Abbreviations and Titles Used in College

Abbreviations and Titles Used in College Some abbreviations are appropriate in academic writing, while others are not appropriate. Below youll find a list of abbreviations you are likely to use in your experience as a student. Abbreviations for College Degrees Note: The  APA doesnt recommend using periods with degrees. Be sure to consult your style guide as recommended styling may vary.   A.A. Associate of Arts: A two-year degree in any specific liberal art or a general degree covering a mix of courses in liberal arts and sciences. It is acceptable to use the A.A. abbreviation in place of the full degree name. For example, Alfred earned an A.A. at the local community college. A.A.S. Associate of Applied Science: A two: Dorothy earned an A.A.S. in culinary arts after she earned her high school degree. A.B.D. All But Dissertation: This refers to a student who has completed all the requirements for a Ph.D. except for the dissertation. It is used primarily in reference to doctoral candidates whose dissertation is in progress, to state that the candidate is eligible to apply for positions that require a Ph.D. The abbreviation is acceptable in place of the full expression. A.F.A. Associate of Fine Arts: A two-year degree in a field of creative art such as painting, sculpting, photography, theater, and fashion design. The abbreviation is acceptable in all but very formal writing. B.A. Bachelor of Arts: An undergraduate, four-year degree in liberal arts or sciences. The abbreviation is acceptable in all but very formal writing. B.F.A. Bachelor of Fine Arts: A four-year, undergraduate degree in a field of creative art. The abbreviation is acceptable in all but very formal writing. B.S. Bachelor of Science: A four-year, undergraduate degree in a science. The abbreviation is acceptable in all but very formal writing. Note: Students enter college for the first time as undergraduates pursuing either a two-year (associates) or a four-year (bachelors) degree. Many universities have a separate college within called a graduate school, where students may choose to continue their education to pursue a higher degree. M.A. Master of Arts: The masters degree is a degree earned in graduate school. The M.A. is a masters degree in one of the liberal arts awarded to students who study one or two years after earning a bachelors degree. M.Ed. Master of Education: The masters degree awarded to a student pursuing an advanced degree in the field of education. M.S. Master of Science: The masters degree awarded to a student pursuing an advanced degree in science or technology. Abbreviations for Titles Dr. Doctor: When referring to a college professor, the title usually refers to a Doctor of Philosophy, the highest degree in many fields. (In some fields of study the masters degree is the highest possible degree.) It is generally acceptable (preferable) to abbreviate this title when addressing professors in writing and when conducting academic and non-academic writing. Esq. Esquire: Historically, the abbreviation Esq. has been used as a title of courtesy and respect. In the United States, the title is generally used as a title for lawyers, after the full name. Example: John Hendrik, Esq. It is appropriate to use the abbreviation Esq. in formal and academic writing. Prof. Professor: When referring to a professor in nonacademic and informal writing, it is acceptable to abbreviate when you use the full name. It is best to use the full title before a surname alone. Example: Ill invite Prof. Johnson to appear as a speaker at our next meeting.Professor Mark Johnson is speaking at our next meeting. Mr. and Mrs. The abbreviations Mr. and Mrs. are shortened versions of mister and mistress. Both terms, when spelled out, are considered antiquated and outdated when it comes to academic writing. However, the term mister is still used in very formal writing (formal invitations) and military writing. Do not use mister or mistress when addressing a teacher, a professor, or a potential employer. Ph.D. Doctor of Philosophy: As a title, the Ph.D. comes after the name of a professor who has earned the highest degree awarded by a graduate school. The degree may be called a doctoral degree or a doctorate. Example: Sara Edwards, Ph.D. You would address a person who signs correspondence as Sara Edwards, Ph.D. as Dr. Edwards.

Macbeth Act 1, Scene 5, Act 1, Scene 7 and Act 5, Scene 1 Essays

Macbeth Act 1, Scene 5, Act 1, Scene 7 and Act 5, Scene 1 Essays Macbeth Act 1, Scene 5, Act 1, Scene 7 and Act 5, Scene 1 Paper Macbeth Act 1, Scene 5, Act 1, Scene 7 and Act 5, Scene 1 Paper and this is important because at the beginning of the play, Macbeth was the stronger one hail brave friend. Macbeth doesnt like the idea that he has to turn evil to become king because he realizes that there are serious downsides to the murder. Lady Macbeth uses her power over Macbeth to terrorize him into committing the murder and this once again makes Macbeth feel more and more weak. In Act 1 scene 7, there are two parts, the first one is Macbeths soliloquy, and the second is the conversation between Macbeth and Lady Macbeth. In the soliloquy, Macbeth is very negative and sees the act of becoming king in all its glory. He realises that there is a big disadvantage in following what the witches have told him but only vaulting ambition, which oer leaps itself and falls on th other. In the dialogue, Lady Macbeth is bullying him into committing the murder and because at this point Lady Macbeth is the more powerful of the two, she persuades him to kill the king. There is a change in Macbeths decision in both the soliloquy and the dialogue, the change in the soliloquy is when Macbeth says first as his kinsman and his subject, strong both against the deed; then as his host, who against his murderer shut the door not to bear the knife myself because he was going to commit the murder, and now he realizes that killing the king is not right. The change in the dialogue is when Macbeth says, bring forth men children only this is important because just before hand he had persuaded himself not to commit the murder and now he is going to go through with it. It is also important because Lady Macbeth wanted to have a part in the murder but Macbeth says that only men should do what he is about to do. Different people can understand the language in Macbeth in many different ways. Actors, who have to work out how they are going to play their part, need to know when to stress certain words and what they need to be doing. Shakespeare writes in old English and therefore actors in the present day, need to decide how they want their part to be understood by the audience. In the dialogue, Macbeth says to Lady Macbeth if we should fail? and then she says back to him we fail? because different copies of the story are rewritten by different people, the we fail? said by Lady Macbeth can be found written with an exclamation mark at the end of it. The whole of this scene is about regicide and that Macbeth has a lot of pride which means that, even if he knows athat it will be a failure in the future, he is powerless to do anything about it at present b ecause he wants the throne, as he has been told he will get the throne and cant wait for it to come to him. Macbeth knows that he wont be able to keep the fact that hes the murderer a secret for ever, and he tells us this in his soliloquy, but Lady Macbeth in her own wicked way bullies Macbeth into murdering the king. Macbeth is powerless against Lady Macbeth and she uses this to her advantage because anything she says, Macbeth will do. She tells Macbeth that he will come out of this successfully but screw your courage to the sticking-place and well not fail. In Act 5 Scene 1, Lady Macbeths character has transformed. She sleepwalks, and is haunted by the horror of what she and her husband have carried out. A doctor has been called because of her worrying behaviour. She repeatedly tries to clean her hands, as her gentlewoman tells us, and mumbles about the murders, which seem to torture her with guilt. She thinks her hands are still covered with the blood of Duncan, and yet all her attempts to clean them do not remove the blood; Out, damned spot! Out, I say! Yet who would have thought the old man to have had so much blood in him? All her pleas in Act 1 Scene 5 to the evil spirits havent prevented her from feeling remorse. Her doubts about herself seem to have been justified she has been driven mad by the subsequent events. Again, she makes comments similar to those of Macbeth about the blood on her hands, saying; Heres the smell of blood still: all the perfumes of Arabia will not sweeten this little hand, Macbeth says; Will all great Neptunes ocean wash this blood clean from my hand? No, this my hand will rather the multitudinous seas incarnadine, Making the green one red. Clearly, the guilt felt for Duncans murder, represented by his blood, stays with Lady Macbeth and her husband for the duration of the play, and hangs heavily on their minds. On three occasions during Act 5 Scene 1, Lady Macbeth mentions, in her agitated state, all the murders that Macbeth has carried out. I have already mentioned the comment about Duncans murder (the old man). When remembering the murder of Macduffs family, Lady Macbeth says; The Thane of Fife had a wife: where is she now? She also seems to be petrified that Banquo will rise from the dead to haunt her, and to comfort herself says; Banquos buried; he cannot come out on s grave. Lady Macbeth is evidently plagued by all the murders. When Macbeth says earlier in the play; Sleep no more! Macbeth does murder sleep the innocent sleep. (Act 2 Scene 2), he accurately describes the desperate state of Lady Macbeth in Act 5 Scene 1. Her sleep is not innocent, but simply a time for her brain to re-live the awful events which have passed. Her authentic fear in this scene is a contrast to the anticipation evident in Act 1 Scene 5, where she is willing herself on. Now, she honestly regrets the murders, but knows Whats done cannot be undone. Her true feelings about the murders are revealed and there is no longer a masking of her conscience, as she wanted before. She now has an understanding of the real meanings of good and evil, and feels much guilt. In Act 5 Scene 1, blood is referred to as an evil, horrid liquid, which clings as a constant reminder of murder and death; Heres the smell of blood still. This is unlike in Act 1 Scene 5, where blood is viewed by Lady Macbeth as a driving force behind her and her husbands success; make thick my blood. (Act 1 Scene 5). Perhaps this shift in Lady Macbeths opinion of blood shows how she now realises the true horror of murder, whereas before she had no first-hand experience of it, and therefore mistakenly judged the act lightly. She thought she could cope with the situation, but even with the aid of the supernatural, it is clear that she could not. Before, in Act 1 Scene 5, Lady Macbeth appealed to darkness to mask the murder from her conscience, like a comforter and protector. In Act 5 Scene 1, Lady Macbeth regards darkness as frightening, not as comforting; Hell is murky! This is yet another example of Lady Macbeth being hounded by her guilt; she realises that she is doomed to reside in hell after her death, and darkness is something that reminds her of this terrible fate. The tone of Lady Macbeths speech in Act 5 Scene 1 is completely different to that of Act 1 Scene 5. She mumbles, falling over her words, as if speaking before she has thought. She bears all, and does not worry, or even notice, that the doctor and gentlewoman are there. This is very different to Act 1 Scene 5, where her words are carefully structured and deliberate. The speech of Act 5 Scene 1 has no purpose, whereas in Act 1 Scene 5 it was demanding and insistent. Shakespeare cleverly changes his use of verse form into that of prose for Lady Macbeth, as if she was an inferior part in the play. This use of prose shows the audience she is rambling, illogical and mad now. Her words in Act 5 Scene 1 flow as in a train of thought, and phrases are repeated many times, to emphasise her madness; Come, come, come, come, give me your hand. Sentences are left unfinished and often make no sense; One; two: why, then tis time to do t. The doctor makes a very appropriate comment at the end of this scene; Unnatural deeds do breed unnatural troubles; infected minds to their deaf pillows will discharge their secrets. More needs she the divine than physician. In other words, Lady Macbeths invocation of the supernatural (unnatural) spirits, and her husbands evil actions, have caused her to go mad (infected minds). The doctor admits he cannot help. At the beginning, Lady Macbeth finds strength from the supernatural to entice Macbeth to murder Duncan and to go through with the murder herself. As time advances though, her pretended strength diminishes as she fights the torments of her conscience. Lady Macbeths attempts to suppress her conscience fail, and blame engulfs and destabilizes her. In the end, she chooses death because she can no longer bear the torments of her guilt. The dramatic transformation of such a pivotal character adds suspense to the play, and also delivers a moral message to the audience (which included King James I, who had a personal interest in witchcraft); that the pursuit of witchcraft, murder and evildoing can only lead to downfall. It also reveals a slightly different view of the fiend-like queen, showing us that she feels remorse, and is defenceless to it, like any other person. In the 16th century the audience was not like it is today. People in general believed in witches. It was thought that they were a real presence. Magic was a common subject and quite normal. However, witches were also thought to be evil and were therefore killed. An example of this was The Witch Trials where James I executed hundreds of young women because they were thought to be witches. However, in the 21st century, there is a completely different concept of witches. Magic is no longer believed in. therefore, witches are now an aspect of fiction. Any outside influence that cannot be explained is not said to be magic or luck, it is explained to us by psychiatrists to be some kind of phenomena of the human mind. This means basically that it is of our own imaginations. In conclusion, the ways that the scenes would be presented to an Elizabethan audience are very realistic and scary. By scary, I mean that as the Elizabethans believed in witches, they feared them. So, when I present the witches and their familiars, it would be scary to this audience. However, this varies greatly from the way in which I would present the scenes to a contemporary audience. This being that everything is presented on a sub-conscious level. This is more acceptable to the society of today. Anything that is not quickly explained away is a threat to the stability of our society. If a seemingly abnormal occurrence cannot be explained as some kind of experience, people begin to feel at risk and scared. This feeling of insecurity has always been covered up through the different eras by different beliefs and commonly accepted ideas. If there were not a solid belief, we would be thrown into chaos and confusion. Everyone would question everything and life would become very frantic. Just as it does in the final scenes of Macbeth-when he dies.

Impact of big data on data management functions Essay

Impact of big data on data management functions - Essay Example Distinguishing characteristics of Big Data are its capabilities of circumnavigating data utilization and limitation issues. It deploys highly cohesive methods for data nomenclature and architecture. It also deploys dedicated and powerful processors just for data storage and retrieval functions. While normal range of handling data sets varies from megabytes to gigabytes, Big Data can handle data sets varying in the range of terabytes and pentabytes (Magoulas and Lorica 2009). However, functioning of Big Data at such an enormous scale of database management may have some unwanted impact. It often becomes highly difficult to detect privacy violations or flaws in data capturing methods while operating Big Data (Snijders, Matzat, and Reips 2012). The general paradigm of data management deals with traditionally manageable sizes of mostly similar datasets. For example, DAMA’s Data Management Body of Knowledge or DAMA-DMBOK framework serves as a popular functional paradigm for general data management. There are 10 primary functions in DAMA-DMBOK. According to the DAMA-DMBOK Guide (2010), these 10 functions are: Data Governance serves as the core function, which must be accomplished with the help of the other functions. The framework also explicitly defines all the stakeholders involved in database management and related utilities. (Earley 2011) Big Data has certain positive impacts on a standard database management framework like DAMA-DMBOK. Firstly, it helps in modifying the framework suitably for handling larger datasets. Secondly, it helps in developing a stakeholder-independent database management framework. Thirdly, it helps in generating and storing enormous amounts of data for both storage and processing. (Magoulas and Lorica 2009) However, Big Data is likely to have a negative impact on certain DAMA-DMBOK functions such as Data Security Management and Data Quality Management. The

The Life of Pi by Yann Martel Essay Example | Topics and Well Written Essays - 750 words

The Life of Pi by Yann Martel - Essay Example This leads to the creation of another version of the same story; this time, however, instead of animals on the raft there are people, Taiwanese sailor, his mother, the cook and the blind French man. The characters in the new story resembles to the animals in the life boat of the original story. And after two hundred and twenty-seven days adrift Pi is the only survivor. Somehow this second story told with hardly any details and seems more believable. By telling two different stories, Author wants to highlight the single most important concept and raised the question. Which story is better - the story with animals or the story without animals This faith revolves around the entire novel and serves as its conclusion. The center meaning of the book is to convey about man's relationship to animals. Pi is cast adrift in a lifeboat with a zebra, a hyena, an orangutan, and a huge Bengal tiger named Richard Parker. Eventually, just the tiger and he are left in the boat, tale of 227 days at sea. The boat is well stocked for a human. Pi only hope for survival is to keep the tiger content and subservient to him. Pi lives in constant terror of Richard Parker, but manages to keep him supplied with fish, turtles, and fresh water so that he doesn't turn on him. Pi limited Richard Parker territory to the floor of the boat .In real life Richard Parker resembles dangerous people .A boundary should always be drawn and restricts them from crossing their limits or invading our territory Pi becomes increasingly convinced that his fate and the tiger's are inextricably linked and progresses to an uneasy truce between adversaries. Ultimately over the months they are together, he develops an ever-deepening relationship with the animal. But Richard Parker is a wild animal. He never forms an emotional attachment with Pi. Near the end of the novel, Richard Parker disappears into the forest without a trace and never returns. Not a single time he looked back. He unceremoniously concludes the relationship and left Pi with tears and a heavy heart. For Pi, caring for the tiger becomes his darkest moments in life. Like Dangerous people Richard Parker and other animals in the novel are never colored with sentimentality .They are revolving around our lives for their own cause and benefit. And they will never hesitate to leave us. 3. Explain why the author chose a tiger as the main animal protagonist instead of an elephant or rhinoceros Martel portrayed Richard Parker to be anything more than a dangerous Bengal tiger and Pi never to be more than a desperate boy lost at sea. His main aim was to show a 16-year old Indian boy, Pi relationship with a dangerously wild animal and survival through the use of his wits and sheer determination for 227 days at sea. So he chooses Richard Parker main animal protagonist unlike elephant or rhinoceros. A tiger symbolizes a carnivorous, wild and unsentimental animal. As the law of nature eventually rules in the lifeboat and Pi ends up as the tiger's last remaining occupant who lives in constant terror , but manages to keep of Richard Parker supplied with fish,

Health of Transgender Population Essay Example | Topics and Well Written Essays - 2500 words

Health of Transgender Population - Essay Example Transgender is referred as an umbrella term used to describe people of different groups which includes cross dressers, gender queer people, transsexual and others (De Sutter, 2001). In simple words, transgender is used to describe the individuals or groups who defying their gender based roles allocated by the society choose to alter, modify or change it in variety of ways. The term transgender is most commonly used, at present by the people who are uncomfortable with their assigned gender by birth, and deliberately change it. Trans is the short form of the term implying the same meaning and interpretation. However, the level of trans exists in a person may very while some being extreme and undertake medical surgeries to satisfy their needs, while other being at normal or average level who avoid undertaking medical surgeries. However, the identity of trans is not affected by the level, either trans undertake surgeries or not they shall always be recognized as trans but with no other t erms. Female to male (FTM) and male to female are the descriptors that are generally used to describe trans people. However, some people prefer the terms transgender woman or man (same as FTM or MTF), because the terms projects and confirm their chosen character. However, affirmed female and affirmed male are also the terms used synonymously with FTM or MTF. While comparing trans people with non-trans people (mostly for medical terms) natal/bio female and natal/bio male are used to describe normal or non-trans people. It is important for medical practitioners to explicitly define their identity without any hesitation so that assumptions... This paper stresses that the buttocks are much smaller in size as compared to the females. The buttocks are also considered as one sexually arousing part of the female body. In order to give the transgender man undergoing sexual reassignment surgical process, it is essential that they should under buttock augmentation as well. This is the enlargement process of the buttocks. If the patient has not past puberty, the first priority is the hormone therapy. However, in many cases, it might not work and the surgery is essential. The author talks that this surgery is the process in which a transgender individual undergoes a set of medical procedures, through which his or her gender is changed to the desired gender. There are some other common names present for the surgery as well, including the genital replacement surgery, sex affirmation surgery or the realignment if sexual orientation surgery. This report makes a conclusion that the transgender men and women are now not easily distinguishable once they undergo the surgery. With the prosthetic or surgically created vagina, penis and breasts, along with the secondary male and female characteristics, these individuals enjoy the sexual life as much as the individuals born with that particular sex do. While there have been a number of advances in the transsexual gender reassignment surgery, there is still the lacking of the surgical inclusion of the male or female reproductive system. The transgender population can now have their desired sexual orientation, but the reproduction is still a lacking they might feel. As the technology remains to improve, it is possible that this could also be accomplished in the near future.

How the Environment Effects Food and Supply

How the Environment Effects Food and Supply Introduction The purpose of this report is to discuss the current state of food and environment in the field of natural resources like soil, ocean, climate and melting glaciers and their affects. By examining a range of academic articles in summary books, newspaper articles and internet sites on the topic of food and environment, this report states the situation of natural resources, environment pollution, over development and some global phenomenon caused by global worming and melting glaciers. The report then considers the further development and global worming, melting glaciers effect on food and environment. Floods and droughts In the beginning of this essay, the issue of how environmental disasters impact food will be discussed. It is clear that our Mother Earth is getting hotter, with the effect of global warming. It is because of Greenhouse effect which is due to the massive and rapid development of several industries from developing countries. It was proved that the amount of CO2 in the atmosphere has increased from 316 ppm in 1958 to 385 ppm in 2008 (Kirkham 2011, p.370). It has worsened the issue of melting glaciers; which, in turn, causes flooding and droughts over many areas in the world. The high percentage of glacier melting is the main reason of the rise of sea level which causes floods in over the world. Unexpected floods could impact seriously on crops growth, it can have a negative effect on the financial performance of farming as a result of crop damage à ¢Ã¢â€š ¬Ã‚ ¦ reduced crop and livestock yield and quality/condition (Thorne, Evans and Rowsell 2007, p.130). It means that flooding does not only affect the quantity but the quality of food source as well. For instance, a recent flooding that happened in 25th of August in 2012 in Burma after several weeks of continuously raining has driven eighty-five thousands of people homeless as well as more than two hundred thousand hectares of rice field have been swamped (The Guardian 2012). It was also expected to require a long time for the people and fields to recover. While there are countries that are struggling with floods, drought is also a problem in others because the weather changes wind patterns that moves cloud and humidity through the air that causes the imbalance in water distribution. Since May this year, North Korea has been suffering the most severe drought in 105 years which threatened to damage this countrys breadbasket, especially when this country has already experienced a critical lack of food. North Korean was also notified an estimate amount of 3.5 million people are with the risk of malnutrition and famine (The Telegraph 2012). Because of these destructions, it is possible that in the near future, countries using rice as a main food will have to face with a huge shortage of food, while Burma and North Korea are considered sources for rice suppliers. Furthermore, even if the amount of food could be sustained, its quality is unsure due to the pollution issues. Marine pollution Marine pollution can be traced back as early to the Roman times. Industrial waste, farm runoff and trash dumping into the oceans have caused much imbalance to the ecosystem in which many organisms thrive in. Despite many efforts made by eco-friendly organizations and campaigns to reduce pollution, it is still happening at a large scale. Pollution is essentially the introduction of harmful contaminants not part of a natural ecosystem. They may range from the man-made pollutants like chemicals, pesticide, industrial residue, oil, sewage, plastics and other solids. These contaminants end up contaminating not only the water in which much of the marine life live in but they also cause a disruption in the global food chain. When fish consume these contaminants, humans are simultaneously affected as they catch and eat the fish. Therefore, radioactive or poisonous contaminants may drastically harm us and as such pollution does affect us as much as it does the marine ecosystem. Excessive pollution may even cause any entire ecosystem to collapse and thus fishing may be near impossible once this happens. Fish will become scarce as an entire food chain will be broken beginning with water in the ocean being unsuitable for inhabiting. Oil spills Oil spills are usually the most common of all marine pollution. Much of it comes from spillage from large ships and vessels as well as oil rigs. In addition, drainages and rivers also transport oil into the oceans from cities and industry. As oils density is lesser than water, it usually stays at the surface which causes sea mammals and birds to be affected much more than fishes as it causes these animals to die when they drink the water or come out to the surface to die due to the toxins of the oil. Sewage disposal Another cause of pollution if sewage disposal. Much urban sewage that is dumped into the ocean is untreated or under treated. Sewage alone contains much bacteria and even diseases. Fishes may sometimes eat these sewage and the bacteria may then thrive in them. This affects us when we catch and later consume the fishes, causing the bacteria to then be transferred into our bodies. Aside from affecting us in that manner, humans may also be affected by the diseases in the water and beaches closures may occur. Toxic chemicals Toxic chemicals make up the bulk of marine pollution. Much of these toxic chemicals are dumped into the oceans deliberately despite much international laws banning such dumping. Accidental leakages from industries also cause these chemicals to disseminate through soil, water and through water vapour in the air. From the tiniest organisms in the ocean such as plankton to larger animals up the food chain like polar bears. They become affected by these chemicals as they are able to travel long distances through currents in the ocean. People, who are at the highest end of the food chain, end up consuming the highest chemical load as it is multiplied up the food chain. To conclude, our food is largely dependent on the physical environment that it comes from. Pollution causes much disarray to the purity and freshness of our food as it affects us directly once we eat them. Fish that has been tainted by toxins from chemicals may cause cancer, damage to immune systems, behavioral problems, reduced fertility and even death in extreme cases. Global warming and its effects on sea levels Global warming is causing a drastic problem to humans and their food source alike, namely fish, by causing alarming increases in sea levels. The cause of global warming is initiated by the greenhouse effect. The greenhouse effect is when the suns heat is trapped in the earths atmosphere when greenhouse gases cause it to be radiated back to earth. Normally, some heat from the sun is absorbed into the earths surface while the rest is radiated back to space. When humans burn fossil fuels like petroleum, natural gas and coal, they create excessive amounts of carbon dioxide which are the major components of greenhouse gases. When excessive heat is trapped in the earths atmosphere, this causes our earth to heat up beyond normal temperatures. This increase in temperature is causing ice caps on Mount Kilimanjaro and ice sheets in Antarctica and Greenland to melt. When this happens, water levels will rise which will cause many problems which will upset the balance in nature. Cold water fish will not be able to survive as the water would be too warm. This would cause problems for people fishing them as a food source. Even coral reefs are dying as a result of the increase in water temperatures. This in turn could cause many species of fish who call it home to die which could in turn affect humans fishing for them. Another great drastic issue is raising water levels. Research has shown that low lying nations like the Maldives could be completely submerged should this occur. Such a rise would have a devastating impact on low-lying island countries, such as the Indian Oceans Maldives, which would be entirely subm erged. (Stefan Lovgren, 2004). Densely populated areas like Nile Delta and Bangladesh would become uninhabitable as well. Not only will fishing be difficult but people will have a greater problem at finding higher ground suitable for living. An imbalance in natures food chain would be caused by global warming that could drastically affect fishes as food source. As ice sheets melt in the Antarctic, the polar bears living would be adversely affected as the temperature would be increasingly too warm for them to live in. Polar bears are entirely dependent on sea ice, you lose sea ice, you lose polar bears. (Jay Malcolm, 2004). Hence, they may not be able to survive and the seal and sea lion population that would otherwise be controlled by the polar bears as part of their diet would multiply and overpopulation may occur resulting in many fishes being eaten and depleted. This depletion would be a negative factor for fisheries and human civilizations living in the northern hemisphere would have to then look for an alternative food source which would be difficult as their main source of protein and food are fish. Intrusion of sea water The rise in sea level also leads to the intrusion of sea water. As the development environment for rice crops is the fresh water, the increased salinity in soil can hinder rice growth and affect rice production. A study carried out by World Bank (2000) indicates that increased salinity alone from a 0.3 meter sea level rise will cause a net decrease of 0.5 million metric tons of rice production. Some low-lying deltas (which are the major rice crops in the world) of such river systems as the Ganges, the Mekong, the Nile, the Yellow, and so forth, have been affected by tidal wave. For example, as reported by FAO (1998), there were estimated amounts of 650,000 ha of saline soils along the coastal belt in the Mekong River Delta and 350,000 ha in the Red River Delta of Vietnam. The release of pesticides Water in lakes or rivers where the melting glacier flows through can be contaminated with pesticides. Some types of pesticides which contained harmful elements used to be used in agricultural production but they then were banned worldwide years ago. Most of the pesticides evaporated into the air and were finally trapped in layers of glaciers. Now, the rapid glacial melting is causing these hazardous chemicals to be released back into the environment, lakes, and rivers. For example, organochlorine is a type of pesticide having harmful contents. It was banned in entire USA due to its bad effects on humans health like leading to headache, dizziness, muscle weakness, or even cancer (Delaware Health and Social Services, 2010). This chemical, according to Blais (2001), shows an increase in one of the sub-alpine lakes in Canada. Such type of contamination can bring about negative impacts on the underwater ecology and creatures, while at the same time affects the source of water used for hum ans life as well as farming. Global Solution The only way to slow down glaciers melting is to slow global warming. The global greenhouse effects requires a global solution, which requires the participation of the entire global community. (Rogers, 2012) We only have one earth, the protection for it need all citizen take part in. Humankind has become dependent on burning fossil fuels to support our way of life, but it increases global warming at an unnatural rate. To restore the glaciers we need to utilize alternative energy sources, increase our energy efficiency and decrease our individual carbon output. (Rae, 2012) There are many alternative energy available. Solar panels are made up of solar cells that trap the heat from the sun and convert it into energy. Wind turbines are towers that use the kinetic energy from the wind to generate power. Biofuels such as ethanol can be produced in your back yard by fermenting and mixing vegetable, fruit and grain waste; ethanol is used to make biodiesel fuel, a clean burning fuel for diesel engines. Electric cars are battery-powered instead of relying of the highly polluting internal combustion engine. Tidal and wave power utilize the massive power of the ocean by harnessing the energy with generators placed on the ocean floor. (Rae, 2012) For individuals, try to take public transportation instead drive ourself; ride a bicycle if it helps; walk or jog to destination is also a good way to save time and strengthen body. Save power at home by taking shorter showers, recycling used water, turning off power for resting television, computers. Little things can make a big difference if done in a large scale, and theyll go a long way toward reducing carbon footprint and saving the glaciers, slow down other effects of global warming. Conclusion This report has stated the currently major effects that environment made to the food growth and supply. They are the field pollution due to over fertilization, unbalance of marine organism caused by over fishing, air pollution because of industrialization and urbanization. And even the melting glaciers which is a result of global warming has being a big concern: When we see melt in places that we havent seen before, at least in a long period of time, it makes you sit up and ask whats happening. said NASA chief scientist Waleed Abdalati. Its a big signal, the meaning of which were going to sort out for years to come. It is not only simply the food or the environment that we should think about, but also the connection between. More systematic development need to be considered by government, organizations and companies.

Phonics vs, the Look Say Method

Over the past decades, the decline in the rate of literacy in America has baffled many. At least 20% of high school graduates are functionally illiterate, despite the education they receive in the public school system. As these graduates enter the world reading at an elementary level, they are unable to live a normal life, which leads to poverty and can lead to delinquency and imprisonment. This decline is not only a decline of literacy, but also a decline of independence, ingenuity, and responsibility.The beginning of this decline can be traced back to a certain event in the history of the public school system: the introduction of the look say method in the 1930s. Ever since the look say method, or Whole Word instruction, took the place of phonics, the number of illiterate graduates has grown higher and higher. Evidence proves that the look say method is not sufficient to properly teach students how to read. Phonics is far superior to the look say method of learning to read. First o f all, phonics is better than the look say method of learning to read because phonics has a firmer foundation than the look say method.Phonics is based on rules that the child memorizes; therefore, when he has memorized these rules, he can read almost any word he sees. A small article by the Abeka reading programs shows many rules that are taught in phonics, such as the following: â€Å"When there is one vowel in a word, that vowel usually says its short sound† and â€Å"when there are two vowels in a word, the first vowel says its long sound, and second vowel is silent† (â€Å"Six Easy Steps to Reading,† 1). When the child learns definite rules such as these, he is more likely to apply them because he knows that they will not change.Sebastian Wren writes in his article â€Å"Developing Research-based Resources for the Balanced Reading Teacher,† he tells that â€Å"children are explicitly taught the ‘rules’ about the way words are written an d spelled, and they are taught spelling-sound relationships. After the teacher provides an explicit lesson in a particular Phonics rule, the child is presented with a passage text that contains many words consistent with that rule. This provides the child with an opportunity to apply each Phonics rule on a variety of words in context of the passage.The goal of the Phonics teacher, then, is to instill the children with the Phonics rules and the common spelling-sound relationships, and to teach children to apply this knowledge in sounding-out each word they encounter, making that assumption that comprehension and appreciation will be a natural consequence of accuracy† (Wren, 1). Basically, when the child is taught these rules and then given the opportunity try the rules, he will find that these rules can help him to read with ease. In contrast, the look say method has no definite rules that he can put into practice as he reads.Phonics is better than the look say method because i t has a definite set of rules that the child can apply when he reads. The look say method requires much guessing if the child does not know the word that he is trying to read. Because he has not been taught definite rules like those of the phonics method, he is unsure of how to accomplish the task of reading. In her book The Good School, Peg Tyre tells: â€Å"‘Instead of children being expected to learn individual letters by rote memory, then syllables, and finally words, they were given books with pictures of common objects.Underneath each picture was its simple name. ’ Kids were taught to derive meaning from words by memorizing the look of the words, or looking at the picture and guessing, or reviewing the context and extrapolating, instead of sounding them out† (96). Rather than being taught how to read using rules and hints, the children are taught to read by guessing what the word is based on the context. Samuel L. Blumenfeld explains in his book The New Ill iterates some of what the students are taught: â€Å"He is taught the names of seventeen consonant letters and their sound values only as appear at the beginnings of words.What phonetic value they have in the middle of words is neither considered nor discussed. The letter is taught merely as a phonetic clue to the word—one clue among several taught as word-attack skills. In fact, the child is not encouraged to use a phonetic clue until he has first exhausted context and word-form clues. If these fail him, then he is to try the phonetic clue of the initial-consonant sound† (74). Phonetic rules are not demonstrated clearly, and looking at the context to determine the word and its meaning is encouraged. However, simply guessing what the word is only makes the child unsure of himself.Phonics and its rules are far better to teach than the look say method and its guessing. Secondly, phonics is better than the look say method because it is far easier for the child to comprehe nd, conquer, and enjoy. In an article entitle â€Å"Whole Language vs. Phonics,† Sebastien Wren, Ph. D. says that the look say method is â€Å"nothing more than the rote memorization of every word in the English language† (â€Å"Whole Language vs. Phonics,† 1). The look say method basically requires the student to basically memorize every single English word in existence, an extremely difficult feat for a young person.The article â€Å"Whole Word Versus Phonics† tells that â€Å"only the smartest Chinese can memorize 20,000 of their ideograms, but Whole Word promoters expect you to memorize 50,000 to 10,000 English words. In short, Whole Word expects ordinary people to accomplish a feat that’s only possible with a photographic memory† (â€Å"Whole Word Versus Phonics,† 1). A young student can hardly expect to conquer reading this way. Memorizing that many words is absolutely ludicrous when one could read them if they knew the simple r ules of phonics. Phonics is especially needed with someone who may be slow at learning.Blumenfeld writes it in his book NEA: Trojan Horse in American Education: â€Å"Slow learners in particular found look-say ‘overwhelmingly difficult. ’ That would explain why before look-say was adopted slow learners learned to read without great difficulty via the alphabetic phonics method† (118). The phonics method is far easier than the look say method to understand for any person. Progress with the phonics method is far more rapid than that of the look say method. The article â€Å"Whole Word Versus Phonics says :â€Å"Phonics, it is claimed, can teach almost all children to read by the end of first grade.The reading may be slow and halting at first, but in a few years the child is able to read ordinary books for amusement or education† (â€Å"Whole Word Versus Phonics,† 1). This is vastly more rapid than the look say method. The article continues: â€Å"In fact, few students can memorize even 300 words per year. This difficulty is confirmed all over the Internet by lists of sight words that have third grade students learning simple one-syllable words such as: bring, clean, cut, done, draw, drink, eight, fall, far, full, got, grow, hold, hot, hurt, if, and keep† (â€Å"Whole Word Versus Phonics,† 1).Students learning phonics would have conquered these words in the first grade, if not sooner. The progress of the look say method is significantly slower than that of the phonics method. Phonics is more entertaining for the child, whereas the look say method becomes dull and monotonous. Learning phonics is more interesting for the child because they are able to use the rules themselves and apply it to the words themselves. However, the look say method is very repetitious. Blumenfeld writes the following about his research in his book The New Illiterates: â€Å"Oh is repeated 138 times and see 176.Repetitions of these two words alone must equal the entire wordage of the first Pre-Primer. What a slow, tedious, monotonous way to learn two words! † (43). The look say method is dull and monotonous to the point of being just unnecessary. The children who are taught this method become extremely averse to reading because the way that they were taught is so tedious and uninteresting. Phonics is better than the look say method because it easier for the child to comprehend, conquer, and enjoy.Finally, the phonics method produces a larger number of competent, literate students than that of the look say method. Phonics gives the students a sense of definite understanding and accomplishment that can encourage them to make something of themselves. Because they feel confident, they will want to show the world what they can do. However, the reading students that the look say method produces do not feel as confident. The disappointment that this child will feel because he cannot read is acute.In his book NEA: Trojan Horse in American Education, Samuel L. Blumenfeld cites an article by Dr. Samuel T. Orton: â€Å"Faulty teaching methods may not only prevent the acquisition of academic education by children of average capacity but may also give rise to far reaching damage to their emotional life† (111). The look say method could not only cause the child to be a poor reader but also harm the child’s confidence. However, the phonics method gives the child a desire to use this ability to make a name for himself.Students who cannot read well are less likely to be productive in productive in their living. In her book The Good School: How Smart Parents Get Their Kids the Education They Deserve, Peg Tyre tells of some research on the outcome of learning the look say method: â€Å"Seventy-four percent of struggling third-grade readers still struggle in ninth grade, which in turn makes it hard to graduate from high school. Those who do manage to press on—and who manage to graduate fr om high school—often find that their dreams of succeeding in higher education are frustratingly elusive.It won’t surprise you to know that kids who struggle in reading grow up to be adults who struggle to hold on to steady work—they are more likely to experience periods of prolonged unemployment, require welfare services, and are more likely to end up in jail† (94). Learning the look say method has wrought horrible effects on the lives of many students in terms of their future. Because these students were taught how to read using the look say method and therefore do not read well, they are most likely not going to live productively. Phonics is far better than the look say method of learning to read.Evidence proves that the look say method is not teaching students how to read properly. The public school claims that they teach children how to read exceptionally well; however, if that is the case, these students who graduate should be reading at high levels. But as more and more functionally illiterate students graduate, they find it extremely difficult to live the lives they had always dreamed for themselves because they cannot read well. This inability to read leads to many of the problems that are in society today, such as unemployment, negligence, and dependence on the government.