Environment In The Amazon Jungle

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Environment in the Amazon jungle

 Introduction

With this project we intend to carry out an exhaustive research on the real facts of the environment specifically in the Amazon jungle, reasons of being able to determine exactly the importance of this jungle for the world., As regards the environment, being if we would be providing a summary knowledge that person who does not know about these information, it is important to emphasize that this research is academic and with informative intentions for the world in general, we will show its history, its faunaits flora, its territorial extension and as such the great importance it represents for the world.

It is importantadjacent to all that territory, being so that with this investigation we could achieve a reasoning with coherence, where the environmental abuse that exists in the entire Amazon territory could be reduced.

Developing

In this way and way of investigating we will be contributing new methods and proposals that would be more than vital importance, since we will refer to a very significant number of aspects for the protection and conservation of the environment. And that also with this research work we would benefit an entire academic community that investigates the Amazon in environmental situations.

In this sense, we anticipate some irregularities existing in the Amazon in terms of the environment, since from a certain point of view sooner or later we would be suffering records consequences, and also that with this research we are detecting several problems that we understand must be solvedas soon as possible.

The development of highly industrialized countries has significantly degraded water quality in large areas of Earth. Therefore, it has begun to become aware of the need to conserve those spaces in which human intervention has been minimal, and with an interest that seems to affect the world population. 

Latin America is precisely a geographical environment in which these areas without environmental deterioration that require special protection abound. But, by limiting the exploitation of own resources to avoid the growing pollution of a good as precious as water or others is perceived in affected countries as a late, unfair solution, caused, in large part, by the thoughtlessindustrialized countries have carried out in large areas of the planet. 

Put the limits now, at the expense of the economic development of the affected countries, it is a debatable alternative and that must be widely valued. However, growing industrialization, aimed at obtaining and transforming these resources, seems to deny the promise of unequivocal economic development. In this sense, we could mention the negative impacts in other sectors of primary and tertiary production, the changes in the way of life of the affected populations and the predictable technological and industrial dependence of advanced countries.

All this makes controversy. On the other hand, the planetary dimension of rationalization and water care could open the controversy at an international level, which would even raise a certain way of international solidarity that would compensate for sacrifices in the economic development of countries that could favor the conservation of the conservation ofNatural spaces for the good of the entire planet. 

In any case, other variants of the situation that arise are possible, in terms of the proposal for exploitation of resources, the affected populations and the level of environmental impact that it could cause. Simulation tries to face students supposedly technical decision making behind them the fields of values that overlap their protagonists. 

The educational context in which this didactic unit could be developed does not have, otherwise, a very restrictive definition. It seems recommended that students who work with her have minimal capacities to develop moderately autonomous school research, so it is recommended that their use were not prior to the age of 13 or 14 years. It is, therefore, a didactic unit prepared for medium or university teachings.

Unity could also be developed in very different disciplinary or interdisciplinary contexts. For example, in CTS matters, in curricula of nature or health sciences, in matters of social or economy sciences, in various branches of professional training, in transverse programs for civic education, environmental education. 

conclusion

A certain availability of access to information resources is also a condition that favors the development of this unit, as well as a limitation in the number of students who could work in the same recommended group no more than 30 or the disposition of a number of sessions forDeveloping it should have at least 8 sessions of 45-60 minutes each. 

As for the previous capabilities and knowledge required by the students, they do not go beyond an adequate reading comprehension for the type of documents that make up this unit or can be used to expand information. A certain disposition to cooperative work and participation in public exhibitions and debates is also convenient. Specific knowledge is not required, since the controversy focuses on environmental matters in which social and productive sectors are easily recognizable.

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