Methedology in postgraduate education in UL Essay

Methedology in postgraduate education in UL - Essay Example ciples of accounting for postgraduates, human resource management, economics, business risk management and marketing (University of Limerick, Centre for Teaching and Learning, 2014). A student applying for any of these courses undergoes regular application process which involves online registration and submission of required details as prescribed by the university regulatory board. The learning process once admitted into the university comes in two folds. A postgraduate may apply for online learning described as O’Del (Open, Distance and Electronic Learning). In this platform, a student obtains all the course requirements and lectures online but merge at the end of the semester to fulfill the course requirement by taking final exams (Ebel, Mohr & Commission of the European Communities 2009, p. 77). On the other end, one may decide to leverage on the side of full time learning process, attending to lecture physically, submitting assignments one on one and not electronically or online. However, at the end of the learning period, the students merge for a common exams and evaluation based of syllabus coverage. Other than the theories taught in class, postgraduate students will undertake a two weeks training even study trip or business simulation program every semester. This is meant to enhance the student’s knowledge on writing dissertations which will eventually see them graduate from UL. The university operates of full time calendar with short interval holidays between the terms calendars. Each semester runs for a period of three months with one month holiday until the completion of the degree

I DO NOT HAVE A TOPIC Essay Example | Topics and Well Written Essays - 750 words

I DO NOT HAVE A TOPIC - Essay Example Pollution could also destroy the ozone layer thus altering the climatic condition of the region. This would significantly affect the residents since in terms of tourism since it is one of the major economic activities in the area (Mullerat & Brennan, 2011). †¢ Mission statement: they aim at being the best-loved boutique hotel and restaurant by the guests, owners, and all stakeholders by provide excellent service and care and delivering financial returns to investors (Clarke & Chen, 2009). The company has been involved in multiple social responsibilities. However, regarding the loyalty of the customers that has enabled the company to be among the best in the world, it is only fair that the company continue giving back to the society. The headquarter of Kimpton is located in one of the largest cities in the area (Sun, Stewart, & Pollard, 2010). This means that the population in the area is high: and densely populated. With the improved economic conditions in the area due to high tourism levels, most of the population here own cars and the remaining part of the population use public transport. Some of these cars could result into air pollution if they happen to emit fumes. In addition, this city houses various companies and industries. Such industries pollute the environment through emission of dangerous fumes and introducing waste material into the water sources. Considering that the organization is aimed at creating a good brand image, reducing the levels of pollution is a good move to ensure that the organization saves money from the residents of the area. The reason is that air or water pollution could result into multiple health defects and reducing or eliminating them saves this medical money for such residents (Hancock, 2009). The program is very cost effective especially considering that the company already campaigns for the use of renewable energy in the

Phonology reading Essay Example for Free

Phonology reading Essay 1. I hereby certify that I am the author of the attached item of coursework and that all materials from reference sources have been properly acknowledged. 2. I understand what plagiarism is and what penalties may be imposed on students found guilty of plagiarism. 3. I certify that this paper contains no plagiarized material. 4. I certify that this is my own work and that I did not receive any unfair assistance from others (including unauthorized collaboration) in its preparation. 5. I certify that this paper has not previously been submitted either in its entirety or in part within the UWI system or to any other educational institution. 6. In the case of group work: a. I certify that the individual work of each member of the group has been clearly indicated; b. that where no such indication has been given, I take the responsibility for the work as if it were the section of the paper for which I am solely responsible; and c. that I have not collaborated with any members of the group to breach the University’s regulations. Signature: M. Thompson Date: February 25, 2013 Children of the 21st century will face many challenges that will require them to use reading in different forms. As we begin the new millennium, research- based approaches to teach reading and writing is being relied upon to drive students towards the ultimate goal. Literacy for all, understanding how children learn, particularly how they learn to read and write influences the instructional approaches taken in homes as well as classrooms. Adams (1990) defines Phonological awareness as an awareness of sounds and the ability to revealed tasks such as rhyming, matching sounds, deleting sounds, blending or segmenting sounds. Because these sounds are spoken words they require testing to manipulate phonological segments. This is required to determine the performance of good readers and poor readers. Depend on the result one can determine which elements of phonological awareness are absent or reliable for both readers. He further articulate that they are five levels of difficulty in phonological awareness these are Awareness of rhyme and alliteration, comparing and contrasting the sounds of words for rhyme and alliteration, blending and splitting syllables, full segmentation of component phonemes and adding deleting and moving phonemes. In addition to these five levels of difficulty is the importance of phonological development. Phonological development is the key to phonological awareness. Proctor and Compton (2004) babies are not born with the full range of adult perceptual abilities, which include the five senses vision, hearing, smell, taste and touch. However, these abilities develop greatly within the first year of life. Newborn babies can only process sensory information and their understanding of sight, sound and touch stimuli develop rapidly as they grow. This leads to cognitive development which, in turn lays the foundation for language development. In preschool years, a child develops phonological skills, these skills acquired in a largely unconscious, or implicit fashion that is to say, even though the child may be able to produce certain vowels, consonants and consonant clusters he or she has not explicit awareness of doing so. Phonological awareness is so called because the child becomes explicitly aware of the phonology being taught and has the conscious ability to detect and manipulate phonological units. It is important to note that phonological awareness is a subset of the larger set of skills known as phonological processing. Phonological processing involves receiving sound waves from the ear and then using this date to assemble pronunciation of the word that was spoken. The process of assembling a pronunciation is known as coding. Deficits in phonological processing are responsible for some differences between good and poor readers (Stanorich, 1986 😉 poor readers are slower and less accurate than good readers. Many studies have found that certain levels of phonological awareness are essential to the development of early reading ability such as an awareness of rhyme, the ability to blend sounds, to isolate initial and final consonants and to distinguish phonological elements smaller than Syllables. Other more difficult elements of phonological awareness are developed as a result of learning to read, that is â€Å"the relationship between phonemic awareness and learning to read is most likely one of reciprocal causation or mutual facilitation (Yopp, 1992,) The relationship between phonological awareness and reading acquisition are complex, and there is strong evidence that difficulty with awareness and manipulation of verbal sounds has powerful effects on reading ability. However, the most positive finding stemming from research on phonological awareness is that â€Å"critical levels of phonological awareness can be developed through carefully planned instruction† (Chard Dickson 1999) there is also consistent support that â€Å"phonological awareness facilitates reading and is facilitated by reading instruction. † (Smith,Simmons Kameenui 1995) This finding has important implications for teaching. It implies that students must be taught explicitly about sounds in order to benefit from reading instruction but also that phonological awareness can be highlighten in relation to reading of text. Teaching programs, therefore, need to include activities which focus on the sounds in spoken English in pre-school and in the early years of schooling. Such activities include rhyming activities, breaking speech into individual words, alliteration, blending sounds, segmenting of words into onset rime and then to more demanding tasks such segmenting or deletion of individual. Charles A. Perfetti, Nicole Landi, and Jane Oakhill simple state that reading acquisition is the comprehension of learning to understand writing as well as one understands spoken language has empirical justification. (Curtis, 1980; Sticht James, 1984). also added that learning to read, the correlations between reading and spoken language comprehension are small because at the beginning, children are learning to decode and identify words, so it is these word-reading processes that limit comprehension. He further established that as children move beyond the beginnings of learning to read, the correlations between reading comprehension and spoken language comprehension increase and then level out by high school Famous behaviorist skinner (1974) explained students learn to read by learning a series of discrete skills. He believes that learning is the result of stimulus and response actions direct instructions are given when teaching the requisite skill in a planned, sequential manner. Information is presented in small steps and reinforced through practice until a solid foundation is laid. Jean Piagets (1969) constructivism theoretical framework differs, as learning is described as the modification of students’ cognitive structures schemata as they interact with or adapt to their environment schemata are like mental filing cabinets and new information is organized with prior knowledge in filling system. Piaget also posited that children are active motivated thinkers and learners so instead of teachers and adults dispensing information or knowledge, children are engaged with experiences so that they modify their schemata and construct their own knowledge. The sociolinguistics contributes a cultural dimension to how children learn. They view reading and writing as social activities that reflect the culture and community in which children live. (heath ,1983 ,vygotsky1978,1986)according to Vygotsky, language help to organize thought and children use language to learn as well as to communicate with others. Tremendous amount of new research under the term â€Å"emergent literacy† (teale sulzby 1991) shows us what happens in the homes of children where literacy is a priority. Children borned into homes where someone spends time with them in reading activities walk into the school system with an incredible foundation on which phonological awareness can be built. Parents or adults read to children and talk to them about what is being read. The reading is normally done in the lap position where the child can see pictures as well as the words used to tell about the pictures. Favourite books are read again and again hence creating a stimulating environment for reading acquisition to begin. Parents are the children’s first and best teachers and can therefore do many things to support their children’s development at home. In addition to reading to their children and listening to their children attempting to read to them they are building children’s self esteem and phonological awareness. In some homes the main reading experience is the bible, new papers, nursery rhyme or novels. Families write signs on furniture, make shopping lists or leave written messages for others. As children are able to hear and identify sounds from intra uterine to infancy, gradually they are able to separate syllables and manipulate the sounds in words, expanding their grasp of frequently used words and phrases. Favourite stories are re-read until they become well-known and words are easily pronounced as they talk an appreciation is developed for associating sounds with letters, a basis that is necessary for learning to read. The phonological system is important for both oral and written language as it plays a crucial role in reading instruction during the primary grades. Children use their knowledge of phonics as they learn to read and write. Phonological Development and Phonological Awareness Unit 2, outline that phonological awareness cannot be the only cause of reading acquisition. This is so based on the studies carried out which discover other influence on reading development. Adams 1990 highlighted the importance of alphabetic principle which consists of alphabetic understanding with the knowledge that letters correspond with sounds and words are composed of sounds. Therefore, it is evident that phonological awareness and reading acquisition has some forms of relationship; since both has powerful effects on reading ability. Based on the information gathered the levels of phonological awareness can be developed through carefully planned instruction where students must be taught clearly about sounds in order to benefit from reading instruction and develop phonological ability. The importance of phonological awareness in relation to reading acquisition posits by Juel, 1986) a longitudinal study of children in first and second grade. The study is quiet evident that children who perform low in phonemic awareness in first grade remained the low performances in reading through fourth grade remain the low performers in reading through fourth grade. With this in mind when working with children it must be clear that phonemic awareness is a perquisite for learning to read Cunningham, 1999, as they become phonemically aware, children recognize that speech can be segmented into smaller units, this knowledge is very useful as they learn about sound-symbol correspondence and spelling patterns. Phonological development  and phonological awareness unit 2 posits that phonemic awareness is critical to the reading process because reading involves the translation of graphemes into phonemes if one does not mastered all the phonemes in language, then they are not in a position to translate graphemes into phonemes, students’ who have not mastered phonemic awareness experience reading difficulty. So with this is mind one relevant key principle of effective phonological awareness instruction is nursery rhymes. Rhymes are the correspondence of ending sounds or words or lines of verse. Rhyming is the ability to indentify words that have identical final sounds segments Bryan and Bradley (1985)report that scores of initial rhyming test predicted reading and spelling progress and years later researcher suggest rhyme facilitates reading and spelling in the following ways: rhyming helps students develop phonemic awareness, which facilitates decoding, rhyming teaches students to group words together by sound, thereby reducing the number of words they have to learn to read by making generalizations of larger sound units, rhyming teaches students to make connections between categories and the letter string patterns that are used to spell words. I would read stories that have rhyming words, draw to the students attention the word that rhyme, help students to identify the patterns made by a rhyme, recite rhymes, sing the rhymes, clap to the rhymes even act out the rhymes. Sing and use students’ names to complete the rhyme example wallaby Wallaby, Wusan an elephant sat on Suzan wallaby Wallaby Wark an elephant sat on Mark as students catch on to the rhyming pattern, they can generate the rhyme using other names. For example in these four activities the teacher read aloud a story that contains many words that rhyme for example a fat rat in hat. After reading the story the students will chant the rhyming words heard in the story. The next activity the teacher introduce the rhyme ‘at’ then students follow the rhyming pattern bat, cat, fat, hat, mat pat, rat and sat. Students will clap and sing as they say each rhyming word. For activity two students will stand in a line the first person will say a rhyme which relates to ‘at’ if it is correct, the child gets the chance to shoot a ball in the provided hoop. If it is incorrect, teacher and students will assist and that child goes to the back of the line. The last activity students will be provided with a print activity sheet in which they will fill in the missing letter based on what was learned in activities one and two above. These activities will be modeled daily until students fully grasped the concepts. Modeling is the process of demonstrating for someone something he or she does not know Bandura,(1986). when students see teachers or parents at home reading or writing a letter modeling is taking place, so that’s why modeling can be a very constructive way that students can be taught reading. Modeling can be implicit or explicit (Roehler duffy , 1991). According to Deanna mascle rhyme is important to emergent literacy and learning to read because it teaches children about language. Rhyming helps children about word families such as let, met, pet, and get. Rhyming also teaches children the sound of language. Other important skills include phonological awareness, the ability to notice and work with sounds in language. Rhyme help with phonemic awareness which is the smallest units of sound that make up words. The awareness leads to reading and writing success. Rhyme also teaches children who are learning to read about the patterns and structures of both spoken and written language. Rhymes expose children to the rhythm of the language this will help them read with intonation in their voice instead of first a monotone. Rhymes also prepare children to make predictions while learning words and give them crucial decoding skills. When students are faced with reading challenges as that one referred to in the study by Juel et al( 1986) that children from first grade through fourth are low performing children in phonemic awareness rhyme, can help make the task both easier and more fun, teach important language skills, and teach language pattern and structure. These benefits given above are of vital importance in giving your child a positive start to reading. References. http://www. pitt. edu/~perfetti/PDF/The%20Acquisition%20of%20Reading%20Comprehension%20Skill http://linguistics. huji. ac. il/IATL/27/Abstracts/Gafni. pdf http://Ezine article. com/? expert=Deanna_mascle. Literacy for the 21st century A Balanced Approach 4th edition by Gail E. Tompkins Literacy helping children construct meaning 5th edition by J. David Cooper with Nancy D. Kiger Phonics They Use words for reading and writing by Patricia m. Cunningham Unit 2 EDLS6501 Module 2 Phonological Developments and Phonological Awareness.

Dystopian And Utopian Elements Film Studies Essay

Dystopian And Utopian Elements Film Studies Essay With close reference to no more than three postmodern films discuss the dystopian and utopian elements evident in their mise-en-scene. This essay will analyze Ridly Scotts Blade Runner (1982) and Alfonso Cuarons Children of Men (2006) in order to discuss dystopian elements evident in their mise-en-scene. The film begins with a panoramic view of the directors vision of Los Angeles in 2019. The night sky of the cityscape is lit an unnatural reddish hue and broken up by towering black skyscrapers and chimneys out of which sheets of flame erupt. This shot has the effect of immediately setting the scene for a post apocalyptic dystopia with the city being portrayed as demonic in the judeao- Christian tradition. At street level the sense of alienation the protagonist, Deckard, feels is reflected in the ethnic mix of his fellow Los Angelians. Hordes of Orientals throng about him. This sense of cultural alienation is compounded by witnessing Deckard struggling to order food from an oriental s treet vendor who struggles to understand what he is saying. The following scene further affirms this when a police officer arrests Deckard in order to bring him in for an assignment. The officer cant even arrest Deckard in English and the proprietor of the noodle stand has to translate for him. Another way in which the mise-en-scene conveys themes of dystopia in this sequence can be observed in the attire worn by the people in the street around Deckard. An eclectic mix of mismatched, castoff and recycled clothing is evident which seems somewhat contradictory when one considers this is also a society where space travel is normal and there is an abundance of flying cars. Continuing on this theme, the streets of Los Angeles are presented as being thoroughly dank, dirty and are perpetually strewn with refuse. Technologically advanced society where the common people still live in dirty, squalid conditions is a common trope of dystopian SF. Its function is to interrogate contemporary anxi eties regarding late capitalism and its effect on society. The mise-en-scene effectively conveys to the viewer this anxiety surrounding late capitalism and its dystopian undertones in a number of ways. The first and most symbolic way is through the opening shots of the Tyrell Corporation building: a gleaming glass and concrete pyramid reaching so far above street level as to be lit by natural sunlight: everything and everywhere else is dark and wet. Tyrell, Batty ironically observes, is the God of bio-mechanics and bio-mechanics is the citys ruling technology. Andrew Milner This immediately has the effect of emphasising the fact that it is corporate power that has shaped and moulded this apocalyptic vision of Los Angeles. Further examples of mise-en-scene which convey dystopian anxieties pertaining to late capitalism can be found in the repeated shots of enormous neon billboards which advertise various commodities, notably Coca-Cola, the product that perhaps best sums up the multinational corporate power of late capitalism. Additionally, a huge metal airship circles the city. Studded with searchlights, emblazoned with adverts and bellowing advertisements out of loud speakers it appears several times throughout the film. It could be argued that there is something inherently dystopian about such an imposing and intrusive contraption, especially during one scene where it shines its searchlights on Pris and Sebastian through the holes in the roof. Alfonso Cuarons vision of an infertile Britain in 2027 also makes effective use of mise-en-scene to convey dystopian themes. Unlike the corporation dominated future of Blade Runner, the society in which the protagonists inhabit in Children of Men is dystopian in part due to a fascistic, totalitarian British government that controls its subjects through fear and oppression. The sequence when Theo catches the train home from work (3:55) contains several elements of mise-en-scene that convey these dystopian themes. It is apparent that the Government broadcasts propaganda on public transport, in this instance its function being to warn the population about the insidious menace of illegal immigrants: Hes my dentist, shes my housekeeper, hes my cousin, they are illegal immigrants. Hiring, feeding or sheltering illegal immigrants is a crime. This is followed by a reminder to citizens that whilst the rest of the world has apparently collapsed, Only Britain soldiers on. This is command and co ntrol through fear in a classically Orwellian sense of the idea. These recordings bare a strikingly similar resemblance to the ubiquitous propaganda spouting telescreeens of 1984. Further aspects of mise-en-scene with dystopian undertones can also be identified in this scene. The train has metal grills protecting its windows, an ominous signifier of the level of crime in this society. They are quickly proven to be necessary when large group of adolescents pelt the train with rocks as it goes past. Graffiti is also used as a frequent reminder both of the level of antisocial behaviour and also the despair and nihilism that is felt in this society. Daubed on a billboard behind the group of youths is a slogan that reads Last one to die, turn out the lights. After alighting at the station, Theo walks past several armed soldiers and cages full of wailing immigrants. These cages are a sad sign of how this society has become utterly desensitized to human suffering, it is apparent that nobod y pays the people inside them the slightest bit of attention as they walk past. Throughout the film it is evident that although the narrative takes place 21 years after the films release, the technology of this future world has not improved in any significant way. This helps to convey the general trend of atrophy and stagnation that is an important theme in Children of Men. Throughout the narrative there are numerous instances where the mise-en-scene reflects this trend. For example, unlike Blade Runners rather optimistic portrayal of flying cars in 2019, British cars in 2021 appear pretty much identical to contemporary cars. If anything, they actually appear inferior, embodying perhaps a natural culmination of the modern trend for plastic, ugly Japanese manufactured cars that exist today. In certain instances it is apparent that technology has actually regressed. This is evident in the opening sequence where motorized rickshaws can be observed travelling down a street in London. In a further example of how the pace of technological advancement has in effect hal ted, the army and Homeland Security forces appear to use only contemporary weapons and hardware. It appears there have been no improvements in arms technology at all in the 21 years since the films release. For example, in the scene where Theo walks past the cages of immigrants at the tube station, the guards are armed with XM8 assault rifles weapons that were designed for the United States military in the nineties. The only minor exception to this lack of technological advancement can be found in the final battle sequence. Several soldiers in this sequence appear to be wearing some kind of HUD eyepiece device on their helmets, although this technology has been under development for some years and is not in itself particularly revolutionary. The governments control through fear and intimidation is evident in many of the scenes set in London and later in the Bexhill refugee camp. Again returning to the scene where Theo alights from the train, after walking past the cages he passes an army checkpoint complete with sniffer dogs and vehicle mounted heavy machine guns. This is reminiscent of Britain during the height of the terror alerts when Scimitar tanks and road blocks were deployed to defend airports against the threat of suicide bombers. In this sequence the fact that none of the public appears troubled by the sight of all this hardware arrayed against them is a further indication of just how routine this state of alert has become to the British people in 2021. A further example of this theme can be found in the sequence at 11:20 where Theo walks past a tower block that is being raided by security forces. The mise-en-scene in this sequence is inherently dystopian. A line of imposing riot police officers armed with trunc heons and shields denies access to the public whilst the black-suited Homeland Security forces menace the huddled occupants of the tower with assault rifles before throwing them into cages. It has already been mentioned that part of the reason for the dystopian nature of Children of Mens society is down to the totalitarian government. The mise-en-scene pertaining to the apparatus of their rule reflects this. For example, the faceless, abusive black suited government officials which appear throughout the film are a common motif in dystopian fiction. Also the vehicles the Homeland Security forces use are intimidating and authoritarian. For example, the vehicle that Sid the immigration official drives is a black, heavily armoured 44. It is also kitted out with what appears to be a remote-controlled Gatling gun mounted on the roof which swivels to track Theo as he emerges from the derelict school. All the government vehicles also appear to be equipped with loud-speakers which their occupants use to shout at the civilian population. This serves to further highlight the level of state oppression. The most powerful themes of dystopian governmental oppression are evident in the mise-en-scene during the Bexhill processing sequence. The protagonists are forced aboard a Homeland Security bus and driven past a heavy military presence outside the camps entrance. The camera angle changes to a first person perspective inside the bus looking out of one of the wire mesh covered windows. Somehow the view outside of two black Chinook helicopters flying in the opposite direction over a bleak moor manages to convey the sheer sense of hopelessness and futility of the protagonists situation and appears at the same time uniquely dystopian in nature. The mise-en-scene in the following sequence is perhaps the most useful to analyze in order to identify dystopian themes. The bus stops at a check point and search lights pierce the darkness and illuminate the busses occupants. A soldier with a large dog on a chain boards the bus and drags people off more or less at random if he doesnt like the look of them. From the activity that is visible outside it is easy to deduce that a nybody taken off the bus will be systematically stripped, beaten and shot. This scene seems to be constructed to be reminiscent of the way that Jews were treated upon entering similar camps in World War 2. A Nazi commandant would often stand at the entrance and Jews that he deemed that fit for labour would be sent off to the right whilst the once that werent would be sent off to the left and summarily shot. The Homeland Security soldiers in this scene behave in a similar fashion. The guard departs from the bus with the final remark You people fucking disgust me, uttered in such a way that there can be no doubt about their new status as beings that are less than human. A quote by Slavoj Zizek sums this scene up: And is it not that, in a strictly homologous way, the liberal warriors are so eager to fight the anti-democratic fundamentalism that they will end by flinging away freedom and democracy themselves if only they may fight terror? This is an apt quote, especially when one considers the hooded detainees in cages outside the bus which appear chillingly reminiscent of our contemporary equivalent, Guantanamo Bay, and the politics of fear that surround the Wests War on Terror. Word Count: 1928

Physical, Occupational, and Speech Therapies -- Expository Classificat

Physical, Occupational, and Speech Therapies      Ã‚  Ã‚   When many people hear the word "therapy," they think of something that has caused a problem and has to be fixed. In most cases, that is true. Most people think the problem may be an injury that has to be rehabilitated or an extreme mental problem where the person needs serious help. However, therapy does not always deal with injured or mentally troubled people. Three types of therapy that help a wide range of people with their problems are physical, occupational, and speech therapies. Physical therapy is the one that deals mostly with injuries and their rehabilitation. According to the Occupational Outlook Handbook, "Physical therapists provide services that help restore function, improve mobility, relieve pain, and prevent or limit permanent physical disabilities of patients suffering from injuries or disease" (205). Disabling conditions such as lower-back pain, cerebral palsy, arthritis, heart disease, and fractures, as well as physical injuries, are among the cases physical therapists often evaluate and treat. This therapy often includes strength-building exercises. Therapists in this field work on the person's flexibility, endurance, strength, balance, and coordination. Most therapy is done in specializing clinics or hospitals by a licensed physical therapist who has a bachelor's degree ("Physical"). Physical therapy is a fairly new practice of rehabilitation. The treatments were not widely practiced until after World War I when soldiers returned home with injuries that were able to be rehabilitated by this therapy. The profession immediately began to grow and has been popular in the U. S. since that time. The vocation is also expected to c... ...ese treatments and services. These therapies have been very beneficial to an abundance of people over the years. The outlook for therapists in these fields looks good as employment is expected to increase at a rate faster than average through 2008.    Works Cited "Occupational Therapists." Occupational Outlook Handbook. 2000-01 ed. U. S. Department of Labor, Jan. 2000. 202-03. "Physical Therapists." Occupational Outlook Handbook. 2000-01 ed. U. S. Department of Labor, Jan. 2000. 206. The Princeton Review. "Physical Therapist." Review.com. 2000. <http://www.review.com> 26 Oct. 2000. "Speech-Language Pathologists and Audiologists." Encyclopedia of Careers and Vocational Guidance. 10th ed. Vol. 4 Chicago: J. G. Ferguson, 1997. 551. ---. Occupational Outlook Handbook. 2000-01 ed. U. S. Department of Labor, Jan. 2000. 215.

Macbeth :: essays research papers

Through the chronicles of history there have always been heroes. Men and women that stand up and take charge and are moral leaders of countries. Joan of Arc, Napoleon, Genghis Khan and Churchill are only a few examples of people that are remember eternally for what they have done. There are also other leaders that people would like to forget because they are moral cowards killing their subject and causing evil. Stalin, Fidel Castro, and the Character of Macbeth are all examples of this. Macbeth is a moral coward. During the play Macbeth often shows that he is morale coward. For instance, when he is planning Duncan’s murder. Likewise he also shows cowardice by killing Banquo. Lastly he shows how spineless he is when he orders Macduffs family to be murdered. A coward is an individual that is easily scared or has difficulty performing functions because of possible reprocutions. Macbeth shows notable cowardice when planning the murder of Duncan. Macbeth leans from one side to the other because he is fearful of the reprocutions. Macbeth says, “ If {we} should fail';. This shows that he is fearful and too cowardly to act. Lady Macbeth also states, “Are thou afeard to be the same in thine own act';. Again showing how cowardly Macbeth is because he will not act. Likewise Macbeth is a coward because he murders Duncan in the middle of the night and does not give a formal challenge. Instead he pretends to be his friend then kills Duncan while he is sleeping. This is what a coward would do. Likewise Macbeth also shows cowardice by killing Banquo. This shows cowardice on Macbeth’s part because his only true reason for killing him is that he is afraid of Banquo’s royalty of nature. Banquo poses no real threat to Macbeth’s throne and is visibly loyal to him. Still Macbeth fears Banquo because he is a good guy and is very respected. Macbeth is spineless because he even believes that his friend is after him and is a danger to his throne. Macbeth says “our fears in Banquo stick deep, and in his royalty of nature reigns that which would be feared';. Macbeth is pusillanimous to the point that he even believes that his friend posses the greatest opposition for him as king. As well as this Macbeth is also a coward because he himself does not kill Banquo.

Climate Change Essay

To put it in its simplest terms, climate change refers to the long term change in the earth’s temperature, particularly an increase in the average atmospheric temperature (Dictionary.com). Although there are some natural causes for climate change, most scientists are in agreement that humans are at least in part responsible for some of the effects we have already seen and must therefore take corrective action immediately to slow the process before it is too late and irreversible catastrophic damage has been done. The consequences of climate change, also known as global warming include extreme weather instances such as extensive drought, severe hurricanes and tornadoes, increased wild fires and melting of the polar caps (dosomething.org). In addition, there are hotter, longer lasting heat waves causing added health issues and even death, especially to the already frail elderly or those who are already sick and may be more easily susceptible to health risks (dosomething.org). Si nce 1870, sea levels have risen by about eight inches globally. Coral reefs are in danger due to the warmer water temperatures and higher sea levels. The coral reefs are lacking the sun they need to thrive and are becoming diseased. Here in the United States, temperatures have risen by two degrees over the last 50 years and precipitation is up by 5% (dosometing.org). According to Motherjones.com, the 2000’s was the hottest decade on record in the US and 2012 was the hottest year ever. With the rise of sea levels, comes the loss of land across the world. Globally the average land loss is eight inches. What that means to America is we are shrinking. Those in danger are people who live closest to the shoreline. It varies storm by storm, but those living closest to the shoreline during each mega storm, such as Hurricane Sandy, are in critical danger of losing not only their personal property and their lives but the actual earth beneath their feet. Everything could all be swept away by the wind and sea. There are currently almost five million A mericans living within four feet of the ocean at high tide. It is expected that over the next century, sea levels will rise by anywhere from one to four feet (Motherjones.com). Climate change affects rainfall as well and it can be devastating. A warmer planet means the air can hold more water vapor. That means when it rains it pours. The United States has seen record precipitation and flooding â€Å"significantly above average†Ã‚  (Motherjones.com), especially since 1991. The Northeast alone has seen a 71% increase in precipitation since 1958 (Motherjones.com). Nowhere has climate change left its mark more so than in Alaska. Due to melting glaciers no longer insulating the land, arctic storms are battering the now unshielded coastline that used to be protected by the now steadily melting glaciers. Additionally, 80% of the state has permafrost beneath its surface and as it thaws, the ground is literally giving way causing damage to roads and infrastructure. Currently, Alaska is spending about $10 million annually in repairs due to permafrost thawing and is projecting $5.6 to 7.6 billion for infrastructure repairs by 2080 (Motherjones.com). Extreme heat waves are becoming commonplace. Texas had one of the â€Å"hottest and driest summers on record† (Motherjones.com) in 2011 reaching over 100 degrees for 40 days in a row. It’s projected that if we continue on the same path, we could have a â€Å"once every 20 years extreme heat day† every two to three years by the year 2100 (Motherjones.com). In addition, we are feeling some of the driest conditions we’ve experienced in some 800 years. This has resulted in a loss to agriculture of as much as $10 billion in Texas and Oklahoma in 2011 & 2012 (Motherjones.com). Because we have more heat and drought, we have the potential for more wildfires. We have had record setting wildfires in both 2007 and 2011. And to make matters worse, these very wildfires, as dangerous and deadly as they are also add to the climate change problem. Wildfires actually release more carbon from the ground and only make the climate problem even worse. According to Mothorjones.com, â€Å"a single large fire in 2007 released as much carbon to the atmosphere as had been absorbed by the entire circumpolar Arctic tundra during the previous quarter century,† (Motherjones.com). There are some natural causes of climate change that we can do nothing about, but we have fast tracked global warming since the start of the industrial revolution. While volcanoes and solar patterns certainly are a small contributor to climate change, humans make a much greater impact. Due to deforestation and the massive amounts of fossil fuels consumed, there is more carbon dioxide in the atmosphere today than at any point in the last 800,000 years (Dosomething.com). Carbon dioxide is widely believed to be the most harmful of all greenhouse gasses. The US alone emits approximately 6 billion tons of carbon dioxide every year; 40% of which comes from power plants. As early as the 1700’s, we began emitting  more and more greenhouse gasses, mainly carbon dioxide by using coal, oil and gas to run our cars, trucks and factories (Dosomething.com). It is the increasing use of fossil fuel along with deforestation that is keeping greenhouse gasses closer to the earth not allowing it to escape the atmosphere thereby raising the earth’s temperature (Dosomething.com). We can’t fix this problem overnight, but the solution begins with us. The NRDC, National Resources Defense Council suggests a five step plan to insure a longer lasting planet for our children and we must begin today. 1. Set Limits on Global Pollution 2. Invest in Green Jobs and Clean Energy 3. Drive Smarter Cars 4. Create Green Homes and Buildings 5. Build Better Communities and Transportation Networks Some of these steps are already in place. Take for instance the Clean Air Act which established emissions and fuel economy standards for all cars. For power plants and factories, the impact could be as great as 560 million tons of carbon per year by 2026 under the Act. This is estimated to avoid anywhere from $25-60 billion in health costs (NRDC.com). Another great option is electric cars. They save on carbon emissions because they do not require gas to run. They are also cheaper to run for that very same reason. Case in point: Paul Scott from Santa Monica, CA bought an all-electric version of the Toyota Rav4 in 2002. It runs purely on sunlight and he charges the battery with the solar panels he heats his home with so essentially it costs him nothing to run. He hasn’t been to a gas station in 12 years (NRDC.com). If you can’t afford a new electric vehicle, at least you should be driving a high-mileage vehicle to cut down on emissions. Drive only what you need. We must cut down our dependence on oil and thereby reduce our consumption of fossil fuel. We can invest in retrofitting our homes; install energy star appliances, insulation and seal leaks where cool and warm air is escaping. This can save hundreds to over a thousand dollars annually to the homeowner but if just one in five American homes were retrofitted to save energy, we could avoid the need to build 13 mid-sized power plants every year. On a national level, we could cut as much carbon pollution as taking half a million cars off the road if every  house in America were energy efficient (NRDC.com). There are folks who believe global warming is a fallacy or work of fiction; people who think that because of the recent cold weather that we experienced in the Winter of 2013 and 2014, the Polar Vortex for example that global warmi ng cannot possible be real. These are people who have done no research or who do not have any facts. That very cold trend was a result of climate change (Climtecentral.org). There are also those that will cite â€Å"facts and myths† and counter with their own version of beliefs. They simply do not want to believe what is so vastly evident in research. Robert M. Carter, a research professor has written a myth v. fact document (globalresearch.ca) disputing the facts. Everyone is entitled to their opinion; that’s what makes our country so great. Based on my research, it is my belief that humans are in fact greatly responsible for the increase in climate change. Global warming is probably the wrong terminology and it makes perfect sense that it has been updated to climate change however there are still skeptics. There probably will always be nonbelievers. But I feel the data is undisputable. It is up to us to make the necessary changes before it is too late. We must make changes or we could face dire consequences. There are so many ways each individual can make small changes. Every one of us must do our part and we must begin today! Your new America (observed temperature changes over the last 22 years). National Climate Assessment. Source: Motherjones.com, National Climate Assessment Reference List 1. Multiple sources. (date unavail.). 11 Facts About Global Warming. www.DoSomething.Org. Retrieved from https://www.dosomething.org/facts/11-facts-about-global-warming 2. Carter, Robert N. (2009, Dec. 9). www.Globalresearch.org. Global Warming: Ten Facts and 10 Myths on Climate Change. Retrieved from http://www.globalresearch.ca/copenhagen-and-global-warming-ten-facts-and-ten-myths-on-climate-change/16467 3. Mooney, Chris. (2014, May 6).