Biology Lesson 3 Essays

Biology Lesson 3 Essays Biology Lesson 3 Paper Biology Lesson 3 Paper Primary producers or autotrophs are the ones that can produce complex organic substances or â€Å"food† from an energy source and inorgranic materials and in the illustration shown, these are the algae.   Herbivores, carnivores, and omnivores are classified as heterotrophs or organisms that get their energy by consuming organic substances.   Herbivores feed on plants, and in the illustration shown, these are the small animals and protists which feed on algae. Carnivores get their energy from eating live animals, and these are the killer whale, elephant seal, leopard seal, crabeater seal, and adelie penguin.   Omnivores feed on both plants and live animals, and these are the cod, squid and krill which feed on algae and small animals and protists. Detritivores are animals and plants that consume decomposing organic materials or detritus.   Decomposers on the other hand are organisms that consume decomposed or dead organisms. They both contribute to decomposition and the recycling of nutrients. In the food chain or food web, detritivores can be the millipedes, woodlice, and worms that consume dead organic matter like a dead elephant, and decomposers are the bacteria and fungi that digest and decompose organic matter more fully than the detritivores. The system of feeding relationships as shown in the illustration is better defined as a food web because of the complexity of the network of interactions.   Food chain is just a simple straight-forward linear pathway from one organism to the next and so on.   In the illustration, it is obvious that the path of the flow of energy looks like a web, meaning the flow of energy from one source to another and so on is interconnected by different paths. Burning fossil fuels emit CO2, a greenhouse gas, into the atmosphere which in turn contributes to the increasing temperature change in the atmosphere.   The increase in temperature change in the atmosphere is a phenomenon called global climate change or more popularly known as the global warming. In the graph shown, increasing concentration of CO2 directly results to an increasing temperature change in the atmosphere as time passes.   The graph also has direct relation to the industrial revolution happening on our planet. More and more industries and power plants have come out as time passes and most of these industries and power plants rely on burning fossil fuels as their primary source of energy.   This brings a detrimental effect on our planet resulting to an increasing temperature in the atmosphere.

Schools socio-cultural goals for students

Schools socio-cultural goals for students Preventing moral failure in academic institutions appears highly dependent on the morality and ethics of its leaders and teaching staff. Hashtag: #Scandal School’s Socio-Cultural Goals for Students Scandals normally occur when somebody got involved in an act or event that is morally or legally wrong. However, the impact of scandalous acts is commonly far greater when it involves public figures and educational institutions that are supposed to model good virtues or morally acceptable behavior and attitudes in young people. School-related scandals such as physical abuse of students by a high school teacher, sex between a female teacher and underage boy-students, racism, misused of funds by school officials, and others were violations of ethical guidelines and codes professional conduct that eventually hinders achievement of school’s socio-cultural goals for students. The outbreak of school sex scandals involving female teachers and young students in the media not only triggered public controversy but raised questions and heated debate over the ethics and professional conduct of female teachers. A social researcher, for instance, assumed that although teachers involved in these scandals clearly crossed the line of what constitutes a morally acceptable practice; they are not actually at fault engaging in a male-female sexual relationship. Feminist educators, on the other hand, argues that such relationship will never occur if these female teachers value professionalism and committed to ethical teaching practices. Moreover, aside from being unprofessional, sex between teachers and students upset the learning environment and reduced public confidence in the ability of the academic institution to provide moral education. The Limits of Academic Freedom Trust according to literature is key to successful relationship thus schools with moral and ethical leaders and staff are more successful than others in establishing a moral purpose, building a caring and consistent long-term relationship with the community. Role of Ethical Educators in Preventing Moral Failures Preventing moral failure in academic institutions appears highly dependent on the morality and ethics of its leaders and teaching staff. The reason is that leaders and teachers are individuals students will look up to as an example of decent people. For instance, students will likely trust, respect, and emulate teachers making correct and consistent ethical decisions and judgments. In contrast, since decisions in school are made in absolutes, erroneous ethical decisions and judgments often result to immoral, unethical, and sinful decisions with major consequences. Teachers are humans who from time to time make an error. However, there is absolutely no excuse for making moral mistakes such as a teacher having sex with students, school principal stealing money from school funds, a teacher accepting a bribe, and others. Years ago, Bill Clinton’s presidency was damaged by his immoral actions against Monica Lewinsky and failure of the moral purpose of his political position. Similarly, a male teacher raising test score of a female student for sex is a moral and ethical dilemma destructive of the moral purpose of a school. It is, therefore, important for schools to employ ethical educators who practice what they preach and make moral decisions based on conscience and moral doctrine supporting the socio-cultural goals of schools for students. Moral failures in teachers can be avoided by understanding oneself, reflecting on experiences, moral and ethical values, and developing their own personalized code of ethics. This is because moral failure is often caused by the  competing interest, overload and pressures at work, excessive relationship with students, and error in judgment.