Global Warming Essay Example for Free

Global Warming Essay Global warming is a pressing problem that is faced not only by a number of communities and a few countries. It is a major problem that is faced by the whole of mankind such that its impacts and effects have tremendous implications that endanger the existence of mankind and even the primary dwelling of the living, the Earth. United States Vice President Albert Gore himself said that global warming will be the greatest environmental challenge in the 21st century. As such, this issue is one that calls for attention, concern and solution. What is Global Warming? Global warming is an increase in global average surface temperature resulting from an increase in the amount of carbon dioxide, methane, and certain other trace gases in the atmosphere (Encyclopà ¦dia Britannica, 2006). Natural occurring phenomena such as volcanic eruptions are said to contribute to the release of gases that results to global warming. However, human activities and innovations are said to have contributed greatly to the increase of the concentration of the greenhouse gases, mainly carbon dioxide and methane in the Earths atmosphere. These activities include the operation of coal-burning power plants and use of automobiles which become sources of carbon dioxide, methane, nitrous oxide and ozone; the use of air-conditioning units and refrigerators that utilize chlorofluorocarbons; deforestation that creates more heat and increases the amount of carbon dioxide in the atmosphere as trees play a significant role in removing carbon dioxide from the air; increased cattle production such that methane gas is released from animal waste; and the use of fossil fuels as the burning of fossil fuels is considered the largest source of emissions of carbon dioxide, one of the greenhouse gases that allows radiative forcing and contributes to global warming. Why is Global Warming a Problem? Global warming is a problem because the direct and indirect effects and consequences of the increasing heat in the earth’s atmosphere have diverse and oftentimes dangerous effects that can affect man. Global warming affects the environment, economies, health and well being of man. Its impact is also significantly destructive that it threatens the very existence of mankind and that of the unborn and coming generations.   Global warming has been linked with intensifying hurricanes. A Massachusetts Institute of Technology (MIT) research suggests that hurricanes will only get more powerful and last longer as global warming increases ocean temperatures (Warren, 2006). The increasing global temperature also effects change in the ecosystem such that some species especially those that cannot survive on warm regions may be forced out of their habitats which may possibly lead to their extinction.   Economically, global warming also has its implications such that changes in temperature can lead to several effects on agriculture and hence, affect the livelihood of farmers. These changes include new variations in pest and disease problems; damaged crops at extreme temperatures; and an increased need for ventilation in animal accommodation. As such, more than a third (36%) of around 100 National Farmers Union members in the United Kingdom saw climate change as a threat to livelihoods (Global Warming Fears for, 2005, p. 43). Too much rise in sea level will also affect the densely populated coastal plains by making the areas uninhabitable, creating refugee problems and hampering economic activities. The occurrence of these situations among coastal cities in the world will create potential impacts on world wide trade and economy Global warming also has its health implications. Expanded tropical weather is likely to increase tropical diseases. As such, global warming will accelerate the spread of many diseases and increase instances of mosquito-borne diseases that include malaria, yellow fever, dengue fever, and viral encephalitis (Johansen, 2002, p. 210). The warming of air temperature also increases the concentration of ozone at ground level. In lower atmosphere, ozone is a harmful pollutant that can damage lung tissue, and can bring about serious problems for those with asthma and other lung diseases. Other effects of global warming are the melting of glaciers which can cause water shortages, loss of habitat, flooding of rivers and the rise of sea level; water scarcity as rise in sea level can contaminate groundwater affecting drinking water and agriculture in coastal zones; Drought and wildfire as warmer temperatures can increase the probability of drought. Greater evaporation, particularly during summer and fall, can worsen drought conditions and increase the risk of wildfires. Who is Responsible in Solving this Problem? It has been earlier mentioned that man’s activities and innovations have primarily increased and worsened global warming. As such, man should also be responsible in mitigating this problem. Moreover man has no option such that when he fails to do something to mitigate the situation, the effects of global warming will endanger his very existence. It is therefore best for everyone to act and cooperate in doing something for this global problem. What can be Done? Everyone has his own share that he can contribute to help alleviate the worsening situation. There are numerous ways that can be done to help mitigate global warming. World leaders should acknowledge their crucial responsibilities to the issue of global warming. This is for reason that they can effect great change in the international community. World leaders can strengthen international responses to the risks of global warming. They can cooperate and enter into international treaties and agreements that can help reduce the dangers of the substances that contribute to global warming by banning the production, trade and use of these particular substances. When trading of these substances between countries becomes illegal, their production will eventually decline, bringing to an end their production and thereby prevent further release of substances that contribute to global warming. World leaders can also sanction the countries that fail to meet clean air standards by refusing to engage in international trade with them. With countries cooperating to achieve a common goal in combating global warming, the ill effects of global warming may be alleviated. Politicians among national governments on the other hand, can implement policies that can help reduce the emissions of greenhouse gases. They can also support technological alternatives to air- polluting technologies like coal power plants and impose upon power utilities policies and regulations to improve the energy efficiency of power plants and increase the use of renewable energy sources. They can also impose upon their citizens measures such as proper segregation of wastes so as to prevent the burning of materials that contribute to global warming. They can also reward citizens who are innovative enough in coming up with new ways of helping to curb global warming. Policy makers can also promote and support bills that pertain to regulating activities that contribute to global warming. These bills for example may include those that will protect rainforests and more severe punishments for illegal loggers. They can also consider passing legislations such as those that encourage the development of new and alternative technologies that will replace technologies that worsen global warming. Electricity consumers should opt to buying electricity that is generated from renewable sources. They can also help in reducing the amount of greenhouse gases that accumulate in the atmosphere by utilizing lesser energies. They can do this by investing in highly efficient, energy- saving appliances.   Educators can instill in their students the value of protecting the environment, giving their students the necessary knowledge why global warming is a problem and provide them with the necessary skills to help mitigate the situation such as giving them the basic knowledge on the proper waste segregation and waste disposal. Even ordinary citizens can help by engaging in activities that help curb the situation. These activities may include proper disposal of wastes. Planting trees in the backyard can help such that trees absorb carbon dioxide, a greenhouse gas from the air. People can reduce energy utilization by using public transport and car pooling; switching off appliances instead of leaving them on stand by; and patronizing recycled products or doing the practice of reducing, reusing and recycling of waste and other unnecessary materials. More importantly, they can encourage others to have the same conviction in helping to mitigate global warming. Conclusion Global warming is a pressing problem faced not only by a number of communities and a few countries but faced by the whole of mankind. It is a global problem such that its impacts can negatively affect the environment, economy and even the wellbeing and safety of mankind. As such, it is best that man himself should do something to help mitigate the situation. References Global warming. (2006). In Encyclopà ¦dia Britannica. Retrieved August 12, 2006, from Encyclopà ¦dia Britannica Online: http://www.search.eb.com/eb/article-9037044 Global Warming Fears for Crops. (2005, November 30). The Journal (Newcastle, England), p. 43. Retrieved August 12, 2006, from Questia database: http://www.questia.com/PM.qst?a=od=5011583331 Johansen, B. E. (2002). The Global Warming Desk Reference. Westport, CT: Greenwood Press. Retrieved August 12, 2006, from Questia database: http://www.questia.com/PM.qst?a=od=101544284 Warren, Luke. (2005, December/2006, January). Global Warming and Hurricanes. Mother Earth News. Retrieved August 12, 2006, from http://www.search.eb.com/magazine/article?query=global%20warmingid=3minGrade=maxGrade=

Country Lovers Essay Example for Free

Country Lovers Essay A story of forbidden love on a South African farm, one child nothing more than a farm worker, as the other one prepares for boarding school. Both ignorant to the color of their skins, all they knew they were best friends playing together until they grew up and then it was not allowed. But when Paulus turns fifteen and goes to school things start to change he begins to realize the difference between boys and girls, and then the consequences behind his actions, but then it’s too late to turn back. What drew me into this story was the title country lovers, and then the forbidden love on a South African farm I wanted to see what it was about, curios to know if it was about two people of different races falling in love, creating racial relationships in a place that forbid it. And that was exactly what it was, two kids playing together as kids, a boy white and girl black, everyday playing on his father’s farm. What I couldn’t understand was why they were able to play as kids but not be able to socialize when they got older. If it was because of racial boundaries, why not keep them apart even when they are kids, then it wouldn’t be so confusing. The literary term and concept that best describes they way I am feeling about this would be Imagination because it expresses how the author was feeling about racial differences and allows the reader to feel what the author is writing about. I am using the Reader – Response approach to analyze my story because it asks you to connect with the literature, and find a personal link or imaginative entry into a story. And that is what this author makes you do. While reading this story I had a lot of different emotions like why did he change when he went to school, but when he came home he was with thebedi. Even though he met people at school whose family’s was prosperous famer’s? He still was bringing gifts to thebedi, she making gifts for him and both lying about where they came from and why. They had been sneaking around for months, so when she was eighteen and the farmer’s son was nineteen he left for veterinary college, Njabulo’s parents asked Thebedi’s parents to marry their son and they agreed on it, not telling Paulus or Njabulo that she might be pregnant. When the baby was born looked nothing like Njabulo, but he still was going to take care of her as if she was his own. This would be Satire because he should feel anger but instead he is willing to take care of her. My thinking didn’t change because in that time that’s what happens when two different races mix and have children, I just thank god it’s not like that now to the extreme it was then. Because I love people for who they are not because of where they come from. Because of the author’s background growing up in South Africa I can understand why she feels this way, they have different traditions and beliefs. This was a very good story; I enjoyed reading it and feeling what they were going through.

Approaches to Adult Learning

Approaches to Adult Learning Annotated Overview The focus of this writing will be on the themes of the assigned chapter readings for Week 6. These chapter reading from Learning in Adulthood: A Comprehensive Guide was in the following chapters: 8, 9, and 10. This paper will also include additional learning resources (media video and instructors notes) and will outline points of interests gained from their viewing and reading. Week 5 Annotated Chapter Assignment This weeks study involved our reading of three chapters, viewing two media videos and article reading. This paper will touch on the points of interest that resonated with me in my reading as well as thoughts that I explored from the supportive learning resources (media video and instructors notes). The paper will conclude with a summary/discussion of what was gained through this learning experience and discuss ways this learning can be implemented. Understanding and Facilitating Adult Learning: A Comprehensive Approach Chapter 8 Theme The overall theme of this chapter highlighted an integrated approach to learning which shows the synergistic connection and combination of the mind, body, and spirit in learning called embodied learning. It also discussed the significance of learning through storytelling and heightened learning outcomes of narrative teaching. This section will address the points of interests that inspired to onto further study. Narrative Learning There are events that happen in our life which are unique. Some are uniquely dull and some can be uniquely exciting. However, the case each has a unique storyline that when told can help others to better understand and know something of the storytellers world that may lead to a significant discovery in their own. The writer points out that Narrative knowing are not so much driven to find out more about the tangible outcomes of an event: its facts, logic and such, than they are about discovering meaning, and gaining understanding of the same event (Merriam, Baumgartner, Caffarella, 2007). Narrative Learning Formats. The writer pointed out that that narratives as a conduit for learning comes in three distinct formats which are storying the curriculum, storytelling, and autobiography (Merriam et al., 2007). Overall as Foote points out the stories told through narrative learning be it a story with connotations that are based on culture, tradition, social or spiritual implications each has been in its unique way the means of knowledge impartation since time began (Foote, 2015). Educationally, storytelling provides the presenter with a powerful means of helping the learner to make salient connections which improves the learning experience. Narrative Learning, Adult Development, Transformational Learning. I appreciated what the writer stated concerning life narratives being a retrospective activity that is continually in the process of revealing itself unfolding. For when one views life from a narrative perspective the result leads to empowerment. This happens because its not what happens to anyone that matters it how the event it translated that matters (Merriam et al., 2007). My thoughts are, re-storying based that is devoid of the positives found even in the most negative of situations seriously retards ones transformative development. Nemec says that in stating that a transformation which shifts one perspective is not always easy because there is a cause for disequilibrium in ones life. However, if one chooses to, one can regain a new balance in life from what is learned through that life experience by changings ones perspective of the issue at hand (Nemec, 2012). Chapter 9 Theme The theme of this chapter encourages one to take on the perspective of learning and knowing by using lenses of no-westerners. In this way one is better suited to understand the dynamics of the meaning of ones learning and knowing is based solely by the beholder and not on ones location. This section will address the points of interests concerning which I found to be enlightening The Western/Non-Western Dichotomy, Culture, and Indigenous Knowledge According to the writer in order to fully appreciate the differences in western and nonwestern learning and knowledge one must take in deliberation the following perceptions: Western versus non-Western, culture and indigenous knowledge (Merriam et al., 2007). Western/Non-Western Dichotomy. According to Merriam, many non-westerners do not accept the false narrative typically held by some in the west concerning the promotion of the assumption that westerners learning and knowledge is superior to all others (Merriam et al., 2007). The cited writer points out that what is thought of as western knowledge is often traced to classical Greek culture (Paul Pedersen, 1980). Culture. Merriam points that culture can be defined as a representational manifestation of the shared behavior and meaning held by a same group of people (Merriam et al., 2007). Cultures from East Asians are known for their renowned ability to pay attention on a global and local level. In comparison to their western counterparts, the west is no match. A plausible reason for that is in how each culture implicitly obtains diverse knowledge and process the information. (Qiufang Fu, Zoltan Dienes, Junchen Shang, Xiaolan Fu, 2013). Indigenous Knowledge. Cultural knowledge and learning is that which is shared within a group. Analogous to that definition is indigenous knowledge but on a larger scale. This is knowledge that is known as local knowledge that is generated and shared, by a group of people, over a period but within a specific geographic and historic region. This is knowledge is community-based and supported knowledge that deals directly with local issues within the region for the betterment of the community(Merriam et al., 2007). Chapter 10 Theme The theme of this chapter looks at learning from the context of learning taking place on a more global perspective within society. The chapter looked at the working of power and various other learning themes. This section will touch on aspects that I found interesting. Critical Theory and Adult Learning According to Merriam, when one compares andragogy and transformational learning, are unaware of the potential that lies within the potentially of critical theory potential. The vastness of topic of this theory surrounding adult learning, lends itself to further examination of the concepts that impact adult education. I found the following to be interesting reads: reflective discourse and the seven learning tasks involved with critical theory. Ideal Conditions for Reflective Discourse. Merriam cites Habermas stating that as a form a form of knowledge Habermass ideal conditions for reflective discourse, closely resembles it. The forms of knowledge being technical, practical and emancipatory knowledge(Merriam et al., 2007). Merriam goes on to state that according to Mezirow, when two are in discussion if there is no doubting the authenticity of what is being shared or the truthfulness of the speaker, or how appropriate the information is in light of relevant norms, one is prone to seek the best judgment of one that is judged to be informed, objective, and rational (Merriam et al., 2007) Critical Thinking. Merriam states that because lifeworld and the system interconnect it would behoove one to critically focus ones attention on the concerted workings of the two. Merriam goes on to quote Collins (1995) stating that, The juxtaposition of lifeworld and system concepts is clearly significant in enabling us to think deeply and realistically about the systemic blockages to the achievement of a more fully democratized society' (Merriam et al., 2007). Bohman and Rehg (2014) point out that Habermass criteria there are four conditions when applied to interactions of discourse between adults that are at play that would result in authentic discussion. They go on to state that crux of Habermass Theory of Discourse is expression of valid facts and information that is based purely on the merits of a disinterested pursuit of truth (Bohman Rehg, 2014). This holds true in an any interchange involving rational adults who are sharing truth from a level personal knowledge and understanding while at the same time seeking mutuality of understanding and knowledge. Integrating the main themes The chapter readings for week six gave me a better sense of self-involvement in learning. Whereas the tone of week five reading was on the role of facilitation in the learning process; the implications in the statement of one being personally involved in learning was spoken loud and clear throughout week six chapters. In reflecting on the theories and principles of transformative learning I can say that one of the enlightenments that I take away is through the means that transformative learning, ones internal and external awareness is enhanced within that transformative learning experience. What I mean by that is, I learned that learning is more than just sitting in a room assimilating data. Cohen points out, that when one embodies the learning the learning experience, there is an opportunity created where any portion of the information being received can connect with meaning that initiates ones conscious awareness that brings about a reflective moment which ushers in a revelation of ones higher self. Transparently speaking, this reading brought up some thoughts that I had not previously considered. Consequently, these three eye-opening chapters demand a deeper review and reflection on my part, if for nothing else than for the sake of growth through perspective changing and social enlightenment, which is the message I felt the writer was conveying within these three chapters. Incorporating Media and Instructor Notes The video, New Approach to Learning was an expose on the creator of Khan Academy. He is a former Hedge Fund analysis who started a free on line e-learning you tube website. This is a unique approach to sharing information with others that assister the self-directed learner supporting their ongoing learning settings. The presenter points out that his approach is simple and effective and attracts the attention of youth and adult learners around the world. The benefit of this approach to learning is that the learner can have ready access for a variety of learning event while learning at their pace. Mr. Khan points out that according to research information the length of the content is at the right amount that facilities learning. The presenter also brought in a interviewee who expressed how this type of learning is a valuable asset to locations around the world that may not have access to any formal or informal means of education (Vantage Siam Co., 2011). The video, Gen Y New Approaches to Learning Training was interview centered on Generation Y and their approach to learning. The interviewee pointed out the demographic range of this new type of learner and the desires of the Gen Y group of learners to be taught in accordance to the technological society we live in. They want to be free in their ability to use the knowledge with the technology they have grown up with as compared to previous generations who did not have similar types of access. Both the interviewer and interviewee agreed that the responsibility of the teacher is to move away from former methods to incorporate this new desire for learning by making it easy for student involvement and encourages participation. This move will not only affect the present generation but it will prepare them for the upcoming one Gen Z.(Award1956s channel, 2010). The video, Koren Alberich on New Approaches to Learning was interview on three examples of learning using alternate reality games and virtual worlds. The interviewee explained how the games and worlds can be made to adapt to any environment and setting. Each can be structured to simulate desired learning outcomes. Two salient outcomes of these new approaches are: 1) the scalability. The environments and settings can meet any size of learning audience, 2) as for the use of virtual worlds they can be create real-time global location via internet that can bring global locations into one location (Clarey, 2011) Conclusion The overall thought of this weeks lesson has been an approach to learning that has helped me in synthesizing my life to what has been presented within these three chapters, as well to the previous lessons. Subjects like the principles of embodied learning with its lesson on spiritual and narrative learning are very insightful. I am a Pastor of a small congregation and I teach using the preaching method of expository preaching. After reading about narrative learning I have added storytelling as an element of preaching to help the listener gain a richer understanding of the content of my message. This is one example of how I have applied what I am learning. I believe that knowing and not applying what one knows means that knowledge remains as theoretical information. However, when that same knowledge is put into action then it takes on another essence, by becoming reality in the life of the one that has applied it. As I further reflect on what take away from the chapter dealing with Le arning and knowing I now look at with I know and have learned through new lenses. Taking others perspectives, especially other cultures, will be hard to do. That is if one is not willing to, at the least, empathetically look at life from someone elses perspective. I agree with the chapter writer concerning our western egotism when it comes to learning that inders us in that aspect. Our pride should not be the thing that keeps us from learning and knowing from other cultures. The truth is, in many cases other cultures have truly learned and know more than our does. Any barrier to intellectual growth must be overcome if we as a whole world round if we are to grow together. And as barriers, such as cultural pride and others come down that gives way to areas of growth in realms such as meaningful dialog brought about by the ethos of critical theory, as well as acceptance of ideals founded in postmodern and feminist perspectives. When approached with a mindset of open-mindedness, these theories and concepts are enlightening and the means of growth. Light makes things grow. Needless to say, I feel I have grown to have a deeper appreciation for what I have experienced thus far and look forward to what more is to come. References Award1956s channel (Producer), Award1956s channel (Director). (2010, December 8,). Gen Y new approaches to learning training. [Video/DVD] Retrieved from https://www.youtube.com/watch?v=o-SXIdXMqeA Bohman, J., Rehg, W. (2014). JÃ ¼rgen habermas. Retrieved from https://plato.stanford.edu/entries/habermas/#HabDisThe Clarey, J. (Producer), Clarey, J. (Director). (2011, April 22,). Koreen olbrish on new approaches to learning. [Video/DVD] Foote, L. S. (2015). Re-storying life as a means of critical reflection: The power of narrative learning. Christian Higher Education, 14(3), 116-126. doi:10.1080/15363759.2015.1028580 Merriam, S. B., Baumgartner, L., Caffarella, R. S. (2007). Learning in adulthood (3. ed. ed.). San Francisco, CA: Jossey-Bass. Nemec, P. B. (2012). Transformative learning. Psychiatric Rehabilitation Journal, 35(6), 478-479. doi:10.1037/h0094585 Paul, Pedersen. (1980). The cultural boundaries of education and non-eastern alternatives.1 Retrieved from http://journals.sagepub.com/doi/abs/10.1177/014303438000100507 Qiufang Fu, Zoltan Dienes, Junchen Shang, Xiaolan Fu. (2013). Who learns more? cultural differences in implicit sequence learning. PLoS One, 8(8) doi:10.1371/journal.pone.0071625 Vantage Siam Co., L. (Producer), Vantage Siam Co., L. (Director). (2011, 15 July). New approaches to learning. [Video/DVD]

Une Petite Mort: Death, Love and Liminality in the Fiction of Ali Smith :: Ali Smith Death Love Essays

Death, Love and Liminality in the Fiction of Ali Smith The morbid marriage of love and death is not an original topic to postmodernist writing or to Scottish literature. Diverse forms of literature from Greek myth to Shakespearian tragedies have hosted stories of tragic love and romantic deaths, with varying nuances of darkness and romance. Nonetheless, this paper will attempt to establish a link between Ali Smith’s writing, postmodernist fiction and Scottish fantasy, while looking at the topic of love and death in conjunction with the concept of liminality. Liminality (from the Latin limen: limit) is an intermediate state, it refers to passage rituals and to existence between borders. Stories of love and death often suggest the abrupt interruption of the former because of the sudden occurrence of the latter. Sometimes, however, love and death share the same intermediate dimension between life and afterlife: the liminal stage. As this paper will stress, Smith’s writing deals with love and death in the context of liminality. Characters’ identities fluctuate and sometimes crumble altogether. Rational boundaries of time and space lose coherence. Stories develop in the uncanny limbo left after a death or some other form of disappearance. It is in this liminal dimension that love and death are sinisterly married in Smith’s work. When asked to comment on the love and death motif in her stories, Smith admitted that the two are closely related. In her words: Of course love and death are linked, from the French notion of orgasmic small death through the metaphysical poets all the way to something Winterson sums up in the perfect opening sentence, in Written on the Body: ‘why is the measure of love loss?’ (Germanà  , p.370) In Smith’s fiction, ‘petite mort’ is a more complex motif than the French metaphor for sexual climax. In her stories the trope of love and death does not refer only to the erotic sphere of love. In fact, because of its close relationship to liminality, the traditional topic acquires a more metaphysical twist throughout Smith’s fiction. The coexistence of love and death questions the boundaries between life and death, overcomes the threshold of the physical world to reach beyond this limit, and explores all the possibilities in between. In fact, death often seems to be a paradoxical vehicle through which life and love are manifested and asserted. The notion that death may overcome the borders between life and afterlife suggests a deeper analysis of the concept of liminality.

UFOs Essay -- essays research papers

UFOs "Little Green Men", "Martians", "Outer Limits" ! That is what people think about when aliens and UFOs come to mind. Aliens have been around, as far as we can see, since 1561. The question is now asked, How come because they [UFOs] have been sighted, encountered, and taken hostage; Why have we been kept in the dark by our governments? "Since UFOs were considered a security risk, the report on these sightings was originally classified as secret (Kadrey 22)." The name 'flying saucer' was 'coined' by a Air Force pilot in 1947, when he stated that he had saw something that looked like a 'flying saucer'. "The government knew about UFOs and have been tracking them since 1947, which is to be believed when the 'Age of UFOs' started (Stacey 55). So, through the next pages the theory that UFOs are real because of evidence the government has covered up, the number of sightings, and the uncountable number of abductions, will become a reality. The first reason that is going to be addressed, is the secrecy and Government coverup of UFOs. "National Security Agency, or NSA, an acronym often assumed by insiders to mean 'NEVER SAY ANYTHING' , (Stacey 40) " has been blamed for millions of UFO governmental cover-ups around the nation. "Our problem is with government secrecy, because it widens the gap between citizens and the government, making it much more difficult to participate in the democratic process (Stacey 40)," says Steven Aftergood while addressing UFO secrecy. The UFO enigma, or as it is formerly know as the "'Cosmic Watergate' : the ongoing cover-up of the government's knowledge about extraterrestrial UFOs and their terrestrial activities (Stacey 36)" is believed to be started during the Nixon administration, which is still under alot of scrutiny. The Nixon Administration also established the Freedom of Information Act [FOIA] in the 1970s', it opened the door to alot of truth and more coverups. " I don't think they would do a 300-page report on everything they detect," says Joe Stefula who is a UFO researcher. The "military would far rather have people blame such things on flying saucers than them (Brookesmith 14). " Several secret UFO Projects ... ...ng taken back aboard the UFO and flown (with her car also aboard) back to the site of the abduction. (Brookesmith 108) " In conclusion, I believe that UFOs, Aliens, EBEs, or whatever you call them; do have the key to our future in the existence of mankind. Although, secret pacts with our governments may not exactly get what we want, we can fight back. Lets jump back for a second and ask ourselves a question now: What if we were in the same predicament, wouldn't we want ourselves to be healthy too, and take what we need? If we look at the aliens actions from their perspective, what they are doing is exactly what we are doing to ourselves by destroying the o- zone layer. So why can't they do the same to us? I feel that the thesis to prove the existence of UFOs as stated that Government coverups do pose a threat to the truth and national security of our country, UFO sightings and abductions do pose a threat at this time and we must be ready at all odds to expose the Government and The aliens. The End.

Blue Whales :: Biology Ecology Nature

Blue Whales The Blue whale is the largest creature of the sea, in fact, it is the largest creature known to man. Contrary to what most people think, even though Blue whales live in the sea, they are mammals. They breathe air, have their babies born alive and can live anywhere from 30 to 70 years. The Blue whale is a baleen whale, and instead of having teeth, Blue whales have around 300-400 baleen plates in their mouths. They fall under the category of the rorquals, which are the largest of the baleen family. The scientific name of the Blue whale is, Balsenoptera musculus. Introduction Whales are separated into two groups, the baleen and the toothed whales. The blue whale is the largest baleen whale and the largest animal that ever lived on Earth, including the largest dinosaurs. Baleen are rows of coarse, bristle-like fibers used to strain plankton from the water. Baleen is made of keratin, the same material as our fingernails. They live in pods, the have two blowholes. The blue whale has a 2-14 inch (5-30cm) thick layer of blubber. Blue whales (Balaenoptera musculus) are baleen whales (Suborder Mysticeti). They are one of 76 species and are marine mammals. Background The Blue whale is called a ^rorqual^, a Norwegian word for ^furrow^ referring to the pleated grooves running from its chin to its naval. The pleated throat grooves allow the Blue whale^s throat to expand during the huge intake of water during filter feeding; they can ^hold 1,000 tons or more of food and water when fully expanded^ (Small 1971). Blue whales have 50-70 throat grooves. Blue whales grow up to about 80 feet (25m) long on average, weighing about 120 tons. The females are generally larger than the males, this is the case for all baleen whales. ^The largest specimen found was a female 94 feet (29m) long weighing more than 174 tons^ (Satchell 1998). The head of the Blue whale forms up to a quarter of the total body length. Compared with other rorquals, the head is very broad. The blue whale heart is the size of a small car and can pump almost 10 tons of blood throughout the body. They have a very small, falcate (sickle-shaped) dorsal fin that is located near the fluke, or tail. Blue whales have long, thin flippers 8 feet (2.4m) long and flukes that are 25feet (7.6m) wide. The blue whale^s skin is usually blue-gray with white-gray spots. The underbelly has brown, yellow, or gray specks. Blue Whales :: Biology Ecology Nature Blue Whales The Blue whale is the largest creature of the sea, in fact, it is the largest creature known to man. Contrary to what most people think, even though Blue whales live in the sea, they are mammals. They breathe air, have their babies born alive and can live anywhere from 30 to 70 years. The Blue whale is a baleen whale, and instead of having teeth, Blue whales have around 300-400 baleen plates in their mouths. They fall under the category of the rorquals, which are the largest of the baleen family. The scientific name of the Blue whale is, Balsenoptera musculus. Introduction Whales are separated into two groups, the baleen and the toothed whales. The blue whale is the largest baleen whale and the largest animal that ever lived on Earth, including the largest dinosaurs. Baleen are rows of coarse, bristle-like fibers used to strain plankton from the water. Baleen is made of keratin, the same material as our fingernails. They live in pods, the have two blowholes. The blue whale has a 2-14 inch (5-30cm) thick layer of blubber. Blue whales (Balaenoptera musculus) are baleen whales (Suborder Mysticeti). They are one of 76 species and are marine mammals. Background The Blue whale is called a ^rorqual^, a Norwegian word for ^furrow^ referring to the pleated grooves running from its chin to its naval. The pleated throat grooves allow the Blue whale^s throat to expand during the huge intake of water during filter feeding; they can ^hold 1,000 tons or more of food and water when fully expanded^ (Small 1971). Blue whales have 50-70 throat grooves. Blue whales grow up to about 80 feet (25m) long on average, weighing about 120 tons. The females are generally larger than the males, this is the case for all baleen whales. ^The largest specimen found was a female 94 feet (29m) long weighing more than 174 tons^ (Satchell 1998). The head of the Blue whale forms up to a quarter of the total body length. Compared with other rorquals, the head is very broad. The blue whale heart is the size of a small car and can pump almost 10 tons of blood throughout the body. They have a very small, falcate (sickle-shaped) dorsal fin that is located near the fluke, or tail. Blue whales have long, thin flippers 8 feet (2.4m) long and flukes that are 25feet (7.6m) wide. The blue whale^s skin is usually blue-gray with white-gray spots. The underbelly has brown, yellow, or gray specks.

Dead Poets Society Assignment Essay

1. Make a list of the major characters and think of two or three apt words that describe that character. Neil Popular leader actor passionate Todd Introverted timid Knox Academically focused , idealistic, romantic Charlie Rebellious reckless recalcitrant Cameron Ambitious assiduous compliant Pitts Socially awkward , introverted, takes risks Meeks academically gifted, embracive Mr Perry Dominating, closed minded, Mr Keating Inspiring , challenging, resourceful Kris Sweet, assiduous Chet Spoiled, popular, bully 2. Write a blurb for the cover of the video of Dead Poets Society. You will need to summarise the essentials of plot, characters and themes and keep your word length to around 150 words! New England, the 1950s. Todd Anderson, a lonely timid teenager, who is under pressure by his strict and controlling parents because he must live up to his older brother’s reputation to attend Yale to become a lawyer. This semester begins during an orientation gathering with a speech given by the stern Headmaster Nolan, who states the academy’s four pillars: Tradition, Honor, Discipline, and Excellence. Todd meets Neil Perry an ambitious student whom becomes his dorm roommate. Together, Todd, Neil and other class mates join to create ‘Dead Poets  Society’ which had been inspired by Mr. Keating, who becomes known not only as a teacher but a role model in these student. Keating begins to push the students to strive and seize the day. With encouragement and joy also comes tro uble, hurt and loss. Watch the heart telling story unfold a realistic perspective of students striving for independence. 3. Write a detailed description of one of the following characters: character: Mr Perry Mr. Perry is Neil’s paternalistic and dominating father. He is determined that Neil will finish school at Welton and study medicine. To this end, he ensures that Neil is focused and not distracted by unnecessary extra-curricular activities such as the school magazine. Neil rebels against this but unable to confront his father, ultimately decides that he is â€Å"trapped†. Mr. Perry’s refusal to support Neil’s acting aspirations ultimately lead to Neil’s death 4. One of the themes of the film is conflict, both the conflict characters feel internally and the conflict that occurs between characters. Explain this statement and give examples to illustrate how this theme was dealt with in the film. Conflict in the film ‘Dead Poets Society’ had played a major role in this movie. Certain aspect of the movie not only showed physical conflict but also the mental conflict of the boys that had then began contemplating whether they should do certain action or not. One of the major conflicts in the movie ‘Dead Poets Society’ had been between Neil and His Father who was known as Mr Perry. Neil battles the courage to follow his dream as an actor after realising his father and himself had different life goals. Mr Keating help Neil to realise to strive for what he thought was more important instead of living his life working for his father’s approval and expectation. Neil concluded in losing his battle to confront his father on his interest in becoming actor, which concluded in his suicide. Which caused some of boys to blame Mr Keating for his death. 5. The first poem Mr Keating reads in class is Robert Herrick’s To the Virgins, to make much Time. Read the poem carefully and explain how the poem relates to one of the themes of the film. Keating served a similar role to his students. He ‘led’ them through the rough years of High School, all the while encouraging them to try new things and live their lives as t hey wish, rather than to society’s standards. The kids in the movie begin to refer to Keating as â€Å"My Captain† 6. Mr Keating asks his students to address home with â€Å"Captain My captain!† Walt Whitman, a famous American poet wrote a poem entitled O Captain! My Captain! The poem is about Abraham Lincoln, the 16th. President of the United States. Read the poem carefully and then read the biography extract. Within the poem there are symbols that represent things associated with Abraham Lincoln’s life. A writer uses symbols to emphasize the point he or she is making; to underline the theme. When a writer uses a symbol or symbols extensively the piece of writing is called an allergy. O Captain! My Captain! Is an allegorical poem. Explain the Symbols used in the poem. That is, explain the allegorical nature of the poem. Throughout the poem, the poet uses metaphors to share his ideas. He uses â€Å"captain† Abraham Lincoln. The â€Å"ship† is the civil war. He refers to the civil war as the â€Å"victor ship†. This is because Lincoln had served as a commander of the civil war. At the end of the first verse, Lincoln dies while â€Å"bleeding drops of red†. â€Å"From fearful trip the victor ship comes in the with object won.† Whitman focuses on that right after the Civil war ends, Lincoln dies. He does that with the poem too, by saying, â€Å"The port is near† and then later saying â€Å"where on the deck the captain lies, fallen cold and dead.† Whitman also refers to Lincoln as a father, because he is the father of his nation. The speaker of the poem does not want to believe that the captain is dead, by saying, â€Å"My Captain does not answer his lips pale and still, My father does not feel my arm, he has no pulse nor will.† But then, sadly, he realizes that the captain will not return. 7. Mr Keating tells his students, â€Å"Learn to savour words and language; words and language can change the world. â€Å"On the 4th of June 1940, Britain was surrounded by an invading German military force. The situation seemed completely hopeless; Britain, protected only be the twenty miles of the English Channel prepared for invasion. (a) Explain how you think these words inspired a nation in a time of crisis: I guess it inspired the nation as to become the better people of the situation, and not only that but words do become more meaningful when words are savoured. (b) After Martin Luther King’s speech ‘I have a dream’ people realised that they have the same goals  for life and that everyone could dream together. Also that they had been discriminating for no reason because at the end of the day, our character isn’t defined by the way you look, but the person on the inside. 8.†Mr Keating was responsible for Neil’s death.† Do you agree? No. Mr Keating had been an inspiring character for Neil to look up to. He pushed Neil and encouraged him to seize the day and follow his dream. 9. Neil: Sorry for becoming the person I have been urging to set free, Sorry I see what I had been longing to be, Me!  Someone I haven’t thought about in a long time and it’s the first time I am beginning to become like a tree, Free flowing as the wind gust blow the braches to where it must flow, But are the braches blowing in the wind gust, flowing just to be free? So many time I have been expected to follow, and do as you say. But for once I feel a sense of control in my life that does no end up where you want me to be. Carpe Diem, seize the day, an eye opening phrase which has had me thinking†¦ Are you doing what is bests for you or doing what’s best for me. 10. What impressed the students the most about ‘Dead poets Society is the realities that appear throughout the movie. It shows the boys standing up for their rights and believing in themselves and also the struggles and pressure of living up to their parents expectations. Mr Keating is very realistic in certain aspect of life and that’s what the students really liked. (b) The poem shows a sense of independence. Though all the doubts and excuses they had gone through, at the end they soared, and became independent and had heard there inner voice and opinions. They learnt how to express themselves through words they spoke. And the spoken words were confident. 11. ‘Strive to find your own lives’ Mr Keating tell his students. This statement tell us that we should no longer follow expectations and commitments that our hearts don’t follow. It tells us that we should work hard to become what we want in life, but not only that but do things that  make us happy, explore into the world and discover what we urge to become. Create yourself a life that does not revolve over someone else’s satisfaction. 12. Mr Keating left that class room with the upper hand. He left with respect from the boys and also the purpose he had been trying to fulfil in these boys. He watched them come to the edge and protest for what they believed was right. He held his dignity high above his head, as he knew that at the end of the day, the boys seized that moment to protest their respect for Mr Keating.