Friday, May 31, 2019

Candide Essay -- essays research papers

Candide Wealth and great materialistic possession brings happiness and conquest to most peoples lives. Although wealth does not always bring happiness, El Dorado was one society where all its inhabitants lived lives full of success and happiness. In Candide, wealth proved to guarantee a person a step forward in life and any(prenominal) sense of freedom. Sometimes when one lives in an environment consisting of total equality, one may prefer to leave and go to a different place where they would be considered superior and e preciseone else inferior to them. The people of El Dorado were so wealthy that they abused the things that they possessed that others would cherish. The children proved this when they were playing at horseshoes covered with tattered garments of the richest brocade. It is obvious to see that they were so rich that the quoits did not have any significant meaning to them. We were able to see this when upon having to return back to school they left the quoits on the ground along with their other playthings. Candide was surprised to find out that an adult schoolmaster would do the exact same when given these quoits which consisted of gold and precious stones. Candide realized that these children must have been those of a king and he said, " The kings children in this country must have an excellent education, since they are taught to show such a contempt for gold and precious stones." (49). Another way in which we saw that they were very wealthy was the fact that the common pebbles of their highways were large gold pieces, houses were built of specie and gold, the antechamber was incrusted with rubies and emeralds. I feel that this was not very appropriate. Just because they were wealthy does not mean that the money should be wasted in such a way as to build a highway of these expensive stones, when it could be substituted with a much slight expensive material. El Dorado was a place where everyone was exceedingly intelligent and sati sfied with what they possessed. This place was seen as heaven on earth. It represented a cultural wealth. Everyone here was a priest and priests were considered to be pleasant happy beings. We clearly saw that Cacambo and Candide were very satisfied with their stay here when they said, "Possibly this is that part of the globe where everything is right for there must certainly be some such place." (50). They ... ...aressed the Theatin with so much fondness, that I absolutely thought you as happy as you say you are now miserable." (67). In my opinion Voltaire was severe to emphasize that there are two different kinds of people in this world, the wealthy and the not so wealthy. I do not feel that he was trying to say that all the time but instead that more than half of the time those who are wealthy live happier and more advanced lives than those less fortunate. In Candide, wealth can get a person anything or person they wanted. The less fortunate had to obey and abide by the rules of those more goodish to them. It was almost like they were slaves to their masters. The wealthy were able to buy their happiness, as the masters and residents of El Dorado did. This is not only proven in Candide. By looking at the real world and our everyday lives we can agree with this theory. It is not hard to see that the famous millionaires in this world live in great elegant places full of luxuries, and those that are poor such as the homeless have to get by day by day with no or very little food and shelter. In conclusion, wealth brings most people happiness and pride but only to a certain extent.

Thursday, May 30, 2019

Classical Philosophers Essay -- essays research papers

Classical PhilosophyThe golden age of Greece was an age of thinking, of knowledge, and of the arts. near of the great minds of any time projected their ideas upon the masses. They were called philosophers. These were men whose minds developed several(prenominal) of the most abstract and revolutionary ideas of the time. Some of them were put to death for their ideas and their beliefs and became martyrs for their cause. During this age, three philosophers in crabbed stood out from the rest.SocratesSocrates was the first of the three great philosophers. Before devoting his life to his teachings and philosophies, he was a stonemason and likewise served as a soldier of some indication during the Peloponnesian war. He never wrote any of his teachings down, and he preferred to speak to the highest degree his beliefs and philosophies. He also involved himself with the political workings of Athens. He pass most of his life in discussion with young aristocratic men, unrelentingly ques tioning their blind confidence in popular opinion, but he never offered them any outlined abstract teaching. He merely conversed and questioned their beliefs. Also, unlike other Sophists of the time, he refused to accept pay for his teachings. Because he had no texts written by himself on his beliefs, we turn to his followers for information on his beliefs. Plato documents many of Socrates conversations with the youth of Athens in his book, Platos Republic. In 405 BC Socrates was convicted (wrongly I might add) of vitiate the youth of Athens, interfering with the religion of the city, and for his intervention into politics. Thither is a text called Apology, which documents his unsuccessful defense speech before the Athenian jury. In 399 BC, meet by friends and disciples, he drank hemlock (a poison made from the plant with the same name) and died gracefully.Socrates beliefs were not only revolutionary, but also controversial. He spoke with disdain astir(predicate) the gods, and r efuted the apprehension that good is doing whatever pleases them. Many texts document his beliefs and morals. Most informative of these are in Platos Republic. The best known out of all of his ideas were ideas about virtue, and doing what is beneficial and good.PlatoPlato was the next great philosopher, chronologically. It should be noted that Platos real name was Aristocles, and that Plato was a nickname, roughly translated to mean... ...e city. Here he started his own academy, known as the Lyceum, and here he began to teach Alexander. (Note This is where the chain ended. Alexander did not become a philosopher, and did not teach anyone else) Not long after Aristotle returned to Athens, the Athenian peck revolted against Macedonian rule. Due to his political position (some would describe it as betrayal) and to avoid being executed, he fled to the island of Euboea, where he died soon afterwards.Aristotles whole shebang were modern for the time. He had identify dolphins and wha les from fish, created a classification system quite similar to the one in place today, and formed many astronomical ideas, which were not far from the truth. It should also be noted that in medieval times, he gained a great many followers after some of his preserved works were found, and the disciples of the late philosopher generally believed his works as absolute truth.These philosophers made a great impact, even thousands of years after their lives. We dummy up look to their works for answers, and there are systems they themselves created that are still being put into use today. Classical Philosophers Essay -- essays research papers Classical PhilosophyThe golden age of Greece was an age of thinking, of knowledge, and of the arts. Some of the greatest minds of any time projected their ideas upon the masses. They were called philosophers. These were men whose minds developed some of the most abstract and revolutionary ideas of the time. Some of them were put to death for their ideas and their beliefs and became martyrs for their cause. During this age, three philosophers in particular stood out from the rest.SocratesSocrates was the first of the three great philosophers. Before devoting his life to his teachings and philosophies, he was a stonemason and also served as a soldier of some distinction during the Peloponnesian war. He never wrote any of his teachings down, and he preferred to speak about his beliefs and philosophies. He also involved himself with the political workings of Athens. He spent most of his life in discussion with young aristocratic men, unrelentingly questioning their blind confidence in popular opinion, but he never offered them any outlined abstract teaching. He merely conversed and questioned their beliefs. Also, unlike other Sophists of the time, he refused to accept pay for his teachings. Because he had no texts written by himself on his beliefs, we turn to his followers for information on his beliefs. Plato do cuments many of Socrates conversations with the youth of Athens in his book, Platos Republic. In 405 BC Socrates was convicted (wrongly I might add) of corrupting the youth of Athens, interfering with the religion of the city, and for his intervention into politics. There is a text called Apology, which documents his unsuccessful defense speech before the Athenian jury. In 399 BC, surrounded by friends and disciples, he drank hemlock (a poison made from the plant with the same name) and died gracefully.Socrates beliefs were not only revolutionary, but also controversial. He spoke with disdain about the gods, and refuted the notion that good is doing whatever pleases them. Many texts document his beliefs and morals. Most informative of these are in Platos Republic. The best known out of all of his ideas were ideas about virtue, and doing what is right and good.PlatoPlato was the next great philosopher, chronologically. It should be noted that Platos real name was Aristocles, and that Plato was a nickname, roughly translated to mean... ...e city. Here he started his own academy, known as the Lyceum, and here he began to teach Alexander. (Note This is where the chain ended. Alexander did not become a philosopher, and did not teach anyone else) Not long after Aristotle returned to Athens, the Athenian people revolted against Macedonian rule. Due to his political position (some would describe it as betrayal) and to avoid being executed, he fled to the island of Euboea, where he died soon afterwards.Aristotles works were modern for the time. He had distinguished dolphins and whales from fish, created a classification system quite similar to the one in place today, and formed many astronomical ideas, which were not far from the truth. It should also be noted that in medieval times, he gained a great many followers after some of his preserved works were found, and the disciples of the late philosopher generally believed his works as absolute truth.These philosophers made a great impact, even thousands of years after their lives. We still look to their works for answers, and there are systems they themselves created that are still being put into use today.

Wednesday, May 29, 2019

A Studentss Guide to First-Year Writing :: Personal Narrative Suicide Death

A Studentss Guide to First-Year WritingNow, and at the Hour I was not with You I. Laurie is crying again, You argon not with me, she says. Wait, Rae, dont move. I watch the silver image of the Virgin Mary on a swaying chemical chain around her neck as she snaps the shutter to trap me in black and white. Laurie is the photographer of our little society Michael is the sculptor, Stacy and I are the painters, and George has had a thing for surgery art lately. Were smoking cigarettes in the moldy bowling alley. George says Im bored of this- all of it. Everydays the same shit. We need to hind end do something before my skin rots off. Laurie is quiet, but Mike shrugs his shoulders, What do you propose that we do, George? I dont know, rob a bank, be punk list and spread some anarchy... man, I dont know, unless anything. I look at Laurie. Shes quiet. I motion to the bathroom to take her from Georges little angst party. We stand together in the stall, so I kiss her and touch her hai r and say, You okay, sweetie? Do you want the truth? she asks. I gesticulate and she replies, No, Rae, Im not okay. Im really very, very not okay. Im losing my shit over absolutely nothing... Rae, I just cant do it anymore. Ive heard Laurie like this before it makes my stomach go sharp and black because I want her to be okay. I need her to be okay. But she hurts so deep her depressions come in torrents. Her tears stream the Chanel foundation off of her cheeks into puddles on her black dress, all in such slow motion. She brings a bottle from her bag, clicking and childproof, to her burgundy lips and then shares it with me. We return to the group with hydracodone breath, so that the rest of the day will be a senseless opiate dream. You are not with me. You are not with me. None of you. You stand around and let words drool out of your lips. You speak of punk rock and of anarchy, but you dont even care... about anything. You dont even care. You cant even see me crying. You sa y, Laurie, you okay, sweetie?

Methods of Communication at Portmeirion :: Computer Science

Methods of Communication at Portmeirion==========================================In this section I am going to describe the different types ofcommunication within Portmeirion together with the implement of ICT.Here are some examples of indite communications that Portmeirion use* Letters ICT now have a major part when writing garners because alot of companys prefer to word process them as it quicker,simpler and neater. Letters can be sent home to make customersaware of the latest offers.* Notes can be used to inform work colleges of meetings with therest of the company.* Faxes* Text Messages* E-Mail ict is used because letters are sent electronically Notices for Notice Boards) ICT could be used as they could displaynotices on notice boards using Word or Powerpoint or a DTP package posters done on the computer eternally look more attractive and neater also they can be saved an edited in the future.* Reports could be written for major areas of development or business enterprise usi ng ICT.* Agenda* Records of customers and daily sales etc could be saved on fileusing ICT.* Magazines companys could publish magazines and other promotional publications for sending step to the fore information* Diaries* Memos are used to remind workers of certain events and to passmessages between departments* Contracts and other personnel documents* Calendars* Invoices and other financial documents* Cheques (payments)* Graphs and Charts* Reports can be used to make reports on employees, purchases andexports.* Posters and leaflets are used for advertisements* Here are some examples of Oral Communication that Portmeirion use* Telephone* Voicemail* Web Cam & video conferencing* Meetings* resolving Machine* Requests Office (could send messages)* Discussion* Dictaphone* Training sessions* Face to face talking* Vide* InterviewsC2 C3=====Are methods of communication at Portmeirion impressive?======================================================Portmeirions communication is very effec tive in my opinion or elsethe business wouldnt be as successful. This is because every businessneeds to communicate with its workers or the workers need tocommunicate with for each one other. A way that this is shown is if the Salesand Marketing department is doing a new promotion that they can tellthe ICT department to send a letter out to all the customers ofPortmeirion by mail merging which requires ICTWritten communication outside of the businessWord processing, excel, e-mail and fax are some of the ways thatwritten communication is used outside of a business. These are veryeffective because if the company is doing a new production they cansend a letter to all the companies customers by mail merging thismeans that they can send the same letter to different customers by

Tuesday, May 28, 2019

National Forest :: essays research papers

field woodThere are many internal woodwinds in the United States, and they are spread over the whole country. internal Forest also have a huge variety of climates. Ranging from the very cold weather of the Chugach National Forest in Alaska to the warm weather of the Kisatchie National Forest in Louisiana or even to the intermediate weather like our on Wayne National Forest in southeastern Ohio. National Forest are also very helpful towards humans and the way we live. On the other side of the hand they may also be harmful to us. therefore there are many interesting things in the world of National Forest today.Like I said before the climates in National Forest are different that means that the animals that live there are also different. For example Polar Bears wont live in Florida and alligators wont live in Alaska. The Chugach National Forest has animals likes the moose, the black bear or the elk and has a huge variety of tilt to go with it. But the Kisatchie National Forest h as the wild turkey to go along with many different other kinds of birds, and fish, and deer. The Wayne National Forest has animals from deer to foxes to turkeys and even some black bear, it also has many birds and fish.Some of the good things about National Forest is that they give us plenty of oxygen to breath to begin with. They also give us some really beautiful scenery for us to look at and many animals to admire. Without them every tree in the United States would probably be make out down and used for probably useless things. The National Forest give plants for animals to eat and give animals for humans to hunt and kill with some regulations in the puzzle out then you can eat them. Not only can you eat the animals that you hunt you can eat the animals that you fish for just make sure that the fish isnt poisonous before you eat it or else. It gives you beautiful plants and trees that gives us oxygen to breath and it also gives us plenty of fish and animals to hunt and fish for and eat if we want.Then there is some of the bad things about the National Forest. Like protecting how many of the animals we kill witch could feed many sharp-set people in other countries. Also by not letting people kill a lot of animals the animals could get really over populate and overrun the city streets.

National Forest :: essays research papers

National ForestThere are many National Forests in the beat together States, and they are open over the whole country. National Forest as well as have a huge variety of climates. Ranging from the very cold weather of the Chugach National Forest in Alaska to the warm weather of the Kisatchie National Forest in Louisiana or plain to the intermediate weather like our on Wayne National Forest in southeastern Ohio. National Forest are also very helpful towards humans and the way we pull through. On the other side of the hand they may also be harmful to us. Indeed there are many interesting things in the world of National Forest today.Like I said in the first place the climates in National Forest are different that means that the animals that live there are also different. For example Polar Bears wont live in Florida and alligators wont live in Alaska. The Chugach National Forest has animals likes the moose, the black bear or the elk and has a huge variety of slant to go with it. B ut the Kisatchie National Forest has the wild turkey to go along with many different other kinds of birds, and fish, and deer. The Wayne National Forest has animals from deer to foxes to turkeys and even some black bear, it also has many birds and fish.Some of the good things about National Forest is that they give us skunk of oxygen to breath to come with. They also give us some really beautiful scenery for us to look at and many animals to admire. Without them every tree in the United States would probably be cut down and used for probably useless things. The National Forest give plants for animals to eat and give animals for humans to hunt and toss off with some regulations in the process then you can eat them. Not only can you eat the animals that you hunt you can eat the animals that you fish for average make sure that the fish isnt poisonous before you eat it or else. It gives you beautiful plants and trees that gives us oxygen to breath and it also gives us plenty of fish and animals to hunt and fish for and eat if we want.Then there is some of the bad things about the National Forest. Like protecting how many of the animals we kill enrapture could feed many starving people in other countries. Also by not letting people kill a lot of animals the animals could get really over populated and overrun the city streets.

Monday, May 27, 2019

Was the religious schism during the sixteenth century symptomatic of political, social, and economic problems?

The religious schism took place in the 16th century, mainly between the Catholic Church and Protestants. During these times, many changes were brought forth to Europe during this schism. Although the religious schism brought forth an historic period of Reformation of the Catholic church, the religious schism started wars, revolts crosswise Germany following the teachings of Luther, and the struggle for power between Catholicism and Protestantism. The religious schism began because of the making of Protestantism. The Catholic Church was corrupted in many ways, for example, the selling of indulgences, as Albrecht writes,the contribution to the chest church funds, of the rebuilding of the said church. (Doc1). Albrecht reveals the uses of the money made by indulgences, and it is the churchs funds. Martin Luther was one of the critics that criticized the corruption of the church and was excommunicated in his campaign (The Diet of Worms) and he escaped to Germany. The idea of Protestan tism quickly spread over Germany, as people began to be interested because his religion was simpler and was based on faith. Luther worked with governing and brought upon reforms of the papacy and instructed all Christians to obey their rulers.However the radicals (the group of people that did not want the church and state together) began to interest German peasants with their ideas of social change. Since the 15th century, the peasants conditions have worsened and the failure of crops in 1523 and 1524, and nobles began to anger peasants requiring extra work and taking livestock. The peasants believed that Luther will be on their side, and in the beginning, he was. He was against the lords for robbing their receive subjects. However, he did not want a disintegration, as Luther states, Remembering that nothing can be more poisonous, hurtful, or devilish than a rebel. (Doc 3). When the rebellion stone-broke out, Luther did not support the peasants. He stated that the bible had not hing to do with earthly justice. In the HRE, the church cancelledicials viewed the spread of Protestantism in Germany (which they viewed as heresy) was causing the rebellion to happen. As Michael Eisenhart is possibly a church official and views the rebellion as a part of Protestantisms teaching. through certain citizens here who adhere to the heresy of Luther, it has come about that bad, false teaching has greatly got the upper hand.(Doc 5)The church viewed this event as an event caused because of the teaching of a heretic. In the end, the nobles crushed the rebellion and killed about seventy five thousand peasants. This event strengthened the strength of nobles and Protestantism lost its appeal in the lower classes. However, Protestantism continued to spread to areas in Europe. some other types of churches were made that was similar to Lutherism but different in ways of their own. For example, the Calvinists believed that no matter what people do, God has already decided their fate.One of the churches of Protestantism is the Anglican church. It was made by King Henry octonary, after the pope refused annulment from his wife. In the Act of Supremacy, English Parliament in 1534, Parliament, influenced by the monarchy and declared, that the king, our sovereign lord, his heir and successors, kings of this realm, shall be taken, certain and reputed the only supreme head in earth of the Church of England, called Anglicans Ecclesia. Parliament agreed with the king and broke away from the church and admitted the king, King Henry VIII power over the church.He was able to gain wealth from the lands of the church he seized and took its riches. This help with the economy of England. The constant fighting and quarrels in Germany was because of Catholicism and Protestantism against each other. Protestantism northern States were against the Catholicism Southern States. After years of fighting, the Peace of Augsburg was signed. The HRE declared that, the Holy Empire, will not make war on any estate of the empire on account of the Augsburg Confession and the doctrine, religion, and faith of the same.The peace of Augsburg will last about 70 years before the Wars of Religion begins. However, this treaty, ended fighting in Germany and the Church admitted Protestantism as a religion, but the fighting will resume after the failure of the peace. Though the religious schism brought for an age of Reformation, it also brought an age of war and revolts against the nobles. Also, during this age, there was a power struggle between the Catholic Church and Protestants. It brought an age for power and intensifying atmosphere, as the two religions faced off in Europe.

Sunday, May 26, 2019

The Hunters: Phantom Chapter 8

It was seriously creepy, verbalize fair(a). They had al bundled into Matts car, Elena hopping onto Stefans lap and Meredith onto Alarics (which, fairish had noted, Dr. Celia had keymed less than thril ed by). Then theyd hurried pricker to the boardinghouse, looking for counsel. Once there, theyd al crowded into the parlor and spil ed away the story to Mrs. Flowers, talking over star another in their excitement. First Celias rear in my blood appearing out of straightwayhere, Bonnie went on, and then theres this weird accident that could have got killed her, and then Merediths note appears, too. It was al just in truth y, real y creepy.Id put it a bit more strongly than that, Meredith said. Then she arched an elegant eyebrow. Bonnie, this is no doubt the first time Ive ever complained you werent be dramatic enough.Hey Bonnie objected. at that place you go, Elena joked. Keep looking on the b just side. The latest insanity is making Bonnie low-key.Matt shook his head. Mrs. Flowers, do you eff whats happening?Mrs. Flowers, seated in a cozy corner chair of the parlor, smiled and patted him on the shoulder. Shed been knitting when they came in, still had laid the pink bundle of yarn deflection and had fixed her calm blue eyes on them with her ful attention as they t grey-haired their story. Dear Matt, she said.Always straight to the point.Poor Celia had been sitting on the couch by Alaric and Meredith, looking stunned since theyd arrived. It was one thing to study the supernatural, but the reality of a vampire, mysteriously appearing names, and a brush with death must have been a shock to her system. Alaric had a reassuring arm around her shoulders. Bonnie melodic theme maybe the arm should have been around Merediths shoulders. After al , Merediths name had just shown up in the scarfs folds. But Meredith was just sitting there, watching Alaric and Celia, her face composed, her eyes unreadable.Now Celia leaned forward and spoke for the first time.Pard on me, she said politely, her voice shaking a bit,but I dont understand why weve brought this this issue to Her voice trailed off as her eyes flickered to Mrs. Flowers.Bonnie knew what she meant. Mrs. Flowers looked like the abstract of a sweet, dotty elderly lady soft flyaway gray hair drawn suffer in a bun, a politely fainthearted expression, a wardrobe that leaned toward pastels or shabby blacks, and a habit of muttering quietly, apparently to herself. A year ago, Bonnie herself had thought Mrs. Flowers was just the crazy old woman who ran the boardinghouse where Stefan lived.But appearances could be deceptive. Mrs. Flowers had earned the respect and admiration of every one of them by the way she had protected the town with her magic, Power, and good sense. There was a lot more to this little old lady than met the eye.My dear, said Mrs. Flowers firmly, youve had a very traumatic experience. Drink your tea. Its a special calming fit thats been passed down in my family for gene rations. We wil do everything we can for you.Which, Bonnie observed, was a very sweet and ladylike way of putting Dr. Celia Connor in her place. She was to drink her tea and recuperate, and they would practice out how to solve the problem. Celias eyes flashed, but she sipped her tea obediently.Now, Mrs. Flowers said, looking around at the others, it seems to me that the first thing to do is to figure out what the intention is empennage the appearance of the names. Once we do that, perhaps we wil have a better idea of who might be behind their appearance.Maybe to warn us? Bonnie said hesitantly. I mean, Celias name appeared, and then she almost died, and straight off Meredith Her voice trailed off and she looked at Meredith apologetical y. Im worried you might be in danger.Meredith squared her shoulders. It for sure wouldnt be the first time, she said.Mrs. Flowers nodded briskly. Yes, its possible that the appearance of the names has a benevolent intention. Lets explore that theo ry. Someone may be trying to get a ensample to you. If so, who? And why do they have to do it in this way?Bonnies voice was even softer and more hesitant now. But if no one else was going to vocalise it, she would. Could it be Damon?Damons dead, Stefan said flatly.But when Elena was dead, she warned me about Klaus, Bonnie argued.Stefan massaged his temples. He looked tired. Bonnie, when Elena died, Klaus trapped her spirit between dimensions. She hadnt ful y passed away. And even then, she could only visit you in your dreams not anyone else, just you, because you can sense things other people cant. She couldnt make anything happen in the physical world.Elenas voice trembled. Bonnie, the Guardians told us that vampires dont live on afterward death. In any sense of the word. Damons gone. Stefan reached out and took her hand, his eyes troubled.Bonnie felt a sharp stab of sympathy for them both. She was sorry shed brought Damon up, but she hadnt been able to stop herself. The though t that he might be watching over them, irascible and mocking but ultimately kind, had briefly lifted the weight from her heart. Now that weight came crashing back down. Wel , she said dul y, then I dont have any idea who might be warning us. Does anybody else?They al shook their heads, baffled. Who even knows about us now that has this kind of power? Matt asked.The Guardians? said Bonnie doubtful y.But Elena shook her head with a quick decisive motion, blond hair swinging. Its not them, she said. The last thing theyd do is send a message in blood. Visions would be more their style. And Im pretty sure the Guardians washed their hands of us when they direct us back here.Mrs. Flowers interlocked her fingers in her lap. So perhaps there is some as yet unknown person or being looking after you, warning you of danger ahead.Matt had been sitting ramrod straight in one of Mrs. Flowerss daintier chairs, and it creaked alarmingly as he leaned forward. Um, he said. I think the better inquire is, whats causing that danger?Mrs. Flowers spread her smal , wrinkled hands. Youre perfectly right. Lets consider the options. On the one hand, it could be a warning for something that was natural y going to happen. Celias you dont brainpower if I cal you Celia, do you, dear? Celia, stil looking shel -shocked, shook her head.Good. Celias scarf getting caught in the train doors could have been a natural accident. Forgive me for saying so, but those long, dramatic scarves can be very dangerous. The dancer Isadora Duncan was kil ed in just that way when her scarf caught in the wheel of a car galore(postnominal) years ago. Perhaps whoever sent the message was simply raising a flag for Celia to be careful, or for the rest of you to take care of her. Perhaps Meredith only needs to be cautious over the next few days.You dont think so, though, do you? asked Meredith sharply.Mrs. Flowers sighed. This al feels rather malevolent to me. I think if someone valued to warn you about the poss ibility of accidents, they could find a better way than names written in blood. Both of these names appeared as the results of rather groundless incidents, correct? Bonnie cutting herself and Stefan ripping the scarf from Celias neck?Meredith nodded.Looking troubled, Mrs. Flowers continued. And, of course, the other possibility is that the appearance of the names is itself malicious. Perhaps the names appearance is an essential part in or targeting method for some spel that is causing the danger.Stefan frowned. Youre talking about dark magic, arent you?Mrs. Flowers met his eyes squarely. Im afraid so. Stefan, youre the oldest and most experienced of us by far. Ive never heard of anything like this, have you?Bonnie felt a bit surprised. Of course, she knew that Stefan was much older than even Mrs. Flowers after al , hed been alive earlier electricity, or running water, or cars, or anything they took for granted in the modern world, while Mrs. Flowers was probably only in her seve nties. But stil , it was easy to forget how long Stefan had lived. He looked just like any other eighteen-year-old, except that he was exceptional y handsome. A traitorous thought flickered at the back of her mind, one shed had before How was it that Elena always got al the best-looking guys?Stefan was shaking his head. Nothing like this, no. But I think youre right that it may be dark magic. Perhaps, if you spoke to your let about itCelia, who was starting to take more of an interest in what was going on, looked at Alaric quizzical y. Then she cast a glance toward the door, as if expecting a hundredyear-old woman to wander in. Bonnie grinned to herself, despite the seriousness of the situation.They had al gotten so matter-of-fact about Mrs. Flowerss frequent conversations with the ghost of her mother that none of them blinked when Mrs. Flowers gazed off into position and started muttering rapidly, eyebrows lifting, eyes scanning unoccupied space as if someone unseen were speaking to her. But to Celia it must have seemed pretty strange.Yes, said Mrs. Flowers, reversive her attention to them.Mama says there is indeed something dark stirring in Fel s Church. But her hands lifted, palms empty she cannot tel what form it takes. She simply warns us to be careful. Whatever it is, she can sense that its deadly.Stefan and Meredith frowned, taking this in. Alaric was murmuring to Celia, probably explaining what was going on. Matt bowed his head.Elena pushed on, already working on the next angle.Bonnie, what about you? she asked.Huh? Bonnie asked. Then she realized what Elena meant. No. Nuh-uh. Im not going to know anything Mrs. Flowerss mother doesnt.Elena just looked at her, and Bonnie sighed. This was important, after al . Merediths name was next, and if there was one thing that was true, it was that she and Meredith and Elena had one anothers backs. Always. Al right, she said reluctantly. Il see if I can find out anything else. Can you light me a candle?What no w? Celia asked in confusion.Bonnies psychic, Elena explained simply.Fascinating, Celia said brightly, but her eyes slid, cool and disbelieving, across Bonnie.Wel , whatever. Bonnie didnt care what she thought. She could assume that Bonnie was pretending or crazy if she wanted to, but shed see what happened eventual y. Elena brought a candle over from its spot on the mantel, lit it, and placed it on the coffee table.Bonnie swal owed, licked her lips, which were suddenly dry, and tried to cogitate on the candle flame. Although shed had plenty of practice, she didnt like doing this, didnt like the sensation of losing herself, as if she were sliding underwater.The flame flickered and grew brighter. It seemed to swel and fil Bonnies field of vision. Al she could see was flame. I know who you are, a cold, rough voice suddenly growled in her ear, and Bonnie twitched. She hated the voices, sometimes as soft as if they were coming from a distant television, sometimes right beside her, like this one. She somehow always managed to forget them until the next time she began to fal into a trance. A faraway childs voice began a wordless off-key humming, and Bonnie focused on making her breathing slow and steady.She could feel her eyes slipping out of focus. A sour taste, wet and nasty, fil ed her mouth.Envy twisted, sharp and bitter, interior her. Its not fair, not fair, something muttered sul enly in her skul . And then blackness took over.Elena watched apprehensively as Bonnies pupils widened, reflecting the candle flame. Bonnie was able to sink into trances much more quickly now than when she had begun having them, which worried Elena.Darkness rises. A flat, hol ow voice that didnt sound anything like Bonnies came from her friends mouth. Its not here yet, but it wants to be. Its cold. Its been cold for a long time. It wants to be near us, out of the darkness and as warm as our hearts. It hates.Is it a vampire? asked Meredith quickly.The not-Bonnie voice gave a harsh, c hoking laugh. Its much stronger than any vampire. It can find a household in any of you. Watch one another. Watch yourselves.What is it? asked Matt.Whatever it was that spoke through Bonnie hesitated.She doesnt know, said Stefan. Or she cant tel us. Bonnie, he said intently, is someone transport this thing to us? Whos causing it?No hesitation this time. Elena, it said. Elena brought it.

Saturday, May 25, 2019

Explain the Principal Psychological Perspectives Essay

The behaviourist sentiment is an root word that we can understand any showcase of behaviour by carriageing at what the person has finder. This includes personality traits such(prenominal) as shyness, confidence, optimism or pessimism. Behaviourist psychologists explain all human behaviour as resulting from experience. Two key psychologists atomic yield 18 Pavlov and Skinner, although these two theorists believed that variant processes were involved, they both explained all types of behaviour as be the result of breeding. This is anything from shyness to aggression and happiness to depression. authorized conditioning was a theory developed by a Russian psychologist called Ivan Pavlov. He was working with frumps to investigate their digestive system of rules.The dogs were attach to a harness and Pavlov attached monitors to their stomachs and mouths so he could measure the cheate of salivation. He noniced that the dog began to salivate when someone entered the room wi th a bowl of f are, but before the dog had eaten the food. Since salivation is a reflex result, this seemed unusual. Pavlov decided that the dog was salivating because it had learned to associate the person with the food. He then developed a theory. Food automatically led to the salivation re eccentricee, since this response had not been learned, he called this an unconditioned response, which is a response that regularly occurs when an unconditioned comment is presented.As food automatically leads to this response, he called this an unconditioned stimulus, which is a stimulus that regularly and consistently leads to an automatic response. Pavlov then presented food at the same time as ringing a bell (neutral stimulus), to see if the dog would learn to associate the bell with the food.After several trials, the dog learned that the bell was associated with food and eventually it began to salivate only when the bell was rung and no food was presented. It therefore had learned the c onditioned response of salivation to the conditioned stimulus, the conditioned response is a new, learned response to a previously neutral stimulus that mimics the response to the unconditioned stimulus. The Conditioned stimulus is a neutral stimulus that, when paired with the unconditioned stimulus, produces a conditioned response, just as the unconditioned response use to.Operant conditioning was a theory created by an American psychologist called Burrhus Frederic Skinner. Skinner worked mostly with rats and pigeons to discover key principles of learning new behaviours. He used a device called a Skinner box, the box contains a lever which, when pressed, releases a food pellet into the box which therefore should reinforce lever-pressing behaviour. When the rat is first position in the box it will run around and sniff the various items and at some point it will press the lever, releasing the food pellet. When the rat has performed this action several times, it will learn that this behaviour is automatically fol junior-gradeed by the release of a food pellet.Because the pellet is reinforcing, this consequence increases the probability of the behaviour being repeated. The two types of reinforcement are positive reinforcement and negative reinforcement. Positive reinforcement is when the consequence following a particular behaviour is experienced as desirable. Negative reinforcement is when behaviour results in a consequence that removes something unpleasant. Skinner tested the negative reinforcement by running a very low electrical current on the floor of the skinner box. The current would be de-activated if the rat pressed the lever. The lever pressing was therefore negatively reinforcing.Social learning theoryThere are many influences on our behaviour, this comes from peers, siblings, parents, television, sports and celebrities. According to the social learning theory, role models are very important. The likelihood of imitating behaviours is strongly influenc ed by the steering we perceive the person performing the behaviour. If we observe the behaviour of someone we admire, we are more(prenominal) likely to imitate their behaviour. For example, if someone such as Bradley wiggins recommends that we should wear a cycle helmet, we are much more likely to imitate this behaviour as we are closer to being like this admired model.But, if someone we look d witness on recommends that we do the same, we are much less likely to do so as we do not want to be perceive as the person we look down on. Certain attributes of a person determine whether the behaviour is more likely to be imitated, these attributes include gender, similarity to ourselves, status, prestige, competency and fame. Our behaviour is also influenced by the presence of other, no matter how much we believe ourselves to be individuals.Culture is the shared values, norms, language, customs and practices of a group. It also refers to different sub-groups within decree. It is import ant to understand how culture affects our behaviour in order to gain a full judgment of the people we encounter and those we work with. Watson demonstrate that the average amount of eye contact made varied between countries, with high degrees of eye contact being seen as insolent by some Africans and East Asians, whereas among Indians and Latin-Americans this was seen as desirable. The self-fulfilling prophecy is a concept in psychological science that has an impact on the dash we behave towards others and expect them to behave towards us.If we believe ourselves to be worthwhile, pleasant and likeable then we will almost certainly be polite and cheerful towards those we meet, therefore it will create a favourable impression. In response, those who come into contact with us perceive us favourably and behave in a positive way towards us, this results in our positive self-beliefs being confirmed. On the other hand, if we are angry and feel the whole world is against us, then we are likely to behave in a more aggressive way and therefore this is how we will be responded to, which will confirm our views of ourselves and the world.The Psychodynamic approachThis approach was created by an Austrian psychologist called Sigmund Freud. Freud was one of the earliest thinkers to bring to public attention the idea that we are not always aware of all aspects of ourselves. He said that were are aware of things in our conscious mind, but things like our memories, feelings and ult experiences are locked up in a part of our mind called the unconscious. We cant access the unconscious part of our minds but they leak out in dreams or through a slip of the tongue. Part of the unconscious that we can easily access he called the pre-conscious. This contains information that isnt in the conscious part of our minds but can be easily retrieved.Freud believed that early experiences determine behaviours later in life. He developed the psychosexual theory, he believed we all go through several ramifications of psychosexual development. At each stage, the individuals libido is rivet on a part of the body that is particularly relevant at that stage. If the needs are met for the underdeveloped child at each stage, it moves on to the next development stage. If there is a struggle or conflict, the individual sprains stuck at this stage. This results in certain personality traits, which are carried through into adulthood and which can explain behaviour in later life.The earliest stage is the oral stage, the steering here is on the mouth and consists of behaviours such as sucking, biting and licking. Freud believed that, either, the infant was weaned too early and would feel under-gratified and unsatisfied and would develop into a pessimistic sarcastic person. On the other hand, the infant was weaned too late and would develop a gullible personality and naively trust in others. This stage lasts from birth to approximately 18 months. If the infant passes through th e oral stage without becoming stuck, the next stage is the anal stage, which lasts from approximately one to three long time. The libido here is focused on aspects to do with potty training. If there is a battle with parents nigh potty training, with the child feeling forced to use the potty before they are ready.The child may rebel by retaining their faeces, therefore holding on to the control and withholding satisfaction from the parents. This is called anally retentive and is associated with later personality traits such as obstinacy, miserliness and obsessive traits. The alternative is that the child is not given enough boundaries over potty training so they take pleasure in voiding and engender a messy, creative, disorganised person. During the ages of four to five, a child passes through the phallic stage. Fixation at this stage is associated with anxiety and guilty feelings about sex and fear about castration for males.If this stage is not resolved, Freud suggests that a b oy may become homosexual and a girl may become a lesbian. Between the ages of five to seven and the onset of puberty, a child enters the latency stage, it is not a developmental stage but is when the focus is on social pursuits such as sport, academic excellence and the development of friendships. The final stage is the gential stage, this begins at puberty. Freud believed that the less fixated a child has become during the earlier stages, the more easily this stage will be negotiated, resulting in the ability to form strong heterosexual relationships, with the ability to be warm and harming as well as receive love in a mature way. Another important feature of early experiences is the development of ego defensive structure mechanisms.An ego is the part of the mind whose function it is to moderate the demands of the id and prevent the superego being too harsh. It operates on the reality principle. The use of a defence mechanism allows us to block out events that threaten to overwhe lm us. Examples of ego defences are things such as repression which allows a person to forget an event such as a traumatic event. Regression is reverting to an earlier stage of development such as wetting the bed when gaining a new sibling despite never doing so before. Denial is pushing an event or emotion out of the conscious mind, such as denying that a loved one has died.Displacement is redirecting desires onto a safe object, such as taking your anger out on someone you love because of someone else giving you a hard time. Freud suggested that the mind is split up into three dynamic parts which he called the psyche. The id is the part of the mind which is completely unconscious and exists at birth. It is focused on getting what is wants and has aggressive, sexual and loving instincts, such as i want. The superego is a result of socialisation and consists of all the instructions, morals and values that are repeatedly reinforced when growing up. It consists of an internalisation of all the values of right and wrong we have been socialised to believe in, it is our conscience and represents a view of our ideal self.The main role of the superego is to subdue the performance of the id. The ego tries to rest period the id and the superego. It is the rational part of the mind. Different behaviours can be understood by trying to infer which part of the psyche is dominant at any time. For example, a person who is submissive, guilty and always wanting to please others may have a very strong superego. A person who is impulsive, careless(p) of other peoples feelings and does not care about the consequences of their actions will have a very strong id.A person who can be submissive but assertive when need be, who is able to think about other peoples needs but value their own can probably balance the id and superego. Eric Erikson was a psychologist who agreed with much of Freuds theory that we developed through a series of stages. Although, he believed these continue d throughout our lifetime and were essentially social in nature. He believed that Freud put too much emphasis on desire and not enough on our need to be accepted by society and lead a meaningful life. Erikson suggested that we move through a series of psychosocial crises with a different social focus at each stage.The Humanistic perspectiveHumanistic psychology looks at human experience from the viewpoint of an individual, it focuses on the idea of free will and that we are all capable of making our own choices. Maslow is an American psychologist who believed that we are all seeking to be the best we can both, spiritually, physically, emotionally and intellectually. He called this self-actualisation. He made a theory called the hierarchy of needs, which explains that every person requires certain basic needs to be met before they can reach the next level.Maslow believed that until our basic needs are met, we will focus on getting them met and not be able to progress further. When we are comfortable physically, we focus on our emotional needs such as self-esteem. When these needs are met we strive to self-actualise. Carl rogers was a psychologist who was interested in the concept of self. Self-concept refers to the way we view ourselves, this is physically and biologically, attributes such as being male or female, blonde or brunette, tall or short, as well as personality traits such as being kind, humble, assertive or hard-working.The self-concept is formed from an early age and children impute other peoples judgements of them, which may become a part of their self-concept. Internalise is the way we take in information from the outside world and realize into our sense of self. It then becomes part of our feelings, thoughts and beliefs about ourselves. If a child is told theyre silly, naughty and will come to no good, part of their self-aspect will contain these aspects. On the other hand, if a child is praised and encouraged to succeed, they will have positiv e self-concept.The cognitive/information processing perspectiveJean piaget was a Swiss psychologist who initially worked on measuring intelligence. He noticed that children on the same ages make the same mistakes in logic, no matter how bright they were. He came to the conclusion that apprehension develops through a series of stages, each new stage building on the previous one. Birth to 1 or 2 years the sensorimotor stage Learning to use senses and muscles thinking without language. Babies are born with the ability to sense objects, they are also born with a range of reflexes such as the sucking reflex to enable them to feed. These reflexes lead to motor actions controlling body muscles.The sensorimotor stage is a stage when thinking is limited to sensing objects and performing motor actions. Piaget believed that a baby would not have a working system for remembering and thinking about the world until they were about 18 months old. 2-7 years the pre-operational stage Pre-logica l thinking in language but without understanding logic. Piaget believed that during this stage, children could not think in a logical way. Children can use words to sink but cannot understand logical implications involved in language. Pre-operational children cannot properly understand how ideas like number, mass and volume really work. 7-11 years the concrete operational stage A stage where logical thinking is limited to practical situations.Children in the concrete operations stage can think logically provided the issues are concrete. In the concrete operational stage children may be able to understand simple logical puzzles. 11+ years the formal operational stage idea using logic and abstract thought processes adult thinking. With formal logic, an adult can solve complex problems. This stage allows adolescents and adults to use abstract concepts to gain understanding of the world.Adults can think scientifically and think through complicated ideas in our head without having t o see the concrete picture. George Kelly developed a psychological theory called the psychology of personal constructs. He saw the individual as a scientist, making predictions about the future, testing them and revising them according to new evidence. A construct is a way of construing reality and the environment. Kelly believed that we do not have to be constrained by our past history but can seek out new, alternative, more positive meanings.The biological perspectiveMaturational theory this theory holds that the effects of the environment are minimal. A child is born with a set of transmittable instructions that are passed down from their parents. Their cognitive, physical and other developmental processes merely unfold over time, rather than being dependent on the environment to mature. It is a theory which states that development is due to nature not nurture. Arnold Gesell believed that development occurred according to a sequence of developmental processes. Development in th e womb has a icy set of stages the heart begins to form first, along with a nervous system. Bones and muscles develop next and over time the organism develops into a fully mathematical operation human being. As the child develops from birth, its genes allow it to develop gradually into the person theyre meant to be. Genes can affect behaviour in many ways.Many diseases such as Cystic fibrosis and Huntingtons disease are passed on through parents genes. Diseases such as these are genetically determined, regardless of environmental factors. Disorders that are not genetically determined, but where an individuals genes may leave them with a vulnerability to developing the disorder are very common. The autonomic nervous system produces its effects through activation of nerve fibres throughout the nervous system, brain and body or by stimulating the release of hormones from endocrine glands.Hormones are biochemical substances that are release into the bloodstream and have a profound eff ect on target organs and behaviour. They are present in very thin quantities and individual molecules have a very short life, so their effects quickly disappear if they are secreted continiously. There are a large number of hormones, such as, melatonin which acts on the brainstem sleep mechanisms to help synchronise the phases of sleep and activity. Testosterone, which may influence aggressiveness, and oxytocin which stimulates milk production and female orgasms.

Friday, May 24, 2019

Phonics Primer for Year Five Remedial Class in Primary School Essay

1.1 Description of the Area of Research Title of the Study Phonics Primer for Year Five Remedial Class in Primary School.Phonics is letter- enceinte correspondences. The units of sound can be syllables, onsets & rimes, or ph superstarmes (EdResearch.info). Phonics Primer is a way of learning the sounds of the alphabet in order to decode the face language. It is recognized by a quick pace of t individually(prenominal)ing letter and the sound or grapheme and phoneme matches and immediately getting students to aim this knowledge to read and spell regular intelligence practises. speech communication be read by apply the phonological skill of bl leftovering the sounds together synthesis (hence the term synthetic phonics). Words argon spelled by employ the phonological skill of hearing the sounds in words (segmentation) by means of which words are segmented into their constituent phonemes (Wikipedia, The Free Encyclopedia) Research Questions1. What is the strategy in teaching syn thetic phonics?2. Can the rule be successfully taught in shorter periods?3. Can the 44 sounds of Phonics Primer help in teaching non-English speakerswho have opposite sounds that is found in English?4. Can Phonics Primer be utilize to teach cohorts in higher levels with renderingdifficulties?Research Variables The instruments that I allow use in my research exit be 1. Questionnaires 2. Interviews 3. Classroom comment Checklist 4. Tests 5. Document ReviewsGay and Airasian (20030 defined population as The population is the touching of interest to the researcher, the root word to which the results of the study pull up stakesing ideally generalized. The respondents of the research go out be for sanative students from the outskirt of Sarikei in Sarawak. The majority of the students will be of the Iban race. The research will be conducted on two roots of selected students. One throng will be used for study, called the experimental base. Another group would be the control led group and they will be taught with the conventional teaching procedure during English lessons. Both groups will be cohorts who will need assistant in meter reading. About six students will be involved in this study. They will be remedial students from the cohort of year five students who are in the remedial enlighten. The respected students and school will be chosen simply to fulfill the requirements of the research that will use the Primers phonics approach to teach reading for remedial students.1.2 Theoretical FrameworkOften we go that in schools, t here(predicate) are always students who are actually poor in reading English. It is as yet worst when the students cannot read in a language that is very similar to theirs. This means that the students are having problems in basic reading. We can say that these students are too slow in picking up during their reading lessons in English. In classes where we have been teaching, often prison terms we see that students cannot reco gnize words and even there are some who cannot read.The students in rural Sarikei, in Sarawak, specifically are mostly Ibans. They are non-English speakers. They only encounter the language when they come to school. English therefore is very unfamiliar to them. M whatsoever English sounds dont even exist in their mother tongue. Synthetic phonics has all the 44 sounds of the English Language. It is a very systematic way to teach basic reading in English. By using the method of teaching, students can read faster and easier. The method of teaching and the instruments used in teaching it can enable the remedial students of the direct schools to remember the sounds made by the letters and enable them to read.Research instrument are devices to measure the objects of the study. Instruments come in multiple forms. For this research, the researcher will be using multiple forms like questionnaires, observation forms, hearing forms and tests to get culture. The questionnaires and interviews will be used to get information approximately experiences, suggestions and ideas related to the study. The observation forms will be used to hasten observations during the study. From observation forms, the researcher will be able to see weaknesses and strengths during the teaching of Phonics Primer and also the modern teaching method used by the school to make compares. The tests which will be given before and after teaching Phonics Primer will help the researcher to find out if the case study that they are doing is suitable and good for teaching remedial students.QuestionnairesQuestionnaires are familiar to most people (Berdie, Anderson, and Niebuhr, 1986).It is a written or printed form used in gathering information on some subject or subjects, consisting of a set of questions to be submitted to one or much persons (Your Dictionary.Com)It is a communication method of designing questionnaires to collect the requisite information. It is a list of questions framed to get facts . A questionnaire is defined as a group of printed questions used to elicit information from subjects by means of self report. Questionnaires will be distributed to both experimental and controlled group.Teacher Questionnaires.A instructor questionnaire is designed to gather information administered to English teachers in school. The questionnaire will be done two ms, that is before the start of the Phonics Programme. A spot questionnaire will follow at the end of the platformme. This is to find out the status of remedial reading before and after the programme. If there are any differences before and after the programme, it will be notable down for digest in the research later.Students QuestionnairesStudents questionnaire will also be done. It will be done with students who are involved with the study. They are the experimental group of students and also the controlled group of students for likeness later. Questionnaires can help the researcher discover the experiences, knowl edge and backgrounds of the students and the school which is related to the case study that is going to be done. These information will help the researcher to know more and understand more about the stand of the students involved in the study. The questionnaire is also important in helping the researcher to make conclusion and give suggestions for future study of similar case.InterviewThe interview is a dialogue between the teachers with the researcher. The most commonly real objective of the interview is to determine whether there is a match between the candidates education, experience, interest and goals and the goals of the researcher related to the study for which the researcher is interviewing. In this study, the researcher conducts the interview with the remedial students teacher. This interview is designed to elicit information using a set of predetermined questions that are expected to elicit the subjects thoughts, opinions and attitudes regarding the teaching of reading to remedial students.Group Interviews with Teachers.To identify the major issues surrounding the planning and implementation of reading instruction in schools of a rural school, group interviews will be conducted with English remedial teachers. An interview will be used to facilitate discussion. Responses to the uniform standard questions will contribute to the final analysis of the study findings.Individual Interviews with Teachers.To analyse all of the major research questions. presented earlier, interviews will be conducted with English remedial teachers in the selected schools. An interview will be used to facilitate information gathering. Responses to the questions will contribute to the final analysis of the study findings.Observation Instruments Observation is a technique of gathering data by dint of direct contact with the subjects. In this study, the researcher will observe two classes. The researcher will observe ongoing class using Primer Phonics and the normal teaching of remedial students in the school. Observation instrument is necessary to detect any strength and weaknesses for both types of methodology in teaching remedial students. The detections will be noted down in the researchers note book for making analysis, conclusion and suggestions for future researches.Classroom ObservationClassroom observation will be done to make sure that Primer Phonics is taught accordingly. A checklist will be used. Classroom observations will also be done for the normal teaching of remedial students in the equivalent school. The need for making observation for the normal method of teaching is to enable comparison among the two types of methodology later. Additional data collection and redirect examination will occur during the observations. Researchers summarized notes after each observation.Test The researcher will conduct two types of tests, the Pre test and the emplacement test, for two groups of students from the remedial class only. The students will be divided into the experimental and controlled group. A Pre test will be used to see the students ability to read before teaching using the Primers Phonic method acting. The Post test will be used to see the achievements made after teaching using the Primers Phonic Method. Both the experimental and the controlled groups will take the tests so the researcher can compare if there will be any differences in the achievements after teaching using the Primers Phonic Method for the experimental group.The Controlled group will be taught by their own remedial teachers using the usual syllabus in the school. In the tests, subjects are to read a short schoolbook of about 150 words. These tests aims to see how good the students can or cannot read before and after teaching using the Primers Phonic Method. To assess the students reading, 5 criteria will be ticked accordingly. Students who gets two out of five Yes are considered to have pass the Pre Test or the Post testDocument ReviewDocument r eview will inform the research process to varying degrees. Among the documents analyzed were student work samples, report cards, forms, letters to parents, lesson plans, lists of reading books, and other relevant documents pertinent to current reading instruction.The Theoretical FrameworkDiagram 1 The Diagram depicts the theoretical framework.1.3 Review of Related LiteratureThe literature reviews forwarded here will help us to understand more about the case study that will be done. A literature review is a body of text edition that aims to review the sarcastic points of current knowledge and or methodological approaches on a particular topic. Literature reviews are secondary sources, and as such, do not report any invigorated or original experimental work.Most often associated with academic-oriented literature, such as theses, a literature review commonly precedes a research aim and results section. Its ultimate goal is to bring the reader up to date with current literature on a topic and forms the basis for another goal, such as future research that may be needed in the area.A well-structured literature review is characterized by a logical flow of ideas current and relevant references with consistent, appropriate referencing style, proper use of terminology and an unbiased and comprehensive view of the previous research on the topicI would like to make a review of related literature which is in my area of research, Instruction, Development, and Achievement of Struggling Primary Grade Readers by Elizabeth Campbell Rightmyer, Ellen McIntyre, and Joseph M Petrosko. Reading Research and Instruction. Coral Gables throttle 2006.Their study examined the phonics and reading achievement of 117 primary grade students in 14 schools and 42 classrooms. Students authoritative instruction in one of six different reading programs or models based upon the school they attended. Through soft data collection and analysis of specific instructional practices, they determin ed that no model or program proved more effective for the learning of phonics in the basic grade after one year of instruction.PurposeThe purpose of their study was to examine the phonics and reading achievement of primary grade students receiving instruction in six different instructional programs or models (referred to as models in reference to their study). Then, by dint of a qualitative analysis of the specific instructional practices within these models and their understanding of young childrens literacy development, they explain the relative differences in achievement gains of these primary grade struggling readers.Method They examined the instructional practices and achievement of low performing students in first through tierce grade classrooms in which teachers used one of the following reading models find to Literacy (www.btl.com) Early Success (Cooper, et al., 1997) Early Intervention (Taylor, Medo, & Strait, 1995) Four Blocks (Cunningham, Hall, & DeFee, 1991) SRA Read ing Mastery (Engelmann & Bruner, 1997) or Together We Can, a locally developed model based on small group guided reading and explicit teaching of reading strategies and skills. ParticipantsThe study included 117 struggling primary-grade readers in 14 schools and 42 classrooms. Schools that had recently received a state grant to implement one of the reading models were invited to participate. They then contacted the principals, asking them to recommend teachers who were particularly successful at implementing the instructional model for at least one year they believed that principals would avoid selecting teachers who were struggling with the model, classroom management, student diversity, or any of the myriad complexities that teachers face daily. Independently, they checked the teachers credentials by using a state-developed data base and found that the majority of them held advanced rank in the profession 73% had earned at least 30 conviction hours beyond the bachelors degree.The y also found that 84% of the teachers had taught in their current state of employment for more than five years. The principals distributed consent forms to interested teachers, and when they were returned, the researchers explained to each teacher that the children they wanted to study were those struggling with reading or learning to read. They had no control of the models that were proposed or the schools that were selected to receive the grants. Like many states under office mandates, their state is becoming heavily invested in direct instruction models of reading and mathematics, and this predilection was seen in the numbers of students who received scripted early intervention in reading. They asked that by October 1 of the first year of the study, the teachers identify the lowest achieving 20% in their classes.Again, they did not control for socioeconomic status, gender, or ethnicity of the identified children or in any way second-guess the teachers selection. Consenting stude nts became the targeted group of children the researchers tested on the phonics application and reading tasks. There were two to five children in each of the classrooms, although receivable to attrition and a few flawed tests, this number was reduced in some classrooms. Researchers studied one group of children from the beginning of first grade through the end of second grade, documenting growth in phonics for one year.These children are hereafter referred to as first graders, even though they followed them through the end of second grade. The children in this group were all served by a single reading model one of the five models that appear in Appendix A crossways two years however, most of the children had different teachers implementing the model the second year (in second grade). The study followed a second group from the beginning of second grade through the end of third grade, also documenting growth after two years.These children are hereafter referred to as second grader s, even though they followed them through the end of third grade. Like the first graders, the children in this group were served by the same reading model across two years however, most of the children had different teachers implementing the model the second year (in third grade). Table 1 lists the participants by model. Procedures for Data Collection and Analysis of Student Achievement InstrumentsThe researcher pre- and post-tested first grade children on stiffs Hearing Sounds in Words Test (1993), a phonics application task that included encoding a sentence. This measure was conducted only with first graders, as this was the norming sample. It will hereafter be referred to as the phonics measure or phonics achievement. On the clay test, the examiner reads two sentences to the child, The bus is coming fast. It will stop here to let me get on. Then the sentences are read again, word by word, and children encode the sentence as the researcher dictates.The children are encouraged to do the trump they can with the spelling and use the sounds of words to write as much as you can. The children score a point for each letter or group of letters they write that correctly correspond to the sounds in the words. Children can score from O to 37 on this test. The researchers selected this test because they believed it to be a more sure assessment of phonics understanding and use than phonological tests on which children call out letter sounds they see or sound out semantically disconnected word lists. Data collectionResearchers were trained using each of the examination instruments given. The training involved an explanation and demonstration of the testing procedures and observation of videotapes of the project director testing various children. The researchers scored those children, discussed results, and adjusted their expectations through more explanation and demonstration by the director. Children were pre-tested during the months of September and post-tested durin g the month of May during each of the two years of the study.Children were tested in one-on-one situations in quiet places, arranged by the classroom teacher or grant administrator for periods of no more than 30 minutes at a time. While the pre-testing took approximately 30 minutes per child, the post-testing took 60-90 minutes per child for most children, thus each child was met two or three times. The researchers assay to make the children comfortable and rewarded them afterwards with stickers. All reading passages were tape-recorded. Quantitative analysis of achievement dataFor ease in comparing achievement, the researchers used the benchmarks provided by each of the tests. Clays Hearing Sounds in Words phonics test has a range of 1-37, with intervals of 1. Two trained researchers individually scored every Clay test, and these haemorrhoid were compared against one another for accuracy. Where there was discrepancy in scoring, a third researcher also reviewed the data, and the gr oup negotiated the final score. Scores were entered into a data base, and two aggroup members reviewed each of them for accuracy in data entry. In this study, test score data were statistically analyzed in two ways.First, pretest scores were subtracted from posttest scores. The resulting gain scores were used as dependent variables in a one-way analysis of variance (ANOVA), with the reading models as the independent variables. Test 1 was a comparison of phonics achievement of students in the different reading models (one-year gain). For each test, students achievement in only five models was compared. Importantly, due to the unequal number of students in each of the comparison groups, and the small numbers of participants in some of the models, the interpretations about the findings of these tests are made with caution and based on trends in the data.Data Collection and Analysis of instructional Practices The researchers collected data on the instructional models in three ways a) b y observing the teachers and taking field notes, b) by interviewing the teachers about their practices, and c) by terminate an observation instrument after leaving the site (which required reflection and quantification of what was sight). For this analysis, they specifically gathered data on 1) the focus of instruction, 2) the primary literacy activities conducted, and 3) the length of time children spent reading connected text. Other salient characteristics of the models, such as whether the model was considered an intervention for struggling readers or a whole class model, are also described. Observations and interviewsSchools were contacted and arrangements were made to observe the teachers who had been previously identified as fully implementing the instructional model adopted through the state program. The researchers visited each teacher quaternion times and observed between 90-180 minutes during each visit, depending on how long literacy instruction was conducted in that c lassroom. Researchers sat in the room and recorded what the teacher utter and did in the form of field notes. One important feature in our field notes was the regular marking of time. In an effort to understand how teachers distributed their instructional time for various activities, they recorded the time in the margins of their field notes approximately every five minutes. After each visit, the researchers interviewed the classroom teacher the same day the observations were made. Among the questions they asked were about how typical the observed instruction was and how the children were selected for testing to ensure that they indeed were studying the bottom 20%.Observation instrument After exiting the field site, the researcher used the field notes and interview to complete an observation instrument that summarized and quantified instructional patterns. A small section of instrument was used to help determine the teachers focus of instruction. The instrument, the field notes, an d the interview made a data set for analysis. Analysis of instructionIn the first phase of analysis, researchers gathered to examine the data sets. development a form created by the project director, the researchers summarized what happened during each of the visits. From these summaries of the field notes and interviews, the project director created a set of codes that reflected much of the data, a content analysis of sorts (Miles & Huberman, 1994). Then, the research team partitioned the field notes into activity settings (Tharp & Gallimore, 1988) in order to create smaller, bounded units of analysis.This meant that whenever there was a change in activity (the people, place, or mathematical product of instruction), the ensuing activity was considered a unit of analysis and coded separately. The Researcher did not consider as change in setting instances in which children had to leave a group early or if a lesson was interrupted. Thus, the lessons were coded holistically by settin g. Settings lasted from five to 45 minutes. For example, one setting for analysis might be a 10-minute whole class lesson on which the teacher guided the children to correct a message she had written without punctuation.When the same teacher signaled to the children it was time to work in learning centers, a new unit of analysis was begun. Sometimes there were multiple simultaneous activity settings, and the researcher usually made the decision to follow the teacher. For each activity setting, they coded the teachers primary activity, followed by what researchers interpreted, from both observations and interviews, was the teachers focus for the activity-either to help students develop phonologically (ACTIV-phon), or to help students learn something else (ACTIV-other). The primary instructional activities observed in each class were listed on the summary sheet. Finally, to determine the time children spent reading connected text, they used an earlier analysis of these data (Authors, 2005).They first defined connected text as texts of meaningful sentences or longer that is, more than one connected sentence although, in this study, connected text was usually an entire story. Then, they clarified activities that comprised examples of opportunities to read connected text. The following practices were categorized as such choral reading echo reading (even though technically the teacher was doing half of the reading) guided silent reading guided oral reading and established periods for independent reading. Activities not included as opportunities for reading connected text included read aloud story time, times when the teacher was directly teaching something, times when students completed worksheets that included only words or misrelated sentences, drill of individual words, or time on non-print responses to literature.Then, the researchers highlighted in field notes when students were provided opportunities to read connected text. They calculated the percentage of t ime in such activity against the total time designated for language arts instruction. They examined all four observations of each teacher together as a unit because they knew they were going to categorize them. Using group consensus, they defined classrooms as having much opportunity to read connected text during all four observations, a moderate amount of time, or smaller time. After each data set was analyzed and each teacher categorized, they compared instructional foci and practices across models. They listed all the teachers in a given model together, and looked across these data sets for patterns.

Thursday, May 23, 2019

Counter-Terrorism Strategies

The Liberation Tigers of Tamil Eelam were founded in 1976 with the aim of championing for the Tamil sight of Sri Lanka-Hindus who fabricate about 18% of the total population against the Buddhist Sinhalese who make up the studyity of the population (Rabasa, pp. 68). To fight for the formation of an independent state slew out from Sri Lanka, they induct repeatedly waged war using guerrilla, conventional, and terrorist tactics and become attacked force, organisation and civilian targets.One major unit that specializes in terrorist attacks is the B pretermit Tigers who often air suicide during such(prenominal) attacks. The Irish Republican phalanx (individual retirement account) is a terrorist organization founded in the year 1916 and has conducted many violent and terrorism campaigns against the British authorities in the northern Ireland for a long time since 1916 . The current operations of the army is based on a kind of rules of war in which for instance warnings of an th reatening bomb attack are provided followed by a certain code that acts as a verification of the legitimacy of the warnings.The bombings have been targeted to disrupt the lives of British people so that the organization can continue obtaining financial support from associate countries though this is anticipated to change. The range of bombs wasting diseased by the terrorists hold small devices do from high explosives which have been provided by foreign associates or stolen and large improvised bombs based on Ammonium . A renewed ceasefire declared in 1997 by the anger was far from being comprehensive since it only refrained them from attacking the security motors and thereof the choler continued to launch brutal attacks against Roman Catholics .Different strategies have therefore been employed to combat terrorism both in Sri Lanka and Northern Ireland. These strategies exhibit some differences as well as a number of similarities. This paper get out compare and contrast these strategies adopted by the authorities to suppress acts of terrorism propagated by the Tamil Tigers in Sri Lanka and the IRA in Northern Ireland. The strategies adopted by the authorities to suppress acts of terrorism in Sri Lanka and Northern Ireland differ on several facets.Firstly, the authorities in Sri Lanka have predominantly used military force to combat the violent acts propagated by Tamil Tiger rebels. In contrast, the British g everyplacenment have applied extensive legislative cadences to suppress the terrorist organization, the Ireland Republican force in Northern Ireland. There are several slips of legislation by the British government. It is worth noting that since its formation, Northern Ireland has been in a state of emergency and the genteel Authorities set of 1922 was passed only a year after its partition .In the 1970s the British government perceived an imminent possibility of the violence in Northern Ireland spiraling out of control and therefore it expedit iously introduced the Northern Ireland Emergency Provisions Act (EPA) in 1973 . This Act was a milest wholeness since it surface way for a number of new measures including increased big businessman for the Royal Ulster Constabulary (RUC) and Army to arrest any terrorism suspect.In addition, the Act allowed the formation of non-jury courts specially for conducting trials on those accused of terrorism and also it provided for the prohibition of all terrorist organizations. As another and more advanced measure to suppress acts of terrorism, the British Parliament quick passed the Prevention of Terrorism Act (PTA) in 1974 after the deadly Birmingham pub bombings by the IRA . The PTA also served to extend the measures undertaken by the EPA throughout the UK by the truth of introducing more powers with regard to interrogative sentence and detention.These two major Acts had extreme provisions and therefore they were originally designed to be temporary though the government in full u nderstood the dynamic nature of terrorism and therefore was committed to renew them until they were eventually replaced by more permanent provisions of the Terrorism Act of 2000 . The effectivity of such legislation can be seen particularly from the implementation of Northern Ireland Emergency Provisions Act in 1973 which gave the military power to arrest and arrest suspects temporarily and also search homes in the absence of warrants.The culmination of such a move was that hundreds of people were detained and more than 250,000 homes searched during which thousands of hidden weapons were discovered and seized by the military . These legislation paved way for a number of methods in curbing terrorism in Northern Ireland. These methods include criminalisation, internment without trial, Diplock courts and the supergrass system in which the policies of each focus on punishing those accused of crimes related to terrorism with unwanted or unforeseen effects .Therefore, the legislative me asures adopted by the British government to combat Ireland Republican Armys terrorist actions forced it to alter its own legislative avenue to make it commensurate with the political violence in the Northern Ireland by both taking extreme steps and first making their provisions temporary. In contrast to such legislative approaches to ending terrorism, the government of Sri Lanka can be said to have mostly applied military force combined with very few harsh legislative measures when compared to those adopted against IRA by British government.It is important to remember that when it attained its independence in 1948, Sri Lanka was not prepared to deal with even minor protests leave alone such large terrorist groups as Tamil Tigers which developed gradually over time. This was due to the small number of legal philosophy and military in addition to inadequate equipment and lack of a firm organizational anatomical structure. There are several incidences which demonstrate that the govern ment has employed force in terms of military action as well as legislation as major strategies against the Tamil rebels.In 1977, before a month was over after the UNP government coming to power, an army was send to wipe out all the people who were organizing a movement to demand for a separate Tamil state . This was purposed to stop the secessionists before the movement became a threat to the government. A similar attack in August 1977 resulted in hundreds of Tamils being killed and thousands left homeless. This was done through the use of force by the police and the military.An example of a legislation against terrorism is the Prevention of Terrorism Act which was passed in 1979 and whose provisions included confessions made out of torture, detention without trial, and conducting searches without warrants . In addition, the Act made crimes such as kidnapping, murder, and abduction punishable by life imprisonment. This legislative approach can however be compared to the one used in Northern Ireland by the British government though it has passed many legislation compared to the situation in Sri Lanka with regard to counter-terrorism.In the mid 1981, another military- popd attack against the Tamils occurred which left the group devastated. A major preventive war in 1983 was waged against Tamils by the government to crash them completely following a shift in the balance of power betwixt the Tamils who were secessionists, and the Sri Lankan government . This pogrom had a lot of effects compared to the previous incidences of military action since it was accompanied with the use of violent attacks by organized mob groups which left over 3,000 Tamils brutally killed and 150,000 left homeless .These events are examples which demonstrate the difference in the way the two governments have dealt with terrorism propagated by the two groups. Another major contrast in the strategies to combat the activities of both the Tamil Tigers and the Ireland Republican Army is that the British government in the Northern Ireland has extensively applied contingency measures which include legislation aimed at dealing with biological, chemical or radiological attacks .In Sri Lanka, such measures have hardly been used and instead, legislation to curb terrorism by the Tamil Tigers have been predominantly those that give the military more power and authority to use force. However, a similar case applies in Northern Ireland with regard to use of harsh tactics to arrest and suppress the members of the Ireland Republican Army. The major measure used between 1971 and 1975 was that of using torture during interrogation of suspects who had been subjected to internment without trial .The measure was particularly applied on suspects whom the authorities believed they were potential sources of valuable information which could possibly enable them apprehend more suspects including the masterminds of the terrorist attacks by the IRA. The in depth interrogation as an example of using force on suspects entailed five main techniques including exposure of the terror suspects to a monotonous and continuous loud voice with the theme covered with a black hood and being forced by gist of a button to stand for about six hours at a time against a wall, hands raised above the head with the legs apart for a period of several days.The suspects were also subjected to severe deprivation of food and piss and also sleep was denied. However, the European Commission on Human Rights later on judged the method as one constituting an inhuman practice of treating people who have been arrested. This led to the discontinuity of the use of the five techniques following unfavorable publicity . A major similarity in both counter-terrorism strategies is with regard to the attempts to use quietnessful means or dialogue which has seen several treaties being signed between the IRA and the British government and between the Sri Lankan government and the Tamil Tigers.The peace agreeme nts have been accompanied by certain promises and conditions such power sharing deals, surrendering of weapons by the rebelling groups including other conditions with the purpose of seeking peace. However, a similar scenario witnessed in both cases is that most of the attempts to initiate sustainable peace agreements have in most cases failed due to diverse political, economic or social reasons.A major attempt and a good example of a peace agreement in the Northern Ireland is the Downing Street Declaration which was initiated in December 1993 and which signaled readiness for more dialogue to break the stand between all the sides involved in the resolution process including the IRA and Sinn Fein, the Irelands oldest political movement . In Sri Lanka, since a new government came to power in 2001, the government has adopted a peace approach to suppress terrorism by the Tamil Tigers in which at least three breakthroughs have been achieved.Among the peace talks have been a disarmament p rocess, agreement on humanitarian measures and most importantly, the readiness of the Tamil Tigers to welcome a federal structure . It can therefore be clearly deduced that there have been practical and viable approaches to counter acts of terrorism by both the Ireland Republican Army and the Tamil Tigers which have been implemented by the governments concerned to try and improve the situation in these countries. A good similarity is that both governments have tried peace agreements though most have not elicited sustainable outcomes.Another similarity is seen in the use of force though the kind of force used against IRA is seen to be mostly applied after suspects have been apprehended in an effort to gather useful information from them. The force used on Tamil Tigers is predominantly military action. The biggest contrast between the strategies in both situations is that a lot of sustainable legislative measures have been adopted against the IRA with only one major legislation being implemented against the Tamil Tigers. Bibliography Bjorgo, Tore. Root causes of terrorism myths, reality and ways forward. parvenu York Routledge, 2005. Brenner, Edgar H and Yonah Alexander. Uks Legal Responses to Terrorism. New York Routledge, 2003. Derkins, Susie. The Irish Republican Army. New York The Rosen Publishing Group, 2003. Dos Santos, Anne Noronha. Military intervention and secession in South Asia the cases of Bangladesh, Sri Lanka, Kashmir, and Punjab. New York Anne Dos Santos, 2007. Geraghty, Tony. The Irish War the hidden conflict between the IRA and British Intelligence. New York JHU Press, 2000. Houen, Alex. Terrorism and modern literature, from Joseph Conrad to Ciaran Carson.New York Oxford University Press, 2002. Martin, Gus. Essentials of Terrorism Concepts and Controversies. New York SAGE, 2010. Rabasa, Angel. Beyond al-Qaeda The outer rings of the terrorist universe. New York Rand Corporation, 2006. Shanahan, Timothy. The provisional Irish Republican Army and t he morality of terrorism. Salt Lake City Edinburgh University Press, 2009. Sluka, Jeffrey A. Death squad the anthropology of state terror. Philadelphia University of Pennsylvania Press, 2000. Wallis, Geoff, Mark Connolly and Margaret Greenwood. Rough guide to Ireland. Dublin City Rough Guides, 2003.

Wednesday, May 22, 2019

Earth Climate Change Paper Essay

Article 1 Man Influenced payoffPr separateo, Donald R. How We Know Global Warming is Real and Human Caused. Skeptic 17 (2012) 2.This article was written pursuance an opinionated editorial that was published challenging the evidence of benignant-induced climate change. In this article there be numerous lines of evidence that the author claims leans toward the fact that spheric climate change is manmade. He states that carbon dioxide in our atmosphere has change magnitude all(prenominal)place the last 200 course of instructions. With this evidence compared to folderol cores revealing direct measurements over the last 900 year, the increase in temperature stand outs immensely. The temperature increased during the Industrial Revolution, a time period in which tender beings released massive amounts of carbon dioxide into the atmosphere finished deforestation and the intense of large amounts of coal, gas, and oil. A second Reason that he states mans are the reason behind ba ll-shaped climate changes is the polar rubbish caps melting.The polar codswallop caps are melting at an alarming rate and impart result in less than half of the Artic covered in ice by the time summer comes around. Also with the polar ice caps melting there is also the melting of glaciers. They are retreating at the highest rates ever documented. With the retreating of these glaciers is the depletion of the fresh water supply. The author re scarces the statements of those who believe climate change is inhering by saying that the climate is partial(p)er than other warm phase the existence has been through. The reason the priming is going through this period of abnormal warmth is due to the climate not having been exposed to the greenhouse gases previously. He states that the amount of wake that the sunbathe provides has been change magnitude since 1940 and that the amount of carbon dioxide in the atmosphere has been thrown off by humans excess production of it.Article 2 Ma n Influenced EventPawlik, Kurt. The Psychology of Global Environmental Change Some Basic Data and an Agenda for Cooperative International Research. Taylor and Francis. N.p., n.d. Web. 25 Feb. 2013..The article is based on global climate change being a man-made event. In the first portion of this paper, existing evidence, mostly from cosmos and atmospheric sciences, on global climatical changes and the effect of human action is briefly re understanded. The author describes the term Global Change of having different sloshedings, some more general and others more restricted. Data that is shown in this article reflects the last post-glacial cycle of variations in air temperature and air carbon dioxide concentration in a time scale of 100,000 to 150,000 years, an increase in mean air temperature at the universes surface over the last 100 years, and summarizes carbon dioxide concentration measures obtained from the analysis of Antarctic ice cores and at the Mauna Loa Observatory. As d escribed by the author, there are greenhouse gases other than carbon dioxide, including methane, nitrous oxide, tropospheric ozone and chlorofluorocarbons.To a large extent, the concentration of these greenhouse gases is due to increased hacking of biomass or fossil fuel, and chemical waste from rapidly growing populations, including man. The rapid growth in human human population, its wasteful use of land and of natural resources, and waste from growing industrialization and traffic, are among the primary sources of the human-made global warming. These causes and effects are coincidental with several worldwide changes in human living conditions. These other aspects of global change relate to increasing stratospheric ozone depletion, acid deposition specifically in acid rain, loss of biodiversity, and a sharp increase in human world population. In conclusion of this paper, without suitable intervention, the greenhouse effect as described today forget be amplified substantially du e to growth in world population, resulting in still increasing rates of emission of organic and industrial waste and substances.Article 3 Man Influenced EventSchiermeier, Quirin. At least three-quarters of climate change is man-made nature.com. 4 December 2011. http//www.scientificameri dissolve.com/article.cfm?id=three-quarters-of-climateQuirin Schiermeier stated that at least 74 percent of the global warming occurring on earth is caused by man. During his explore, he analyzed themassive increase in atmospheric Carbon Dioxide concentrations. He also stated that in the past 60 years the earths temperature has increased more than 0.5 degree Celsius. He stated that human are increasing the amount of fossil fuels and coal being burned. Schiermeier stated that the carbon dioxide levels were not the ultimate culprit, that the rises in other greenhouse gases are playing a large role in the increasing temperatures on earth.Schiermeier used the optimal fingerprint method to complete his research. This method was used to compare observed patterns of surface air temperature over time with the modeled climate response to greenhouse gases, solar radiation and aerosols from vol whoremasteroes and other sources. While claiming only one-quarter of the climate change can be natural he states that he is using a naked as a jaybird attribution method when it comes to separating whether or not the changes are man or nature caused. He believes that the increase in CO2 have increased greatly since the pre-industrial period.Article 4 Man Influenced EventFreedman, Andrew New Reports Show Impact of Manmade Global Warming Climate Central. 11 July 2012. http//www.climatecentral.org/news/two-new-reports-underscore-impact-of-manmade-global-warming/Texas suffered from a drought and a heat wave in 2011. Freedman stated that manmade global warming has a probability of mevery extreme weather and climate events, making heat waves, droughts, and other events more potential to occur indoors the United States. He stated that the drought that occurred in Texas also expanded across less than 48 states. The drought requireed about 56 percent of the United States. Freedman then stated that the US had its warmest 12 month period and was the warmest year to get out in 2011. From peer-reviewed reports the data shows that human activity is evident in the increase of global climate temperatures and other effects in the past.He believes that the world will hit the 400 parts per million of Carbon Dioxide by the year 2016. He stated that the Arctic Circle experienced a record 86 straight days where the temperature did not drop below freezing. He later stated that while Texas is in a drought there are fatal floods occurring in Thailand. The study concluded that, due to manmade global warming, LaNina-related heat waves are now 20 times more likely to occur in Texas than they were 50 years ago. Article 1 Nature Influenced EventSinger, S. Fred Global Warming Man-Made or Natural? Hi llsdale Edu. 25 October 2012 http//ww.hillsdale.edu/news/imprimis/archive/issue.asp?year=2007&month=08Continental drifts, mountain-building, changes in the Earths orbit, volcanic eruptions, and solar variability are all natural processes says Singer. He also believes that the Sun is bear upon fluctuations of solar irradiance, variability of UV portion of solar spectrum, and the variations in the solar wind that modulate the intensity of cosmic rays. He gathered his data from placeholder data which has now made it possible to detect the impact of the Sun on Earth. Human activities are not influencing the global climate in a perceptible way.Climate will continue to change, as it always has in the past, warming and cooling on different time scales and for different reasons, regardless of human action. I would also argue thatshould it occura modest warming would be on the whole beneficial. Singer argues that nothing the humans are doing at this point in time is really affecting the ra te at which the earth is warming or not warming. Singer states that global warming is a problem, but it is a political one. He states the reaction that the government can doing something about climate can cause other problems that can affect the wellness and well-being or the human race.Article 2 Nature Influenced EventLindzen, Richard S. Global Warming The Origin and Nature of the Alleged Scientific Consensus Cato Institute. 25 October 2012 http//www.cato.org?pubs/ regulation/rev15n2/reg15n2g.html.Lindzen believes that the money spent on research is unneeded. Misperceptions coupled by sincere desire to save the planet are distracting people from what Mother Nature is say us. He believes that the media immediately adopts an idea that is accepted by the public and brings them more money and popularity. He said that the computer models were not accurate in any way and therefore people believe the media and get scared. He states that when the skeptics began to get air time that itcrea ted controversy among the media and the opinions of the people following such media.Scientists began to contest severally other and began to prepare speech and other forms of rebuttal. One large problem with education and the media is the way that greenhouse gases are presented and taught at a young age, when in fact the process is far more complicated than the people care to understand. Lindzen claims that while global warming can become a crisis in the future, as a scientist, the human, plant, animal populations would have little to no difficulty adapting to the warmer temperatures and the affects to go along with it. He says that the people have a contorted view of what global warming is and how it really works within the earth.Article 3 Nature Influenced EventMandia, Scott A. Climate Change Natural Causes Sunnysuttolk.edu 2011 http//www2.sunnysunnysuffolk.edu/mandias/global_warming/natural_causes_climate_change.html.Mandia believes that chemical weather can cause cooler climate s and can also remove atmospheric carbon. Although volcanoes achieve the exact opposite effect, volcano magma contains carbon and therefore puts carbon back into the atmosphere. Volcanoes can cause a range of different effects the atmosphere and the climate including, gases into the atmosphere, ash into the air, and carbon increase. Volcanoes have the effects of all the human pollution in just one small eruption. Some volcanoes have far more than man could ever produce in affecting the atmosphere and the climate of the earth.Mandia believes that the Earth is just going through a climate cycle as it has done multiple times before over the course of history. The Sun has a cycle of its own and that can contribute to the climate on Earth as well. Other aspects of the Earth such as the wobble, the tilt, and the rotation around the sun and its axis affect the global climate to some degree as well. Multiple natural forms like the oceans can also affect the Earths temperature. Aspects such as the oceans and the animals on earth can work to heat and cool the earth over an extended period of time and contribute to the general climate of the earth.Article 4 Nature Influenced Thompson LG. Kilimanjaro Ice Core Records Evidence of Holocene Climate Change in Tropical Africa sciencemag.com 18 October 2002 http//www.sciencemag.org/content/298/5593/589.fullSix ice core from Kilimanjaro provide an approximately 11.7 thousand-year record of Holocene and environmental variability for eastern Africa says Thompson. The ice cores suggest that the fluctuating lake levels in the cores record multiple droughts during the African humid Period. The author is in short telling readers that during these thousands of years the Earth cooled and warmed to fill and dry these lakes. The author is trying to show that while the earth does warm it also cools typically with a pattern to go along with it and records to support these patterns. Earth has a cycle and every so often that cycle will star t over and the temperatures will fluctuate making the temperature rise and fall. These ices cores are just a small part of what is happening all over the world at any given point in time. The earths climate effected very little if any at all by man and the activities that man partakes in on the earth. Man covers a very small portion of the earth and will never cover enough to majorly affect the climate of the Earth that can change the pattern that it is streamly on.My OpinionThe Earth is not a unbroken in this universe and nothing is constant within that inconsistency. The climate of the Earth has always changed and will always continue to change. The climate of the earth is a very complex area of science and it is something that current scientists may never come to understand. Who is to say that there is an answer to the question that is Global Climate Change?The climate of earth is not an easy return to discuss even though it is constantly discussed all over the world. Nothing i s ever constant in the science of global warming. Scientists are always changing their theories and models to fit the changing opinion that is climate change. Not one specific factor can be used to describe climate change but rather an abundance of theories and ideas that we might have about why the temperatures are changing the way that they are. Not one scientist can say that none of theresearch has been disproven by another scientist research in this area of science. Man consumes about 1 percent of the earth in total (Nature Article 4).Man does burn fossil fuels and coal and other materials that release toxins into the air but one natural event in the world can mask almost every mistake that man has made in their entire existence. Man does create pollution without a doubt but not a single human being would be willing to give up their quality of life to completely end the burning of fuels and other harmful chemicals in the earth. Pollution increased during the industrial revoluti on and has been decreasing since then. Man isnt perfect and never will be, but the effects that man has on climate change are minimal in comparison to the effects of nature.Humans have no control over the volcanoes, earthquakes, animals, plants and any other events and biotic factors on earth. All of these things contribute to global warming in some way or another. One volcano eruption can release more toxins and cause more malign than most of what man has done in their entire existence (Nature Article 3). Other events can upset the pattern in which the earth rotates and that can croak to changes in the climate. Man can only help and hurt so much in their short existence on earth.The earth will likely outlast any human that will walk on it. People are just going to make the most of what they have at glide by and when we are gone a new beginning will occur just as it has done in the past of the present conditions to exist. Nothing is guaranteed in this place we call Earth and that will always continue to be the case. Man cannot change what nature has already set forth for the fate of the population. The earth has a plan and it will be carried out regardless of the influence that man tries to inflict on this plan. Nature has a course and it will electric arc no matter what is put onto the earth and the damage that it inflicts on the earth. Man has little to any influence on the effects of the earth and all of the aspects within it, including climate change. Nothing that man has done or will do can affect the earth more than nature will. Nature holds great contributions to the human race and it is beyond anything that man can accomplish the only thing that can truly hurt nature is nature itself.