8/13/2019 The Ecology of Inter-A

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Steve Farra

The Ecology of Inter-A

In the deep depths of the concrete jungle, there exists a land of red lockers and bright

lights stacked in rows, a solid, white flatland, and 6 massive, cavernous rooms. Inside, you can

find hexagonal tables, chairs, desks, whiteboards, and a projector. This is known as Inter-A.

In Inter-A, there are 3 biotic factors: students, teachers, and the parent society. The tables

and chairs are used by the students to acquire education, and the teachers distribute educationthrough the whiteboards and projector. School supplies - such as writing utensils, paper, and

binders - help to acquire the students education, along with textbooks, schedules, and lockers.

The parent society helps the obtention of education by helping fund other endeavors the student

and teacher have.

Many symbiotic relationships exist in this ecosystem - the teachers have a

commensalistic relationship with the students, as the teachers do not gain anything from giving

education to the students. When one student tutors another, this is a mutualistic relationship -

one student gains knowledge while the other gains service hours. Occasionally, a student will

break a rule like the sharing information (education) during a test. The sharer will have adamaged reputation with the teacher, and the person who received the information has the

potential for higher marks. This is an example of parasitism in Inter-A.

There are 4 trophic levels in this ecosystem: teachers (producers), grade twelves

(primary consumers), grade elevens and tens (secondary consumers), and grade eights and

nines (tertiary). Teachers are the first to organize and distribute the knowledge, and have

everyone relying on them. Graduates have the second most responsibility and knowledge to

distribute, and this pattern continues up to the grade eights, who have next to nobody relying on

them in the program. The parent society is the decomposers, as they convert funding into

functionality and opportunities for Inter-A.

Marks are the central nutrient in this ecosystem. There are two ways it enters: learning,

and component. In learning, the teachers use the abiotic factors to distribute knowledge, which is

then converted to marks. The knowledge is taken from the curriculum and textbook, transferred

to a whiteboard or projector, then delivered to the students through lectures, assignments, and

projects. Marks are yielded through tests, which are a culmination of all those deliverables.

Component, on the other hand, breaks down into two sections - CSL/service, and choice.

In the former method, grades ten to twelve create opportunities for the grade eights and nines to

get service, which is called CSL - the teachers grant marks for this. Grade eights and nines enter

these opportunities, and are granted marks by the teachers for completing them. In choice, grade

eights and nines run educational seminars for each other. Marks are granted for running and

attending these seminars.

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