Loading...
Prepare 2 - Food
QuizĀ by RAQUEL'S SCHOOL
Customize this quiz to suit your class
Instantly translate to 100+ languages
Tag the questions with any skills you have. Your dashboard will track each student's mastery of each skill.
Give this quiz to my class
Nutrition refers to the science that deals with the various factors of which food is composed and the way in which proper nourishment is brought about. Home Economics and Livelihood Education 7 Seibo College 152 Human nutrition involves properly feeding the people. It is therefore important to learn more about nutrition, taking into consideration the three (3) important factors: a. the food we eat b. the way it is digested, absorbed and used in the tissues of the body c. the kind of people for whom the food is intended Good health or āwellnessā is not a matter of chance. Good health is a product of good nutrition which is the result of an adequate supply of essential nutrients in your body. Lack of these nutrients lead to illness or a condition known as āmalnutritionā. Malnutrition occurs if there is an imbalance intake of nutrients or an inadequacy of one or any of the nutrients. Malnutrition are manifested in the following cases: 1. obesity due to overeating- Obesity occurs when a person eats more than what the body requires under normal condition. This results in an excess supply of calories that leads to obesity or overnutrition. 2. stunted growth of children due to lack of protein- If there is no sufficient supply of carbohydrates or fats protein is used by the body as an alternative source of energy. 3. under weight due to lack of carbohydrates- If the total amount of nutrients provided by the diet is insufficient , it results to undernutrition. What is good nutrition? Home Economics and Livelihood Education 7 Seibo College 153 What are the causes of malnutrition? 1. ignorance or lack of knowledge about proper food intake 2. low standard of living 3. limited food supply 4. emergence of calamities or social unrest 5. increased family size 6. poor eating habits What are food habits? Food habits mean oneās attitude towards food. If the body is fed by junk foods and became over/under supplied with particular vitamins, protein or other nutrients then the body will suffer from malnutrition. Let us identify the factors affecting food habits. ļ· Education ā knowledge about nutrition will help one to make wise decision about food. ļ· Foods available - The kinds of food available to you usually are the foods you eat. Some foods can grow only in certain types of geographic locations and this determines the foods available in such locations ļ· Religion - What foods people can eat or cannot eat have been dictated by their religious beliefs. For example, Moslems do not eat pork because Islam forbids them to eat it. Home Economics and Livelihood Education 7 Seibo College 154 ļ· Ethnicity ā members of cultural groups formed their own living patterns which include food customs. It includes what food can or cannot be eaten. ļ· Income/economic status ā the type of food you choose depends on how money you have. Income dictates what food you can eat and how you eat them. ļ· Convenience -. Meal management practices affect food habits because you can only prepare and eat foods you can easily cook with the facilities and the knowledge you have. Food habit refers to the way in which different people select , cook, serve and eat food that are available to them. Home Economics and Livelihood Education 7 Seibo College 155 Look at the diagram below for a better understanding. FACTORS THAT AFFECT FOOD HABITS FOOD HABITS Education Foods available Religion Convenience Economic status EthnicitAcetic acid ā a chemical substance with an inhibiting effect on the growth of microorganisms and which is present in vinegar.Acetic Acid Fermentation Fermentation preserves food through the metabolic activities of selected groups of microorganisms. During the process, compounds such as lactic acid, acetic acid and alcohol are developed and result in a more or less stable food form. It makes food more nutritious as dietary source of proteins, vitamins and minerals.Vinegar is an example of the product of acetic acid fermentation which also undergoes alcoholic fermentation to complete the process.Filter ā isĀ a device, substance (like paper or charcoal), or process that separates unwanted components from a fluid Cheesecloth-isĀ a loose-woven, gauze-like cotton fabric used for straining liquids from solids.Decant- gradually pour (liquid, typically wine or a solution) from one container into another, especially withoutĀ disturbingĀ theĀ sediment. Sediment-isĀ solid material (like sand, silt, clay, rocks, organic matter) broken down by weathering, transported by wind, water, or ice, and deposited in a new location, settling at the bottom of water bodies or on land.How to make vinegar? 1.Grind or crash the fruit, then boil in water of the same amount as the ground flesh, peels and cores. Boil until soft, and then strain the juice through a cheesecloth2.Add Ā¼ (one-fourth) pound of sugar for every liter of juice extracted from fruit peels and cores. Do not add sugar when using ripe fruit.3.Add Ā¼ of a cake of fresh yeast that has been well-broken up, for every liter of juice. Stir very well, and then place in glass jars. Cover with a clean cloth and let the mixture stand for about two weeks .4. After two weeks, separate the clear liquid from the sediment. Prepare fresh, unpasteurized vinegar also called āmother vinegarā which is the white gummy mass that usually forms in vinegar. Add this to the liquid and mix very well. Over the container with cloth, then allow to stand in a warm place until it has acquired a flavor strong enough to use.5.Filter the clear liquids, then pour in a bottle and cover tightly.USES OF VINEGAR1. Insect salve and repellent.Ā 2. Kill weeds and remove ants.Ā 3. Enhance bricks.Ā 4.Open a tight jar.Ā 5.Clean scissors.Ā 6.Remove smoke odors.Ā 7. Remove pit stains.Ā 8. Make hair shine.Ā 9. Fruit fly trap.Ā 10. Car care.Ā Land warfare is a complex domain that involves the application of military power on the ground to achieve political and strategic objectives. Modern military doctrine, such as that used by the U.S. Army and the Indian Army, categorizes these elements into Combat Power and the Principles of War. 1. The 8 Elements of Combat Power Combat power is the total means of destructive, constructive, and information capabilities that a military unit can apply. It is typically broken down into eight key elements: ElementDescriptionLeadershipThe "multiplier" of all other elements. It provides purpose, direction, and motivation to soldiers.InformationEnables commanders to make informed decisions and creates opportunities to achieve results.Mission CommandThe system used to integrate the other elements. It focuses on decentralized execution based on the commander's intent.Movement & ManeuverThe movement of forces to gain a positional advantage over the enemy to deliver lethal or non-lethal effects.IntelligenceThe understanding of the enemy, terrain, weather, and civil considerations.FiresThe use of weapon systems (artillery, mortars, air support) to create specific lethal or non-lethal effects.SustainmentThe logistics required to maintain operations, including ammunition, fuel, food, and medical support.ProtectionThe preservation of the force so that the commander can apply maximum combat power.2. The Principles of War These are the enduring "rules of thumb" that guide how land forces are employed strategically and tactically: Objective: Direct every operation toward a clearly defined and attainable goal. Offensive: Seize, retain, and exploit the initiative. You cannot win by defending alone. Mass: Concentrate the effects of combat power at the most advantageous place and time. Economy of Force: Allocate the minimum essential combat power to secondary efforts so you can "mass" elsewhere. Maneuver: Place the enemy in a position of disadvantage through flexible movement. Unity of Command: Ensure all forces operate under a single responsible commander toward a common objective. Security: Prevent the enemy from gaining an unexpected advantage. Surprise: Strike the enemy at a time, place, or in a manner for which they are unprepared. Simplicity: Prepare clear, uncomplicated plans to minimize confusion in the "fog of war." 3. The Modern Legal Framework Land warfare is also governed by the Law of Land Warfare (International Humanitarian Law), which rests on four pillars: Military Necessity: Actions must be necessary to achieve a legitimate military goal. Distinction: Forces must distinguish between combatants and non-combatants (civilians). Proportionality: The anticipated harm to civilians must not be excessive in relation to the concrete military advantage gained. Unnecessary Suffering: Weapons and methods must not cause gratuitous or superfluous injury. Note: Contemporary land warfare is increasingly "Multi-Domain," meaning land forces must now integrate with cyber, space, and electronic warfare to be effective. , While land warfare uses many tools, the two primary "philosophies" of how to win a war are Attrition and Maneuver. Most modern conflicts are a spectrum of both, but understanding the pure form of each helps explain military strategy. 1. Attrition Warfare: The "Sledgehammer" Attrition warfare is a strategy where one side attempts to win by wearing down the enemy to the point of collapse through continuous losses in personnel, equipment, and supplies. Core Logic: "I have more than you." It assumes that if you can destroy the enemyās resources faster than they can replace them, you will eventually win. Focus: Firepower and mass. Success is measured by "body counts," equipment destroyed, and the steady seizing of terrain. Command Style: Usually centralized and methodical. It requires strict synchronization of massive resources (artillery, logistics, manpower). Historical Example: The Battle of Verdun (WWI). German Chief of Staff Erich von Falkenhayn famously stated his goal was to "bleed France white" by forcing them to defend a position they could not afford to lose, regardless of the cost in lives. 2. Maneuver Warfare: The "Scalpel" Maneuver warfare seeks to shatter the enemyās moral and physical cohesionātheir ability to act as a unified forceārather than simply destroying every soldier. Core Logic: "I am faster and more unpredictable than you." It aims to create a state of chaos where the enemy's leadership can no longer make effective decisions. Focus: Speed, surprise, and dislocation (forcing the enemy to be in the wrong place at the wrong time). The OODA Loop: Developed by Col. John Boyd, this is the heart of maneuver theory. It stands for Observe, Orient, Decide, Act. The goal is to cycle through these steps faster than the enemy, essentially "getting inside" their decision-making process until they collapse from confusion. Historical Example: The 1940 Invasion of France (Blitzkrieg). Instead of fighting a line-by-line battle of attrition, German forces used speed and concentrated armor to bypass strongpoints, cut communication lines, and cause a total systemic collapse of the French military in weeks. 3. Key Differences at a Glance FeatureAttrition WarfareManeuver WarfareObjectivePhysical destruction of the enemy army.Functional/Psychological collapse of the enemy.TargetThe enemy's strength (mass).The enemy's weakness (vulnerability).Primary ToolMassed Firepower.Movement and Tempo.Command"Command Push" (Top-down, rigid)."Recon Pull" (Decentralized, flexible).Success MetricExchange ratios (Kill counts).Disruption and loss of enemy control.4. The Modern Synthesis: "Schwerpunkt" In practice, no army is purely "maneuver" or "attrition." To maneuver successfully, you often need a period of attrition to punch a hole in the enemy's line. A critical concept here is the Schwerpunkt (Center of Gravity/Focus of Effort). A commander identifies the single most important place to strike and concentrates all available "elements of power" there. While the rest of the front might look like attrition, the Schwerpunkt is where the maneuver happens to achieve a breakthrough. Modern Reality: In high-intensity conflicts today (like the war in Ukraine), we see a "return to attrition" because modern sensors (drones, satellites) make it very difficult to achieve the surprise needed for pure maneuver warfare. When you can see everything, it's hard to be "unexpected."ENGLISH GROUP PROJECT: THE GLOBAL VENTURE (Thailand) Comprehensive Presentation Script & Role Outline (5-Person Distribution) 1. Strategic Role & Workload Distribution Matrix Role / Name Core Domain / Responsibility Presentation Delivery Scope Member 1Member 1 Tan Finance & Housing (Rent, cost of living, deposits, urban/rural margins)Finance & Housing (Rent, cost of living, deposits, urban/rural margins) Slide 3: Finance Lead, Slide 8: Data VisualizerSlide 3: Finance Lead, Slide 8: Data Visualizer Member 2Member 2 Huy Work Culture & Professional Etiquette (Hierarchy, industry growth, networking)Work Culture & Professional Etiquette (Hierarchy, industry growth, networking) Slide 3: Culture Lead, Slide 9: Adaptation ExpertSlide 3: Culture Lead, Slide 9: Adaptation Expert Member 3Member 3 Minh Legal, Immigration & Visa Pathways (Non-Immigrant B visas, extensions, 90-day rules)Legal, Immigration & Visa Pathways (Non-Immigrant B visas, extensions, 90-day rules) Slide 3: Legal Anchor, Slide 4: Legal FrameworkSlide 3: Legal Anchor, Slide 4: Legal Framework Member 4Member 4 THanh Healthcare Ecosystem & Public Safety (Insurance, emergency networks, local hazards)Healthcare Ecosystem & Public Safety (Insurance, emergency networks, local hazards) Slide 3: Safety Anchor, Slide 10: Matrix PresenterSlide 3: Safety Anchor, Slide 10: Matrix Presenter Member 5Member 5 SĘ”n(project manager),KiĆŖn Logistics, Climate & Project Manager (Transit, weather, group synthesis)Logistics, Climate & Project Manager (Transit, weather, group synthesis) Slide 1-2: Opener, Slide 6: Email Lead, Slide 11-12: CloserSlide 1-2: Opener, Slide 6: Email Lead, Slide 11-12: Closer 3. Complete Presentation Script (Slide-by-Slide) Execution Note: During delivery, presenters should display the corresponding slide from the HTML presentation tool. Speak clearly, maintaining eye contact with the grading panel. 12-Slide Presentation Guide: Secondments in Thailand Slide 1: Title Slide Purpose: Introduce the topic clearly. Content guide: Include the presentation title, group membersā names, course/module name, and date. Speaker guide: Briefly say that the presentation explains what employees and companies should consider before sending someone on secondment to Thailand. Slide 2: Agenda / Overview Welcome everyone. Our presentation is about secondments in Thailand. We will cover the main areas that a company and employee should prepare for before relocation. These include finance and housing, work culture, legal and visa requirements, healthcare and safety, and daily logistics such as transport and climate. By the end of the presentation, we hope to show that a successful secondment depends not only on the job itself, but also on good planning before and after arrival in Thailand. Slide 3: What Is a Secondment? A secondment is a temporary work assignment where an employee is transferred to another country, branch, client site, or partner organization while usually remaining connected to the original employer. Secondments require coordination between the employee, home employer, host organization, and local authorities. Slide 4: Finance & Housing ā Cost of Living Finance and housing are one of the first things a secondee should plan before moving to Thailand. The cost of living can vary a lot depending on whether the employee is based in Bangkok, another major city, or a regional area. Urban areas usually have higher rent, but they also offer better access to transport, hospitals, offices, and international services. In smaller cities or rural areas, rent may be lower, but transport and convenience can become bigger concerns. So, the key point is that secondees should not only compare prices, but also consider location, commute, and what support the employer provides. Slide 6: Work Culture ā Hierarchy & Etiquette Purpose: Help secondees understand workplace expectations. Content guide: Cover respect for seniority, polite communication, indirect feedback, saving face, punctuality, proper greetings, and professional dress. Speaker guide: Explain that foreign employees should avoid being too blunt in meetings and should observe how local colleagues communicate with managers or senior staff. Suggested visual: āDo and Donātā etiquette list. Slide 7: Work Culture ā Industry Growth & Networking Purpose: Connect secondments to career and business opportunities. Content guide: Mention sectors where Thailand often attracts foreign professionals, such as manufacturing, tourism, logistics, finance, technology, and regional business operations. Discuss relationship-building and networking. Speaker guide: Emphasize that trust and long-term relationships are important in Thai professional settings. Networking can happen through industry events, chambers of commerce, company introductions, and informal business meals. Suggested visual: Thailand industry opportunity map or sector icons. Slide 8: Legal & Immigration ā Visa Pathways Purpose: Explain the main legal entry pathway for work-related secondments. Content guide: Introduce the Non-Immigrant B visa as a common work/business visa category. Mention that supporting documents may include passport, application forms, employment or company letters, and other evidence requested by Thai authorities. Speaker guide: Make clear that a visa alone may not be enough to legally work; seconded employees normally need the correct visa and work authorization. The exact process depends on the employer, role, nationality, and assignment structure. Suggested visual: Simple flowchart: Home employer ā Host company ā Visa application ā Arrival ā Work permit/compliance. Slide 9: Legal & Immigration ā Compliance Rules Purpose: Explain ongoing responsibilities after arrival. Content guide: Cover visa extensions, work permit validity, re-entry permits, address reporting, and 90-day reporting for eligible long-stay foreigners. Speaker guide: Stress that compliance is not a one-time task. Employees and HR teams should track deadlines carefully because missing reporting or renewal dates can cause fines, delays, or legal issues. Suggested visual: Compliance checklist or timeline. Slide 10: Healthcare & Public Safety Purpose: Explain how secondees should prepare for health and safety risks. Content guide: Cover international health insurance, access to private hospitals, emergency numbers, vaccinations or health checks if required, and common local hazards such as road safety, flooding, heat, food hygiene, and mosquito-borne illnesses. Speaker guide: Explain that Thailand has strong healthcare options in major cities, but employees should confirm insurance coverage before arrival. They should also know what to do in an emergency and save important contact numbers. Suggested visual: Emergency preparation checklist. Slide 11: Logistics & Climate Purpose: Explain practical relocation and daily-life planning. Content guide: Cover public transit, taxis, ride-hailing, domestic travel, airport access, SIM cards, banking, weather, rainy season, heat, and packing needs. Speaker guide: Mention that weather affects commuting, clothing, housing choice, and travel planning. Employees should plan around heat, rain, and possible flooding, especially during the rainy season. Suggested visual: Seasonal calendar showing hot, rainy, and cool periods. Slide 12: Project Manager / Group Synthesis Purpose: Bring the presentation together and end with key recommendations. Content guide: Summarize the main risks and preparation steps: budget early, secure compliant visa/work permit arrangements, understand workplace culture, arrange insurance, and prepare for climate/logistics. Speaker guide: Conclude by saying that a successful secondment in Thailand depends on both professional readiness and personal relocation planning. End with 3ā5 recommendations for companies and employees. Suggested visual: Final checklist: āBefore departure,ā āUpon arrival,ā and āDuring secondment.ā A simple way to divide the work is: Member 1: Slides 1ā3 introduction. Member 2: Slides 4ā5 finance and housing. Member 3: Slides 6ā7 work culture. Member 4: Slides 8ā9 legal and immigration. Member 5: Slides 10ā12 healthcare, logistics, and conclusion. The Revolt of the Northern Earls (1569) Most people in the North remained loyal to the Catholic noble families who controlled the north and their Catholic faith. When Elizabeth came to power, she promoted ānew menā (Protestants) from the gentry and the powerful Catholic nobles lost their power and influence. This led them to organise the most serious rebellion of Elizabethās reign in 1569. Why did the Northern Earlās revolt? The Earls had lost their power when Elizabeth became Queen (and wanted it back). They wanted Catholicism restored in England (and felt that ordinary Catholics would support it). Elizabeth was refusing to marry or to name an heir, causing uncertainty about Englandās future. Mary Queen of Scots (if freed from prison) could replace Elizabeth and solve all these problems Who were the key players in the Revolt? Earl of Northumberland ā¢ A Catholic who had held an important position under Mary I. ā¢ He lost a lot of influence under Elizabeth (as she favoured Protestant gentry) ā¢ Elizabeth also took the rights to a valuable copper mine found on his lands Earl of Westmorland ā¢ From a rich Catholic family in the north Also the Duke of Norfolkās brother in law Duke of Norfolk ā¢ Englandās most senior Protestant noble, but he had very close links to old northern Catholic families, & was sympathetic to them & greedy for power. ā¢ He hated William Cecil & Robert Dudley, Earl of Leicester (Elizabethās favourite) who were Protestant and from the gentry ā¢ He planned to marry Mary QS, but later backed down and urged the earls to call off the rebellion. Mary also supported the plan to marry him What role did religion play? (7/10 ā but only because it was linked to power) ā¢ Most northerners held onto their Catholic beliefs & although Elizabeth didnāt persecute them, they knew that she wanted their religion to gradually die out, so they supported the revolt. ā¢ In 1561 Elizabeth hired a strict Protestant as archbishop of Durham to promote Protestantism in the north, but he was unpopular & turned many northerners against the Protestant religion. What role did politics/power play? (9/10 ā this was the most important cause of the revolt) ā¢ The Northern Earls lost a lot of their power/influence (even jobs/money under Elizabeth) ā¢ Northumberland was jealous of new Protestant families being given top jobs in the North ā¢ William Cecil & Robert Dudley were not from ancient noble families, but were very close to the Queen, so the northern Earls resented them getting top jobs in her Government ā¢ Elizabeth also confiscated large areas of land & the profits from their copper mines ā¢ It is possible, that had Elizabeth allowed the Catholic Northern Earls to keep their jobs, money and influence at court, they may have ātoleratedā her as a Protestant Queen (greedy/selfish). What role did Mary Queen of Scots and the Succession play? ā¢ Elizabeth was refusing to name an heir and it was becoming clear that she would not marry ā¢ If Mary Queen of Scots married the Duke of Norfolk, England would have an heir and England would be Catholic again. The country would be stable without people competing for power. ā¢ However, some of Elizabethās courtiers got worried that it might not work and that it might lead to charges of treason (punishable by death) ā¢ So by September 1569, Robert Dudley (Earl of Leicester) decided to tell Elizabeth about the plot. By this time it was much more serious than simply marrying Norfolk to Mary. ā¢ Mary QS had secretly asked Spain to send troops to help the rebellion & overthrow Elizabeth Plan for the Revolt of the Northern Earls (1569) ā¢ The Earls of Northumberland & Westmorland will raise rebel troops from their lands in the north and take control of Durham. ā¢ The rebels will then march south towards London to join with the Duke of Norfolk ā¢ 1000s of Spanish troops will land in England to support the rebel forces ā¢ The Duke of Norfolk & rebel forces will seize control of Government & overthrow Elizabeth ā¢ Mary Queen of Scots is to be freed, ready to marry the Duke of Norfolk Key Events of the Revolt ā¢ Once Elizabeth knew of the plot, Norfolk was arrested and sent to the Tower of London ā¢ The Northern Earls were worried they would be executed for their involvement and in a desperate attempt to avoid punishment, pushed ahead with the revolt ā¢ They raised an army of ordinary Catholics and took control of Durham cathedral ā¢ Catholic mass was celebrated across the north for 2 weeks. ā¢ They then headed south, to try and free Mary ā¢ Mary QSs was moved south to Coventry on the orders of Elizabeth, so she couldnāt escape ā¢ The rebellion failed as Spanish troops never arrived ā¢ Elizabethās friend (Earl of Sussex) had raised an army of 7,000 men to defend her throne. Results: ā¢ The rebellion was a serious threat to Elizabeth ā¢ She executed 450 rebels in the north ā¢ Northumberland was executed in 1572 & his head was put on a spike on the city gate ā¢ The Privy Council called for the Duke of Norfolkās execution too, but Elizabeth released him. ā¢ Mary Queen of Scots was kept in prison for the next 14 years. ā¢ The failed plot also led the Pope to take action against Elizabeth ā¢ In 1570 he excommunicated Elizabeth from the Catholic Church ā¢ He also issued a Papal Bull (order) calling on all loyal Catholics to overthrow her hoping it would encourage another rebellion. ā¢ In 1571 Elizabeth called parliament to pass an Act making it treason to claim that she was not the rightful Queen and to bring in/print papal bulls in England. The Significance of the Revolt of the Northern Earls ā¢ It was the first and most serious rebellion by English Catholics against Elizabeth ā¢ Treason laws were made much harsher ā¢ It ended the influence of the powerful Catholic Earls in the North ā¢ It led to harsher treatment of Catholics, e.g. 1572 Elizabeth sent the Earl of Huntingdon (strict Protestant) to the north to carry out laws against Catholics (and suppress Catholicism). ā¢ Although Elizabethās brutal revenge on the rebels show how serious a threat it was, most Catholics in the north stayed loyal, but the Popeās Papal Bull now put their loyalty in doubt There was little support for the revolt among the rest of the Catholic nobility and ordinary people. When faced with a choice between Elizabeth and their religion, most Catholics chose to support the Queen. 1569, was the last time English Catholics tried to remove Elizabeth by force. The future plots against her were always uncovered by Cecil & Walsingham, before they had a chance to get any public support. Despite this, the Northern Revolt & Papal Bull changed Elizabethās attitude towards Catholics who were now seen as potential traitors. From 1570, Elizabeth became less tolerant of recusants (people refusing to attend her church) & took increasingly tough measures against Catholics. The Ridolfi, Throckmorton & Babington plots ā¢ In the 1870s-80s, there were 3 Catholic plots to assassinate Elizabeth & replace her with Mary. ā¢ The plots were supported by France, Spain, the Pope and some Catholic nobles. ā¢ They reinforced the form Mary & from Catholics at home and abroad. Also the threat from Spain. The Ridolfi Plot (1571) ā¢ Ridolfi was an Italian banker living in England and a spy for the Pope. ā¢ He organised a plot to murder Eliz, marry Mary QS to the Duke of Norfolk & make her Queen. ā¢ The Pope & King Philip supported the plot & Philip told the Duke of Alba in the Netherlands to prepare 10,000 troops (but to only invade AFTER the English had overthrown Elizabeth). ā¢ The plot failed because Sir William Cecil intercepted coded letters & Norfolk was executed. ā¢ Mary was kept under closer watch. ā¢ Ridolfi was abroad when the plot was discovered and never returned to England. 1574: Catholic Priests and Priest Holes ā¢ From 1574 Catholic priests were smuggled into England to keep the religion alive. ā¢ They stayed with rich Catholic families, so Catholic families were kept under surveillance. ā¢ Catholic homes were raided ā to find āpriest holesā where Catholic priests were hiding. ā¢ Catholic priests who were found could be hung, drawn and quartered (although not all were) ā¢ In 1581, Parliament also passed 2 new tougher laws against Catholics: ā¢ Recusants would be fined Ā£20 (which would bankrupt most families) ā¢ Trying to convert people to Catholicism was now treason (punishable by death) The Throckmorton Plot (1583) ā¢ It aimed to assassinate Elizabeth and replace her with Mary. The French Duke of Guise (Maryās cousin) would invade England with an army, funded by King Philip (Pope also supported it). ā¢ An Englishman, Throckmorton carried messages between Mary & Catholic plotters abroad. ā¢ Sir Walsingham (Secretary of State) uncovered the plot after his agents found the plans for the plot in Throckmortonās house. Throckmorton confessed under torture and was executed. Significance: ā¢ The plots showed that Maryās presence in England posed a serious threat ā¢ It also showed that France & Spain were a serious threat (& could invade) ā¢ Throckmortonās papers showed a list of Catholic supporters in England, so the threat from English Catholics was also real ā¢ 1,000s of Catholics were imprisoned or kept under surveillance/house arrest ā¢ In 1585 another Act was passed to make helping Catholic priests punishable by death. ā¢ The Bond of Association was signed by the English nobles & gentry & forced them to promise to execute anyone who tried to overthrow the Queen. Weaknesses of the Plots The plots lacked public support & were uncovered by informers & spies before they had the chance to work King Philip was reluctant to destroy his alliance with Elizabeth (France was still a bigger rival) so is support for the plots was half-hearted, he rarely followed through on his promises to help the plotters or send an army The Babington Plot (1586) In 1586, Walsingham used his spy network to PROVE that Mary supported the Babington plot. His evidence persuaded Elizabeth to put Mary on trial & execute her for treason. ā¢ This was a plot to murder Elizabeth and put Mary on the throne ā¢ France would invade England with 60,000 men and Spain would also send an army ā¢ Babington was passing coded letters between Mary & her supporters in England & Europe. ā¢ But all of her letters were being intercepted and read by Walsingham. ā¢ Walsingham used his spies to follow every stage of the plot & had the letters decoded ā¢ One of Maryās letters approved plans to murder the Queen and free Mary from prison ā¢ They also contained the names of 6 Catholics who planned to kill Elizabeth ā¢ They were arrested, hung, drawn and quartered for treason. ā¢ Mary had been implicated in plots before, but Elizabeth was always reluctant to execute her ā¢ But the proof found by Walsingham finally persuaded her to put Mary on trial ā¢ In October 1586, Mary was found guilty & was sentenced to death ā¢ But Elizabeth still hesitated, and did not sign the death warrant until February 1587. Significance 1) This plot was very significant because by 1585 England was effectively at war with Spain since Elizabeth had sent her army to help the Dutch Protestants fight the Spanish 2) This meant that Elizabethā situation was more dangerous than during previous plots. 3) Elizabethās government also became more determined to crush Catholicism 4) 1000s of recusants were arrested & 31 priests were executed 5) Maryās execution removed the Catholic threat at home 6) English Catholics had no one to rally around, & lost hope of overthrowing Elizabeth 7) But Maryās death increased the threat of a foreign invasion as England was at war with Spain and King Philip had been preparing an attack on England since 1585 8) Maryās death made Philip even more determined to invade, Mary had left her claim to the English throne to King Philip upon her death Why was Mary Queen of Scots finally executed? 1 ā¢ A new Act in 1585 stated that in the event of Elizabethās assassination, Mary could be executed as long as she had been proved guilty & Walsingham had provided hard proof. 2 ā¢ Another reason was that by 1587, it was clear that Philip was planning to invade England ā¢ There were rumours that Spanish ships had landed in Wales & that Mary had escaped. This convinced Elizabeth that Mary had to be executed if she wanted to keep her throne. Walsinghamās Spy Network: ā¢ Walsingham (Secretary of State from 1573) had a network of spies all over England & abroad. He had spies in every English town, some were normal people paid to spy on neighbours. ā¢ He also had agents and spies in Spain, France, Germany and Italy ā¢ He hired mathematicians to crack written codes and people to open/seal letters secretly ā¢ He also pressured captured Catholic priests to spy on others for him in return for a pardon. ā¢ He used double agents to infiltrate Catholic networks - to help him discover traitors ā¢ But he only used torture against Catholic priests caught in England in the most serious cases ā¢ But 130 priests and 60 of their supporters were still executed during Elizabethās reign. Why did Relations with Spain get worse (1569-1588) ā¢ England had tried to stay on good terms with Spain, because Eliz wanted to avoid an expensive war that could lead to her being overthrown (English Catholics could support it) ā¢ But by the 1570s, Elizabeth wanted to have an empire of her own. ā¢ She also needed to make more money to defend her country and throne (by improving trade) ā¢ This religious, political and economic rivalry led to growing tensions between England & Spain Political and Religious Rivalry 1) Land abroad, gave countries wealth/power. By the 1580s, Eliz wanted an empire to rival Spainās (especially as Spain had supported the Catholic plots against Eliz ā even if it was half-hearted) 2) Religion was another cause of conflict. Philip opposed Elizabethās religious settlement 1559 3) Luckily for Elizabeth, in the 1550s Spain & France were competing to be the greatest European power and both wanted England as an ally against the other. 4) But from 1567, Spanish ships were sailing to the Netherlands with money for the Albaās army 5) This alarmed English Protestants and Elizabethās Privy Council who put more and more pressure on her to send an army to help the Dutch Protestant rebels (in the Netherlands). Economic (commercial) Rivalry: The New World, privateers and Sir Francis Drake ā¢ Under Elizabeth, English merchants wanted to make big profits in the New World (Americas). ā¢ However, trading in the New World was difficult because of Spainās power 1) Spain controlled most of the New World where there were huge profits to be made and anyone who wanted to trade there needed a licence from Spain (which it would not give): 2) But the Americas had valuable crops like tobacco, sugar, and also silver and gold 3) Elizabeth secretly encouraged privateers to trade illegally & raid Spanish ports & ships 4) At first Elizabeth denied responsibility for their actions, which delaye war with Spain Sir Francis Drake: Elizabeth sends Drake to rob Spanish colonies and ships (which infuriates Spain) 1) Spainās support for the Ridolfi plot (1571) made her more willing to support Drake ā¢ In 1572 Eliz hired Drake to sail to the New World & steal Ā£40,000 of Spanish silver ā¢ In 1577 she sent Drake back again with a secret mission to rob Spainās colonies/ships ā¢ Drake brought back Ā£400,000 of Spanish treasure & claimed an area of California in Elizabethās name (New Albion). He gave a lot of this money to Elizabeth ā¢ He boosted Englandās finances at a time of growing concern over Spainās threat ā¢ He became famous as the first Englishman to circumnavigate the globe. ā¢ Eliz knighted Drake as a reward, which infuriated Philip (as he saw Drake as a pirate) ā¢ Drakeās actions & his claim to California made it clear that England did not accept Spainās domination of the New World. Elizabethās Support for the Dutch Rebels led to War with Spain (1585-88) ā¢ By the 1580s, tension between England & Spain had reached boiling point ā¢ At first, Eliz refused to send her army to help the Dutch rebels, because she wanted to avoid a war with Spain. So she tried to get the Spanish to leave the Netherlands in other INDIRECT ways: 1) By allowing Drake (& other English privateers) to attack and rob Spanish ships and colonies 2) By encouraging others (the French heir/mercenaries) to fight the Spanish in the Netherlands ā¢ In the 1570s, Elizabeth promised to marry the heir to the French throne (the Duke of Alencon) so that he would take an army to fight the Spanish in the Netherlands The Spanish Fury (1576) and the Pacification of Ghent (1576) ā¢ By 1576, the Spanish Govt in the Netherlands was bankrupt (the war was expensive) ā¢ After months without pay, Spainās soldiers violently robbed Dutch towns in the āSpanish Furyā Spanish troops rebelling and robbing cities in the Netherlands in 1576. This united the Dutch Protestants & Catholics against Spain. They drew up the āPacification of Ghentā (demanding that): ā¢ Spanish troops leave the Netherlands ā¢ Spain allows the Dutch to rule themselves ā¢ The persecution of Dutch Protestants stops What did Elizabeth do? ā¢ Elizabeth sent Ā£100,000 to help the Dutch rebels ā¢ In 1577 King Philipās brother, Don Juan agreed to the rebels demands (but this was a trick) as just 6 months later Philip sent an even bigger army to attack the Dutch. ā¢ Elizabeth then hired a mercenary army of 6000 English & Scottish volunteers to help the Dutch. ā¢ But her plan backfired because the mercenaries destroyed Dutch Catholic churches, which caused the Catholics to make peace with Spain. ā¢ In 1578, her Privy Council urged Eliz to send her official army to help the Dutch, but she refused. The Dutch were disappointed & turned to France for help. The French Duke of Alencon arrived with an army to fight the Spanish, but by 1579 Spain had taken control again. ā¢ In 1580 Spain got even stronger after Philip won control of Portugal & its empire. ā¢ So Elizabeth gave the Duke of Alencon Ā£70,000 to help him fight the Spanish ā¢ In 1582, Alencon took his army the Netherlands but failed to defeat Spain. ā¢ Elizabethās foreign policy in the Netherlands had failed & she had only managed to annoy Spain 1585: Why did Eliz finally decide to send her army to the Netherlands? (she lost her 2 main allies) ā¢ 1584 the Duke of Alencon died (so he could no longer fight the Spanish in the Netherlands) ā¢ 1 month later, William of Orange, the leader of the Dutch Protestant rebels was assassinated. ā¢ In 1585, Spain signed the Treaty of Joinville with France, agreeing to stamp out Protestantism in France/Europe meaning France & Spain were now allies against Protestantism ā¢ Elizabeth now felt she had no choice but to send her official army to the Netherlands ā¢ She signed the Treaty of Nonsuch with the Dutch rebels which promised them military help 1585: Robert Dudleyās campaign in the Netherlands was unsuccessful She sent 7,400 man army to the Netherlands led by Dudley. But he accepted the title of āGovernor Generalā. Eliz was angry as it suggested that she had deposed King Philip so she told Dudley to resign this position. His army was defeated by the bigger Spanish Army as Eliz had not provided him with enough money to win. In 1587 Dudley resigned and returned to England. At the same time, Eliz had sent Drake to raid Spanish colonies in the New World to disrupt King Philipās flow of money. Philip was furious and told the Pope he planned to invade England at the end of 1585. Drake singes the King of Spainās beard 1587 ā¢ In 1587 Elizabeth ordered Drake to attack Spainās most important port Cadiz ā¢ He destroyed 30 ships in 3 days ā known as the āSingeing of the King of Spainās Beardā ā¢ He also stole lots of wood, meaning the Armada did not have quality barrels for food/water ā¢ Drakeās disruption delayed the Armada by a year (& meant that its food rotted in 1588). ā¢ This bought England more time to prepare for war. The Spanish Armada (1588) The Plan ā¢ By 1588, the Spanish Armada was ready to invade England ā¢ It had 130 ships with 8000 sailors & 18,000 soldiers ā¢ The Duke of Medina Sidonia would lead the Armada, but he had little experience at sea and didnāt want the job ā¢ The Armada would collect Parmaās army from France & sail to England under the protection of the Armadaās warships ā¢ Parma would march to London to depose Elizabeth & impose a Catholic government in England. 1) The Armada reached the English Channel The Armada set out in May 1588, but was delayed for a few weeks by bad weather In July the Armada was near England & signal fires were lit to warn Elizabeth English ships set sail to meet the Armada The Armada sailed up the channel in a crescent (half moon) formation, to use the large armed galleons to protect the weaker supply and army ships The English navy carried out a few minor raids, but did not inflict much damage Only 2 Spanish ships were lost (by accident) 2) The English attack the Spanish at Calais (with fire ships) and at Gravelines The Armada sailed up the English channel & anchored at Calais to wait for Parmaās army But Parmaās men didn't reach the coast in time (news had reached them too late) At midnight, the English sent 8 fireships into the Spanish ships causing panic They cut their anchors, broke formation & headed for the open sea (without Parma) The Spanish ships sailed to Gravelines, but bad weather stopped them returning to Calais The English attacked and the battle lasted many hours (5 Spanish ships were sunk) The rest were forced to sail away from France towards Scotland The English ships followed them to make sure they didnāt come back to collect Parmaās army 3) The Armadaās Journey back to Spain around Ireland was a disaster The Spanish called off the attack and returned to Spain around Scotland & Ireland Bad storms sank many ships and wrecked more on the Irish coast Many sailors died from starvation & disease ā less than half the men made it back to Spain How did England defeat the Spanish Armada? !) Faster Ships ā¢ Years before the battle, England had started building smaller, faster ships (galleons) that could fire canon balls quicker & further than Spanish ships ā¢ Spanish ships were huge and slow to change direction. 2) Bad Planning & Communication (Spanish) ā¢ Philipās plan to join with the Duke of Parmaās army in France was risky. ā¢ Parma had lots of small ships which took 48 hours to load, man and set sail. ā¢ It took too long (a week) for word to reach Parma that Medina was in the English Channel, by which time Medina had set sail to Calais. ā¢ Parma was not ready to set sail & the English were already ready to attack (leaving Medina with very little back up when anchored in France). 2) English Tactics were more effective ā¢ Spanish ships aimed to come alongside the English ones, jump on board & fight the enemy. But the English ships were faster & kept a safe distance. ā¢ They chased the Armada down the Channel, with heavy cannon fire, which forced the Spanish to arrive in France before Parmaās army was ready ā¢ As the Armada was waiting, the English sent fireships into the Spanish fleet. ā¢ This caused the Armada to panic, cut their anchors & sail away to the north ā¢ When the Spanish ships regrouped, the English attacked them in the Battle of Gravelines & the Armada was forced to sail north, chased by faster ships. 5) Bad Weather ā¢ Strong winds made it impossible for the Armada to return & pick up Parmaās army and storms wrecked or sunk Spanish ships as they tried to return home along the Scottish-Irish coasts. 2) Spanish Supplies ā¢ The Armada was not well supplied with food/weapons. Drakeās attack on Cadiz port in 1587 had destroyed food barrels. Delays in setting sail meant that by the time the English attacked the Armada it had been at sea for 10 weeks and had rotting food. 1000s died from starvation/disease. The consequences of the English victory? ā¢ Victory over the Spanish Armada gave Elizabeth a great propaganda victory ā¢ A new portrait was made, and a medal was made to commemorate her victory, it said āGod blew and they were scatteredā. ā¢ Elizabeth claimed that God was on the side of Protestantism ā¢ This led to a feeling of English pride and encouraged the Dutch rebels to renew their fight against the Spanish ā¢ The defeat of the Armada showed the strength of the English navy and gave England the confidence to trade and explore more widely at sea ā¢ Although Philip did not give up and continued the war for the rest of Elizabethās reign, the defeat had cost Spain dearly, both financially and in terms of its power ā¢ The Armada marked the start of a long decline in Spainās power and fortunes. ā¢ English ships were sent on voyages of discovery and set up valuable new trade routes ā¢ By the end of Elizabethās reign, the navy was also trying to set up a new colony in Virginia ā¢ The English victory boosted Elizabethās popularity & strengthened the Protestant causeSingapore, a city-state that imports most of its food from other countries, started experimenting with vertical farming to scale up local food production as early as 2009. Having limited land but a large population, Singapore has expanded upward by building high-rise āfarm walls,ā which allow plants to grow up, rather than across the land. With a population of 23 million, Taiwan should follow Singaporeās example and develop vertical farming because this farming method can address issues such as limited land, water, and agricultural workers. 2 First, the rainwater-driven rotary system in vertical farms makes better use of land and, therefore, may help deal with the farmland issue in Taiwan. Taiwan has lost a lot of agricultural land to industrial and domestic use. This land issue can be addressed by the rotary system, which allows farmers to move racks of plantsāone by oneāas high as nine meters up in the air to get enough sunlight. Each vertical farm in Singapore has more than 20 racks of rotating plant-growing containers, providing an efficient way to make the most of limited land space. 3 Second, aside from the efficient use of land, the rotary system helps save water, which can prevent a lack of water during water rationing. Despite the fact that Taiwan has a lot more annual rainfall than the world average, much of it quickly flows down steep mountains into the sea, which makes collecting rainwater difficult. In vertical farms, plants are watered by recycled rainwater precisely where they need to be when the racks are rotated down to the micro-sprinklers. Singaporeās urban farming has proved that this sustainable irrigation method allows plants to be grown with only 5% of the water used in traditional agriculture. 4 Third, the operation of vertical farms relies greatly on machines and thus may ease the problem of having a declining number of agricultural workers. Low pay, long hours, and tough working conditions on traditional farms mean most young people would rather choose other careers, which results in an age gap in agriculture with many more older workers than younger ones. Such a negative impact could be reduced by the highly-computerized work on vertical farms. Mostly operated by machines, the work on vertical farms is lighter. As a result, fewer workers are needed on vertical farms. 5 Given these points, vertical farming appears to be the perfect solution for Taiwan, and we are technologically prepared for this new farming method. One biotechnology company in Taiwan has been working with a Danish partner since 2020, and they have successfully run a vertical farm in Copenhagen. If we can build more vertical farms in Taiwan, many agricultural issues can be dealt with, and city citizens may be able to start growing and harvesting food sustainably at the touch of a button.Classification of plants ā¢ Plants can be classified as cultivated and wild plants. ā¢ Both cultivated and wild plants are very useful to people, animals and the environment. 1. Cultivated plants: ā¢ Cultivated plants are plants grown by people for selling. ā¢ They can be grown in the field, vegetable garden, home garden and orchard. Classification of plants 2. Wild plants ļWild plants are plants that grow on their own outside the garden, orchard or field. ļThey have many uses such as: ā¢ Food for people and animals ā¢ Shelter ā¢ Source of fuel in form of firewood. ā¢ Examples include, grasses, msasa, yellow wood, mahogany, mopane Plant Nutrition ā¢ The presence of plant nutrients in the soil make them grow well. ā¢ The three major plant nutrients are nitrogen, phosphorus and potassium. Sources of plant nutrients ā¢ The source for plant nutrients are grouped into organic and inorganic sources. Organic sources of plant nutrients ā¢ These are found in nature. ā¢ They are natural materials such, decayed plant and animal matter which include: ā¢ Animal manure from cattle, sheep, goats, poultry and pigs. ā¢ Green manure ā¢ Legume crops like beans, peas and groundnuts. ā¢ Humus ā¢ These material sources may also be called natural fertilizers. Inorganic sources of plant nutrients ā¢ These are sources of plant nutrients made by people in industries. They include: ā¢ Compound fertilizers like compound A, B, C and D. ā¢ These have two or more nutrients. ā¢ Straight fertilizers like ammonium nitrate, single super phosphate and urea. ā¢ A straight fertilizer supplies a single or more nutrient to the crop. A straight fertilizer A Compound fertilizer Sources of N,P,K ā¢ Ammonium nitrate and Urea- contain nitrogen Double super Phosphate, Single super phosphate-contain phosphorus ā¢ Muriate of Potash contains Potassium 2 . Compound fertilisers -have two or three of the three major plant nutrients (N.P.K). N-nitrogen P-phosphorus K-potassium Examples Compound D Wednesday 17 May 2023 Revision exercise (Plant nutrition) 1 .Name the 3 plant nutrients needed by plants. 2. What are the 2 groups of plant nutrients sources? 3. Give 3 examples of organic sources of plant nutrients. 4. What is a straight fertilizer? 5. Compound fertilizer supplies ā¦ā¦ā¦ā¦ā¦or ā¦ā¦ā¦ā¦ā¦ā¦. Nutrients. Vegetable crops ā¢ A vegetable is any part of a plant that is eaten by humans as food part of a meal. ā¢ Vegetables are grouped and named according to the part that is eaten. ā¢ These are leaf, root, fruit, flower, bulb, tuber and legume vegetables. Leaf vegetables Types of veg Legume etable cropsvegetables Fruit vegetables Root, bulb and tuber Flower vegetables Cabbage Peas Tomato Root: carrots Cauliflower Rape Green beans Pepper Parsnip broccoli Spinach Melons Beetroot Tsunga Cucumber Bulb: onion Lettuce Squash Garlic kale Egg plant Leek chillies Tuber: Irish potato Wednesday 31 May 2023 Vegetable crops 1. What is a vegetable? 2. Which one is not a vegetable from the list below? a. Covo B. cabbage C. wheat D. tomato 3. Choose a vegetable which is not a fruit vegetable. a. tomato B. pepper C. kale D. egg plant 4. From which pair of vegetables do we eat the flower? A. cauliflower and garlic B. broccoli and cauliflower C. broccoli and rape D. cauliflower and pepper 5. Give one example of a vegetable belonging to each of the following groups. a. root b. legume c. bulb 6. Name any 5 groups of vegetable classification according to the parts eaten. Growing leaf vegetables ā¢ Although there are many types of vegetables, the leaf, fruit and bulb vegetables are widely grown. ā¢ Leaf vegetables form the greater part of vegetable crops. ā¢ Leaf vegetables belong to a family called brassica. ā¢ Brassicas include cabbages, lettuce, spinach, covo and many others. ā¢ Each brassica family has got its own varieties called cultivar. ā¢ They usually grow under the same climatic conditions and are affected by the same pests and diseases. ā¢ The selection of a variety depends on the following : ļ¼The intended use of the vegetable, for example, salad, stew or snacks. ļ¼Days taken to mature. ļ¼Disease resistant ļ¼Season of the year Seedbed preparation ā¢ Brassica vegetables are usually raised in seedbeds. ā¢ The seedbeds are prepared by: ā¢ Marking the position of the bed 1 meter in width by any length using a tape measure, hammer and pegs. ā¢ Digging a seedbed to a depth of 25 to 30cm using a hoe. ā¢ Breaking lumps of soil using a garden rake. Soil requirements ā¢ Brassicas need: ā¢ Well drained soils. ā¢ Fertile soil for good growth ā¢ Slightly acidic soils (pH 5.5-6) Climatic requirements ā¢ Brassicas need cool to warm temperatures. ā¢ Very low temperatures cause cabbages to flower which is called bolting. ā¢ Brassicas can be grown throughout the year. Seedbed preparation ā¢ Brassica seedlings are usually raised in seedbeds. ā¢ A seedbed is prepared by: ļ¼Marking the position of the bed 1 metre in width by any length using a tape measure, hammer and pegs. ļ¼Digging a seedbed to depth of 25 to 30 cm using a hoe. ļ¼Breaking lumps of soil using a garden rake. ļ¼This is done in order to have a fine tilth and improve soil to seed contact. ļ¼Making ridges that a 15cm high. ļ¼Apply 3 to 5kg/mĀ² of well decomposed manure. ļ¼ļ 60 to 100g/mĀ² of compound fertilizer can be added into the soil. Management of vegetable crops ā¢ After transplanting the seedlings, the seedlings need to be looked after. (a)Controlling weeds: all vegetables must be kept weed free. ā¢ This is done either by hand pulling weeds or shallow cultivation using a hand fork. (b) Pest control: common pests that affect the brassicas are aphids and diamond black moth larva. ā¢ Aphids are small green insects that suck the juice from the leaves leaving them with curls. ā¢ They are controlled by spraying malathion using the instructions on the label. (c) Disease control: bacterial diseases are common in brassicas. ā¢ Common diseases are black rot and soft rot, especially in cabbages. ā¢ These are controlled by: ļ¼Crop rotation ļ¼Early planting ļ¼Planting resistant cultivars (d) Top dressing: brassicas are top dressed using Ammonium Nitrate at a rate of 2.5g per plant. ā¢ Top dressing is usually done 3 or 4 weeks after germination. FIELD CROPS ā¢ Field crops are crops that are grown on a large piece of land. ā¢ Example of field crops: ļ¼ Maize ļ¼ Cotton ļ¼ Groundnuts ļ¼ Roundnuts ļ¼ Wheat ļ¼ Sunflower ļ¼ Tobacco ļ¼ Sugar cane ļ¼ Tea ļ¼ Coffee ļ¼ Soya beans ļ¼ sorghum Classification of field ā¢ Field crops can be classified according to use such crops cereal, fibre, sugar and oil. 1. Cereal crops: ā¢ A cereal is a grass grown for its edible seeds. ā¢ They are also known as grain crops. ā¢ The major cereal crops are maize, wheat, rice, barley, sorghum and millet. 2 . fiber crops : ā¢ these are crops which are grown for their fiber and are used in making textiles, ropes and rugs. ā¢ Important fiber crops are cotton, flax and sisal 3. Oil seed crops: ā¢ These crops are grown for the purpose of extracting oil from their seed. ā¢ The main oil seed crops are groundnuts, sunflower, soyabean and cotton seed. 4 . Sugar crops : ā¢ Sugar crops include sugarcane,To the Lakota, and other indigenous people on North America's Great Plains, the bison was an essential part of their culture ( expressed in the quote on the previous page). The bison provided meat for nutrition, a hide for clothing and shelter, bones for tools, and fat for soap. The bison was also central to their religious beliefs. So, when European settlers hunted the bison nearly to extinction, Lakota culture suffered. Culture is central to a society and the identity of its people, as well as its continued existence. Therefore, geographers study culture as a way to understand similarities and differences among societies across the world, and in some cases, to help preserve these societies. Analyzing Culture All of a group's learned behaviors, actions, beliefs, and objects are a part of culture. It is a visible force seen in a group's actions, possessions, and influence on the landscape. For example, in a large city you can see people working in offices, factories, and stores, and living in high-rise apartments or suburban homes. You might observe them attending movies, concerts, or sporting events. Culture is also an invisible force guiding people through shared belief systems, customs, and traditions. Culture is learned, in that it develops through experiences, and not merely transmitted through genetics. For example, many people in the United States have developed a strong sense of competitiveness in school and business, and believe that hard work is a key to success. These types of elements, visible and invisible, are cultural traits. A series of interrelated traits make up a cultural complex, such as the process of steps and acceptable behaviors related to greeting a person in different cultures. A single cultural artifact, such as an automobile, may represent many different values, beliefs, behaviors and traditions and be representative of a cultural complex. Since culture is learned there are many ways that one generation passes its culture to the next. Children and adults learn traits three ways: ā¢ imitation, as when learning a language by repeating sounds or behaviors from a person or television ā¢ informal instruction, as when a parent reminds a child to say "please" ā¢ formal instruction, as when students learn history in school 132 HUMAN GEOGRAPHY: AP" EDITION CULTURAL COMPLEX OF THE AUTOMOBILE The automobile provides much more than just transportation, as it reflects many values that are central to American culture. Origins of Culture The area in which a unique culture or a specific trait develops is a culture hearth. Classical Greece was a culture hearth for democracy more than 2,000 years ago. New York City was a culture hearth for rap music in the 1970s. Geographers study how cultures develop in hearths and diffuse-or spread-to other places. Geographers also study taboos, behaviors heavily discouraged by a culture. For example, many cultures have taboos against eating certain foods, such as pork or insects. What is considered taboo changes over time. In the United States, marriages between Protestants and Catholics were once taboo, but they are not widely opposed now. Traditional, Folk, and Indigenous Cultures With the beginning of the Industrial Revolution in the late 18th century, modern transportation and communication connected people as never before and led to extensive cultural mixing, especially as cities have grown. The world prior to this time was very different; however, remnants of the past are still evident in our modern cultures. Traditional, folk, and indigenous cultures share some important characteristics and are often grouped together, but they do have some subtle differences. Traditional Culture Recently, the meanings of traditional, folk, and indigenous culture have begun to merge, causing geographers to debate when each should be used. Increasingly, the term traditional culture is used to encompass all three cultural designations. All three types share the function of passing down long-held beliefs, values, and practices and are generally resistant to rapid changes in their culture. Folk Culture The beliefs and practices of small, homogenous groups of people, often living in rural areas that are relatively isolated and slow to change, are known as folk cultures. Like all cultures, they demonstrate the diverse ways that people have adapted to a physical environment. For example, people around the world learned to make shelters out of available resources, whether 3.1: INTRODUCTION TO CULTURE 133 it was snow or mud bricks or wood. However, people used similar resources such as wood differently. In Scandinavia, people used trees to build cabins. In the American Midwest, people processed trees into boards, built a frame, and attached the boards to it. Many traits of folk culture continue today. Corn was first grown in Mexico around 10,000 years ago, and it is still grown there today. While many elements of folk culture exist side by side with modern culture, there are people whose societies have changed little, if at all, from long ago. These people practice traditional cultures, those which have not been affected by modern technology or influences. They often live in remote regions, such as some small tribes in the Amazon rainforest, and have scant knowledge of the outside world. As the lines continue blurring between cultural designations, the Amish of Pennsylvania are often referenced as both folk and traditional culture. Indigenous Culture When members of an ethnic group reside in their ancestral lands, and typically possess unique cultural traits, such as speaking their own exclusive language, they are considered an indigenous culture. Some indigenous peoples have been displaced from their native lands, but still practice their indigenous culture. Native Americans in the United States, such as the Navajo, have kept indigenous cultural practices. First Nations of Canada, such as the Inuit, have also retained their indigenous culture. Globalization and Popular Culture As a result of the Industrial Revolution, improvements in transportation and communication have shortened the time required for movement, trade, or other forms of interaction between two places. This development, known as space-time compression (see Topics 1.4 and 3.6), has accelerated culture change around the world. In 1817, a freight shipment from Cincinnati needed 52 days to reach New York City. By 1850, because of canals and railroads, it took half that long. And by 1852, it took only 7 days. Today, an airplane flight takes only a few hours, and digital information takes seconds or less. Similar change has occurred on the global scale. People travel freely across the world in a matter of hours, and communication has advanced to a point where people share information instantaneously across the globe. The increased global interaction has had a profound impact on cultures, from spreading English across the world to instant sharing of news, events and music. Globalization specifically refers to the increased integration of the world economy since the 1970s. The process of intensified interaction among peoples, governments, and companies of different countries around the globe has had profound impacts on culture. The culture of the United States is intertwined with globalization. Through the influence of its corporations, Hollywood movies, and government, the United States exerts widespread influence in other countries. But other countries also shape American culture. For example, in 2019, the National Basketball Association included players from 38 countries or territories. When cultural traits- such as clothing, music, movies, and types of 134 HUMAN GEOGRAPHY: AP. EDITION businesses-spread quickly over a large area and are adopted by various groups, they become part of popular culture. Elements of popular culture often begin in urban areas and diffuse quickly through globalization processes such as the media and Internet. These elements can quickly be adopted worldwide, making them part of global culture. People around the world follow European soccer, Indian Bollywood movies, and Japanese animation known as anime. With people in many nations wearing similar clothes, listening to similar music, and eating similar food, popular cultural traits often promote uniformity in beliefs, values, and the cultural landscape across many places The cultural landscape, also known as the built environment (see Topic 3.2), is the modification of the environment by a group and is a visible reflection of that group's cultural beliefs and values. Traditional Culture to Popular Culture Popular culture emphasizes trying what is new rather than preserving what is traditional. Many people, especially older generations or those who follow a folk culture, openly resist the adoption of popular cultural traits. They do this by preserving traditional languages, religions, values, and foods. While older generations often resist the adoption of popular culture, they seldom are successful in keeping their traditional cultures from changing, especially among the young people of their society. One clash between popular and traditional culture is occurring in Brazil. As the population expands to the interior of the rain forest, many indigenous cultures, like the Yanamamo tribe, have more contact with outside groups. Remaining isolated by the forest is becoming increasingly difficult as many young people from the indigenous cultures become exposed to popular culture and begin to integrate into the larger Brazilian society. As the young people leave their communities, they are more likely to accept popular culture at the expense of their indigenous cultural heritage, which threatens the very existence of their folk culture. Traditional culture typically exhibits horizontal diversity, meaning each traditional culture has its own customs and language that makes it distinct from other culture groups. Yet, people people within each group are usually homogeneous, or very similar to each other. By contrast, popular culture typically exhibits vertical diversity, meaning that modern urban societies are usually heterogeneous, or exhibiting differences, within the society and usually contain numerous multiethnic neighborhoods. However, on a global scale popular cultures are relatively similar with the same type of malls, shops, fast food, and clothing. Urban global culture centers are not identical, yet, global cities often do not have as much horizontal diversity across space as folk cultures. 3.1: INTRODUCTION TO CULTURE 135 COMPARING TRADITIONAL AND POPULAR CULTURE Trait Traditional Culture Popular or Global Culture Society ā¢ Rural and isolated location ā¢ Urban and connected location ā¢ Homogeneous and ā¢ Diverse and multiethnic indigenous population population ā¢ Most people speak an ā¢ Many people speak a global indigenous or ethnic local language such as English or language Arabic ā¢ Horizontal diversity ā¢ Vertical diversity Social ā¢ Emphasis on community and ā¢ Emphasis on individualism and Structure conformity making choices ā¢ Families live close to each ā¢ Dispersed families other ā¢ Weakly defined gender roles ā¢ Well-defined gender roles Diffusion ā¢ Relatively slow and limited ā¢ Relatively rapid and extensive ā¢ Primarily through relocation ā¢ Often hierarchical ā¢ Oral traditions and stories ā¢ Social media and mass media Buildings and ā¢ Materials produced locally, ā¢ Materials produced in distant Housing such as stone or grass factories, such as steel or glass ā¢ Built by community or owner ā¢ Built by a business ā¢ Similar style for community ā¢ Variety of architectural styles ā¢ Different between cultures ā¢ Similar between cities ā¢ Traditional architecture ā¢ Postmodern / contemporary architecture Food ā¢ Locally produced ā¢ Often imported ā¢ Choices limited by tradition ā¢ Wide range of choice ā¢ Prepared by the family or ā¢ Purchased in restaurants community Spatial Focus ā¢ Local and regional ā¢ National and global Artifacts, Mentifacts, and Sociofacts Whether a cultural attribute is considered traditional, folk, indigenous, or popular in nature, it is valuable to differentiate between elements of culture that can be seen and those that can not. There are artifacts that comprise the material culture, which consists of tangible things, or those that can be experienced by the senses. Art, clothing, food, music, sports, and housing types are all tangible elements of culture. Another element of the study of artifacts is understanding the techniques to use or build a specific artifact. Artifacts can be unique to a particular culture, or can be shared. For example, people of all cultures need to communicate through language, yet there are many groups that possess languages unique to their culture. The ability to read, write and understand the English language is an artifact of importance for much of popular global culture. 136 HUMAN GEOGRAPHY: AP" EDITION Mentifacts comprise a group's nonmaterial culture and consist ofintangible concepts, or those not having a physical presence. Beliefs, values, practices, and aesthetics (pleasing in appearance) determine what a cultural group views as acceptable and desirable. Mentifacts can also be unique or shared. People of many cultures possess an belief in one or many deities, and often the deities are unique to that culture. The belief in a god is a mentifact-the religious building or symbols are artifacts. Cultural groups also possess sociofacts, which are the ways people organize their society and relate to one another. Taken altogether, people tend to see the whole of their culture as greater than the sum of its individual parts. Sociofacts are embodied through families, governments, sports teams, religious organizations, education systems, and other social constructs. As with artifacts and mentifacts, sociofacts may also be unique or similar to other societies. Families are the foundations of most societies, yet what constitutes the structure of a family may vary widely between cultural groups. For example, Western cultures tend to view the nuclear family, consisting of the parents and their children as the basic family unit. By contrast, in many Western African cultures the norm is the extended family, consisting of several generations and other family members such as cousins living under one roof.