10 Steps to Writing a Research Paper

10 Steps to Writing a Research Paper Guidelines for Writing a Research Paper Research papers are common assignments in colleges and universities but many students feel at a loss when they have to complete this complicated written project, and some of them even might be wondering how to choose a topic or how to start writing a research paper. Of course, this assignment is time-consuming and requires hard work but any process can be easier if we divide it into several logical steps. In this article, we are going to outline the essential steps in writing a research paper that can help you learn to write an ‘A’ research paper someday if you have a positive attitude and a strong desire to achieve your goal. So here they are 10 steps to writing a research paper that you should follow in your writing. The first step in writing a research paper is choosing a good topic. Select a topic that interests and challenges you and you will enjoy doing research and writing about it. Make sure you can find enough credible sources on your subject. Avoid topics that are controversial or sensational, too technical or specialized. Narrow your topic, keeping in mind the length of your research paper, and focus on a limited aspect of your broad topic. State your thesis and describe the viewpoint that you are going to support in your paper. This step will help you choose relevant sources and limit your note taking. Form a preliminary bibliography. Evaluate potential sources of information, select articles, and books that are relevant to your topic and up-to-date and make a list of potential sources. Create a tentative outline that will help you organize your research and make your writing process logical. Your working outline should include an introduction, a body, and a conclusion. Start taking notes related to the topics or subtopics on your tentative outline. Write notes in your own words or paraphrase the content. If you borrow any ideas or quotes, you should document them accurately to avoid plagiarism. Organize the notes you have taken according to your outline. Make the final outline for your research paper which is more complex because each topic in it should be divided into several subtopics. Write the first draft. Keep in mind that this rough draft will be revised later so there is no need to pay much attention to spelling or punctuation. Instead, you should care about the quality of content and organize your ideas according to your outline. Revise and edit your rough draft and outline. Reread your draft several times and check the content, the flow, and the logic. Check the facts and figures in your paper. Revise your outline if necessary and rearrange your ideas to follow your new outline. Eliminate vocabulary, spelling or grammar mistakes if there are any. Make sure all your citations are accurate and that you have no plagiarism in your research paper. Prepare the final draft of your research paper that should be typed and include a bibliography page. Sometimes. Your research paper might require a title page â€"it depends on the formatting style and your professor’s requirements. Proofread your research paper once more before submitting it. One of the key aspects of any research paper is to make a strong first impression on your reader so you should do your best to write a good introduction with a clear and concise thesis statement/hypothesis. Follow These Steps in Writing an Introduction to a Research Paper An introduction is the first paragraph of any research paper where you should capture the reader’s interest, give background information on the topic of the paper, summarize the main points of your paper, and state the thesis. The length of any introduction depends on the length of the project and its complexity, but usually, it should not exceed a page. The introduction should be concise and well-structured. Here are the key steps in writing an introduction to a research paper that will explain the importance of your paper and motivate your reader to read further. Give concise background information about your research problem Define the objectives of your research Explain the significance of your study Give a brief literature review on your topic State your research question and the hypothesis Define key terms and abbreviations Outline the structure of your research paper Writing a good research paper may be tricky as it is a long process that requires much time and effort and strong analytical and research skills. Lots of students consider this time-consuming task daunting and may face problems at any stage of the writing process, for example, when writing a research paper outline or writing a conclusion for a research paper. We hope that our research paper writing tips will help you overcome these difficulties, but, if for any reason, you cannot cope with writing a research paper on your own, you can always rely on the high professionalism of the experienced writers from our custom paper writing service. Just ask, and they will provide you with a well-written model research paper on your topic that will be perfect in content and style.

Courts Have Developed And Limited Law For Psychiatric Victims - Free Essay Example

Critically analyse the way the courts have developed and limited the law in relation to claims for psychiatric harm by secondary victims Date authored: 24 th May, 2014. As Lord Steyn noted in his judgment in White and Others v. Chief Constable of South Yorkshire and Others, 1 the law on the recovery of compensation for psychiatric harm is: a patchwork quilt of distinctions which are difficult to justify What Lord Steyn meant by this is that; the law regarding claims for psychiatric harm has been developed in a piecemeal way through common law and can often be seen to conflict with itself in many areas.2 It is due to this that claims by secondary victims for psychiatric harm are often hard to assess as to their likely success and merit in a court of law. 3 There is also an argument that recent policy decisions by judges have overly restricted a secondary victims access to justice. First of all it is important to understand what is meant by the terms primary and secondary victims in relation to psychiatric harm and what the difference between these potential claimants is. Primary victims were first identified in Dulieu v White 4. Th is case established that a primary victim can recover damages for psychiatric injury stemming from actual physical injury or from a reasonable fear or apprehension of danger to their physical safety. This was expanded in Page v Smith5 where it was held that if physical harm is foreseeable, the claimant can recover in respect of both physical and psychiatric harm, even where the latter is not in itself foreseeable. This reasoning was applied in Corr v IBC Vehicles Ltd6 where the House of Lords held that Corr was a primary victim and his psychiatric illness was the same ‘type of harm as his foreseeable physical injuries. His suicide was not an uncommon manifestation of depression. It could be argued that Lord Lloyds definition of a primary victim as a party who is within the zone of physical danger7 limits the primary victim category. However, Lord Hope in Grieves v FT Everard Sons8 cautioned against expanding this category for policy reasons and to prevent opening the potential floodgate for psychiatric harm claims. These same cautious policy considerations can also be seen when examining the secondary victim category and the criteria needed to make a claim as a secondary victim for psychiatric harm. There is also confusion among judges and claimants about which category a claimant may fall in to. 9 A secondary victim can be described as someone who is not personally at risk of physical injury but who suffers psychiatric injury as a result of witnessing someone else being harmed or endangered. One of the main policy considerations for this category of claimants is that the psychiatric injury suffered must be reasonably foreseeable in a person of ‘ordinary fortitude in the same circumstances. In Bourhill v Young10 the House of Lords rejected a claim on the grounds that the claimant was not herself in physical danger and that she was particularly susceptible to shock. It could be argued that this area of law should follow the thin skull rule established in Smith v Leech Brain Co11 and that just because a person is particularly susceptible to harm, this should not remove the defendants liability.12 Indeed, the modern approach set out in McLoughlin v OBrian 13 does not place so much emphasis on a persons fortitude but more on the principles of reasonable foreseeability or by independent policy-based factors. These factors include the closeness of the relationship between the claimant and accident v ictim, the proximity of the claimant to the accident itself and whether the shock was induced by what the claimant saw or experienced as opposed to what they were told after the event. It could be argued that this is a much fairer system as it allows for a more level playing field for claimants and that the (possibly outdated) notion of a persons fortitude is partially dispensed with. However, after this case the mood shifted towards a more restrictive approach in Alcock v Chief Constable of South Yorkshire Police. 14 This was a test case involving ten representatives of the friends and families of the victims of the Hillsborough disaster and it is from this case that many of the issues surrounding secondary victims arises. None of the claimants were able to recover as primary victims as they had not been directly involved in the disaster but the court had to consider whether they could recover as secondary victims. The Chief Constable of South Yorkshire Police admitted negligence in respect of those who had been killed or injured at Hillsborough but argued he did not owe a duty of care to those who had suffered psychiatric damage as a result of seeing or hearing the news of what had happened. The claims were rejected by the Court of Appeal and the House of Lords and Lord Oliver set out guidelines (known as Alcock control mechanisms) as to when a claim should be allowed. These related to the class of persons whose claim should be recognised, the proximity of the claimant to the accident a nd the means by which the shock is cause. This has severely limited the scope for who may be classed as a secondary victim and has arguably led to confusion and therefore a lack of parity in judgements.15 Firstly it must be shown that there is a ‘close tie of love and affection between the claimant and the accident victim. This is presumed in spouses; and parents and children (this can be rebutted) but not presumed in siblings and other relatives (they must prove this tie exists). It could be considered that this is unfair and overly limiting. Asking a sibling to prove they had a close relationship to a victim could be argued to be emotionally damaging, especially considering the claimant may already be suffering from a psychiatric illness due to the death of a loved one. Conversely, presuming this relationship between parents and children may not be the correct approach. A claimant who did not have a particularly close tie to a parent may attempt to make a spurious claim based on this policy. Secondly a claimant must prove their proximity to an accident or happen upon its immediate aftermath to have a successful claim. However, cases have shown that this policy rule may be overly subjective and is not applied evenly or fairly across all cases. For example in Mcloughlin 16 it was agreed that witnessing the victims injuries two hours after the event was enough to establish proximity. However, in Alcock17 it was deemed that witnessing the aftermath nine hours after the event was not sufficient to establish proximity and therefore establish a claim. The later case of Galli-Atkinson v Seghal18 allowed a mothers claim for psychiatric harm saying the aftermath could be viewed as being made up of different parts – the visit to the scene and the hospital morgue. These three differing judgements show that Lord Steyns patchwork comment to be accurate when dealing with secondary victims. Thirdly there is the requirement that there must be immediate perception and shock. That is to say that the harm must be sustained as a result of the sudden and direct appreciation of a shocking or horrifying event rather than as the result of a continuous process of dealing with or responding to such events. Potentially conflicting judgments can also be seen here which may overly limit the scope for potential claimants. In Sion v Hampstead Health Authority19 it was ruled that a father did not satisfy the immediate perception requirement as he watched his son die over a fourteen day period. However in Walters v North Glamorgan NHS Trust20 a mother was allowed to recover for damages after the death of her baby son. The Court held that the aftermath wasnt confined to one moment in time and the thirty six hour period could be classed as a single horrifying event. Limiting claims in this way could be considered very unfair. Not everyone is affected by events in the same way and is it fair to say that because someone took a long time to die means that a claimant has suffered less psychiatric harm because of this? 21 It could be argued that in fact, they may have suffered more psychiatric harm due to the prolonged nature of the events. Other potential secondary victims have also seen their scope for claiming limited in recent cases; for example, psychiatric harm suffered by emergency service workers and rescuers. In the past the judi ciary have tended to allow claims for rescuers.22 However in White 23 the House of Lords held that neither a rescuer nor an employee was placed in any special position in relation to recovery for psychiatric harm by virtue of being a rescuer or employee. This therefore limited claims for recovery for psychiatric harm. It could be argued that emergency services personnel should be limited in their scope for claiming psychiatric damage as they would have known and accepted the risk by entering in to this line of work. However, establishing a blanket approach may limit their access to justice for extremely horrific events resulting in psychiatric harm. Claims for witnessing self harm have also been limited. Where a claimant suffers psychiatric harm after witnessing the defendant negligently injure himself public policy grounds have been used to deny recovery for damages. 24 There have been calls for legislative intervention. The Law Commission Report on Liability for Recovery f or Psychiatric Illnesses 1998 25 concentrated on the position of secondary victims recognising the flood gates arguments. It suggested the ‘control mechanisms in Alcock should be modified by restricting the criteria of proximity and concentrating on the requirement of a close tie of love and affection. The Law Commission recommended a fixed list of relationships where a close tie would be conclusively proved. It also recommended the abolition of the requirement of a sudden shock and that it should include negligently inflicted psychiatric injury that had developed over a number of years. The Commission also wanted liability for situations where the defendants actions in imperilling themselves caused the claimants psychiatric illness. They incorporated a draft bill (Draft Negligence (Psychiatric Illness) Bill) and attached it to the Report but Parliament has yet pass this in to legislation. In conclusion then, while it is fair to say that not everyone should be able to claim for witnessing an accident, as it would lead to an overwhelming number of cases, there is an argument that the courts may have overly limited the scope under which a secondary victim can claim. The proximity considerations, closeness of relationship and immediate perception requirements have been shown to be potentially over limiting and unfair. Judgements could also be said to be inconsistent and this makes it difficult for the public to have confidence in the court system. It is likely that legislation is needed to codify existing case law to allow for a fairer system with greater parity and consistency. However, the fact that sixteen years have passed since the initial draft stage of legislation aimed at solving the problems, shows that this is not a priority for recent governments. Bibliography Cases Alcock v Chief Constable of South Yorkshire Police [1992] 1 AC 310 Bourhill v Young [1943] AC 92 Chadwick v British Railways Board [1967] 1 WLR 912 Corr v IBC Vehicles Ltd [2008] UKHL 13 Dulieu v White [1901] 2 KB 669 Galli Atkinson v Seghal [2003] EWCA Civ 697 Greatorex v Greatorex [2000] 1 WLR 1970 Grieves v FT Everard Sons Ltd [2007] UKHL 39 McLoughlin v OBrian [1983] 1 AC 410 Page v Smith [1995] UKHL 7 Sion v Hampstead Health Authority [1994] EWCA Civ 26 Smith v Leech Brain Co [1962] 2 QB 405 Walters v North Glamorgan NHS Trust [2002] EWCA Civ 1792 White and Others v. Chief Constable of South Yorkshire and Others [1998] UKHL 45; [1999] 2 AC 455 Journals and Reports Hogarth A, Unpicking the Patchwork Quilt Secondary Victims and Psychiatric Injury Where are we now? [2010] 12KBW Kotak D, Communication with relatives and carers — another source of litigation [2008] JICS 212, 213 Law Commission, Liability for Psychiatric Illness (Law Com No 249, 1998) Leverick F, Counting the ways of becoming a primary victim: Anderson v Christian Salvesen. [2008] ELR 258, 263 Texts M Elliot, Secondary victims of negligence in (eds), Litigating Psychiatric Injury Claims: Personal Injury and Medical Negligence (1st, Bloomsbury Professional, London 2012). Websites Patten K, Patchwork quilt law (newlawjournal.co.uk 2013) https://www.newlawjournal.co.uk/nlj/content/patchwork-quilt-law accessed 23/05/2014 1 White and Others v. Chief Constable of South Yorkshire and Others [1998] UKHL 45; [1999] 2 AC 455 2 Keith Patten, Patchwork quilt law (newlawjournal.co.uk 2013) https://www.newlawjournal.co.uk/nlj/content/patchwork-quilt-law accessed 23/05/2014 3 Andrew Hogarth, Unpicking the Patchwork Quilt Secondary Victims and Psychiatric Injury Where are we now? [2010] 12KBW 4 Dulieu v White [1901] 2 KB 669 5 Page v Smith [1995] UKHL 7 6 Corr v IBC Vehicles Ltd [2008] UKHL 13 7 Supra Note 3 Page v Smith [1995] UKHL 7 8 Grieves v FT Everard Sons Ltd [2007] UKHL 39 9 F Leverick, Counting the ways of becoming a primary victim: Anderson v Christian Salvesen. [2008] ELR 258, 263 10 Bourhill v Young [1943] AC 92 11 Smith v Leech Brain Co [1962] 2 QB 405 12 M Elliot, Secondary victims of negligence in (eds), Litigating Psychiatric Injury Claims: Personal Injury and Medical Negligence (1st, Bloomsbury Professional, London 2012). 13 McLoughlin v OBrian [1983] 1 AC 410 14 Alcock v Chief Constable of South Yorkshire Police [1992] 1 AC 310 15 Supra Note 3, p7 16 Supra Note 13 17 Alcock v Chief Constable of South Yorkshire Police [1992] 1 AC 310 18 Galli Atkinson v Seghal [2003] EWCA Civ 697 19 Sion v Hampstead Health Authority [1994] EWCA Civ 26 20 Walters v North Glamorgan NHS Trust [2002] EWCA Civ 1792 21 D Kotak, Communication with relatives and carers — another source of litigation [2008] JICS 212, 213 22 Chadwick v British Railways Board [1967] 1 WLR 912 23 Supra Note 1 24 Greatorex v Greatorex [2000] 1 WLR 1970 25 Law Commission, Liability for Psychiatric Illness (Law Com No 249, 1998)

Personal Statement Special Education - 1432 Words

Motivation in special education students Abdulelah Alqahtani EDUC 5501 December 2th, 2015 Dr. Dunham Author: Abdulelah Alqahtani Department of education, Shawnee State University alqahtania@mymail.shawnee.edu Abstract This paper provides a brief summary of special education services and explains how special education teachers can motivate their students in many different ways. In fact, this paper indicates the benefits of motivations in the special education process for both teachers and students and how teachers should motivate their students in order to reach a full satisfaction on students’ learning. Also, there are some general ideas that used on any special education class by teachers in order to motivate their students with learning disabilities are listed in this paper. In fact, the purpose of this paper is to provide teachers and educators who are working in the field of special education a general understanding of the variety of skills that students with disabilities have and could prevent them from learning effectively just as seem as their normal peers. Therefore, this paper could help teachers to motivate their students in the classroom. Introduction One of the most essential aspects of the educational process is to know how to motivate students for learning. A challenging part of being a teacher is to know and learn how to motivate students. First of all, a good definition for motivation is as Byrnes quote â€Å"Motivation is constructShow MoreRelatedPersonal Statement : Special Education855 Words   |  4 Pagesleads them to special education. These teachers fine this career to be job satisfying, have empathy for the children, and the vacancy of the position viability. Not all teacher feel the same however, over time their dissatisfied with their job and leave because their brunt out. One of the reason people chose a career in special education is job satisfaction. Special education teacher perceived their job to be rewarding. They get personal fulfillment and gratification in teaching special need studentsRead MoreEvaluation Of The Interview Protocol Consisted Of Closed And Open Ended Questions1738 Words   |  7 Pagesdata reduction procedures required the identification of all significant statements embedded within transcriptions, participant journals, and the researchers field notes; therefore all significant statement were highlighted. The development of codes through clustering significant statements and information was the third phase in the data reduction process. Creating categories to represent the data and shed light to the personal experiences of the participants was an imperative step in the data analysisRead MoreNew Send Code Of Practice And How It Affects Schools And Teaching Practices1295 Words   |  6 Pageslegislation is The Children and Fam ilies Act 2014. †¢ The SEND Code of Practice is part of the wider plan to improve outcomes for disadvantaged children. †¢ Feb 2011 – the DfE published its Green Paper titled ‘Support and Aspiration’ a new approach to special needs and disability. †¢ March 2014 – Children and Families Bill received Royal Assent. †¢ 22nd April 2014 – The statute came into force †¢ June 2014 – Final draft of new Code of Practice for SEND. †¢ July 2014 – The SEND code was laid before ParliamentRead More†¢Individual Education Program (Iep). Each Child’S Iep Must1564 Words   |  7 Pages†¢ Individual Education Program (IEP) Each child’s IEP must contain specific information, as listed within IDEA, our nation’s special education law. This includes (but is not limited to): - A statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects his/her involvement and progress in the general education curriculum. - A statement of measurable annual goals, Including academic and functional goals. - A description ofRead MoreCo Teaching As A Teacher1513 Words   |  7 Pages When most people think of a typical classroom, the image of a room full of students in desks being taught by one teacher will usually come to mind. But a new style of education known as co-teaching is become increasingly popular. Co-teaching is an umbrella term that involves many similar but different methods of instruction, but they all have one thing in common: two teachers in the same classroom at the same time. One might think that two teachers helping instruct students at the same time wouldRead MoreThe Importance Of Special Learning Needs For Children With Disabilities, And Different Processes / Aspects Of Special Education1111 Words   |  5 Pagesdisabilities, the individuals who interact with them, and different processes/aspects of special education. Amy Edwards - a special education teacher at McKinley Elementary located in Xenia, Ohio was interviewed. Ms. Edwards first became interested in spe cial education at a young age. The pastor at her church had a daughter with special needs. Ms. Edwards had the opportunity to get to know the daughter on a personal level and developed a passion for children with disabilities. It was then that she decidedRead MoreThe Impact Of Special Education On Individual Student Needs1321 Words   |  6 PagesThroughout the United States, 2.4 million students are enrolled in special education programs (Rosa et al, 2009). The types of services rendered in special education programs tend to vary based on the individual child’s needs. Children with disabilities vary with respect to the type and number of disabilities he or she may have. The disabilities vary in cause, degree, and effect on the child’s educational progress. Special education is a unique and sometimes complicated specialty area designed forRead MoreThe Development Of Education During The Uk Since 19941678 Words   |  7 PagesModule 6.2 Changes and Development in Educ ation Task 1 An overview of the development of education in the UK since 1994 Education has changed drastically over time. â€Å"Children with special educational needs were seen as ‘imbeciles’ and the behaviour within the classroom was controlled by corporal punishment†; as cited in Changes in Education, 1994. Inclusion is about all children, not just children who have an SEN or an AEN need, which has stemmed from the 1970’s and 1980’s. Ofsted (2001) said inclusionRead MoreSpecial Needs Children800 Words   |  4 PagesLiterature Review BSHA/442 August 06, 2012 Dr. Elizabeth Thompson Literature Review Special needs individuals are not different from everyone they just need a little extra help along their way. This population has to have mediation because there are many who cannot speak for themselves. They need the help from a neutral person so that they can discuss complications that they may be dealing with without judgment. AdvocacyRead MorePersonal Statement905 Words   |  4 Pages(hons.) Education, Diploma in Teaching PROFESSIONAL GOAL STATEMENTS DEGREE/SPECIALISATION: Ed.D. –SPECIAL EDUCATION PERSONAL/PROFESSIONAL GOALS: A philosopher once wrote that learning is dynamic; and as such graduate school became a natural progression. Having read for a Masters Degree in teaching, this part of the journey translates into me eventually owning and operating a school that will cater for the whole child, with each grade level being equipped with a special education facilitator

How to Prepare Common Base Solutions

Prepare solutions of common bases using this handy reference table which lists the amount of solute  (concentrated base solution) that is used to make 1 L of base solution. Stir the base into a large volume of water and then dilute the solution to make one liter. Use care when adding sodium hydroxide to water, since this is an exothermic reaction that generates considerable heat. Be sure to use borosilicate glass and consider immersing the container in a bucket of ice to keep the heat down. Use solid sodium hydroxide and potassium hydroxide to prepare solutions of those bases. Use concentrated (14.8 M) ammonium hydroxide for those preparations. Base Solution Peparations   Name / Formula / F.W. Concentration Amount/Liter Ammonium Hydroxide 6 M 405 mL NH4OH 3 M 203 F.W. 35.05 1 M 68 0.5 M 34 0.1 M 6.8 Potassium Hydroxide 6 M 337 g KOH 3 M 168 F.W. 56.11 1 M 56 0.5 M 28 0.1 M 5.6 Sodium Hydroxide 6 M 240 g NaOH 3 M 120 F.W. 40.00 1 M 40 0.5 M 20 0.1 M 4.0

Using the Frayer Model for Problem Solving

Effects Of Global Warming On The Environment And The...

The impacts of increased greenhouse gas admission are evident through the rising global temperatures, causing extreme natural disasters and expanding sea levels. Anthropogenic climate change refers to the production of greenhouse gases emitted into the earth’s atmosphere as a result of human expansion and activity. According to research conducted by The National Aeronautics and Space Administration, Goddard Institute for Space Studies (NASA, 2016) the average global temperature of the Earth has risen 0.87 degrees Celsius from 1880 to 2016, the highest temperature rise recorded to date, as a result of heightened greenhouse gas admissions. It is essential to identify the causes of anthropogenic climate change and recognize the significant negative impact it is having on the global environment and the population. The increased release of carbon dioxide (CO2) through human activity is a major contributing factor to global warming. The human race contributes to the issue of climate change through the burning of fossil fuels and deforestation. These activities release vast amounts of CO2 into the atmosphere, which have caused the earth’s temperature to rise (Society, 2016). This process is known as the ‘Greenhouse gas effect’, in which heat from the earth is trapped in the atmosphere by gases, such as CO2, causing the surface of the earth to warm. (Environment.gov.au, 2016). One of the main ways humans emit fossil fuels into the atmosphere is through industrial operations.Show MoreRelatedThe Effects Of Global Warming On The World1235 Words   |  5 PagesThey may not be feeling the effects of global warming at the moment, but in time it will become a more widespread issue. The effects of global warming are hard to refute, and there is endless evidence of this growing probl em in our world today. The continuation of global warming is a serious threat to everyone and everything on Earth. Global warming has been a problem for over a hundred years, and it continues to grow every day. The first evidence of global warming was discovered in 1859 by JohnRead MoreHow Are We Affected by Global Warming and How Can We Stop It?1259 Words   |  6 PagesHow are we effected by global warming and how can we stop it? Global warming directly effects everyone and everything on Earth. The concentration of greenhouse gasses is climbing at an alarming rate. Many negative issues will take place if nothing is done stop the destruction of the Earths atmosphere. Humans, plants, and animals contribute to the cycle of life on earth. The extinction of plants and animals caused by global warming can lead to worldwide panic. The future flooding of the EarthRead MoreGlobal Warming Is A Natural Phenomenon1218 Words   |  5 PagesGlobal Warming Global warming is a natural phenomenon. People produce greenhouse gases, like carbon dioxide, by burning fossil minerals, cutting down trees and stripping the land, often referred to as deforestation. These greenhouse gases have high permeability to the visible light from the sun radiation, but they are highly absorbent to the long wave radiation that is reflected from the earth. These gases have especially strong absorption to the infrared from ground radiation. This phenomenonRead MoreEnvironmental Sustainable Development : Global Warming1696 Words   |  7 Pagesreferred to as global warming. Apparently, in the minds of many, the term global warming refers to increase in global temperatures. No need to worry because the world survives the heat in summer and people living in the scoring heat regions enjoy life thanks to air conditioning technology. Apparently, the world is yet to understand the threats posed by global warming to the present and future generations. That is the reas on people continue to engage in activities that contribute to global warming. EnvironmentalistsRead More Solutions to Global Warming Essay1503 Words   |  7 Pagesco-workers. There have even been movies made about it. The â€Å"it† is global warming. â€Å"Global warming refers to the global-average temperature increase that has been observed over the last one hundred years or more† (Spencer). Some experts argue that global warming is a result of human activities, while others believe the warming and cooling of the Earth’s atmosphere is a natural cycle. Supporters of human induced global warming stress that since the Industrial Revolution we have released excessiveRead MoreGlobal Warming And Its Effect On The Global Environment1144 Words   |  5 PagesGlobal warming has emerged as one of the most serious concerns for scientists and environmentalists in the 21st century. This is based on the negative impact of global warming, which is not limited to deforestation, drastic variations in climate, decline in output of global agricultu ral industry, degradation of ice sheets in Antarctic, decrease in ocean productivity, rise in sea levels, and increase in tornadoes, hurricanes and floods. The primary reason for global warming has been identified asRead MoreThe Changing Relationship Between Nature And Society1658 Words   |  7 Pages As Barrack Obama once stated â€Å"All across the world, in every kind of environment and region known to man, increasingly dangerous weather patterns and devastating storms are abruptly putting an end to the long-running debate over whether or not climate change is real. Not only is it real, it s here, and its effects are giving rise to a frighteningly new global phenomenon: the man-made natural disaster.† (Obama, 2006). In this speech Obama spoke honestly and truthfully about the current situationRead MoreThe Effects of Global Warming on the Planet1158 Words   |  5 PagesGlobal warming can be defined as the increase in the earths sea level due to an increase in surface temperature. In decades past, there have been debates on what can be causing global warming. Greenhouse gasses and ozone depletion are one of the most important factors that geologists are facing in the fight against global warming. It presents a major problem for not only geologists, but also for policy m akers, foresters, scientists, and most definitely the inhabitants of the Earth. Greenhouse effectsRead MoreGlobal Warming and Its Effects1352 Words   |  6 PagesGLOBAL WARMING AND ITS EFFECTS Global Warming effects on the natural balance of environment. The world climate is going a significant change day by day. There are many causes of Global Warming. The destruction and burning down of tropical forests , traffic clogging up the city streets , rapid growth of unplanned industries, the use of CFCs in packaging and manufacturing products, the use of detergents etc. cause Global Warming. Besides, overpopulation, deforestation are the causative factorsRead MoreEssay on Global Warming: Humans Are Destroying the Planet1327 Words   |  6 PagesEveryone knows that global warming is a serious environmental health problem with its effects reflecting on nature and all of mankind on Earth since the mid-twentieth century – emission of concentrated greenhouse gases, rise of sea levels, melting of polar ice caps, and increase in global surface air temperature. The rise in global surface air temperature causes frequent droughts in dry areas and accelerated ocean warming and hence the rapid increase in sea levels and melting of the polar ice caps

A Geography of Time Free Essays

In a world with no clocks and no definite appointments people are living by event time. Therefore, the fourth chapter â€Å"Living on Time Events† is devoted to analyzing what it means to live beyond time or by time event. It is known that earlier time was measured by slow sweep of stars in the sky or by important events or changes. We will write a custom essay sample on A Geography of Time or any similar topic only for you Order Now Heartbeats also measured time, as well as recurrence of hunger and duration of loneliness. The author assumes that in certain situations the clock or calendar can be defined as nothing more than simply ornament or decoration. Living by event can’t provide define appointments of lifestyle, whereas modern industrialized countries are motivated by punctuality. Historical perspective suggests that living by clock â€Å"is clearly out of line with virtually all of recorded history†. (p.82) The author asserts that the key difference in pace life is that people tend to use clock as the guidance in their lives, especially when they are planning the beginning and the end of particular events. People’s schedules aren’t allowed to include spontaneous activities. Therefore, there are two types of living: living by event time and living by clock time. The key difference between these types is speed difference and people who live by clock tie are faster than those who live by event time. The author specifies that under clock time timepiece is that director of the beginning and end of the events and particular activities. Under event time it is schedule that determines particular activities. Nevertheless, event time isn’t precise time as it is difficult to identify when people will be busy with necessary activities. Interestingly, adults are more susceptible to clock time. Industrial society is characterized by enmeshed style of life and clock time is the main driver of events and activities. However, in less civilized countries people are less concerned with control of clock. They feel life by mechanic clock is abnormal and confusing as it set rigid frameworks and it is hardly possible to life full life when you are obliged to follow set schedule. The fifth chapter â€Å"Time and Power: The Rules of the Waiting Games† provides relevant and valuable rules about waiting peculiarities. The author says that waiting is always unpleasant thing. For example, when we are waiting for a bus or a person, we feel anxiety and even irritability. However, half of our life is simply waiting – waiting for tickets, appointments, particular events, buses, etc. Psychologists find it rather difficult to evaluate the pain from waiting, but they say that effect maybe both negative and positive. For business waiting is very expensive as time for them is directly associated with money. When people become more important, the demand for time becomes greater. With increased importance value of time increases as well as time is limited. Therefore, time of important people should be protected and carefully managed. The author stresses that â€Å"important people are usually seen by appointment only; and while those of higher status are allowed to make people below them to wait, the reverse is strictly prohibited†. (p. 109) Thus, one of the most important rules is that status dictates who will wait and it is position in the hierarchy that determines people’s importance. Further, the longer people are waiting the greater the status is. For example, the value of attorneys and bookkeepers is defined by the fact whether they are booked in advance. One of the rules suggests that time can be provided as a real gift meaning that waiting can be seen as an act of generosity. Offering is thus viewed as â€Å"a special instance of using time to demonstrate respect†. (p.123) Offering of time is important because it stretches far beyond explanations of gain or profit. The sole purpose of offering time is sending social message. Finally, breaking into line should be rare occasions. Those people who break into line must re-assure that they don’t cause any troubles for others who are waiting. Rules of waiting are different in different countries and it is not recommended to play waiting games till you know all the rules. Mainly, waiting rules implicit and the chance to misinterpret the message are very high. How to cite A Geography of Time, Papers A Geography of Time Free Essays In the preface â€Å"Time Talks, With an Accent† the author describes his reasons of writing the book, as well as he shares his plans about future careers, his interest, and ideas about time geography. In the first chapter â€Å"Tempo: Speed of Life† special attention is paid to what tempo is, its core elements, economic well-being and what may happen beyond the tempo. In the second chapter â€Å"Duration: Psychological Clock† the author provides innovative and interesting suggestions and draws relevant conclusions bumps in time, how to change the life tempo and psychological experiences of time duration. We will write a custom essay sample on A Geography of Time or any similar topic only for you Order Now Actually, I think that material presented in the preface and the first chapters are very exciting and informative as the author sets further background for research in this sphere. In the preface the author writes that every culture is represented by its own concepts and fingertips about time and time geography. Actually, it is necessary to lean about time values as it gives an excellent opportunity to know the person better. Time gives idea of what person is, about his ideals and beliefs. The author admits that he has always been interested in time. As other Americans, the writer was taught that time is measured by the clock and nothing more. Time is seconds, minutes and hours. However, when the author grew up he realized that the concept of time is not as simple as it might seem at the first glance. When planning personal career, the author claims he has ignored the concept of money being offered by the particular job. Instead, he decided to learn temporal lifestyle as that area interested him the most. Firstly the author’s researches focused primarily on social psychology and attribution theory. Special attention was paid to gender differences in ideas about success and failure, self-confidence and attribution styles. Nevertheless, in several years the author became very interested in studying the value of time and the life pace in general. Therefore, the author devotes the whole book to the pace of own lives, how people use and have to use time, what time is doing in our cities, etc. The first chapter addresses the question of time tempo stressing that tempo of life strongly depends on the factors of personal taste and skills, as well as on individual instruments and room involved. The pace of time is defined by the author as tome flow or movement being experienced by people. Pace of time is characterized by rhythms, sequences and synchronies. However, life pace is a matter of tempo. ‘Tempo’ is borrowed from music theory and it is associated with rate and speed of piece performance. The author is interested in characteristics of cultures and places distinguishing five factors which determine cultural tempos: economic well-being, degree of industrialization, population amount, climatic conditions, and orientation at individualism. Also, there are ‘fast’ and ‘slow’ people and the author warns us not to overgeneralize about them. Actually, life pace depends on time, place and human doings. Ten areas are presented to think of yourself: speech patterns, concern with clock time, walking speed, eating habits, driving, schedules, list making, nervous energy, waiting and alerts. The second chapter addresses the issues of psychological clock and duration of time. The author writes that there were several studies devoted to time perceptions and the interest in estimation of time appeared on the scale. Duration is defined as the time that is going from the lat event. Actually, duration is the speed of the clock being ambiguous and precise. However, it is more difficult to define duration of time in the realm of psychological experience. There are differences in time duration among Westerners and Easterners. For example, in Western culture listening is not opposition of talking as it is waiting. Modern researchers are focus on identifying differences in types of information and in the ways the information is processed. Interestingly, Maslow defined creative people as people being fascinated and absorbed in the current situation and here-now. The author concludes that time is proceeding as a clock arrow does. However, speed of time passing depends fully on individual preferences. How to cite A Geography of Time, Papers