Obesity Problem and Solutions free essay sample

Obesity is a disease that affects over one-third of the adult American population, approximately 72 million Americans (Hyattsville 2007: National Center for Health Statistics). Moreover, obesity in adulthood increases the hazard of diabetes, high blood pressure, high cholesterol, arthritis and a general poor health condition (Overweight and Obesity Health Consequences, cited in www. cdc. gov) so it is the time for human being to take actions to limit this issue. With the purpose of helping people understand about obesity problem and find the ways to limit it, this paper discusses where this issue results from, what it results in and how to solute it. 2. Discussion of findings 2. 1. Some causes of obesity â€Å"Obesity is a manufactorial disease† said George A. Bray, MD (1998, p. 35). The type of food eaten may also play an important role in the rise of obesity. According to the Causes of Obesity (Anne Collin 2007), more metabolic and digestive disorders resulting from overconsumption of trans-fat and refined sugary foods such as ready-to-eat, low cost, quick meals, combined with low fiber intake. We will write a custom essay sample on Obesity Problem and Solutions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These eating habits are known to cause excessive fat storage. Taking in too many calories for our energy needs must be a major cause of the modern obesity epidemic. Dr. Marion Nestle, Professor and Chair of the Department of Nutrition and Food Studies at New York University provides that US agribusiness now produces 3,800 calories of food a day for every consumption of calories more than 30 years ago-but at much lower per-calorie costs (cited in annecollins. com). Evidently, the growth of fast-food chains and higher soft drink consumption lead to the increases in absorption of calorie-dense foods and a higher energy-intake. Besides bad-eating habits, reducing energy expenditure is also one of the root causes of obesity in modern life. People now do less exercise than before. The data from Centers for Disease Control and Prevention on the website apps. nccd. cdc. gov shows that the number of people who have No Leisure-Time Physical Activity increases gradually in the first decade of 21st century. In fact, a lack of energy balance most often causes overweight and obesity because of taking in more calories than using. People are becoming more inactive and lazier. As noted in What Causes Overweight and Obesity? (2010) on the website nhlbi. ih. gov, many Americans are not very physically active. One reason for this is that they spend hours in front of TVs and computers doing work and relaxing. Other reasons for being passive include: using cars instead of walking, fewer physical requirements at work or at home and lack of physical exercise classes in school for children. People who are passive are more likel y to gain weight so an inactive lifestyle also raises your risk of obesity and other health problem. Gene is also shown as a factor resulting in obesity. Regardless of the environment, some people stay thin and some still become obese. The Causes of Obesity on the website annecollins. com shows that genes affect a number of weight-related processes in the body, such as metabolic rate, blood glucose metabolism, fat-storage, hormones. It also gives the evidence that adopted children tend to develop weight problems similar to their biological, rather than adoptive, parents. In addition, infants born to overweight mothers have been found to less active and to gain more weight by the age of three months when compared with infants of normal weight mothers. According to The causes of obesity-genes, behaviour and environment (2009) on the website infor. ancerresearchuk. org, obesity-related genes could affect how people metabolise food or store fat. They could also affect the behaviour, make people disposed badly towards lifestyle choices that increase our risk of being obese. People having obesity-related genes are not assigned to be obese but they will have a higher risk of obesity. Therefore, genes play a key role in ob esity’s ability. 2. 2 Some effects of obesity Obesity has a far-ranging negative effect on health. Based on the data from Health Effects of Obesity (2012) on the website stanfordhospital. rg, each year obesity-related conditions cover 150 billion dollars and cause an estimated 300,00 premature deaths in the US. This website gives the number of health effects associated with obesity including high blood pressure, diabetes, heart disease, joint problems, sleep apnea and respiratory problems, cancer, metabolic syndrome. Extra weight can raise the heart rate and reduce the body’s ability to transport blood through the vessels. This causes higher pressure on the artery walls and the increasing in blood pressure. Besides, obesity is the major causes of type 2 diabetes. Obesity can cause opposition to insulin, causing the blood sugar becomes boosted. The website also assures that atherosclerosis (hardening of the arteries) is present 10 times more often in obese people compared to those who are not obese. Obesity has not only physical effects but also mental effects. As stated in House of Commons Committee 2004 (2008), very overweight and obese people have reduced psychological health so their self-esteem and social intercommunication may be deteriorated. Obese people have to suffer from preconception and discrimination in many situations such as the fields of employment travel, schooling, healthcare. Society may have a negative opinion of overweight and obese people. Therefore, they can be apprehended in a negative way that makes them be anxious and depressed. As well as prejudicial effect on the individual, obesity contributes a financial burden on society as a whole. The House of Commons Committee 2004 (2008) on the website dwp. gov. uk also indicates that there is a huge cost to the economy from obesity-related ill-health, premature retirement, unemployment, premature death, benefit payments. The direct and indirect costs of obesity in England (2002) have been conservatively estimated at ? 3. 3 to ? 3. 7 billion. . 3. Solutions for obesity problem There are few solutions to obesity available but the more effective treatment is to eat a healthy and well-balanced diet. Like mentioned before, obesity is not a stand-alone problem. It is coupled with few of most severe diseases such as diabetes and cancer. The Obesity Solution (2009) on the website fastandquickweightloss. com state s that people should not follow and fad diets which deprive the body of some essential nutrients. By following such diets people can lose weight, but they cannot maintain it. Therefore, the most important aspect is to eat a healthy and balanced diet. Low calorie diets (LCD) to help create a deficit of 500 to 1,000 kcal/day should be an integral part of any program aimed at achieving a weight loss of 1 to 2 pounds per week but reducing dietary fat alone without reducing calories is not sufficient for weight loss ( Anne Collin 2007 ). Obesity Solution on the website weightlosswand. com suggests that obesity solutions do not come in the form of quick weight loss diets and these diet types should be avoided. Quick fix diets such as the Atkins diet which consists of no carbohydrates and high protein foods is extremely dangerous. Coupling a healthy diet with regular exercise is the best thing obese people can do for themselves. Regular workout is as important as good eating habits because exercise and physical activity have several benefits for overweight individuals (Marcel Dekker 1997, cited in George MD 1998, p. 228). Physical activity and exercise can maintain weight loss. Individuals who are more physically active are more likely maintain weight loss (George MD 1998, p. 230). Obese people must start slowly and then gradually increase the intensity of their workout. George MD (1998, p. 38) pointed out that physical activity should be increased to 20 to 30s minutes, 5 to 7 days a week to increase expenditure by 700 to 1,000 calories a week, or slightly more than 100 to 130 calories a day. There are some kinds of physical activity that help obese people fight overweight such as yoga, aerobic, walking and dancing. Besides the following treatments, drug treatment for obesity is also one of the solutions. Ther e are drugs that can reduce food consumption such as phentermine, diethylpropion, mazindol and sibutramine (George MD 1998, p. 254-256). Although drug safety and efficacy beyond 1 year of total treatment have not been conclusively established, weight loss drug therapy may be used in colligation with customary diet and exercise (Anne Collin 2007). However, when it comes to solutions for obesity, there are several tried and tested methods but none works better than a varied healthy lifestyle which consists of daily exercise and a balanced diet. 3. Conclusion Based on the findings above, it is clear that obesity is still a complicated problem. People are becoming more inactive and dependent much on modern equipment which increases the risk of being obese.

Free Essays on Clara Schumann

Very often, the music of women composers is condemned to particular concerts â€Å"For Women Composers Only†. Rather than promoting their creativity, this practice gives the impression that women composers need special assistance, that their music is inferior, and that they require affirmative action. Instead, their music should be allowed to stand on its own, interdependent with music of men composers, especially their colleagues: those with whom they interact and share influence. Clara Schumann performed extensively and studied piano, voice, violin, instrumentation, wrote, and published music. Her playing was characterized by technical mastery, interpretation, and a depth of feeling. All her compositions date from 1853 or before, including twenty-nine songs, three partsongs, four pieces for piano and orchestra, twenty pieces for solo piano, and three piano concertos by Beethoven and Mozart. Only her love for her husband Robert Schumann surpassed her passion for music. Clara Schumann was as a champion and interpreter of the music of her husband Robert Schumann and Johannes Brahms, and was a direct influence on their music. Clara Schumann Clara Schumann was born September 13, 1819 to Marianne and Frederick Wieck (pronounced Veek), in the German city of Leipzig. Frederick chose the name Clara for his child, a name that means bright, or shining. From the time of her birth, Frederick made a decision that Clara would one day grow into a great musician, a virtuoso. Clara’s father was a music teacher, and in the nineteenth century, since there were no radios nor televisions, at night families would entertain each other with conversation, â€Å"parlor games† like cards or charades, and music. In a city with so many music lovers, an ambitious piano teacher like Frederick found no shortage of students. All day long, â€Å"proper† young men and women streamed in and out of the Wiecks’ house. Clara’s mother, Ma... Free Essays on Clara Schumann Free Essays on Clara Schumann Very often, the music of women composers is condemned to particular concerts â€Å"For Women Composers Only†. Rather than promoting their creativity, this practice gives the impression that women composers need special assistance, that their music is inferior, and that they require affirmative action. Instead, their music should be allowed to stand on its own, interdependent with music of men composers, especially their colleagues: those with whom they interact and share influence. Clara Schumann performed extensively and studied piano, voice, violin, instrumentation, wrote, and published music. Her playing was characterized by technical mastery, interpretation, and a depth of feeling. All her compositions date from 1853 or before, including twenty-nine songs, three partsongs, four pieces for piano and orchestra, twenty pieces for solo piano, and three piano concertos by Beethoven and Mozart. Only her love for her husband Robert Schumann surpassed her passion for music. Clara Schumann was as a champion and interpreter of the music of her husband Robert Schumann and Johannes Brahms, and was a direct influence on their music. Clara Schumann Clara Schumann was born September 13, 1819 to Marianne and Frederick Wieck (pronounced Veek), in the German city of Leipzig. Frederick chose the name Clara for his child, a name that means bright, or shining. From the time of her birth, Frederick made a decision that Clara would one day grow into a great musician, a virtuoso. Clara’s father was a music teacher, and in the nineteenth century, since there were no radios nor televisions, at night families would entertain each other with conversation, â€Å"parlor games† like cards or charades, and music. In a city with so many music lovers, an ambitious piano teacher like Frederick found no shortage of students. All day long, â€Å"proper† young men and women streamed in and out of the Wiecks’ house. Clara’s mother, Ma...

Psychosocial Stress and Cancer Essay Example | Topics and Well Written Essays - 2250 words

Psychosocial Stress and Cancer - Essay Example It has been stated that these may be manifestations of motivational disturbances due to advanced illness or longstanding suffering. It has also been suggested that physical changes associated with advanced and life-threatening illness associated with considerable suffering such as occurs in any patient with cancer may strongly influence the psychological adjustment of the patient in both positive and negative ways. This is an important factor in management of patients with cancer since the patient's perspective of cancer as a terminal illness strongly influences the care process. This also means that these responses indicate the psychological determinants of patient responses. Many cancer patients suffer from hopelessness, and this is regarded by the care professionals as conducive to illness, death, and suffering and the opposite psychological reaction may lead to a favourable outcome (Kunkel et al., 2000). Although investigated in other cancers, the role of psychological and social factors in cancer and in those who survive cancer has been well delineated. In some cancers psychological factors have been shown to be predictive of survival time. ... Those patients who are coping actively have best outcomes. It is thus evident that if these psychological factors have influence on survival, then development of psychological interventions directed to enhance the use of positive coping styles leading to prolonged survival. Petticrew et al. (2002) in their literature review indicated several themes of psychological reactions in response to cancer. Knowledge regarding these would foster professional interventions in cancer patients leading to better outcome (Petticrew et al. 2002). A very prominent and significant psychological response is fighting spirit. Many studies have investigated the impact of fighting spirit on survival from established cancer. Fighting spirit is a coping style, and this has been reported to be associated with reduced risk. The next most common psychological manifestation is helpless and hopelessness. This is known to be a predictor of reduced survival and compromised quality of life. Some patients demonstrate denial or avoidance. There is no significant association between an avoidant coping and survival. In some cancers, denial may predict recurrence of disease. Some patients with cancer demonstrate stoic acceptance and fatalism (White and Verhoef, 2003). Some patients become anxious with cancer and may develop anxious preoccupation. Some patients may even be depressed. Those who are very anxious or have high anxious preoccupation demonstrate shorter survival. Those who employ a depressive coping style also have a shorter survival. Th ose who have active or problem focused coping demonstrated a longer survival. Suffering from cancer and going through the treatment have high impact on the patients'

Funding Proposal and Community Partners Research

Funding and Community Partners - Research Proposal Example tutes 50.3% of the total children population in Philadelphia, yet 73% of the total children population in the foster care in Philadelphia is constituted of black children (DAlmeida, 2013). The major problem associated with this problem is poverty. The National Bureau of Statistics has shown that the African Americans families in the USA are disproportionally poor. According to the 1999 statistics, African Americans form 12.9% of the total USA population, but the percentage of the African American families that are poor is 23.6% (McRoy, 2005). 22.9% of the population in Philadelphia lives in poverty, with 18.4% of all families in Philadelphia living under the poverty line, and most concerning, 31.3% of population under the age of 18 years in Philadelphia living in poverty (United States Census Bureau, 2010). Thus, The Humanitarian Agency seeks to support the poor families whose children have been placed in foster care in Philadelphia, as a way of facilitating the reunification of the children with their families. Children would have a better chance of realizing their destiny if they are reunited back and grow together with their families. Most families in Philadelphia are separated from their children, mostly due to the inability of the families to provide their children with a better home environment that would foster healthy children growth (United States Census Bureau, 2010). The result is trauma both to the families and their children associated with loss and separation. The requirements for reuniting the children back with their families are high and expensive for the poor families in Philadelphia. The cost of maintaining the children in foster care is also high. There is therefore a dire need to resettle the children in foster care in Philadelphia back to their homes. Thus, The Humanitarian Agency seeks to serve this community needs through: ii) Facilitate the reunification of children and their families through supporting home renting, mortgaging,

ART Essay Example | Topics and Well Written Essays - 250 words - 11

ART - Essay Example The Gothic style of art was experienced from 12th to the 16th century and was mostly related to architecture. Ancient art is a term used to depict the various artifacts produced by difference cultures and the societies of the ancient periods. These forms of arts were not in written format but were in visual format such as sculptures and painting and architecture. The ancient art produced by the Egyptians was related to religion as they were very religious people and their art reflected different Gods and situations experienced by Gods. Art work produced by the Greek during ancient times mostly comprised of architecture, poetry and sculpture, they had various forms and styles of arts including Classical and Archaic styles of art. It is a myth and a common believe that Roman copied Greek art but their art was very different and much advanced than Greek art. They used their art to depict great events such as wars and victories of

How Technology Has Affected Teaching

How Technology Has Affected Teaching The unknown is full of fear. Technology can be a scary thing. Teaching can be a mind-blowing thing. If one is, the combination of all three is something that is only seen in schools today. Teaching with technology is a paralyzing fear that all teachers face on some level. With only a few hours available outside of the classroom, training is not available to all teachers. Such fear of the unknown and unavailable training, cause many teachers to reject technology on a wide scale. There has been technology the dawn of time. Technology 200 years ago meant nothing to do with electricity. It could be simply as a lever and pulley system for automatic door opening at Monticello, home of Thomas Jefferson. Technology has always scared people as it is something new and unfamiliar to them. What people see as fancy technology today will only be a thing that the next generation is used to and feels is old. When the printing press was first invented by Johann Guttenberg the aristocracy was afraid of what the new machine would mean for the disseminating of information amongst the people. In the end they learned how to use it and took advantage of its abilities themselves. Adaptations have been made and new technology has been invented since, but the principle is still the same. Copy machines, fax machines, and scanners all use the same idea behind the machine. If you ask a student today to use a typewriter to write their paper and then type another copy for themselves they would look at you like your crazy. They would either write it on a computer and just print another copy or run to a copy machine. When it comes to finding the information that they use in their papers, students in the past decade have turned to the internet in increasing numbers. Students in college feel that libraries are a place to access the internet and a quiet place to study, not to look up information in the books that are on the shelves. The Dewey Decimal system in cataloging books has gone to the way side in favor of online version of texts that students can access. In its early stages, the internet was more or less just a collect of text based documents without the capability to display images or video files. Just as with any technology, the internet continues to evolve. With websites such as YouTube ©, Facebook ©, and Twitter © teachers have a wide variety of places to look up information and supplements to their lessons. However some sites have been criticized for the information they contain. Wikipedia is one site that when it first started was a place to allow people to post information about any topic that people could then look up all in one place. But along with new topics, people were changing the information that was already on the site with incorrect information. It was not until the death of actor Heath Ledger that the creators of the often cited source began to change how information was updated. While the site still allows most information to update without review, information about persons of high interest and information ab out government policies and laws must be approved before they are posted online. The majority of teachers do not think about technology they use on a daily basis. From their cars to get to school or their smart phones to access their email from parents, teachers use technology and the internet to make themselves a better educator. Problem Statement There is not much research available to how the internet has affected researching in teaching. While there is a plethora of information on teacher perspectives of technology and an abundance of articles dealing with the internet in schools, not much information is available to how teachers have changed their teaching style in dealing with any kind of research their students conduct. There is a varying degree to which teachers approach the internet now. From subject to subject, students are faced with different styles. If there was guide for all classes, students would be able to go to each class and know how to conduct research in a proper manner that all their teachers would accept. Research Statement In this phenomenological study, I will interview for Northern Virginia high school teachers on how the research process changes for them with the growth and availability of the internet. Significance of the Study With more and more school systems pushing for teachers to use technology, some teachers are weary in how it affects their students. The No Child Left Behind Law has forced teachers to address how they introduce material to their students. While the internet has been used by students to conduct research, it now the teachers that have become the students in an attempt to understand what their students are looking up and how they can use it in their classroom. But how has the internet changed how teachers address research? This study is seeking to determine to what extent a variety of teachers have done in an attempt to address their student quest for an education. Chapter 2 Review of Literature The unknown is full of fear. Technology can be a scary thing. Teaching can be a mind-blowing thing. If one is, the combination of all three is something that is only seen in schools today. Teaching with technology is a paralyzing fear that all teachers face on some level. With only a few hours available outside of the classroom, training is not available to all teachers. Such fear of the unknown and unavailable training, cause many teachers to reject technology on a wide scale. Technology in the Classroom Honey, Culp, and Craig (1999) gave a perspective in a paper they presented at a national conference, on where technology and educational research are heading. Based on their research, they found three main factors that made them think differently. The first dealt with the nature of technological elements. The second was the kinds of things that were being asked in research. The third one they mentioned was how the research itself was being done. The main focus of their research was Union City, New Jersey. In 1989, the school was failing almost all of the standards that the state uses to judge schools on their performance. In fact they only passed eight of the 52 that are stated. To face these, they went through a massive overhaul including extending class periods and increasing the in-services required for its teachers. Amongst these improvements, computers were added to each classroom to assist in learning. All of these as well as those in the local city office building, libraries, and others were joined by computer. After a few years of studying this school system, they determined that the technology that was brought in had the largest impact on the students. It bolstered several successes including those with creativity and the whole language approach. While new teachers are familiar with this information, Ertmer, Addison, Lane, Ross, and Woods (1999) examine what teachers believe the role of technology should be in the classroom. This study focused more on the elementary school level. Even with increased technology including smart boards and one if not more computers available in each room it is still hard for teachers to feel comfortable working with the new fancy equipment. While some felt that they did not want to teach with technology, some just felt that things were fine and nothing new had to be done. They found that the teachers they interviewed, observed, and surveyed mentioned on some level that technology supported what they were doing in the classroom. Some made references to the use of technology in regards to how it enhances their current curriculum, but any use beyond that is not being used. There were minimal references to any emerging technologies. One teacher described that she found that students were more likely to work in pairs and groups on assignments. When the eight teachers were asked what were their reasons were for using technology, student benefits were near or at the top of all the lists. While there were a number of other benefits, some of the teachers mentioned that several metaphorical barriers were present. They found that time was a big factor in how much technology they use. While once programs and other equipment is running, it makes several things run faster and smoother, the time it takes to make sure it runs properly can out-weigh the benefits. While the teachers faced the barriers, they found several ways to work around them through local college and community support. One of these ways is in parental support for teaching children about technology earlier. Bergen (1999) interviewed an 8th grader on how she views technology in the classroom. Kristen, the student, was raised on computer that were manly used for games that were made to be educational only. While she was in elementary school, a new computer lab was built and allowed her access to more programs. However, it was not until middle school that she was able to use computers more to help with reports and find icons to place in reports. They also found that many teachers were starting to increase use of technology as more and more attention was brought on individualism and the diverse programs available encouraging students to work harder. It is up to the individual teacher to foster creativity and help their pupils become better students. In a U.S. Department of Education study (2005), teachers were asked on their perspectives on technology available to them. Technology that could reach beyond the classroom ranked at the top of a list of technologies teachers felt were the most useful for them. Computers that had internet access were 68% the most essential amongst all teachers. Based on their 2000-01 survey, only 57% felt that the technology that they had was sufficient. That is just within the school. Only four percent said the same thing when it came to technology in the individual classroom. While this number has increased over the past five years, it is still lower than what most principals and school district wish they could do. A new wave of technological scare is the cell phone as Burns and Lohenry (2010) discuss in regards to their use in the classroom. With several schools now having policy against cell phones, more and more students are actually having them and secretly using them in the classroom. While it is essential to keep and maintain order in the classroom, student that were surveyed said that they would be more into the lesson if they were going to be able to use their cell phone. A number of professors at the college level have started to allow students to use their cell phones for texting while in class as long as have them on silent or vibrate. Phone calls and texting during a test is still off limits. Mason, Berson, Diem, Hicks, Lee, and Dralle (2000) take on the role of discussing how technology can be used to help prepare social studies teachers. They discuss how teachers are trained in college how to use technology to further their learning, they are often more knowledgeable or willing to learn newer techniques. In a recent National Center for Education Statistics study, 95% of schools and 63% of classrooms are connected to the internet. These schools have made use of the digital archives that many schools are creating to help with social studies research amongst students. One of the issues Mason et al (2000) bring up is the accessibility of inappropriate information. This is taken care of by a number of technological programs that prevent certain sites from being accessed. Some of these include peer to peer sites that allow the trading of music illegally. This is to help students stay on task while also keeping the school safe from legal action. Several programs are discussed that are accessible through online sources that students and teachers use alike to help within the classroom. While technology is important to use, its just as important as training to use it properly. Social Studies of course is not the only subject that is taught. Mathematics is one of almost all schools core subjects as it is used in most other classes. The Wang et al. (2008) article discusses about how effective technology can be in early learning environments. Their study was one of the first on early learning. Many studies deal with middle school and higher levels, while this study dealt with pre-school. While the lessons and the printed materials are still for a younger age, kids were seen using digital cameras, digital microscopes, and digital video recorders. They focus on the supports and what technology can mean to kids. In the age when electronic toys are the strong majority of the market, kids are introduced to electronics at a very young age. They recommend kids be introduced to the proper use of technology at a young age and that all children get an equal and fair access. Li and Ma (2010) take a different approach from the mathematics class point-of-view. They argue that since computer technology had become more popular that is undeniable that its role as an important tool for learning. They discuss some of the encouraging figures including their study in how mathematic scores have increased when teachers use technology. They actually argue that more research is needed to be done from a mathematics point of view. Uses of Internet in the Classroom While the internet is a form of technology, it takes it to a whole new level. The information available to students and teachers is astronomical and some of that unknown is scary to them. Scheuerell (2010) discusses some of the fears of allowing students to use the internet. Some fear that it will make more students work alone. Video games and other electronic devices have forced more students to seclusion. While this is true, they provide evidence that while the student might be at the computer for game console alone, they are often using the internet to play with others via voice-enabled communications. The internet is also used for video chatting which can enable students in different locations to collaborate on assignments. Scheuerell explains that students do better on assignments, even online ones, when they are tasked with interpreting what they have learned, more than just looking up information. They feel that they are part of the work and that it is just not some kind of busy work. Cooperative learning can be done even on a local network and not the full internet. Many colleges and universities have local networks that allow students to use multiple computer s to work on a project and then send to each other. The students that were observed and discussed in the article were tasked with creating a webpage about local history in Missouri. Fear can also be used to welcome in the internet. Bonk (2010) explains that it might take a catastrophe to have how people look at schools in regards to the internet. He goes on to say that Katrina enabled many high school and college students to take classes online from other states and other universities. Indiana University High School is an example of how the internet can be used as a virtual high school. Students who attend this 21st century high school range from rural students to pregnant teenagers. The coursework that is done is the same that would be done at a local school, but for those that are unable to attend on a daily basis for a number of reasons this increases the chance that the student does not get frustrated. Bonk developed 10 methods that are available today. These include e-learning and blended learning to real-time mobility and portability. Digital books, as is discussed, are another step in using new technology in the classroom. With the iPad and Kindle, studen ts are able to access their books all at once, instead of carrying them around in a backpack or in their locker. These devices, especially the iPad, have several other uses including display programs and teaching programs that interact with the students and are more than just words in a textbook. With these, teachers can have an assignment tailored to each individual students needs without having to write or print out several directions or discuss individual directions out loud in front of the entire class. How can all these fears be relieved? Frye, Trathen, and Koppenhaver (2010) discuss the different needs that are met by using internet workshops and blog entries. Internet workshops are when teachers create a research based activity that students use to make a report on a subject. One of the top sites they mention teachers send students to is Delicious.com. Teachers are able to help guide students by creating social bookmarks that other students can use to help them, which cultivates the cooperative learning skill. They go into detail on how the internet workshops are built and designed by teachers to use it for more than just the one class, but available for multiple classes the student might have. The other topic they touch on is how the internet is used to keep up-to-date information available. Web-logs or blogs for short, are used along with internet workshops. Teachers can use blogs as journal entries for academic reasons and keep an accurate, detailed record of what the student( s) have been doing. It is not just teachers that need to know how to safely navigate these new technologies. Hardacre (2010) surveyed a number of students on various ways of communicating on the internet. In the early part of the 2000s a strong majority of student said they used MySpace compared to Facebook. Now the numbers have reversed. More and more teachers have begun using Facebook and other internet services to connect with their students. Libraries are increasing the number of computers and other technologies students can use to access the internet. Laptops are the top choice both amongst students and libraries to buy if they had money. But even if you relieve the fear of the use, the ability to use it could be difficult to come by. In the Technology Counts (2010) article, the topics of the problems in using and creating wireless networks are discussed. Connection issues have plagued wireless networks. From people not seeing a signal to slow speeds, wireless has its issues. The article states that if it is difficult for students to connect to a wireless network, they become frustrated; some even more so than what they would have been with paper texts. Networks are also expensive to create. With the number of people who would be accessing them, a good, professional level network is needed to accommodate the bandwidth. These can cost up to $125,000. That is just for the initial costs. A server administrator is needed to maintain and fix issues that arise. While a current staff member can serve this post, it is a full-time job that requires constant maintenance. They also discuss the benefits such as using smart phones to help alleviate some of the issues that the networks have. When the internet is used to such a large extent, that students need the internet to do their research and just function in school. Shiveley and VanFossen (2009) provide an explanation to how much the internet is actually used in the classroom. This literature review provides many sources as references, but states that there just is not much research out there for actual use in the classroom. Most of the material states what it should do and how it should help, but it does not provide detailed information on what teachers are specifically doing in class using the internet. They go on to discuss how in the social studies classroom, the attitude toward the internet is as a source of information only. Many teachers even limit the amount that a student can use as many false sources are on the World Wide Web. The full potential of the internet is not often realized by teachers who are afraid of false information. With many different programs and classroom materials available including WebQuests1 social studies teachers need to learn how much their curriculum can benefit from the internet. Mossbarger (2008) discusses the why the internet has actually become an addiction to some and should be included in textbooks. In his meta-analysis, Mossbarger mentions that more and more children are relying on the internet for social interaction and fail to see or understand the consequences. His data concludes that there are a few textbooks that deal with students and this addiction. The more attention, Mossbarger argues, that is brought to this, the more resources that will become available to treat it. Ratzan (1994) discusses how the problems faced in the earlier stages of the internet are still relevant today. One advantage of working with the internet environment is that things change quickly. One disadvantage of working win the internet environment is that things change quickly (p. 62). He discusses some of the different sources that are available including email and several types of books. These would all be available for students to do research on as a number of free sites are mentioned. There are a number of these that are geared primary toward a particular subject. Gayton (2008) explains the uses of teaching business in regards to the internet. All three of the teachers observed and interviewed, in a interpretive anaylsis found several flaws within uses of the internet. Most demonstrated and stated that the time it takes to create a lesson using the internet is too time consuming for their intended purposes. While being observed, each teacher was engaged in several poor teaching habits in regard to undirected usage. Gayton recommends that teachers, not just business ones get adequate training in use of technology and internet abilities and integrate them into their curriculum as its proven to have a positive impact on their students achievement. Most of the research available today comes from the public school sector. But with an increasing number of students attending private schools, thanks in part to school vouchers and school accountability, the internet has become a hub of information that these parochial schools have begun to incorporate. Gibbs, Dosen, Guerrero (2008) provide examples on how technology is used at the private school level, outside the money and restrictions of the public school systems. Their surveys concluded that while a few teachers use technology in different ways, for the most part Catholic school teachers used it very little. There is no church doctrine restricting what technology can be used, just on what information can/should be accessed. An overwhelming number of teachers, who used technology, use it to contact parents, presentations, and develop electronic portfolios of students work. They concluded that teachers used it as a preparatory instrument, but not as a teaching tool (p. 189). But after all is said and done, what is the current hot topic? Online universities have sprung up but as Doyle (2009) explains online high schools and colleges that were supposed to be used almost exclusively never took off like the industry hoped for. Despite universities like University of Phoenix, founded in 1976, which took online classes to a new level, it has not been until recent years that a larger push for people to take classes while not on a college campus. Singh, Mangalaraj, and Taneja (2010) discuss not just online universities but online classes in general. Research shows that online classes can be as effective as traditional classroom-based courses when appropriate technologies are used and sufficient interactivity is present (p. 299). They talk about the benefits of different programs that are available to students and teachers in these online courses. Remarks about each, whether they are good or bad are included in each of their research tables. This perspective allows teachers to see what programs are being used, where to find them, and how they can be applied to their classrooms. Conclusion Many teachers fear of technology and the internet stems from either a lack of training or fear of the unknown. The articles discussed are a combination of the positives and negatives. Some mention the benefits that teachers have learned from and used in their individual classrooms while others talk about the struggles and lack of training teachers have received to learn the potential of the internet. And while teachers might have a mind set against the internet, some students use their cell phones to access not only the world wide web but to text others. Some even use the technology to an unsafe level of addiction to such materials. Technology is ever changing and if we expect our students to change, then teachers to learn and understand it. The degree to which teachers use the technology is something only they can decide. Technology is all around us. Subjectivity I have always been surrounded by technology. My father is a computer system engineer since before I was born. We always had a computer. It might not have been the newest but we could always learn how to work with technology. Once I started doing research in school, I went to our computer at home. But when I was in school, I still had to use physical books. Most teachers I had did not have email or use the internet at all. So most of my research started on our computer but ended in books. Now that I am in college I have seen how teachers change how they allow students to do their research. Writing a literature review today is made a lot easier as articles are being published online or copies of them made available. Using laptops, desktops, and my iPod to access my emails and library resources have allowed for the literature review to be compiled. Chapter 3 Introduction The purpose of this study is to determine to what extent the internet has changed teachers perspectives on students conduct research in their classrooms. This chapter lists the procedures for the study while talking about the sampling strategies used to solicit volunteers. It also includes the design, measurement and instrumentation, data collection, limitations, and data analysis. Research Questions These questions were ever changing. In the preliminary stages, articles were abundant and research questions were being revised on a daily basis. After completing the literature review, the following questions were finalized through careful scrutiny. How has research changed with the internet? What are the struggles that students face while doing research? And to what extent is the internet used in all aspects of the classroom? Procedures The focus of this phenomenological study is on teachers in the Northern Virginia area. Interviews will be conducted to analyze the significance the internet has had on how these teachers view it in regards to how their students conduct research. Sample The sample for this study will be four teachers in Northern Virginia. The teachers will come from various subject areas with a varied amount of teaching experience. Permission as been granted from Liberty High School, Bealeton, VA (Appendix B) and Kettle Run High School, Nokesville, VA (Appendix C). Teachers will not be solicited based upon gender. A mix of public and private schools will be used. Design The research design is a collection of answers based upon responses to interview questions. The questions will be grouped together and discussed in regards to the answer of all the subjects at the same time. Data Collection The data will be collected by individual interviews, recorded on a digital voice recorder, with each subject. See Appendix A for a listing of the interview questions. Interviews will be conducted both at the school of each subject, per approval from the principal (Appendix B C) as well as other locations as needed to facilitate the needs of each subject. Each participant will have signed a copy of the Informed Consent Form (Appendix D). Each interview will be transcribed into a document. Some data may also be collected by follow up interviews, email, and phone calls. The additional data will be transcribed as well. Copies of any additional information subjects are willing to provide will be attached as an appendix. Data Analysis The data will be analyzed for answers to specific questions and a summary of each answer will be included. Subjects will asked to correct any information collected upon being provided a copy of the transcript. After all the data is compiled, each subject will be provided with a copy of all interpretations and asked to give feedback. This is to be used a check for validity. Ethical Issues See Appendix E for Institutional Review Board forms. Monitoring Subjectivity To help keep track of any possible subjectivity in my research, I will be writing a journal entry, in a Word document for each day that I work on my research. I will include a copy of my journal entries as Appendix E after my research is complete. Validity Measuring validity can be a tricky subject. According to Maxwell (2005) the two main threats to validity are research bias and reactivity. Researcher bias can be addressed in several ways including keeping a journal of activities throughout the research process (appendix F). In reactivity, I will conduct my research in the most comfortable location for my subjects. Conducting the interviews away from a school setting is one method of reducing the influence the interviewer has. My main methods of checking validity will be to give each subject a copy of their interview transcript and to give each participant a copy of the final paper to check for inaccuracies of both. Implications/Significance/Contributions Implications in this research are that teachers have changed their ideas on research. If no changes exist with the changing technology, the implication that there is could be offensive to come teachers. Significance is that this research can prove technology and the internet has changed the way teachers allow students to conduct research. contribution is that a compilation of thoughts and changes that have been made, if any, could be invaluable to teachers and administrators as the this research will cover teachers of all years of teaching experience as well as across all subjects Limitations This study was a based in a single area of the United States and thus had a certain number of limitations. The findings of the study were limited to four teachers in Northern Virginia. The teachers were personally asked to participate in the study. Another limitation would be the number of years the teacher has been teaching. While it is part of the design it is a limitation based on the interaction of materials used in the classroom in recent decades. While public and private school teachers participated, home school teachers were not interviewed. This prevents from getting a possible perspective on a section of teachers that rely on technology and the internet in their classrooms heavily.

Canterbury Tales: The Knight :: Geoffrey Chaucer Canterbury Tales Essays

Canterbury Tales: The Knight In his prologue, Geoffrey Chaucer introduces all of the characters who are involved in this fictional journey and who will tell the tales. One of the more interesting of the characters included in this introductory section is the Knight. Chaucer initially refers to the Knight as "a most distinguished man" and, indeed, his sketch of the Knight is highly complimentary. In this essay, I will contrast Chaucer's ideal Knight with its modern equivalent. The Knight, Chaucer tells us, possessed good horses, "but he was not gaily dressed". Indeed, the Knight is dressed in a common shirt "much stained" by where his armor had left its mark. In other words, Chaucer is telling us that the Knight has just arrived home from service and is in such a hurry to go on his pilgrimage that he has not even paused before embarking on it to change his clothes. Additionally, the Knight has led a very busy life as his fighting career has taken him to a great many places. He has seen military service in Egypt, Lithuania, Prussia, Russia, Spain, North Africa, and Asia Minor where he always "won the highest honor". Amazingly, even though he has had a very successful and busy career, he remains an extremely humble man: indeed, Chaucer maintains that he is meek "as a maiden". Moreover, Chaucer claims the Knight has never said a rude remark to anyone in his entire life. Clearly, the Knight possesses an outstanding character, and Chaucer gives to the Knight perhaps one of the most flattering descriptions in the General Prologue than any other character. His Knight can do no wrong: he is an outstanding warrior who has fought for the 'true faith' (according to Chaucer) on three continents. In the midst of all this, however, Chaucer's Knight remains modest and polite. Thus we see him as the embodiment of the traditional chivalric code: bold and fearless on the battlefield, devout and courteous off it. Apart from the moral message contained in the story, perhaps this tale of Chaucer's is of even further interest to modern-day readers. In our twentieth-century America, we would like to think that we simply don't have enough people in our society who we can liken to Chaucer's Knight. Perhaps we are under the impression that our modern society does not breed such virtuous people as existed in Chaucer's time. We remember that Chaucer's work represented one of the few sources of literature available to the people of England in the latter half of the fourteenth century; The Canturbury Tales was indeed a precursory form of mass Canterbury Tales: The Knight :: Geoffrey Chaucer Canterbury Tales Essays Canterbury Tales: The Knight In his prologue, Geoffrey Chaucer introduces all of the characters who are involved in this fictional journey and who will tell the tales. One of the more interesting of the characters included in this introductory section is the Knight. Chaucer initially refers to the Knight as "a most distinguished man" and, indeed, his sketch of the Knight is highly complimentary. In this essay, I will contrast Chaucer's ideal Knight with its modern equivalent. The Knight, Chaucer tells us, possessed good horses, "but he was not gaily dressed". Indeed, the Knight is dressed in a common shirt "much stained" by where his armor had left its mark. In other words, Chaucer is telling us that the Knight has just arrived home from service and is in such a hurry to go on his pilgrimage that he has not even paused before embarking on it to change his clothes. Additionally, the Knight has led a very busy life as his fighting career has taken him to a great many places. He has seen military service in Egypt, Lithuania, Prussia, Russia, Spain, North Africa, and Asia Minor where he always "won the highest honor". Amazingly, even though he has had a very successful and busy career, he remains an extremely humble man: indeed, Chaucer maintains that he is meek "as a maiden". Moreover, Chaucer claims the Knight has never said a rude remark to anyone in his entire life. Clearly, the Knight possesses an outstanding character, and Chaucer gives to the Knight perhaps one of the most flattering descriptions in the General Prologue than any other character. His Knight can do no wrong: he is an outstanding warrior who has fought for the 'true faith' (according to Chaucer) on three continents. In the midst of all this, however, Chaucer's Knight remains modest and polite. Thus we see him as the embodiment of the traditional chivalric code: bold and fearless on the battlefield, devout and courteous off it. Apart from the moral message contained in the story, perhaps this tale of Chaucer's is of even further interest to modern-day readers. In our twentieth-century America, we would like to think that we simply don't have enough people in our society who we can liken to Chaucer's Knight. Perhaps we are under the impression that our modern society does not breed such virtuous people as existed in Chaucer's time. We remember that Chaucer's work represented one of the few sources of literature available to the people of England in the latter half of the fourteenth century; The Canturbury Tales was indeed a precursory form of mass

Bound Man

The Bound Man by Ilse Aighinger The thing that I found most compelling in the story ‘‘The Bound Man’’ was that the man was not worried about being released from the rope, rather he wanted to be bound and with that disadvantage he learned to adapt with it and live life as if he wasn’t bound at all. The reason why I find his situation and his own reaction to it so compelling is because while I was reading the story, I was putting myself in his situation and I would not of thought to react in such a way as he. In the beginning, where the man had awoken from his sleep to find that he was bound, he found happiness in that situation.Through out the story there were people who were amused by his situation, but also had sympathy in which the bound man was completely against; he took that situation and made it seem like it was not a problem, that perplexed me. – But still I find it all truly compelling. †His arms were tied to each other but not to his body, and had some free play too. This made him smile. † pg. 68-69 Even though his arms were not tied to his body, I felt myself becoming uncomfortable. To wake up bounded, I would see no good in that situation besides still being alive.Not only was he bounded, he was outside and woke up to flies around him which made the situation even worse. I read this story and put myself in his position; I could only contradict all his actions. My perspective comes from me not being an outside person whatsoever. I come from a family that if decided, we even go camping or to a national park, we don’t go in tents we rent out a cabin, lodge or a hotel. I wasn’t raised to be an outside person or to even like animals, so when I think of waking up to flies and being tied up outside I think of myself going crazy, screaming for help.It amazed me however, to see that someone can wake up in the position the bound man was in, without crying out for help. It seems carless to me, ca rless about life†¦ But also so brave and courageous because through his situation he built strength and adapted to being bound, something I wouldn’t of ever been capable to do. †These antics amused the bound man because he could have freed himself if he had wanted to whenever he liked, but perhaps he wanted to learn a few new jumps first† pg 73. The bound man was amused by the antics the people in the circus tried in order to set him free.There was many cases that the man could of freed himself, but he didn’t. He wanted his body to get used to these ropes and he was going to make the best out of his situation and learn from it. To my surprise, the bound man had ran into a wolf and was able to protect himself, even with being limited to movement. This man was powerful. The fact that he found a way to take action and be positive with being bound and refused to free himself, gained him a lot of power. He was the victim at first because he was robbed and b ound, but he became the one in power by overcoming it, and not letting it stop him from anything.In my opinion, the ones who can overcome huge obstacles in life are truly the ones with the most power and strength. When I think of bound ‘‘MAN’’ I think of strong and fearless. Men are believed to have a lot of pride and to not show their weaknesses; they want to be looked at as superior, and in the story I think the bound man was superior. People were interested in him and his life, but didn’t understand his purposed. I tend to appreciate people who are very positive because it changes my perspective on how I live my life. I often feel like I react off of little things, and make small situations bigger then they are.When something goes wrong, I feel like everything is wrong and nothing can be fixed. As an example. Last week my shoulder was dislocated, I felt helpless and I had 2 feet and another arm that could be used. With just my one arm not being ab le to function like it normally can, I was upset and angry and acted like the whole world was over. I didn’t do anything besides taking pain medication and lay in my room. This story brought about a different perspective on how I reacted to my shoulder. I could of been happy that at least my shoulder was put back in place, and that it was a minor issue and would be back to normal soon.But I am a dramatic person, and I’ve never looked at the good side of things, which is something I wish I did. As a result to the man being bound he became powerful. The condition the bound man was in and the actions he took during, gained him strength. I do believe that there is a consequence to everything you do. Whether it be good or bad, is how you react upon the situation. At the end of the story when the circus proprietor decided that telling the people in the village the bound man had killed a wolf, he though that there would be a good consequence out of doing that; to ‘†™revive the triumphs of the summer’’.He was wrong, his actions lead to the bound man having to prove his superior. And because people did not believe in his superior he was forced to prove himself by being in a cage with a wolf. Not only did he kill the wolf, but he was no longer one with his rope. The proprietors wife did not believe in the bound mans power, so she cut him free of his rope while he was in the cage. The consequence of her actions lead to there being no point in killing the wolf, the man was now unbound and he no longer had a purpose. So he shot the wolf instead. Without his bound the man felt weak, and blood rushed to his feet.Her actions not only lead to the death of the wolf, but soon to the death of the man himself. – The way that the bound man saw his situation had a consequence as well. It gained him power, and he learned to do new thing with just a little amount of movement, and with that I felt the story was compelling. Reading this sto ry changed my whole perspective on how I react to certain things. It made me think that it would be so much easier in the long run if you just see the bright side of bad situations†¦ But also, to not have so much pride that you feel you must prove yourself to others, because that itself, can lead to bad consequences.

Climate Change Is Capitalism The Problem or the Solution

Climate Change Is Capitalism The Problem or the Solution Overview The global climatic outlook is an area of concern for many. Climate is perhaps one of the biggest challenges facing humanity today. Its effects are segregate. The poor and the average earners compared to high income earners feel the effects of climate change more. The impact of climatic change has exposed millions of people to poverty and hunger, especially those who rely on agriculture (Adger Kelly 2000, p. 348).Advertising We will write a custom essay sample on Climate Change: Is Capitalism The Problem or the Solution? specifically for you for only $16.05 $11/page Learn More Economies of many developing countries across the world depend on agriculture. It is the mainstay for the poorest rural households as well as to the economic giants (Abramovitz 2001, p. 12). Failures in crop production, deaths in livestock as result of drought are causing enormous economic losses among farmers. In effect, this has been marked by escalation in food prices and hence deterioration in food security. At the same time, the countries with big industrial muscles have been aggravating the situation. This is seen in the way they wantonly emit greenhouse gases to the environment, which in turn affects the climate. This has raised concern in the global climate governance. Nations with little industrial muscles are feeling the effects, which does not come from their doing. At the same time, efforts to mitigate the situations points toward financial muscles. This means that capitalism, which is the ability to produce wealth lies in the solution and also the causes of the current global climatic governance. This paper assesses if capitalisms is the solution or the problem to the current global climatic governance. Capitalism and the Environment Damage Capitalism is a viewpoint of an economic system that favors or promotes private ownership of wealth creation factors. It favors individuals, corporations, competitive market, wage labor, capital accumula tion, and personal finances and profits. This means that capitalism is not popular to the majority but rather to the few. The proponents drumming for capitalistic market argue that any business establishment is mandated to making profits for the organization and that such profit ought to be utilized for the good of the business organization and the nation’s economy. However, do the economy and the people benefit? Capitalism promotes individualism and selfishness. The few in the upper echelon befits whereas the mass in the public suffers. The proponents of capitalistic economy are after personal gains and have propagated the same in the issues of climatic change. Since the efforts of capitalistic economy are to create wealth, the same has been done at the expense of climatic change. In the course of creating wealth, industries emit harmful products to the environment, which later affects the mass (Langford 1995, pp. 145).Advertising Looking for essay on rhetoric? Let's see if we can help you! Get your first paper with 15% OFF Learn More Climate-Crisis Capitalism The quest for wealth creation as a result of capitalism has led to a condition termed climate-crisis capitalism. The term connotes the situation in which the worldwide environmental managerial elites utilize environment-threatening methods to create wealth for themselves. The wealth created in this case is short term but the environmental damage incurred by the activities is long term. The condition is termed climate-crisis capitalism because wealth created are for the rich few yet the environmental damage realized affects the entire globe. Wealth creation methods being experienced in the world are accomplished via industrial activities. Industries are considered as the muscles for economic empowerment. The United Kingdom, the United States of America, Japan, Germany, China, and Canada among many are among the leading industrialized nations in the world. Industrial activit ies from these countries results into emission of carbon dioxide to the atmosphere, which is major source of green gas (Bond 2003, p. 16). Green gas has drastic effects as discussed below. Global Warming Issues and Effects Since the beginning of 20th century, the temperature of the earth has been rising. The increase has been averaged at 0.8 ââ€" ¦C with the major part of the increase taking place from the beginning of 1980 (The National Academic Press 2011, p. 16). The averaged increase in temperatures of the earth constitutes global warming. Because of the fact that major increase in the earth’s temperature has taken place recently, it means that the condition is worsening with the current generation than in the past. This implies that there must be some activities that have heightened the menace. Science has given global warming a detailed description of its causes and impacts. Scientifically, the heating or warming of earth results from blanketing effects of greenhouse g ases. Greenhouse gases are CO2 (carbon dioxide), CH4 (methane), oxides of nitrogen gas among others. These greenhouse gases forms a covering on the upper part of the earth’s atmosphere that traps the sun’s rays in the earth (World Almanac Books 2000, p. 3). Because of the covering or the blanketing effect of greenhouse gases, the earth warms up gradually. Global warming affects the environment and all living beings. As the earth warms up, temperature in the atmosphere increases. The increased temperatures make some ice on snow-capped mountains to melt. The melted ice forms water that flows to fill up oceans and lowlands. This means that the continued global warming will lead to flooding, which in turn has a devastating effect on plants, human beings, and animals.Advertising We will write a custom essay sample on Climate Change: Is Capitalism The Problem or the Solution? specifically for you for only $16.05 $11/page Learn More Furthermore, glob al warming affects temperatures of ocean waters that in turns affect the life of sea creatures. For instance, rising temperature of earth warms seawaters that affect the growth of algae, an important producer in aquatic food chain. Because algae are primary producers, their death will lead to death of other aquatic creatures because of lack of food. This will happen when algae die; small fishes will lack food and die as they depend on algae for food. The death of small fish will lead to the death of larger animals, which depends on them for food. The process will in turn affect human being as they will lack what to eat. Global warming is also linked to acid rain experienced in many places. When it rains, the rainwater dissolves some of the greenhouse gases in the atmosphere, which in turn falls as acid rain. Acid rain is harmful to plants and properties. Global warming is also linked with common human catastrophes such as forest fires. The warm climate dries up small plants and leav es of large trees in the forests, which easily catch fire (The National Academic Press 2011, p. 5). This means that the world is at threats as a result of environmental damage caused by global Warming. The effect is widespread and affects everyone yet it is the few that are causing the same (Bojà ¶, Green, Kishore, Pilapitiya Reddy 2004, p.10). Global Climatic Governance Global climatic governance entails policy measures and diplomatic mechanism directed toward guiding social systems or setup toward adaptation or preventions of climatic risks resulting from manmade activities. Since 1980s, climatic concerns resulting from manmade activities have been on the rise. The concern was triggered by the world climatic conference held in 1979 by the World Meteorological Organization. Intergovernmental Panel on Climatic Change (IPCC) was established in 1988 and it consisted of environmental specialists and diplomats from different nations. During the world climatic conference of 1990, IPCC released a report stating that the world has been warming for some time and the future warming is likely. As a result, the world was jerked to the reality of environmental dangers resulting from manmade activities including industrialization. In 1992, officials from 154 nations converged at a conference in Rio and deliberated over climatic changes, which culminated into signing a pact by the same. In 1997, Kyoto protocol was agreed on. The protocol brought together 38 countries that were highly industrialized and required each nation to reduce it’s greenhouse gas emission by at least 5.2% by 2008. The global reporting initiative was also launched at the same time and was mandated with responsibilities of disclosing Greenhouse gas emission. However, the United States of America withdrew from the protocol in 2001. Despite the withdrawal of the U.S., other nations went ahead to implement the protocol, which was later declared unbinding to the member countries in 2011 (Bernstein, Betsill, Hoffmann Paterson 2010, p. 163).Advertising Looking for essay on rhetoric? Let's see if we can help you! Get your first paper with 15% OFF Learn More From the information on the timeline development of the global climate governance, it indicates that capitalistic nations including the 38 countries that signed the Kyoto protocols are aware of the dangers posed to the environment by their capitalistic activities. They have gone ahead to form a coalition to fight the global climatic dangers. However, there has not been some commitment on their part. The United States, which is among the leading in industrial emission pulled out of the protocol. At the same time, the member nations of the Kyoto protocol decide to dilute the protocol by declaring the pact as non-binding. This indicates the inability of these nations to adhere to climate preservation. Globally, there is no serious climatic governance but instead, there are some claims against global warming concept. Despite the warning reports by the by the IPCC on the seriousness of greenhouse gases, the Kyoto protocol was declared unbinding. Capitalism as a Problem to Global Climate Change Capitalism is attributed to the problems of climatic change. In fact, without capitalism, there will be little or no climatic change. In the first place, capitalism aims at utilization of available resources for creation of wealth for those involved in the same. As a result, capitalistic nations’ main focus is to use the available resources with the purpose of creating wealth. This has been evident in many aspects. For instance, china has been focusing its economic growth in textile sector. It has invested in all major cities and even minor cities like Tibet, Mongolia, and Xinjiang, which has been attracting more investment hopefuls. The country depends so much on fossil fuel and the trend has been heightened since 2007, an action that has increased its carbon footprint (Martin Morrison, 2008, p. 5). From the analysis of the industry, the majority are in hands of private investors meaning that the wealth is concentrated in the hands of the few yet the environmental da mage is widespread to all. In England, the situation has been the same. The country is highly industrialized and has concentrated its wealth in the hands of the few capitalist. The situation had reached its heights in 2011 angering the Britons. Cameron, though belonging to the capitalistic party, agreed to the evils and damages capitalism has plunged Britain into by coining a slogan ‘let capitalism RIP’ implying that capitalism should die, in his speech on January 19 2012. Capitalism is also a problem to global climatic change as a result of its policy of profit making. The chief principle of capitalism is to make maximum use of available resources to make maximum profits. This means that the proponents in this industry would wish to see more pennies trickling in rather than being spend. In this case, no money is spent for environmental conservation because doing so would mean reducing profits. At the same time, some simple and shortcut methods of production are employe d for the sake of maximizing profits. Capitalism in the United Kingdom is deeply immersed into profit maximization to the point that even the factors of production are hardly provided in the required quality and quantity. In the wake of David Cameroon’s famous 19th January speech titled let capitalism RIP, industrial workers in the UK had gone on strike in protest of the evils of the capitalistic employees. The employees were only after profits to the point of giving their workers some meager salary. In acting in such manner, it shows that such capitalist may not be willing to spend their money on expensive process of environmental conservation. At the same time, environmental conservation means cutting on the energy expenditure polluting the environment. However, cutting on energy expenditure in some cases may result in reduction in production capacity or low prestige, which is not acceptable in capitalism. Capitalism as a Solution to Global Climate Change Although capitalis m is seen as the problem for climatic change, it is also the solution to the same. A capitalistic regime is a wealth creating regime, which every country is aiming to be. Wealth created is essential for the mitigating climatic change. According Dolsak (2001, p. 419), mitigating climatic conditions is very expensive. Using the top down micro economic approach, the cost of stabilizing carbon dioxide emission of the levels experienced in 1990 would lead to a reduction of 0.5 to 0.6 percent in GDP. This means that attempts to mitigate climatic change needs immense wealth. Given that capitalism entails wealth creation, such regime will be the one who can help in mitigating climate as a result of their financial muscles. In capitalistic regime, the rich are in control of the law. These means that they are in a good position to create laws for mitigating climatic change and at the same time install legal institution in place to ensure that all adheres to the laws. Several laws were drafted in the Kyoto protocol. On top of that, other countries led by the UK have been implementing laws and penalties to mitigate the effects of climatic change. The green tax in the United Kingdom has been implemented to mitigate the effect of climatic change (Policy Network 2009, p. 14). The capitalist nations also hold the key to building a long-lasting consensus for a future with low carbon emission. This is was also part of the global deal in Copenhagen. Through such deals, cash and technology can be transferred to developing economies to aid in mitigating climatic change. At the same time, non-governmental organizations may be included in the long-lasting consensus for a future with low carbon emission deals. Such organizations are backed by capitalist personalities or nations and thus they have the financial muscles to assist in mitigating climatic changes (Duwe 2001, p. 178). Conclusion: Is Capitalism The Problem Or The Solution? From the analysis seen above, capitalism is the mai n cause of environmental pollution. Capitalistic regime focuses on accumulation of profits using available wealth. In their quest for the same, they leave behind environmental damage that affects the whole society. At the same time, capitalistic regimes are better placed to handle the rigors of global climatic governance. They hold the key for the enactment of laws in the same and at the same time have the financial muscles to implement modalities for mitigating climatic change. The world cannot progress without industrialization, which is mainly propagated by capitalist. This means that we cannot do away with capitalist for the reason that they are agents of environmental damage instead there should be a consensus on global climatic governance. The world should borrow a leaf from David Cameron. While tackling the challenges of capitalism, the prime minister did not propose a completely non-capitalistic economy but rather suggested a balance on the same using popular capitalism (Wat t 2012, p. 4). In popular capitalism, everyone should have a fare share in mitigating climate change. Therefore, capitalism is both the problem and also the solution of climatic change. List of References Abramovitz, J 2001, Unnatural disasters world watch paper158, Worldwatch Institute Publishers, Washington. Adger, N Kelly, P 2000, Theory and practice in assessing vulnerability to climate change and facilitating adaptation, Climate Change, vol. 47,no. 4, pp.325-352. Bernstein, S, Betsill, M, Hoffmann, M Paterson, M 2010, A tale of two Copenhagens: Carbon markets and climate governance, Millennium-Journal of International Studies, vol. 39, no. 1, pp.161-173. Bojà ¶, J, Green, K, Kishore, S, Pilapitiya, S Reddy, R 2004, Environment in poverty reduction strategies and poverty reduction support credits, Environment Department Paper Journal, vol. 102, no. 1, pp.1-19. Bond, P 2003, ‘Climate-crisis capitalism, global environmental governance and geopolitical competition in emis sions laxity, World Development Journal, vol.2, no.1, pp. 249-69. Dolsak, N 2009, Mitigating global climate change: why are some countries more committed than others? Policy Studies Journal, vol. 29, no. 3, 414- 436. Duwe, M 2001, The climate action network: a glance behind the curtains of a transnational NGO network, RECIEL, vol.10, no. 2, pp. 177-189. Langford, H 1995, The potential effects of climate change on winter mortality in England and Wales, International Journal of Biometeorol, vol. 38, no. 3, pp.141-147. Martin, M Morrison, W 2008, China’s â€Å"hot money† problems: CRS report for Congress, Congress Library Research Press, New York. Policy Network 2009, The politics of climate change: our role in the debate. Web. The National Academic Press 2011, The America’s climate choices, National Academies Press, Washington. Watt, N 2012, David Cameron pledges era of popular capitalism. Web. World Almanac Books 2000, Environment global warming and greenhouse e ffect, World Almanac Books, Mahwah.

Mrs. Daniels Essay

Mrs. Daniels Essay Mrs. Daniels Essay Running head: THE OPERATING BUDGET The Operating Budget LaToyia N. Daniels Strayer University Abstract This learner will discuss how to operate a Budget for the Department of Juvenile Justice, and act as a budget analysis for this state agency. I will create a strategic plan for this agency as well performs a cost analysis. This paper will also discuss the mission, vision, goals and objectives of DJJ in order to familiarize the direction of this agency. In being a budget analysis I have to forecast and analyze what the challenges are in managing a budget of this stature. There will be recommendations that this agency should review regarding new initiatives and budget cuts over the next five years. Lastly the budget analysis will review the most recent budget or financial plan for their agency. introduction The Georgia Department of Juvenile Justice is a multi-faceted agency that serves the state of Georgia’s offenders up to the age of 21Years old. In this department there are a total of 26 facilities that house the juvenile offenders for various crimes rather it being misdem eanor or felony crimes. There are also 92 court services offices through the entire state of Georgia. There are more than 4,000 employees that work at DJJ in the different areas whether if it is in the facility, community, education, or health services. DJJ employee’s main goals are to ensure the safety of this youth by providing supervision, planning and treatment to the youthful offenders so that they can be held accountable for their delinquent acts as well as to become productive citizens within the community in which they live. DJJ seeks to protect and serve the victims of crimes which are caused by our juvenile offenders within that community so that they can rebuild their lives in their various communities of Georgia. The Mission of DJJ is â€Å"To protect and serve the citizens of Georgia by holding young offenders accountable for their actions through the delivery of services and sanctions in appropriate settings and by supporting youth in their communities to become productive and law-abiding citizens.† The Vision of DJJ is to â€Å"OFFER HOPE AND YOUTH CHANGE† DJJ will lead the nation in preparing young people in its care to develop and sustain productive lives. The Values of DJJ is to â€Å"strive to create and sustain an agency culture that values accountability, integrity, security, superior, performance, ongoing personal growth, intellectual curiosity, innovation, teamwork, and leadership not only in our staff but also in the young people in our facilities and programs. The Goals of DJJ is to (1) create and sustain an agency culture that is cutting edge and promotes excellence. (2) Provide a continuum of high quality services for youthful offenders. (3) Provide employees opportunities to grow individually and as leaders; and (4) establish collaborative partnerships with families, neighbors, law enforcement, victims, DJJ staff and the youth themselves so that we can maximize our positive impact on youth and families. Budget Overview Georgia’s state budget for juvenile justice is $266 million in Fiscal Year 2011 and may grow to $279 million in 2012. There are almost 50,000 youths are in the system each year, either awaiting adjudication or serving their sentences-50,000 youths who represent the future workforce and citizens of Georgia (Moll and McCutchen). Georgia spends over $63,000 per year to incarcerate a juvenile offender, in which the cost to house each juvenile offender in a Youth Development Campus (YDC) or a Regional Youth Detention Center (RYDC) is $200 per day. Statistics shows that 13 percent of juvenile offenders are incarcerated in either or facility whether it being the local facility in your city (RYDC) or development campus that house violent offenders. Most of the department’s budget is securing placements for these youth by housing them in secure facility or a non-secure facility like a

Case Problem Stateline Shipping and Transport Company Essay

Case Problem Stateline Shipping and Transport Company - Essay Example Polychem has six sites that are available to pick waste of Stateline. Polychem then would like Stateline to transport the waste for disposal to any of the or one of the three sites. Stateline has to transport the waste to the site and incur costs for the same (Bernard, 2010). In order to do so, Rachel needs to see what the less costly shipping routes are. This is basically the transportation problem for the issue such as cost minimization. The problem face by the company is that it has six collection centers from where the company wishes to pick up the waste and transport it to the nearest three disposable centers which should be at a minimum cost. The following below table summarizes the costs from the collection centers to the disposable sites. Since the company has the option to drop and load back at certain points i.e. plant or disposal center without any extra cost, we can find roots in this model too. It is considered to be cheap to drop and load back at intermediate places then shipping them directly. The company will enjoy the cost advantage by dropping the waste at a certain intermediate points as described in the below table. All such roots with the lowest cost are given in the following table. Using the original problem the minimum cost of the company without using any intermediate comes out to be $2822. But by using some intermediate points the original problem was modified and solves once again to check the minimum cost. The results showed that by using intermediate points and the new model caused a reduction in the transportation costs. The cost was reduced to $2630. In order to achieve this company must follow the following transportation roots as described above. Waste from the Kingsport to duras should be transported to Macon first and then Macon to Duras. Waste from the Macon to Los Canos should be carried to Selma first and then from Selma to Los Canos. Waste from Selma to White water should be carried to Columbus first and

Report on Diversity day episode Essay Example | Topics and Well Written Essays - 500 words

Report on Diversity day episode - Essay Example Employees are inconsiderate of other employee’s feelings. One employee shreds papers rudely inconveniencing another, who is on the phone. He even goes further to cut off a call from a client. Dwight steals a colleague’s client. Such behavior illustrates the absence of office etiquette. Michael Scott as the Scranton Regional Manager should set a good example and the standard for the way people conduct themselves in the workplace. The Diversity Day training is organized by corporate in response to an incident in which Michael made racially offensive statements. Having everyone sign the Diversity commitment paper in order to avoid embarrassment shows preferential treatment in corporate. There should be fair treatment of all members of an organization. At the seminar, he does not provide a good environment for Mr. Brown, the course facilitator to do his job. Michael also discriminates against black people in the office. He lashes out at them for failing to take responsibility for mistakes they make and blames them for expecting praise for doing what is expected of them. He later extends this discrimination to the Mexicans by suggesting that the term represents something that one should feel ashamed. Role acting about minority communities propagates stereotypes. The role of Michael representing Martin Luther Jnr is an insult to the civil rights movement and the black community he represented. The statement that most streets named after the civil rights record the highest number of violence propagates the stereotypes that black people are violent. The show also suggests that Arabs are violent people while upholding the perception that Jews are shylocks. It is worth noting that several laws broken in the show. For example, the slapping of Michael breaks the law against violence at the workplace. His imitation of Indians deliberately singles a member of the minority community subjecting her to emotional pain