Social Control, Discipline and Regulation Assignment

Social Control, Discipline and Regulation - Assignment Example 71). Divided into four parts, this paper will evaluate the concepts of crime and crime control; access Foucault’s contribution critically; analyse and assess the 1960’s anti-institutional consensus; and critically assess the alternative method of social control as proposed by Braithwaite. Crime entails unlawful acts or omissions that are punishable by the laws of the concerned states in which the acts and omissions take place (Valier 2001, p. 425). The acts and omissions are not only harmful to specific individuals, but also the community and state as well. On the other hand, crime control involves the plans instituted to work towards removing criminal activities from the community. The emphasis of crime control is on the use of sanctions, seeking to deter the occurrence of crime by threatening harsher punishments such as the death penalty. Conservative measures of crime control include incarceration, boot camps and capital punishment. The concept of crime control puts emphasis on the protection of society and taking care of victims as the criminal justice system’s priority. However, a critical evaluation of crime control reveals that it condemns modern criminal justice systems and law enforcement (Clarke & Guerette, 2007, p. 230). This is because crime contro l focuses on the creation of comfortable environments at the expense of increasing legal consequences of crime, police manpower and efficient programs to care for victims. The model of crime control often conflicts with the legal system, with its proponents arguing that the legal system affects the way law enforcement perceives criminal justice, compromising its efficiency. As proposed by advocates of crime control, the police must be given more power and allow harsher punishments for perpetrators of crime, hence reducing the legal system’s power over criminal justice. This model may have had its effective era when stricter punishment meant less crime but, taking the United States as an

Essay on the Russian Revolution Essay Example for Free

Essay on the Russian Revolution Essay The Russo-Japanese War lasted from 1904 to 1905, and arose from both Japan and Russia’s desire for expansion and dominance in Korea and Manchuria. Russia suffered many great defeats in this war, against a nation that was considered inferior and was not one of the Great Powers. This humiliated the people of Russia, and caused them to lose confidence in Tsar Nicholas II, as well as causing great military, economic, and political problems for Russia. When the Russo-Japanese War erupted in 1904, Russia was not fully prepared to involve itself in a war. The Trans-Siberian Railway was not completed and would not be until 1905, so Russias army was not fully mobile. Russia’s inability efficiently mobilize caused them to lose battles to the Japanese and to eventually lose the war itself. The Russians were optimistic; as they were sure their vast superiority of numbers would easily defeat the tiny Japan, but this was not to be. Japan, with their advanced technology destroyed the Russian Army, armed with their primitive weapons as compared to the Asians. Huge military defeats were caused by the Russo-Japanese War, which highlighted the weakness of the military and caused national humiliation. Russia, all along had prided themselves on military excellence. An example of such a defeat was in January 1905 when the army had to surrender their Port Arthur naval base in Northern China, which they had possessed before the start of the war. Another example of a great failure of the military was at the Battle of Tsushima in May 1905. The Russian Baltic fleet consisting of the 35 warships had sailed from northern Europe to the Far East, only to lose 25 warships in a defeat by the Japanese navy. The crushing of Russian’s military added impetus to the 1905 Revolution, as it made the people of Russia aware of the weakness of their military and ashamed to be Russian. They were losing to a nation very few had heard of and it was humiliating,  this caused the opposition to autocratic rule by the Tsar Nicholas II. The Russo-Japanese War brought about economic problems for Russia, and this therefore meant there was a significant lack of money to solve any other problems present Russia. The war, as all wars do, cost an extreme amount of money. As it resulted in failure no money could be gained from the invaded territories. Russia had already had economic problems, and its economy was still far behind that of other Great Powers. Russia needed more money to invest in the economy to enlarge it, to make it more comparable to other Great Powers. The backwardness of Russia compared to these other Great Powers was another source of national humiliation for the people of Russia. Furthermore, the lack of money meant that the government could do nothing about the living and working conditions in towns and cities, or the problems in the rural areas of Russia. Consequently, the economic problems brought about a dent in national pride and Russia’s being unable to solve any of its other problems due to financial constraints. Both the peasants and the landowners were suffering. People were starving Agriculture was very behind that of other countries, as under the Witte system nothing had been done to improve it. Therefore the land was not cultivated properly, and famines occurred quite regularly such as the one in 1902 as well as the one in 1905, even with all this the peasants were still required to provide food for the Russian Army at war. There were also political implications of the Russo-Japanese War. The war was fought in the very far eastern reaches of the country, far away from where the majority of the population lived, and hence they must have felt removed from it, especially as news was still slow to travel. There was therefore little public enthusiasm for the war. Many people felt there was little justification for it: public opinion was not on the side of the war. Moreover, the military was very ill-equipped for the war. This showed to the people of Russia the government’s failings, and caused people to turn away from the Tsar as a leader, and look elsewhere, such as to political groups who were prepared to take radical action to achieve their aims, the people had lost faith in the Tsar. Political groups such as the Bolsheviks and Mensheviks took advantage of the peasant discontent and tried to turn the peasants against the Czar and more towards radicalism and liberalism. On Sunday, 22nd January 1905, more than 200 000 workers, led by a priest of the church by the n ame of Father Gapon, took  part in a peaceful demonstration in St. Petersburg (later known as Petrograd, and then Leningrad). They proceeded to the Winter Palace to present a petition to the Tsar. The petition, written by Gapon, made clear the problems and opinions of the workers and called for improved working conditions, fairer wages, and a reduction in the working day to eight hours and medical benefits. Other demands included an end to the Russo-Japanese War and the introduction of universal suffrage. They also wanted a parliament, or a Duma, to represent their views. The unarmed demonstrators were shot at by the Tsars troops (The Imperial Guard). This is referred to as the â€Å"Bloody Sunday†. There were many outbursts after that. Troops mutinied, peasants rose up and there were strikes and riots emerged. In the October Manifesto which was drafted by Sergei Witte, who became Russias first prime minister, Tsar Nicholas II was forced to : (1) Grant to the population the inviolable right of free citizenship, based on the principles of freedom of person, conscience, speech, assembly, and union. (2 ) Without postponing the intended elections for the State Duma and insofar as possible †¦ to include in the participation of the work of the Duma those classes of the population that have been until now entirely deprived of the right to vote, and to extend in the future, by the newly created legislative way, the principles of the general right of election. (3) To establish as an unbreakable rule that without its confirmation by the State Duma, no law shall go into force and that the persons elected by the people shall have the opportunity for actual participation in supervising the legality of the acts of authorities appointed by it† A Duma was elected in 1906, dominated by the middle-class Kadet party, the Duma was supposed to be able to enact legislation that would bind even the Tsar but even this proved too radical in its demands for the Tsar. The Tsar was determined to preserve his autocracy even in the context of reform and he restricted the Dumas authority in many ways. The Tsar issued the Fundamental Laws. It stated in part that Tsars ministers could not be appointed by, and were not responsible to, the Duma, thus denying responsible government at the executive level. Furthermore, the Tsar had the power to dismiss the Duma and announce new elections whenever he wished. He also restricted the franchise to the property-owning classes. The Tsar never allowed the Duma to be anything more than an advisory committee. This idealized vision of the  Romanov monarchy blinded him to the actual state of his country. With a firm belief that his power to rule was granted by Divine Right, Nicholas assumed that the Russian people were devoted to him with unquestioning loyalty. This ironclad belief rendered Nicholas unwilling to allow the progressive reforms that might have alleviated the suffering of the Russian people. Tsar Nicholas II tried to deal with the pressures for change by increasing police powers; there was brutal suppression of dissent and the civil rights granted in 1905 gradually restricted. Witte resigned and was replaced in July by Stolypin, who combined ruthlessness in dealing with unrest with a thoughtful programme of agrarian reform which tried to remove the legacy of debt and land hunger and create a class of peasant farmers loyal to the regi me. Stolypin had fallen out with the Tsar even before he was assassinated in 1911, and after this Nicholass ministers were of limited ability. Even before the start of the First World War unrest was breaking out again, but the onset of war, and the rapidity and magnitude of Russian defeats, greatly weakened the political and economic structure of the country. Alexis, Tsar Nicholas IIs son suffered from haemophilia, where his blood was unable to clot after bleeding due to a lack of platelets in the blood. Rasputin claimed to be a holy monk from the remote wastelands of Siberia, and was able to use his supernatural healing powers to heal Alexis. Granted, Rasputin could ease some of Alexis pain, but most of what he did seemed a scam .The Tsarina (the Tsars wife) doted on her son and thus naturally treated the monk better, since Grigori Rasputin did what doctors couldn’t do, which was to help her son with his sickness and to help stop his pain. In 1911 Stolypin ordered Rasputin out of St. Petersburg, and the order was obeyed. Stolypins minister of religion, Lukyanov, on the reports of the police, ordered an investigation that produced abundant evidence of Rasputins scandalous deeds. From this time on, the Tsarina detested Prime Minister Stolypin. After Stolypin was assassinated, the Tsarina brought Rasputin back to St. Petersburg. Rasputin abused his authority and replaced many ministers with his own family and friends, regardless of whether the previous ministers were good. Some of his decision in the countrys administration were also foolish and led to many problems. This naturally led to people disliking Rasputin severely and thus blaming the Tsar for his trust in this incompetent person. In 1915 Tsar Nicholas II unwisely chose to take direct command of field operations, personally overseeing Russia’s main theatre of war, leaving his German wife, Tsarina Alexandra as regent in charge of affairs in the capital. Alexandra was very unpopular with the Russian people, who accused her of collaboration with the Germans. Alexandra had no experience of government and under the influence of Rasputin constantly appointed and re-appointed incompetent new ministers, which meant the government was never stable or efficient. This was particularly dangerous in a war of attrition, as neither the troops nor the civilian population were ever adequately supplied; the country was plunged into further state of crisis. By 1917 the regime was in a parlous state with revolutionary unrest spreading among the troops and workers, peasants seizing the large estates and (a decisive new factor compared with the events of 1905) signs of disunity and disaffection amongst the ruling à ©lite and police, first shown in the murder of Rasputin by conservative nobles on Dec. 31, 1916. When Nicholas II entered the First World War, his desire was to restore the prestige that Russia had lost during the Russo-Japanese war. Nicholas wanted to galvanize the diverse people in his empire under a single banner by directing military force at a common enemy, namely Germany and the Central Powers. A common assumption among his critics is that he believed that by doing so he could distract the people from the ongoing issues of poverty, inequality and poor working conditions that were sources of discontent. Instead of restoring Russia’s political and military standing, World War I lead to horrifying military casualties on the Russian side and undermined it further. By 1915 (during World War I), there were manifold signs that the economy was breaking down under the heightened strain of wartime demand and the Tsar’s mis-management of the country’s funds. Over fifteen million men joined the army( due to conscription), which left an insufficient number of workers in the factories and on the farms. Conscription also stripped skilled workers from the cities and they had to be replaced with unskilled peasants. The result was widespread shortages of food and materials. Factory workers had to endure terrible working conditions, including twelve to fourteen hour days and low wages. Many riots  and strikes for better conditions and higher wages broke out. Although some factories agreed to the requests for higher wages, wartime inflation nullified the increase. Industrial workers went on strike and effectively paralyzed the railway and transportation networks. What few supplies were available could not be effectively transported. As goods became more and more scarce, prices skyrocketed. People were suffering, they began to turn to prostitution or crime( there was an increase in crime), people were begging, they were tearing down wooden fences to keep stoves heated for warmth. Also famine threatened many of the larger cities. The vast demand for factory production of war supplies and workers caused many more labor riots and strikes. In addition, because more factory workers were needed, peasants moved out of the country and into the cities, which soon became overpopulated, and living conditions rapidly grew worse. Furthermore, as more food was needed for the soldiers, the food supply behind the front grew scarce. Soldiers themselves, who were suffering from lack of equipment and protection from the elements, began to turn against the Tsar. This was mainly because as the war progressed, many of the officers who were loyal to the Tsar were killed and they were replaced with discontented conscripts from the major cities who were much less loyal to the Tsar. Russia’s first major battle was a disaster. In the 1914 Battle of Tannenberg, over 120, 000 Russian troops were killed, wounded or captured, while Germany suffered only 20,000 casualties. In 1915, things took a critical turn for the worse, when Germany shifted its focus of attack to the Eastern front. The superior German army destroyed the unequipped Russian forces. By the end of October 1916, Russia had lost between 1.6 and 1.8 million soldiers with an additional two million prisoners of war and one million missing. Soldiers went hungry and lacked shoes, ammunition and weapons. Rampant discontent lowered morale, only to be further undermined by a series of military defeats. The Tsar was blamed for all these crises and what little support he had left began to crumple. As this discontent grew, the State Duma issued a warning to Nicholas in November of 1916 stating that disaster would overtake the country unless a constitutional form of government was put in place. In typical fashion, Nicholas ignored them. The people were upset with the Tsar and his lack of care about his people. He was the reason they were suffering. The people were disgusted with his inept handing of the  country. Alexander Kerensky was a young and popular lawyer who gained a reputation for his work as a defense lawyer in a number of political trials of revolutionaries. Afterwards he gained a reputation for his work as a defence lawyer in a number of political trials of revolutionaries. He was elected to the Fourth Duma in 1912 as a member of the Trudoviks, a moderate labour party who were associated with the Socialist-Revolutionary Party. He was a brilliant orator and skilled parliamentary leader of the socialist opposition to the regime of the ruling Tsar, Nicholas II. When the February Revolution broke out in spring of 1917, Kerensky was one of its most prominent leaders: he was a member of the Provisional Committee of the State Duma and was elected vice-chairman of the Petrograd Soviet. He simultaneously became the first Minister of Justice in the newly formed Provisional Government. Kerensky became the Minister of War and the dominant figure in the newly formed government and in July of that same year he became Prime Minister. However, as Prime Minister he made two major errors. He ensured that Russia stayed in a war that was detested in the country itself. The overwhelming bulk of the population wanted Russia to withdraw from the war. There must have been few families, especially among the poor, who had not experienced personal tragedy between 1914 and 1917. His second mistake was not to offer the peasants land. Lenin did just this and immediately got the support he and the Bolsheviks needed at the expense of Kerensky. Kerensky also invited the Mensheviks to take part in the administration. To undermine the support of the Bolsheviks, Kerensky ordered that elections should take place for a constituent assembly. The elections were to be held in January 1918. Lenin had called for such elections earlier in 1917, so he could not object to this. As Kerensky argued, it was simply an extension of the democratic process denied to the people by the Romanovs. However, all the evidence indicated that the Bolsheviks would have done less well than other groups including the Mensheviks. On September 1st 1917, Kerensky declared Russia a republic. Vladimir Lenin was exiled in neutral Switzerland, when he heard of the revolution he made arrangements with the German government for permission to travel back to Russia. German officials agreed, evidently assuming that Lenin’s activities might weaken Russia, or if the Bolsheviks  came to power, lead to Russia withdrawing from the war with Germany. He arrived in Petrograd in April 1917. Lenin demanded that the Provisional Government give â€Å"All Powers to the Soviets† in addition to the speedy conclusion of the war without annexation, the renunciation of all secret diplomatic agreements, the control of factories by workers and the immediate seizure of land by peasants. He convinced his Bolshevik supporters that the seizure of power by the Soviets would be the signal for a European-wide socialist revolution. To prepare for the seizure of power, his Bolshevik supporters set out to win support from the masses in the soviets. Vladimir Lenin was the architect and first head of the USSR, led the October Revolution, which was effectively a coup detat. Lenin justified his violent seizure of power from the Provisional Government as merely a transfer of authority to the soviets, the popular councils elected by workers and soldiers that sprang up everywhere after the fall of the tsar. Lenin declared the formation of a Soviet government, withdrew Russia from World War I, and invited the peasants to take charge of the land that had formerly belonged to the nobles, state, and church. At the same time, Lenins government quickly moved to shut down opposition political parties and to censor the press, introduced conscription for the Red Army, and requisitioned grain from the peasants in order to fight the bloody Russian Civil War of 1918–1920. In January 1918, Lenin closed down the Constituent Assembly after the Bolsheviks won only 24 percent of the popular vote. In 1918, Lenin renamed the Bolshevik Party as the Communist Party. Although Lenin was ruthless, he was also pragmatic. When his efforts to transform the Russian economy to a socialist model stalled, he introduced the New Economic Policy, where a measure of private enterprise was again permitted, a policy that continued for several years after his death. In 1918, Lenin narrowly survived an assassination attempt, but was severely wounded. When Lenin was badly injured in a failed assassination attempt on August 30, 1918, his government quickly responded with the September 5, 1918, announcement of a policy of Red Terror that would take the form of arrests, imprisonments, and murders. Trotsky was a Marxist and for a long time worked as an independent  revolutionary in Russia. Before 1914 he had attempted to bring about great cooperation between the Mensheviks and the Bolsheviks but her failed. In 1917, after the March Revolution, he returned from exile in America. In July, he decided to join the Bolsheviks. Leon Trotsky was a Communist theorist, prolific writer, leader in the 1917 Russian Revolution, and the peoples commissar for foreign affairs under Lenin and then head of the Red Army as the peoples commissar of army and navy affairs. He was also elected as the President of Petrograd Soviet. Joseph Stalin was a Bolshevik leader who became prominent only after Lenin’s return to Petrograd in April 1917. Although Stalin was very much a secondary figure during the October Revolution, he did gain Lenin’s attention as a useful ally. Stalin had a very important, yet secretive job. He was to provide disguises and safe houses and to arrange safe passage out of Petrograd to Finland, with guides and bodyguards, for Lenin, had the revolution not worked out as planned. Following the October coup, Lenin gave him a position in the government as commissar of nationalities. As Stalin was a member of an ethnic minority as he was from the central Asian region of Georgia, not Russia. Lenin felt he would be an effective ambassador of sorts to the many ethnic minorities within the former Russian Empire. After the revolution, Stalin became increasingly powerful and eventually succeeded Lenin as leader of the Soviet Union upon Lenin’s death in 1924. Kerensky Provisional Government fell On October 25-26, 1917when Vladimir Lenin and his Bolshevik supporters overthrew it in the October Revolution (coup d etat). There are many reasons as to why the provisional government fell. The Provisional Government fell because they insisted to continue fighting in the First World War, although things were going so badly. Millions of soldiers were dead and injured, also the soldiers lacked proper equipment and weapons to fight effectively, and they also had little to no training in war tactics. Also the failure of the Brusilov offensive is an important factor. The Provisional Government also did not solve the economic problems that Russia was facing. There were stills strikes and riots. Shortages continued and the people saw now improvement. By this time there was subsequent unpopularity of Alexander Kerensky who the most prominent person off the Provisional Government (War Minister and Prime Minister). Also in October with the crisis building, the Bolsheviks saw the opportunity to seize important institutions in Petrograd  such as banks and railways. The Russian Civil War, which broke out in 1918 shortly after the revolution, brought death and suffering to millions of people regardless of their political orientation. The war was fought mainly between the Red Amy (Reds), consisting of radical communist and revolutionaries, and the Whites consisting of: the monarchist, conservatives, liberals and moderate socialist who opposed the drastic restructuring championed by the Bolsheviks. The Whites has backing from nations such as the UK, France, USA and Japan. Also during the Civil War, Nestor Makhno led a Ukrainian anarchist movement which generally cooperated with the Bolsheviks. However, a Bolshevik force under Mikkhail Frunze destroyed the Makhnovist movement, when the Makhnovists refused to merge into the Red Army. In addition the so-called â€Å"Green Army† (nationalist and anarchist played a secondary role in the war, mainly in Ukraine.

Atmospheric pollution

Atmospheric pollution Executive Summary Harmful gases, liquids or solids may be present in the atmosphere causing air pollution. There are however different types of pollutants of air. This paper discusses atmospheric air pollution and the resultant ecological problem, factors that lead to or that are affected by air pollution, in this regard, living and non living factors, the subsequent human impacts, considering positive and negative impacts, the current approaches taken for sustainability purposes, how such strategies may be achieved or attained, and the role of the government, society and international bodies. Introduction Air pollution is the availability of harmful substances in the atmosphere in gaseous, liquid, or solid form. Air pollution can be caused by various pollutants including: Particulate matter: this consists of aerosols in liquids, solids or gases suspended in the atmosphere due to burning of coal in industrial processes. The presence of aerosols in the air hastens the corroding and erosion of metals and building materials respectively. Inhalation of air containing particulate matter can interfere with the respiratory system of humans. This can result in cancer, asthma, bronchitis or other diseases (EPA, 2008). Sulphur oxides: these usually arise from the burning of coal and fumes from industrial processes. Due to the acid nature of the oxides, materials, human respiratory system and the vegetation end up being damaged (EPA, 2008). Carbon monoxide: this is a colourless, tasteless and odourless gas that humans have no protection against. Blood that is infiltrated with carbon monoxide carries less oxygen to other body parts. This can cause many health complications (EPA, 2008). Hydrocarbons: these are chemical compounds that contain carbon and hydrogen as the only elements. Just like carbon monoxide, hydrocarbons are also emitted by motor vehicles and emissions from industries. They result when there is partial burning of engine fuel. Under sunlight, hydrocarbons form ground level ozone which is manifested in smog. Besides that, ground level ozone can irritate the eyes, damage the lungs, and cause multiple respiratory problems (EPA, 2008). Nitrogen oxides: this usually results from high temperature combustions in motor vehicles and power plants. These oxides contribute raise the acidity in the air raising precipitation and smog production. Nitrogen oxides are dangerous to humans because they cause serious illness and deaths even though the exposure to nitrogen oxides may be short (EPA, 2008). Carbon dioxide: this is a gas that is described as natural in the atmosphere. It is produced by burning substances. It is vital for living organisms. There are other air pollutants that include the following: radioactive pollutants, ammonia, chlorofluorocarbons, toxic metals (like lead, copper and cadmium) and radioactive elements. All these pose a danger to the human health (EPA, 2008). Problem Description The presence of any pollutants in the air causes air pollution. Thus, the presence of all contaminants and toxins in the atmosphere forms atmospheric pollution which is also an ecological problem. Living organisms and the entire ecosystem suffer from health and ecological problems caused by atmospheric pollution. An average person inhales 20,000 litres of air per day. By breathing, we risk taking in dangerous substances or chemicals found in the air. Air is found anywhere and everywhere. Therefore, air pollution can be found in both indoors and outdoors. Pollution of the air can cause many diseases that include; cancer, tuberculosis, emphysema, among many others. The depletion of the ozone layer causes global warming which in turn results into the melting of the icecaps in Polar Regions hence the rising of the sea levels. The air was fairly clean until the industrial revolution. With the industrial revolution, many substances stated being burnt increasing the number of pollutants in the air. The rate of air pollution has been on the increase since then to date resulting in the growth of the hole in ozone layer above the Antarctica. This explains why the world leaders from the G 20 are worried and calling for frequent meetings concerning the global warming (Kurylo, 2010). With continued air pollution, the ozone layer will increase in depletion to an extent of allowing in more ultra violet ray s of the sun. The Ultra-violet rays of the sun are dangerous to the humans. They are responsible for causing cancer in countries like Australia. Dr Kurylo (2010) argues that the ozone layer has some weaknesses whose observation renews the concerns about the possible consequences and possible remedies. The Montreal Protocol of 1987 was expected to help reduce gaseous emissions like chlorofluorocarbons (CFCs), carbon monoxide, carbon dioxide etc to the atmosphere (Kurylo, 2010). Global Warming Recently world leaders had gathered in Copenhagen Denmark to discuss the way forward on carbon reduction to ease global warming. The theme was global warming. Global warming has been described as a scenario in which there is increased world temperature. This usually results from increased carbon emission that inhibits earths radiation from radiating back into the atmosphere which results in accumulated solar heat in the lower parts of the atmosphere. The major issue that is surrounding the global warming topic today is increased heat in the world that has affected man by far and wide in every aspect. Man is yet to discover better ways of using the much energy at his disposal that matches its rate of input. This article discusses the current modes of using solar energy (including solar cells), the new modes and the latest discoveries that include use of hydrogen as a form of energy. All these ways are aimed at reducing emission of carbon dioxide which is the core source of the problem s. Not every part of the world gets equals amount of sunshine. Much of the sun is concentrated in the tropics with the Polar Regions experiencing little or no sunshine depending on the season (Unep, 2003). Factors that contribute to global warming Green house gases: Global warming is highly attributed to increased green house gases (mainly carbon dioxide and methane) in the atmosphere. These gases are emitted to the atmosphere through human activities like industrial activities, burning of fossil fuels, agricultural and deforestation activities. These gases reabsorb the thermal (auto radiation) heat emitted by the earths surface and prevent it from leaving the lower parts of the earths atmosphere hence the trap of excess heat. They retain the heat in the lower parts of the atmosphere. Increased mans activities have raised the green house gases especially carbon dioxide and methane over years (Solar-centre, 2010). Solar variability and global warming: negligible increase in the solar irradiation has been observed. This results from the depletion of the zone layer. This contributes to minor increase in the global temperatures. The major contributor is the green house effect (Solar-centre, 2010). Impacts of Global Warming Global warming is depicted by changes in the weather patterns and precipitation throughout the world. Hurricanes and tropical storms may be experience often as a result of warmer oceanic waters. The high global temperatures results in melting of the ice in Polar Regions which end up raising the sea levels (Solar-centre, 2010). Global warming may also affect species of living organisms that cannot survive in warmer conditions. They will die and become extinct (Solar-centre, 2010). Due to global warming, there may be increased cases of diseases that may affect human health. Cases diseases like malaria and stroke may increase with the increase in flooding of cities and the poor quality of air. Another problem caused by global warming is desertification. Droughts will be more frequent causing a rise in famine cases (Solar-centre, 2010). Current Sustainability Strategies Many sustainability programs are ongoing throughout the world. Basing on the causes of global warming which include mainly green gas effects which originate from combustion of fossil fuels, there are numerous researches being conducted to find better alternatives to fossil fuels. The world is full of energy in form of heat. Researchers are working on ways of utilizing the increased heat. One of the ways that they have discovered is the use of solar energy as an alternative to fossil fuel. When well put to use, solar energy can steer tomorrows economic growth instead of fossil fuel (Solar-centre, 2010). Solar energy can be taped through the use of solar panels which use photovoltaic cells. These photovoltaic cells in solar panels are able to transform the energy from the sun directly into electricity. The taped electricity can then be stored into batteries. The stored energy can be used in various ways like powering a generator or running heavy machines. If the modern houses can be constructed using special solar panels to tap solar power, then people can light their houses without depending on electricity supplied from the grid. Instead, when they collect more power, they supply the excess to the grid (Solar-centre, 2010). Hydrogen: this is another alternative to fossil fuel. In the modern world, hydrogen is mainly used to manufacture ammonia, refine petroleum, and synthesize methanol. It is also used by NASAs pace shuttles, and in hydrogen fuel cells. Since research is underway, in future we could use hydrogen to fuel vehicles, fly planes as well as providing power for our homes and offices (California energy commission, 2006). According to California commission (2006), a machine that uses hydrogen as energy is eco-friendly since its pollution is negligible. And in fact some experts think that the future economies will be hydrogen driven unlike the current economies which are fossil fuel drive (California commission, 2006). One of the major challenges that come with the consumption of fossil fuels is the emissions of carbons which pollutes the atmosphere as well as increase the green house effect. Cars are a big contributor to environmental pollution due to their carbon emission that is in form of carbon monoxide, nitrogen oxides, carbon dioxide and hydrocarbons. All these add to atmospheric pollution. According to MacKenzie (1994), hydrogen is one of the most abundant elements (is found in water, fossil fuels, atmosphere plants and animals), and it is therefore the best alternative for the non-renewable sources of energy like gasoline. It is a safely combustible fuel though safety precautions that accompany any fuel should also be applied. It is not such a dangerous fuel since its leaks evaporates faster than gasoline thus minimizing the hazard of explosion. Many manufacturers are now realizing a breakthrough with manufacture of hydrogen vehicles (Nadis MacKenzie, 1986). Plan for Sustainability This has involved various meeting held by the world leaders concerning the increasing rate of global warming. These meeting have resulted in the various governments investing heavily on researches fro alternative sources of energy other than the fossil fuel. The out come is the innovation of a hydrogen car that uses hydrogen as fuel. Other researches are underway for solar powered vehicles and machines. Therefore, the break through of these researches could see the future economies driven by either hydrogen or solar energy (Unep, 2003). Benefits and Challenges of the Sustainability Plan The benefits of the sustainability plan are that the green house gases will dramatically reduce. The world will experience reduced temperatures with less global warming hence reduced melting of ice in Polar Regions. There will be no more rise in sea levels and unpredictable weather patterns translating into less drought cases (Solar-centre, 2010). However, the sustainability plan is experiencing various problems like reduced funding for researches. Also, hydrogen and solar appliances are still very expensive for an average man to purchase. This means that economies will still be powered by fossil fuel will until when everybody will be able to purchase the appliances that global warming effects will be done away with gradually (Solar-centre, 2010). Required Government, Societal and Global Support The responsibility of the government is to provide funds for research in the better sources of energy other than the fossil fuels. It is also to ensure that when the research is done and complete, the appliances are readily available to the market at a pocket friendly price to the average man. The government should also be engaged in passing restriction acts that prohibit the further environmental pollution. Most of these restrictions affect industrial companies and businesses. It should ensure that the acts are enacted and law breakers are dealt with accordingly (ILO, 2008). On the other hand, the average man is to ensure that he uses the most eco-friendly fuels and appliances available in the market. Skilled workers in the field of research should also avail themselves to assist the government in research rather than hiring foreign experts. Conclusion Despite the many efforts to reduce air pollution, air pollution and global warming are still a challenge. Green house gases like methane and carbon are still being emitted from the combustion of fossil fuels. The resultant global warming is causing increasing sea levels as the ice in Polar Regions is melting. The main cause of this is the use of non- renewable fossil fuel. However researches are underway on the use of renewable energy like the solar power and hydrogen. If successful, the research could make the future economies to be driven by renewable sources of energy like solar and hydrogen. Governments and the society have a responsibility. The government is to formulate environment conservation policies while the society at large is to conserve the environment by using eco-friendly renewable energy in their appliances. References California energy commission. (2006). â€Å"Hydrogen and future energy sources.† Retrieved on February 19, 2010 from: http://www.energyquest.ca.gov/story/chapter20.html EPA, (2008). â€Å"Air Pollution Basic Information.† Retrieved Feb 19, 2010, from: http://www.epa.gov/ebtpages/airairpollution.html ILO. (2008). â€Å"Global challenges for sustainable development: strategies for green jobs.† Retrieved on February 19, 2010 from: http://www.ilo.org/public/english/bureau/dgo/speeches/somavia/2008/g8paper.pdf MacKenzie, James, J. (1994). â€Å"The Keys to the Car.† Baltimore, MD: World Resources, Kurylo, M. (2010). â€Å"Atmospheric Composition.† Retrieved on February 19, 2010 from: http://nasascience.nasa.gov/about-us/organization-and-leadership/atmospheric-composition-program-scientist/?searchterm=None Nadis, S. MacKenzie, J. (1993). â€Å"Car Trouble.† Boston, MA: Beacon. Retrieved on February 19, 2010 from: http://www.commutercars.com/h2/ Solar-centre. (2010). â€Å"Global warming.† Retrieved on February 19, 2010 from: http://solar-center.stanford.edu/sun-on-earth/glob-warm.html Unep, (2003). â€Å"How will global warming affect my world?† Retrieved on February 19, 2010 from: http://www.unep.org/dec/docs/ipcc_wgii_guide-E.pdf

What the Genome Revolution Could Mean for Me and the Rio Grande Valley :: Argumentative Persuasive Biology Essays

What the Genome Revolution Could Mean for Me and the Rio Grande Valley With technology advancing more quickly than even our own minds can comprehend, the effects of these advancements cannot be measured in our time, as they are just beginning to reveal themselves. Nowhere is this more evident than in the world of biotechnology, where researchers are changing the way people look at themselves as individuals with imperfections. The newly mapped human gene sequence provides scientists with the tools needed to manipulate, 'fix', or alter the human genetic code to create a person with any specifications desired in a human. Just the idea of a person engineered to specific criteria boggles the mind with questions about the implications on society, not to mention the unforeseen consequences that could lurk in the nearby future. In a world as populous as today's, the sense of self, rooted within each person, becomes more important than ever. As time passes with more hi-tech advancements, people will have to deal with the outcomes of the human genome project, some of which can be investigated before work begins on implementing research into everyday healthcare and others that still wait to be stumbled upon. The first problem includes the laws of all types, including those that have yet to be passed concerning the use of DNA in altering negative characteristics and adding favorable ones. First, developers must explore the ethical law that asks whether it is morally correct to change what it is that makes us people: the fact that we are all different and have flaws, and maybe these should be cherished rather than changed. If everyone was the same, we would become like ants, just one of a million, and lose the meaning of us being here: sharing different ideas and personas that enrich our lives and give us fulfilling relationships. Does making similar people interfere with the law of nature, which before now was the only factor in determining who we are? Then comes the legal matters that appear with the application of this knowledge. When people alter the natural cycle of life that has been in place for millions of years, there are going to have to be rules in place so that this sensitive data does not fall into the wrong hands, become misused, or have the huge negative impact on society that it has the possibility of having.

Social Policy And Society Education Essay

Whose Needs are being met by Scots schooling? Discuss the assorted stakeholders ( kids, parents, society, the province ) , there possible demands and measure how good they are met. The province recognises the demand for kids to be educated. It is recognised as a right, a duty and a necessity. Society no longer relies as to a great extent on the male staff of life victor theoretical account and as a effect parents in the bulk of instances no longer have the option of supplying kid attention and instruction to their kids themselves. As we are come ining an age of hi tech fabrication and developing a high skilled economic system the authorities is besides looking for an educated population and can no longer work with a society of nonreader or ill educated citizens. An uneducated population would besides be less antiphonal to authorities runs and information or counsel and may be unable to carry through their function in society and the democratic procedure. Children themselves, it has been acknowledged, have a right to be educated ; â€Å" No individual shall be denied the right to instruction † ( European Convention on Human Rights ; agenda 1, article 2 ) .That does non nevertheless intend that the instruction provided is what kids want or what they need. Neither does it intend that chief watercourse instruction in Scotland is provided with everyone ‘s best involvements in head. All of the parties mentioned supra will hold unfavorable judgments or be disappointed by what province instruction in Scotland provides to some extent ; nevertheless I wish to do it clear that for the bulk of stakeholders the Scots instruction system provides acceptable results. Besides, in recent old ages important stairss have been taken in Scotland to better the instruction system for those interest holders presently losing out, chiefly kids themselves, and I wish to analyze this in more item. In 2009 there were 676,740 students in publically funded schools in Scotland ( Scots authorities ; pupil Numberss ) and educational outgo was ?4.87 billion in 2007-08 ( Scots authorities ; Expenditure on school instruction in Scotland ) . This amounts to a important proportion of Scotland ‘s population presently in the Scots public instruction system and a important proportion of national disbursement. Spending on instruction sums to a big proportion of public disbursement and must hence be a high precedence for the authorities, denoting that it is a high precedence for society as a whole. Equally good as being a right under the ECHR ( European Convention on Human Rights ) instruction is besides a right under the Universal declaration of human rights enshrined in UK jurisprudence in the Human rights act 1998 ; â€Å" Everyone has the right to instruction. Education shall be free, at least in the simple and cardinal phases. Elementary instruction shall be compulsory†¦ .. † ( Universal declaration of human rights ; article 26 ( 1 ) ) and in the UNCRC ( United nations Convention on the right of the kid ) , â€Å" To guarantee that all sections of society, in peculiar parents and kids, are informed, have entree to instruction and are supported in the usage of basic cognition†¦ † ( UNCRC ; article 24, 2 ( vitamin E ) ) . Few public services are as strongly protected by rights and Acts of the Apostless as those sing entree to instruction. Yet to what extent instruction should be provided and who its chief focal point should be on remains ill-defined. For many old ages statements raged about Scots instruction merely being good to the ‘average ‘ kid and that those who needed extra support demands or who did non work good within formal educational scenes were being left behind or ignored for the greater good. The Scots authorities has hence gone a long manner in recent old ages to try to turn to this. The school course of study in Scotland is non statutory but alternatively the authorities sets out a model which it so expects instructors to work within. The newest model published is the ‘Curriculum for excellence ‘ . This model is built around four Nestor notabilis capacities that the Scots authorities want to instil in every Scots immature individual by the terminal of their clip in instruction. It is besides really to a great extent based on current research that suggests the best manner to prosecute all students in the schoolroom is by utilizing inter disciplinary accomplishments and different acquisition and learning methods such as undertakings, e-learning, talks and peer on equal rating. The Scots authorities claim ; â€Å" The course of study aims to guarantee that all kids and immature people in Scotland develop the properties, cognition and accomplishments they will necessitate to boom in life, larning and work. This is encapsulated in the four capacities – to enable each kid or immature individual to be a successful scholar, a confident person, a responsible citizen and an effectual subscriber † . ( Learning and Teaching Scotland ; Curriculum 3-18 ) However what good are these results if so many immature people find themselves go forthing instruction with no or really few significance makings and no utile trade or work related accomplishments? The benchmark for mensurating pupil attainment in Scotland is the SCQF ( Scots recognition and making model ) mark. At the age of 14 to 15 about every kid in Scotland will sit a set of standard class tests. 5 plus base on ballss at SCQF degree 4 ( standard class general ) is considered the minimal criterion of attainment that could be merited with success and which could take to patterned advance through those makings. School conference tabular arraies are drawn up based on how good pupils did in this quartile and yet 24.4 % of Scots pupils fail to accomplish this benchmark about a one-fourth of all Scots immature people ( Scots authorities ; SQA attainment and school departer makings in Scotland: 2008/09 ) . On top of this 14.53 % of immature people go forthing Scots schools in 2009 were non in instruction employment or preparation and therefore had no positive finish ( Scots authorities ; Destinations of Leavers from Scots Schools: 2008/09 ) . This barely seems like a system which empowers every immature individual to develop accomplishments that will do it possible for them to ever happen a positive finish in society. It may besides demonstrates that there attack has so far failed to convey about touchable consequences which will profit all the stakeholders in the Scots instruction system. The authorities nevertheless may good indicate out that a major component of their reforms of Scots instruction will come in the signifier of alterations to the makings system. These alterations will non be implemented nevertheless until 2016 when the SQA ( Scots Qualifications Authority has drafted, approved and tested the new scrutinies, designed to concentrate on Nestor notabilis accomplishments and development of literacy and numeracy throughout all school topics. There has besides been a important displacement in the attitudes held towards helping kids with acquisition and Behavioural issues or disablements in Scots instruction and in bridging the spread between young person work, schools and less formal educational attacks. The Education ( Additional Support for Learning ) ( Scotland ) Act 2004 was introduced to supply statutory protection to all immature people in Scots instruction who feel they may necessitate more support. Article 1 ( specifying extra support demands ) provinces ; â€Å" A kid or immature individual has extra support demands for the intents of this Act where, for whatever ground, the kid or immature individual is, or is likely to be, unable without the proviso of extra support to profit from school instruction provided or to be provided for the kid or immature individual † This means that any kid in Scotland for whatever ground who feels like they may necessitate extra support are lawfully entitled to it. This jurisprudence has been to a great extent advertised and publicised nevertheless the resources to endorse up this statute law and supply the support are frequently highly over stretched and exhausted. The Bridging the Gap study between young person work and schools was another advanced thought that the Scots authorities hoped would better the instruction system for all interest holders but peculiarly those for whom chief watercourse instruction was non appropriate the study aimed to ; â€Å" Put the policy context and offer illustrations of pattern to promote youth work and school partnerships across Scotland to present more chances to prosecute and animate immature people. â€Å" ( Learning learning Scotland ; bridging the spread study, page5 ) This attack to instruction and presenting young person work and community acquisition in to the school scene shows a willingness to do instruction more accessible and relevant to all pupils and to prosecute everyone in the acquisition procedure. Whether or non this plan will hold any success remains to be seen. Scots instruction hence does present for the bulk of stakeholders most of the clip. It provides a child care option for parents between the kid ‘s age of 5 and 16. It keeps the bulk of the population literate and able to hold on basic numeracy and it gives a high figure of school kids a opportunity to derive accomplishments and addition cognition which will assist them travel in to farther instruction, employment or preparation. It is clear that there is still a proportion of society which the current Scots instruction system is non supplying for nevertheless the Scots authorities has gone a long manner in its efforts to undertake issues with the system and has succeeded in supplying a system which meets most of the demands of most of its stakeholders.

Marrige vs Cohabitation

Marriage vs. Cohabitation There are many people that say that getting married before living together is the best way to go. They have many negative things to say about living together also called cohabitation. Linda J Waite is one of this people, she has many negative things to say about cohabitation. She wrote an article called â€Å"The Negative effects of Cohabitation† where she states many down sides of cohabitation which I disagree upon. The three main things that I disagree upon are domestic violence, emotional wellbeing, and wealth.When it comes to hitting, shoving and throwing things, â€Å"cohabiting couples are more than three times more likely than the married to say things get that far out of hand she says in her article. Which I disagree it doesn’t matter if your married or not your partner will still hit you. ‘According to the American association for marriage and family therapy (AAMFT)† in almost 20% of all marriage, couples slap, shove, hit, or otherwise assault each other. Emotional abuse verbal threats, humiliation, or degrading remarks, and controlling behavior are more common.Once you’re married you have to obey your husband’s rules and if we don’t there will be consequences. Married couples are more likely to be in domestic violence in my opinion because they expect more from there couples. Since there married they have to listen and do more to keep the husband happy. â€Å"Marriage is, by design and agreement for the long run. Married people, thus see their relationships as much more stable as cohabiting couples do. † I also disagree with this saying that Linda j. Waite states in her article. The reason why I disagree is because there are many divorce rates now and days.If it was true what she says then there won’t be so many divorce rates. She says states that married couples are happier than cohabitating couples. She also states that children who are in cohabitating couples ar e less likely to succeed and this is a big lie in my opinion. For example, what about if we get married and then we live together, then we realize that the person who we once dated isn’t the person we actually married. Then we realize that we don’t want to be with leading to divorce. In the other hand cohabitation helps you learn the good and bad things about your partner before we ask the question.This can lead to a healthier lovable relationship prior to the one where we get married first then get to learn the good and bad things about our partner. As prior to her statement about the children, I disagree because I have many friends that live with cohabitating families their parents are married. They still go to school and they are being successful. We can’t blame cohabitation to someone being unsuccessful. In fact many children with married families become unsuccessful do to their parent’s divorce. Married couples link their fates-including their financ es. Linda j .Waite states that married couples benefit more in income if there married which I disagree. In fact, cohabitation offers similar benefits to marriage without the potential pain of divorce. â€Å"If you're just living together and if one of you decides they want to leave†¦ † said one participant, â€Å"you can leave and it will just be OK †¦ whereas if you're married you've got to go through lawyers and attorneys, and depending on the type of situation it is it can be an ugly divorce. † So no if were married we do benefit more in wealth it will be the same benefit because couples actually decide to do cohabitation to share expenses . ttp://www. theatlantic. com/health/archive/2012/02/the-marriage-problem-why-many-are-choosing-cohabitation-instead/252505/ People get married because they’re afraid of being lonely for the rest of their lives. There not realizing that by rushing into marriage that they can end up having a divorced life. When yo u live in cohabitation you have the liberty to leave when you want no broken vows. So do we rather want to have a divorced life or be happy that’s the question to ask ourselves before getting married? http://www. gwu. edu/~ccps/rcq/rcq_negativeeffects_waite. html

buy custom Modified Lesson Plan essay

buy custom Modified Lesson Plan essay Having the opportunity to work in the education system I have had to encounter various challenges among them, the constant need to change my lesson plans to accommodate students with special disabilities. A practical case would be dealing with a student who possesses emotional disability and in particular attention deficiency. The student is has difficulty in establishing lasting relations with the colleagues as he has the inability to control his emotional feelings the student is also seen to be hyperactive. As a result the student has difficulty following simple instructions, cannot associate with the other students as he cannot even play well. The student has emotional setbacks at times seen to be quiet while at other times he is excessively active and talks relatively too much. Other observable features include, being easily distracted, cannot wait for his turn to play or talk and as a result interrupts the lesson and meetings. The students inability to remain attentive for long periods and the low concentration level can be associated to his hearing disability a condition that adds up to the already hyperactive student. Changes in the lesson plan that would be incorporated in an art class would include instructional chages as well as the acquisition and use of an assistive technology device. The instructional changes would be to have the instructions given to the students short and concise. The instructions would incorporate behavioral requirements to the student requiring a certain standard of conduct that would be awarded if achieved. The change in the lesson plan would also incorporate assigning the class session a period when the students concentration span is at the highest while at the same time limiting the amount of workload during this time achievable if the class sessions are segmented into periods that are manageable to the student. The instructional and teaching mode will enable the student concentrate more and as a result avoid the hyperactivity and the intrusions of the lesson by the student. To deal with the mild hearing impairment, having pictorial representations of the instructions required of the student. The pictorial representations would include materials such as diagrams, flowcharts and models. The assistive technology is an assistive technology that involves the use of objects that can be easily recognized by the student especially those easily available to the student in the home set up. The lesson plan would include hhaving tape recorders in certain sections of the lesson. The purpose of having the tape recorders would be to record the instructions I would be giving to the students and have the recorder played by the students at intervals selected as the lesson progresses. This would allow the students to recall the instructions and also act as a constant reminder to the student to give chances to the other students in playing the recorder an aspect that would hopefully be carried on to the playground. The uses of flowcharts as an assistive technology in delivering the lesson would assist the student organize their thinking and actions in addition to tackling the hearing impairment. This would mean that certain lesson is delivered with the aid or the sole use of flowcharts. An additional assistive device that would be incorporated in the lesson would be to have students have note taking devices such as books and laptops. The gargets would require the student to make effort in putting down what is taught and what he understands from the lesson. As a teacher the delivery of the lesson need be slower to give time for note taking. This aids in concentration and allows for easy evaluation of the areas the student learnt and areas where little was learnt. Buy custom Modified Lesson Plan essay