What Do Al Gore And Mount Pinatubo - 1136 Words

In â€Å"What do Al Gore and Mount Pinatubo Have in Common† Steven D. Levitt and Stephen J. Dubner argue that global warming is a challenging problem to address and may not be caused by people; therefore, people are reluctant to act on something they do not understand. At the beginning of this essay, the authors write about global cooling and how people reacted to it (737). The text then goes into detail about the effects of global warming and carbon emissions. The authors then write about the emissions of cars and cows. Per the text cows are twenty-five times more toxic to the atmosphere appose to cars (738). After that, Levitt and Dubner discuss the issues around global warming and how it is controversial for a scientist to figure out†¦show more content†¦In high school, we would skim, read, annotate, and then discuss what we read in class. Applying the steps described in the reading process handout, I have been able to comprehend this essay in a more impactful way . Using step one in the reading handout, I could understand what the essay was about prior to reading about it. Steven D. Levitt is a young renown economics professor from the University of Chicago. The other author, Stephen J. Dubner, writes books from a variety of topics for children and adults. This essay was published in 2009 and comes from the book SuperFreakonomics: Global Cooling, Patriotic Prostitutes, and Why Suicide Bombers Should Buy Life Insurance. Based on the title of this essay I knew it was going to be about global warming. Al Gore is what gave that away. Finally, after skimming through the essay, I could tell that this was going to be about different views of global warming. I skimmed facts, different politicians, scientists, as well as information about global cooling. In the text, a few words were unfamiliar to me. â€Å"Climatologists are pessimistic that political leaders will take any positive action†¦Ã¢â‚¬  (737). In this context, the term pessimistic i s used as an adjective to see things in a bad way (Webster). â€Å"Some scientists proposed radical warming solutions†¦Ã¢â‚¬  (738). The word radical was used as an adjective to mean complete (Webster). â€Å"as well as sheep and other cud-chewing animals calledShow MoreRelatedEssay on Ozone Depletion and the Environment1505 Words   |  7 Pagesman-made chlorine, and yet were still here. But this argument is false. Volcanic chlorine is water soluble, and rained harmlessly out of the atmosphere. Human CFCs are insoluble, and can therefore rise to the ozone layer where they can do their damage.       Do man-made chlorofluorocarbons (CFCs) destroy the ozone layer? There are no longer any skeptics left at NASA, the National Academy of Sciences, the National Center for Atmospheric Research, or the World Meteorological Organization. InRead MoreHuman Activitiy Causes Climate Change Essay991 Words   |  4 PagesAn American vice president, Al Gore, said that while the reason behind dinosaurs’ extinction over 65 million years ago was because of a giant asteroid, the species that are dying out every minute of our lives are not just because of some havocs, but it is US-human (Al Gore, 2006, internet). We are destroying our world indirectly which means we do not just go and kill those entire animals, but what has caused their extinction is due to â€Å"Climate Change† that is the result of the Natural Causes and

unit 1 understanding the principles and practices of...

Unit 1: Understanding the principles and practices of assessment 1. Explain the functions of assessment in learning and development Assessment is to judge someone against set criteria to establish whether they are capable to perform a particular activity/job. Assessments can take many different forms i.e. assignments, oral and written questions or professional discussion all of which help to demonstrate the knowledge the individual has developed through learning, these all support the decision of whether the individual is competent or not. 2. Define the following four key concepts and principles of assessment Validity – the work submitted is appropriate and relevant to the unit. Authenticity – is the piece of work pure or genuine and†¦show more content†¦2. The learner is not at a disadvantage in anyway, do I need to take special considerations towards the learner i.e. do they have any additional learning needs. Does the learner have equal opportunities? 10. Considering the risks identified in Question 9, identify how an assessor could reduce these through the planning process? 1. The assessor could address this by speaking to line manager and asking for a copy of health and safety policy, for a HASP to be completed and whether they could carry out an observation. 2. The assessor could refer back to ILP and initial assessments to find out whether anything has been recorded with regards to the individuals learning background. 11. Why is it important to involve the learners in the assessment process? So they have a clear understanding of the qualification they are hoping to achieve and they are aware of their learner journey. It is also important as they can contribute to ways in which evidence can be gathered. 12. Why is it important to involve others in the assessment process? Give two examples of who you could include. It is important to involve others as they act as a reliable source to whether the learner performs consistently to the standard expected of them. A line manager, employer or colleague(that has better knowledge/experience) who works alongside the learner would be a suitable person to verify the competency of the learner. 13. List two typesShow MoreRelatedA New Revised Framework For Teachers Competency With Technology That Expands Mishra And Koeler s Tpack Framework867 Words   |  4 Pagestechnology integration practice is, more often than not, thought of as a set of pedagogical skills or strategies to simply utilize technology in pursuit of effective instruction. Given the omission of learning theory from the teacher competency framework, it thus may lead us to understand teacher competencies as merely a skill-based knowledge (i.e., teaching as a straightforward enterprise). Yet, teaching is a complex intellectual work necessary to have a solid understanding of the foundational theoriesRead MoreDiscrimination and Young People706 Words   |  3 PagesFinal draft Feb 2010 Title Promote equality, diversity and inclusion in work with children and young people 3 2 Assessment criteria The learner can: 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity 1.2 Explain the importance of promoting the rights of all children and young people to participation and equality of access 1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with childrenRead MoreEssay on Understanding the Principles of Assessment1706 Words   |  7 PagesUnit 1 1.Understanding the Principles and Practices of Assessment 1.1 Function of assessment in learning and development Assessment enables the assessor to measure and record learner achievement. It also enables one to identify individual learner needs through formative assessments as you are working with the learner throughout, identifying what the next step should be. Formative assessments are a continuous process used to provide feedback to the learner. It could also be through summativeRead MoreTaqa 4 Essay1306 Words   |  6 PagesUnit 401 - Understanding the principles and practices of internally assuring the quality of assessment. 1. Understand the context and principles of internal quality assurance. 1.1 Explain the functions of internal quality assurance in learning and development. Credibility – Centres must comply with standards set by awarding bodies for delivery of qualifications and keep an auditable track of all systems to provide evidence of competency. Once verification has taken place, the assurer acts asRead MoreTaqa Level 3 in Assessing Candidates Vocational Essay1623 Words   |  7 Pages Assignment 2 Unit 301: Understanding the principles and practices of assessment.Unit 302: Assess occupational competence in the work environment.Unit 303: Assess vocational skills, knowledge and understanding. | Trainee Assessor Name | Assessor Trainer Name | | | In this evidence you will need to explain your understanding of the principles and requirements of your assessment practices. 1. Explain how peer and self assessment can be used to promote effective learnerRead MoreLearning Theory From The Classroom908 Words   |  4 Pagestechnology integration practice is, more often than not, thought of as a set of pedagogical skills or strategies to simply utilize technology in pursuit of effective instruction. Given the omission of learning theory from the teacher competency framework, it might mislead us to understand teacher competencies as merely a skill-based knowledge (i.e., teaching as a straightforward enterprise). Yet, teaching is a complex intellectual work necessary to have a solid understanding of the foundational theoriesRead MoreUnit 10 purposes and principles of independent advocacy hsc713 Words   |  3 PagesUnit 10: Purpose and Principles of Independent Advocacy Unit code: Advo 301 Unit reference number: M/502/3146 QCF level: 3 Credit value: 4 Guided learning hours: 25 Unit summary This unit aims to provide learners with an understanding of what independent advocacy is and how to use the values and principles which underpin good practice. The unit focuses on the different models of advocacy, their history and why they exist. Assessment requirements This unit must be assessed in accordanceRead MoreBackward Design, a planning guide1555 Words   |  7 PagesHighly Effective People, reports that effective people in various fields are goal-oriented and plan with the end in mind. Although not a new idea, the deliberate use of backward design for planning curriculum units and courses results in more clearly defined goals, more appropriate assessments, more tightly aligned lessons, and more purposeful teaching. The backward design process explained by Wiggins McTighe begins with the end in mind: â€Å"One starts with the end - the desired results (goals or standards)Read MoreUnit 14 Working with and Leading People1161 Words   |  5 PagesUNIT 14: WORKING WITH AND LEADING PEOPLE Unit 14: Unit code: QCF level: Credit value: Aim Working with and Leading People M/601/0908 5 15 credits The aim of this unit is to develop the skills and knowledge needed for working with and leading others, through understanding the importance of recruiting the right people for the job. Unit abstract An organisation’s success depends very much on the people working in it, and recruiting the right people is a key factor. Organisations withRead MoreDementia: Learning and Assessment Criteria Essay929 Words   |  4 PagesUnit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Understand the diversity of individuals with dementia and the importance of inclusion DEM 310 3 3 23 31/03/2015 Y/601/3544 Unit purpose and aim This unit is aimed at those who provide care or support to individuals with dementia in a wide range of settings. The unit covers the concepts of equality, diversity and inclusion that are fundamental to person centred care practice

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NEA vetoes unleash protests, walkouts Essay Example For Students

NEA vetoes unleash protests, walkouts Essay Escalating controversy leaves the Endowment in disarray Within just two weeks of assuming her position, the new acting chairman of the National Edowment for the Arts sparked a new round of controversy for the agency, creating a volatile atmosphere just as its annual congressional appropriations process was getting underway. Anne-Imelda Radice, who took over the NEAs leadership on May 1 following John Frohnmayers forced resignation, wasted no time in letting it be known that she meant for the beleaguered NEA to regain the confidence of the American people and their representatives in Congress, and that, in doing so, she viewed her role and the agencys funding policy quite differently than did her predecessors. After telling a congressional subcommittee that she would use her authority to veto grants for work that she feels has difficult subject matter or flies in the face of deeply held religious beliefs, she illustrated her words by turning down two Museum Program grants. At press time, her veto of the grantswhose funding had been strongly recommended by both the National Council on the Arts and an Endowment review panelhad set off a chain reaction that prompted two other review panels, including the Theater Programs solo theatre artists fellowship panel, to suspend deliberations in unprecedented acts of protest, unleashing a barrage of press coverage and public response. Beyond excellence Radicethe former chief arts adviser at the U.S. Information Agencys Bureau of Education and Cultural Affairs prior to her appointment as the NEAs chief deputy a year agopresided over her first National Council on the Arts meeting in early May. The council approved panel recomendations for more than 1,100 grants at the quarterly meeting, including $10,000 recommended by the Museum Programs special exhibitions panel to the List Visual Arts Center of the Massachusetts Institute of Technology. The grant was to support Corporal Politics, an exhibition examining sexism and other social problems through metaphorical depictions of human body parts, including genitalia. Following pointed deliberation over the potentially controversial application, the council voted 11-to-1 to support it. The following week, Radice testified before the House Interior Appropriations Subcommittee, chaired by Rep. Sidney Yates (D-III.). When asked by Rep. Yates whether artistic excellence should remain the primary criterion for awarding NEA grants, Radice replied, Excellence is more than technical ability or trendiness or expression of social concerns. There are the concerns of the taxpayer, the concerns of Congress, as well. If we find a proposal that does not have the widest audienceeven though it may havee been done very sincerely and with the highest intentions, we just cant afford to fund that, she said at another point in her testimony. Radice avowed her willingness to overrule panel recommendations and veto grants for sexually explicit or other controversial works, suggesting that they could be funded by the private sector rather than with taxpayer dollars. She indicated that she considers neither the controversial homoerotic photographs by Robert Mapplethorpe nor the graphic poem Wild Thing, written in the fictitious voice on one of the teenagers involved in the Central Park jogger rape, suitable for federal funding. The Endowment grants for a Mapplethorpe retrospective and a literary journal that published the poem were among the more controversial grants made since the beginning of the federal funding debate three years ago. Overruling both panel and council recommendations just a week after the hearings, Radice exercised her veto power on the recommended grant to the List Visual Arts Center, as well as one to the Anderson Gallery at Virginia Commonwealth University, also for $10,000, for a proposed photography and video exhibition entitled Anonymity and Identity that was to include a work that incorporates more than 100 tiny photographs, one of which is of a penis. Dialogue in Bethlehem EssayThe controversy gained another dimension when the popular rock group Aerosmith staged a press conference at the List Center in Cambridge, denouncing the Radice vetoes and donating $10,000 to support the Corporal Politics exhibit. Were angered to see and personal freedom erode, Aerosmith said in a prepared statement. Jon Robin Baitz, recipient of a 1992 NEA playwriting fellowship of $15,000, followed suit a week later, announcing two donations to the List Center and the Anderson Gallery equalling the amount of his own grant. In a letter announcing the gifts, Baitz declared, I simply will not be complicit with faux-moralist sharpies of the right nor with psychosexual hysterics in the cultural sacking of this country. As the acts of solidarity and protest escalated, NEA review panelist Murray N. DePillars, dean of Virginia Commonwealth Universitys arts school, resigned from the panel, and Beacon Press of Boston and the Artist Trust of Seattle decided to refuse funding from the agency. Our integrity is worth more than $39.000, stated Beacon Press director Wendy Strothman. In addition, NEA general counsel Amy Sabrin resigned in a move believed to be the result of disagreement with Radices congressional testimony. Ironically, National Council member Donald Hall, the New Hampshire poet who was prevented by illness from attending the May meeting at which the two controversial Museum Program grants were considered, had sent a letter to his fellow council members prior to the meeting, strissing the importance of the councils acceptance of review panel recommendations. I think it is useless to overturn the judgment of panels in the attempt to be expedient, in the hope that we may appease bigots and art-bashers, he wrote. When we pay tribute to a bully, a bully demands more. Because attacks on the NEA are disingenous and hypocritical, answering the letter of an attack accomplishes nothing.