Global Warming Essay Example for Free

Global Warming Essay Introduction Usually when people think of global warming they think of hotter weather. This is not necessarily correct. Global warming is not something that happens over one season but happens gradually overtime. The term global warming is a bit deceptive because it leads people to believe the temperatures will get hotter, this is not the case. Climate change impacts the hydrology and biology of our planet. This can cause stormier, dryer and even in some cases, colder weather. (Maria Trimarchi, 2014) Cultural Relativism When we think of global warming we typically just think about how the climate change is affecting our society. We do not stop and think how the changes affect other under-developed cultures. The article discusses how many under privileged countries die a lot sooner because of climate change. Something that developed countries would not see as quickly. (Sarah DeWeerdt, 2013) Understanding that the carbons and methane we use here in the United States not only affects our air quality and climate control but can have effects in Africa and other countries. The article discusses how the changes in weather from really dry heat to instant down pours of rain affects the agriculture. (Sarah DeWeerdt, 2013) This not only means the region experiencing this change is burdened by the increase and decrease in the climate, but countries doing import and export exchange is also affected. Ethiopia already experiences social and economical problems; climate change will make this country suffer even greater problems. National Geographic states the country already loses thousands of people a year due to effects from the climate. If global warming continues the effects would be catastrophic. (Alan Corbis, 2007) Mechanical Social Solidarity The term social solidarity refers to how a society unifies as a whole in aspects like interests, standards, objectives and sympathies. (Book Reference) Society can take a mechanical or organic approach to this philosophy. A mechanical solidarity society shows high emphasis on religion, society’s interest and has relatively low population rates. An example of this population group would be small tribes in Africa, Ethiopia and South America. Organic Solidarity is the complete opposite. They focus more on secular religion, material possessions, and high population and are human-oriented. The biggest example is America but you could also list China and Japan under this category. (Webster’s Dictionary) The article discusses how global warming is caused by omissions of carbon and methane into the atmosphere. (Sarah DeWeerdt, 2013) Our bigger organic solidarity societies are causing the global warming problems for the mechanical societies. It is unfortunate that we are not only ruining the environment for ourselves but we are also ruining it for innocent bystanders. Ethiopia being one of the poorest countries is being the most hurt by our materialist greed. They do not have the resources to even try and make a difference. Conflict Theory Conflict theories put emphasis on social, political, or material inequalities of a social group. Conflict theories draw attention to power differentials, such as class conflict and generally contrast historical ideologies. (Book reference) Understanding conflict theory is important to see how developed countries are hurting and hindering the development of under-developed countries. Until we draw a full understanding of this, a resolution cannot occur. The article discusses the differences and challenges under-developed countries face compared to developed countries. The risk of disease like Malaria is higher because of contamination and the inability to vaccinate. The United States faces mosquito problems but we do not have the issues of contaminated water. Plus our country also has vaccines to protect our  population unlike most parts of Africa and other countries. (Sarah DeWeerdt, 2013) The article discusses the dry temperatures will cause an increase in mosquitoes and the risk of contracting a disease from insects will increase. Vaccines are a concern but also the inability to control the insect contamination. Major countries have preventatives to control the reproduction of insects. Smaller countries do not have the means to control this growing problem. (Sarah DeWeerdt, 2013) If global warming continues to increase, so will the dangers all from all the effects. Conclusion Our planet as a whole must come up with a solution that protects everyone from the effects of global warming. The countries that pose a risk of losing the most are the ones that do not have the resources to contribute much to the solution. These are also the countries that do not contribute to the problem. Generating lower carbon and methane technology is a must. We need our government and other high power governments to increase federal funding to programs that help in promoting this technology. REFERENCES Corbis, A. (2007). Global Warming Effects. National Geographic. Retrieved on April 24, 2014 from http://www.environment.nationalgeographic.com/global-warming/gw-effects DeWeerdt, S. (2013). Climate Change, Coming Home: Global warming Effects on Population. World Watch. Retrieved from http://www.worldwatch.org/global-warming Trimarchi, M. (2014). Top 10 Worst Effects of Global Warming. Discovery. Retrieved on April 24, 2014 from www.discovery.com/topics/worst_effects_global_warming

Free Essays - Characterization in A Farewell to Arms :: Farewell Arms Essays

Characterization in a Passage from A Farewell to Arms       Anger was washed away in the river along with any obligation. Although that ceased when the carabiniere put his hands on my collar. I would like to have had the uniform off although I did not care much about the outward forms. I had taken off the stars, but that was for convenience. It was no point of honor. I was not against them. I was through. I wished them all the luck. There were the good ones, and the brave ones, and the calm ones and the sensible ones, and they deserved it. But it was not my show anymore and I wished this bloody train would get to Mestre and I would eat and stop thinking. I would have to stop. (Hemingway 232)    This previous is an excellent example of how one passage in the book can relate many of the feelings demonstrated throughout the entire novel. The events and feelings of this passage determine the outcome. A few examples of symbolism are clearly presented and those symbols can also help the reader gain a better understanding of the character's situation. The passage also illustrates how the character has evolved and developed since the beginning of the story. The passage is also a big event because it is the first major pivotal point that occurs throughout the novel. By closely analyzing this passage we can form many predictions that Hemingway was foreshadowing, and relating to the end, with use of symbols and development of character.    The two symbols best noticeable in the passage are the river and the stars on Frederic's uniform. The river as in many stories represents a change or baptismal. In this case, the river was representing the removal of Frederic from the war front. On one side of the river he's still an ambulance driver for the Italian army during World War I; on the other side, however, he is a civilian in the middle of a war that is now foreign to him. The stars also serve as a symbol but represent the same thing the river does. When he removes them he is simply calling it quits and removing himself from the war.

Aggressive in behaviour Essay

I will use this as my title for the purposes of planning. In 1998, 47% of female prisoners had dependent children (Flynn, 1998:75). In 1999 this was estimated to be more like 55% – based on those with children sixteen or under. With the female prison population numbering around 3,250, the number of women estimated to have young children is 1788 (Harris, 2000:iv). So I feel it would be useful to try and locate around 10% of this number and ask for permission to interview and study their children. This figure would still mean a lot of work for the researchers – and there would need to be several – as not all of those approached would give permission for the research to involve their children. As a result, I have determined that the best methods of research will be interviews and observations. The reason I have chosen these methodologies is because they are more informal, and when working with children, it is more likely to yield results than questionnaires. Questionnaires are problematical for younger children, who may be unable to write and face to face techniques are more likely to obtain information – questionnaires are not always filled in or returned to the researchers (Bell, 1999:130). The benefits of interviewing and observation preclude the use of questionnaires, in part because they allow a certain flexibility for the researcher to further investigate any new ideas which may become apparent (Browne, 1997:406, 414). Observation is beneficial to the researcher because it can allow for additional details to be noted which the child might be unable or unwilling to express. Interviews permit a degree of familiarity between the researcher and the subject, and in turn may present opportunity to further discuss any points which the researcher feel are relevant. In questioning children, the ethics are complex. Permission to interview the child has to be obtained, and it might be unclear from whom it should be procured. The British Psychological Society in 1996 set down a code of ethics and conduct in which it was stipulated that if the research affects someone not able to give valid consent, i.e. a child under the age of eighteen, then it needs to be obtained from whomever has legal authority to give it (Lindsay, 2000:14-15). The first people deemed to be those with parental responsibility are the natural parents. Exceptions to this include a carer who has a resident order under the 1989 Children Act, anyone holding a temporary emergency protection order or the local authority if the child is in care (Masson, 2000:37). If the mother is in prison, as is necessary for his research, obtaining information regarding their children might be a contentious point. It will involve the co-operation of the prison management in addition to the parents, children, and the child’s’ place of education. There being only sixteen prisons in England and Wales which house female prisoners (Flynn, 1998:57), I feel it would be easier to gain the information from a women-only establishment as the administration may be more familiar with the inmates and perhaps will be in a position to assist the research. This would require asking the prison to identify those prisoners with children, which I believe is a detail which would perhaps already be on a database. If this is not the case, it would then involve asking the women in the prison to come forward. This would undoubtedly cause difficulties, as they may not wish to do so, perhaps through disinterest in the research or an unwillingness to be set part from the others as a result of it. Women who have been separated from their children, for whatever reason, may be emotional as a result, and therefore sensitivity is an absolute necessity. The disruption to the prison is also something which needs to be taken into consideration, but:  Ã¢â‚¬ËœÃ¢â‚¬ ¦most prisoners find it a welcome change to talk to outsiders†¦Ã¢â‚¬â„¢Ã‚  (King, 2000:303). Once women with children between the ages of two and seventeen years have been identified and approached, their permission to interview their children must be obtained. Authorisation should also be secured from the person caring for the child away from the prison, as it is actually ethically wrong to ask permission for such things from the parent not currently the full-time carer (Masson, 2000:38). I do not know the ethics on continuing on the sole permission of the carer rather than the mother. This is the only clear means of getting access to the information required, as it would be too difficult to poll schools for the information. They would not be able to divulge the data on the children without parental permission anyway. If permission is not given by the mother or the carer, the child will not be contacted in any way. It might be interesting, however, to ask why the parents did not want to take part. Once permission has been gained, the next step is to decide where would be best for the child to hold the interviews. The parents may have suggestions themselves, as they may prefer to have the interview conducted in their presence. This is something which will have to be taken into consideration in the conduct of the project, as it may have a bearing on the behaviour of the child. The presence of a parent, teacher or carer may influence the way the child acts, albeit perhaps indirectly, so affecting their responses to the questions. It would undoubtedly be better to interview all the children under the same conditions, but this might not be possible so it would be advisable to be prepared to be flexible. The best place would be somewhere neutral to the child perhaps a local community centre, preferably interviewing the child twice – once with a parent, carer or teacher in the room, then once without them there. I believe this might show a variance in the child’s attitude and behaviour towards the researcher and their questions, as they will have ‘an audience to play to’ when someone they know well is in the room. It is essential, however, to interview the child in a setting in which they are comfortable. If the parents feel it would be best to interview at their home, then places such as the garden or even the stairs may provide a sense of security for the child (Masson, 2000:43). Otherwise another place to carry out an interview might be the child’s school. If the child is hostile to their school-life however, this may introduce elements of bias into their interview compared to other children who may have been interviewed at home or at a community centre. The practicality of eliciting reliable information from a child (under eighteen years of age), is a point which quickly becomes clouded with other issues. The words of an adult may be too complex or the sentence structure poorly formed, so that a child become confused. This has been proven to be the case by several authors (Walker, 1994, Dockrell, Lewis & Lindsay, 2000), and includes children up to the age of eighteen. Minors, even those nearly eighteen, are not always proficient in language skills, and may have difficulty understanding the wording of questions or in formulating their own answers (Walker, 1994:4). There is a need to be sure of how a child is answering a question put to them, as they could be responding to a part of a question rather than the whole question.

How to Make Modeling Clay Out of Flour and Oil

There are several ways you can make homemade clay for modeling  and arts and crafts projects. The recipes below will help you make refrigerator clay, a clay that hardens when you bake it, one that you can coat for a glossy finish, and one that molds and stays pliable much like store-bought modeling clay. Homemade Modeling Clay Recipe 1 This basic clay is essentially bare-bones cooking dough, which is easy to make with ingredients in your kitchen. It is sufficient for basic modeling projects, but youll want to throw it out before it starts growing bacteria. All you need to make it is: 2 1/2 cups flour1 cup salt1 cup waterFood coloring (optional) Mix the clay ingredients together.Store the modeling clay in the refrigerator in a sealed plastic baggie or in a bowl covered with plastic wrap. Homemade Modeling Clay Recipe 2 This homemade clay uses oil and cream of tartar for thickening, producing a clay thats firmer than the one above. Its perfect for simple modeling projects, and it only requires a few ingredients: 1 cup salt2 cups flour4 tablespoons cream of tartar4 tablespoons vegetable oil2 cups waterFood coloring (optional) Stir together the dry ingredients. Mix in the oil. Mix in the water and food coloring.Cook over low heat, stirring constantly until the clay thickens and pulls away from the sides of the pot.Cool the clay before use. Store the clay in a sealed container or plastic bag. Homemade Modeling Clay Recipe 3 This recipe produces a modeling clay similar to the two above, but it uses cornstarch and baking soda rather than flour and salt: 1 cup cornstarch2 cups baking soda1 1/2 cups cold waterFood coloring (optional) Mix the ingredients together over low heat until a dough is formed.Cover the clay with a damp cloth and allow it to cool before use.Seal completed clay products with shellac. Homemade Modeling Clay Recipe 4 This recipe produces a clay with a smooth consistency similar to that of store-bought Play-Doh for kids. Air-dry products made with this clay. 3 1/2 cups flour1/2 cup of salt1 tablespoon cream of tartar2 1/2 tablespoons vegetable oil2 cups waterFood coloring (optional)Vanilla extract for scent (optional) Bring the water to a boil. Stir in the oil, food coloring, and vanilla extract. Mix the dry ingredients (flour, salt, and cream of tartar) in a bowl.Add the hot liquid to the dry ingredients a little bit at a time, stirring until you produce a pliable clay.The clay may be stored indefinitely in a sealed container at room temperature. Homemade Modeling Clay Recipe 5 This recipe can be used to make clay for ornaments, jewelry, or small sculptures. The clay hardens after baking. Pieces may be painted and sealed if desired. 4 cups flour1 cup of salt1 1/2 cups water Mix the ingredients together to form the clay.Store the clay in a sealed container until it is needed.Bake the finished pieces on a non-stick cookie sheet at 350 degrees Fahrenheit for approximately one hour or until the clay is slightly brown around the edges. Cool the baked clay items on a wire rack before handling them or painting them.