Differences and Similarities: Apollo and Dionysus Essay -- Greek Mytho

Differences and Similarities: Apollo and Dionysus In Greek Mythology a rivalry always occurs between certain Gods and Goddesses. In the case of Apollo and Dionysus there is no exception. They are half brothers, both sons of Zues and they compete just as most brothers do. Though the two Greek Gods, Apollo and Dionysus, were actually very similar in some ways, they severely contrasted in others. Dionysus, son of Zues and Semele and Apollo, son of Zues and Leto, both were born under strange conditions. Dionysus was born from the thigh of Zues after being fully grown, and Apollo's mother, Leto, was in labor for nine days with him because Hera did not want him to be born and would not give Leto a safe place for the child to be delivered. Both these Gods have the need for power and a very creative drive. They spent their youth recruiting new worshipers for their respective cults in which they started, each cult showing their divinity. They are both associated with the phenomenon of ecstasy, meaning to stand outside oneself. In one such case, Apollo's priestess Pythia was overcome by his spirit and began speaking in tongues. Also when possessed by Dionysus, his followers similarly changed there normal actions, breaking into wild dances and "experienced a rapturous sense of union with their God." This shows how they made contact with humans, but in very different ways. The Differences between Apollo and Dionysus are not difficult to see. Though both Gods are associated wi...

A Separate Peace Chapters 6-10 Essay

Directions: Answer the following questions on THIS sheet of paper. You DO NOT need to answer in complete sentences. It is best to try to answer these as you read, since the questions are listed in the order in which they appear in the book. 1.Who is Cliff Quakenbush? What happens between him and Gene? Cliff is a manager. And they both get into a verbal fight. 2.Who calls Gene on the first day back to school? Phineas 3.Who is Brinker Hadley, and what does he say really happened to Finny that day in the tree? He is the hub of the class. He claimed that Gene deliberately pushed Finny of the tree 4.Why does Gene leave the Butt Room without smoking a cigarette? Because he forgot to study for the French test. 5.How do the boys at Devon contribute to the war effort? The Enlist 6.Who decides to enlist in the war? Why does Gene end up not following through with his enlistment? Gene decides to enlist in the war. Gene didnt go through the enlistment because he decided to stay with Finny. 7.Why is Finny training Gene for the Olympics? Because Finny wants to make sure that Gene does not turn out to be a fat old man 8.What is the winter carnival, and whose idea is it? The winter carnival is Finny’s idea of a sports world. 9.What happens at Leper’s â€Å"Christmas Location†? Leper manages to escape from the spies and hopes to meet Gene at the Christmas Location. 10.How does Gene respond to what Leper tells him? Gene becomes aggravated and doesn’t believe Leper.

Theme Based Approach In A Freshman Education Essay

In the last decennaries several attacks to learn English in EFL contexts have appeared and disappeared as research in this country has developed. Since the 1980s, when constructivism appeared â€Å" with its accent on societal interaction and the find, or building, of intending â€Å" ( Brown, 2007, p.12 ) , several methods have come up claiming to be the best to integrate the basic elements of this theory and to be the solution for English instructors to do all their pupils learn and have fun with the mark linguistic communication. As Brown ( 2007 ) explains many of these methods are considered representatives of what is today known as the Communicative Language Approach, which is â€Å" an eclectic blend of the parts of old methods into the best of what a instructor can supply in reliable utilizations of the 2nd linguistic communication in a schoolroom † . ( Brown, 2007, p. 18 ) The intent of this paper is to analyse the advantages and disadvantages of using one of these ‘so called ‘ communicative attacks, the Theme-Based Approach, in the context of a first-year university class of English as a foreign Language. Though the writer of these paragraphs believes that there is no such thing as the ‘perfect method ‘ , and that it is a good instructor ‘s occupation to take the pedagogical techniques that best suit her scholars ‘ demands and her beliefs about linguistic communication instruction, she will merely measure the benefits and disabilities of utilizing the schemes proposed by this individual attack in her ain instruction context. Yang ( 2009 ) explains that the theme-based direction is normally considered within the theoretical account of content-based direction. ( p.162 ) As the name suggests, the course of study of this attack is organized around subjects or subjects which contextualize the elements of the mark linguistic communication that are presented to scholars. Many of these subjects can be derived from the capable affair contents that the pupils are larning in the different phases of their instruction. Shin ( 2007 ) states that â€Å" When learning English as a Foreign Language ( EFL ) at any degree, the schoolroom has to be a topographic point in which linguistic communication is non merely taught but besides used meaningfully † . ( p.2 ) Curtain and Dahlberg in their book Languages and Children: Making the Match ( 2010 ) assert that as â€Å" the instructor connects linguistic communication direction to bing subjects or creates language-specific subjects, the linguistic communication category is clearly an incorporate portion of the school twenty-four hours, and linguistic communications are perceived to be meaningful constituents of pupil acquisition † . ( p.1-2 ) Brinton ( cited in Shin, 2007 ) claims that a thematic course of study can supply â€Å" rich input for lessons that are either language-based ( i.e. , with a focal point on vocabulary, pronunciation, and grammar ) or skills-based ( i.e. , with a focal point on hearing, speech production, composing, or reading ) . † ( p.2 ) Gao ( 2011 ) describes the theme-based attack as trusting on Krashen ‘s linguistic communication acquisition theory which states that scholars have to be presented with sufficient comprehendible input. This input has to reflect his thought of one + 1, where ‘I ‘ is the scholars ‘ current linguistic communication competency and ‘+ 1 ‘ is the â€Å" input supposed to be the somewhat higher degree than pupils ‘ module † . ( p.34 ) The instructor would be responsible of supplying this input and of assisting pupils to transform this input into consumption. To make this, he or she has to choose the subject and the activities related that would outdo suit the involvements and demands of the pupils. Yang ( 2009 ) adds that when taking the subject and be aftering the activities, the â€Å" kids ‘s proficiency degree † should besides be considered. ( p.170 ) As in any communicative course of study, in the theme-based attack, the sch olar is the supporter of the procedure, so it is unthinkable to form a course of study without sing the scholars ‘ involvements and demands as a starting point. In the undermentioned paragraphs the learning context will be presented together with the different facets of the theme-based attack that are believed to be applicable to this context. Nowadays most schools are increasing the figure of hours of English in their course of studies. Hence they are necessitating instructors with a high bid in the four accomplishments of the linguistic communication. Most schools are integrating English in more than one capable affair. The Escuela de Educacion of Universidad de los Andes took this demand into consideration when be aftering the new course of study and included 5 semesters of mandatory English classs. The general aims of the English course of study are â€Å" to heighten the four linguistic communication accomplishments through reading, discoursing and working with a choice of texts that assistance in a better apprehension of human existences and learning † ( English II, 2012 ) . Students are divided in two proficiency degrees which allow the pupils to experience relaxed every bit good as demanded in a degree that fits their proficiency. Nunan ( cited in Yang 2009 ) claims that linguistic communication is best acquired when the scholars are organized in homogenous degrees of proficiency. The theme-based attack allows the instructors to accommodate the subjects, stuffs and activities to the pupils ‘ proficiency degree, which is consistent with the organisation of pupils in this context. Since the category described here is a freshmen lower-level English category, the pupils, who are to go simple instructors, are expected to bring forth short conversations on assorted subjects utilizing grammatically right, formal and informal linguistic communication, and a good bid of the English sound system. They have to show critical thought and cognition of the specific subject and related vocabulary. They besides have to be able to place the chief and secondary thoughts in a short text ( English II, 2012 ) . These aims refer to cognitive procedure every bit good as linguistic communication bid. The linguistic communication is an instrument to develop believing accomplishments. A Theme-based course of study seems really suited to let all these aims to be achieved. The English linguistic communication can be learnt utilizing the wide subject of Education, and within this, a myriad of subjects runing from simple degrees capable affairs, to larning and learning theories, or cultural cognition of the English speech production states. â€Å" When subjects are good chosen, pupils will be more occupied with the acquisition because they can see its intent and happen it interesting -and merriment † . ( Curtain & A ; Dahlberg, 2010, p.2 ) In other words, this attack motivates pupils to larn linguistic communications. Gao ( 2011 ) mentions the experiment carried out in The Jiang University that supports this statement. Freeman & A ; Freeman ( cited in Yang, 2009 ) confirm this thought when they express that pupils are more willing to take part in the category, seek harder, and remain concentrated, when the â€Å" content of the lesson is relevant and interesti ng † to them. â€Å" Their motive is more likely to increase † . ( p.162 ) In the instance of the context analyzed in this paper, around one tierce of the pupils take it really earnestly and understand the importance of larning English for their future calling ; one third are mean pupils, who want to larn, but do non make any excess work and, one tierce who take it merely as portion of the course of study. This is really pathetic if it is considered that intrinsic motive is most of import in the procedure of larning. The bulk of the category does non hold it in a desirable grade. The theme-based attack can be a major part to this issue. Another interesting possibility allowed by this attack is the usage of reliable stuffs. The instructor can choose reliable readings such as verse forms, rimes, short narratives, newspaper articles, academic documents, among others, that present the scholars with new vocabulary used in existent state of affairss in relation to the chosen subject. Apart from developing the accomplishment of reading, these readings can be the get downing point to pupils ‘ production in English. â€Å" Ideally, the sorts of activities instructors design for the stuffs should travel from comprehension activities to such production activities as doing presentations to the category, or composing studies, making a category anthology of narratives, or even printing a newspaper † . ( Strong, 1995 ) Hence, the four linguistic communication accomplishments can be promoted. Besides, vocabulary related to the selected subjects is more easy learned, as Khayef and Khoshnevis ( 2012 ) proved in their sur vey carried out in Iran. Subjects besides allow pupils to show critical thought and cognition of the specific subject and related vocabulary. Curtain and Dahlberg assert that activities in a theme- based attack can prosecute pupils â€Å" in complex thought and more sophisticated usage of linguistic communication † ( p. 4 ) Discussion around subjects of involvement to the scholars can take them to the development of complex thoughts that involve the usage of complex cognitive accomplishments, such as analysing, synthesising, contrasting, comparing and others. These accomplishments are desirable for our pupils, non merely for their ain benefit, but for their future pupils ‘ , excessively. Students in the context described know that there are high outlooks of them and that any aid required will be available. This makes them experience motivated to set their best attempt in utilizing the mark linguistic communication and take parting in the collaborative activities. â€Å" The pupils in a theme-based schoolroom carry through a diverseness of communicative undertakings in concerted groups in which they portion a common end working fruitfully † ( Gao, 2011, p.37 ) The disciplined environment that exists in this context would prefer this sort of work. Some of the techniques used in category are choral reading, grammar exercisings in a context, unwritten presentations of different subjects, cloze, duologues, contemplation, argument and treatment. The thought is to assist scholars use the linguistic communication more spontaneously. It is of import to see the different acquisition manners of the pupils as it is done in this class, and to take techniques that develop eloquence and truth every bit good. Most, if non all, of these techniques can be easy adopted in the theme-based attack, but most significantly, it facilitates the development of truth by incorporating the instruction of grammatical elements of the linguistic communication in a meaningful context. â€Å" Thematic direction avoids the usage of stray exercisings with grammatical constructions, practiced out of context † ( Curtain & A ; Dahlberg, 2010, p.4 ) . This position is wholly consistent with the manner grammar is presented in the context dealt with in this pa per, although there is a hazard of non giving adequate consideration and deepness to the syntactic elements of the linguistic communication. As future instructors, these scholars may necessitate a more profound cognition of the constructions that configure the English linguistic communication, so that they are able to work out the possible uncertainties of their future pupils. Fluency besides plays an of import function in this attack for it promotes cases of unwritten communicating. Gao ( 2011 ) confirmed in his survey â€Å" that the pupils under the counsel of Theme-based Oral Approach ( TOA ) are more likely to better their unwritten English abilities and more enthusiastic and interested in unwritten English learningaˆÂ ¦ † . ( p.37 ) Talking about subjects and subjects of common involvement, such as the 1s related to the pupils professional field or to the Anglo speech production civilization, facilitates the interaction and dialogue of significance that are described as portion of the ends of the class and that underlie the sort of activities that the Theme-based attack advocators. It is of import to retrieve that these scholars are future instructors, so the context is different from the typical linguistic communication class. They are supposed to be theoretical accounts to other pupils in the hereafter, either in the usage of the mark linguistic communication as in her attitudes. This implies an excess variable playing in this 2nd linguistic communication larning environment that can besides be assumed by this attack. The instructor is responsible of choosing the subjects and accommodating them to the different degrees of proficiency and believing accomplishments of his or her pupils. Students in this class may accommodate all the activities they are larning English with to the contexts in which they will be learning in the hereafter. Even though a theme-based course of study reestablishes the importance of the function of instructors in the acquisition procedure, it gives them a great duty in the success or failure of this procedure, every bit good. Yang ( 2 009 ) asserts that â€Å" theme-based instruction as an attack will non automatically do scholars go more interested in larning English, unless instructors are able to utilize interesting activities and suited stuffs † . Choosing the right subjects, stuffs, activities and forming the pupils ‘ work in the right manner is what boosts larning. This can besides be said about most attacks. Possibly one of the chief factors for any methodological analysis to be fruitful is the manner in which the instructor uses it in a specific context. The theme-based attack requires that the instructor put a considerable sum of clip in be aftering the lesson. Teachers can easy experience overwhelmed with the force per unit area of finding the ends, choosing the subject, making the activities and stuffs, measuring the results and all the other characteristics involved in lesson planning. All this planning can be really time-consuming, being clip one of the most cherished and elusive hoarded wealths in a instructor ‘s life. All in all, I believe that the advantages for utilizing the theme-based attack in the context described exceed by far the disadvantages. This methodological analysis can assist instructors actuate pupils to larn English as a foreign linguistic communication, advancing its usage in meaningful state of affairss that encourage pupils to develop the four accomplishments, hearing, reading, composing and speech production, every bit good as of import thought accomplishments. The costs or disadvantages affect chiefly the instructor who is the 1 responsible for be aftering the lesson. I believe that the clip invested in making so exhaustively will pay back with high involvements. The confirmation of pupils ‘ acquisition is the best wages any instructor can hold. As for the grammar cognition issue mentioned as of import in this context, I think that instructors can fall back to other sorts of activities to supply excess chances to exert this component, even if it does n't suit absolutel y good in the theme- based attack. Ana Maria Reyes

Investigation of Hydrochloric Acid with Indigestion Tablet

Introduction In this coursework I will be talking about the experiments, which I have done over two weeks. This gave different results by using different concentrations of hydrochloric acids (HCl) and indigestion relief tablet. I will also mention the time which was taken in the experiment, to see how fast the hydrochloric acid took with indigestion tablet with different concentrations. Indigestion tablets are alkali and they are used for to neutralise the excess acid in the stomach. Indigestion Tablet Indigestion is caused by excess acid in the stomach. The tablets neutralise some of this Acid and this is known as ‘Neutralization’ since it neutralizes the acid. In this experiment the amount of acid neutralised by one tablet is found. This may be considered a direct measurement of the effectiveness of the tablet. Requirements for the experiment:Indigestion Tablets Calcium Carbonate (CaCO3)Gas JarClamp StandHydrochloric Acid (HCL) solutions labelled 20, 30, 40, 50 60gdm-3 ( these can be 0. 0, 0. 75, 1. 00, 1. 25,1. 50 mol dm-3)Trough or containerMeasuring cylinderTimer.BungDelivery TubeConical Flask 50 cm3Indigestion Tablets An indigestion relief tablets alkali in solution, so that it can easily neutralize the excess hydrochloric acid in the stomach. The indigestion tablets to be used in the experiment was purchased from Super Drug Gas Jar A gas jar is a straight and thin cylindrical tube with ml units. This is used to collect gas or generate in the laboratory. In my investigation gas jar will be used to collect and measure the amount of carbon dioxide gas released during the investigation. [pic] [pic]Clamp Stand Clamp stand is really useful and it gets attached to the burette or any flask and it allows it to stay in its position. Otherwise, there’s a possibility of dispensing more amount of liquid than its normal measurements. In my investigation conical flask will be attached to the clamp stand so that it can be connected to the delivery tube which will in turn be connected to the gas jar through the water in the trough. Hydrochloric Acid Solution Our stomach produces hydrochloric acid which kills bacteria which maybe present in our food and also create acidic conditions for the enzymes to work properly. If the stomach contains too much acid then it can cause pain and it is called ‘INDIGESTION. ’ Sometimes the acid escapes from top of the stomach which causes pain in the tube leading to the mouth this is called ‘heartburn’ The equation of hydrochloric acid being neutralized by sodium bicarbonate looks like this: 2HCl + CaCO3-> CaCl2+ H2O+ CO2 Delivery Tube Delivery tube delivers the gas in to collecting vessels or container, but in this case it is going to go in a burette. Delivery tube also allows the gases to go through it; this will make the result to be accurate. Trough Trough is used for filling up the water, and it holds in the water, as well as the burette where gases put themselves off. The delivery tube gets clamped into the water and connected to the gas jar. It usually looks like a normal flat based bowl. Bung Bung is a big chunk of rubber, which act as seal in a conical flask. This allows the gas to be delivered through the delivery tube, and the delivery tube is connected with the bung since it has a hole. It is really useful in the experiment therefore no gas can be released outside. Timer Timer is there to get the results of the different solutions of hydrochloric acids. It makes the result really convenient as well as precise. Conical Flask This is scientific equipment which is usually seen in the lab. In the experiment it was used for to hold the hydrochloric acid and the indigestion tablet. It gets sealed at the top by a bung. Hypothesis: In this experiment I will test the hypothesis that; how quickly an indigestion tablet reacts does not depend on the concentrations of hydrochloric acid. Method for the experiment There will be using various equipments to test the hypothesis. Firstly, I will measure 50cm3 of hydrochloric acid with lowest concentration into a conical flask. Then I will fill up the trough or the container up to the ? of it. Thereafter, I will fill the gas jar with water then, I will put my hand on top of the open end, and invert over the water in the trough. Followed by, compress the delivery tube in to the gas jar. I will then put one indigestion tablet into the acid, and then quickly place the bung over the conical flask and start the timer. Finally, I will stop the timer when the gas jar is completely full of gas. Once I get my result I will record the time in a table as well as repeat the same procedure two times to get a consistent result. The whole procedure will repeated for the remaining concentrations of the hydrochloric acid and results will be recorded in a table. Below is the experimental set up for my investigation. Table of results Concentration of |Time taken to collect 54cm3 of carbon dioxide gas/sec | |hydrochloric acid/ | | |mol/dm3 | | | |1 |2 |3 |Average time | |1. 5 |126 |141 |121 |129 | |1. 5 |214 |243 |240 |222 | |1. 0 |237 |241 |307 |239 | |0. 75 |319 |318 |389 |314 | |0. 50 |388 |377 |376 |380 | pic] Analysis of Results Collision Theory Collusion theory is that reaction which is caused by the reactant particles i n the experiment, the more particles in the concentration then there is more causation of the collision theory. 1. Temperature The rate of the chemical reaction can be raised by increasing the temperature. This rate can also be increased by increasing the concentration of a reactant in solution; in my experiment I have used the Hydrochloric Acid (HCl) with higher concentration and our body temperature. This caused by the reactant particles to move quickly, and have more energy in order to collide often, and more of the collision result took in a reaction. 2. Surface Area The rate of a chemical reaction can also be increased by increasing the surface area of a solid reactant. But in my experiment I have dropped the whole tablet, instead of crushing the tablet. This has affected my experiment a lot because there could’ve been more collision, but since I have put the whole tablet inside that caused a small volume of space inside. This didn’t allow the reactant particles to perform collision theory. It also made the rate at its average point. 3. Concentration My experiment’s dissolved reactant increased then they became crowded which again caused the particles to perform collision theory. This means that the hydrochloric acid (HCl) with higher concentration means that there is more particles with energyNo No please state this in a better way The result of the line graph shows that the higher the concentrations, the quicker it will react. The hydrochloric acid with higher concentration means there is more reactant particles which will have more energy and be crowded. There is a greater of colliding, which will also allow the rate of reaction to increase. As the rate of the hydrochloric increases , the rate of chemical reaction becomes quicker. Please comment on the slope of the graph Conclusion The conclusion shows that the higher the concentration, then the reaction will be quicker as mentioned above. ———————– Gas Jar

Homework: Harmful or Helpful

Is Homework Harmful or Helpful to Students? The student body hates nothing more than finding out that, on top of the work assigned in class, there is an additional 10 questions to be completed at home. The big question that has arisen lately is: Is homework helpful to students, or does it create unnecessary stress? I personally have to say that homework is not helping us students learn anything more. First of all, homework causes students to become stressed out or even depressed. Second of all, it does not expand the student’s learning much. Third of all, too much of it can effect the student’s home life.Forth of all, doing too much homework can have negative effects on the body. As a student myself, I find that getting homework is somewhat helpful, but only to a certain degree. Many nights, students have pages upon pages of homework to complete and it’s difficult to get it all done within the specified timeframe. Having to deal with homework is very bad when you also have to complete important projects or assignments. This is because, if you don’t get your homework done, you get into trouble and could be penalized, but if you don’t get your assignments done, your grades will go down drastically.Getting both tasks done at the same time is troubling for most students and most of the time students will just bail on their work and give up because of the amount of stress. There have even been studies that prove that too much homework causes depression in children, especially from the ages of 14 – 19. Many people-especially teachers-will have you believe that homework is essential to a student’s success and helps to expand their learning skills and knowledge. However, this is not entirely true. I am going to use math as an example.If a student does all of his or her homework for math, writes the unit test, and passes, yes I suppose they have learned something. However, the information they have learned will only stay fresh in their mind for a short amount of time. Eventually they will completely forget about whatever they learned and will need to be retaught everything next year. So, in truth, they really haven’t learned anything, only memorized what they had to until they no longer needed it. Many topics learned throughout the school year are never even used in real life scenarios.For example, unless you have decided to take up biology as an occupation, many people will not use any kind of science in their lives. When a student comes home from school, most of the time they almost immediately start on their homework. If there is a great amount of work to be finished for the next day, they will work all through the evening and night trying to finish, usually skipping out on dinner or family time. When that student isn’t present very often and spends little time with the family, that cause problems between them and leads to fighting and weakened relationships. Read also  Homework Solutions – Chapter 3If the homework issue is consistent, parents may feel the need to speak to the teacher or even the principal, stating that their child has been neglecting to do much or anything except try to finish work. A few parents may even begin arguing with their child, wondering why they have so much homework and why they can’t spend time with their family for once. Arguing will create more stress for the student and will affect their performance in school. In extreme cases, too much homework can result in negative consequences on the body and mind.As well as stress, a heavy workload can cause everything from mild to strong body pains, to mental health issues, to physical inactivity, to sleep loss. If there is only a half hour or so of homework to be completed then it isn’t a huge concern. Although, oftentimes there is more than that and it has negative effects. Leaning over a desk for a long amount of time can cause back, neck, h and and joint pains that could last for days. If the subject being worked on involves a lot of thinking and brainwork, the student can suffer from headaches and dizziness.If the student is constantly sitting and doing work, they probably aren’t getting much physical activity and that could lead to obesity or sometimes malnutrition if they are skipping supper to finish. The most common negative effect of too much homework is mainly stress and lack of sleep. This happens because the child is worried that they need to complete everything or else the teacher will penalize them, so they stay up all night perfecting the assignment or task.There are an endless amount of reasons for why homework is bad for students, and there are many reasons to counter this argument. If you choose to believe the latter, then that is your choice; but think about this: Is homework really so important to the world that the health and wellbeing of students has to be put into jeopardy? Children donâ€⠄¢t need stress, family issues, and constant torment at this time. The issue really isn’t worth ruining our youth’s short amount of time to be carefree and have fun before they have to face the harsh reality of adulthood.

The Role of of a phlebotomist Essay Example | Topics and Well Written Essays - 250 words

The Role of of a phlebotomist - Essay Example Therefore, the responsibilities of a phlebotomist in any healthcare organization are to explain to the patients about the procedures to be undertaken, encourage patients in case they are worried, draw the blood into a tube by inserting a hypodermic needle in the vain, dress the puncture created by the needle, mark the blood sample, deliver the blood sample within the stipulated time and ensuring that the records are complete and data entered in a computer. A Phlebotomist needs also to ensure that any lab tools are disposed off correctly (Stein 2). As a phlebotomist, an individual needs to follow several ethical roles. He or she needs to handle the patient with a lot of care and respect. A phlebotomist should constantly communicate with patients and do his or her best so as to avoid harming the patients. It is also ethical for phlebotomists to ensure that they are in a good relationship with the co-workers. Phlebotomists are supposed to treat their peers with a lot of kindness and respect. The guidelines, rules and regulations formulated by an employer should be followed strictly by a phlebotomist (McCall 150). From the discussion, it is clear that the major function of a phlebotomist is to draw blood specimens from patients. It is also evident that there are several ethical roles of a phlebotomist. Phlebotomist should handle his or her patients with care, relate well with co-workers and follow the formulated rules, regulations and

How do history events lead to frequent extreme weather Research Paper

How do history events lead to frequent extreme weather - Research Paper Example This paper seeks to discuss how different historical events have contributed to the uneven extreme weather that is experienced in different parts of the world today. The first example that can prove this is the agrarian revolution that took place from the 1600s. This was a time when agriculture was getting a new face, and all businesses were revolving around agriculture1. New farming technologies had been invented, and every farmer wanted to part of the invention. It was a great revolution that affected almost all fields of life. Agricultural production increased, and there was a need to develop other sectors of the economy so that the excess food could not be a waste2. People developed the food processing industries so that food would be processed, preserved and exported to other areas, for sale. As a result, the transport industry was also developed, so that transportation from farms to factories and from the factories to the market would be easy3. By the year 1940, agriculture had taken a completely different turn4. People had graduated from simple farming to tractors and other technologies like the seed drill. Improved fertilizers were produced, which contributed greatly to agricultural production. As all this was taking place, there was a lot of pollution that was un-noticed. All the industries that were coming up were hurting the ozone layer5. They were major air and water pollutants, and this has contributed to the adverse weather changes that the world is currently experiencing. In the modern world, many scholars have been forced to set down for long hours, just to discuss about the climate changes. There are extreme weather changes, which are affecting various parts of the world. All these can be linked to the agrarian revolution in one way or another. For example, when industries were releasing carbon emissions uncontrollably, into the atmosphere, they led into the destruction of the ozone layer6. This is clear evidence that the current world is suffe ring a great deal because of the mistakes and events that that happened many years ago in the world’s history. Industrialization is another thing that has had very adverse effects on the weather, and climate. The first phase of industrialization was marked by a lot of changes in the world of business. The production and manufacturing industry, the processing industry, and other service industries were affected. Factories were being constructed at a very fast rate. Many products were being manufactured, and there was a need for a lot of fuel to facilitate all these processes. Electricity as scarce, and expensive to produce, as a result, many people used coal and wood as a source of fuel. Many trees were cut down in search of fuel and wood for manufacturing different items. This was one of those ties when the world experienced the highest ate of deforestation. Many trees were cut down, and a lot of initial forested and was left bare. This has had a very negative effect on weath er, even up to today. One of the most important functions that trees play is that they absorb carbon dioxide from the environment, and release oxygen. Carbon dioxide cannot be absorbed from the atmosphere if trees are not available. The historical mass cutting of trees has led to a considerably low number of trees, which means that enough carbon dioxide cannot be absorbed from the environment. High concentrations of carbon dioxide lead to global