Global Warming And Its Effects - 1331 Words

Global Warming Global warming is the causation of the Glaciers melting, sea levels rising, cloud forests drying, and wildlife struggles today. Humans are making this possible because of their release of heat-trapping gasses known as greenhouse gasses by their modern devices. Global warming is the abnormal speedy increase in the Earth’s average surface temperature. It is believed that this is due to the greenhouse gasses that people release into the atmosphere by burning fossil fuels.The greenhouse effect explains the process of warming the planet. As about 30 percent of the sunlight is reflected back to space and the rest is absorbed by land, oceans, and atmosphere. This absorption is what heats the planet. The rocks, air, and seas†¦show more content†¦This rapid change is an issue because it causes the climate to change and some living things may not be able to adapt to the changes fast enough. Historically, the change happens over centuries slower than it is goin g on now in decades. Some individuals refuse to acknowledge global warming as an issue because it hasn’t affected them directly yet or they just haven’t realized it yet. To them is more of a myth. However, while they ponder about whether it s real or not the greenhouse gasses are rising greenhouse gasses rise, and Earth s ice sheets such as Greenland and Antarctica are beginning to melt, and the extra water can increase sea levels significantly. In agreeance to the Proponents of Global Warming claim that a recent drastic rise in the earth’s atmospheric temperature linked to greenhouse gasses are indeed responsible for the extinction of many species of flora and fauna, an unprecedented decline in humans and animal food sources and increases in devastation by natural disasters. Plants are susceptible to changes in the environment, and global warming has lead to an extinction of plant species in the Flora. A study of four grassland ecosystems conducted at Northern Arizona University showed that after an extended period of warming the native species decreased, and species that are used to more temperate environments came into the lands making the plants less productive. In the first year of the decade-long research, there wasn’t

Combating Social Inequality Poverty - 2261 Words

Combating Social Inequality Social inequality is a global concern impacting not only the poorest nations, but also the most economically advanced nations in the world. More alarming is the amount of separation between the worlds’ wealthiest and the worlds’ poorest inhabitants, with the gap widening year after year. It is estimated that between 17,000 and 22,000 children die each day due to poverty, and more than 1 billion people lack access to clean drinking water. Governments have implemented policies to help bridge the gap of social inequalities between the different races and classes in an attempt to even the playing field, politics and capitalism however have countered and, in some instances, nullified the effectiveness of those policies. Research suggests that addressing education as the root cause of social inequality, in lieu of ineffective policies that only benefit the affluent and social elite, is essential in combating poverty levels, life expectancy, quality of life and overall social well-being. The benefits of attaining higher levels of education are not limited to increased income levels and increased career opportunities. A study conducted in Denmark spanning from 1987 to 2011 concluded that people with tertiary education levels had a considerable life expectancy advantage over their primary and lower secondary education level peers (Brà ¸nnum-Hansen Baadsgaard, 2012), with the gap in life expectancy increasing over the 25 year study. Another study concludedShow MoreRelatedCombat Poverty, Developing And Developed Nations?1247 Words   |  5 Pagesto combat poverty, in developing and developed nations? 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Though, this will not in a sense create income equality however, it would promote additional income and income distribution to lower income households. Through this me thod the standard income requirements to be eligible for the Earned Income

Graph the Matrix Representation Case Study

Question: a. Draw a directed graph that corresponds to the access matrix of Figure.? b. Draw a in-directed graph that corresponds to the access matrix of Figure.? c. Is there a one-to-one correspondence between the directed graph representation and the access matrix representation? Explain.? 2. Ignoring overhead for directories and file descriptors, consider a file system in which files are stored in blocks of 16K bytes. For each of the following file sizes, calculate the percentage of wasted file space due to incomplete filling of the last block: 41,600 bytes; 640,000 bytes; 4.064,000 bytes.? Answer: a: b: c: Yes there is one to one correspondence between directed graph representation and the access matrix representation, as both the forms show the same relationships. Though the access matrix form takes more space, and is divided in many parts for representation, the directed graph and matrix shows the same things. The relationship between objects and subjects aree depicted by both. In the access matrix representation, they are depicted by blocks (boxes), and in directed graph, they are depicted by nodes. 2: 16K bytes = 16,000 bytes File size 41,600 bytes 640,000 bytes 4,064,000 bytes NR. of blocks 3 40 254 Total capacity 48k 640k 4,064k Wasted space 6400 0 0 % of wasted space 13.33% 0% 0%

Piagets Theory of Cognitive Develpment free essay sample

Piaget hypothesized that infants are born with schemes operating at birth that he called reflexes. In other animals, these reflexes control behavior throughout life. However, in human beings as the infant uses these reflexes to adapt to the environment, these reflexes are quickly replaced with constructed schemes. Piaget described two processes used by the individual in its attempt to adapt: assimilation and accommodation. Both of these processes are used throughout life as the person increasingly adapts to the environment in a more complex manner. Assimilation is the process of using or transforming the environment so that it can be placed in preexisting cognitive structures.Accommodation is the process of changing cognitive structures in order to accept something from the environment. Both processes are used simultaneously and alternately throughout life. An example of assimilation would be when an infant uses a sucking schema that was developed by sucking on a small bottle when attempting to suck on a larger bottle. We will write a custom essay sample on Piagets Theory of Cognitive Develpment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page An example of accommodation would be when the child needs to modify a sucking schema developed by sucking on a pacifier to one that would be successful for sucking on a bottle. As schemes become increasingly more complex (i. . , responsible for more complex behaviors) they are termed structures. As ones structures become more complex, they are organized in a hierarchical manner (i. e. , from general to specific). Stages of Cognitive Development. Piaget identified four stages in cognitive development: 1. Sensorimotor stage (Infancy). In this period (which has 6 stages), intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited (but developing) because its based on physical interactions / experiences.Children acquire object permanence at about 7 months of age (memory). Physical development (mobility) allows the child to begin developing new intellectual abilities. Some symbolic (language) abilities are developed at the end of this stage. 2. Pre-operational stage (Toddler and Early Childhood). In this period (which has two substages), intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a nonlogical, nonreversable manner. Egocentric thinking predominates 3.Concrete operational stage (Elementary and early adolescence). In this stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes. 4. Formal operational stage (Adolescence and adulthood). In this stage, intelligence is demonstrated through the logical use of symbols elated to abstract concepts. Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood. Many pre-school and primary programs are modeled on Piagets theory, which, as stated previously, provides part of the foundation for constructivist learning. Discovery learning and supporting the developing interests of the child are two primary instructional techniques.It is recommended that parents and teachers challenge the childs abilities, but NOT present material or information that is too far beyond the childs level. It is also recommended that teachers use a wide variety of concrete experiences to help the child learn (e. g. , use of manipulatives, working in groups to get experience seeing from anothers perspective, field trips, etc). Piagets research methods were based primarily on case studies [they were descriptive]. While some of his ideas have been supported through more correlational and experimental methodologies, others have not. For example, Piaget believed that biological development drives the movement from one cognitive stage to the next. Data from cross-sectional studies of children in a variety of western cultures seem to support this assertion for the stages of sensorimotor, preoperational, and concrete operations