![]() Wood expands as it absorbs moisture from the air and is susceptible to pests, not to mention fire. Using wood to construct buildings, however, is not straightforward. Vancouver, Vienna and Brumunddal in Norway are all home to constructed tall, wooden buildings. Recent years have seen the emergence of tall buildings constructed almost entirely from timber. Making buildings from wood may seem like a rather medieval idea, but climate change is driving architects to turn to treated timber as a possible resource. Making anything with similar properties is going to be very difficult.’Ī possible alternative to concrete is wood. According to Cheeseman, all these factors together make concrete hard to beat. Cheeseman also notes another advantage: concrete and steel have similar thermal expansion properties, so steel can be used to reinforce concrete, making it far stronger and more flexible as a building material than it could be on its own. Not only are the ingredients of concrete relatively cheap and found in abundance in most places around the globe, the stuff itself has marvellous properties: Portland cement, the vital component of concrete, is mouldable and pourable, but quickly sets hard. The sheer scale of manufacture is so huge, that is the issue.’ But it is the scale on which it is used that makes it high carbon. Cement is high carbon, but concrete is not. Chris Cheeseman, an engineering professor at Imperial College London, says the key thing to consider is the extent to which concrete is used around the world, and is likely to continue to be used. The problem with replacing concrete is that it is so very good at what it does. And so scientists have started innovating with other materials, in a scramble for alternatives to a universal commodity that has underpinned our modem life for many years. If concrete is the only answer to the construction of new cities, then carbon emissions will soar, aggravating global warming. The UN estimates that there will be 9.8 billion people living on the planet by mid-century. The chemical process by which cement, the key ingredient of concrete, is created results in large quantities of carbon dioxide. Materials to take us beyond concreteĬoncrete is everywhere, but it’s bad for the planet, generating large amounts of carbon dioxide – alternatives are being developedĬoncrete is the second most used substance in the global economy, after water – and one of the world’s biggest single sources of greenhouse gas emissions. This approach to teaching has also been adopted by educators.You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below. Vygotsky’s theory contends that instead of assessing what people are doing, people should be understood in terms of what they are capable of doing with the proper guidance. Įxamples of scaffolding, the temporary support that parents, peers or teachers give a child to perform a task, can be seen throughout the world in an unlimited number of situations. You provided them assistance when they seemed to need it, but once they knew what to do, you stood back and let them perform the task alone. Chances are you spoke to them and described what you were doing while you demonstrated the skill and let them work along with you throughout the process. Have you ever taught children how to perform a task? Maybe it was brushing their teeth or tying their shoestrings. A simple visualization of the zone of proximal development. Lev Vygotsky’s Zone of Proximal Development Figure 2. According to Vygotsky, development occurs first through children’s immediate social interactions and then moves to the individual level as they began to internalize their learning. ![]() Vygotsky theorized that through guided participation with a teacher or a more capable person, also known as scaffolding, a child can learn cognitive skills within a certain range known as the zone of proximal development. ![]() ![]() He saw a child as more of an apprentice, learning through a social environment with others who had more experience and were sensitive to the child’s needs and abilities. Vygotsky concentrated more on children’s immediate social and cultural environment and their interactions with adults and peers. His Sociocultural Theory emphasizes the importance of culture and interaction in the development of cognitive abilities. (Photo Credit: Andrea Piacquadio, Pexels License) An adolescent working with a tutor through guided participation. Lev Vygotsky believed that a person has both a set of abilities and a set of potential abilities that can be reached if given the proper guidance from others. Leon Jennfier Paris Antoinette Ricardo Dawn Rymond and Diana Lang Vygotsky: Sociocultural Theory ![]()
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