Fluency Reading Plan Essay Example for Free

Fluency Reading Plan Essay Brief Synopsis- The story takes place on Manor Farm and has a third person perspective. The animals on the farm are unhappy with their current conditions. Led by a few pigs they revolt against the farmer that housed them. They hope to form a utopian farm for all animals. However, Napoleon (one of the pigs that started the revolution) starts to manipulate the animals and the humans around the farm. The farm starts to resemble its former self and Major begins to resemble the villainous farmer. This book is basically depicting communism in an interesting way. Overview of the Unit Reading fluency is an extremely difficult area to assess and instruct. In general, there are three areas that are addressed that make up fluency phonemic awareness (being able to say words and understand the construct of the letters that make up the word), grammar and comprehension. These three areas formed together help a teacher assess the students they have. However, it is still very difficult to classify since fluency seems to come natural to many students especially by grade 8 (Rasinski, 2004). Keeping all of this in mind there still needs to be a definitive gauge for assessment. This unit is based around some reading aloud in class. After the students have read on their own time, having them reread the various passages out loud will help to increase their fluency. According to the book Classrooms that Work, â€Å"repeated readings is a way to help students recognize high-frequency words more easily, thereby strengthening their ease of reading† (Addison-Wesley 1998). This will also allow for the next area of significance to become a link in the fluency chain-vocabulary. The student’s readings will provide opportunities to ask them about the various vocabulary words in this unit. The unit will stress various vocabulary words and a higher order of thinking to gain comprehension. As they read, the teacher can pick out these words and engage the students to see if they comprehend what is being said. If the students do not understand the words, the next step cannot happen which is comprehension. Comprehension and fluency are forever linked. One cannot happen without the other. The easiest way to label it is students must be able to understand what they read. That is why in many younger grades, grade levels are not simply based on the student being able to read the words, but to what degree they understand what they are reading. The main construct of the lesson is to expand the knowledge of the students and have them reading something outside of their normal realm. Students should always feel they are learning something new (Grabe, 2010). This book and unit will allow for that to happen. Reading aloud by the students, by the teacher, and discussions about various vocabulary and plot themes will make this lesson successful. The students will read a great book that is a classic and they will gain an understanding of some high school level vocabulary and thought processes. References Cunningham, P. M. Allington, R. L. Classrooms That Work: They Can All Read and Write. Addison-Wesley Educational Publishers Inc. 1999 Rasinski, T. (2004). Creating fluent readers. Educational Leadership, 61(6), 46-51. Grabe, W. (2010). Reading in a second language. Ernst Klett Sprachen.

Collegial and Formal Type of Leadership

Collegial and Formal Type of Leadership This assignment consists of two parts. In the first part, the models of collegial and formal type of leadership are considered and compared to the head teachers role to which the author is familiar within the educational system of Cyprus. The head teachers role will be analysed both leadership styles. In the second part, the author concentrates on the assumptions made about the school organization and its values with the collegial and formal types of leadership. The assignment ends with a conclusion based on the authors understanding of leadership that emerges from a consideration of both theory and practice in relation to these two models. Part 1 According to Pashiardis (1995) the educational system in Cyprus has a bureaucratic structure and school principals are constantly trying to satisfy the bureaucrats rather than the needs of students and parents. Everything must be done in a pre-determined manner, which hardly leaves any space for errors or gives leeway for deviation from the mainstream. This is the main reason why the formal model of leadership is being chosen. Most of the elements of management fit into the bureaucratic structure of the Cypriot educational system. On the other hand, within the collegial model of leadership the governing body of each school is free to set additional aims and objectives that would not only benefit the school community but also the quality of the education offered. Collegial Model of Management According to Bush (1995) and his collegial model, the aims emerge from a participative process whereby staff reach an agreement based on common values. The leader in a collegial model believes that school staff should always be a team in order to be effective and that everyone should be involved in all activities concerning the school practices. In this case, all teachers should have a common vision, set a mission and be aware of their role to ensure the success of the academic enterprise. The elements of Collegial Model are the processes by which goals are determined by the nature of decision process and the leadership style. The collegial model is based on agreement goals among the members of an organization and presents lateral structures and all members have the right to participate in the decision process. As Kaily P. (2010) wrote specific problems can be addressed by different committees which are appointed at the beginning of the school year. These committees consist of teachers according to their abilities and expertise. They undertake to address and solve problems that arise during the school year such as student discipline by formulating a code of conduct, violence at school- prevention and treatment, development activities for motivation in learning, learning difficulties and workarounds (Kaily P. E849 Web Activity 1, 2 November 2010). Furthermore, Palli C. (2010) there is a shared leadership and a collective sense of responsibility among the staff at her sc hool. At the beginning of the school year there was a delegation of roles and responsibilities. Also the teachers had the opportunity to select the committees they wanted to be members according to their interests (Palli C. E849 Web Activity 1, 3 November 2010). The most positive aspect of the Collegial Model is the fact that goals have already been agreed, resulting to the possibility for the participant staff to concentrate and to achieve the goals set. Everybodys ambitions, expertise and capabilities are taken into consideration and used in a way that promotes the welfare of the school unit. As Bennett has argued, knowledge is an important power resource. Sharing knowledge in a collaborative way requires a high degree of mutual trust and consensus (Study Guide p. 37). Formal Model of Management Looking into Bush (1995) the formal models of management aver that objectives are set at the institutional level. Goals are determined by senior staff and the support of other teachers is taken for granted. Therefore, the activities of schools are evaluated in the light of these official purposes. Furthermore, the organizational structure is regarded as objective reality. Individuals hold defined positions in the organization and working relationships are assumed to be strongly influenced by these official positions. Formal models treat structures as hierarchical with decision-making as a top-down process (Study Guide p. 32). In contrast to collegiality, the characteristics of  the formal management models  according to Bush (2003) heads have  authority because of their positions  and are  accountable  for what they do to their sponsor they use any  rational  way to achieve goalsâ‚ ¬Ã‚ ¦Ã‚  fits a lot to the Cypriot Educational System. Not only do public schools but also private ones have debt-reduction management programmes and everything must be centralized and economies of scale must be made. One is asked to annually report in advance how many students are registered for the following academic year that the number of teachers is reduced to the minimum to save resources. In bureaucracy, efficiency, discipline, control, reliability  is more important (Weber 1989, p.312). Promotion is on the basis of seniority  (Bush 2003) more like a typical formal bureaucratic Cypriot school. However, after a long waiting at the age of 40-55 one finally leave from the low-paying Cypriot private sc hool and is employed by a highly-benefiting Cypriot public school. When he/she gets employed at public school, will only find out just a few days before the school year starts, revealing bureaucracy which is neither efficient nor reliable. Part 2 According to Bush and Derek (2003) leadership may be understood as influence but this notion is neutral in that it does not explain or recommend what goals or actions should be sought through this process. However, certain alternative constructs of leadership focus on the need for leadership to be grounded in firm personal and professional values (Bush and Derek, 2003, p.4). Wasserberg (1999) also claims that the primary role of any leader is the unification of people around key values (Wasserberg, 1999, p.158). Furthermore, according to Gross (1985) values are generated externally to the individual rather than being internal, personal creations. However individuals play crucial role in establishing particular values with environments in which they live and work (Study Guide, p. 47). Bush (1998; 2003) also links leadership to values or purpose while management relates to implementation or technical issues (Bush, 1998, 2003, p.4) Collegial model is interpinned by integrative and motivating values. Integrative values are those that serve to draw individuals into collectivity and motivating values are those that shape individual and collective perceptions of needs and interests (Study Guide, p. 46). The implication of these values for leadership role in the educational system in Cyprus could justified since head teachers usually encourage the staff to take part in any decision-making procedure. In this way agrees for certain values the schools. Thus personal opinions (teachers, parents students) are acceptable by others, differences and disagreements are shown in a democratic form. In addition, collaboration is promoted by head teachers. Every teacher, parent, student has its personal needs and interests. Head teachers try to help all members in personal and professional difficulties and offer ways in order for everyone to have a role in the school. Moreover, head teachers promote trust and confidence among all members, make constructive comments and encourage staff to participate in educational seminars and other educational programs. The formal leadership model combines mostly regulatory and directive values which seek to control the behaviour of individuals and groups. The equal opportunities and race relations legislation is enacted in many developed countries. Such values are an important part of the policy process both nationally and within organizations. Whether we accept or reject someone elses value system is not the same as denying that it is a value which shapes their actions (Study Guide p.46). This is one of the three different kinds of Grosss classified values which influence different facets of the school.   Although the ministry of Education and Culture directs schools on how to operate, each school may develop its own principles and values according to its particular needs and aims. Under the guidance of the Head Teacher certain values have been defined for my schools culture like: Equal opportunities for all children as an expression of fundamental human rights, the development of students socia l skills, democratic dialogue in case of conflicts among the children, the multi-dimensional improvement of childrens personality, the importance of interaction with the external environment (parents), and the practice of multiple intelligences. All the above societal values are articulated within the school serve to draw individuals into a formality. The way that my school is managed promotes collaboration and reduces conflict between staff. The head teacher supports the efforts of his teachers and motivates them to share and generate the schools values. He helps teachers cope with the difficulties encountered and promotes respect, democracy, honesty and trust. He encourages teachers to take part in educational seminars and provides equal opportunities for participation in decision making trying to follow democratic values. Individuals play a crucial role in establishing particular values within the environments in which they live and work. Values are manifested in the actions people take, including the things that they say and the language they use (Study Guide, 47).   According to Sergiovanni (2000), how we resolve a problem relates to the extent to which our decision making is dominated by the values of our life world and our system world. As he interprets, system world should be interdependent with life world (the essence o f values and beliefs) Conclusion In conclusion it can be seen that there has to be a leadership style which will incorporate practices from both styles of leadership and which promote the development of the school through the participation and involvement of all the staff members. A head teachers role is to make the vision and the mission of the school known to his/her staff in order for the teachers with the right knowledge and ability to be involved in the decision making. References Bush T 2003. Theories of Educational Management, 3rd edn. London: Sage. Bush T. And Derek G., (2003), School Leadership: Concepts and Evidence, Full report Spring 2003 E849 Leading and Managing for Effective Education, Study Guide, (2003), The Open University. Kaily P. E849 Web Activity 1, 2 November 2010 Palli C., E849 Web Activity 1, 3 November 2010 Pashiardis, P. (1995), Cyprus principals and the universalities of effective leadership, International Studies in Educational Administration, Vol. 23 No. 1, pp. 16-26. Bush, T. (1998) The National Professional Qualification for Headship: the key to effective school leadership?, School Leadership and Management, 18(3) 321-34. Sergiovanni 2000, Effective Educational Leadership, O.U., Sage Wasserberg, M. (1999), Creating the vision and making it happen, in Tomlinson, H., Gunter, H. and Smith, P. (Eds.), Living Headship: Voices, Values and Vision, London, Paul Chapman. Webb, R. and Vulliamy, G. (1996), The changing role of the primary head teacher, Educational Management and Administration, 24 (3), 301-15.

Clinical Manifestation Of Osteomyelitis Nursing Essay

Clinical Manifestation Of Osteomyelitis Nursing Essay Osteomyelitis is the inflammation of the bone. This can be due to bacteria, fungi and germs PubMed Health 2012. Bone destruction, necrosis and formation of new bone or also called as involucrum are all features of chronic osteomyelitis. Osteomyelitis are characterised into two types depending where the infection originates. Homogenous osteomyelitis where the culprit of the infection such as bacteria, fungi or germs enters the bone through the lymphatic and circulatory systems and lodged in the small vessels, causing blockage in the bone. The bone will deprived of oxygen supply that causes thrombosis, ischaemia and eventually the bone will die, known as sequestrum (Marek 2007). The characteristic of bone inflammation is the accumulation of fluid, increased vasculature and leukocytes in the area. Bones caniculi will be sealed by exudates through the metaphysis, bone marrow cavity and into the cortex. As a result, this will lead to the formation of new bone by osteoblast, known, as invo lucrum. The infected materials escape through the opening of the involucrum into the soft tissues. The infectious materials will weaken the cortex of bone making it more prone to fracture (Marek 2007). Exogenous osteomyelitis is the infection starts at the soft tissues affecting the muscles and connective tissues that lead to the formation of abscesses oedema or this is known as Brodies abscesses (Marek 2007). Clinical Manifestation of Osteomyelitis The clinical manifestation of osteomyelitis generally includes general malaise or weakness, headache, anorexia and fever. The site of infection will exhibit redness, swelling, warm to touch, tender and usually contains purulent material (Marek 2007). The high dose intravenous antibiotic treatment for Mr. Andrews of three to eight weeks is necessary to kill the causative agents of the infection and prevent its reoccurrence (Marek 2007). What is PICC and the complications associated with the device? Peripherally inserted central catheter or PICC is a soft, long plastic tube inserted into the superficial vein proximal to the basilic or cephalic vein. The PICC is place for medication treatment such as antibiotic, chemotherapy and total parenteral nutrition (TPN) (California Pacific Medical Center 2012). Complications of the PICC are includes infection, occlusion, thrombosis and air embolism. Infection usually occurs either inside or on the insertion site. The area becomes swollen/tender, red and fever. The PICC line should be plush before and after the procedure to ensure patency of the line thus, preventing blood clot or thrombosis. The line should remained clamped and close after being used to prevent air from entering into the system (Erickson Field 2007). What information should be included in the nurses documentation of the dressing change? When changing the dressing the nurses should observe for signs and symptoms of systemic infection such as redness and swelling or any abnormalities on the surrounding area (Monahan et al 2007, p 1592). The documentation should include the date and time of dressing change, appearance of the wound or infection site, may take a photo of the infection or trace the wound using tracing paper. The location of the infection should be documented, any signs of granulating tissue or presence of slough material, purulent discharge and its amount and ask for patient of any pain around the site. What observations should be noted related to the exudates collected in the haemovac? The exudates collected in the haemovac should be noted. The amount or volume, color, odour and consistency should all be documented on the wound chart. The new data collected should be compared from the previous data to ensure that the wound discharge is decreasing. If not, the wound is not probably healing and infection is still going on. In this case, this should be reported to the doctor. Each of the medication below is prescribed for Mr. Andrews. For each provide the therapeutic drug classification and discuss the purpose of the medication for Mr. Andrews and potential adverse effect(s) that the nurse should monitor. Linezolid (Zyvox) oral is an antibacterial agent that inhibits the protein synthesis of the bacteria. This drug is use to treat infection on Mr. Andrews hip (Tiziani 2010, p 129). Some of the adverse reaction includes lactic acidosis, nausea and vomiting and low level of bicarbonate. If patient experience recurrent nausea and vomiting this should be reported to the doctor immediately (McKinnell, Jr. nd). Enoxaparin (Clexane) sub-cut is an anticoagulant medication use to prevent the formation of clot. This is usually given to patient after surgery and bedridden patient (Tiziani 2010, p 137). Patient should be monitor for any sign and symptoms of bruising or pain on the site, bleeding, haematoma, difficulty breathing or anything that is unusual (Tiziani 2010, p 138). Docusate Sodium (Coloxyl with Senna) oral is a laxative drugs use to prevent constipation. Mr. Andrews may experience constipation as a side effect to pain medication. This drug is given to alleviate restraining during defaecation . Some of the common side effects of the drugs includes: nausea, abdominal bloating and flatulence (Tiziani 2010, p 612). Tramadol hydrochloride (Tramal) oral- is a synthetic opioid analgesic for the treatment of pain. The adverse effects of the drug include nausea, anorexia, constipation, vomiting, dry mouth and many others. Important nursing consideration to consider if given to patient is to ensure that the patient will not develop dependency on the drugs Tiziani 2010, p 655). This drug will help alleviate Mr. Andrews pain due to surgical incision from his hip infection. Paracetamol (Panadol) oral is an analgesic and anti-pyretic medication. It is a short acting pain relief drug that is usually given in conjunction with slow release pain medication such as Tramadol. Avoid using with other Paracetamol drugs to prevent overdose and liver problems. Monitor patient for sign of overdose like nausea, lethargy, abdominal pain, hypotension, sweating and hypoglycaemia (Tiziani 2010, p 11-12). Conclusion If a wound is not looked after it can become a serious illness and even cause death. Osteomyelitis is one of the serious complication related to surgery, it is really a nasty disease that could paralysed or killed someone if left untreated. A proper monitoring and right treatment of the disease is the key to managing and controlling the adverse possible complication osteomyelitis can bring. The drugs used to treat the infection, surgery to the removed the dead tissues, maintaining aseptic technique during wound dressing and proper monitoring and documentation of the wound are essentials to keep the wound healed. There are also some important things to consider in giving the drugs to the patient to ensure that the drugs effectively does its intended job and there should be no major side effects to the patient.

Effects of Family Responsibilities and Discrimination on the Career Pro

Introduction Writh noted that despite women becoming increasingly active in economic activities they are still under-represented when it comes to senior management position. She supported this argument by pointing out that 40% of the labour force comprise of women. However, when it comes to top management position; only 20% are women (Writh 2001). This is as a result of a number of barriers which prevent women from function effectively. Family responsibilities, stereotypes that have led to gender discrimination, are perhaps the most notable factors. Despite this negativity women can still perform exceptionally well as senior managers; especially if effective work/life balance initiatives are undertaken. Family Responsibilities Family responsibilities-such as childbearing, rearing and other common household duties which have traditionally been place on women- play are major role in hindering their career progress. These responsibilities reduce the competitiveness of women by adding to them other unpaid responsibilities that men usually do not face (Writh 2001; Adler & Izraeli 1994). This has had profound effect on the ability of women to pursue their career ambitions. Similarly, most employers have resulted in perceiving women as incapable of giving their employment full attention. Actually, evidence point out that women exit the workforce and/or accept part time job at higher rate than men in an effort to balance between the paid (employment) and unpaid (family responsibility) (Kochanowski 2009). Based on Kochanowski (2009) argument, this inability of women to consistently participate in career without breaking off to attend to other family responsibilities hinders them from gaining the necessary skills an d experience needed ... ...Erlbaum, New Jersey. Kraiser, G 2009, Analyzing the Occupational Sex Segregations, McGraw-Hill, New Delhi. Metz, S & Desile 2007, ‘Managing the Diverse Workforce: is Gender Discrimination a Major Issue’, The Public Forum Journal, Vol. 5, no. 12, pp 34-60. Mullins, LJ 2005, Management and Organisational Behaviour (7th ed), Prentice Hall, New Jersey. Moss, N 2002, ‘Choosing Between Family and Career Advancement: Tough Decisions Facing Women’ Gender Management Journal, Vol. 12, no. 20, pp 142-58. Smith, L & Collen 2007, Work-Life Balance and Productivity, Rutledge, London. Shapiro, L & Worcester, S 2008, Gender Differences in Personality and Leadership Traits: A review for Business Leaders, Edward Elgar, Cheltenham. Wirth, L 2001, Breaking Through the glass ceiling; Women in management, International Labour Office, Geneva.

Unlocking the Secrets of the Universe Essay -- essays research papers

Unlocking the Secrets of the Universe Increasing our knowledge of Physics, using the scientific method to make observations and test hypotheses is essential to unlocking the secrets of the universe. Energy is one of the most fundamental elements of the universe. Throughout history, man has endeavored to expose, understand, and explain how and why things work. This drive to expand our understanding eventually led to the development of the scientific method and what is commonly considered to be the king of the sciences, Physics. The effects of energy on the physical world are of great interest to Physicists. The scientific method was developed during the seventeenth century. It is based on collaborative efforts of the great scientists and mathematicians who lived during that period such as Francis Bacon, Galileo Galilee, Johannes Kepler, and Rene’ Descartes. These men realized that true knowledge must be based on empirical observation and verified by experimentation. Recently, physicists have been searching for a un ifying theory to bring all of the fields of Physics together under a single umbrella theory expressed as a short equation. This so called unifying field theory will usher in a new era in physics and greatly increase our understanding of the workings of the universe Physics is the king of science, and Sir Issac Newton is the king of Physics. Physics deals with matter, motion, force, and energy. In order to understand motion, one needs to look no further the Sir Issac Newton. Newton’s studies eventually led to the development of three distinct, but related theories dealing with velocity, acceleration, inertia, friction and momentum, these theories are so widely accepted that they are commonly called â€Å"Newton’s Three Laws of Motion.† These laws, after almost three hundred years of testing and scrutiny, remain as fundamental principles governing the world we live in. By increasing our understanding of energy and the laws governing it, Newton’s laws have dramatically changed our world and promise to continue to change it in the years to come. Newton’s first law states that if the vector sum of the forces acting on an object is zero, then the object will remain at rest or remain moving at constant velocity. This means that an object at rest will remain at rest unless acted upon by a net force. It also means that an object in motion will rem ain in moti... ... http://www.safetyline.wa.gov.au/institute/level2/course15/lecture92/l92_01.asp â€Å"OVERVIEW† This site is basically just a lecture that explains the structure and naming of aliphatic hydrocarbon compounds in a basic manner. The site has some information on organic chemistry, which are synthetic carbon chemicals which are grouped with the natural ones. The site also has information about which organic compounds are used in our everyday life. (5) http://www.chemguide.co.uk/basicorg/bonding/benzene2.html â€Å"BONDING IN BENZENE† Jim Clark maintains this site. In order to have a good understanding of this site, it is a good idea if you have knowledge about the bonding in methane, and the bonding in ethene. This site has real good information on how benzene is built and the benzene ring. (6) http://members.aol.com/profchm/con_isom.html â€Å"How do you go about determining Constitutional Isomers of a Molecular Formula?† R.H.Logan maintains this site. This site lets you know that Isomers are compounds that have the same molecular formula. The site also shows you how to you can find out if you have equivalent isomers and what an isopropyl branch is. This is a dull site, but pretty informative.

The Detrimental Effects Acid Rain

With scientists and so-called â€Å"experts† on the environment disagreeing on so many issues, it is easy for the public to be lost in the fray of what is truth and what is media hype. Though the term â€Å"acid rain† has been present in our society since the early 1970†³s, many people are not exactly clear on what it is what causes it, and the detrimental effects acid rain has on our environment. More confusing than all of the facts and scientific theories surrounding acid rain is the development of a suitable solution to reduce air pollution, which in turn leads to acid rain. Many experts do not agree that acid rain has in fact been caused by man made pollution because of the fact that rain is naturally acidic. This widespread disagreement delayed international action to reduce pollution for some time. However, with the coming of the 1970†³s an awareness of acid rain spread, and with that awareness, possible solutions were proposed. These solutions involved making environmental changes on the international, industrial, and personal levels. Just how does acid rain form, and what consequences does it pose to our environment? There are numerous theories as to the cause of acid rain. However, the most prevalent is the theory that electric generating plants, heating plants, and other industrial plants have been emitting an excess amount of sulfur oxides, nitrogen oxides, and volatile organic chemicals (VOC†s) into the atmosphere. Once these chemicals are in the air, they react with water to form acids and fall back to the earth as precipitation. People who believe acid rain is a natural phenomenon do so because of the fact that carbon dioxide in the air combines with water vapor and produces carbonic acid (Bolch 95). There are several environmental risks that come with acid rain. One of these is the acidification of lakes, resulting in the lakes† inability to sustain the aquatic life. In fact, Norway reported that 18,000 out of 85,000 of their lakes were acidified, and more than half of their fish population has disappeared (Brunee 23). Ground water can also become more acidic because of the way acid rain depletes the natural buffer system of the soil. Studies done in the early '70†³s indicate immense damage done to the forests, especially in Eastern Europe and in Germany. A sort of â€Å"tree disease† has been destroying a large percentage of the coniferous trees. The effect of acid rain on wildlife could include the contamination of the entire food chain by causing heavy metal accumulation in aquatic life. The effects that acid rain has on humans has not been effectively studied. However, scientists believe that occurrences of respiratory diseases such as asthma may be on the rise. Acid rain is also causing many historical buildings around the world to erode and decay at an increasingly higher rate. Since the early 1970†³s, many efforts have been made to reduce the air pollution that causes acid rain. The United States government passed the first Clean Air Act in 1972. This act established standards of air quality in order to protect public health. It also required states to submit plans for attainment of these standards. The second Clean Air Act passed in1990 took regulation of air pollutant emissions a step further. It called for a further reduction in car tailpipe emissions, as well as mandating the development of cleaner fuels to be used in metropolitan areas. It listed 189 specific toxic chemicals to be regulated as hazardous air pollutants, as well as establishing a new permitting program for stationary sites of industrial air pollution. These sources of air pollution were now required to have an EPA-issued operating permit that specified allowable emissions (Kraft 87). These governmental controls have effectively reduced air pollution in our country, but at what cost? Writer, Michael E. Kraft asks the question that burns in many of our minds. â€Å"How clean is clean enough? How safe is safe enough, considering available technology and costs? † Initiatives to help meet proposed air quality standards are extremely costly, and they impose substantial burdens on the state and local government. The level of spending on air pollution control in 1972 was $8 billion. By 1990 that figure has risen to $30 billion (Meiners 5). Many experts doubt that money was spent wisely by the government, and claim that the same amount of reduction in air pollution could have been attained using half of the money spent if the government was more efficient. Obviously the U. S. overnment has taken a stand against pollution, and has paid the extremely high financial costs. Many people are quick to point the environmental finger at less developed countries and ask why they are not going to such measures to reduce their own pollution. Like many other things, this too comes down to money. There is a drastic inequality among the rich and the poor nations. This has a large impact on the ability of those poorer countries to address environmental concerns. In 1991, the richest 20% of the nations received 85% of the world income, while the poorest 20% received only a mere 1. % (Sandler 20). In order to effectively solve any global problem, the nations who are most affected by the problem, and would benefit the most from a solution must take on an active role in the resolution of the problem. If these countries take an aggressive and public stand on fighting and reducing their own pollution, other countries will follow their lead (Sandler 148). A large group of nations are cooperating in order to solve a global problem; they form a sort of power, or clout that is effective in pressuring other nations to join the fight. Such cooperation and discussion between nations is crucial in olving an environmental problem like acid rain and air pollution because of the fact that one country†s pollution will often harm neighboring countries. If a couple of nations take a stand against pollution while the others sit idly and watch, what benefit will the efforts result in? The fact that the Earth†s population is increasing at a frighteningly high rate is no surprise to most of us. We have heard time and again about the inability of the earth to sustain such a high population. This constant increase in population is causing an extreme increase in energy needs, which is leading to more pollution. Some scientists claim that if the population increase does not stabilize, it will be almost impossible to effectively control and reduce pollution with our current technology and methods of controlling pollution (Sandler 21). Science and technology play an important role in the reduction of air pollution. When there is a better understanding of a problem it can be handled with a greater efficiency. Scientists claim that nitrogen oxide emissions can be lowered through improved efficiency and conservation, especially in residential and commercial uses. Installing low nitrogen oxide burners will reduce the nitrogen oxide emissions. Setting emission standards on vehicles can cut pollution from mobile sources. New vehicles can incorporate improved emissions technology. Sulfur emissions can be reduced through the use of low-sulfur coal and oil, as well as flue-gas desulfurization for power plants. The implementation and use of hydro electricity, solar power, tidal energy, geothermal energy, and wind power have all been proposed as possible solutions to the problem of air pollution. Reducing air pollution is a very complicated task because of the involvement and support it requires from foreign nations, and the industrial world. A much less recognized, but equally important level of involvement is that from the public. It is extremely easy for the public to point their fingers at big business and demand a change for the improvement of our environment, without properly examining their personal effect on the problem. Why is the public seemingly oblivious about the ways that they can help reduce this problem? It is possible that they have been confused by differing opinions, and left out of the process of implementing possible solutions, which has alienated. Consensus among scientists can speed agreement on how to respond to hazards† (Kraft 18). Though this consensus would be ideal, it is not often the case due to growing uncertainties about health and environmental effects. â€Å"A more promising alternative is to improve the way scientists conduct risk assessments and discuss them with the public and stakeholders. Credibility and trust are crucial ingredients in effective assessment and management of risks. Providing opportunities for thorough discussions of the issues at hand and consideration of public views will inspire confidence in any proposed action† (Kraft 18). While some people are simply unaware of the problem of air pollution by the public, others are simply lazy. An extreme dependence on modern conveniences has contributed to this. Driving cars to every possible destination, no matter how near, seems to be an epidemic in this country. Luckily, the cure is a simple one. Alternative forms of environmentally sound transportation are usually readily available to those who are willing to utilize them. Public transportation, car-pooling, bike riding, and walking are just a few ways to cut the pollution that the public sector is responsible for. If the government had not stepped in and taken a stand for the environment, pollution levels would undoubtedly be awful today. The industrial decision-makers are too often blind to the needs and concerns of the environment because of the financial burden that environmental protection entails. And while most of the air pollution does come from industrial sites, we all could and should do our own part to help resolve this problem. Sooner or later we have all got to realize that in order to save the environment from disaster, we are going to have to be willing to sacrifice some of the conveniences that we have become so accustomed to.

2002 Ap Euro Dbq: Manchester

The Effects of Industrialization on Manchester, England 1750-1850 England in the 18th and 19th centuries changed dramatically as a result of the Industrial Revolution, which had many effects on the social structure of England and increased the gap between the rich and the poor. Because of this, industrialized English towns such as Manchester were both criticized and admired by poets, politicians, journalists, and outsiders, who were particularly from France. The most powerful points of view were from supporters of industrialization, those who opposed industrialization, journalists, and outsiders. Supporters of the industrialization of Manchester were typically British politicians or businessmen, impressed by the progress and production of Manchester. One of these was Englishman W. H. Thomson, writer of History of Manchester to 1852. Thomson provides a map that shows the growth of Manchester over a period of one hundred years in which in transformed from a small town into a robust industrial city with railroads and canals. This map shows how industrialization leads to rapid population growth and expansion, making Thomson an obvious supporter of industrialization. Another supporter of industrialization was Englishman Thomas B. Macaulay, a liberal member of parliament and a historian. In his essay, â€Å"Southey’s Colloquies,† Macaulay praises industrialization and Manchester for producing wealth for the nation, which in turn would improve the quality of life for the middle class and peasantry. A final supporter of industrialization was Wheeler and Co. , which praises the industrious spirit of Manchester in the preface to an 1852 business directory, shortly after Manchester was granted a royal charter as a city. The authors owe the fruits of the city’s labor to its â€Å"energetic exertions and enterprising spirit,† which is an unrealistic description of the motivations of the working class, and the preface was likely propaganda, being in association with the Crown. The supporters of industrialization were the ones becoming richer by it. They were separated from the working class and did not understand their plight. Those who opposed the industrialization of Manchester were more concerned with the well-being of those affected by it. These were poets, women, socialists, and health reformers who were disturbed by the living and working conditions of the middle class and the peasantry. One protester was Robert Southey, an English Romantic poet and author of Colloquies on the Progress and Prospects of Society in 1829. Being a Romantic poet, Southey laments on the industrialization of the city and describes it as a miserable place where the buildings which are â€Å"without their antiquity, without their beauty, without their holiness,† and where, â€Å"when the bell rings, it is to call the wretches to their work instead of their prayers. Another protester is Frances Anne Kemble, an actress, poet, and dramatist, who, in her account of a journey of the Liverpool and Manchester Railway in 1830, depicts a protest by the disgruntled working class over Corn Laws, which were tariffs on imported grain. In her depiction, the protesters scorn the â€Å"triumphs of machinery† and the â€Å"gain and glory which wealthy Manchester men were likely to derive from it. † This is a very Romantic depiction, as the protesters are breaking free from their bonds to choose liberty over wealth. A final protester was Edwin Chadwick a public health reformer, who, in his Report of the Sanitary Conditions of the Laboring Population of Great Britain, argued that the cramped conditions, unsanitary practices, and air pollution of Manchester greatly lower the average lifespan of its citizens, and that more lives are lost due to unsanitary conditions in industrial cities than in modern wars. Journalists reporting on life in Manchester were sometimes in favor of industrialization, but some opposed it. One journal in favor of the industrialization of Manchester featured an article by William Alexander Abram, a journalist and historian, in 1868. Abram claimed that conditions had increased dramatically since the early Industrial Era through law reform. A journal that was opposed to the industrialization of Manchester was the Lancet, a British medical journal founded and edited by Thomas Wakley. In 1843, The Lancet published a chart displaying the average age of death in four districts, two of which were industrial and two of which were rural. The average age of death in the industrial districts was far younger, but was especially young in Manchester, showing that Manchester was indeed the unhealthiest of industrial cities. A final journal that protested the industrialization of Manchester was The Graphic, a magazine that dealt with social issues. The Graphic published a picture of a view from Blackfriars Bridge over the river Irwell in the 1870s. The picture was a very dirty depiction of Manchester, showing smokestacks that blotted out the sky with lack plumes of smoke and waste pouring directly into the river Irwell, both of which caused tremendous health issues for the people of Manchester. Outsiders who visited Manchester in the 19th century were often disgusted by the monochromatic, unsanitary, and dangerous lifestyle of the laboring class of Manchester. These were typically French socialists who spoke out against the maltreatment of the poor by the rich. One such Frenchman was Alexis de Tocqueville, author of Journey s to England and Ireland in 1835. De Tocqueville, a socialist, tells us that the city of Manchester is based on the successes of individuals and the enslavement of others, rather than the success of society as a whole. Another French Socialist opposed to the industrialization of Manchester is Flora Tristan, a women’s rights advocate, who published her journal in 1842. The fact that it is her private journal makes it the most credible source to the opposition of industrialization because she is merely reflecting and not attempting to sway anyone’s mind. Tristan describes the working class of Manchester as sick and emaciated, and ends her entry with this lamentation: â€Å"O God! Can progress be bought only at the cost of men’s lives? † The industrialization of Manchester in the 18th and 19th centuries created wealth for the rich, but conditions for the laboring class worsened, and the gap between rich and poor increased. Many poets, socialists, and health reformers criticized the industrialization of Manchester, but politicians and business praised the industrious spirit of the city that filled their pockets. All of these feelings led to the revolutions of the 19th century and the rise of socialism and communism.