. (v) recreation. (vi) sacred and spiritual value. (vii) assess the importance of natural resources in the caribbean; Soil, landscape and seascape, (beaches, cliffs, mountains). Ecosystem value. Identify the location and distribution of natural resources in the caribbean; 6. Minerals and hydrocarbons: bauxite; gold; sand and gravel; oil; natural gas. (iv) 5. Water as a resource, for example, waterfalls, lakes, streams, groundwater. (viii) intrinsic value. (ix) cxc a25/u2/10 17 research and teaching. Unit 1 module 3: sustainable use of natural resources (cont’d) specific objectives students should be able to: 7. Evaluate factors affecting natural resource use in the caribbean; explanatory notes (i) political government policies on Natural resource use: (a) (b) (ii) economic policies; environmental and natural resources policies. Economic: role of foreign investment; export of natural resources as primary products; sectoral activities tourism, agriculture, mining, manufacturing, national debt. Refer to explanatory 8. Access the environmental impact of natural resource use including tourism; (i) development specific objective note (iv). 10, biodiversity: (a) habitat disruption destruction; and (c) 18 and (b) cxc a25/u2/10 species depletion extinction; disruption processes. Of ecosystem unit 1 module 3: sustainable use of natural resources (cont’d) Specific objectives explanatory notes students should be able to: (ii) water as a resource: (a) (b) (iii) pollution and depletion of surface and groundwater, degradation of water, depletion of aquifers. Human health risks (water borne disease) watershed destruction. Minerals and hydrocarbons: (a) (b) dust and noise pollution; (d) pollution from the discharge of process chemicals; (e) sedimentation and siltation; (f) beach loss and change in river course; (g) oil spills; (h) human health risks; (i) 19 transformation of landscape (c) cxc a25/u2/10 physical conversion of vegetation and land; social dynamics (displacement of Communities and introduction of new settlements). Unit 1 module 3: sustainable use of natural resources (cont’d) specific objectives explanatory notes students should be able to: (iv) soil, landscape and seascape: (a) (b) (v) soil, landscape seascape: (e) and (i) transformation of natural landscape to built environment; (f) cxc a25/u2/10 degradation and destruction of coral reefs, seagrass beds and mangroves the broad concept of natural resource conservation including: management; rehabilitation; restoration; preservation; conservation (in-situ and ex-situ). Reasons for resource conservation: (a) ecological: depletion or Degradation of natural resources and the threat to sustainable development; conservation of components of life support systems; conservation of endangered and threatened species; (b) ethical: sacredness; right to exist; (c) aesthetical value. Beach erosion (h) degradation and destruction of coral reefs, seagrass beds and mangroves soil degradation, erosion and sedimentation; soil productivity (g) (ii) beach erosion (d) justify the need for natural resource conservation; soil degradation, erosion and sedimentation; soil productivity (c) 9. Transformation of natural landscape to built environment; 20 unit 1 Module 3: sustainable use of natural resources (cont’d) 10. Describe measures and tools available for natural resource management and conservation; (ii) use of substitutes for nonrenewable resources; use of appropriate technology. Refer to module 2, specific objective 12. Reduction and minimisation of waste recycling of solid, liquid and gaseous wastes. (iv) use of economic instruments: user fees; taxes; penalties; incentives; economic valuation of natural resources; environmental accounting and greening of national budgets. (v) land use planning and zoning regulation;integrated development planning and integrated Coastal zone management. (vi) 21 rates and techniques for exploitation of renewable resources; sustainable yield management. (iii) cxc a25/u2/10 (i) environmental impact assessments (a brief introduction to eia as a planning and decision making tool to natural resource management and conservation). Unit 1 module 3: sustainable use of natural resources (cont’d) (vii) protected area systems (international union for the conservation of nature (iucn) classification): a. Role; b. Ecotourism (viii) community based natural resource management (participation, monitoring and evaluation). (ix) environmental legislation, Policies and plans (sustainable development plans, natural environmental action plans (neap), forest management plans, integrated coastal zone management plans; enforcement and implementation. (x) education, public awareness, advocacy and training. (agenda 21, chapter 36). International environmental and conservation agreements. (xi) (a) (b) 22 united nations convention on biological diversity (uncbd); (c) cxc a25/u2/10 united nations framework convention on climate change (unfccc and kyoto protocol); united nations convention to combat desertification (unccd); unit 1 module 3: sustainable use of natural resources (cont’d) Specific objectives explanatory notes students should be able to: (d) specifically protected areas and wildlife (spaw); (e) ramsar convention; (f) marine pollution (marpol). 11. Analyse the effectiveness of measures implemented for natural resource management and conservation; refer to so 10 12. Describe ways in which indigenous people have used and managed their natural resources. (i) agriculture: rotation of fields during slash/burn activities, use of organic fertilizers, intercropping; (ii) use of forest: timber and non-timber forest products (ntfps); (iii) fishing: traditional fishing methods (iv) Case studies from belize, dominica, guyana, st. Vincent and the grenadines and suriname. Suggested teaching and learning activities to facilitate students’ attainment of the objectives of this module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Case studies of community based natural resources management, for example, forest, wetlands. 2. Research on indigenous people and natural resources. 3. Field exercises: species identification; visit to industry; visits and assessment of community based natural resource management initiatives, visit to indigenous communities. Cxc a25/u2/10 23 unit 1 module 3: sustainable use of natural resources (cont’d) 4. Discuss the main issues relating to the natural obligation under unfccc, unccd and the uncbd. 5. Visits to or lectures by representatives of natural resource agencies. 6. View videos and slides of natural resource management activities and protected areas. Resources bossi, r. And cintro, g. Mangroves of the wider caribbean: toward sustainable management, barbados: caribbean conservation association, 1990. Chiras, d. Environmental science. Action for a sustainable future, United states of america: the benjamin/cummings publishing company inc. , 1994. Cunningham, w. And saigo, b. Environmental science, a global concern, new york: mcgraw hill, 2001. Cutter, s. And william, r. Exploitation, conservation, preservation: a geographic perspective on natural resource use, john haynes – bohaham, 2001. David, b. , breton, i. Brom, d. , and horne, m. Wasted resource management; resilience, adaptation and community diversity, canada: idrc international development research centre. Ehrlich, p. And ehrlich, a. The population explosion, new york: simon and schuster, 1