U.s. Balance Of Payment Deficit - 1425 Words

Sustainability of U.S. Balance of Payment Deficit The U.S. has been running a trade deficit consistently since the early 1980s. There have been minor recessions from 1980 to 2008. The Great Recession starting as a result of complex financial products, which masked debt risk (McGahey, 2014). The Great Recession was not a result of trade deficit itself. The question naturally arises; can the U.S. maintain trade deficits indefinitely? Overall, Carbaugh argues that there is no economic reason why the United States cannot continue to sustain current account deficits (Carbaugh, 2013). Similarly, Karczmar quoting Herb Stein suggests â€Å"that if the U.S. deficit is a problem, and there is no solution to the problem, then there is no problem† (Karczmar, 2004, p. 9). There are risks in maintaining chronic deficits, however. The focus turns to analyzing if the benefits outweigh the risks, and if not, what can be done to reduce the deficit without negatively impacting the U.S. ec onomy overall. Both Carbaugh, and Karczmar’s risk assessments, options for keeping or reducing the deficit, and impacts of deficit reduction are explored below. Carbaugh explains that the U.S. media and trade unions myopically focus on merchandise trade imbalance while glossing over the fact that services balance has been positive (Carbaugh, 2013). The discussion turns towards services jobs paying less than manufacturing jobs. Jobs that have been created post the recession are lower paying jobsShow MoreRelatedKennedy and the Balance of Payment1258 Words   |  6 Pages Kennedy and the Balance of Payment Assignment 1- FINA6676-2 1/30/2014 Hang Pham- A00366703 â€Æ' What is President Kennedy’s U.S. balance of payment problem? In the 1960s, the United States was experiencing the balance of payment problem when its trade balance was in a substantial deficit, the US dollar was under an attack and a massive amount of gold flew out of its official reserve. Such issues in the balance of payment if exist for a long time can be a threat to the whole economyRead MoreEssay on Current Account Deficits1077 Words   |  5 PagesRun Current Account Deficits Indefinitely? (p. 361). Ultimately in the long term the answer is no, but the question could be rephrased to ask: (1) Does the United States unique position in the world economy allow the country to safely run persistent external deficits? and (2) can persistent U.S. deficits in the current and payments accounts be adjusted without bringing about economic recession or crisis? Japan, China, and Middle Eastern oil countries have enabled this deficit to continue by heavilyRead MoreInternational and Global Trade Essay1168 Words   |  5 Pagesaffects a lot of diffe rent countries when trading. Despite its work relief elements and large government programs, International Trade in a recessionary market has a big impact on every country because of the exchange rate, balance of payment, balance of trade and trade deficit. We need to trade so we can make more money and pull us out of a recession. Trading becomes more important as the years pass us by because we have exports and imports that have grown at a fast pace. When you export the peopleRead MoreEssay on The United States Current Account Deficit1251 Words   |  6 Pagessame monstrous economy also holds the title for the largest current account deficit. The U.S. current account deficit is funded from net capital inflows from abroad and has continued to grow throughout the last two decades (Holman, 2001). Economists in the early part of this century theorized that this huge U.S. external deficit was sustainable because it would gradually correct itself and in a few short years, the deficit would narrow, but this was not t he case (Holman, 2001). The United States,Read MoreAgency Problems Of Mncs.1657 Words   |  7 PagesExplain how appreciation of the euro would affect Plak s valuation. Appreciation of the euro will affect Plak’s valuation because Plak’s headquarters are located in Chicago, the increase of the value of the euro would increase the earnings of this U.S. based company. When the earnings from their European subsidiaries are remitted, Plak will see an added increase in their earnings due to the euro being worth more that usual. 7. Benefits and Risks of International Business a. As an overall reviewRead MoreWEEK 1 - 5 QUIZZES884 Words   |  4 PagesWeek 5 quiz 1. In the U.S. current account, most of the trade deficit results from an excess of imported B. merchandise 2. What is the difference between the balance of trade and the balance of payments? A. The balance of trade is only part of the balance of trade. 3. If a government has implemented significantly higher trade tariffs, but does not want this action to affect the value of its currency, it will B. buy foreign currency because the tariffs will tend to make the domesticRead MoreThe Issue Of Trade Deficit With China Essay752 Words   |  4 Pagesare also facing the issue of trade deficit with U.S. like India, Japan, and UK and the basic reasons include outsourcing, free trade and currency manipulation (Davies Thurlow, 2010). In relation to U.S. Johnson (2015) identified that since Korea Free Trade Agreement, trade deficit of U.S. with Korea has increased by 80% and more than 70,000 U.S. jobs have been lost. Moreover, in 2014 trade deficit with China raised by $ 23.9 billion to $ 342.6 billion as U.S. made $2.3 billion to $ 124.0 billionRead MoreThe Japanese Yen Currency System1505 Words   |  7 Pagessafe haven. The Japanese yen has a long history for it is the second oldest major economy in the world. This advanced economy has many peculiar traits, key economic factors, and an interesting political structure that have lead to its current balance of payments, making it th e currency system it is today. The yen has a unique history that began when the currency was established over 100 years age. The New Currency Act of 1871 established the yen as the official unit of currency and moved Japan ontoRead More Exchange Rates Essay2360 Words   |  10 PagesExchange Rates Missing Two Graphs â€Å"For many years it has been believed that if countries import more than they export and so have a deficit on the current account of the balance of payments then their currencies will tend to fall in value. Yet over the last two years the dollar has been a strong currency even though USA has had a record current account deficit. How can this fact be explained? What does it tell us about the factors, which determine exchange rates? What policy decisions with regardRead MoreInternational Economics and U.s. Exports1794 Words   |  8 PagesOutline Balance of Payments Current Account Capital and Financial Accounts International Trade Flows Distribution of U.S. Exports and Imports U.S. Balance of Trade Trend International Trade Issues Events That Increase International Trade Trade Friction Factors Affecting International Trade Flows Impact of Inflation Impact of National Income Impact of Government Policies Impact of Exchange Rates Interaction of Factors Correcting a Balance of Trade

Leadership Style And Its Affect On Teams - 981 Words

Leadership and Teams In todays work environment with undoubtedly constant business changes and ever-changing goals and objectives, it’s important to understand a groups normalcies and how the group interacts with each other. There are a variety of different leadership styles and characteristics that make up these styles. In this essay we will discuss a Participative leadership style and its affect on teams. We will review the specific tenets a Participative leader follows in order to reach goals. And how this leadership style may be very effective and what possible affects does it foster. How does this leadership styles encourage group conformity and relieve possible pressure of fitting in to a group or team. In the 1930’s Kurt Lewin argued three major styles of leadership Autocratic, Democratic and Laissez-fair (Manktelow, n.d.). Kurt’s simple but effective categorized leadership models provided a foundation to many different leadership theories. An Autocratic leader is one who makes decisions without the help or input of others. Because this leader doesn’t consult with the team, team members may feel as though their opinion doesn’t matter thus losing a team oriented atmosphere. This type of leadership may be seem as demoralizing and lead to high turn over rates and absenteeism (Manktelow, n.d.). Team members may feel unimportant and therefore take less ownership of team outcomes. A Democratic leadership style however is the almost the exact opposite ofShow MoreRelatedHow Leadership Styles Can Affect Performance Within Teams1983 Words   |  8 Pagesin the clinical ward and outlying areas. Advancements in computer technology, telemedicine and the effect s of the baby boomer generation aging are taking its toll and nursing leadership is a prerequisite to keep up with the diversities encountered. More collaboration is essential with allied services requiring nursing teams to perform effectively to match the challenges faced. Perioperative is one of the front line services and a large consumer of a health care budget. Managing the Operating RoomRead MoreLeadership Theories And Leadership Style920 Words   |  4 PagesLeadership theories and Leadership Style In workplace condition, there are numerous dynamics which may affects a manager’s leadership style. The most significant features which will affect the choice of leadership styles or leadership behavior in a workplace condition need to identify. The most important factor which affects the manager’s leadership style is ‘Task’. The task is the real purpose of the team as well as the goals of the team. A manager’s upmost duty is to be certain that all team membersRead MoreEssay about Understanding Leadership1102 Words   |  5 PagesUnderstanding leadership Learner name: Learner registration number: Note: The ‘lines/box’ below a question is for guidance purposes only. Marks are not deducted for writing more. It is perfectly acceptable for all answers to be continued on additional forms provided they are attached to the assignment when making a submission. The availability of the form electronically allows learners to expand the ‘lines/box’ as required. | UNDERSTAND LEADERSHIP STYLES 1.1 Describe the factors thatRead MoreDifferent leadership styles in the public service Essay example1148 Words   |  5 Pagesï » ¿Different leadership styles in the public services Team leaders and there roles in leadership There are several different leadership styles used within the public services. Therefore there are many varied suggestions that define someone as being a strong leader. However a ‘leadership style’ is a unique style that people recognise to encourage or influence other people in a way others do not so that they admire and want to be like. A team leader’s role in the public services is to provide instructionRead MoreThe Affect of Change in Leadership1409 Words   |  6 PagesThe Affect of Change in Leadership David Downin Dr. Sam Sanders Abstract Leadership is an area of growth. The person in a leadership position is set to guide the minds of the people beneath him or herRead MoreLeadership Style at Google Inc1634 Words   |  6 PagesLeadership styles Google Inc. is a multinational public corporation based in America that has invested in internet research and cloud computing basically from advertising through the AdWords program it has set up. The corporation has been successful and is ranked among the top 100 companies to work for. A leadership style is a style used by leaders when it comes to providing direction, implementation of plans as well as motivating the people. Different leadership styles are exhibited by leadersRead MoreLeadeship Styles and Theories1659 Words   |  7 PagesLeadership Styles and Theories Introduction Leadership effectiveness is always challenging for any organizational leader. Especially with the fast paced global market that is constantly changing and requiring the organization and its leaders to adapt quickly in order to remain effective. Therefore, developing the right style becomes an important role in the ability and the effectiveness of a leader and his team. Knowing the different leadership styles, will enable leaders to choose the rightRead MoreLeadership Styles And What Would Work For An Organization873 Words   |  4 PagesLeadership Style Self-Assessment Being the leader of any organization shows you have the ability to dominant and control others. This being said there are many theories and studies that have been done to determine different leadership styles and what would work for an organization. Many of these studies have shown participative leadership is the most effective style, but leaders need to change the way they solve problems based on that specific situation. (De Poel, Stoker, Van der Zee, 2012). AccordingRead MoreNotes On Life Styles Inventory979 Words   |  4 Pages Life Styles Inventory Jameka S. Carter Ms. Hallcom 9/14/14 â€Æ' Life Styles Inventory Introduction Individuals possess different skills that have an impact on their thinking and management style. The style varies from individual to individual depending on their opinions, perceptions, thoughts, and skills. The Life Style Inventory is a tool, which can be used to analyze and evaluate the management and leadership skills of an individual. The LSI has different styles and individuals can rateRead MoreHealth Care Outcome Factors1532 Words   |  6 Pageschoices and community environments, while internal factors include the care provided at all organizational levels. This care is provided both indirectly and directly to patients through organizational units, departments, and multidisciplinary care teams. Research studies provide the opportunity for assessing both internal and external factors and creating an evidence base to improve health care outcomes (Finkelman, 2012; Schmidt Brown, 2012). The process of implementing these standards of care,

Julius Caesar Essay Example For Students

Julius Caesar Essay William Shakespeares play, The Tragedy of Julius Caesar, is mainly based on the assassination of Julius Caesar. The character who was in charge of the assassination was, ironically, Marcus Brutus, a servant and close friend to Julius Caesar. But what would cause a person to kill a close friend After examining Brutus relationship to Caesar, his involvement in the conspiracy, and his importance to the plot, the truth can be revealed. Marcus Brutus, a servant and close friend to Caesar, has a strong relationship with Caesar but a stronger relationship with Rome and its people. Brutus is very close to Caesar. In Roman times, the only way for someone to get close to a person of high rank is if he/she is close to him/her. In many points of the play, Brutus was talking and next to Caesar. Brutus also loves Caesar but fears his power. In the early acts of the play, Brutus says to Cassius,  «What means this shouting I do fear the people do choose Caesar for their kingyet I love him well.  »(act 1, scene 2, ll. 85-89), as he is speaking to Cassius. Brutus loves Caesar, but would not allow him to  «climber-upwardHe then unto the ladder turns his back »(act 2, scene 1, ll. ,26). Now that Caesar had control over the lands of Bituriges, Vercingetorix started to lead his army to the Boii oppidum of Gorgobina whom Caesar had settled under the protection of the Aedui after he had defeated them in battle. Caesar sent word that he was going to help them. On the way he stopped his troops at Vellaundunum, oppidum of the Senones, and set up siege. He didnt want to leave any enemies behind him who might get in the way of the grain deliveries and supply. His siege lasted three days before a deputation was sent out to surrender. The Carnute had only jus heard of the siege at Vellaundunum. They gathered troops to garrison Cenabum, the Carnutes stronghold. The Carnutes had expected the siege to last longer than it had and were suprised to see Caesar camped outside of the town. The Carnutes decided to escape over the bridge at the back but Caesar predicted they would try that and sent troops to guard the bridge during the night. When Julius heard of the escape, he set fire to the gates of the Oppidum and entered because the bridge and roads were so narrow, that few inhabitants escaped. Julius Caesar stated that cowards die many times before their deaths; The valiant never taste of death but once. Julius Caesar had lived, and died by this principle. The assassination of Julius Caesar was a somewhat cruel one because he was stabbed in the neck and the groin while some say that he fought and resisted by shifting his body to avoid the blows, and calling out for help. When Julius noticed that his brother Brutus had drawn his sword, he covered his face with his robe and submitted, letting himself, whether it were was by chance or that he was pushed in that direction by his murderers. At the foot of the pedestal on which Pompeiuss statue stood, was wetted with his blood. Julius Caesar was feared by many because of his ambitiousness. That is why the senate tried to keep him from becoming Consul. He was one of the best leaders of the Roman Empire because he cared more for the empire, than himself. He was truly a very intelligent man who wanted to be King. It was too bad that he was assassinated but he said himself that cowards die many times before their deaths; The valiant never taste of death but once. Yahoo search

Weapons Of The Middle Ages Essays - Projectile Weapons,

Weapons Of The Middle Ages Every culture's arsenal is based on the technology and raw materials available at the time. Prehistoric peoples, often called the Stone Age cultures, made wide use of stone, shaping axes and grinding tools, and creating spears and arrows in order to promote their survival. As technological skills evolved, so did the type of implements used for survival. During the Bronze and Iron Ages, we see the development of metal tools and weapons, which persisted through the Middle Ages, which were dramatically altered over time. Finally, the appearance of gunpowder in Europe in the early 14th century brought about the obsolescence of many weapons - and made the castle useless as well. While the castle was, arguably, the most formidable weapon of medieval warfare, when we generally think of weapons we think of something much smaller, movable, and able to wreak havoc and death on an opponent. During the early Middle Ages, double-edged swords, axes and metal-headed spears dominated. Short bows and arrows were also used. Interestingly, the Saxons considered the value of a sword to be the equivalent of 120 oxen or 15 male slaves, and any man possessing a sword had great status. Simple to construct and easy to wield, these weapons remained popular, in various forms, throughout the Middle Ages. And by the 9th century, the Vikings adopted another formidable weapon - the battle-axe, with its trumpet-shaped blade and wreaked all sorts of havoc with these heavy axes. As the first millennium approached, new and more devastating weapons appeared. First and foremost was the crossbow, a vicious device still used in modern times. Known in Norman Europe, the crossbow probably developed alongside one of the earliest forms of siege engine, the ballista. So destructive was the crossbow that the Church banned its use in 1139. But, the decree did not deter advocates of this mighty weapon. Indeed, the most prized members of a castle's garrison were those who wielded the lofty crossbow. During the 12th century, the three most prevalent weapons were the sword, the battle-axe and the spear (or lance); however, the crossbow rapidly gained popularity. Combined with the increased prevalence of horse warfare (which eased movement and gave an advantage to its warring riders who carried spears) and the introduction of massive siege engines, these hand-held weapons allowed invaders like the Normans to overawe less technologically-advanced peoples. The peasants, on the other hand, generally fought back with the only weapons in their possession: the tools that they used to till their fields and tend their homes - hayforks, flails, sickles, axes, clubs with spikes, and boar-spears. Interestingly, these same tools eventually became an integral part of the weapons inventory of most armies. Siege engines were critical participants during any major onslaught on a castle. Catapulting stone missiles or huge arrows, these massive machines pounded the thick masonry walls. Yet, on their own, siege engines often were inadequate to bring down a fortress. So, other tactics were employed at the same time as the siege engines were pummeling the walls, including undermining, whereby sappers dug mines, or tunnels, underneath towers. The mines created instability and caused the structures to topple. Types of siege engine include the ballista, the mangonel, and the trebuchet. From inside a castle's walls, soldiers had a somewhat restricted selection of weapons to use to defend their lord and his fortress. In addition to arrows, the garrison frequently threw down stone missiles, crushing invaders. They also relied upon Greek fire, a volatile combination of petroleum and oil and other natural products, which generated a highly flammable substance that burned on water and was excruciatingly hot. Apparently, Greek fire was used to make incendiary arrows, but could also be blown through tubes. The 13th century saw the modification of swords, which could then rend a knight's protective armor. Short stabbing daggers were also used, as were a variety of axes (some of which were equipped with spikes), clubs, maces, spears, crossbows, and the sling. The most significant development of weapons technology during this century was the longbow, mastered by the Welsh decades earlier. During the early 14th century, the course of weapons technology was forever changed with the introduction of gunpowder, which

The Comic Scenes of Dr Faustus essays

The Comic Scenes of Dr Faustus essays When I first began reading Dr. Faustus I did not even realize that there were comic scenes. Only after being told and after watching the movie did I realize that there were comic scenes. Many critics say that Christopher Marlowe did not even write these scenes, but instead say that they were written later by other playwrights. After realizing that there was in fact comedy in the play, I began to ponder why it was in the play. My first thought was that they were there to lighten the mood of such a dark and serious play. Any good playwright knows that you can't hold an audience's attention with hours of serious, deep and emotional content without also having something to lighten the mood. With this point of view I realized that it was very possible that Mr. Marlowe did not in fact write the comic sections of this play (I really wanted to believe that he wrote them), maybe a later playwright found that the play was too serious. The fact that I wanted Marlowe to be the author of the whole play (I don't like it when someone comes along a changes a piece of art, or that people say that someone changed it because it is just too good to be true) made me dig deeper to try and find something that sounded more sensible to me. I would have to say that it was eight lines in scene five that were spoken by Mephastophilis in response to a question from Faustus. These Lines were (pg.442 lines 110-125): Mephastophilis. Now Faustus, ask what thou wilt. Faustus. First will I question thee about hell: Tell me, where is the place that men call hell? Mephastophilis. Under the heavens. Mephastophilis. Within the bowels of these elements, Where we are tortured and remain forever. Hell hath no limits, nor is circumscribed In one self place; for where we are is hell, And where hell is, there we must ever be. And to conclude, when all the world dissolves, ...

Adjective Order - Definition and Examples in Grammar

Adjective Order s in Grammar In English grammar, adjective order is the customary order in which two or more adjectives appear in front of a noun phrase. Although adjective order in English isnt random, ordering relations . . . are tendencies rather than rigid rules. (David Dennison, Cambridge History of the English Language) Examples and Observations (a) Very smart little gold-plated collar pins come in various designs.(Marion C. Taylor, Shopping for the Smart Set. The Smart Set, December 1911)(b) Stanley was the little smart one whom we went to for authoritative answers.(Philip Zimbardo, The Lucifer Effect: Understanding How Good People Turn Evil. Random House, 2007)(a) This brave old man and his sons were amongst the first to hear and heed the trumpet of freedom calling them to battle.(Frederick Douglas, Life and Times of Frederick Douglas, 1881)(b) This is the roadstead all of boardreached by the sailorwearing the watchthat tells the timeof the old, brave manthat lies in the house of Bedlam.(Elizabeth Bishop, Visits to St. Elizabeths. Partisan Review, Spring 1957)[A] brave young man and a brave old man are acceptable, but *brave blond man is not. Both young and old help specify the meaning of brave (brave young ... suggests taking risks, and brave old . . . suggests enduring, perhaps), but brave blond... is odd because it has no appropriate meaning elements to specify the sense of brave.(Jim Feist, Premodifiers in English: Their Structure and Significance. Cambridge University Press, 2012) The order of adjectives in English is not rand om; different types of adjectives occur in a certain order. The exception to this is with adjectives of general description and those of physical state (size, shape, color), where their order may be reversed. ( 16a) They own an enormous, long-handled cutting knife.( 16b) They own a long-handled, enormous cutting knife.( 17a) She has a round yellow sofa.( 17b) She has a yellow round sofa. When the adjective order is reversed, as in the sentences above, the speaker generally wants to emphasize or draw attention to the first adjective in the sequence.Native speakers and highly proficient non-native speakers know intuitively the order in which adjectives should occur when more than one is used. . . . However, the order of a string of adjectives is something that ESL/EFL learners need to learn.   (Andrea DeCapua, Grammar for Teachers: A Guide to American English for Native and Non-Native Speakers. Springer, 2008) The Order of Limiting and Descriptive Adjectives When limiting and descriptive adjectives appear together, the limiting adjectives precede the descriptive adjectives, with the articles usually in the first position: The ten yellow taxis were sold at auction.[article ( The), limiting adjective ( ten), descriptive adjective ( yellow)] (Gerald J. Alred, Charles T. Brusaw, and Walter E. Oliu, The Business Writers Handbook, 9th ed. Macmillan, 2010) The Order of Adjectives in a Series Sometimes adjectives appear in a string; when they do, they must appear in a particular order according to category.Adjective appear in the following order: 1. Determiners articles and other limiters . . .2. Observationpostdeterminers and limiter adjectives and adjectives subject to subjective measure . . .3. Size and shapeadjectives subject to objective measure . . .4. Ageadjectives describing age . . .5. Coloradjectives describing color . . .6. Originadjectives denoting the source of the noun . . .7. Materialadjectives describing what something is made of . . .8. Qualifierfinal limiter that is often part of the noun . . . (Kevin Wilson and Jennifer Wauson, The AMA Handbook of Business Writing: The Ultimate Guide to Style, Grammar, Punctuation, Usage, Construction, and Formatting. AMACOM, 2010) Norms and Variations Adjectives have mutual ordering relations which are tendencies rather than rigid rules: big brown bag is a more likely ordering than brown big bag. Over the entire recorded history of English there have been some changes herecompare Chaucers the old pore mans dethbut in our period there seems to be little chronological variation. We find such examples as ( 93a) but indeed that little foolish Woman has made me very uneasy.(1789 Betsy Sheridan, Journal 60 p. 171 ([15 June])( 93b) you little ungrateful puss(1848 Gaskell, Mary Barton vi.87)( 93c) Mrs Lee is a little timid woman(1850 Gaskell, Letters 70 p. 112 [26 April])( 93d) they came into the little interesting criss-crossy streets that held the most interesting shops of all(1906 Nesbit, Amulet i.18)( 94a) Then there is an old curious seat of the Marquis of Northampton(1838 Gaskell, Letters 12 p. 28 [18 August])( 94b) down some old mysterious stone steps(1841 ibid. 15 p. 820)( 95) in order to find the knitting old woman [some old woman who was famous . . . for her skill in knitting woolen stockings](1851-3 Gaskell, Cranford xi.101) In (93) we might expect little to come one place further to the right in PDE [present-day English], likewise old in (94), while knitting in (95) would probably come next to the head noun. Of course, isolated oddities do not in themselves show a difference in the language system, since at any period there has been freedom to violate the norms of adjectival order.(David Dennison, Syntax. The Cambridge History of the English Language, Volume 4, ed. by Suzanne Romaine. Cambridge University Press, 1998) Idiomatic Placement of Adjectives Harper 1975, 1985 points out that some precisiansnit-pickers is Harpers wordobject to the illogical placement of adjectives in such expressions as a hot cup of coffee, a brand-new pair of shoes. The argument is that its the coffee thats hot, the shoes that are brand-new. . . . Harper points out that the placement of these adjectives is idiomatically correct, so the nitpickers may be ignored.(Merriam-Websters Dictionary of English Usage. Merriam-Webster, 1994) Semantic Factors Affecting Adjective Order In most publications that discuss adjective order, the semantics of the adjectives is presented as the main factor determining their ordering, although phonological and pragmatic factors (like euphony, idiomacy and emphasis) are generally thought to have some influence as well. The publications do not agree, however, on the nature of the semantic factor that is responsible for the order of the adjectives. Biber et al. (1999) argue that (English) adjectives expressing inherent features have to stand closer to the noun than those expressing non-inherent features (e.g. a new red ball). Martin (1969), Posner (1986) and Sproat and Shih (1988), on the other hand, assume that the crucial factor for adjective ordering is their (in)dependence on comparison (i.e. the degree in which recognition of the feature asks for comparison with other objects). They argue that the less dependent on the comparison, the nearer the adjective is placed to the noun. Hetzron (1978) and Risselada (1984), in thei r turn, suppose that the subjectivity/objectivity of the adjectives controls their position: the more objective the quality expressed by the adjective (i.e. the more a matter of recognition instead of opinion), the closer to the noun it has to be expressed (e.g. a nice green shirt, *a green nice shirt). Wulff (2003), finally, concludes on the basis of a statistical corpus analysis that various factors affect adjective ordering, of which (in)dependence on the comparison, affective load and the subjectivity/objectivity of the adjective are most influential.(Stà ©phanie J. Bakker, The Noun Phrase in Ancient Greek. Brill, 2009) Also Known As: order of adjectives, adjectival order

The Changing State of the Education System Essay

The Changing State of the Education System - Essay Example An option which has been forward is the idea of having charter schools as a way for parents who may not be happy with the present public school system that their child, or children, is in at the present time. "Charter Schools are sponsor-created and -administered, outcome-based public schools that operate under a contract between the school and the local school board or the state. To establish a Charter School, certified (in Ohio's case, certificated) teachers and/or other individuals or organizations, such as colleges, cultural institutions, government bodies, or parents, draw up plans for an innovative, outcome-based** school. (Minnesota's 1993 charter legislation allows for sponsors other than teachers.)," (Sautter p.1). A common complaint for many supporters of the public school system is that, to support charter schools, would drain necessary operating funds from an already fiscally strapped school system. Some interesting statistics for charter schools comes from the website fo r the National Study of Charter Schools: Characteristics of Charter Schools. Those statistics are; (1) Charter schools enroll about 0.5 percent of public school students in the charter states. (2) Most charter schools are small, particularly compared to other public schools. Charter schools have an estimated median enrollment of about 150 students, whereas other public schools in the charter states have a median of about 500 students. More than 60 percent of charter schools enroll fewer than 200 students, whereas about 16 percent of other public schools have fewer than 200 students. Charter schools begun in the 1995-96 and 1996-97 school years have a higher proportion of small schools, those fewer than 100 students than schools opened in earlier years. (3) Many charter schools have nontraditional grade configurations. Charter schools include a higher proportion of K-12, K-8, and ungraded schools than other public schools. (4) Most charter schools are newly created schools. An estima ted 62 percent of charter schools were created because of the charter opportunity; the remainder are pre-existing public schools (25 percent) or pre-existing private schools (13 percent) that have converted to charter status. (5) Newly created charter schools tend to be smaller than converted schools. The median school size for newly created schools is 116 students, compared to a median of more than 380 students for pre-existing public schools. (National Study of Charter Schools 1). While the argument for charter schools has always been that they are better capable to educate the youth of today for the challenges of tomorrow, it is important to mention that charter schools are not above the same failures which plague their public counterparts. In a New York Times article dated 8 November 2007, author Sam Dillon details the campaign by Ohio officials to overhaul their charter school system because, surprise, it too is plagued by issues of poor performance. To sum it up, Ohio Governor Ted Strickland is quoted as saying that, "Perhaps somewhere, charter schools have been implemented in a defensible manner, where they have provided quality," he said. "But the way they've been implemented in Ohio has been shameful.

The Importance Of Genetically Modified Foods Research Paper

The Importance Of Genetically Modified Foods - Research Paper Example They have also been designed to resist other environmental factors such as drought and floods making them suitable in this era of global warming. Apart from this, GMOs have a faster growing rate making them preferable especially with the hunger menace in developing countries. With these many needed advantages, scientists argue that the GMOs will eventually eradicate food shortage and subsequent loss of lives due to hunger. (Henningfeld, 2009: 38)  GMO is relatively cheaper compared to natural foods while their production cost is lower. This makes them affordable to even those living below the poverty line. As a result, farmers are able to earn fast making more profit, which translates to economic growth of the country. It is a win-win situation for all.  However, critics have raised concerns about the health effects of GMOs on both animals and humans consuming them. (Henningfeld, 2009:100) Reports of health defects like reproductive abnormalities have been linked to GMOs, both on animals and humans. Concerns have also been raised on the relationship between GMOs and cancer cases. Allergic reactions and diseases like kidney and liver malfunctions have also been linked to these modified foods. Transferring genes from animals to plants has also pose ethical challenges. Incorporation of animal genes on plants, for instance, to improve their resistance level completely contradicts the creation theory. However, the cases are few and are being dealt with to make these foods safe for human consumption. (Henningfeld, 2009: 98)  From the above discussion, it is clear that GMOs have seen a significant development in the food industry and has a positive impact on many countries. If the negative effects of these foods are corrected appropriately.

Becoming a Police Officer Essay Example for Free

Becoming a Police Officer Essay Although being a police officer can be stressful, it can also be highly rewarding if public service is important to you. (Kara, 1999) When becoming a Police Officer, you are making a commitment to protect your community even if it means giving your life to do it. Despite what some people may think every police officer does their job they way they do it to make sure that your families are safe every night. Just like any job out there now a days you have to have an education. To be a police officer most places are now requiring a two degree. Going beyond a two year degree usually leaves you the opportunity to progress in your field of choice allowing for more job options. Being a Police Officer means that you have to first meet the requirements set forth by the department with which you are applying, have the unique set of skills to do your job efficiently, and you have to have the willingness to further your education to go further in your career. To be successful as a Police Officer there are some characteristics that you need. Some of these characteristics include having a level head, being able to think quickly on your feet, and have the ability to work well under pressure. You have to be able to work well with little to no supervision. This is a skill you need when working undercover and in the field. It is also important that you have self-confidence, and confidence in your ability to make decisions and take the lead in what could be a risky situation. Leadership skills are also important because the people of the community look to you to be able to solve issues and crime related issues. Having the capabilities to be a leader comes very important in the job as an officer. The whole community depends upon your ability to be a leader in their eyes. It’s highly important to have the ability to stay calm in highly stressful situations. If you are unable to stay calm in high pressure situations and emotional intense situations it will become hard for you to as an officer to function on a daily basis. Having patience (which can be difficult at times) and a good set of morals are also important skills an officer must have. An officer must be able to handle situations with patience and good communication skills. These come very handy while interviewing a suspect or even dealing with issues in the community. Having a good set of morals are important because as an officer of the law you must set the example and follow the laws yourself and not believe that you can get away with everything because you are above the law, because you are not. You are an enforcer of the law, so to enforce the law upon others you must also obey the laws yourself. You also should have a good sense of right and wrong to be able to encourage good behavi or to the public. The basic requirements to be a police officer are usually about the same, because most follow the civil service regulations when hiring officers. These requirements would include: Being a United States citizen, you have to be at least twenty-one years old, have a high school diploma or equivalent education, possess a valid driver’s license, and have no prior convictions. Now these are just the basics, most departments generally have more requirements, for example a lot of departments now require that you have at least an associate’s degree in criminal justice. Before you can begin working in a department as an officer you are generally required to attend a police academy which you must complete and pass to be qualified as a Police Officer. When you go through the police academy you are generally there from twelve to fourteen weeks, while there you must pass a physical fitness and written exam. While at the police academy educational wise, you will learn state ordinances and local laws, working with the public, constitutional laws, accident investigation, incident reporting, civil rights, mental preparation for hostility, and criminal psychology. Like most jobs you can learn all you want about a job but, you learn best by doing. Because police jobs are dangerous jobs they require specific training to succeed in the field. Work experience is done under the supervision of a training officer. The on the job training includes: using firearms, responding to emergencies, controlling traffic, CPR and first-aid, self-defense techniques, apprehension techniques, risk assessment, and role playing. All training is essential to be the best you can be at being an officer. All the training that is endured is important for you to be the person the community needs you to be. There are several opportunities for advancement in law enforcement. The police force ranking is clearly structured and goes as followed: Police constable, sergeant, inspector, chief inspector, superintendent, chief superintendent, assistant chief constable, deputy chief constable, and chief constable. Police constables have to complete a two year probationary period before they can be eligible for higher ranking. When the probationary period is over police constables are then able to apply for specialist units such as the fraud squad, fire arms, drug squad, child protection, criminal investigation department (CID) traffic, mounted branches, dog handlers, and underwater search units. Becoming a police officer is a process; you are tested physically and mentally. Being a police officer is an important job because those people are there for you, your family, and the community. Not only is education a requirement to being a police officer, but furthering that education will open up more opportunities in that field. To be a police officer it takes a number of skills to be the best you can be at your job. References AGCAS. (2012, January). Police officer career development. Retrieved from http://www.prospects.ac.uk/police_officer_career_development.htm Education Portal. (2003). Police officer: Educational requirements for police officers. Retrieved from http://education-portal.com/articles/Police_Officer_Educational_Requirements_for_Police_Officers.html What type of person can succeed in law enforcement. (n.d.). Retrieved from http://www.communitypolicing.org/law-enforcement-success

Halloween :: Creative Writing Essays

Halloween It was a dark and stormy Halloween night and Sal and Jess her best friend were at Sal's house for the night to watch movies. Knock, Knock, Knock, "Sal, someones at the door do you want me to answer it?", Jess yelled to Sal who was upstairs doing her hair in the bathroom. "Yeah Cool Jess its probably just some more annoying trick or treaters anyway", replied Sal. Jess got up off the couch and approached the door making sure to peer through the peephole to see who it was. All she could make out were two small dark figures so she guessed they were trick or treaters. She then opened the door just enough so she could have the latch on. "Grrrrrrr we are the creatures from hell", screamed the smaller of the two figures. Both the figures were dressed with a bed sheet that had obviously been painted black and thrown over their heads with just two tiny holes where the eyes would be. The other figure then said "whats it gunna be lady, trick or treat?" Jess opened the door fully now and beckoned them to come inside. "Just wait here", she said as she ran up the stairs and into the bathroom where Sal was still combing her hair. "Sal what should I give those two boys", asked Jess. "I dunno give them one of those chocolate things near the fridge", Sal replied. Jess turned and went back down the stairs into the kitchen to find the bars. "Are you still there boys?", she yelled. But there was no reply. Jess stopped and went back to the front door. To her surprise the boys had vanished and there was no sign of them. Fine she thought to herself at least it saves two more chocolate bars for me. Suddenly Jess heard a voice but she didn't know what it said or where it was coming from. "Is somebody there?", Jess inquired taking a huge gulp at the same time. "Yeah me", replied the voice in a strong tone. Arggghhhhh Jess screamed as she saw a tall man bearing a long sharp knife. Jess turned around and bolted back up the stairs as fast as she could. "Sal, Sal the...the...theres a huge guy with a knife downstairs", Jess stuttered. "What are you on about Jess?", replied Sal. "Im serious Sal there's a guy with a knife downstairs and he's 'gunna' kill us", shrieked Jess as the panic set in. Sal was begining to get worried now as she tried to think straight.

Leadership and Management in Healthcare Essay

There is an increase in societal changes and demands in the nursing profession today. It is vital that nurses keep up to date with what is happening in their profession. This is attainable by becoming a member of professional organizations (American Nurses Association, 2014). The three major categories of nursing organizations include: national, state, and international. These professional nursing organizations have large memberships and maintain state and national links that help increase the knowledge of its members regarding current trends in legislation, employment, and clinical practices. The purpose of this paper is to discuss professional organization in the nursing industry, discuss how nurse leaders can use professional nursing organizations to maintain actions in the nursing and health care industry. Selected Professional Organization Nursing organizations keep nurses aware of the current trends and politics that impact the nursing profession. A fundamental part of the American Nurses Association, the Florida Nurses Association (FNA) is categorized within the state level that supports education, research, and assistance to nurses in need. FNA has been a great advocate for nurses from all areas of specialty (Florida Nurses Association, 2014). FNA is known as the â€Å"political watch dog for nurses and health care† and has an influential presence in Tallahassee. Its main goal is to protect the privileges and rights of nurses and make sure that the voice of nurses is heard at the capital (Dandurant, 2012). Current Political Issues The use of the titleâ€Å"Doctor† among nurses with Doctorate Degree in Nursing Practice (DNP) is one current issue addressed through FNA. Such issue is one of the most tackled issues among the medical group who is campaigning against doctoral nurses to shun away from calling themselves as doctors. As stated by the medical group, DNP’s should give the public and their patients explanations regarding their status otherwise will face criminal charges as they are not medical doctors (Florida Nurses Association, 2014). The Florida Medical Association has brought this controversy to legislative level known as State Bill 612 sponsored by Senator Bill Galvano. FNA Lobbyists aim to repeal this bill and view this as a diversion to legislators in the Florida health care plans. Professional Organization and Political Action In advocating for nurses and nursing, it is vital that leaders stay up to date of the political issues. Nursing organizations lobby legislatures and U.S Congress regarding significant issues that impact nursing. Advocating for increased nurses in the â€Å"Patient Protection and Affordable Act† is a good example. It is essential that everyone is knowledgeable about health and politics (American Nurses Association, 2014). Education is beneficial and plays a vital role through this process. It can be done through newsletters, media campaigns, e-mails, telephone calls, internet, and publications. Maintaining Awareness of Political Action Staying current with the health care policy is important in protecting the nursing practice, its scope, as well as the domain which nurses work (Gallager, 2010). Hence, safety and quality, nursing care will be continuously improved. FNA keeps nurse leaders informed of legislative issues such as nursing shortage, staffing ratios, safety in the work environment, and patient advocacy. Through professional organizations and meetings, leaders will be cognizant of information as it relates to the state and national level of health care. It is critical to have a voice in nursing issues. In order to achieve it, one has to be active in the professional organizations, stay aware of all levels of policy development, and works in collaboration with various organizations in the interest of nursing. In order to help ensure that policy enhances good health care,  nurses need to play an active role in the development and modifications in health policy (Dandurant, 2012). Conclusion Joining a professional organization is vital in one’s professional growth. Health care policies and laws impact not only the nurses’ work environment but the patients’ and their safety as well. The core of health policies is safety and quality care. It is essential that nurse leaders are knowledgeable regarding policies as it relates to nursing for a successful lobbying for the profession References American Nurses Association. (2014). Member benefits. Retrieved from: http://www.nursingworld.org Dandurant, K., (2012). Nurses influence health policies. Seacoastonline. Retrieved from: http://www.Seacoastonline.com Florida Nurses Association (2014). About FNA. Retrieved from http://wwwwfloridanurses.org Gallager, R., (2010). Quality is not an irreconcilable difference. Nursing management,4(8).18-20.

Effect of rock lyrics on behaviour

You must be listening to rock music, don't you? Which are your favourite bands? I love listening to music but rock is just not my type. I like peaceful, classical music. The lyrics are horrible. It seems as if someone is screaming on top of their voices. They do not make sense. It has a severe effect on schoolwork, social interactions, mood and particularly behavior. Lyrics have become more explicit in their references to violence over the years, particularly in certain genres like rock. They have particularly harsh effect on the behaviour and usually on certain attributes like aggression. There have been many researches on this issue which all point to the same result. People, especially adolescents listening to rock culture are likely to be more aggressive and quick-tempered. They may also have an ego problem. Bad egos will always a negative effect on a child's behaviour and personality. This has more or less an invariable outcome on studies, mood and social life. Their concentration in school depletes. Experts say, â€Å"Children who are exposed to such kind of music and lyrics at a young age tend to degrade in their studies and as a result may go into depression.† They usually get angry faster and create big quarrels over small topics. They are said to become more ‘rebellious' and are often prone to mood swings. Moreover, the lyrics of the music have become more vulgar and obscene in the past decade. Parents are becoming concerned about what the child listens to and they cannot find it out due to the more frequent usage of headphones. They learn more offensive vocabulary which is not meant for their age. In some of the more severe cases a child may become addictive to rock and may find it hard to even stop listening to it. In some rare cases it has also lead to death. Some people, the young generation in particular believe that music cannot possibly have an effect on a person's mental, physical and psychological behaviour. They also consider it affects a person positively and enhances concentration and is a means of becoming stress free. However, this statement is not true and I believe that rock music is no less than a drug. I advise to all parents to inhibit this addiction and nip it in the bud. It is for a child's own safety that he must not listen to such music.

Blood Brothers Essay Example

Blood Brothers Essay Example Blood Brothers Paper Blood Brothers Paper Why am I there? , and How do we know each other? I personally created my character by going through situations and circumstances that my character could be presented with and what her reactions would be. What would she do if the archaeologist asked for the Tablet, which character would she confide in? I think all of these techniques helped our group to develop our characters because we could get used to the acting with the suspicion of fate and how it affects the story. From his stimulus I learnt that introducing fate into a story increases the audiences need for answers because there are different views on fate and destiny and whether it is true. We staged our piece of drama in a natural approach however we added a comic twist to keep the drama light. To do this Jacobs character was quite goofy and over exaggerated, he showed this by deepening his voice and walking duck footed. We used a sound collage to add variety to our drama and to build suspense. We used sounds such as eerie whines and blowing winds to create a feeling of a haunted mansion that is spooky. We used physical theatre to actually create the tower that the stone tablet was in. We used this to help the audience visualise the scenery and to recognise that the setting is in a tower. We used chairs t create height in the tower and our bodies made the wall, by arching our hands we could show the dome of the arch. This circle shape tower helped us in our acting because we could use the tight space t our advantage. My character and the duchess trap the archaeologist in the tower; the acting was made more believable because Jacob really was in a confined space. Without a real enclosed space Jacob would have to pretend being trapped which could seem unrealistic. All these techniques contributed towards the effectiveness of the drama. Our second task was to create an alternative beginning to the Blood Brothers script. At first I thought it would be very easy because we had something to work with; however I found it quite challenging because it was hard not to use ideas from the show in London. We wanted to keep parts of it the same to keep the feeling of the show; however we wanted to change some bits to improve it. For example, we wanted Mrs Johnston to face forwards than backwards so the audience can see the emotion in her face when the narrator is telling the story about the two brothers. We also had the chorus run on from upstage left during the song because we felt that the beginning of the song was too emotional and it was not right to have he stage filled with chorus actors because it would spoil the scene being created by the song. The narrator sat at the front of the stage just in front of the fourth wall line to give the audience the feeing that the narrator is also watching the show rather than being in it. He sat very casually with one leg drawn up and the other hanging down over the front of the stage. This gives an impersonal feel and indicates the narrator is not a character in the show. Once he crossed the fourth wall line he entered the story and was no longer watching it, he was in it. In the show Willy Russell staged the narrator standing up and Mrs Johnstone facing backwards, I think this was used by Russell to show that the Narrator is telling the story. The fact that Mrs Johnstone is facing backwards could indicate that she is in denial about something or is ashamed to face forwards. We can interpret the cause of this by the characters and props on stage, for example there were two bodies o stage at the beginning of the show. The audience can link the bodies to the grief of Mrs Johnstone. I felt this was a good stimulus because it showed us that by changing the tinyest detail the scene can take on a whole new meaning. It also made me realise how well thought out the show actually is. Set: The third stimulus was an enactment of the Our Sammy monologue; this helped me to remember what it was like to act like a child and their immaturity. This was helpful because I sometimes forget the minor details that make the acting more believable. We tried to emphasize the line But Im not Im nearly eight! by saying the line as a chorus and increasing the tone of our voice. We did this because the poem is centred on the fact that Mickey wants to do the things that Sammy does. We drew importance to the line by stressing the word not and nearly because they both suggest it is unfair and mean for him to be left out because he is only seven. We felt that this stimulus was effective because it showed the relationship between rival siblings and younger ones idolising older brothers and sisters. As a group, three of us played Mickey and Jacob played Sammy, by using three of us to pay Mickey we could alternate lines and say the line But Im not Im nearly eight! in chorus to emphasize it. We used a louder voice and whined while we said the lie to imitate a child whining at their mother because they feel it is unfair. We used physical theatre to portray the line without arms, or legs or even heads, we decided to use physical theatre to vary the acting in the monologue. By physically removing the arms, legs and head of the woman it can show the immaturity of Sammy and his fascination with drawing nudey women. To create the physical theatre we had to think of ways to safely lift up Bee without hurting her or us as well as her being able to lift her legs up. We decided the best way to lift up Bee was to link our arms under hers and behind her back, that way she could be supported fully and have enough room to bend her legs. We wanted to actually remove her legs because we thought that elaborating the monologue is a childlike thing to do. It also helped the audience to join in with the childrens sense of fun and immaturity. We were also able to do this by exaggerating the spitting movements; to really exaggerate this Jacob pretended to prepare to spit but in a large manor. He pulled his arms back and stuck out his chest as he prepared to spit and threw himself forwards with a lunge when he spat at me. This showed the behaviour you would expect of a small child and by doing this the immaturity of Sammy and Mickey really showed through. The last stimulus was to make three tableaux of the Johnstone and Lyons family, we already knew the general behaviour and activities the two families would do and so we just had to elaborate on that existing knowledge. As a group we decided that we wanted the three scenes to show the same activity between the two families, it would enable us to compare the two families. Our first tableau showed family play time, for the Johnstone the children were playing and fighting outside and Mrs Johnstone was scolding one of the children but not in a serious way. Some children are playing shooting games by using their hands to make toy guns and using imaginative shooting poses such as standing on one leg and shooting underneath their second, this captures the essence of youthfulness and imagination. We decided that Mrs Johnstone wasnt really telling them off because she found their silly games quite amusing; to show this we made Mrs Johnstone stand with her arms crossed and leaning in one hip. This stance showed that in a different situation Mrs Johnstone could be very angry with her children however her facial expression changed the interpretation of the scene. She was smirking slightly in mock anger at her children which shows she is a laid back mother. On the other end of the spectrum there is the Lyons family who are very proper and socially correct their family time is reading books together. We chose this activity because it is deemed socially acceptable as a past time, Mrs Lyons is reading to Edward from the sofa and Mr Lyons is reading the newspaper. We wanted to show Mr Lyons as a professional business man, we did this by him sitting in an armchair with his leg crossed over the top of one another to show masculinity. The second tableau depicted a family meal time and like before the two families are extremely different, the Lyons are eating politely with correct cutlery and civil manners. To show this we arranged the chairs in a neat order and directed the actors to sit with their legs still, their arms tucked by their sides and miming holing their cutlery in the correct fashion. All this helps create the impression of upper class society. The Johnstone family are the complete opposite of the Lyons, we used body positions such as throwing food and talking with their mouth full to show bad manners at the dinner table. We mimed throwing food in an exaggerated form to show the silliness of children. This shows the audience they are uncivilised children whose mother has not raised them properly because of her class. Although this may not be necessarily true we felt that this was the social message that Russell was trying to get across.

Introduction to the Middle Paleolithic

Introduction to the Middle Paleolithic The Middle Paleolithic period (ca 200,000 to 45,000 years ago or so) is the period during which Archaic humans including Homo sapiens neanderthalensis appeared and flourished all over the world. Handaxes continued in use, but a new kind of stone tool kit was createdcalled the Mousterian, it included purposefully prepared cores and specialized flake tools. The living method in the Middle Paleolithic for both Homo sapiens and our Neanderthal cousins included scavenging, but there is also clear evidence of hunting and gathering activities. Deliberate human burials, with some evidence (if somewhat controversial) of ritual behavior, are found at a handful of sites such as La Ferrassie and Shanidar Cave. By 55,000 years ago, archaic humans were tending to their elderly, in evidence at sites such as La Chapelle aux Saintes. Some evidence for cannibalism is also found in places such as Krapina and Blombos Cave. Early Modern Humans in South Africa The Middle Paleolithic ends with the gradual disappearance of the Neanderthal and the ascendancy of Homo sapiens sapiens, about 40,000-45,000 years ago. That didnt happen overnight, however. The beginnings of modern human behaviors are mapped out in the Howiesons Poort/Stillbay Industries of southern Africa beginning perhaps as long ago as 77,000 years and leaving Africa along a Southern Dispersal Route. Middle Stone Age and the Aterian A handful of sites seem to suggest that the dates for the change to the Upper Paleolithic are way out of whack. The Aterian, a stone tool industry long thought to have been dated to the Upper Paleolithic, is now recognized as Middle Stone Age, dated perhaps as long ago as 90,000 years ago. One Aterian site showing early Upper Paleolithic-type behavior but dated much earlier is at Grottes des Pigeons in Morocco, where shell beads dated 82,000 years old have been discovered. Another problematic site is Pinnacle Point South Africa, where red ochre use has been documented at ca 165,000 years ago. Only time will tell if these dates continue to be held up. And Neanderthal hung on, too; the latest known Neanderthal site is Gorhams Cave in Gibraltar, about 25,000 years ago. Finally, the debate still is unsettled about the Flores individuals who may represent a separate species, Homo floresiensis, dated to the Middle Paleolithic but extending well into the UP.

Opeidus Essay Example | Topics and Well Written Essays - 250 words

Opeidus - Essay Example When Oedipus heard of the prophecy, he attempted to change it by leaving what he thought was his birthplace. He didn’t trust himself enough to not kill the man he thought was his father and then marry his mother: â€Å"So for years I’ve given Corinth a wide berth/†¦so I wouldn’t kill my father.† It was because he didn’t trust himself to not perform these acts he would never knowingly do that he put himself in a position to unknowingly perform them. Tiresias serves as a foil to Oedipus; he is a blind man that sees the truth of the situation. His words serve as a way for Oedipus to take responsibility for what he’s done: â€Å"How terrible—to see the truth/ when the truth is only pain to him who sees!† Because Oedipus was unable to see the truth of the situation, he punished himself by blinding himself. He thought it was a fitting punishment because his eyes did not allow him to see the truth as it was. â€Å"But the hand that struck my eyes was mine,/ mine alone—no one else—/ I did it all myself!† If Oedipus didn’t want to fulfill the prophesy, he could have chosen not to kill anyone or to marry someone younger than him. But because he himself chose his line of action which fulfilled the prophesy, he accepted responsibility for his own

War is not necessary (con war) Research Paper Example | Topics and Well Written Essays - 1250 words

War is not necessary (con war) - Research Paper Example In this research paper, several different wars will be examined. The causes and effects will be examined as well as the overall cons associated with war. Wars happen in many different areas of the world. Wars ruin lives of almost everyone whom is involved. The tragedy and deaths of war is followed throughout history and brings many modern day struggles to different cultures and ethnic groups. It is important to see war for its negative affects in order to express how war is not necessary to solve problems. King Phillips War took place between 1675 and 1676. The war was between the New England colonies and several different Indian tribes. This war was the result of power and territory. The New England Colonists wanted what the Native American Indians had. The Colonist saw that the Native Americans were blessed with land that provided abundant resources and room for expansion. The Native Americans protected these resources as the New England Colonist sought to build and destroy the land. The reason for this war could have been prevented and was not necessary. The New England Colonist could have negotiated with the Native Americans and worked something out with the land instead of, â€Å"forcing them into Christianity† (Watras 2008), and forcing the Native Americans out. Since no negotiation was used this resulted in many deaths and loss of land. The King Williams war took place between 1689 – 1687. This war lasted for several years and was fought between the English Colonies and France. The war is also known as the War of the Grand Alliance. The purpose of this war was not necessary as many lives were lost. If the treaty was signed in the beginning the loss of lives could have been avoided. After the end of this nine year war, a treaty was signed. This treaty was known as the Treaty of Ryswick. â€Å"This treaty lasted for five years and led to another war known as the Queen Anne’s War† (Miquelon

Wreiter choice Essay Example | Topics and Well Written Essays - 250 words

Wreiter choice - Essay Example it is proposed that all history students should first be asked to read this book before starting on their course as it provides a world of perspectives to history without having to dumb down the historically accepted facts and information of humanity and the earth existence (Christian). This is what makes the book, especially unique in the development of summary for the Invitation to Insight (HU 114) And Reading for Life (UH 113) courses. In the invitation to the insight, I have learned to put into application deductive thinking from the study of the book. I can regularly apply my knowledge in such areas as; religion, science, literature and art to simulate the various viewpoints cultured from the book yet applicable in my academic course with great respect to context. In the Reading for life course, there is the absolute relationship between the book and the course where the book presents a worldview that encompasses the variety that is life and a wealth of knowledge across the ages in human history that is second to none. The significant role played by this book, of the two courses, is significantly important yet second to none. Its applications are limitless both to academia and to the acquisition of knowledge for its

Socrates Nobody Desires Evil Philosophy Essay

Socrates Nobody Desires Evil Philosophy Essay The beliefs of Socrates includes: a) Nobody desires evil, b) Nobody makes a mistake or does wrong willingly or knowingly, c) Virtue all virtue is knowledge, d) Virtue is sufficient for happiness. Of the four beliefs, the most implausible that Socrates established is the point that happiness and excellence is the most important goals in life, made these depend upon the virtues, then made the acquisition of the virtues the unique prerogative of the intellect, of cognition, reason, and argument. The minor Socratics began with a similar evaluation of the importance of happiness and excellence; however, their critical appraisal of the possibility of ones gaining knowledge with the power to deliver these goods led them to form alternative approaches to practical ethics. This shows Socrates commitment to the belief that reason should serve as the ultimate arbitrator of will and goodness. 2. Socrates and Euthyphro discuss the nature of holiness. To understand the significance of their discussion it is fruitful to examine the nature of their discussion and the process by which they manage the terrain of their issue as having an importance greater than the subject itself has. The subject of holiness is interesting and arguably important, but it is a means of arriving at a still greater end. Socrates and Euthyphro approach their conversation with distinct attitudes regarding the health of their epistemic states. Euthyphro feels confident and sure of his mastery of the topic of holiness. In contrast, Socrates professes his ignorance. But his ignorance is not the easy ignorance of a lazy unimaginative man. Rather, his claim of ignorance is the result of careful reflection about the status of his own virtue. His character is one of ceaseless rational inquiry. Socrates worked to use reason to judge truth and bring order to his soul. Second, Socrates demands that any idea worth keeping must withstand careful scrutiny. In contrast, Euthyphro demonstrates the mental habits of a person lacking the persistence to penetrate an idea beyond initial impressions. Socrates is determined to help Euthyphro acknowledge this habit of his character and revise it in favor of the habit of aggressive reasoning. Such a habit, Socrates demonstrates, is crucial for eudaimonia. 3. Socrates explains that he has been pursuing his religious duty to decipher the riddle presented by the oracle at Delphi. Socrates devotes a fair amount of time to this particular matter of his reputation. In his defense, Socrates explains that his friend Chaerephon paid a visit to the oracle at Delphi and asked whether there was anyone wiser than Socrates. In answer to this question, the oracle answered that no one was wiser. Socrates is often portrayed announcing his ignorance on many matters of apparent importance. If there is a link between knowledge and wisdom it seems that Socrates, apparently impoverished in the first virtue, would likely be impoverished in the latter virtue. Socrates understood the attainment of knowledge to involve a sort of personal transformation. For example, insofar as one gains knowledge of goodness then one becomes good and acts in ways that are good. Thus, Socrates had a special conception of knowledge. With regard to the virtues, Socrates did not draw a distinction between knowing-that and knowing-how. The former type of knowledge denotes an understanding of facts while the latter denotes an ability to perform an action. For Socrates, if someone had knowledge of a virtue it meant that she could both define it and consistently acted in harmony with it. 4. The charge of corrupting the youth is ambiguous and vague. Such activity might be perceived to be counter to the proper upbringing of the youth who may be expected to accept and practice the traditions of their culture without scrutiny. Socrates has already revealed that even religious messages from the oracle must be subjected to rational inquiry to be properly understood. To make this point clear he identifies the example of horse training. It seems that if someone became the owner of a horse that she wanted properly trained she would take it to one of the few experts rather than hitch it in the town center where it would enjoy maximum exposure to the greatest amount of people. Yet if most people are benefactors rather than corrupters then one should indeed hitch her new horse in the town square. Yet the foolishness of this conclusion is clear. There is no reason to suspect that most people, even if they are not detrimental to the youth, are beneficial to the youth. It stems likely that genuine benefactors will be in the minority. From these premises Socrates concludes that either be does not corrupt the youth or if he does corrupt the youth it is unintentional. Socrates cannot corrupt the youth intentionally for by doing so he would hurt those with whom he associates and thus ultimately hurt himself. Assuming that Socrates possesses self-mastery, thi s is counter to premise two. This is logically impossible. 5. Socrates was the philosopher who tried to equate goodness, knowledge, and happiness, it is most likely that that was how many others regarded him, and responding to that project was philosophically more important than responding to Socrates the man. Socrates was the philosopher who claimed no certain knowledge, but who nonetheless could live a successful life, then that combination of qualities poses more interesting problems for Hellenistic philosophy than does the issue of whether Socrates really made such a claim. With this, it is unlikely that a democracy will produce qualified and effective leaders because it is difficult, some might say impossible, to know for certain exactly what he thought or said about knowledge, moral values, or happiness. 6. Socrates did not rely exclusively on analogy in his attempts to infer the nature of the virtues, it did constitute a prominent place in his eclectic arsenal and seems undoubtedly to have informed his conclusion that the virtues were technal. It is difficult to assess the implications but if I were in Socrates position, I wouldnà ¢Ã¢â€š ¬Ã¢â€ž ¢t try to escape from prison. One practical result would be a reluctance to accept the conclusion that a virtue is in fact a techne, since such a characterization relies on a familiarity with types of knowledge and activity whose semblances to justice, bravery, and so on are most readily understood by comparison. As Socrates had pointed out, it is frequently more difficult to escape doing wrong than it is to escape death. A worthy life must include philosophy for it is the appropriate means to conduct the examination of ones life and pursue self-mastery.

Essay --

Euthanasia is a well- discussed topic that includes multiple perspectives on the ethics of it. This is an important issue for any society to reconcile because it is a life and death issue. Euthanasia is a highly personal decision that can be made for many reasons. The moral and ethical concerns over euthanasia don't take into account the dignity of the one dying. Who decides the quality of a human's life? We did not have the chance to choose if we wanted to come here, so should we be entitled to the honor of choosing to leave? Over the years, the laws and ethical concerns regarding the controversial topic of euthanasia have been questioned repeatedly by society. Many have found it difficult to see their way through the many existing resources without feeling some hopelessness that the conflicting ideas on mercy-killing might one day be resolved. Euthanasia is defined as the painless killing of a patient suffering from an incurable and painful disease or in an irreversible coma. It is also called â€Å"Physician- Assisted Suicide† or, â€Å"PAS† for short. The term comes from the Greek expression for "good death." Now, this short definition is a cause of debates all over the world. Doctors, politicians, religious leaders, lawyers, and general public argue over the law that would allow or forbid euthanasia. There are only two countries, which allow Physician Assisted Suicide; these are Netherlands and Belgium, and the state of Oregon in the United States. The issue of euthanasia has been an important turn in history for its differing points of view on the ethics. The first usage of the term "euthanasia" was from the historian Suetonius who described how the Emperor Augustus was, "dying quickly and without suffering in the arms of his wife, L... ...eligion does not think that a human being has a right to decide whether to die or not. As previously stated, as it was already mentioned is too subjective, and in general cannot be compared with the human’s sufferings, human’s unbearable pain and freedom to choose whether to continue living or not, and euthanasia should be better legalized in order to gain control over that process. I therefore conclude that no one can claim to truly know whether, or in what circumstances, euthanasia is moral or not. With the differing perspectives and opinions about Physician Assisted Suicide it is possible to try to answer this question by discussing the moral issues, but also it is not easy to say whether euthanasia is ever morally supportable. Of course, euthanasia should be differentiated from simple removal of life support from a patient who has already effectively succumbed.

Lack of Education Due to Poverty

Poverty, as it is identified, in the grossly underdeveloped areas of Africa and other developing world countries cannot be compared in likeness to poverty situations faced by those in Canada and the United States. In these â€Å"rich countries† the poor are characterized as those who have a comparably low level of income, usually measured in the relative approach, one-half the median income whereas poverty as it is faced by those in developing countries is a matter of survival with little or no hope for escape. With this in mind, the only evidence of poverty being prevalent in rich countries can be found only in the minds of the establishment. In other words, those who may be materialistically rich still prove to be compassionately impoverished. The economic make-up of a countries† infrastructure like Canada†s or the United States† exemplifies not poverty in the sense real threats to survival, as in Africa, but can be better explained in terms of equality or better yet inequality. The terms equality and inequality for the basis of this essay can be applied to most aspects of what economists in â€Å"rich countries† term to be poverty. What is poverty to Canada and the United States are in fact blatant examples of inequality in education. When measuring inequality there are people in Canada and the United States, who are less monetarily fortunate than others. Over 30% of the entire United States† wealth is held by only 1% of its population (The Distribution of Wealth, in class lecture). There is no need for great concern with the extent of poverty in rich countries; nevertheless inequality is due to lack of education. Instead of offering what politicians term â€Å"band-aid† solutions to poverty problems they should look more at the source of the problem which is lack of education. Canada and the United States do not posses the realities of poverty as do other countries, inequality exists and the only way to eliminate inequality is to give everybody the same opportunity in education. Education is the key to a better standard of living, wiser decisions, and convalescent equality among all. On the Statistics Canada†s website, www. statcan. ca provides insight into the relative success of people possessing some level of education be it a degree, certificate, or diploma. It is suggested by Statistics Canada that those who could establish that they possess a certain level of education were percentage wise higher employed than those who were not as well educated. Statistics Canada further elucidates the benefits of education by stating that in Canada 15% of the total uneducated population is unemployed and over 50% of all the uneducated were not in the labour force. To compare with educated only 5. 5% of them were unemployed and only 17% of all educated were not in the labour force. If countries such as Canada and the United States centered more attention on education, people would become more equal and poverty would be eradicated. In rich countries like the United States and Canada poverty should not be an absolute measure, not a relative measure, but rather a measure of inequality. In these countries there is opportunity for everyone to better their way of life. There exist established social programs which aid people searching to progress. Again Statistics Canada states that three out of five people leave poverty within a year compared to only one in ten stay in poverty for longer than five years (Income Mobility, in class lecture). This statistic led to the belief that there are shifts in inequality and that most people do not continually suffer from it. There are places for the very poor to get food and shelter and support and help to those who want it. In conclusion it has been established, with the support of Statistics Canada, that poverty as it exists in Canada and the United States is nothing more than an example of inequality in education. Equal opportunity in education shall eliminate many of the countries' problems.

Reading and Students with Mental Retardation

Reading proficiency is considered a top priority in education, and a skill with myriad implications for learning and achievement in other areas. Yet in the past, literacy rarely has been emphasized for students with mental retardation. With interventions that recognize the importance of literacy for all students, students with mental retardation can build reading skills that can lead to new interests, increased competencies, and greater independence. Understanding the characteristics of students with mental retardation is an important step toward the development of effective instruction and appropriate assessment. This paper is intended to begin a discussion of the issues surrounding reading and students with mental retardation; it is not intended to be a comprehensive research review. The paper provides: (1) an overview of the characteristics of students with mental retardation, (2) a description of common approaches to reading instruction, and (3) assessment approaches and issues that surround the assessment of reading for students with mental retardation. The paper is one of several brief papers developed to contribute to the process of conducting research and developing accessible reading assessments for students with disabilities. Creating accessible reading assessments based on accepted definitions of reading and proficiencies of reading requires knowledge of the issues specific to each disability and how they affect reading and the assessment of reading. The information in these papers was obtained through a broad review of literature and Web sites of national agencies and organizations, along with input and feedback from professionals in the disability areas. Each paper is intended as a first step to facilitate discussions that include individuals who do not know the disability, in this case mental retardation, and those who may know the disability but have not considered the interaction of the disability with reading or the assessment of reading through statewide testing. Students with Mental Retardation More than 600,000 students 6-21 years of age in the United States received special education services for mental retardation during the 2000-2001 school year, comprising about 11% of all students with disabilities in U. S. schools (U. S. Department of Education, 2002). The causes of mental retardation in children vary widely, including fetal alcohol syndrome, genetic disorders like Down syndrome and fragile X syndrome, environmental factors like lead poisoning, or diseases such as meningitis. The American Association on Mental Retardation (2002) defines mental retardation as a â€Å"disability characterized by significant limitations bo th in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. For many years students with mental retardation were identified solely using intelligence testing. IQ levels among students labeled as mentally retarded can vary from 20-25 (profound mental retardation) to 50-75 (mild mental retardation); according to the DSM-IV-TR (American Psychiatric Association, 2000), 85 percent of individuals with mental retardation have mild mental retardation. It has been estimated that 28,056 K-12 English language learners (ELLs) received special education services for mental retardation in 2001-2002. Thus, approximately 7. % of school-age ELLs with disabilities were identified with mental retardation (Zehler, Fleischman, Hopstock, Pendzick, & Stephenson, 2003). The challenge of learning English and having a disability adds another level of complexity to learning to read and demonstrate reading achievement (Mueller & Markowitz, 2004). Similar to other special education categories, but perhaps more unexpectedly, the criteria for students to be eligible for th e mental retardation label varies from state to state (Beirne-Smith, Ittenbach, & Patton, 1998). The Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) reported that poor students were 1. 5 times more likely to be referred to special education; it noted significantly lower cognitive development and lower achievement among this population than among non-poor students. The report speculated on causes from lead poisoning to parent education level, but some advocates have argued that poor students, and particularly poor minority students, have been over-identified in the mild mental retardation category and misplaced in special education classrooms (Losen, 2002). The term â€Å"mental retardation† is widely used and coded into federal law, but the term remains the subject of considerable controversy. Some advocacy groups and professional associations argue that the negative stigma of the term mental retardation could be avoided by using less loaded language. The ARC of the United States, one of the country's largest advocacy organizations for people with mental retardation, eschews the term mental retardation in its mission statement (The ARC, 2004) in favor of â€Å"cognitive, intellectual, and developmental disabilities. In 2004, Special Olympics updated its terminology from â€Å"mental retardation† to â€Å"intellectual disabilities† (see the Language Guide under â€Å"About Us,† then â€Å"Information about Intellectual Disabilities† at www. specialolympics. org). In this paper we use the term â€Å"mental retardation† as a legal term defined by IDEA, while cognizant of this significant shift in terminology. Characteristics of students with mental retardation vary widely. Students with mental retardation may have difficulty with expressive language, poor short-term memory, low level meta-cognition skills, and poor use of logic and organization. Some students who are labeled as mentally retarded also have motor difficulties that can affect their handwriting or their ability to hold reading material steadily (Rizopoulos & Wolpert, 2004). Students with mental retardation, like all students, demonstrate wide variation in strengths, weaknesses, interests, and motivation, all of which should be reflected in each student's Individualized Education Program (IEP). Traditionally, special educators have de-emphasized literacy, particularly for students with moderate to severe mental retardation, in favor of functional, social, or motor skills (Kliewer & Biklen, 2001). Many people with mental retardation read below their projected capabilities, and both general and special education teacher education textbooks are marked by a scarcity of information on academic characteristics, assessment procedures, and instruction in literacy for students with mental retardation. Only recently have educators begun to recognize the value of reading and writing skills for all students, including those with severe mental retardation (Katims, 2000). Since school systems have begun to include students with moderate to severe mental retardation in assessments (IDEA, 1997, 2004) and accountability (NCLB, 2001), and thus also included in more academic instruction, these students have been achieving at much higher and more complex levels than researchers, practitioners, and even advocates expected (see Moore-Lamminen & Olsen, 2005). This powerful evidence has forced educational professionals to revisit long-held assumptions about the benefits of academic instruction for all children, and is generating provocative reading research on new, rigorous approaches to reading instruction for students with mental retardation (e. g. , Reading, Writing, Math, and Science for Students with Significant Cognitive Disabilities, Diane Browder, PI). Instruction for Students with Mental Retardation The focus in education for students with mental retardation has shifted from an emphasis on providing services related to placement, such as disability specific classrooms or special schools, to providing individualized supports to help every student access the general curriculum in an inclusive classroom setting. American Association on Mental Retardation (AAMR), a lead advocate of the â€Å"supports model,† emphasized in its 2002 definition of mental retardation that the effects of mental retardation can be ameliorated with personalized supports. This shift in thinking correlates with an increased emphasis on inclusionary and mainstream education for students with mental retardation, giving these students access to a challenging and interesting general curriculum and an integrated social environment. IDEA 1997 emphasized that students with disabilities must have access to the same challenging content taught to all students; this was reiterated and strengthened in IDEA 2004. Many special education researchers and advocates argue that holding students with disabilities, including mental retardation, to the same high expectations as all students will improve learning and educational outcomes for these students (McGrew & Evans, 2004). Approaches to teaching reading to students with mental retardation fall broadly into two categories. One broad category is the traditional or direct instruction approach, which teaches reading as distinct subsets of skills such as phonics and sight word recognition (Rizopoulos & Wolpert, 2004). The traditional approach is based on a behaviorist model, emphasizing drill and practice of a linear set of literacy skills. The second approach is a progressive, holistic approach that teaches comprehension and critical thinking along with phonological awareness, decoding, vocabulary, and reading for enjoyment (Katims, 2000). Each of these approaches has had support with some students with mental retardation and for various purposes (Browder & Xin, 1998; Cunningham, 1999; Driscoll & Kemp, 1996; Hendricks, Katims, & Carr, 1999; Joseph & McCachran, 2003; Katims, 2000; Moni & Jobling, 2000). Assistive technology and technology increasingly have become important supports for reading-related instruction and reading for students with mental retardation. For example, Erickson and Koppenhaver (1995) found that computer and light technology can give students with severe mental retardation the supports they need to build communication skills. Continued interest in the literacy outcomes of students with mental retardation and supporting research has blossomed in the past few years, and is most likely to be a productive area for the reading futures of students with mental retardation (Beukelman & Mirenda, 2005; Erickson, Clendon, Abraham, Roy, & Van de Karr, 2005; Sturm, Erickson, & Yoder, 2003). In their review of literacy approaches for adolescents with developmental delays, Rizopoulos and Wolpert (2004) suggested that both traditional and progressive approaches to literacy instruction can be appropriate for certain students. Recent research by Diane Browder looks closely at the assumption that students with the most severe mental retardation benefit only from functional approaches to literacy. Browder and Algozzine argue more research is needed to understand how students with severe mental retardation might benefit from explicit instruction in decoding and comprehension skills (Browder & Algozzine, draft). Assessment of Students with Mental Retardation Most students with mental retardation participate in the same large-scale reading assessments as all students. While not all students with mental retardation will require supports or accommodations on large-scale assessments, these students have access to the same accommodations that other students with disabilities receive. Whether a student will require extra time on tests, large print, read-aloud directions, alternative setting accommodations, or other supports to demonstrate maximum proficiency depends on the individual strengths and weaknesses of each student. The most common accommodations used for students with mental retardation include breaking tasks into smaller steps, providing read aloud directions or questions, and visual cues (such as arrows, stickers, or stop signs, highlighting of key words or verbs, or supplementing text with pictures). Other accommodations range from encouraging students to stay on task and oral directions accompanied by written directions, to noise buffers and adaptive furniture (Clapper, Morse, Lazarus, Thompson, & Thurlow, 2005). Some students with the most significant cognitive disabilities who are unable to participate in large-scale assessments even with accommodations are eligible to take alternate assessments. All alternate assessments are aligned to grade-level academic content standards, but they can be based on either grade level achievement standards or alternate achievement standards. The students who may participate in alternate assessments on grade level achievement standards may need accommodations not available on general assessments or need different formats or contexts to demonstrate grade-level proficiency (National Center on Educational Outcomes Web site, 2005). Students with the most significant cognitive disabilities can demonstrate proficiency on an alternate achievement standard. Alternate assessments should promote access to the general curriculum and reflect professional judgment of the highest achievement standard possible for each individual student. Summary The intent of this brief paper is to highlight issues surrounding reading and students with mental retardation. While not a comprehensive review, it is intended to give enough of a sense of the characteristics of the students, general instructional approaches used with them, and assessment approaches and issues to generate discussion about the possible ways in which more accessible assessments can be designed for those students who are proficient readers given their diagnosis of mental retardation. This paper is part of the background for research on accessible reading assessments conducted by the Partnership for Accessible Reading Assessments, and for discussions among collaborators on the National Accessible Reading Assessment Projects (NARAP).

Causes, Effects, Risks, and the Future of Global Warming

Causes, Effects, Risks, and the Future of Global Warming Scientists have determined that a number of human activities are contributing to global warming by adding excessive amounts of greenhouse gases to the atmosphere. Greenhouse gases such as carbon dioxide accumulate in the atmosphere and trap heat that normally would exit into outer space. Greenhouse Gases and Global Climate Change While many greenhouse gases occur naturally and are needed to create the greenhouse effect that keeps the Earth warm enough to support life, human use of fossil fuels is the main source of excess greenhouse gases. By driving cars, using electricity from coal-fired power plants, or heating our homes with oil or natural gas, we release carbon dioxide and other heat-trapping gases into the atmosphere. Deforestation is another significant source of greenhouse gases, as exposed soils release carbon dioxide, and fewer trees mean  less carbon dioxide conversion to oxygen. The production of cement involves a chemical reaction responsible for a surprisingly large amount of carbon dioxide in the atmosphere every year. During the 150 years of the industrial age, the atmospheric concentration of carbon dioxide has increased by 31 percent. Over the same period, the level of atmospheric methane, another important greenhouse gas, has risen by 151 percent, mostly from agricultural activities such as raising cattle and growing rice. Methane leaks at natural gas wells are another major contributor to climate change. There are steps we can take to reduce greenhouse gas emissions in our life, encourage carbon emission reduction programs, methane emission reduction laws, and we can support global climate change mitigation projects. Can Natural Sun Cycles Explain Global Climate Change? In short, no. There are variations in the amount of energy we receive from the sun due to factors like orbital patterns and sunspots, but none which can explain the current warming, according to the IPCC. Direct Effects of Global Climate Change Many of the effects of climate change can be tied directly to some very important changes in our atmosphere Because of important gas and heat transfers between the atmosphere and sea water, a suite of: changes in the oceans ave been observedThe frozen parts of the Earth are especially vulnerable to climate change. The latest IPCC report explained the impacts on the worlds polar ice caps, glaciers, and permafrost The Consequences of Global Warming The increase in trapped heat changes the climate and alters weather patterns, which may change the timing of seasonal natural events, and the  frequency of extreme weather events. Polar ice is vanishing, and  sea levels are rising, causing coastal flooding. Climate change leads to  food security, and even national security, concerns. Agricultural practices have been affected, including the production of maple syrup. There are also health consequences to climate change. Warmer winters allow for range expansions of white-tailed deer and deer ticks, increasing the incidence of Lyme disease. Edited by Frederic Beaudry