Green and Non-Green Features at the schoool

What is a green building?

A Green Building is an environmentally sustainable building designed to minimize harmful effects, e.g. release of greenhouse gases into the air, on the environment.

Examples of Green Features in a building:

-Skylight

-Insulation in walls and ceiling

-Rainwater Collector

-Solar panels

GREEN FEATURES AT SCHOOL

1. Motion sensitive lights in De Beer House

Motion sensitive lights turn on only when people are around. This makes sure that no electricity is wasted as it eliminates the possibility of leaving the lights on. Therefore, electricity is not wasted by using it when it is not needed.

2. Skylights in the lunch hall

The skylights in the lunch hall, facing west, accompanied by its large windows, facing east, means that the lunch hall receives the most possible light throughout the day. This means that it limits the need for electric lighting by fully utilizing the natural rays of the sun in the morning and afternoon.

3. Time activated spot-light

The timed spotlight is chronologically programmed to come on at night when it is needed, making sure that no electricity can be accidentally wasted by leaving it on during the day when it is not.

4. North facing windows in De Beer House

With its north-facing windows, De Beer makes sure to get all the sunlight possible. As the sun moves from east to west, its rays are concentrated in the direction of De Beer's windows to ensure that the house gets as much of the light as possible, nearly eliminating the need for electric lighting.

NON-GREEN FEATURES AT SCHOOL

1. Poor insulation in classrooms

The fact that a heater is required is proof that the classroom is not properly insulated. Insulation would negate the need for additional heating and save electricity.

2. Rainwater Runoff

All the drainage systems in the school see the rainwater just being washed away or poured onto the ground when it should be being collected. Rainwater collection would both save water and be more economic as it would save money on the water bill.

3. Non-water efficient shower heads

The shower heads used in the bathrooms are not water-saving and often leak, which leads to wasting water. Replacing them with water-efficient shower heads would lessen the water used and make the use more efficient. Also, replacing the shower heads would lead to less leaking.

4. Single-flush toilets

The single-flush feature on the toilets means that each flush is the same amount of water and therefore occasionally excessive. Installing a dual-flush feature would lessen the water used per flush.

5. Small, badly placed windows 

The windows in most of the classrooms do not face the ideal direction for letting in the most light. Also, they are tiny and high up, meaning that it is even more difficult for the sun to shine in. This results in a need for electric lighting. Larger and better placed windows would make it possible to harness as much of the sun's light as possible and cut down on electric lighting.

6. Poor ventilation

The fact that some offices in the school require air cons is a sign of bad ventilation. With better ventilation, AC units would be unnecessary and electricity could be saved. This would be both greener and more economic.

REPORT:

The ideal placements of windows in the school are evident, for example in the lunch hall and De Beer House. However, many more buildings have distinctly inappropriately laced windows, i.e. in most of the class rooms. 

Lights that are only on when they are needed are plentiful in the school, saving electricity by the prevention of leaving them on by accident or overusing them. These exist around the school in the form of chronologically timed spotlights and motion sensitive ceiling lights

In regard to ventilation and insulation, several of the older buildings in the school are poor examples. Insulating the walls and ceilings can eliminate the need for AC units and heaters, saving electricity. However, in some of the newer buildings there are good examples of both.

A lot of water is wasted, there being close to no green features that assist in the careful use of water. Rainwater runs off straight into the ground or the drain and there are practically no features that assist with using it sparingly, e.g. water-saving shower heads and dual flush toilets.

CONCLUSION:

While the green features responsible for the effective use of light (sunlight or otherwise) is evident in the college, it could be bettered. 

Very few buildings have proper ventilation/insulation and this results in an extended use of electricity. 

New water-saving features should be installed, as very few water-saving green features exist in the school.

Activity 4: Earth Summit

1. The Earth Summit is the UN conference on Development and the environment. 2. The UN organised the Earth Summit. 3. The first Earth Summit was held in 1992. 4. It was held in Rio de Janeiro. 5. Johannesburg, 2002. 6. It is a United Nations conference held to discuss environmental, development and energy issues. 7. Future development must be sustainable. Development must be eco-friendly. Countries need to work together to protect the earth’s eco-system. 8. If left unchecked, the population of the world will use up natural resources in a non-sustainable way. By having these conferences, the countries of the world are better able to map out the consumption of resources on a global scale and respond accordingly in order to make sure that the consumption is as sustainable as possible. 9. To an extent. 10 years after the conference, the goals hadn’t yet been met and the efforts had to be re-doubled. 10. The conference encompasses plans for sustainable development. Agenda 21: Blueprint that outlines protocols that must be followed to ensure sustainability of resources.

Apartheid Timeline

Activity 8

African Nationalism

1.       African Nationalism-The sense of pride in being of Africa. This involved the people of Africa rising up against the colonial occupation and achieving independence. To promote the African traditions and ideals.

2.       Abboriginies Rights Protection Society - 1897

African National Congress – 1912

National Congress of West Africa – 1920

3.       Pan-Africanism is the political and social movement to create better co-operation between Africans. It is to unify those of African descent to one great African Community.

4.        Pan-Africanism is the idea that Africans should form a unity, while African Nationalism is a movement for Africans to obtain independence from colonialism and promote African traditions and ideals.

5.        They have both fought for the independence from colonial rule and strongly supported the idea of Pan-Africanism, believing in a unity of Africans. Kwame Nkrumah was a Ghanaen leader that fought for independence from the British in his home country. Robert Sobukwe was the founder of the Pan-Africanist party.

6.       The song obviously tells the story of an African sold as a slave to America, where he continued to live in hardship. It describes the struggle for freedom. The Rastafarian religion strongly believes in Africans “returning to their roots” in Africa. The song is perhaps a call for African Americans to ‘come back home’ to Africa. It is the idea of African unity and freedom from non-African oppression that is conveyed in this song. Bob Marley explains the abandoning of America, a place of non-African oppression (African Nationalism), and the returning to a unity in Africa (Pan-Africanism). AFRICANS REMOVED FROM THEIR HOME COUNTRY AND FIGHTING TO BE FREE.

http://abbaymedia.com/News/?p=1701

http://www.sahistory.org.za/dated-event/banned-pac-leader-sobukwe-admitted-attorney

The Holocaust Documentary

The Holocaust

HOLOCAUST Movie

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Activity 6

Activity 6: The Holocaust

1.       The Holocaust was the extermination/mass genocide of European Jews by the Nazis.

2.       The Nazis believed that the Jews were biologically inferior and a threat to the German people. They wanted to cleanse their country. They wanted to create a pure, Aryan nation. They blamed the Jews for the economic crisis.

3.     They were transported to camps outside Germany where they were gassed and killed. Einsatzgruppen served to execute the Jews outside of Germany.

4.       Most of the German people were unaware of the happenings. The Jews did offer resistance in ghettos on multiple occasions. Occasionally, people like Schindler and certain organisations attempted rescues of the Jews. The Holocaust was stamped out after WWII ended. After the war, the responsible parties were persecuted and executed.


Persecution Order:
Boycott
Ghettos
Concentration camps
Einsatzgruppen
Extermination camps

Hitler's Rise to Power (Ammended)

Activity 4: Hitler's Rise to Power

HSS Activity 4: Hitler’s Rise to Power

1.      

2.     The Nazi party’s political manifesto was designed to gain votes. It was aimed at the “pure breed” Germans and preyed on their fear and hatred of outsiders and gave them a sense of identity. It continued to trigger their bloodlust by showing the most obvious injury to their pride: The Treaty of Versailles.

3.     Aryans were pure Germans. They were depicted as tall, blond and blue-eyed. They had to have pure German blood, could not be Jews or Jehovah’s Witnesses, gypsies, disabled or homosexual.

4.      

5.     The Nazi ideologies were brought to the people through school teachers, radio and cinema. People were given a free radio at a stage, which, however, only received the Nazi station, a station that fed propaganda to the people by the boatload. In school, the ideologies were incorporated as part of the curriculum.

http://www.google.co.za/imgres?imgurl=https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoBUKt-4_9f_Sv9JIIeWzK32ZxosJQir0XLOl7DVI1JcoHFoyycBFyx0Jb6i9s-R2bbPzGtbs5u8nEOWRPZkYe8fE5V_D8YTHBlu2ZBSd-CK8enB3fjxEk_mLYeZS53iHM-PXzmbLnGxU/s1600/germanraces.jpg&imgrefurl=http://zionismunveiled.blogspot.com/2010/10/myth-of-aryan-tribe.html&usg=__GdkgXdC-7O2Nvp23RhrGS8rKvTA=&h=486&w=364&sz=32&hl=en&start=1&sig2=F8UYeGb9enaTsqLYotfLPw&zoom=1&tbnid=Zwq-_4GEoOP5kM:&tbnh=129&tbnw=97&ei=JEcxT52kKeOp0QWp7tGMBw&prev=/search%3Fq%3Dnazi%2Bgermany%2Baryan%26um%3D1%26hl%3Den%26sa%3DN%26rlz%3D1R2GGIE_enZA466%26biw%3D1366%26bih%3D556%26tbm%3Disch&um=1&itbs=1

http://www.google.co.za/imgres?imgurl=http://www.polishforums.com/user_files/uploaded/45964/963456_1_o.jpg&imgrefurl=http://www.polishforums.com/news-politics-4/nazi-germany-cared-more-culture-than-current-polish-45964/&usg=__sWc82eLB345GhEssEzX5puzcfKk=&h=647&w=450&sz=51&hl=en&start=6&sig2=Y1Mqt3-e1xSFIbp1aRhbng&zoom=1&tbnid=2SOVaCHU-iiWtM:&tbnh=137&tbnw=95&ei=JEcxT52kKeOp0QWp7tGMBw&prev=/search%3Fq%3Dnazi%2Bgermany%2Baryan%26um%3D1%26hl%3Den%26sa%3DN%26rlz%3D1R2GGIE_enZA466%26biw%3D1366%26bih%3D556%26tbm%3Disch&um=1&itbs=1

http://www.theholocaustexplained.org/ks3/life-in-nazi-occupied-europe/controlling-everyday-life/implementing-racial-policies/

http://www.google.co.za/imgres?imgurl=http://www.prosebeforehos.com/wordpress/wp-content/uploads/2008/02/aryanhead.jpg&imgrefurl=http://www.prosebeforehos.com/image-of-the-day/02/25/building-of-the-nazi-germany-part-2-the-politics-of-racial-science/&usg=__cJpKyp7OwBoCg_Rm0_JYm9R0U38=&h=297&w=550&sz=21&hl=en&start=2&sig2=WStiUBYGNlURPu9b8Fn-fg&zoom=1&tbnid=rc7thzUWV88jkM:&tbnh=72&tbnw=133&ei=eUgxT-7kC-XP0QW3t6ykBw&prev=/search%3Fq%3Dnazi%2Bgermany%2Bnon-aryan%26um%3D1%26hl%3Den%26sa%3DN%26rlz%3D1R2GGIE_enZA466%26biw%3D1366%26bih%3D556%26tbm%3Disch&um=1&itbs=1

http://www.google.co.za/imgres?imgurl=http://www.third-reich-books.com/509-75dpi.jpg&imgrefurl=http://www.third-reich-books.com/x-509-race-and-population.htm&usg=__2KzPcjW4A8fuGBUygzNs51OFzoQ=&h=619&w=387&sz=29&hl=en&start=11&sig2=OF_ulC6-a3G8077vca_i4g&zoom=1&tbnid=KZx_EFKsd7ZylM:&tbnh=136&tbnw=85&ei=eUgxT-7kC-XP0QW3t6ykBw&prev=/search%3Fq%3Dnazi%2Bgermany%2Bnon-aryan%26um%3D1%26hl%3Den%26sa%3DN%26rlz%3D1R2GGIE_enZA466%26biw%3D1366%26bih%3D556%26tbm%3Disch&um=1&itbs=1

Hitler's Rise to Power Timeline

The purpose of SDIs

Because of Apartheid, many areas (especially the white areas) developed while the areas where people of different races lived (homelands in particular) didn’t. When Apartheid ended, the government started the Reconstruction and Development Program. In order to create equality and consistency, they began looking at developing previously undeveloped areas and bettering the standard of living of people living there. They identified Spatial Development Initiatives. These were areas that had high levels of poverty and unemployment. However, the areas did show potential for economic development. They had an ideal population (market and labour force), opportune climates and good infrastructure. They then began sustainable development projects in these areas. SDIs are a partnership between the public sector (government) and the private sector. They pool their skills and resources and skills to achieve what will benefit both. The country becomes more developed while the standards of living in the areas improve.

Case Study: Rural Development Comment

Dylan Postmus 2L

Case Study: Rural Development

The rural development shown in this clip is an admirable movement of the AnyWay Foundation. By helping this community develop in a sustainable way, the Foundation is opening opportunities for the community to further develop of their own accord. As well as increasing the standard of living in this area, this project will have additional knock on effects and spinoffs. This development is sustainable in that it is not simply giving the community bricks. It’s giving them the tools to make bricks, this means the bricks won’t be used up immediately but instead means that the community will be able to make as many bricks as they want. The resources used here are therefore sustainable. These rural development projects are important for the country as they help the country develop. South Africa especially has some very developed areas and some much less developed areas. In order to make the levels of development more constant, these projects are vital. Education, the economy and the health of the general people will improve as a result.

It will help the country to further develop, as 1. People will now have proper housing and won’t have to live in shacks anymore. They won’t have to worry about floods any longer. 2. It will increase life expectancy in the area, as people now have proper housing that will protect them from the elements. Older people, who are vulnerable to cold, will live longer. People won’t get sick as easily. 3. It is very possible that these people in this area don’t believe in going to a hospital to deliver children and will do it themselves (Or cannot afford the costs of a hospital. With the improved housing, it will be safer to deliver children, who are very vulnerable, as the conditions won’t be as bad as they would be in a lesser shelter. Women who are giving birth will be more protected from the elements 4. Houses made of lesser material have to constantly be adjusted. With secure housing, the people in the rural area can spend more time on the farming that will increase the GNI per person, i.e. they can spend more time working and less time worrying about the conditions of their homes. Productivity will increase 5. People in this area have been taught how to build housing. This may be useful if they are in search of jobs, which, if they do go from unemployed to using these skills as a profession, will decrease the unemployment rate. They can also sell the bricks that they are now able to make, enabling them to generate income.

Development: Activity 1 Answers

Dylan Postmus HSS

 Activity 1: Development

1.       Development: a process where something is further refined, improved or expanded. Something becomes more adapt, more efficient. Infrastructure is built, technology is bettered.

2.       GNI per person, life expectancy, infant mortality rate, percentage of children receiving secondary education, number of fixed-line and cell phones per 1000 people, GDP,.

3.        

Developed Countries (MEDCs)	Developing Countries (LEDCs)
GNI per person more than $6 000 a year	GNI per person less than $6000 a year
Many industries produce high-value products	Underdeveloped industrial sector
Extensive trading (exports and imports)	Low value exports
High levels of education	Large number of unemployed poor, small number of very wealthy people
Good health care	Health care problems

4.       LEDCs-Less Economically Developed Countries

MEDCs-More Economically Developed Countries

5.       It is an accurate account of how a country is developing, as it measures poverty, literacy, life expectancy and education. Should it be found that a country is dealing well with all of these aspects (developing them, then it is safe to say that it is developed, seeing as it’s general population are better provided for, its public systems have been improved. These are all indicators of how well a country is able to function, therefore, a developed country is a country that has been “bettered”, and therefore these factors are part of a developed country. More than one indicator used.

5.1   There is a small correlation. Some countries with high rates of female death at birth.are also among the top ten lowest HDI ranking countries.

5.2   As the infant mortality rate is a factor in deciding which countries are developed and which aren’t, some countries with high infant mortality rates are among the top ten lowest ranking HDI countries. Low HDI ranking companies don't have very good access to medical care, or even other things like clean water. These factors make for high health risks, causing death at birth. 

5.3   High infant mortality rates, low GNI per person, poor health care. Lack of employment.

5.4   Subsistence farming is when a farming community farms not to trade the products, but to use them for the upkeep of the community, i.e. to feed the community with its own crops/livestock.

5.5   They need to create enough product to be able to export. (better farm machines, bigger crops)

6.       Sustainable Development means that the resources fueling development are used in such a way that they might be used for a longer period of time, i.e. not exhausted

7.       Goal1: End extreme poverty and hunger

Goal2: Give primary education to all children

Goal3: Promote equality between men and women, and promote women

Goal4: Reduce child mortality    

Goal5: Improve health of pregnant mothers

Goal6: Fight HIV/AIDS and other diseases

Goal7: Make sure the environment I used in a sustainable way

Goal8: Encourage partnerships between governments, businesses and other organisations to work together for development

What Development means to me

This is my mind-map showing what development means to me: