Climate Change: A Greenland Perspective Essay -- Global Warming Envir

Climate Change: A Greenland Perspective Works Cited Not Included Climate change is the alteration of temperature and precipitation patterns over an extended period of time. Across the globe, scientists are identifying climate change in relation to the greenhouse gas emissions and solar cycles. While most researchers believe that the increase of atmospheric CO2 is effecting global warming, others are endorsing the concerns of another Ice Age, which is likely to occur due to orbital variations of the Earth. In his article, Abrupt Climate Change, Richard Alley titles one section, ?Chilling Warmth,?15 which perfectly describes the angst of many people who foresee a deadly warming trend, and also the paradox of global warming causing another ?Little Ice Age.? These competing discourses are extremely pertinent to the country of Greenland, which is at the forefront of the climatic change debate. Greenland and other Arctic countries continue to be at the head of the discussion on climate change, whether due to melting ice caps, or advancing glaciers. Our understanding of climate change across the world has been possible due to Greenland?s ice cores; proxy records, such as O18 dating, reveal atmospheric air temperatures at which the sheets of ice were formed.16 Oxygen in the ice cores can also reconstruct the history of precipitation. Greenland remains a critical story teller of cooling and warming trends, since the 1990s, when scientists first started to extract from the gigantic sheets of ice.17 Scientists who view increased CO2 emissions as directly related to a warming climate are radically concerned for the outcomes of warming oceans, rising sea levels, and higher precipitation levels. For example, in an article for Nationa... ...ric air temperature, but in contrast to Amos? belief that Arctic temperatures in Greenland have decreased by 1.29 degrees Celsius, since 1985, Peter Spotts of The Christian Science Monitor, documents a seven degrees Fahrenheit increase in Alaska, western Canada, and Russia over a fifty year period.33 From the research that I have conducted, I have realized how integral Greenland is in the dialogue on global warming and abrupt cooling; furthermore, I recognize that climate change needs to be of global concern, not only to scientists, but to the government and all citizens; every regional climate change in the Northern Hemisphere directly influences temperature and precipitation in the Southern Hemisphere. We are all connected, and it is imperative that humans intervene and become aware of how their environmental choices may affect biodiversity around the world.

Freudian Theory in “Lord of the Flies” Essay

â€Å"The Lord of the Flies† by William Golding is a social experiment with a twist. It is executed by isolating young boys on a deserted island. They arrive on the island because their airplane was shot down while they were trying to escape a bombing in England. The boys are young so they have not been completely molded by society; therefore they have room to deviate quickly. The isolation removes the blinders of civilization and the true identity of the boys and human nature is revealed. If the reader uses a Freudian approach to reading the novel one will find that Golding’s characters and conflicts follow Freud’s theories of the id, ego, and superego, thus making them more understandable. Studying the Freudian theory allows one to see Jack as the id, Ralph as the ego, Piggy and Simon as the superego, and why they clash. The famous psychologist Sigmund Freud developed a theory that uses people’s personality traits to classify them into three different categories of id, ego, and superego. Although every person contains all three of the forces, one can dominates. â€Å"For Freud, we are simply actors in the drama of our minds, pushed by desire, pulled by conscience† (Understanding the Id, Ego, and Superego in Psychology). This theory allows one to realize that people tend to exhibit behaviors of their category. The id is the primal force of desires and needs. Impulse is controlled by the id. It can be compared to the devil on the shoulder of cartoon characters, and Mr. Hyde. Some people do not keep the id in check so it dominates their personality. Signs of the id are forceful speech, physical expression, and emotional outbursts. Read more:  Ralph quotes lord of the flies essay The ego is the mediator between the id, the superego, and the external world. Ego is the negotiator between desires and morals. Negotiations with the id help it get what it wants without causing too much damage. It also tries to harness the power of the id to achieve things by regulating it. People that have ego personalities want to please everyone; they tell people what they want to hear. The superego is the moral judge and conscience. â€Å"While the ego negotiates with the id, trying to prevent another tantrum, the superego judges the performance† (Understanding the Id, Ego, and Superego in Psychology). Usually the superego’s morals and standards come from figures of authority or society. Most importantly the superego is not affected by impulse or others. Each of the characters in Lord of the Flies each embodies  a certain force which is why they can not work with each other. Jack is a boy who gets angry quickly, acts on his desires, has emotional outbursts, and enjoys hunting and killing, he obviously embodies the id. These traits are a result of the id not being kept in check inside of ones self. Blushing is a sign of Jack’s anger, which happens every time his pride is wounded; â€Å"Jack’s face disappeared under a blush of mortification† (Golding 23). Jack becomes angry so often because he does not censor his emotions. He always does whatever he feels like. The main things that Jack likes to do are hunt and kill. He is driven to do it and his â€Å"compulsion to track down and kill that was swallowing him up† (47). This is very primal and the desire to kill shows his lack of conscience. Since he becomes obsessed with hunting he also has a bloodlust. Sometimes Jack burst out in emotion some times happiness; â€Å"He [Jack] began to dance and his laughter became a bloodthirsty snarling† (Golding 58), and sometimes anger; â€Å"I’m going up the mountain. The words came from Jack viciously, as thought they were a curse† (Golding 119). Jack bursts out because he wants to make it known that he will do whatever he wants, and no one will get in his way. The biggest conflict caused by Jack clashing with the other forces is his separation from the tribe and the creation of his own faction. Jack cannot coexist with the other boys because of his id state. He does not want to be governed so he leaves; â€Å"I’m not going to be part of Ralph’s lot─ I’m going off by myself† (Golding 127). He leaves because his id was under constant scrutiny by the ego and superego of the tribe, so he acted on an impulse. This causes conflict because he takes almost all of the boys with him. Later the same boys kill Simon and Piggy, and hunt down Ralph. Although the id can be beneficial, without the checks from the other forces nothing productive or any long term good can come from it. Ralph is the islands leader he seeks the approval of every one, he is highly influenced by the superegos, he is the only one who can reason with the id, and he can use the id to his advantage, therefore he can be classified as the ego. The ego is the only mediator between id and superego. Ralph strives for the approval of the other boys. He says things that will make them look up to him; â€Å"He’s [Ralph’s father] a commander in the navy. When he gets leave he’ll come and rescue us† (Golding 13). He says things like this because he thinks if he does the boys will like him more. Some things that Ralph wants to do come from the suggestions of the superego; â€Å"The first thing we ought to have made was shelters down there by the beach† (Golding 45). This influence from the superego becomes Ralph’s goal. This happens because he is ego; the id would not heed the suggestions of the superego. Ralph is the only one who can negotiate with Jack, who is the id. When Jack does not become chief, Ralph negotiates and gives him the consolation of having an army of hunters; â€Å"The choir belongs to you of course. They can be an army─ Or hunters─ They could be† (Golding 23). He is able to make sure that the id does not go wild or revolt by offering it other choices. Ralph uses Jack to help him keep a fire; â€Å"We’ve got to have special people for looking after the fire. Any day there could be a ship out there.† â€Å"Ralph I’ll split up the choir my hunters, that is into groups, and we’ll be responsible for keeping the fire going† (Golding 43). Ralph is using the ego’s influence on the id to accomplish a goal. The gradual breakdown of the tribal assemblies is caused by Ralph being the ego. He is not assertive enough as a leader an d is overly concerned with the influence of the superego. He is also worried about what people think of him and if he is making them happy. The ego kept order on the island longer than it would have lasted if it was not present. Simon and Piggy are the only boys that bring morals and the values of society to the island, they act as the superegos. Piggy often reminds the boys of the grownups and the rules of where they came from; â€Å"What’s grownups going to think?† (Golding 84). He does this because his superego cannot stand rules being broken. He constantly reproaches their behavior and tries to invoke rules. Simon displays more of a moral value; â€Å"Then, amid the roar of bees in the afternoon sunlight, Simon found for [the littluns] the fruit they could not reach†¦[and] passed them back down to the endless, outstretched hands.† (Golding 51). He does what is thought of as good and right. He is superego but not in the way piggy is. Piggy’s superego conveys rules, Simon’s conveys morals. Piggy and Simon are both killed because they are superego. The id cannot tolerate the blocks of value set up by superego, so it seeks to destroy them. With the superegos out of the way the id has  more freedom to do what it pleases. The superego is vital for a functioning human or society, without it a breakdown will quickly begin to transpire. Golding’s characters clearly represent Freudian forces. Since each is a different force many conflicts arise. The conflicts would not necessarily have happened if the characters were not set into specific roles. This all makes sense because of the Freudian theory. Golding’s novel demonstrates that in order for civilization or a human to prosper there must be a balance of the Freudian forces. The island lacks a balance of desires, rules, and the pleasing others, which are an essential part of the functioning mind or society, thus the island breaks down. Works Cited: Golding, William. Lord of the Flies. New York: Berkley Publishing Group, 1954 â€Å"Understanding the Id, Ego, and Superego in Psychology†. Dummies. Wiley Publishing, Inc. 5 Nov. 2005 â€Å"Ego, superego, and id†. Wikipedia. 5 Nov. 2005. Ayres, Robert. â€Å"Lord of the Flies Lecture†. Epic333. 5 Nov. 2005.

Mean Girls, By The Queen Bee s And Wannabees Essay

The period of adolescence is crucial in the development of identity and social integration, and for many teens can be very trying. From the moment children begin attending programs such as daycare and elementary schooling, they are transferred from an environment that no longer exclusively contains their parents, to one where they are integrated with other children who are similar in age; also known as peers. In the United States, adolescents spend twice the amount of time within peer groups from a day to day basis than with their parents (Dijkstra Veenstra 2011). The socialization that occurs within these peer groups plays a large role in influencing the behaviors of adolescents during this developmental period; whether reinforcing positive behaviors such as academic achievement or encouraging questionable behavior and delinquency. The importance of peer groups in contemporary society is accurately represented in the 2004 movie Mean Girls, adapted from self-help book The Queen Beeà ¢â‚¬â„¢s and Wannabees, depicting the life of a young adolescent who struggles to prove herself worthy of being accepted by the dominant social group. Whether it is deciding on identifying with the ‘Brains’ or choosing to imitate the ‘Cheerleaders’ in hopes of obtaining status, overall adolescent behavior is greatly influenced by their peer groups. To better understand the role of peer groups on adolescent behavior, we must first examine its origin in contemporary society. Industrialization in theShow MoreRelatedFemale Writers : Mean Girls ( Tina Fey ) And Clueless ( Amy Heckerling ) Essay1497 Words   |  6 PagesYoung girls watch these movies and expect that high school should be a particular way. Unless you have a full figured woman’s body like Regina George’s, then you will not be â€Å"the in girl†. Although each of these films glamorize the lives of the popular girls in school, they have clear moral values on how being catty will ultimately have you end up ruining your reputation. Two of the six movies addressed have female writers, Mean girls (Tina Fey) and Clueless (Amy Heckerling). All six of these movies

Past Perfect and Past Perfect Continuous for ESL

The two most advanced tenses in the past are the past perfect and past perfect continuous. There are slight differences between these two tenses, but both are used to speak about actions that occur before another point in time in the past. Intermediate level English learners  can study the basic structures below, and then use the activities provided below. Teachers can print out and use materials in-class to help students acquire these two complicated tenses. There are also a number of lessons referenced below that focus on comprehension materials for both of these tenses. Finally, teachers can get ideas and tips from these guides to teaching the past perfect and past perfect continuous. Past Perfect There are two past tenses used to describe things that happen before another point in time in the past. Use the past perfect to talk about an event which had happened at some point in time before something took place. Tom had interviewed five times before he got his first job.She had already eaten by the time they arrived. Past Perfect Continuous The past perfect continuous is used to express how long something had been going on before something important happened in the past. Jane had been studying for four hours when he came home.Jack had been driving four over six hours when he finally pulled over to have lunch. Past Perfect Structure Positive Subject had past participle I, You, He, She, We, They had finished before I arrived. Negative Subject had not (hadnt) past participle I, You, He, She, We, They hadnt eaten before he finished the job. Questions Question word had subject past participle What - had he, she, you, we, they thought before I asked the question? Past Perfect Continuous Structure Positive Subject had been verb ing I, You, He, She, We, They had been working for two hours when she telephoned. Negative Subject had not (hadnt) been verb ing I, You, He, She, We, They hadnt been paying attention for long when he asked the question. Questions Question word (often How long) had been subject verb ing How long - had he, she, you, we, they been working before he arrived? Study the Past Perfect and Past Perfect Continuous in Depth Here are detailed guides to the past perfect and the past perfect continuous tenses. Each guide provides situations, common time expressions used with the tense, as well as examples. This guide is for choosing between using simple perfect forms or continuous perfect forms (present perfect, past perfect, future perfect vs present perfect continuous, past perfect continuous, future perfect continuous) is perfect for advanced level students looking to understand the fine points of these tenses. The past unreal (3rd) conditional also uses the past perfect form. Test Your Knowledge of Past Perfect and Past Perfect Continuous Once youve studied the rules - or if you already know the rules - test your knowledge with a past forms review or conditional forms quiz. Teach a Lesson about the Past Simple and Past Continuous Here are lessons on the site which have elements of the lesson which focus on the past perfect simple or past perfect continuous and their use with other tenses. Tense Identification Review - Integration Lesson for Upper-Level Students​A Difficult Situation - Using Modal Verbs of Probability in the PastMultinationals - Help or Hindrance? - use of past perfect/continuous to in debate lessons to provide contextGuilty! - communication lesson using a variety of past tensesSentence Auctions - students try to decide whether a sentence is a genuine masterpiece worth buying, includes examples of past perfect. Activities with the Past Perfect Simple and Past Perfect Continuous Some activities that will help you practice: Waiting for a Friend - Advanced past and future forms (future continuous, 3rd conditional, etc.)English Tenses Timeline Chart - study how the past perfect and past perfect continuous relate to other tenses on a timeline.

The, China, And Post Mao China Essay - 1453 Words

Three Times: Republican, China, Socialist, China, and Post-Mao China Introduction The twentieth century was not only transformational but also traumatic for China just like other societies. Notably, the prevalence of warfare in China was high throughout the century. In addition to war, dramatic peacetime economic and social changes characterized the country’s twentieth century. These shifts often resulted from official policies related to redistribution of property, collectivism experiments, and land reforms. China’s early cinema industry represented these changes through films such as the Goddess, the Red Detachment Woman, and Farewell my Concubine. Each of these films represented societal shifts in the country during three unique historical periods. For instance, the Goddess is a representation of the economic, social, and political changes in the country during the Republic China period. Similarly, the Red Detachment of Women epitomizes China during the socialist era. Finally, the film Farewell my Concubine depicts the Chinese society during the Post-Mao age. The paper will provide a comprehensive analysis besides comparing the social, cultural, and historical aspects of the Chinese society based on these films. Republic China (1912-1949): The Goddess The film Goddess revolves around the life of a struggling lower class woman. The tough economic times in the society force Ruan Ling-Yu to degrade her moral standards and submit to prostitution to survive andShow MoreRelatedMao Zedong And The Mao Era Of China950 Words   |  4 PagesIn China after Chairman Mao, China had a period of post Maoism and was moving away from Chairman Mao to a more modernized China. Even though Mao Zedong had a hand in creating China and unifying, China in it is early years up to the Chinese Cultural revolution. His downturn or his bad Mao days were after the Cultural Revolution. 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Life Without Televisions Free Essays

Life without Television When my family’s only television set went to the repair shop the other day, my parents, my sister, and I thought we would have a terrible week. How could we get through the long evenings in such a quiet house? What would it be like without all the shows to keep us company? We soon realized, though, that living without television for a while was a stroke of good fortune. It became easy for each of us to enjoy some activities alone, to complete some postponed chores, and to spend rewarding time with each other and friends. We will write a custom essay sample on Life Without Televisions or any similar topic only for you Order Now First of all, with no television to compete for our time, we found plenty of hours for personal interests. We all read more that week than we had read during the six months before. For instance, I was able to finish â€Å"The Scarlet Letter†, a novel assigned in my English class. Also my younger sister read 300 pages of the last book of the â€Å"Twilight† series. We each also enjoyed some hobbies we had ignored for ages. My dad’s old enthusiasm for gardening returned, and he started planting vegetables in his garden. My mom had time to open her bakery book and bake Italian desserts such as Profiterole and tiramisu. My sister and I played volleyball in the back yard, a sport that we loved since we were younger. In addition, my sister and I both stopped procrastinating with our homework. We both found out that it was really helpful to work on homework ahead of time; therefore I worked on chapter three and four of my Algebra homework for next week. I also finished my study guide for my English test. My sister as well worked on her French and Government assignments. Second we did chores that had been hanging over our heads for too long. There were many jobs around the house that had needed attention for some time. Cleaning our rooms was the first chore we did; my sister and I cleaned our entire room and vacuumed the carpet. Then my mom cleaned the counter tops and all the shelves of the kitchen. Finally my dad managed to clean his garage and put all of his tools back on the shelves. We also had a chance to do some long- postponed shopping. My father went to SEARS to buy a sofa that was needed in his room. My mom went to LOWES to buy accessories for her bathroom. My sister and I went to the mall to buy her prom dress and I was able to buy two pairs of jeans and two shirts that I wanted. And each of us also caught up with e-mails and did paperwork that was long overdue. My mom had some office work done, such as sales reports for the committee of her company. My dad finally wrote an e-mail to my grandma that is living in Spain with my aunt Susan. My sister also replied to e-mails from her friends that live in Italy. And I was able to complete my FASFA application for the fall semester. Finally, and probably most important, we spent time with each other. Instead of just being in the same room together while we stared at a screen, we actually talked for many pleasant hours. My parents and I never had long conversations before, and during that week, we got to know each other more than we did for the past five years. My sister and I talked more about each other and we found out that we have a lot of interests in common. Moreover, for the first time in years, my family played some games together. My sister enjoys playing Monopoly; therefore, we played almost every night. We also played chest, one of my dad’s favorite games. My mom’s favorite game is dominos; although my sister ended up winning every game. And because we didn’t have to worry about missing this or that show, we had some family friends over on a couple of evenings and spent enjoyable time with them. We would play volleyball in the back yard. After several games we would have dinner in the back patio enjoying the lovely weather while listening to classical music. And finally after dinner we would make a bonfire and sit around it and remember memories with our friends. Once our television returned, we were not prepared to put it in the attic. But we had a sense of how it can take over our lives if we are not careful. We are now more selective. We turn on the set for our favorite shows, certain sports events, and the news, but we don’t leave it running all evening. As a result, we find we can enjoy television and still have time left over for other activities and interests. How to cite Life Without Televisions, Essay examples

Reflection Therapeutic Relationship

Question: Describe about the Report for Reflection of Therapeutic Relationship. Answer: Reflection 1:- This particular incident is that situation that reflected how I managed to have a healing and a therapeutic relationship with Patient A, a patient who was unable to speak after a stroke she has suffered five years ago. I was in the psychiatric ward having a 3 weeks clinical placement for mental care in my 4th semester. In the ward patients were encouraged to walk out of the ward towards a small cafeteria during meal time. During lunch time I noticed that Patient A, who is a77 years old diagnosed with Schizophrenia is sitting on her bed and not heading towards the cafeteria. She was having tremors and was unable to control her muscles in her legs. These tremors are usually caused as a side effect of the anti psychotic drug she was being given. Due to her mental state she was unable to understand this and was getting agitated. At first I introduced myself and approached her to build a rapport with her. I asked her whether she wanted to take her lunch or not. Due to these tremors she wa s unable to walk unassisted and was unable to feed herself. I checked the chart for her diet and got her lunch from the cafeteria. Through her chart I got to know that she was on a soft diet as she has difficulty in swallowing. After that I took her permission to feed her but she only looked towards me in a blur. In empathy I imagined myself in her place and assumed that due to her age she may have an issue with hearing. I touched her shoulder and raised my tone and at the same time made gestures to feed her. She understood my actions and nodded her head. Luckily the non verbal communication in the form of gestures and facial expressions helped me to convey my message to her. I maintained eye contact with her while feeding her as to show that I am interested in feeding her. She cooperated well and enjoyed her meal. In my evaluation I made the right decision in approaching Mrs A and feeding her. I had used my interpersonal skills to establish a rapport of mutual understanding and sen se of trust. When sense of trust exists between a nurse and a patient it builds a relationship that raises the patient self esteem. This helps the patient to communicate well with the carer and in this case it was in the forms of facial expressions and actions. It is important for a nurse to be trustworthy, caring, and to show empathy. As our communication was non verbal it included postures, gestures, and facial expressions. I attended Mrs A to show my empathy towards her as she was unable to walk and feed herself. As it was my duty to care for her. Therefore a nurses involvement should not be limited to task centered communication but it should be good patient centered communication. Reflection 2:- I had a 3 week surgical posting and I was assigned to care for patients who had a number of diseases. One of them was a 70 year old male who had diabetes mellitus, end stage renal disease, gall bladder gangrene, gout, hyperlipidemia and hypertension. I had observed that he seemed to be lonely and did not mingle with other patients. No family members visited him. During interacting with him I came to know that he thinks that he is a burden on his family due to his numerous medical conditions. He had expressed his desire to die instead of living with so many diseases. He also told me that no one showed concern, care and love for him. During our conversation he mentioned numerous times that he wanted to die. I had listened to him patiently but at the same time was also noting clues of suicidal tendency. I informed the nurse in charge that Mr B has shared his depressive desire and mood with me. I started spending more time with him and explained to him that dying will not be solution to his problems. The staff started paying more attention on him and counseled him. I used the distraction strategy with him and took him around to interact with others. I had felt highly uncomfortable when he had disclosed his desire to die therefore I sympathized with him. His feelings of committing suicide were quite evident through his words therefore I had decided not to ignore them. He had a fear of physical dependence which can only be addressed by communicating with him through compassion. I was very cautious, careful and patient with him. In situations like these the carer or nurse has to be cautious, patient and careful with the patient. We cannot vent our anger, or shout at the patient after hearing to their wish to die over and over again. I was able to win Mr Bs trust only then he has confided in me, his negative feelings. I started with building a good rapport with the patient which helped me in offering him the right resources to his way to getting better. In his case kee ping him in contact with other people was important as it would ensure a safe environment for him to get better. Through this experience I was able to learn basic counseling skills by actively listening to the patient and empathizing with him. With a few words of empathy and encouragement an elderly patient was turned from a depressive person to a calm and pleasing person. Through communicating with me and ward staff he was usually in a calm and cheerful mood. On the day when Mr B was getting discharged he thanked me and the staff for our care and encouragement. Reflection 3:- it is an example when I was involved in care of a 14 year old girl which I feel is an example of an outstanding good practice. In clinical site interaction I got the chance to observe the public health nurse who was working with a 14 year old who was physically abused. Firstly I was highly impressed with the way that the nurse talked to the girl. When we examined and talked to the girl she told us that had fallen and had a black eye. She was unable to see from that eye. I noticed that she has various scratches and bruises on her face and arms. She was hesitant and withdrawn to talk about the incident. I noticed now the nurse was reassuring in her tone when she interacted with the girl. She was very gentle when she examined the girl and asked very politely whether she had any issues at home. To that the girl blatantly replied No but the nurse did not push the girl for a different reply. I noticed how the nurse was non-threatening and attentive towards the girl. The nurse then shared h er observations with me when the girl left. She took time in helping me to notice and observe many things that I had missed. I learned how the nurse had used her interviewing and observation skills along with her experience to know the true picture even when she was being told otherwise by the girl. She drew conclusions only when she had carefully analysed the situation and the data that was presented in front of her. She did not reached to conclusions and knew that she had to form a short term plan as she still did not have enough information. Her interpersonal skills and collaborating with me helped me to learn and experience something that I would definitely want to learn. In my course I had learned that therapeutic communication is all about active listening, respecting the client and being a non-threatening listener. Through this incident I was able to experience a therapeutic communication between a nurse and client. I had learned how caring is about seeing beyond what the pat ient is telling you as it is about reading clues that are there in front of you. It is about making the patient trust you by listening to them patiently even when you know that it would take time for the patient to open up to you. In situation like this the patient may take time to trust the nurse to tell the truth but the nurse has to be patient to let them take their time in order to form a trusting relationship. The simplest technique to communicate empathy is through reflection and as a nurse you can do it in many ways. We need to understand that patient have their own concerns and should interpret the clues that the patient presents in front of us. As nurses we have to aware that communication of pain will not always be verbal but it can be in the form of expressions and gestures.