Examining the use of terms "Conservation" "Restoration" and "Preservation" between Natural Resource Professionals and Literature Reviews

ABSTRACT This thesis will determine if there is a discrepancy between how literature defines conservation, preservation, and restoration, and how natural resource professionals define these terms. Interviews were conducted with six professionals from six different agencies that deal with natural resources. These agencies consisted of both government and non-government groups. In addition to interviewing these professionals regarding how they define the terms, they were asked where their work fits into the context of these terms. The interviewees’ responses were then compared with the literature to determine inconsistencies with the use of these terms in the literature and real world settings. The literature and the interviewees have agreed on the term conservation. There are some different points of view about preservation, some see it as ‘no management’ and some others see it as keeping things the same or ‘static.’ Restoration was the term where both the literature and professionals thought of moving an ecosystem from one point of succession or community, to another point on a continuum. The only thing in which they disagree on is the final goal of a restoration project. The literature would suggest restoring the ecosystem to a past historic condition, where the interviewees said to restore it to the best of their abilities and to a functioning ecosystem.

World of Unknown Creatures and Their Hidden Works

What is the most mysterious feelings in mankind? What is the most general way by which every mankind is subject to change. Well monotonous, and steady life where someone does the same kind of work at same pace in same time, without any change of events, creates the burdensome feeling in a person. Yet people are unaware of it. We don't know where are we going, yet we go at the same pace, since in practical sense we are getting some credit for something. But the thing how much do we keep up, and maintain the balance in nature, so that we can really feel the value and the quality of life, and know the exact happiness of fulfilling the work. But if its totally becomes materialistic, and emotional aspect goes away from human beings, where social talking never goes away from your duties. Then!!!! ... I mean there is no need of human beings. If we are so developed, right from past few centuries and our domination, had created a modern social world, then we can create all kinds of devices and software which can handle all the works for which the people don't have to stay overtime just to finish that. I mean in that way human life will move through some progress, and will have some development. But the environment where we are living nothing new or development is taking place as the work becomes a duty for human being but not to machine which should be given some task to be completed.So all those devices are not in the society, since human being is already taking charge if it.

Literacy Research: Issues of Authority, Ownership, and Representation

With the “social turn” of language in the past decade within English studies, ethnographic and teacher research methods increasingly have acquired legitimacy as a means of studying student literacy. And with this legitimacy, graduate students specializing in literacy and composition studies increasingly are being encouraged to use ethnographic and teacher research methods to study student literacy within classrooms. Yet few of the narratives produced from these studies discuss the problems that frequently arise when participant observers enter the classroom. Recently, some researchers have begun to interrogate the extent to which ethnographic and teacher research methods are able to construct and disseminate knowledge in empowering ways (Anderson & Irvine, 1993; Bishop, 1993; Fine, 1994; Fleischer. 1994; McLaren, 1992). While ethnographic and teacher research methods have oftentimes been touted as being more democratic and nonhierarchical than quantitative methods—-which oftentimes erase individuals lived experiences with numbers and statistical formulas—-researchers are just beginning to probe the ways that ethnographic and teacher research models can also be silencing, unreflective, and oppressive. Those who have begun to question the ethics of conducting, writing about, and disseminating knowledge in education have coined the term “critical” research, a rather vague and loose term that proposes a position of reflexivity and self-critique for all research methods, not just ethnography or teacher research. Drawing upon theories of feminist consciousness-raising, liberatory praxis, and community-action research, theories of critical research aim to involve researchers and participants in a highly participatory framework for constructing knowledge, an inquiry that seeks to question, disrupt, or intervene in the conditions under study for some socially transformative end. While critical research methods are always contingent upon the context being studied, in general they are undergirded by principles of non-hierarchical relations, participatory collaboration, problem-posing, dialogic inquiry, and multiple and multi-voiced interpretations. In distinguishing between critical and traditional ethnographic processes, for instance, Peter McLaren says that critical ethnography asks questions such as “[u]nder what conditions and to what ends do we. as educational researchers, enter into relations of cooperation. mutuality, and reciprocity with those who we research?” (p. 78) and “what social effects do you want your evaluations and understandings to have?” (p. 83). In»the same vein, Michelle Fine suggests that critical researchers must move beyond notions of the etic/emic dichotomy of researcher positionality in order to “probe how we are in relation with the contexts we study and with our informants, understanding that we are all multiple in those relations” (p. 72). Researchers in composition and literacy stud¬ies who endorse critical research methods, then, aim to enact some sort of positive transformative change in keeping with the needs and interests of the participants with whom they work.

Masculinities in Conflict: Representations of the Other in Narrative during the Spanish Civil War

In this article, I analyze the representation of the Other in three texts that were published during the Spanish Civil War: El infierno azul (1938?), by Republican Isidro R. Mendieta, and two closely related works by Falangist Jacinto Miquelarena: Cómo fui ejecutado en Madrid (1937) and El otro mundo: La vida en las embajadas de Madrid (1938). Although these texts adhere to different political ideologies and are stylistically very divergent, they are similar in their constant criticisms of the enemy. Furthermore, both Republicans and rebels tend to depict the enemy as possessing an inadequate masculinity. He is described, on one hand, as a beast or an animal, unable to control his instincts, and, on the other hand, as an unmanly and effeminate coward. Thus, for the construction of the nation, the Other presents an inappropriate masculinity, which is either excessive and uncontainable, or insufficient. Therefore, national ideologies seem to propose a normative masculinity that is located in an ambiguous middle ground: a masculinity that is able to control animal instincts yet capable of heroic acts.

A REVISIONARY APPROACH TO CROSS-CURRICULAR LITERACY WORK

In this dissertation, I use qualitative research methods to study relationships between compositionists and faculty in other disciplines in the context of cross-curricular literacy (CCL) work. Drawing on a two-year CCL project in the biology department, for which I was a participant observer, I argue that compositionists need to attend more carefully to issues that influence day-to-day interactions with disciplinary faculty in order to develop more meaningful CCL relationships. Toward that end, I offer a revisionary approach to cross-curricular literacy work that cultivates complex relationships by delaying consensus and embracing disconnection and disorientation. More specifically, I employ revisionary stance as a discursive strategy to complicate three key concepts in CCL literature and scholarship—expertise, change, and outcomes. I re-vision three texts produced during my time in the biology department in order to illuminate the complexities of negotiating expertise, recognizing change, and pursuing outcomes in CCL contexts. Given the reciprocal relationship between discursive and material change (Lee), I maintain that revision of CCL discourse can inspire revision on a pedagogical level, shaping how compositionists and disciplinary faculty participate in CCL interactions. Thus, a revisionary approach leads me to conceptualize revisionary pedagogy for cross-curricular literacy work. I theorize revisionary pedagogy as a means of fostering pedagogical relationships in CCL contexts, complicating how relationships are framed in traditional Writing Across the Curriculum/Writing in the Disciplines scholarship. The literature advances three main conceptual models of CCL, each of which embraces expertise, change, and outcomes in ways that sponsor potentially problematic relationships between compositionists and disciplinary faculty. I draw on Composition scholars’ rich conceptualization of revision (Jung; Lee; Welch) and pedagogy (Kameen; Qualley; Stenberg) to challenge the litany of next-best models and imagine alternative possibilities for relationships in CCL contexts. Revisionary pedagogy is a means of approaching material circumstances that reconstitutes how compositionists and disciplinary faculty conceive of and participate in CCL relationships.

My life as a clone

Zehar, an extremely popular and dignified man, is a renowned scientist. He has worked extremely hard, and spend two years, on a research to make human cloning.His idea was to produce the creature, simply of its own looking and exactly identical as him. To his satisfaction he had accomplished to make the physical characteristic, simply like his own. Even his experiment on a mentality and emotional aspect of a clone was also a success. But his last and the most vital wish, remained a complete failure. He wanted that the soul of the cloning should also be identical like his own soul, as the physical characteristics. But it was a complete different. The character of the cloning was getting too dangerous and later part he found he has to lose all his sympathy of his own clone, as his clone had became the most dangerous enemy in his life. All his fame and his moral character is being uprooted to the public by his clone. Ultimately he decides to kill it, and clone even takes a motto to kill Zehar, if Zehar decides to kill it, simply because, the clone wants to create his own fame to rule the world. Thus the story, gives an advice, to the world of science, that not to try human clones, in particular.