Human Impacts on Climate Essay

Al Gore’s documentary An Inconvenient Truth is not only informative but an eye opener especially for those living in the United States. Today global warming is not an obscure phenomenon but a reality that is being faced by everyone from Africa to Australia. Mankind’s actions are now more than ever before are changing the climate of Earth. These actions lead to effects which combine with the natural occurrences which have been taking place in history. In addition evidence from scientific research shows that natural impacts alone cannot be blamed for the increase in the global surface temperatures recorded in the past century. Man’s effect on Earth’s climate has several consequences like: †¢ Escalating concentration of green house gases in the atmosphere †¢ Air pollution †¢ Concentration of airborne particles †¢ Changes in land geology The major problem is the increase of carbon dioxide in the atmosphere cannot be compared historically as the levels today are much higher then ever before, the exception being when earth was hit by a meteorite etc. the changes and the increase in carbon dioxide have been witnessed since the modernization and industrialization which began in the 1700’s however the worst impact has been since fossil fuels were used excessively from the beginning of 1900 and this also led to change in the use of land. (American Geophysical Union) Al Gore, through statistics shows that there is a direct relationship between the rising concentration of carbon dioxide in the air and the increase in climatic temperatures. Historically the first impact of the human presence on Earth’s geographical and biological systems occurred about 8,000 years ago, when individuals began to systematically cultivate land for agricultural purposes. However the initial impact was not as severe or drastic as the one which occurred in the 1700s. The industrial revolution has been supported and encouraged by the values which have led to glorifying consumption and economic development. (American Geophysical Union) It is a fact that this planet is heating up because of the human society and the greenhouse gases produced. According to the both The National Academy of Sciences and the United Nation have come to the conclusion that there is a relationship between human actions and the temperature increases. (Clark 1013) According a joint statement by G8 in addition to China, India and Brazil, that stated that scientific evidence was quite remarkable and there was no way for the nations but to take actions to stop this destruction. (Clark 1013) The reality is that if people keep on emitting greenhouse gases at this rate, atmospheric temperatures will keep on increasing, and the effect will be felt for generations in future. According to   even strict actions like Kyoto Protocol may be able to control the increasing carbon dioxide after a centaury at the minimum. According to Clark (1013) Research on ice cores by Fedorov et al. (2005) detailing the relationship between carbon dioxide and temperature going back more then 400, 000 years has displayed that there is a strong correlation between carbon dioxide and temperatures. Studies show that historically there was never a time when there was so much carbon dioxide as now in addition the increase in carbon dioxide concentration has increased most rapidly in the past hundred years or so. (Clark 1014) In a news report on National Geographic in February, The Intergovernmental Panel on Climate Change (IPCC) very assertively linked the man’s actions being responsible for the global warming and other climatic changes like increase in sea levels, storms and changing weather patterns. The report quotes Achim Steiner, executive director of the United Nations Environment Program, comment that: â€Å"Fossil fuel use, agriculture, and land-use change are fundamentally affecting the systems on our planet† (Roach) What Al Gore has done is just point out the facts in a simple style through his documentary so that general s can understand what is happening and do something about this very significant problem. Works Cited Human Impacts on Climate. American Geophysical Union. Adopted by Council December, 2003. AGU Release 03-35. Retrieved May 1 2007

Assignment Checklist Questions Essay

1. Did you adhere to the length requirement of the assignment? If not, reduce your words.Essay will not be accepted if it is more than 50 words beyond the max. The essay contains 1095 words. 2. Did you use MLA first-page format and do it properly? Did you check your first-page against the textbook example? Proper MLA first page format has been used. 3. Did you include a lead in at the start of your introduction? If you don’t know what this is, you are not ready to submit your assignment. The essay contains a captivating introduction. 4. Did you briefly and neutrally summarize both sides of the debate in your introduction and/or did you provide necessary background and then add a transitional sentence before your thesis? The other side of the debate has been briefly addressed. 5. Is your thesis the last sentence of the first paragraph, or do you have a good reason it is not? The thesis is the last statement of the intro para. 6. Did you include a parallel-structured essay map with your thesis sentence? The essay contains a parallel-structured essay map. 7. Have you used third person point of view throughout? Check and make sure you have not shifted into first person (I) or second person (you) without having a good reason. You can use a global search to double check. Third person is used. 8. Does each paragraph have a topic sentence (stated or implied) with at least two supporting points, details, and a conclusion? Each paragraph contains all necessary elements. 9. Did you use a transitional word, phrase or sentence at the beginning of each body paragraph? Did you use transitional words or phrases between sentences within paragraphs, as necessary? Transitions are used. 10. Did you follow all 18 instructions on page two and three of this assignment handout? All 18 instructions have been used. 11. Did you correctly follow the four-step research inclusion method we discussed for both paraphrases and quotations? The four steps are as follows: introduce, present according to MLA, credit your source parenthetically and discuss. Research inclusion methods are followed. 12. Did you check each use of research to determine whether you integrated it? Which integration methods did you use? Check each instance and report it here. Do not skip this step.I am asking if you integrated paraphrases and quotations into your own writing by using either (1) a snippet; (2) a colon; (3) the author, title, or both. Author, Colon and Snippet methods were used. Avoided the use of titled integration due to lengthy titles which made it choppy. 13. Did you make sure that no paragraph ends with a quotation? No paragraph ends with a quotation. 14. Did you check any titles you named in your essay against the handout I put on BB called Titles: Italics vs. Quotation Marks No titles are used. 15. Does your in-text citation properly match the corresponding Works Cited entry? Check this very carefully – remember the first word/first word formula. Proper match of citations. 16. Did you make sure to do your in-text and Works Cited entries correctly? Did you check each citation word for word and punctuation for punctuation against an example from our textbook or the MRU library handout or another reputable source? Make sure you checking against MLA, not APA. In text and works cited entries are correct. 17. Did you create a suggestive, emphatic conclusion rather than one in which you unnecessarily repeat the main supporting points? The conclusion is suggestive and emphatic. Jeremy Roberts Sharren Patterson GNED 1401 26 October 2014 The Importance of Teaching the Holocaust Inhumanity reached a point in the early 1940s that will be spoken about for years beyond our existence. The largest genocide of the 20th century, the Holocaust, was described by Samuel Totten as the â€Å"systematic, bureaucratic  annihilation of six million Jews by the Nazi regime and their collaborators as a central act of state during World War II† (â€Å"A Note†). This significant event in history presents an ongoing discussion regarding its role within high school curriculums. The Holocaust’s profound nature is why numerous individuals avoid teaching the subject in school, despite its historical significance. Farnham states that even though there is â€Å"potential for direct pain and guilt from [teaching the Holocaust], the significance of the subject in human as well as in historical terms is such that the burden [of teaching the subject] must be endured† (â€Å"Teaching the Holocaust† 274). Even though the subject needs to be taught with great care due to its sensitive nature, high school history classes should include the Holocaust because it is a major event that helped shape the world we live in today. Including this act of genocide in curriculums will provide an accurate representation of history, an ethical framework for students, and a foundation for our future history. To better understand history, it is paramount that the most accurate and detailed information about the Holocaust is taught to students. By detailing how and why the event occurred, students will be given an opportunity to fully understand the pain and suffering individuals endured in Germany during this time period. â€Å"One of the values of Holocaust education, one hopes, is that it increases sensitivity to the suffering of others† (Farnham, â€Å"What is† 22). In addition to helping students empathize with the suffering, Holocaust education should also address the role politics and media played in organizing the massacre of millions of individuals. The views that led to this massacre were deeply embedded within the German culture and surrounding countries prior to the Holocaust. However, it was the radical leader, Adolf Hitler, who utilized politics, media, and technology to impose his â€Å"final solution.† The following statement from Totten emphasizes the importance of teaching how the genocide took place: [T]he education that students receive about the Holocaust has to be unique, powerful and bereft of perfunctory nature. . . . [The teachers] also need to appreciate and teach the fact that the persecution and extermination of the Jews . . . was bureaucratic in nature, and that modern technology was used to maximize the killing process. Most importantly, though, teachers and  students need to realize that the Jews were killed not for what they were or for what they practised or believed, but for the fact that they were; that, all Jews were to be exterminated simply because they existed. (â€Å"A Note†) Keeping such a significant event out of high school curriculums might increase the likelihood of misconceptions and stereotypes. Kitson states, there are many students who have misconceptions and stereotypes related to the Holocaust: all Germans are Nazis, the Jews were helpless victims and didn’t fight back, Jews living in Germany were not German, and all victims died in gas chambers (42). Providing accurate information to today’s youth about the Holocaust allows students the opportunity to eliminate misconceptions and understand the suffering that millions of individuals endured because of the tremendous influence and power that Adolph Hitler had. Broadening a student’s view of how and why the Holocaust occurred is just as important as outlining and understanding its unethical nature. Inclusion of this event in high school curriculum will help young students broaden their perspectives, and shape their moral foundation. Farnham asserts this point by stating, â€Å"[t]his is a moral function, for being able to imagine the effect of one’s contemplated deed on another person is necessary to any moral or ethical judgment one might make of a proposed act† (â€Å"What is† 22). Teaching the Holocaust, in combination with using our imagination, allows us to think of the conditions of the victims, and, in turn, increases our empathy towards them (Farnham, â€Å"What is† 22). The subject’s controversial nature will provide the type of engaging context that students require to think critically about the effects of their decisions. In addition, this subject provides context for individuals to examine the â€Å"use and abuse of power, and the role and responsibilities of individuals, organizations, and nations when confronted with civil rights violations and/or policies of genocide† (Totten, â€Å"A Note†). In-depth analysis of the Holocaust’s unethical nature will allow students to form and further strengthen their moral and ethical principles to which they hold themselves accountable in decision making. The development of students’ moral and ethical framework is not only vital to their future actions and decisions, but also the future of humanity.  Through the teaching of the Holocaust, today’s youth are given an example of one of the very worst acts of inhumanity. Students will learn that it was not only Germany who was responsible. Numerous countries refused to accept Jewish refugees, and, in doing so, were partly responsible for the events that took place. Totten provides graphic insight towards the inactivity of surrounding nations when he explains, â€Å"Germany alone is not to blame. If Hitler turned Europe into a pressure cooker for the Jews, then much of the free world helped to seal it by refusing to accept Jewish refugees† (â€Å"A Note†). By detailing this fact, students are made aware of the â€Å"danger of staying silent, apathetic and indifferent in the face of others’ oppression† (Totten, â€Å"A Note†). Students will understand how important it is to maintain their values and have the confidence to actually stand up against what they believe is right or wrong. Teaching the Holocaust will allow us to help guide our future generations to make morally sound decisions. There are very few events throughout the course of history which contain such a breadth of material. Learning about the Holocaust can be a transformative experience for students because it engages them to consider numerous elements, including, human rights, morals and ethics, and political injustice. It is for this reason that the Holocaust should not only be taught in high school, but should also be considered as one of the main topics for history classes. Although teaching the topic would not guarantee a world free of injustices or inhumane acts, the implementation of Holocaust into high school curriculums would be a way for the current educated population to help guide future generations towards a better society and a future history that everyone can be proud of. Works Cited Farnham, James F. â€Å"Teaching the Holocaust: A Rationale for Dealing with the Absurd.† The Journal of General Education 33.4 (1982): 273-283. Penn State University Press. Web. 11 Oct. 2014. Farnham, James F. â€Å"What is the Value of Teaching the Holocaust?† The Journal of General Education 41 (1992): 18-22. Penn State University Press. Web. 11 Oct. 2014. Kitson, Alison. â€Å"Challenging Stereotypes and Avoiding the Superficial: A Suggested Approach to Teaching the Holocaust.† Teaching History. 104 (2001): 41-8. ProQuest. Web. 11 Oct. 2014. Totten, Samuel. â€Å"Teaching the Holocaust: The Imperative to Move Beyond Cliches.† Canadian Social Studies 33.3 (1999): 84-7. ProQuest. Web. 11 Oct. 2014. Totten, Samuel. â€Å"A Note: Why Teach about the Holocaust?† Canadian Social Studies 31.4 (1997): 176-178. ProQuest. Web. 11 Oct. 2014.

Sustainability framework on Apple and Samsung Essay

Sustainability framework on Apple and Samsung - Essay Example Recognition of organizations embracing environment sustainable frameworks is because climate change has become a significant issue in the society (Hart, 1997). A sustainable framework consists of Clean technology, sustainability vision, Pollution prevention and Product Stewardship (Hart, 1997). This paper will analyze two companies in the same industry in regards to their efforts to reduce environmental pollution. The analysis will be on Apple and Samsung companies. In addition, the paper will compare the sustainability framework suggested by Hart to the framework implemented by these two companies. Samsung has been viewed as a leader in this particular industry. Since the creation of Samsung, a lot has been put in place to reduce environmental pollution. Samsung is a telecommunications company with a variety of products on its brand. Its major products are mobile phones, computers and other electronics. The company has a significant global market with target market across the globe. 70 % of all nations across the globe boast of at least one major Samsung outlet (Magureanu, 2013). For this reason, the production level of the business entity is significant considering the level of demand on its products. With a large production level, the levels of emissions in the practice are also high. For this reason, this organization has set strategies to reduce their emissions to the environment. This is the ability of an organization to use technology that is environmental friendly. In addition, an organization should be able to develop approaches to technology that are environmental friendly. Samsung is developing technology that considers suitability to the environment (Magureanu, 2013). Comparing old and new products by Samsung, there are significant differences in the hazardous nature of the product. In an argument by Hart (1997) Samsung products are less radioactive even when

Analysis of the deviation of prices on grocery products before and Essay

Analysis of the deviation of prices on grocery products before and during economic crisis - Essay Example In all recent global downturns, commodity prices declined sharply (see table), suggesting a disconnect between commodity prices and the ongoing slowdown of the global economy. Much of the apparent disconnect reflects the fact that emerging and developing economies, which have been responsible for the bulk of recent commodity demand growth, have so far been less affected by the slowing growth in advanced economies. More recently, the price momentum was reinforced by financial factors" (International Monetary Fund). An article from the IMF says that "In the advanced economies, headline inflation accelerated to around 4 percent in July, driven mainly by oil price rises. However, underlying or core inflation has remained contained and, with commodity prices now in retreat, inflation is expected to moderate quickly, notwithstanding the recent-probably temporary-oil price increase" (Lipsky). Theinflation resurgence has gone much further in emerging and developing economies, although risks have receded recently. Headline inflation climbed to about 9 percent in the aggregate by mid-year, and a wide range of countries are experiencing double-digit inflation. Underlying inflation has increased markedly in these economies, underscoring their less well anchored inflation expectations and the capacity pressures stemming from still-rapid growth. But the balance of risks between inflation and growth is shifting for many emerging economies" (Lipsky). The surge of prices is felt around the world; however it is felt more extremely in the emerging markets. In particular focus to commodity prices, "they have retreated recently, but are expected to remain high and volatile. The prices of major agricultural commodities have moderated, although the pass-through to food prices may be more drawn out than for oil and energy prices. Nevertheless, if the trends in commodities prices are sustained, this would help create new space for countercyclical monetary, and in some cases, budgetary policies" (Lipsky). The prices of commodities are observed to be volatile, meaning they are expected to fluctuate through the course of time. Although volatile, the figure will remain to be high compared to the normal prices. This is observed in the data above, with particular reference to the Russian commodity market. One significant factor in the determination of commodity prices is the prevailing price of oil. "Oil prices have moved off their highs, but uncertainty remains high. Crude oil prices have declined about 25 percent from the mid-July peak, but they are still about 10 percent higher, on average, than at the beginning of 2008 and oil prices have risen in recent days. Increasing signs of weaker global growth, indication of some demand response to

Knowledge management, social networks and innovation Coursework - 2

Knowledge management, social networks and innovation - Coursework Example Knowledge Management (KM), in this regards, is considered the sole requisite to enhance innovation that would act as an added advantage for organisations to maintain their dominance in the global environment. Hence, organisations in the present era are maintaining its competitive edge based on the efficient handling of strategies, such as OL as well as KM (Prange, 1999). Hence, with the developments in the concepts of practice and technology orientation, the organisations are illustrating, the general concepts sustained within the diversified business world (Argyris, 1999). In this context, the paper convolutes on creation of knowledge as well as transfer within organisation. The organisational dynamics will be duly elaborated based on the needs of social dynamics and engendered innovations. Furthermore, the paper inclined towards addressing the complex problems that are prominent within the business domain to enhance the ability of the organisation to assess knowledge. Correspondingly, by addressing the development within the domain of technology, the paper develops a better understanding of the diverse applications of changing business needs. With changing environment and dynamic needs of business, OL has become a major area of interest among business personnel that might help them to develop the quality of operation. Continuous development within the research and development field, as well as in the technical field has in turn acted as a stimulus for integrating OL into the system of business operation (Argote & Miron-Spektor, 2005). With the need to maintain a continuous process of growth and sustainability within the global edge, the organisations are fostering continuous learning process too (Schulz, 2011; Torlak, n.d.). It must be noted in this context that learning is often attributed as a prerequisite for developing the ability of employees in general by enhancing their capacity to perform within the global domain. OL herewith refers to a

Debate Essay Example | Topics and Well Written Essays - 500 words - 5

Debate - Essay Example One of the hardest parts is to give the bad news to an employee who is not receiving an increment. In order to effectively deal with these managers should be taken through train by undertaking role-playing exercises to boost their communication skills. However, this can be dealt with by ensuring that the news does not surprise anyone in the company. This can only be achieved by making sure that that organization continually reminds the employees the rise will only be given based on performance and that it is not automatic to all employees. The managers should also frequently communicate the performance of the employees though out the year. In addition, employees need to understand the consequences if they do not perform as expected. This can be included in the employees’ handbook that they are not entitled to a merit increment if they do not meet the expectations. This sends a message that the organization is taking seriously everyone’s performance. Managers should be equipped with adequate skills to communicate to the employees the definition of what good performance is and what unacceptable performance is. They should be able to show the connection that exist between pay increment, performance, and how to deal with the tough questions that may arise from employees who do not receive salary increment. A manager can explore other alternatives in giving the increment. Some employees are promising. Instead of totally denying them the merit increment a manager may consider delaying it to give them a chance to turn around their performance. Another option is to offer lump sum payments in place of a base salary increment. This makes it appear like a bonus instead of a salary rise. it does not affect salary increment or hourly wages. It also stretch merit budgets while at the same time slowing salary growth this should however not be misused. Whether merits has lost its

A Comparative Analysis on the Course to Self-realization of the Essay

A Comparative Analysis on the Course to Self-realization of the Protagonists in Emma, Huckleberry Finn, and My Name is Asher Lev - Essay Example ive description on the role of a protagonist in novels is achievable by using three coming-of-age novels such as â€Å"Emma† by Jane Austen, â€Å"The Adventures of Huckleberry Finn† by Mark Twain, and â€Å"My Name is Asher Lev† by Chaim Potok as examples. These novels and their main characters each possess distinct storylines and traits. For instance, Emma Woodhouse in Austen’s novel is a wealthy woman from the Victorian era while Huckleberry Finn is a young man belonging to the lower echelons of the society. Asher Lev, on the other hand, traces his ancestry to conservative Jews. The novels exhibit different types of protagonists from the underprivileged boy depicted in the main character of Mark Twain’s novel to the affluent but immature woman in Austen’s â€Å"Emma†. To be more specific, Austen (1882) described Emma Woodhouse as a woman who has, â€Å"†¦power of having rather too much of her own way, and a disposition to thin k a little too well of herself:† (p. 1-2). Whereas Huck Finn’s character can be deciphered in Twain’s (2001) account stating, â€Å"The Widow Douglas she took me for her son, and allowed she would sivilize [sic] me;†¦and so when I couldnt stand it no longer I lit out. I got into my old rags and my sugar-hogshead again, and was free and satisfied.† (p. 1-2) Conversely, Potok’s (2003) indicates Asher Lev’s nature: â€Å"I am an observant Jew. Yes, of course, observant Jews do not paint crucifixions. As a matter of fact, observant Jews do not paint at all—in the way that I am painting.† (p. 3) Readers immediately perceive the differences on the growth of each protagonist in the three novels, which are affected by the literary elements of each novel.