Category: Samples

            Response one

Socialization process is actually an important process to the children as an environment of learning process. There are many factors in life that act as role models for child development process (PERRINO, 2005, p.1). All the socialization stages by Mead provide a unique feature that lead to child development and learning. The writer’s case adds weight to the theory. In fact, children learn through imitating, playing and actually engaging into organized games among themselves. Unfortunately, not all socialization processes lead to positive learning and development processes (PERRINO, 2005, p.1). Some can lead to negative influences like drugs, sexual activities, and alcohol use among other prohibited behaviors.

Second Response

Mead’s act stage is particularly a psychosocial stage. This stage broadens the social cultural ideologies in the socialization cycles (“Socialization”, nd, p. 112). Social and cultural factors reinforce the development and learning process of an individual. The stage encompasses the conflicts between social environment and individuals satisfactory decisions.  These decisions results to a positive satisfaction. In addition, the environment surrounding an individual acts as factors to influence an internal signal towards outside social actions and social processes. For this reason, the four distinct stages and gestures intercede with the social environment and satisfaction of an individual.

Third Response

Economist argue that obsolescence include capitalistic devalued, wasted or destroyed assets. Continuing and expanding consumption and satisfaction lead to new needs that need to be satisfied as original need and thus satisfaction need to be renewed on a continuous basis (Maycroft, nd, p.10). For example, an individual may possess better phone or electronic gadget that offer a social and personal prestige. New gadgets may erupt in the market prompting him/her to change consumption choice. The gadgets possessed become obsolete due to the change in consumption and change in satisfaction. This way, it increases obsolete piles in the community. These pose a danger to the environment and future generation. In this respect, governments and industry need to be socially responsible in controlling consumption and satisfaction at an individual capacity.

Fourth Response

Marketing can be viewed as a term applied by organizations to describe all the steps and processes that lead to final sales (Chawla, 2003, p. 4). Usually, organizations and individuals are motivated to withdraw money from their saves and buy products as induced by organization strategies, pricing and distribution activities. United state EPA is complaining on consumption increasingly induced by marketers. Citizens buy and consume products as they view them from promotional and advertisements. This increases chances of polluting environment that is a threat to sustainability. Most of the products purchased do not last for long due to the change in consumption patterns, choices and taste and the inducement of marketing activities. Sustainability cannot be supported by low or no consumption. This is because it will be in opposition to the consumption-satisfaction cycle.

Fifth Response

LibiCki, (nd, P. 25) indicates it is true that cyber wars are increasingly becoming a threat. Important sectors, offices and companies are run on by internet technologies. As technology advance in government offices and private institution so do the hackers, espionages and malware expand in technological access to cyber information. Actually, potential threats pose to real damage. Cyber risks to institutions are real and they pose a bigger challenge to upcoming international shocks (LibiCki, nd, P. 25). The war need to be controlled by strategic internet defense and security for all cyber operations.

Sixth response

It is important to note that life coaching encompasses disciplines of all categories ranging from health studies, economists, sociology, psychology, child development, profession development, mental health among others. KAUFFMAN, (nd, p. 219 &220) argues that companies’ managers and chief executives aspire through their coaches to keep their companies successful and buoyant. All employees given assignments, Counselors, tutors, politicians and others are running to a coach to avoid painful burnouts or losses. Psychology is crucial matter when coaching an individual. This comes to academic attention to develop and implement coaching psychology in academic.

 

References

“Socialization”, (nd). Socialization. Retrieved from http://www.wadsworthmedia.com/marketing/sample_chapters/0495504270_ch04.pdf

Chawla, A. (2003). CORE CONCEPTS OF MARKETING: Marketing of Educational Institutes, Programmes and Services. Retrieved from http://www.hindustanstudies.com/files/coreconcepts.pdf

KAUFFMAN, C. (nd) Positive Psychology: the Science at the Heart of Coaching. Retrieved from http://www.instituteofcoaching.org/images/articles/scienceheart.pdf

LibiCki, M, C. (nd). Cyber deterrence and cyber wars. United States Air Force. Retrieved from http://www.rand.org/pubs/monographs/2009/RAND_MG877.pdf

Maycroft, N. (nd) Consumption, planned obsolescence and waste. University of Lincoln. Retrieved from http://eprints.lincoln.ac.uk/2062/1/Obsolescence.pdf

PERRINO, R. G. (2005). The Socialization Process and Its Impact on Children and Learning. Retrieved from http://www.nvtutoring.com/pdfs/Socialization.pdf

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Ethics and Criminal Justice

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Part one

ABSTRACT

            Ethics involves what humans view good or bad, right or wrong. Justice encompasses what the legal system stipulates as wrong or right. Usually, justice is ethics and people assume that doing right or wrong, bad or good is ethically predetermined. Ideally, justice system stipulates or concerns people’s rights and compensate by punishment once the justice rights are dishonored. Equally, religions provide grounds of recognizing bad and good or wrong and right.  For example in Christianity, the holy bible gives a scenario of not killing “brother’s keeper” and gives repercussions of violating such ethical standards. Religions also provide answers to all unethical and ethical moral decisions pertaining to particular ethical or unethical scenarios. Conversely, justice systems provide judgment procedures and remedies to persons violating the rule of the law or the rights of other persons. Concisely, justice and ethics encompasses all the scenarios to be managed by morals and justice system. The paper will explore on the applied and normative ethics and justices, particularly dilemmas and conflicts situations that are prevalent in moral judgment and justice systems.

Personal experience

            Moral decision making arise for all people, such as Professionals, clergy members, members of justice bench, students, tutors and lecturers, presidents, police or army officers. Usually, questions of ethics are attached to moral decisions made by an individual. Ideally, making moral decisions on bad and good, or wrong and right revolve around ethical issues. Cheating an exam is morally wrong and the school examination and timetabling system does not allow any such criticisms. Once found guilt for cheating school exam is dismissal or suspension for not less than three years depending on evidence of prove. One day, I entered an exam room with my laptop in my bag and beside I carried my small notepad written shots forms of psychology unit stuffs. Truly, I was not prepared for the exam but I felt confidence to gather for at least minimum pass score. In past I did not feel myself failing a psychology course but for the D-day, it was to become vice versa.  When I perused the two-page paper, I sensed automatic less than forty percent pass grade. Temptation rose and geared within, wildly on whether or not open the notepad. Morals engaged into inner self-battle on whether to open or not. Instincts could respond on morality of the vice. I had to analyze the degree of the ethical behaviors and the consequences of the same. The inner self fought for freedom until a decision was reached.

The first thing when faced with such a situation is to identify the facts on the morals. That is the ethical and unethical percepts of moral decision-making. Collecting facts and the consequences of the decision is key factor before making the actual judgment. Again, consequences prevalent were all either positive or negative. After considering all the ethical morals and values, the decision was “not open the notepad”, and use creativity in answering questions. Actually, moral decisions must be supported by a reason. Ethical principles and theories guided in reaching to such conclusions. The ethical theory applied was consequential or teleological theory. The theory hold that, the consequences of the moral decisions or the consequences of actions makes moral decisions or the acts morally good or bad or the situation becoming right or wrong.

Differences between the concepts of morality and ethics

            Difference between ethics and morality is somehow seen by scholars and the justice systems to be subjective. As described by Rickle, (1993) ethics are defined as a system in society where all individuals recognize them and are acceptable, while morals are alleged on individual character and are recognized outside the social system. For example, morals in murder recognize convicted as immorally done, while ethics demand the convict to be jailed and defense be based on “beyond reasonable doubts”. Ideally, justice system to judgment take priority over the morality and ethics are given first priority. As stated by IES Porto do Son, (nd) the two concepts are philosophically different where morality depend on private values and influenced by religion, society and the individual culture while ethics reflect morals as beliefs and practices in a social system.

Similarities between the concepts of morality and ethics

            As noted above the differences between morality and ethics are final and no similarities can be coined from their definitions. IES Porto do Son, (nd) observed that the differences between the two concepts are similar to the difference between musicology and music. In this respect, the similarity exists because one concept is dependant of the other. Summation of all the morals and entrenched in a social system compile ethics. Usually ethics philosophy reflects on morality. Ethics include not only ones morality but also is inclusive of all individual; morality in a social setup. The similarity also exists in their applicability. Ideally, both concepts having been violated, lead to stiff consequences and remedies. In this regard, they are similarly termed as rules and convections protecting the rights of others.

Moral principles

            Moral principles simply imply to the origin, or what made morals to be in existence. Moral principles are useful in the application of the ethical theories in decision-making. According to Rainbow, (2002) ethical or moral principles are the general objectives that theories try to attain in order to make successful and unbiased decisions. Some of the objectives or goals required by the ethical theories include beneficence, respect of autonomy, justice, and least harm. Beneficence guide ethical theory to do what is good. The objective in the theory is “do well”. The principle of least harm implies individuals should try to minimize pain on other that is, to do least harm possible. Principle of autonomy focus on allowing people to make decisions those apply to their lives. The theory goal holds that individual’s lives are given first priority in making moral decisions. Conversely, this principle supports the principle of beneficence. Principle of justice is another ethical theory goal/objective that holds fairness and equality should be given priority to parties involved (Rainbow, 2002).

Utilitarianism theory

            The theory is coined from the utility perception of the party involved. Generally, utilitarianism theory allows individuals to possess moral preferences when acting on their interest and others utility gain need to be recognized by their actions. An individual needs to compare utility benefits from both sides. Though the theory does not provide the exact distribution of good, it does provide a just way of dealing with ethics and morality. As an applied ethics theory, it suggests that end justify the means, greatest good should be for the greatest number and that, what is right is the most positive for the agents to benefit (Sherman, nd). As a normative theory, it is regarded as ethical system. Rising, (October 2002) shows that, John Stuart Mill’s uses the theory to determine what can be said just. He suggests that what is injustice can be natural rather than person’s fault. Also, Rising, (October 2002) further argues that the relationship of ethics and justice and the role of the theory might act as development of ideas in justice.

Free will and reason theories to the moral or ethical dilemma

The theories of free will and reason were coined by Kant. The theory is observed as an alternative to utilitarian theory when it comes to morals or ethical dilemmas. Kant’s theory argues that, everybody is a moral agent. He suggests that people give themselves moral laws. For these reason, individuals’ moral actions on ethical or moral dilemmas should be treating others as morally valuable. In addition morally valuable refer to rationality when making dilemma decisions and treating human being with respect and dignity (Angelfire, nd).

Part 2

Discussion Board post: example of criminal justice field in moral or ethical dilemma

            Example of criminal justice field in ethical dilemma may include; suppose am faced with a dilemma whether or not prevent taxi driver to attack a lorry driver. This situation is an ethical or moral dilemma. Ideally, once blocking attack, all the other taxi drivers may turn and engage in a fight. The attack of preventing a taxi driver not to attack the lorry driver is in itself a moral dilemma. The lorry driver has a right to safety and given opportunity to raise questions to the taxi’s driver act. On the other hand, taxi driver has no right to attack lorry driver, the act itself is against the rule of law and justice. Conversely, the driver has a moral and right to self-defense. Again, failure to prevent the attack will find the driver being beaten for his driving faults.

For this reason as indicated by Banks, (nd), the following process needs to be followed to reach at the decision.

1. Identify all the facts faced by the ethical dilemma and clearly analyzing the moral dilemma precisely.
2. Collecting all the facts and the situations surrounding the evidence, what the accident scene indicate, identify on all those involved to the accident, and any other moral or legal information.
3. Gathering knowledge relevant to decision including own values on the circumstance and the value under the traffic rules. Judge position of the outcome, either confronting or charged with violence and battery, taken to hospital or reporting the scene to legal institution and enforcement (lawyers and police).
4. Because this is a moral dilemma, application of ethical theories, convections and principles on possible actions and outcomes/results became practically important.
5. Fifth, evaluate on the available alternatives in the scene. First, choose leaving the scene and allow the driver to be wrestled. Secondly, report this immediately to the legal enforcers and journalists to cover up the story. Thirdly, intercede by mediating the scene parties.
6. Lastly, decision is made on the entire decision alternatives available. The decision to be made is based on the ethical principles, theories and moral judgments. Thus, determine on the ethical decision appropriate and act on it appropriately (Banks, nd).  

REFERENCES

Angelfire. (nd). Kant’s Moral Theory. Retrieved from http://www.angelfire.com/space/omakridis/kant2.html

Banks. (nd). The Importance of Ethics in Criminal Justice.  Retrieved from http://www.sagepub.com/upm-data/4031_Banks_Chapter_1_Proof.pdf

IES Porto do Son, (nd). Ethics. Philosophy department. Retrieved from http://www.edu.xunta.es/contidos/premios/innovacion07/mod_b/etica/Ethics/1%20Ethics%20and%20morality.pdf

Jimmy Rising. (2002). Justice and Ethics. Retrieved from http://www.mit.edu/~jrising/resources/prog/webres/justice1.2.pdf

STAVEREN, I. V. (2007). Beyond Utilitarianism and Deontology: Ethics in Economics

Radboud University Nijmegen. Institute of Social Studies. Retrieved from http://www.justanswer.com/uploads/MightyWriter/2009-05-28_024253_DEN__UTIL.pdf

Rainbow, C.  (2002). Descriptions of Ethical Theories and Principles. Davidson College. Retrieved from http://www.bio.davidson.edu/people/kabernd/indep/carainbow/Theories.htm

Sherman, J. MD. (nd). Ethical theories. University of florida. Retrieved from http://www.asbh.org/uploads/files/membership/protected/task_force/doukas/pdfs/ethics_course.pdf

Thrawn Rickle 46, (1993). Ethics vs. Morality. williscroft. retrieved from http://www.argee.net/Thrawn%20Rickle/Thrawn%20Rickle%2046.htm
STAVEREN, I. V. (2007). Beyond Utilitarianism and Deontology: Ethics in Economics.

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Emotionally Challenged High school students trend analyses   

Most teaches and counselors agree that high school students are more troubled, more challenged and also more disturbed than ever. Conversely, their sentiments are backed by a study carried out in June 2005 where the study by Harvard medical school revealed that half of the students that suffer mental illness acquire at the age of 14, while three quarter of people that suffer from this disease acquire it at the age of 24. In turn, counselors and mental health workers are trained to take care of the emotionally challenged. It is also notable that teachers tend not to give attention to students who are emotionally challenged. It is therefore of importance that the general education teachers be taught ways to manage students that are suffering from this problem in classrooms. However, it is notable that this is not the case, as many teachers tend to avoid this problem by claiming that they are not trained in such a particular field (Wells Para 1).

Enactment of the Education of All Handicapped children took place in 1975. Since then, there has been indentified about 1% of students who require special education and related services (Kauffman 88). Though this percentage has been determined to be stable, for some decades professionals in the field of statistics have feared that this prevalence may be three to six times greater. The fear is brought about  by the fact that a report from the United States mental health services revealed that one out of five children and youth, are the only ones who are recipients of special education servicers, and even mental services (Obiozor Para 6). The identifiable reasons behind these statistics are inclusive of such factors like stigma, economic factors, and the vague definition of this problem. In 1990’s, stigmatization of such students was in a higher level and in turn, the National Mental health and the special education system joined together to form a coalition that would fight this problem. During this year, the coalition resolved to change the terminology that was used to refer to this prevalence in an aim to reduce stigma in the new definitions. Other disorders that were not previously included were included (Schuth Para 4). Though the terminology definition by the coalition was somehow favorable to these students, the definition by federal government has not changed at all. There has also been continuous opposition of the terminology change definition by educators who are in fear that there will be an increased number of students that will be inclusive to special education. In turn, this raises concern among the affected since they will still face stigma unless the terminology change argument goes through.

According to the Cosmos (Para 3), the greatest challenger our society faces is bringing the expertise in special education action. Society has also failed in provision of resources that are needed, and the fact that we are referring to many students in this system may cause the system to collapse. More attention need to be focused on emotionally challenged students, failure to do that may cause much harm to other students, as some of them can get violent even when they get to college. A good example of such an event is the case of a student who faced social isolation in his high school days that led him to be considered emotionally challenged. However, trauma took the better part of him as he decided to take the lives of other students. In this rage by Chuo, 47 students were shot by him and 30 students died from the incident. The deceased were people ranging from the age of 18 to 32. However, even those who were not involved directly were affected by trauma as they saw their friends being murdered (Flynn 2). The action of Cho is an indication of how extreme this problem can get if the society does not involve itself in attempts to take care of these students.

In the recent years, there have been scares on the future of the students suffering from this problem. The problems that come with this prevalence are severe and chronic in nature. It is also an identifiable fact that the attention of the problem is only focused on the ones who are severely challenged and still the education system still does not solve the problem. The treatment for these students is in the worst case since they tend to be put on separate classes with their peers. The resultant of this is that the completion of school and employment levels are poor as compared with the students who do not have this problem (Kathryn 468).To correct this problem, there is much that the society can do. To start with, public and private agencies (PEP) are an example of an agency that aims at working to minimize students from having emotional problems. It is basically a parent agency that specializes in consultation of emotionally disturbed children. The success of this organization is undeniable, as it has been recognized by the department of education in the United States for its efforts towards its calling. PEP runs community programs in various states with an objective of helping troubled children. It is involved in home visits for young children as well as for students who are already affected by this problem. They also have day treatment for children with the minimum age of six years. PEP is also involved in training teachers, and also offers educational training for programs that are for general education to the public. Establishment of cooperatives can also be of benefit in assisting students that are emotionally challenged.

In 1948, a cooperative known as Board of Cooperative Educational Services was established in New York. The cooperative together with other related cooperatives are of assistance in pooling funds together and establishment of helpful educational programs. However, it is notable that their focus is not limited to special education as it aims at meeting the society’s needs. The cooperation that is based in New York is involved in 35 districts in the region and also offers to help gifted children that are faced by both behavior and emotional problems. Community supported agencies also operate in other regions like in the states of Illinois where the region has enjoyed benefits that come with state organizations (Fordham Para 4). “Positive Behavior Interventions and Supports Network” is a community-based organization based in Illinois that was started in 1960. The initiative of this organization is supporting the youth who are affected by the problem (Nikki 198).

. The call for helping high school students faced by emotional challenges does not only fall on the society alone, individuals can also participate and be of assistance in changing the trend. An example of an individual who has been involved such a project is Shannon Lea Espinoza, who has been significantly involved in ensuring that children with behavior difficulties in the schools are referred to special education. The other program that she started in the year 2000 has gained much success so far. Though the program was started up out of a grant, it has grown to become a self-supporting one in the recent years, through the funding of the students. The program, in collaboration with other institutions in the society, for example mental institutions and students are the main volunteers in the program. To correct this problem, there is need to deal with defiant behaviors as at times it is hard to determine whether the child is being defiant or being aggressive (Cosmos Para 6). Teachers need not get aggressive with these students, as they may not know the limit they are willing to turn their aggression. It is therefore necessary for the teacher to ensure that the students can do the work that he or she is assigned.

The issue of being emotionally challenged is tending to increase in the near future. There are many causes of emotional challenges among the youth. The issue of isolation is notably one of the main causes of this phenomenon. When a child is segregated from the people, the society, especially the peers’ isolation is very likely to come up. In turn, the students tend to be in involved in violent behaviors and at times, it is very hard to predict what they are capable of doing. A good example of such a scenario is the case of Cho, as the occurrence of his death was caused due to lack of peer friends as well as isolation. However, in this case, we get to learn how violent emotionally challenged students can be when they have given up on their lives. It is also a wakeup call for all the people in the society to make sure they play their part so that such an incident does not occur again. There are so many ways people can make sure that this problem does not occur again through some initiatives that are communal, and also working individually. Such means of working with the people who are emotionally challenged have shown of how much benefit the society can get when the students are emotionally healthy. It should be therefore the responsibility of each and everyone in the society to contribute in whichever measure there he/she feels is comfortable to reduce this threat from happening. It is also the responsibility of the teachers and educators to make sure that they get to learn how to treat emotionally challenged students so that they can encourage them to not give up in their activities (Keany Para 3).

 

Works Cited

Cosmos, Carolyn. “Children Behaving Badly — Helping Students with Emotional            Disorders.” 23 April 2011. 23 April 2011    <http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=5821        &CAT=none&TEMPLATE=/CM/ContentDisplay.cfm>.

Flynn Christopher, Dennis Heitzmann. “Tragedy at Virginia Tech:Trauma and Its            Aftermath.” Pennsylvania State University, 2008.

Fordham, Thomas B. “A Bulletin of Weekly News and Analysis from the.” 14 April 2011.            23 April 2011   <http://support.edexcellence.net/site/MessageViewer?pgwrap=n&em_id=1484.0 >.

Kathryn R. Wentzel, Allan Wigfield. “Handbook of motivation at school.” New York:        Taylor & Francis , 2009.

Kauffman, James M. “Characteristics of Emotional and Behavioral Disorders of Children          and Youth.” New Jersey: Prentice-Hall, 2001.

Keany, Michael. “How a new generation of younger principals is handling the job.” 2     December 2010. 23 April 2011            <http://www.schoolleadership20.com/profiles/blogs/how-a-new-generation-of>.

Nikki A. Hawkins, Daniel N. McIntosh. “Early Responses to School Violence:A    Qualitative Analysis of Students’and Parents’ Immediate Reactionsto the       Shootings at Columbine High School.” New York: The Haworth Press, Inc., 2004.

Obiozor, Williams Emeka. “The use of music to teach life skills to students with    emotional disabilities in the classroom.” January 2010,. 23 April 2011             <http://www.teacher.org.cn/doc/ucedu201001/ucedu201002.pdf>.

Schuth, Katarina. “Seminaries, theologates, and the future of church ministry: an           analysis of trends and transitions.” Minnnesota: Liturgical Press , 1999.

Wells, R. “Classroom Management Strategies for Severely Emotionally Disturbed           Students.” 28 September , 2007. 23 April 2011             <http://www.thefreelibrary.com/Classroom+Management+Strategies+for+Severel            y+Emotionally+Disturbed…-a01073743127>.

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Global Warming

Introduction

The topic “global warming” has been top in the media, books, journals, conferences, amongst others, for the past couple of years now. Unfortunately, a recognizable number of people cannot explain what it is. Since the universe came into existence, it has gone through a number of climatic changes, having cooling and warming and cooling effects due to a shift in its orbit. To add insult to injury, humanity has constantly influenced the Earth’s climatic changes in the past century (Riebeek, 2010). If it were possible, those who lived in the 19th century could attest that the climate in those days is not as the one being experienced today. The weather is rapidly changing from worse to worst. When it is cold, it becomes extremely cold and when it is hot, it cause death is some places. When did the rain start beating us? The following discussion tries to explain the facts of global warming. However, it will not go into the detailed statistics and all the facts due to a limitation in time and space. As much as some people may deny it, the earth’s climate is changing. Global warming is a fact and not a hoax.

Discussion

Global warming is the unusual rapid increase of the temperatures on the earth’s surface. The greatly recognized cause of this, are the greenhouse gases emitted after the burning of fossils. The earth’s temperatures begin with the sun. About 30% of the sunlight reflects back to space. This is caused by things such as clouds and ice. Most of the 70% that remains is taken up by the land and oceans. Whatever else that remains is taken up by the atmosphere (Riebeek, 2010). That which is absorbed by the sun is what heats the planet. The heat energy radiated from the water and the rocks is released in to the atmosphere where most of it is taken up by water vapor and gases like carbon dioxide and methane, which are green hose products. When these gases take up the energy, their molecules act like heaters, which continue to emit energy long after the fire is off. The molecules’ radiation heats the surface of the earth and the lower atmosphere thus increasing the heat.

Evidence obtained from ocean sediments, tree rings, coral reefs, amongst others, gives proof that climatic changes occurred in the past too. According to the global models, some past days were much warmer than what we are experiencing today. Those natural factors that contributed to the climatic change in those days are still there but their effects cannot compare to the experience that is there today.

Among what NASA (National Aeronautics and Space Administration) satellites monitor and record are the ocean surface temperatures, atmospheric aerosols, the sun’s and earth’s radiation, the atmosphere gases, the sea level, the extension of the ice sheets, just to mention but a few.

If an action is not urgently taken, the concentration of the gases from the greenhouses will continue to shoot up. It is feared that between 2^oC and 6^oC of temperatures will shoot up by the time we wind up this century. This is cannot be compared the fact that it has taken the planet approximately 5,000 years in order to get 5 degrees warm. Even if there were a reduction in the gases being emitted, the warming would continue because the earth is not yet adjusted to the changes imposed by humanity. Two hundred and forty people out of a million died because of extreme weather conditions in the 1920s. These included drought, floods, earthquakes, landslide, just to mention but a few (Berg, 2011).

Many articles have been written claiming that global warming has not had any part to play in the temperature changes taking place today. The writers believe that the high concentration of Carbon dioxide has nothing to do with the wearing out of the ozone layer thus the effects it causes. David Morrison says, “These letters were so filled with misconceptions and false arguments that it is hard to know where to begin”, (Morrison, 2011). He continues and says that the fact that 99% of climate scientists have evidence in the reality of global warming should be taken seriously. If global warming is not responsible for the polar melt down and the extreme weather conditions, then what is? These questions have not been answered by the one of a contrary opinion..

Apart from the burn of fossil fuels, other activities have been found to make agreat contribution to these unusual experiences. The gases released into the air from cars’ exhaust pipes are not only harmful to the respiratory system but to the Earth as well. Statistics proves that the cars’ emissions and other outsourced goods add to 33% of the emissions in the United States. The population is rapidly growing and so is the demand for the cars (Markham, 2009).

The fertilizers, chemicals, and other farm inputs used make a contribution to the global warming. These inputs contain methane. When there is a decomposition of organic matter, there is a release of methane. This methane is also found herbivorous animals intestines. A resent survey shows that the keeping of farm animals has been on the increase in the recent. The gases released are absorbed by the rain, which falls as acid rain. This rain is known not to be good for the soil (Markham, 2009)

Some very serious effects have been seen due Global Warming. Unfortunately, they will get worse. For example, as the northern countries’ continue to go up, insects carrying diseases continue to move to that direction. For this reason, scientists believe that diseases such as malaria will not be completely gone in some countries. Some bird species that carry human pathogens have adapted to these changes in order to be more effective in transmitting diseases. This is by changing their breeding and dates.

Hurricanes and Tsunamis are on the increase now more than ever. That one is a fact. The speed of the wind of the tropical cyclones has rapidly risen at an alarming rate since 1981. The sea level has also been detected to increase. This is due to the ice melting ice in the Greenland and the Antarctica. Millions will be displaced in some in some years to come. The Maldives are already in search of a new place to live (Chan & Kin, 2004).

The drought spells are much longer and when it finally rains, the rain causes deaths. Africa is feared to be worst hit by the droughts. Earthquakes and landslides have left many dead. Another consequence is the world’s economic strain. Hurricanes Drought, floods, diseases, tsunamis, and other calamities cause governments billions of dollars.

The polar ice caps melt down is feared to do more than just raise sea levels. It will imbalance the global ecosystem by neutralizing the oceans’ salty water. This will make the desalinization of the gulf current mix up the currents of the ocean currents, which act as temperature control. The only thing that will act as a reflector of the sun is the ocean after the caps are gone. Darker colors absorb the sun more. This will increase the warming of the Earth (Morrison, 2011).

According to an article published in Nature, the increase in temperatures could cause millions of species extinction by the year 2050. Humans depend on these species. Their disappearance will also mean that there is a danger in the human race. If push comes to shove, population of corals will decrease by the year 2100. This is a threat for the life in the oceans as most species rely on the coral reefs for survival.

The bad news is that nothing much can be done to stop the warming. However, humans are doing something in order to adapt to it. According to the International Disaster Database, the 1920 figure went down to three deaths per a million. In the 20^th century, risk deaths from drought reduced by 99% and the risk deaths from floods dropped to 89% (Riebeek, 2010). Countries are being urged to decrease their fossil fuel emission, and especially the amount of carbon dioxide being released into the atmosphere. Governments have started to seclude a percentage of their income in order to use it in catering for the disasters that come because of global warming. For example, they have better transportation to reach the affected areas, recruit a lot of workforce, and join up with other countries in times of such crisis (Berg, 2011).

Conclusion

Global warming is not going to go away any time soon. Whether one accepts it or not, the effects are still being felt globally. Hurricanes are being seen, droughts experienced and the results are quite “loud and clear”. The only possible solution is to stop talking and start acting. Whether it is finding adapting to the effects or plainly finding the remedies, much talk and debates have been done. The whole world is in danger and the effects are on the rise. If we do not take care, we might become as history as the dinosaurs in a few decades to come.

It is only advisable that those who are in doubt be doing something that will help to boost the current situation as they find out the real cause of the mysterious climatic changes today. In the end, if it is not global warming, we will have nothing to loose, but if it is what it is said to be, and we do not do anything about it, we will have ourselves to blame.

 

 References

Berg, Chris. “Climate change can’t be stopped, but we will adapt”. The Sydney Morning Herald. Fairfax Media. April 6, 2011. Web. April 6, 2011.

Chan, Johnny & Kin Sik Liu. “Global Warming and Western North Pacific Typhoon Activity from an Observational Perspective”. AMS Journals Online. American Meteorological Society. Vol. 17 Issue 23, 2004. Web. 6 April 2011.

Cooper, Caren B. “Media Literacy as a Key Strategy Towards Improving Public Acceptance of Climate Change Science”. BioScience. American Institute of Biological Sciences: 231-237. 2011. Web. 6 April 2011.

Markham, Derek. “Global Warming Effects and Causes: A Top 10 List”. Planetsave. Solar Energy charity. June 7, 2009. Web. 6 April 2011.

Morrison, David. “Letter to Climate Skeptics”. Faqs.org. Millenium Press, Inc. Jan 1, 2011. Web. 6 April 2011.

Riebeek, Holli. Global Warming. Earth Observatory. NASA, June 3, 2010. Web. 6 April 2011.

 

 

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