Learn How to Write a Synthesis Essay

A similar approach to a synthesis essay would be a compare and contrast piece where the subjects are laid out clearly and dissected into similarities and differences. A synthesis essay takes a different avenue - solidifying a position and defending it by providing, interpreting and incorporating legitimate sources. The whole point of this type of writing is to practice the ability to retain a confident grip on a set of ideals based on researched or provided facts. What is a Synthesis Essay: Definition, Approach First things first, what does synthesis mean? Synthesis revolves around working with a mix of elements or ideas and implementing them into one whole. Within this context, you probably got an assignment that involves several texts, and the aim is to dissect them. Synthesis usually requires a thesis, an idea that the essay bases on to get the point across. Playing with this idea is instrumental to college success. How to Start Writing: Topics List and Thesis Choosing a Topic Picking a good topic is essential to write a reasoned paper. Like a research paper, a topic cannot be too vague or too specific. There must be enough room for discussion. If it is too broad, forming a compelling argument could prove challenging. If it is too specific, there would not be sufficient breathing room. Topics that incite a disagreement are usually quite compelling because there is no right or wrong answer. Synthesis essay topic examples include, but are not limited to: Good Topic Suggestions Abortion There are quite a few approaches to this issue. You could discuss its ethical approach, its juridical viewpoint (Its legality and parallel to murder) among others. Get creative with it. War War is a sensitive topic, thus its effectiveness. The economic approach of armed conflict could be an argument for, but its disregard for innocent lives could be a con. Globalization What is globalization? Businesses try to develop international influence and thus infiltrate international markets. You could discuss its macro and microeconomic impact from the perspective of the international firm or a small domestic company that tries to compete on that level. Alcoholism (Addiction) / Depression The reason these two are tied is that it is perceived that one is a cause for the other. Further research about the issue may lead to a compelling argument and plenty of information to cite. Literature / Art Any creative output is bound to force multiple perspectives. Different interpretations are a great way of comparing, contrasting and perhaps settling on a conclusion. Eugenics Apart from being a cool word, it is also a fascinating concept. While it could be a tool to eradicate disease, meddling with the natural progression is a valid counterargument. Minimum Wage The debate over minimum wage is a huge issue within many governments. The right offers its abolishment, while the left calls for its increase. Exploring this concept provides much economic insight into the problem. Bad Topic Samples Global Warming This could have been a good topic a few years ago, but nowadays it is overused and has way too much evidence from one side; this limits the scope of research and the formulation of a strong argument. Death Penalty Also a commonly used topic, its application in a mostly democratic world is questionable. That could have been a good approach to writing that type of paper a while ago, but the worldwide consensus on such a matter shows its ineffectiveness to spark a conversation. Video Games Upon further research, video games in modern culture do not correlate with violence. It could be interesting to delve into it, but it would not be extensive. Volunteering Self-explanatory. Volunteering is mostly positive, apart from a few exceptions. How to Write a Thesis The thesis is the most important building block of your essay. It structures a claim and shows the most important points. A thesis is written after a thorough examination of sources and is supposed to establish a position that you are taking. An example of a thesis statement would look something like this: Minimum wage should be abolished because a perfect capitalist system allows the market to decide how much a good or a service is worth and employers need to compete for employees as much as they need to compete for profit. How to Write an Outline Before you scurry off to write your bombastic, controversial point of view, you need to plan. Make sure you have a particular approach to an outline. An outline will help maintain the synthesis essay structure. Suppose you came up with your thesis statement already, and you have done enough research to solidify your claim. If the thesis statement has three parts, for example, divide the outline into three sections. Make sure that every part of the thesis proves the central claim. This type of generalization must be underlined in your essay as much as possible to make your case stronger. Be familiar with all of your sources and make sure you can analyze them, rather than summarize. Synthesis Essay Outline Example Introduction Provide Context within the field of study Personal Anecdote (optional, but welcome) Thesis (Minimum wage should be abolished because†¦) Point 1 (functions of a capitalist economy and its market) Point 2 (perfect competition) Point 3 (Employee performance = Their revenue) Body Point 1 expanded Evidence (Best if accompanied by a source or quote, the more sources you use, the more credible your writing will seem) In-depth evidence analysis Point 2 expanded Evidence Analysis Point 3 Evidence Analysis Counterargument (if applicable) Conclusion Restate main points and their significance; integrate them into a final statement. How to Start a Synthesis Essay Establish the way you want to argue and integrate it into your thesis. Familiarize yourself with the sources. Be it in a prompt or an assignment, a lot of the analysis comes from the sources you use through the supporting arguments and the thesis. An organizational plan accounts for reliable resource implementation. That means you should try to arrange more than just one source per point. Some may agree and disagree on the same topic. Your evaluation will decide which one has better logic and credibility. After evaluation, fuse it with your interpretation and establish the relationship between each one. The writer drives the argument, not the sources. Document every source as you go because you will need that for your citation page (refer to essay formatting). Arrange the most critical evidence last (preferably). Include a general progression where a problem is established and then solutions are offered. How to Format a Synthesis Essay (MLA / APA) For a thorough explanation of proper formatting, click here. Here are the most important things you need to know about formatting your essay. MLA Font Times New Roman, 12pt Spacing Double spaced everywhere. No extra spaces between paragraphs Margins 1-inch margins on all sides Title/Header Titles are centered The top left includes your full name, instructor’s name, course number and the date (dd/mm/yyyy) The header must include last name and page number Works Cited Easybib is an excellent citation tool for the proper formatting of external sources. Read our guidelines on How to Reference your Essay. Tense Use the present tense APA Font Times New Roman, 12pt Spacing Double spaced everywhere No extra spaces Margins 1-inch margins Title / Header Titles should be centered The header includes shortened title of your essay (under 50 characters) to the top left and a page number in the top right References The equivalent of MLA’s works cited but structured differently. Tense Use past tense. AP Synthesis Essay This type of assignment is frequently used in the AP English Language and Composition class, which as you have probably noticed, is quite scrupulous. It requires a student to showcase a deeper understanding of the subject matter through analytical reading and writing. Being able to mold language into one’s favor is a critical skill within college application and everything after it. When writing, try to focus on the main branches of the course: argument, synthesis and rhetorical analysis. (The following is based on the course rubric) Argument – Create a claim and find concrete supporting evidence. Attempt to convince the reader that you are right. Synthesis – This is something we have been over. To synthesize means to collide multiple perspectives and then identify an agreement and a disagreement between sources. When multiple perspectives collide, your own begins to form. Rhetorical Analysis – This is based mostly on the author and his intentions. To apply this method means to ask questions that investigate the author’s motive: Purpose, intended audience, audience appeal, and structure. Synthesis Essay Rubric The rubric will apply to the example of minimum wage mentioned prior. 9. Exceptional A 9 is tough to achieve because it fits all of the criteria that an eight would, but advances in the level of sophistication of presenting a compelling argument or exceptionally good language usage. 8. Effective Essays earning a score of 8 effectively take a position that defends, challenges, or qualifies the claim, for example, that of minimum wage decreasing the competitiveness of the job market. They support their position by effectively synthesizing and by employing all of their sources (at least three). The writer’s argument is convincing, and the cited sources effectively support the writer’s position. The written piece showcases an ability to control a wide range of the elements of effective writing. 7. Essays earning a score of 7 fit the description of essays that are scored a six but are distinguished by more complete or more purposeful argumentation and synthesis of cited sources, or a more mature approach to the style of the prose. 6. Sufficient Essays earning a score of 6 adequately take a position that defends, challenges, or qualifies the claim that minimum wage decreases the competitiveness of the job market. They adequately synthesize and cite at least three of the sources. The writer’s argument is convincing, and the cited sources support the writer’s position, but the argument is less developed or just does not hold up to the level of the arguments of essays earning higher scores. The style of writing is clear but may lack in its diction or syntax. 5. Essays earning a score of 5 take a position that defends, challenges, or qualifies the claim that minimum wage decreases the competitiveness of the job market. They support their position by synthesizing and citing at least three sources, but the downside is that the use of cited sources is limited, inconsistent, or represented in an unclear manner. The writer’s argument is clear, and the sources support the writer’s position, but the established relationship between the sources and the argument is not somewhat fragile. The writing may lack on the front of diction or syntax, but it adequately conveys their idea and stance. 4. Weak Essays earning a score of 4 do not tolerably take a position that defends, challenges, or qualifies the claim that minimum wage decreases the competitiveness of the job market. They attempt to present an argument and support their position by synthesizing and citing at least two sources but in the process may misunderstand, misrepresent, or oversimplify either their argument or the cited sources that they include. The connection between the case and the used (and cited) sources is weak. 3. Essays earning a score of 3 meet the criteria for that of a four but show a lower level of understanding of the cited sources, less success in developing and expanding their position, or less control of writing. 2. Unsuccessful Essays earning a score of 2 demonstrate a limited ability in taking a position that defends, challenges, or qualifies the claim that minimum wage decreases the competitiveness of the job market. They may simply allude to the knowledge that was extracted from the sources rather than citing the sources themselves. The work shows that the writer misreads the sources, fails to present an argument, or substitutes a rooted formulation of an argument for a very obvious or straightforward answer and summary of the sources. The prose of essays scored a two often demonstrates consistent weaknesses in writing, such as a lack of development or organization, significant grammatical issues, or a lack of control over the applied elements. 1. Those earning a score of 1 meet the criteria for the score of two but are notably simplistic or weak in their control of writing or do not use or cite a single source. Source: AP English Language and Composition Sample Scoring Guidelines for the Synthesis Essay Need Help Writing Your Synthesis Essay? Struggling with your Synthesis paper? 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Chemical and biological agents Essay Example

Chemical and biological agents Essay Example Chemical and biological agents Paper Chemical and biological agents Paper Chemical weapons known as Nerve Agents were discovered accidentally by German Scientist Gerhard Schrader in 1936. Shcrader was working on developing a chemical to fight insects (insecticides), on his success he sprayed a dilute solution of what is now known as the Tabun Nerve Agent on a group of insects. However, a short time later he developed side effects related to vision and breathing that lasted three weeks. And so the discovery, although Chemical Agents such as chlorine and phosgene gas were first used during the First World War in trench warfare their lethality did not compare to that of nerve agents. Nerve Agents work by unbalancing the Nervous system and thus paralyzing the subjects muscles and arresting the respiratory (Breathing) system causing death. Chemical weapons use the toxic properties of chemical substances rather than their explosive properties to produce physical or physiological effects on an enemy. Chemical weapons are illegal, immoral and handy. Right? Got a gas mask? Lets sniff out the grisly story of chemical weaponry. The first big user of chemical weapons was Germany, which released chlorine gas at Ypres, Belgium in 1915. Chlorine killed or maimed its victims by burning the lungs; it also caused panic among soldiers who were totally unprepared for gas war. Before the so-called Great War ended in 1918, France and Great Britain had retaliated, and the industrial powers were also using phosgene gas and mustard gas: Mustard gas (actually a liquid) was introduced by the Germans in 1917. It burns and destroys the skin, eyes and lungs. Biological Weapons are a lot more difficult to trace in history. During the ancient siege of a city a disease infected carcas would be thrown into the city to cause the infection to spread throughout the population. Due to the cold war research into BWs was intensified leading to the further development of toxins generated by bacteria (such as the botulin toxin). Biological Agents work by several ways, either by infecting the human body with disease or unbalancing the bodys system as with toxins. A biological agent is an infectious disease, or toxin that can be used in bioterrorism or biological warfare. There are more than 1200 different kinds of biological agents. Biological agents include prions, microorganisms (viruses, bacteria and fungi) and some unicellular and multicellular eukaryotes (for example parasites) and their associated toxins. They have the ability to adversely affect human health in a variety of ways, ranging from allergic reactions that are usually relatively mild, to serious medical conditions, even death. These organisms are ubiquitous in the natural environment; they are found in water, soil, plants, and animals. Because many biological agents reproduce rapidly and require minimal resources for preservation, they are a potential danger in a wide variety of occupational settings. Examples of biological agents are anthrax, avian influenza, botulism, foodborne illness, hantavirus, Legionnaires disease, molds and fungi, pneumonic plague, smallpox, tularemia, and viral hemorrhagic fevers (VHFs). Ways to protect against these agents Chemical weapons can gain entry to the body through contact, inhalation or ingestion. Similarly Biological Weapons designed for effective dispersion. To protect against such weaponry the body will have to be totally isolated from the substance and a filter established for breathing. This is what an NBC suit does (Nuclear Biological Chemical). These suits can be reused repeatedly or come in the disposable form. In addition there is always the chance of exposure even with a suit so protective medication is required; For CW an injection of Atropine along with an inhibitor related to the nervous system is required (such as Contrathion), in combination these two chemicals work against the loss of balance in the nervous system caused by the CW. BWs are more complicated as a vaccine is required to protect against the effect of the BW disease or the use of a powerful antibiotic to help fight the infection (such as DoxyCycline). Coupled together the NBC suits, medication and early warning devices help protect against the threat of CW and BW. Examples of CWs : Sarin Sarin, chemical name Isopropyl Methyl Phosphonoflouridate can be synthesized in a good chemical laboratory, it is a thin oily liquid clear to amber in color and odourless. The fatal inhalation dosage is 10 milligrams. Death can occur to the target in 1 to 10 minutes with indications of dim vision, runny nose, tightness in the chest, nausea, diarrhea, coma and respiratory failure. Sarin used to be the standard nerve agent used by the United States. It was invented by Gerhard Schrader during World War 2. The main trouble with using Sarin is that it is very volatile so tends to evaporate from the target area before its full effect can take place. Examples of CWs : VX Gas. VX, chemical name S-(2-DiisopropylAminoEthyl)-0-EthylMethylphonothiolate can be synthesized in a good chemical laboratory, it is a heavy oily liquid like motor oil clear in color and odourless. The fatal inhalation dosage is 10 milligrams, Death occurs to the target in 10 minutes with indications of dim vision, runny nose, tightness of chest, sweating, muscular twitching, nausea, vomiting, weakness and coma. VX was discovered out of insecticide research done in Britain. VX has a high vapor pressure in contrast with Sarin therefore it is very persistent on the target (it will not evaporate easily). This factor gives VX a very lethal skin contact dosage of 2 milligrams as compared to Sarins 10 milligrams. Examples of BWs : Anthrax Anthrax (Bacillus Anthracis) was discovered in the mid 19th century. It is thought to be behind the death of many people in medieval europe and ancient Egypt. The Japanese first looked into the use of anthrax as a military weapon in 1930. It is considered as the perfect biological weapon because of the fact that it is extremely persistent. It will contaminate the area of a natural target for years before it can be cleaned up. Once exposed it is fatal to 100% of all exposures and will lead to death in 3 to 7 days. Although it is not contageous several different types exist; Anthrax can be lethal when inhaled but other types exist that are activated on contact with the skin. Anthrax has received a lot of coverage in the news recently due to the Anthrax Letters which were posted to the U. S. after the September 11 incident. Examples of BWs : Botulin Toxin Botulin is an exception to the rule of Biological Weapons. The Bacteria Clostridia Botulinum produces the Botulin Toxin as a by product. The fatal dose of the Botulin Toxin is 1 microgram, thats one millionth of a gram in weight. Theoretically speaking, 1 gram of this toxin is enough to kill 1 million people making it the second best poison in the world. A lot of coverage of this weapon has been attributed to food poisoning, therefore it is not expected to be used as a weapon. Small quantities of Botulin Toxin can be created rather easily with basic Biological principles Careful advance planning is essential if a Member State or other country is adequately to manage the threat or the consequences of deliberate releases of biological or chemical agents. A central consideration in such preparedness planning is that it is neither possible nor necessary to prepare specifically for attack by all possible biological and chemical agents. If a country is seeking to increase its preparedness to counter the effects of biological and chemical attacks, the targeting of its preparation and training on a limited but well chosen group of agents will provide the necessary capability to deal with a far wider range of possibilities. Knowledge of the general properties of this representative group of agents will enable certain measures to be taken against virtually any other agent. In addition to being impractical from a preparedness perspective, long and exhaustive lists of agents also give a misleading impression of the extent of possible threats. The representative group of agents Biological and chemical weapons have been described as the â€Å"poor man’s atom bomb†, but this conveys a misleading impression of their ease of production and their utility. It is not enough for biological and chemical agents to be highly infective or highly toxic. In order to be selected for weaponization, a candidate agent should have characteristics that is capable of countervailing the technical limitations that would otherwise render the weapon carrying the agent unattractive to users, such as the technical limitations. So the agent will need to be stable enough to resist degradation during handling and storage, and during the energy-transfer processes that will, in most scenarios, be involved in disseminating it on its target. Once disseminated, the agent must be capable of establishing field dosages that are infective or toxic over a predictable area. It must also be relatively easy to produce from readily available precursor compounds or from naturally occurring or genetically modified microorganisms. Once produced and, depending on the agent, further processed and formulated, it must be filled into munitions or dissemination devices, or held ready for such filling, and be storable without undue risk to its possessor. If an agent is insufficiently stable in storage, certain expedients are available, such as, in the case of some chemicals, the use of â€Å"binary† munitions that are uploaded, not with toxic agent, but with separate containers of precursors, these being adapted to mix and generate the agent either just before or during weapon launch. For biological agents, a â€Å"warm† production base rather than a large stockpile has been relied upon in past offensive military programmed. While many thousands of toxic chemicals and hundreds of pathogenic microorganisms have been investigated for their potential utility as military weapons, relatively few have been found capable of meeting military requirements of the kind just specified, and fewer still have found their way into weapons and actually been used. The task facing public health authorities of identifying a representative group of agents against which to prepare might therefore be thought relatively straightforward. However, the deliberate agent releases against which public health authorities would need to prepare might include attacks by non-state entities whose agent-selection principles could differ from the military ones. For example, accessibility, not overall aggressiveness and stability in storage, might be the dominant criterion in their choice of agent. Also, the types of impact sought could differ from those that direct military operations. In other words, the rank order in which public health authorities assess the different agent threats, e. g. reference (1), may not be the same as that of military authorities. In the present study, the representative group has been compiled by applying a progressively sharper focus to possible agents of concern: firstly, the broad treaty definitions of biological and chemical weapons; secondly, the lists of agents that have been negotiated to facilitate treaty implementation, or, in the case of the BWC, proposed therefore; thirdly, such authoritative information as is publicly available about which agents have been weaponized or stockpiled in recent times; fourthly, agents known to have been used as weapons; and finally, considerations regarding non-state entities. Effects of Biological and Chemical weapons to an individual Remote though the possibility of a terrorist-authored chemical or biological incident in an American community may be, we must prepare for one. The agents are too easy to acquire or manufacture and too easy to disperse for us to ignore that possibility. Even the relatively more likely hoax or attack with an agent of low concentration that is ineffectively delivered will still generate mass casualties that will threaten civil order and inundate community medical facilities. The creation of this chaos is as much within the grasp of a lone, skilled, and determined person with his or her own warped agenda as it is of state-sponsored terrorists. Many, perhaps most, persons involved in such an incident will exhibit fear, anxiety, or more serious disorders of mood, behavior, or cognition, especially if the perceived threat is a biological weapon that can spread silently from person to person. Local psychiatrists have a multifaceted role in their communities disaster response plans. That role includes immediate treatment of individual patients and groups of patients who are experiencing the psychological impact of a mass disaster, organizing and managing the delivery of mental health care by others to the community, and assisting local medical facilities and community leaders in the control of widespread anxiety, fear, and perhaps even panic. Should the weapon agent produce mental status changes that overlap those of psychiatric disorders, the psychiatrists carefully done mental status examination may be crucial to triage and the prompt delivery of medical treatment to those who need it. Beyond the immediate crisis, any chemical or biological incident will likely produce delayed and chronic psychiatric disorders, as psychological effects of the disaster or as sequelae of the pharmacology of the agent itself. In the absence of experience, confidence in handling this crisis will come from training and solid planning. World Medical Association Declaration on Chemical and Biological Weapons The World Medical Association draws the attention of the medical profession throughout the world to the dangers presented by chemical and biological weapons. Among other, more obvious, dangers, it should be noted: a. The use of such weapons would have a devastating effect on civilian populations in addition to military personnel, and not only in the target area but also in distant places, perhaps beyond the national boundaries of the combatants. b. The effects of exposure to chemical and biological weapons present a continuing threat to the health of human beings on a long term basis, possibly causing illness, injury, disease and defects in the population over a long period of time. c. The effects of exposure to chemical and biological weapons may also result in permanent, complex and unpredictable changes in the natural environment, including animals, plant life and water supply, thus destroying the food source of human beings and resulting in extensive morbidity. d. Existing health care services, technology and manpower may be helpless to relieve the suffering caused by exposure to chemical and biological weapons. The World Medical Association Declaration of Geneva asks physicians to consecrate their lives to the service of humanity, to pledge that the health of the patient will be the physicians first consideration, and that the physician will not used medical knowledge contrary to the laws of humanity. The World Medical Association Declaration of Helsinki states that it is the mission of the physician to safeguard the health of the people. The physicians knowledge and conscience are dedicated to the fulfillment of this mission. The World Medical Association Declaration of Tokyo begins with the following statement: It is the privilege of the medical doctor to practice medicine in the service of humanity, to preserve and restore bodily and mental health without distinction as to persons, to comfort and ease the suffering of his or her patients. The utmost respect for human life is to be maintained even under threat, and no use made of any medical knowledge contrary to the laws of humanity. Therefore, the World Medical Association considers that it would be unethical for the physician, whose mission is to provide health care, to participate in the research and development of chemical and biological weapons, and to use his or her personal and scientific knowledge in the conception and manufacture of such weapons. Furthermore, the World Medical Association: 1. Condemns the development and use of chemical and biological weapons. 2. Asks all governments to refrain from the development and use of chemical and biological weapons. 3. Asks all National Medical Associations to join WMA in actively supporting this Declaration. REFERENCES: wma. net/e/policy/b2. htm www. who. int/csr/delibepidemics/en/chapter3. pdf http://whyfiles. org/025chem_weap/index. html http://ajp. psychiatryonline. org/cgi/content/full/156/10/1500#SEC6

Erosion, weathering, mass wasting. Earth's Interior Geologic Time Assignment

Erosion, weathering, mass wasting. Earth's Interior Geologic Time Scale - Assignment Example Soil erosion can be prevented by planting windbreaks. Windbreaks are lines of planted bushes and plants that hold soil firmly with their roots and prevent it from being washed away. Other methods include terracing, in which level plains are cut on hillsides and crops are grown on these plains. (wikipedia.org).Weathering is the process of decomposition or breakdown of soils and rocks when they come in direct contact with natural forces such as wind, rain and heat. Weathering is of two types, mechanical and chemical. Mechanical weathering involves the breakdown of rocks due to wind, heat, rain and ice. Sand that is carried by wind grinds down the surfaces of rocks, causing wind erosion/weathering. Higher temperatures cause cracks in rocks. This mostly occurs when sun rays heat up the surface of the rocks while the inside of the rock remains cool. When the surface of such rocks cools down at night, it contracts. Repeated contraction and expansion causes cracks in the rock, leading to it s breakdown and weathering. Raindrops too cause weathering, either by wearing down the rocks or by causing chemical changes by mixing with minerals in the rocks. Ice glaciers running over rocks also lead to their breakdown. Chemical weathering occurs when environmental agents, such as CO2, react with rock minerals. (wikipedia.org) Mass wasting is the process by which soil and rocks move down a slope due the action of gravity. This occurs when the gravitational forces acting on a soil layer on a slope exceeds the frictional force that is keeping the soil layer in place. The maximum angle of the slope at which the soil continues to stay in place without being pulled by gravity is called angle of repose. Mass wasting occurs when the slope’s angle exceeds the angle of repose. Landslides, mudflows and creeps are examples of mass wasting. It usually occurs due to change in slope angle, weathering of rocks, intensive increase or decrease in water content of the soil, and lack of veg etation to hold the soil together. (wikipedia.org) 2. Earth's lithosphere and plate tectonics The earth’s lithosphere is the solid outermost region of the earth, comprising of the crust and the upper mantle. Lithosphere is of two types, oceanic and continental. The oceanic lithosphere is the crust that exists beneath the oceans, and whose thickness is about 50-100 Km. Continental lithosphere is about 40-200 Km thick and is associated with the continental crust. The thickness of the oceanic lithosphere increases as it ages. Moreover, it always sinks beneath the continental lithosphere. The lithosphere is divided into plates called tectonic plates that are constantly in gradual motion. The theory of plate tectonics explains the large-scale motion of the earth’s tectonic plates. This theory builds up on other theories such as those of continental drift. The energy for motion of tectonic plates is derived from the dissipated heat from the earth’s mantle. While the m echanism underlying the motion of tectonic plate is still under debate, several reasonable explanations do exist. Apart from several minor plates, there are eight major tectonic plates – namely, Antarctic Plate, African Plate, Indian Plate, Australian Plate, Eurasian Plate, Pacific Plate, South American Plate, and the North American Plate. Below these plates, which comprise the lithosphere, the asthenosphere (hot, viscous fluid that is a part of the upper mantle) flows gradually. Convection currents generated in the asthenosphere transfer heat to the tectonic plates in the lithosphere, which are then separated by the action of magma. Movement of these tectonic plates gives rise to

Library research assignment Example | Topics and Well Written Essays - 250 words

Library research - Assignment Example (check this link: http://www.youtube.com/watch?v=7w5nMXB828Q&feature=plcp). After watching several powerpoint presentation and videos I now have a better idea how to do a research using the website despite the unavailability of the instruction video on how to begin a research. It is just unclear to me if there are soft copies of the book where I can access through my computer and download it because the instructional video just tells how to locate the book. I believe this is important because it makes research more efficient that would enable us to dig more reading materials at a lesser amount of time. My top three videos viewed are â€Å"Overview of Mason Libraries† because it provides me an idea how the online and physical library interacts,   Ã¢â‚¬Å"Find a Book video† because it instructs me how to locate the book that I need in the maze of our library and â€Å"Find the Full-text of Google Scholar Articles† because it makes easier how to understand a book.   In general, the website had been helpful in orienting me how to do a research and I believe that I am now more prepared to do

Language Arts Action Research Essay Example for Free

Language Arts Action Research Essay Classroom Management Inquiry: An Applied Study of Language Arts Data Zoo Southern Illinois university Daredevils Brian Walker Johnson, Literacy Faculty Inquiry into Teaching and Learning Project CLC 445 Language Arts at Elementary and Middle Levels November 22, 2013 Classroom Management Inquiry: An Applied Study of Language Arts The main phenomenon I have concentrated on throughout my Inquiry into Teaching and Learning Project for my applied study of language arts Is the role that speaking, writing, viewing, visually representing, reading and listening play in the management of an elementary school classroom. I have come to understand that classroom management is one of the hardest duties off beginning teacher. Being respected by students and colleagues is what establishes a teacher as an authority, and effective classroom management is a start towards this goal. Managing my students has been the hardest part of my school experience thus far, and I hoped that allowing language arts to become an active part of my management processes would allow my students to think more critically about their actions. When I began his inquiry study, I believed that writing classroom rules together, reading classroom rules critically, speaking and listening to how rules are applied, and viewing and visually representing class rules in daily walk and conversation might give students a sense of ownership over their classroom and greater respect for teachers. I thought the benefit of using language arts for classroom management might be measured by closer examination of critical conversations students have when rules are broken. So I proposed the following action research question: How does student behavior hanged when students read, write, speak, listen, view, or visually represent apparent misbehaver? Waxier (2007) suggests that written action plans which give older elementary students responsibility for their actions changes misbehaver. Research by Smith (2009) demonstrates that the use of other language arts with preschoolers can have the same effect. Reading these studies motivated me to pursue classroom arts. Method Secondary Sources to Answer Research Question I began my research into how student behavior changes when language arts are integrated into classroom management practices by reviewing two secondary resources. My first source, Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior by Smith (2009), was published in a peer reviewed early childhood education Journal specializing in articles that summarize a number of experimental studies. Smiths (2009) summary of research gave the ideas in the article greater validity. Some of the findings Smith (2009) shared described classroom management techniques I have personally experienced as effective. Smiths (2009) findings are limited to studies done with reechoes students, but I believe the findings can be used with older students as well. Unlike Smith (2009), my second source, Waxier (2007), was not published in a peer reviewed Journal. Washers eBook, teach: A Teacher Resource for Learning the Strategies of Master Teachers, was self-published. However, the authors online biography points to decades spent as a professional teacher and consultant who has helped hundreds of elementary teachers improve their classroom management. Waxier, like Smith, also describes a number of management techniques that I have found to be helpful in the past. Primary Source Data to Answer Research Question I continued my research into how student behavior changes when language arts are integrated into classroom management practices by collecting primary sources of data from my third grade classroom. The third grade classroom where I student teach is located in Roseville, Illinois, near the Mississippi River Just north of SST. Louis, Missouri. The third grade at Roseville Elementary School consists of 25 Caucasian students, 13 boys and 12 girls. Well over 70% of these students are on free or reduced lunch programs, suggesting that their families are struggling with poverty. However, the academic achievement of these students is especially high in language arts, evidenced by the schools online report card. These students may represent an exception to the thought that poverty dictates low academic achievement. I began my research into how elementary student behavior changes when language arts are integrated into classroom management practices by conducting classroom observations and collecting artifacts. My classroom observations were done by filling out five observations forms over 1 5 minute intervals over a period of six weeks. I simply observed moments in the life of my student teaching classroom where misbehaver was occurring. Then, using the left hand column of my observation form, I wrote what I saw my teacher and student informants doing during these 15-20 minute snapshots of instruction, scripting the instruction to the best of my ability. I included exactly what I heard and saw. On the same days I made my observations, I went home and read over what I had written. Then, using the right hand column of my observation form, I summarized the instructional moments I saw in my written observations that I thought related to engage arts instruction and changing student misbehaver. Finally, in a different column that: 1) documented which of the language arts were being used in the instructional moment you summarized; 2) described how I thought an additional element of language arts could have been incorporated into the instructional moment. Together with artifacts including written action plans by students to correct misbehaver, photos of room arrangement, copies of class rules, and student/teacher interviews, patterns of how misbehaver changed as a result of language arts applications began to emerge. I believe these patterns are valid because they are supported by three different kinds of primary source data: my observations, informant interviews, and classroom artifacts. My initial primary source data response to the question, How does student behavior change when students read, write, speak, listen, view, or visually represent apparent misbehaver? , emerged after examining data collected midway through my study with colleagues in my Language Arts at Element ary and Middle Levels class at Southern Illinois University Daredevils. I began to see at first that Reading, writing, or speaking about subversive changes misbehaver. As I continued to gather data, it became evident that all of the language arts gave misbehaving students opportunities for reflection that changed misbehaver. Results Results of my analysis of primary source data in the form of five 1 5 minute observations over five weeks, three student interviews, one cooperating teacher interview, and seven artifacts of student work in classroom management demonstrate that use of all of the six language arts gave misbehaving students opportunities for reflection that changed their misbehaver.

Essay --

Tragedies such as 9/ll has impacted many people when the terrorist attack happened at the world trade center in Manhattan. Thousands and thousands of people died, others were injured, and other civilians cried their hearts out. The nation was in despair, knowing that innocent people have died and their nation has been attacked. The government had noted that the act of 9/11 was an act of terrorism. The question is, what is terrorism and is it permissible or non-permissible? There is no specific definition of terrorism due to the fact that the definition can be viewed differently (p398). Some of the definitions of terrorism is either too broad while others are too neutral (p398). An example that was in the book was the comparison between the London bombing and the bombing in Hiroshima. The London bombing was considered an act of terrorism while the bombing in Hiroshima was considered non-terrorism because it was a response to an act of terrorism that was done at Pearl Harbor (p399). V aughn had defined terrorism as â€Å"...the deliberate use or threat of physical violence against noncombat...

Barnados Essay

Thomas Barnardo’s established his charity in 1870; even then did it cause accusations. Barnardo’s opened many projects such as ‘Believe in Children’ and ‘Child Poverty’ and many more series of campaigns. During 2002 Barnado’s launched the campaign ‘Stolen Childhood’ to help children up to the age of 18, who have been abused through prostitution. Complaints said audiences were left feeling disconcerted and disturbed. But making calls to stop child prostitution was a target for Barnardo’s; they wanted to create a new law allowing child prostitution to end. Barnardo’s produced posters for advertisements about the prostitution of children and altered their faces to illustrate the pain that they are going through. Noticing the complaints, has risen, Barnardo’s defended the decision to use shocking images: saying that these changes allowed them to get the message across to many people and allow Minsters to act quickly, providing enough protection for children. In this particular advert, it contains a picture of a little girl sitting on a sofa. Her face is digitally grotesquely old, but has a young body. Standing behind the sofa is part if a man and his fingers are running through her hair. The background is a subtle yellow, with curtains that are drawn. The advert includes a catchy slogan and information on how to donate or get supplementary information about the campaign. The man in this image is placed behind a sofa, with his back towards a window. This arrangement gives me an idea he is hiding or protecting the little girl away from the public. This unknown man cannot be identified because the image does not allow the viewers to see his face because his face is deliberately hidden- this sets the audience eager to see his face. We are also not able to see his bottom half, as he is straightened up behind the sofa- Which suggests that the man may not be wearing any trousers. You can see the hairs upon the man’s chest, (as his shirt is seen to be undone) this straight away gives me a sense that this man is way beyond the age to be sexually connected with young girls. Plus I can identify that he is wearing a wedding ring which states the man might be either married or divorced. This proves that anyone can act in this behaviour, whether or not you’re married. Clenching his hand on the sofa expresses that the man is in anger and has force over the young girl. However, he is probably satisfied as well as incensed because, his other hand is touching the girl’s hair. Reminding ourselves that his shirt is undone, this can calculate that he may be ready to sexually abuse her, or that he has already done so. The terrified girl in the foreground is cramped up in the corner of the sofa: this shows that she is probably afraid and is trying to keep away. She looks as if she is trying to protect herself by holding both arms firmly around her. Through this I can sense that the girl may be in danger in some way perhaps, as she like to keep her self to herself. Her world might be very dark and cold so, therefore holding both arms is a way of keeping her pain within herself. Yet sitting in this position is also covering the lower part of her body, as she may not be wearing anything. This then shows me the young girls sensitive and emotional side as she may be a very shy person. The purple bruises on her legs must have a horrifying story behind them- A story that involves physical, brutal abusing conflict between the man and her, or maybe be she has self harmed herself which might be a way to relief her pain. The top that the girl is wearing stands out to me, it appears to be quite rigid as it looks almost washed out form a bright pink colour, this suggests a soft girly side that she once had, and has all been taken away from her. I can clearly say that this image of her clothing gives a sign of purity and innocence to contrast with her reality and the callousness of the room. Yet viewers who look at this poster are straight away drawn directly to her face. Her digital altered face appears to look old and wrinkly. Bug, heavy bags under her eyes are lined up with dark bruises, making her look stressed and tired, almost as if she has spent her hours crying with lack of sleep. From her droopy expression her mouth is weighed down with many defined lines which appear to be baggy wrinkles forming under her lips. Which is exaggerated on the amount of sexual abuse that she gets, hence it is equivalent to a life time and maybe it is difficult for her to relax and get some rest. This all results to how the child is being taken care of by the man –Not only does he abuse her but has no intention on her health and strength, she is some sort of shield for him, were she is being brutally knocked over, while he is safe ly fulfilled. The girl who once lived a happy life, with smiles and laughter, has almost faded away with a broken soul of worries, fear and pain. I think this altering of her face may reflect what she may look like in the coming years. The image of this lonely victim has been adjusted to make her look old with strands of grey hair. By doing this digital alteration the audience are led to believe that this young girl has been traumatised by suffering from too much sexual abuse from the man, resulting in ageing and loss of childhood. This image captures only a certain part of the room; this creates suspense and gives the audience thoughts about who else might be in the room†¦ nother abuser, or another child in a similar situation? The colour of the wall reflects the carpet, creating a sense of calm and a neutral atmosphere. This matches the colour of the curtains, and gives me an understanding that the main person living in the house has a sense of style, therefore can live in a decent looking way. Thus the soft colours clash with the situation of the trapped, dark story held between both characters in the image. Her disapp ointment and fear does not fit in well with the surroundings of the scene, which makes her prominent. Everything is in contrast to each other, the bright clean room to the dark filthy routine he portrays. Yet one may wonder what is really going on behind those doors and drawn curtains, where a little girl is forced to love with a man. There area different levels positioned in this photograph. The man in the background is standing behind her dominantly as if he is in control of his powerful actions committed against the frightened girl, (through his level of height) as she is sitting and being touched by him. Abuse through prostitution STEALS CHILDRENS LIVES’ is a slogan used in the poster. These effective, emotive words make the audience want to put a stop to prostitution, to give everything the child need which has been taken away from them. Their hope would want the audience to act quickly and efficiently, due to words ‘prostitution and children’ oddly put together (which is normally not relevant to children) it is a short powerful message that loiters onto to y ou after you have read it. The slogan also highlights the key points about the campaign, letting the audience know what prostitution can lead to. In this poster there is enough information needed, for instance the image is very vivid, followed by a catchy slogan, symbolising that the audience’s awareness can make a difference. Overall, Barnardo’s feel they can be more daring with their use of images to a younger age group. Even though, the text on this advert is very limited, the images illustrate an understanding of the charity, as it is well explained, using lack of words. I agree with the fact that Barnardo’s has used visual distressing images- this will encourage and expose how neglect and abuse can bring horrifying consequences to children in the UK. The resulting of the poster will wake the public up, to the children’s distress. If not, the charity still received publicity through the complaints that were made, and will acknowledge them. However, this advert revolts me, and makes me aware of what is actually happening around me. I feel sympathy for the young girl; trying to understand what its like to be in her position and in this uncomfortable situation. No child should experience an outrageous, despicable act like this! The poster lets the viewers create the rest of the room in your mind. Which makes me think that the rest of the world might me suffering from the same situation? This sets me a sudden erg, an eager to help the juvenile girl, and try to stay connected to her, letting her know that there can be help being made. In addition to this, I reckon the more eye-opening and clear the advert is, the more successful that campaign will be!