Plants Essays (363 words) - Plant Morphology, Plants,

Plants Plants give us lots of things including oxygen, foods, and medicines. Plants need things like water, light, and air. The amount of daylight affects their growth. Plants also need food, just like we do. The different parts of a plant help it make food. Some plants cross-pollinate. These plants have male (the stamen), or female (the carpel) parts. Wind and water sometimes scatter the pollen, but insects do most of the work. Other plants pollinate themselves. A new plant is born from a seed. The seeds contain food for the plants' first stage in life. As the plants begin to sprout roots and grow stems, they produce their own food using chlorophyll. Seeds scatter many ways. Some plants' seeds have hooks, which stick to fur, then brush off in a different place. Flying seeds, floating seeds, or fruits are carried far by wind or water. Some plants have exploding seed pods that fling seeds into the air. Others are eaten by animals and pass through the other end, unharmed. Plants have three basic parts. They are the roots, stems, and leaves. The roots anchor the plants to its substrate (what it is on) and absorb water and minerals. The stems hold the plant up. The leaves have to do a lot with the plant making food. Plants come in many varieties. Some plants are as large as Giant Sequoias, while others are as small as Rootless Duckweed. Plants can live from months to centuries. Some plants are climbers. They are called epiphytes. They reach out for objects to climb on. They like to climb on poles, fences, statues, and other plants (mainly trees). Some plants eat insects. These plants have moving parts, sticky substances, or pools of fluid to help them catch food. When these plants live on trees, they do not harm the trees. Some plants that live on other plants do harm the plants they are living on. These plants are called parasitic plants. These plants do not need sunlight, one of the basic elements, because they steal their food from other plants. These plants are usually hidden from sight. Plants have adapted to living in many climates, including underwater, in very cold places, and in very dry places. We have cultivated some plants to fit our food needs by making them bigger and more plentiful.

Analyse the Differences Between Creative Learning and Creativity Essays

Analyse the Differences Between Creative Learning and Creativity Essays Analyse the Differences Between Creative Learning and Creativity Essay Analyse the Differences Between Creative Learning and Creativity Essay Creativity In educational environments creative learning and creativity can have a variety of meanings. Creativity consists of traditional creative arts and the development of imagination and imaginative play, such as role play and small world play. Creativity is about helping children to find ways to express themselves through a range of arts and crafts, such as crafts e. g. sewing, drawing and painting, design, music and creative movement e. g. dance. Creativity is about exploring emotions and expressions, therefore, the focus of creativity in this sense is only partially about producing an end product and is more about enjoying and learning from the process. Creativity in this context, links to the Creative Development area of learning both in the EYFS in England and the Foundation Phase in Whales. Creative Learning Creative learning is about helping children develop imaginative thinking through an exploration of materials/objects and problem-solving skills, such as construction and ICT. It is also about giving children opportunities to make connections between different areas and to relate to them. Some creative learning activities may be goal orientated for example making a den. The den is the goal but the children will be exploring the different materials to use for a roof or planning out how to support the roof, therefore, they will be practicing their problem-solving skills. Theoretical approaches Up to press there are several different theoretical approaches that aim to explain creativity and creative learning. It can be a complicated area because being creative involves many processes. Cognitive theories Cognitive theories involve the ways in which children and young people make associations and connections between things. They focus on the way in which the brain processes information. Some theorists such as Robert Sternberg and Howard Gardener, argue that being able to make new connections and create a drawing from them is a type of intelligence. In our own children’s settings cognitive theories suggest that professionals need to provide plenty of first hand experiences and opportunities for children so that they can develop knowledge and draw on their own views and experiences. Nature or nurture Nature versus nurture is a debate in the area of psychology. In terms of children’s creativity, some think children are born naturally creative, for example having a gift for music or having a creative personality. This is known as the nature theory. Others believe creativity is something that can be taught. This is known as the nurture theory.

Innovative Culture and Innovative Competencies Assignment

Innovative Culture and Innovative Competencies - Assignment Example Alliances are, thus, useful avenues of not only gaining access to the skills and capabilities of partners, but also serve to strengthen the core competencies within organizations. Indeed with the globalized competition, it is no longer possible to compete in the traditional sense of self-sufficiency, which, in a sense, is untenable as markets increasingly become highly volatile, rapidly rendering techniques and products obsolete almost as fast as they are invented. Though innovation has been pushed to the center of production dynamics, the hurdles to its realization have more than doubled, complicating its management and making it even more elusive. As such, firms committed to breaking new grounds begin from the very foundation of harnessing the requisite competencies, with speed given precedence both in terms of resources and organizational support (Prahalad & Hamel, 1990). It is more of a common knowledge that entrepreneurship is but an adventure that carries with it several unknow ns that demands creativity to achieve the preset objectives. Noteworthy, the link between innovation and growth has long been a subject of theoretical research right from the days of Adam Smith (1776). In his â€Å"Inquiry into the Nature and Causes of the Wealth of Nations,† Smith (1776) articulates gains in productivity as a factor of specialization, division of labor as well as the technological advances in capital equipments and processes employed. Besides the role of Research and Development being a key determinant of competitive advantage, Smith also recognizes Technological Transfer via a web of network that incorporates suppliers and product end-users in that very analysis: â€Å"All the improvements in machinery, however, have by no means been the inventions of those who had occasion to use the machines. Many improvements have been made by the ingenuity of the makers of the machines, when to make them became the business of a peculiar trade; and some by that of thos e who are called philosophers or men of speculation, whose trade it is not to do anything, but to observe everything; and who, upon that account, are often capable of combining together the powers of the most distant and dissimilar objects. In the progress of society, philosophy or speculation becomes, like every other employment, the principal or sole trade and occupation of a particular class of citizens†¦ and the quantity of science is considerably increased by it † (Smith, 1776). Buoyed by the assumption that there is no heterogeneous formula of acquiring innovation capability, structured theories have been proposed to explain the differences between the nearly excellent and the poor innovators. The Resource-Based Approach (RBA), for instance, explains the differences as a reflection of the capacity [resources and capabilities] within a given organization to confront challenges; resources and capabilities which are somehow unique and very difficult to reproduce and/or substitute by other players in the market (Hamel & Prahalad, 1994). Teece & Pisano’s (1994) dynamic capabilities theory deviates from the RBA, explaining