Global warming exists Essay

The discussion about whether an unnatural weather change is a reality has gotten conflicting contentions from the different fronts on the worldwide network. Adversaries of the marvel affirm that atmosphere changes every once in a while are regular events. On the opposite side, defenders guarantee that the world has been encountering pattern of increment in temperatures of the earths close to surface climate since mid twentieth century. This has especially been credited with the beginning and expanding industrialization in the worldwide network. Such have the suggestion that exercises by humankind are to be accused for the issue of environmental change on the planet. Given the accessible proof that the world is encountering eccentric atmosphere and climate designs, an Earth-wide temperature boost is no uncertainty a reality in the advanced society. Reasons for a dangerous atmospheric devation According to logical exploration discoveries, an Earth-wide temperature boost is characterized as the progressive increment in the temperatures of the earth’s air close to the surface (Johansen, 2002). This has been firmly connected with expanded outflow and gathering of ozone depleting substances, for example, carbon dioxide in the air (Revkin, 2008). These gases are liable for catching warmth radiated from the earth’s surface and in this manner expanding the environmental temperatures. It is significant that ozone harming substances are ordinarily a result of the creation procedure by enterprises. For instance to accentuation this cases, humankind exercises are evaluated to deliver carbon dioxide (which is the significant ozone depleting substance) at a pace of more than 25 billion metric tons every year (Revkin, 2008). Also, deforestation, which involves chopping down of trees by man has added to the expanded centralization of carbon dioxide in the climate. In this manner, albeit some normal procedures, for example, fossil rot and volcanic ejections can prompt ozone depleting substance outflow, humankind kind exercises remain the fundamental driver of a worldwide temperature alteration given the gigantic measures of ozone harming substances delivered by ventures over the globe (Kluger, 2006). Proof supporting the presence of an Earth-wide temperature boost There are various confirmations demonstrating the presence of an Earth-wide temperature boost in the globe. To start with, the world is obviously seeing a decrease in its mountain ice and ice sheets holds (Kluger, 2006). As indicated by accessible exploration discoveries, the rate Arctic shrinkage is higher than some other time throughout the entire existence of humanity. In any case, the world is encountering a continuous yet genuine ascent in ocean levels, a factor which is compromising the submergence of some low laying islands (Johansen, 2002). Such increments are obviously accused for the expansion in the pace of liquefying of mountain ice and icy masses. A dangerous atmospheric devation has been accused for the event of outrageous climate conditions. Such incorporate floods, dry spells just as warmth waves, which are obvious on the planet today (Revkin, 2008). It is additionally guaranteed that because of a worldwide temperature alteration, extension and dissipation of ocean waters are high. Just to be acknowledged is the way that such high paces of dissipation of water into the air prompts expanded pace of downpour arrangement along the seaside districts. Such are undoubtedly, the purpose for the successive flooding saw in our beach front districts (Kluger, 2006). Along these lines, since nobody can discredit the proof of an unnatural weather change on ocean water extension and expanded flooding in the beach front locales, at that point a worldwide temperature alteration is a genuine danger to the practical social and monetary advancement of the worldwide network. The world is set apart with the issue of eccentric atmosphere changes. As by the accessible insights, the globe is seeing a changing pattern in its breeze designs (Johansen, 2002). It is important that the procedure of wind arrangement is reliant on earth surface temperatures which lead to extension of air. What's more, wind is an essential factor in affecting the downpour designs over the globe. This is on the grounds that it demonstrations to convey water fume from its source to different locales. In light of this thinking, since wind and downpour storms are no uncertainty an immediate consequence of earth surface temperatures, at that point an unnatural weather change must be a genuine marvel. Just to be accentuated here is the way that such capricious breeze designs are liable for the prominent disappointment by climate determining researchers in giving dependable area explicit climate forecasts. In this way, the worldwide temperature swings are answerable for the expanding arrangement of erratic climate designs over the globe. Another evidence in help that a dangerous atmospheric devation is a genuine wonder is the pattern of expanded frequencies of malady episodes over the globe (Johansen, 2002). Consistent with the letter, generally, ailments were classified by districts. Notwithstanding, because of atmosphere transforms, it isn't unprecedented it experience customarily tropical maladies in different districts of the world (Johansen, 2002). As indicated by accessible proof, the human network is seeing an expansion in the quantity of skin malignant growth sicknesses. Such have been firmly credited to an expansion in the measure of bright beams arriving at the earth surface. It is significant here that such increments are an immediate consequence of the apparent contracting of the ozone layer, a wonder that is named as an unnatural weather change. End It is obviously settled that the world is progressively seeing a regularly changing pattern on its atmosphere. Such are obvious from the consistently expanding mountain ice and ice sheets saves which lead to extension of ocean waters. This undermines the occupation of those settled in the low waterfront locales. The marvel is additionally accused for capricious breeze and downpour designs just as expanded spreading of maladies over the worldwide. In this manner, an Earth-wide temperature boost is a genuine marvel compromising the manageable presence of the human network. References Johansen, B. (2002). The Global Warming Desk Reference. New York: Greenwood Press. Kluger, J. (2006). A dangerous atmospheric devation Heats Up. Recovered May 17, 2010, from http://www. time. com/time/magazine/article/0,9171,1176980,00. html Revkin, A. (2008). A Shift in the Debate over Global Warming. Recovered May 17, 2010, from http://www. nytimes. com/2008/04/06/weekinreview/06revkin. html

How to Start a Food Blog and Make Money Step-by-Step Guide

So you need to figure out how to begin a food blog and bring in cash doing it? While youll need to place in some work between beginning your blog and bringing in cash from your blog, the genuine procedure of making your food blog is quite direct, regardless of whether youre not a geek person.In our How to Start a Food Blog and Make Money manage, were to furnish you with noteworthy assignments to assist you with making a viable and beneficial food blog. These incorporate how to†¦Get your fundamental site setupChoose the privilege WordPress food blogging topic or WordPress formula pluginShowcase excellent pictures and recordings of your foodGrow your following via web-based networking media (web based life is an incredible traffic-generator for food blogs)Monetize your food blog in a couple of various ways Step 1: Pick your food nicheFood blogging is a soaked industry, so on the off chance that you need to make a prosperous food blog you should pick a specialty to have some expe rtise in. The specialty you decide on will presumably rely upon the kind of food you have an enthusiasm for cooking. Here are some specialty models for you to consider†¦Vegetarian or veggie lover foodFood on a budgetAll things bakingHealthy dinners for familiesGluten, carb or sans sugar dishesDIY Food recipesFood for petsPre-exercise snacksOnce you have settled on your specialty, and have a few plans prepared to share, you are prepared to make your food blog.Step 2: Purchase WordPress facilitating and introduce WordPressThe free, open-source WordPress programming is the simplest and most mainstream approach to manufacture a site food blog included. With regards to how to begin a food blog and make moneyâ in the simplest way imaginable, oneself facilitated WordPress programming is your best bet.In request to run the WordPress programming, however, youll need to buy your own web facilitating. For amateurs, we suggest SiteGround on the grounds that they:Give you a wizard that con sequently introduces WordPress for you.Let you buy your space name through the equivalent interface.Tools to arrangement diverts and introduce free SSL certificateDedicated group gives customized talk supportSG Optimizer to keep your site healthyOnce you pursue facilitating and introduce WordPress (see this post on the off chance that you need more assistance), youre prepared to really construct your food blog.Step 3: Decide on the off chance that you need a food blog subject or formula pluginIf you are making a site for a particular reason, for example, a food blog, at that point choosing a worked for-reason topic might be the best alternative. Notwithstanding, there are likewise various viable WordPress formula modules that will empower you to show your plans on your website in an appropriate food blog format:Food blog themeâ excessively simple to begin with, yet can be somewhat more prohibitive on the grounds that the entirety of the usefulness is as of now manufactured in.Fo od modules + conventional themeâ more entangled to get set up in light of the fact that you need to assemble various parts, yet can offer somewhat more adaptability since its a greater amount of an open sandbox and you can pick any topic you like.Let’s investigate these two optionsPre-fabricated food blogging themesThere is a wide grouping of worked for-reason food blogging subjects that accompany a variety of implicit ‘food blogging’ highlights and usefulness. These can include†¦Recipe Builder show plans and fixings in simple to see layouts.Advanced Search Function empower guests to look by plans and ingredients.Reviews and Ratings guests can audit and rate plans once they have attempted them out.Gallery and Video Support transfer delightful visuals and informational recordings to draw in with your audience.User enrollment and login usefulness make a network around your blog by making an individuals just section.For model, the Veggie subject can help you rapidly begin with your food blog. What's more, you can likewise discover an assortment of food blog topics at ThemeForest.WordPress formula modules that can make any subject a food blog WP Ultimate Recipe Author(s): Bootstrapped VenturesCurrent Version: 3.12.7Last Updated: June 26, 2019wp-extreme recipe.zip 90%Ratings 313,214Downloads WP 3.5+Requires If you do choose to decide on a nonexclusive blogging topic, at that point you can without much of a stretch include formula developer usefulness utilizing a WordPress module. For example, WP Ultimate Recipe is a free WordPress module that will empower you to add various plans to any post or page on your site.With WP Ultimate Recipe, you can show fixings, add photographs to any progression of the formula, and let guests alter the fixing amounts for more orâ fewer servings. Formula metadata is additionally streamlined, helping your plans to rank in Google Recipe Search.A ace adaptation of this module is likewise accessible which offe rs propelled highlights includingNutritional data for each recipeMeal organizer with shopping listUsers-produced evaluations and reviewsUser-submitted recipesBoth the free and premium modules are extraordinary choices in the event that you are looking to rapidly transform your webpage into an expert and a la mode food blog.Step 4: Display wonderful pictures and recordings of your food Photo Gallery by 10Web Mobile-Friendly Image Gallery Author(s): Orbit Fox by ThemeIsle Author(s): ThemeisleCurrent Version: 2.8.10Last Updated: September 13, 2019themeisle-companion.zip 94%Ratings 4,283,244Downloads WP 4.7+Requires When talking about how to begin a food blog and bring in cash, the significance of internet based life can't be thought little of. Pinterest and Instagram are the undeniable web-based social networking stages for food websites to focus, as their picture substantial methodology is an ideal fit with delightful foodie pictures. Here are a few different ways to utilize web-based social networking to develop your following and arrive at a more extensive audience†¦Add web based life share buttonsâ to urge your guests to share your plans on their internet based life channels.Enable Pinterest Rich Pins to show your formula subtleties straightforwardly on your Pins and increment the quantity of repins you receive.Embed an intelligent and eye catching Instagram feed on your food blog to build your Instagram following.For more information on the most proficient method to utilize online networking viably, look at our article on Social Media Strategy.Step 6: Monetize your food blogOnce you have set up an effective food blog and developed your following, there are various approaches to adapt your webpage. Let’s investigate the absolute best cash making schemes†¦Affiliate promoting get together with member programs, at that point suggest cooking items, formula books, and other cooking stuff on your blog. Each time one of your guests purchases an ite m, youll get a commission.Create your own cookbook this could be an eBook or in physical structure. Sell it on your site or on a bigger commercial center like Amazon.Accept supported posts orâ advertising on your webpage charge for individuals to publicize on your site or post on your blog.There are, obviously, various different approaches to bring in cash through a blog, however the suggestions above can be especially gainful for a food blog.Final considerations on the most proficient method to begin a food blog and make moneySo since you realize how to begin a food blog and bring in cash, it’s time to begin. As should be obvious, making a food blog is difficult work and requires significant investment. Be that as it may, the budgetary prizes can make it certainly justified regardless of the effort.Have you got any top tips on the best way to begin a food blog and bring in cash? It would be ideal if you share your considerations in the remarks beneath How to begin a #food b log and bring in cash with #WordPress. #tutorial

Blog Archive GMAT Impact Help! The Deadline Is Approaching, and I Do Not Have My Score!

Blog Archive GMAT Impact Help! The Deadline Is Approaching, and I Do Not Have My Score! With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series,  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. It is that time of year againâ€"business schools are announcing their application deadlines, and I am hearing from candidates who do not yet have the GMAT score they want. What to do? First, do a little research. What kinds of scores are posted for the schools to which you plan to apply? Check their Web sites; most will publish scores for admitted students. If you cannot find scores for a certain program, you can try checking various MBA ranking reports (though many require you to buy the information). How far are you from the goal? Next, consult the experts. First, talk to an admissions consultant (hint, hint,  mbaMission) to gain help in deciding how far you really need to go with the GMAT. The general rule is that you would like to be at or above the average to be competitive for a certain school, but you may need to push higher (or you might get away with a lower score), depending on other aspects of your application profile. Be sure to discuss multiple scenarios: if I apply first round, can I get away with a slightly lower GMAT score? If I wait to apply second round, is the possibility of a higher GMAT score likely to make much of a difference? (Disclaimer: Of course, nobody can tell you whether you will definitely get into any particular school, just as nobody can tell you that taking the test again will definitely net you a higher score. As always, you take your chances!) When you have an idea of your “ideal” goal score, talk to some GMAT experts to see whether your desired goal score and your time frame are reasonable, given your starting point. If someone tells me that she just scored a 600 and wants a 720 in 30 days, that person has an “expectation adjustment” conversation in her near future, because not many people would be able to raise their score by 120 points (particularly to such a high final score) in only one month. Next, think about what resources would help you to learn better than you have in the past. Online forums? A friend who has already taken the test? A private tutor? A mix of all three? (I am not suggesting a course here, because I am assuming that we are talking about six weeks or fewer, in which caseâ€"if you are going to spend moneyâ€"you might as well spend it on a tutor. That will give you much more targeted and customized help, which is crucial in such a short time frame. If you have more time, though, add “a course?” to the list of possibilities.) You may have to make a tough choice between going for your goal score while postponing your application and lowering your goal score while sticking to your application time frame. Either way, take advantage of the expert advice out there to help you with this decision. Share ThisTweet GMAT Impact

What to Do if Youre Failing a Class in College

Failing a class in college can be a major problem if its not handled in the right way. A failed class can have an impact on your academic record, your progress toward graduation, your financial aid, and even your self-esteem. How you handle the situation once you know youre failing a college course, however, can have a significant influence on what happens after grades get turned in. Ask for Help as Soon as Possible Ask for help as soon as possible once you know you are in danger of failing any class during your time in college. Keep in mind, too, that help can take many different forms. You can ask for assistance from a tutor, your professor, your academic adviser, a learning center on campus, your friends, a teaching assistant, members of your family, or even people in the surrounding community. But no matter where you go, start going somewhere. Reaching out for help just may be the best thing you can do. Learn What Your Options Are Is it too late in the semester or quarter to drop the class? Can you switch to a pass/fail option? Can you withdraw — and if you do so, what is the impact on your transcript or financial aid eligibility (and even health insurance)? Once you realize youre failing a class, your options vary depending on when in the semester or quarter you make that realization. Check with your academic adviser, the registrars office, your professor, and the financial aid office about what you can do in your particular situation. Figure Out the Logistics If you can drop the course, when is the add/drop deadline? By when do you have to get paperwork in — and to whom? Dropping a course at various parts in the semester can have varying effects on your financial aid, too, so check in with the financial aid office about what needs to be done (and by when). Give yourself a little extra time, too, to gather all the signatures and coordinate other logistics for whatever you plan to do. Take Action One of the worst things you can do is to realize you are failing a class and then do nothing. Dont dig yourself in deeper by not going to class anymore and pretending like the problem doesnt exist. That F on your transcript may be seen years later by future employers or graduate schools (even if you think, today, that youll never want to go). Even if youre not sure what to do, talking with someone and taking some action about your situation is a critical step to take. Dont Be Too Hard on Yourself Lets be honest: lots of people fail classes and go on to live perfectly normal, healthy, productive lives. Its really not the end of the world, even if it feels overwhelming at the moment. Failing a class is something that youll handle and move on from, just like everything else. Dont stress too much and do your best to learn something from the situation — even if its how to not let yourself fail a class ever again.

Is Time Travel Possible Albert Einstein - 975 Words

Is the time travel possible? If we want to find an answer to this question, we should firstly understand the nature of time. We all understand that past is different from the future. The future seems to have a wide range of possibilities, while the past is always related to the one thing that already happened. Studying the time revealed two things about it. First, time is often considered as a river that flows forward and slows for no one. We can also formulate this idea as the river of time that goes forward, taking us from one present moment to another, as the past moves away with the passing view and the future forever waiting for us downstream. Second, time seems to look like an arrow. Past trajectory of an arrow cannot be changed, because it’s already happened. Something could appear in front of the arrow and so change the direction. The arrow exist only in the present moment of time because, as it is moves, the past falls away and the future is about to become. Time s eems to have a peculiar direction, pointing from the things that already happened in the past to the things that might happen in the future. Albert Einstien’s theories of special and general relativity have a significant influence on the ideas of time travelling. He showed that time is no longer invariable and that different observers in relative places measure different time. Einstien first developed the special theory of relativity in 1905. It is based on the two postulates: 1. Velocity of light isShow MoreRelatedAn Interview with Albert Einstein Essay1284 Words   |  6 Pagesthat his impact on the world is astonishing. Yes, many people have heard of Albert Einsteins General Theory of Relativity, but few people know about the intriguing life that led this scientist to discover what some have called The Greatest Single achievement of human thought! JB: So here with us today is Alert Einstein, So Albert... do you mind me asking you to tell us a little about your childhood? Einstein: No not at all, lets see here... I was born in Ulm, Germany on March 14th of 1874Read MoreThe Nature And Process Of Science1542 Words   |  7 PagesBefore Einstein, Scientists believed that light waves travelled through a medium called ether. Einstein proved that ether was irrelevant and that light doesn’t travel through a medium. Einstein proved this by figuring out that the speed of light was constant, and in order for ether to be the medium light waves travel through, the speed of light would change depending on the observer. This discovery was one piece of the Specific Theory of Relativity. The nature and process of science are a collectionRead MoreAlbert Einsteins Journey to Become one of the Most Well-Known Scientists in History678 Words   |  3 Pageswell-known scientists in the world. Albert was considered a very lazy person and even ignorant; although he was very smart, he was bored with what he considered old ideas and concepts. Without graduating high school Einstein applied for entrance into a polytechnic institute in Zurich, Switzerland. After two tries he finally gained entrance and graduated with the same bored attitude to the irritation of his professors. None of which, expected him to succeed (â€Å"Albert†). Albert spent seven years reviewing patentsRead MoreEssay on Albert Einstein1358 Words   |  6 PagesAlbert Einstein Albert Einstein, perhaps the greatest mind ever to have walked the face of the earth, was born on March 14, 1879 in Ulm, Germany. As a boy, he hated school, and felt that the regimented and repetitive nature of schooling in Germany at that time had any promise of helping his future. He did not do well in school, mainly because he did not care to learn what was being taught to him. While he seemed to be a bright child, his schoolwork did not interest him, but at the same timeRead MoreThe Value of Time Travel Essay663 Words   |  3 PagesPeople have often thought of going back in time because of regrets or mistakes they want to fix in the past. The only way to go to the past is time travel there. Time travel has been know as science fiction but now scientist have been believing time travel is possible based on the physics laws. If time travel is possible, then will it be helpful for human begins to go back to the past. Time travel can’t be worth it because if you change somet hing in the past, it will affect a lot in your futureRead MoreAlbert Einstein Essay1763 Words   |  8 PagesAlbert Einstein is looked at as one of the most magnificent scientific thinkers throughout history. His theories on the nature and dimensions of time and space immensely changed the way people thought of the physical world and established many of the major fundamental foundations for a tremendous amount of the our scientific discoveries and inventions in the 21st century. Albert Einstein was born on March 14, 1879 in Wà ¼rttemberg, Germany, into a middle-class Jewish family that owned a small electricalRead More Einsteins Relativity, Literature and Perception Essay1283 Words   |  6 Pagesthe way relativity causes someone to think. The biggest direct effect on literature was that relativity made time travel possible. Before Einstein was thought to be a fantastic yet impossible feat. Relativity only solved half the problem, time travel into the future. This occurs through time dilation. The science fiction pulps picked up on this idea and went wild. In 1905 Albert Einstein introduced a theory called special relativity. Special Relativity deals with objects at a speed near the speedRead MoreIs Time Travel Possible?2057 Words   |  9 PagesIs Time Travel Possible? Introduction Time Travel is a concept that has fascinated me and many others throughout time, using the question of ‘Is Time Travel Possible?’ also asked by many others in the world today. I will research what time travel is, how it can be done, and if and when it could be possible to develop my understanding of the concept then state my views and opinions on time travel. What is Time travel? Time travel is a concept of movement between different points in time usuallyRead MoreTheory of Relativity and the Special Theory of Relativity by Albert Einstein1850 Words   |  8 Pagesbirth, Albert Einstein has had the most beneficial effects on the events of the world. Albert Einstein was born in Ulm, Germany on March 14, 1979 and as a boy displayed an unquenchable curiosity for understanding science and all of its mysteries. As Albert Einstein’s life progressed, he found himself working as a patent clerk in Bern. While working as a patent clerk in Bern, Albert Einstein had a plethora amount of time which was devoted to formulating his theories. Also during this time, AlbertRead MoreEssay about Informative Speech Scientists Einstein and Heisenberg1715 Words   |  7 PagesInformative Speech Scientists Einstein and Heisenberg A. Introduction My Speech is about the scientists who had the main influence on our current time and have shaped our contemporary view of the world (Also called in Theology the Zeitgeist). I have chosen two of them who were in many ways just opposites. One is extremely famous and the other is almost unknown except to specialists. The most famous is of course Albert Einstein. He has significantly altered our view of the world with his Theory

Heinrich Himmler Was The Reich Leader - 1678 Words

Heinrich Himmler was the Reich Leader (Reichsfà ¼hrer) of the SS of the Nazi party from 1929 until 1945† (â€Å"Himmler†). Himmler was appointed the task of carrying out the Final Solution created by Hitler, which was then delegated to even more people. Himmler â€Å"led the SS into a large paramilitary organization that was prominent in Nazi Germany,† (â€Å"Himmler†). Himmler had so much power that he controlled all of the police units in Nazi Germany, which made him the second most powerful person in Nazi Germany (â€Å"Himmler†). Himmler oversaw all the operations of the Nazi state, by bringing up the SS into a prominent position therefore making him a key figure in the atrocities committed by the Nazi Party using the SS and its agencies. Reinhard†¦show more content†¦The Sturmabteilung also known as the Stormtroopers, the Brownshirts, or the SA was a paramilitary organization that preceded the SS. The purpose of the SA was to allow Hitler to rise to power by taking down his opponents using violence (â€Å"Schutzstaffel†). It was made up of ex-soldiers who were discontent with the Weimar Republic and its incompetence (â€Å"Schutzstaffel†). The SA â€Å"was purged when Hitler used SS to execute SA leaders to secure political support,† which shows how a totalitarian state can even turn its back on its supporters (â€Å"Schutzstaffel†). The SA aided Adolf Hitler to become Chancellor and the Fuhrer but ultimately were dissolved due to the inevitable purges in the Nazi regime showing how The Nazis will do anything to implicate their ideas. The SD or the Sicherheitsdienst was the intelligence agency of the SS and the Nazi Party. It was led by Reinhard Heydrich, which was responsible for the security of the Third Reich (â€Å"Schutzstaffel†). They also served the same purpose as the Brownshirts which located and dealt with those who opposed the Reich using violence (â€Å"Schutzstaffel†). The SD had intelligence on many of Hitler’s enemies in order to keep the security. The SD also was a part of the many atrocities of the Nazis such â€Å"discovering evidence against Ernst Rohm that ultimately lead to the Night of the Long Knives in 1934,† (â€Å"Schutzstaffel†). The SD was the group that gathered vast amounts of

Button Button free essay sample

In the context of this particular lesson, we will be using literary analysis of Button, Button, by Richard Matheson, to give students a space in which to think critically, creatively, and ethically about their own experiences with ethical decision making in the world and then communicate those experiences in their own writing. Because students in middle school are soon going to be entering a phase in their lives where an empathetic understanding of the world will require the fair consideration of multiple perspectives, the primary competency at work here will be ethical thinking. In regards to ethical thinking, Lipman says education is not the extraction of a reasonable adult out of a reasonable child, but a development of the child’s impulses to be reasonable† (Lipman 263). We know our students will be naturally inclined to want to make reasonable decisions, and we believe our lesson will start them on the path to thinking about what exactly should go into making those decisions. Objectives: 1) Students will learn to actively â€Å"read† social texts for comprehension and analysis. As part of this analysis students will also be expected to draw and justify conclusions about the ethics of decision-making according to context. ) Students will work collaboratively in small groups to uncover meaning in the texts they’re analyzing. b) In small and large group discussion students will be asked to communicate their interpretations of the text, using supporting evidence from the text and their own experiences to back up their reasoning. 2) Students will compare and contrast the moral situations described in multiple social texts, understanding what circumstances may play into a certain decision. 3) Students will be able to understand the concept of a narrative arc and apply it to their comprehension of the text and their own narrative. ) Comprehension of the narrative arc concept will include an understanding of the terms exposition, rising action, climax, falling action, and resolution and the ability to identify them at work in a piece of writing. 4) Students will be able to write to exemplify understanding of the three competencies of thinking. a) Students will recreate a scene using dialogue and other storytelling techniques to tell an original story. b) Students will fully consider the ethical implications of their experience and write to accurately portray them. ) Students will have to critically consider their prior knowledge and experience in the terms newly defined by class discussion regarding ethical decisio n-making and literary analysis. Context: Ideally, we would be teaching this lesson as the beginning of a unit centered on choices—namely, how the choices we make are influenced by others and how our choices impact the people around us. Eventually, the unit would develop into the ultimate exercise of empathetic understanding: a consideration of social injustice currently on display in the world today. This topic is very broad in scope, however, and in order to do it justice we would first focus on the individual with our analysis of Button, Button. Through our analysis, informal, and formal assessments, students will come to an understanding of how a decision of theirs influenced their lives. After working with Button, Button, we will move on to an analysis of a novel dealing with ethical questions in the context of situations laden with peer pressure and how other people affect the choices we make, such as The Absolutely True Diary of a Part-time Indian, by Sherman Alexie. Finally, we will end the unit by reading A Wreath for Emmett Till. At the conclusion of this unit, students will have a fully developed narrative in which they consider how an ethical choice(s) impacted their lives and the lives of those around them and what influenced the making of that choice(s). Introductory Set: 1) What is your definition of ethics? 2) Who decides what is right or wrong or ethical? Does it come from authority? Is there a difference between collective and personal ethics? Can the two be different and both be â€Å"right? 3) What do you take into consideration when you compile your own ethical principles? 4) If no one’s watching or if there are no consequences, does acting ethically matter? Why? Procedures: Day 1: 1. Milgram experiment reenactment—5 minutes 2. Debriefing questions orally as class—5 minutes a) Why did you do it? b) Would you all have done it? 3. Watch Milgram experiment video w/ background—10 minutes a) Introduce first t wo questions of introductory set. 4. Small group discussions—10 minutes a) Assign questions to small groups and have groups answer questions 5. Large group discussion—10 a) Groups report findings and discuss questions leading into tomorrow’s reading of Button, Button 6. Freewrite about a time when they had to make an ethical decision—10 minutes a) Notify class that the story will be part of the final project Homework: Embellish story Day 2: 1. Large Group discussion reviewing yesterday’s group findings—10 minutes 2. Intro to Button, Button—5 minutes a) Author background and story context. 3. Read Button, Button out loud (teacher or audio recording)—15 minutes 4. Large group discussion of story—20 minutes Day 3: 1. Introduce notion of the narrative arc and explain/discuss—10 minutes 2. In pairs: plot Button, Button narrative on narrative arc diagram—20 minutes 3. Debrief with class; share/discuss—10 minutes 4. Directed freewrite: plot out your own narrative—10 minutes Homework: find a genuine conversation with anyone (text message, IM, facebook, email, real life, etc) and bring it the next day (5-8 exchange conversation) Day 4 – Grammar: 1. Explain dialogue and good techniques for writing dialogue—5 minutes 2. Teacher model example with class participation (â€Å"Spice things up! †)—10 minutes 3. Students enliven their artifacts—10 minutes 4. Verbs/adverbs definition work—5 minutes 5. â€Å"Spice verbs/adverbs up† on overhead/board—10 minutes 6. Free write: spice up narrative—10 minutes Homework: Bring a 1st draft for next class Formal Assessment: For the formal assessment of our lesson we will have students write a narrative about an instance in which they had to make an ethical decision. Integral to the compilation of their narrative will be the execution of effective techniques for writing dialogue and skillfully employing verbs and adverbs in correlation with our in-context grammar lesson. Formal Assessment Rubric: Content – 40%: -Must be based on a central ethical issue. -Must include at least 2 exchanges of dialogue between two or more people. -Must include a reflection on the ethical situation answering these questions: Why did you make the choice you did? Did you make the right choice? Why/why not? Would you change it if you could? Organization – 10%: -Must include a title. -Must be 2-3 pages, double-spaced. Conventions – 50%: -Proper use of Dialogue -Varied use of verbs and adverbs -Varying sentence structure -Proper spelling and punctuation Informal Assessment: Our informal assessment will consist of completion of daily writing as well as students’ active participation in small and large group discussion. Materials Needed: 1. Enough soda for every student. 2. Computer and Internet access to Youtube 3. Projector 4. Milgram Experiment video 5. Copies of short story Button, Button, by Richard Matheson 6. Narrative arc handouts 7. Narrative arc blank diagrams 8. Overhead projector/ELMO 9. Verb/adverb activity 10. Copies of Teacher dialogue model Grammar Lesson: Essential questions: 1. How does narrative writing benefit from the skillful employment of dialogue? . How does the active use of varied verbs and adverbs make writing more engaging? Rationale: Students need to understand the role of dialogue and engaging verbs and adverbs in bringing a text to life. Our selected text, Button, Button, employs these techniques especially well, and so students will be able to see a model of what their effective use looks like so they can more fully understand how they might utilize dialogue and diverse verbs and adverbs to enhance their own writing. Objectives: 1) Comprehend traits of effective dialogue writing and apply to their own writing. ) Comprehend what verbs and adverbs are, how to use them skillfully, and be able to transfer this understanding to their own writing. Introduction/anticipatory set: 1. How does dialogue work in real life? How is that similar to or different from written dialogue? 2. What are the roles of verbs and adverbs in writing? Procedures: Day 4 – Grammar: 1. Explain dialogue and good techniques for writing dialogue—5 minutes 2. Teacher model example with class participation (â€Å"Spice things up! †)—10 minutes 3. Students enliven their artifacts—10 minutes 4. Verbs/adverbs definition work—5 minutes . â€Å"Spice verbs/adverbs up† on overhead/board—10 minutes 6. Free write: spice up narrative—10 minutes Homework: Bring a 1st draft for n ext class Closure and assessment features: Our grammar lesson is integral to our students’ understanding of how to complete the formal assessment for the lesson as a whole. We will evaluate student understanding of the concepts of effective dialogue and verb and adverb use by the presence of dialogue and diverse verbs and adverbs on display in their own writing, as per the following guidelines of the formal assessment rubric: Content: Must include at least 2 exchanges of dialogue between two or more people. Conventions: Proper use of Dialogue Varied use of verbs and adverbs We will further assess students’ understanding of the contents of our grammar lesson by their participation in our in-class â€Å"spicing up† of bland dialogue and verb/adverb use. This will extend to encompass students’ display of dialogue and verb/adverb use as evident in their writing journals and homework. Such will be the contents of our informal assessment. Six Essential Curriculum Design Questions: ) What do you want students to learn? We want students to be able to apply aspects of critical, caring, and creative thinking to social texts and their own experience. Critical thinking: students will display comprehension and analysis of social texts. Caring thinking: students will elicit an emotional response to our social texts and analyze how that response affects their reading of the texts. Creative thinking: students will take what they have read and express it in a creative project, utilizing prior experience in some way. A) Why are these your beliefs/ ideas? We believe the combination of these three schools of thought fosters the ability of our students to act in critically literate ways on the world in which they live. B) How is â€Å"what counts as the content of English† determined? We search out texts that bear analysis of the English language in such a way that will help students use English to make meaning from their lives. When you study English you’re studying more than the words on the page. You’re studying it to gain meaning from the text that can affect you in some way. How you interact with the text determines the meaning you make. We’re teaching students to interact with texts in meaningful ways (comprehension, analysis, composition, etc. ). 2) Why do you want students to learn these things? We’re giving students an opportunity to become better users of the English language. For example, you shouldn’t leave an English classroom without being able to analyze a social text and make a connection between it and the world as you know it. Because the texts we’re dealing with are concerned with personal ethics, the connection we will be fostering is one that will instill morals and skills in students that need to be in operation every day in and out of school. A) Why are these your justifications and where do they come from? State standards dictate that these are the types of things we need to be teaching students. The following state standards dictate that the lessons we have prepared for students are essential:   Reading: 12. 1. 1: By the end of the twelfth grade, students will  identity  the basic facts and essential ideas in what they have read or viewed. 12. 1. 3: By the end of the twelfth grade, students will identify, analyze, and apply  knowledge  of the basic forms of text and various literary genres. 2. 1. 8: By the end of the  twelfth grade, students will interpret the meaning of poetry, drama, prose-fiction, and non-fiction film, or media by using different analytic techniques and presenting specific evidence from the text. These standards provide rationale for both reading Button, Button and for analyzing the texts through comparison-contrast and various strategies. Writing: 12. 2. 3: By the end of the twelfth grad e, students will produce varied written texts that communicate effectively in expository and narrative prose. 12. 2. : By the end of the twelfth grade, students will use creative and critical thinking strategies and skills to generate original and meaningful products. These standards provide rationale for our personal narrative writing assignment. Speaking: 12. 3. 1: By the end of the twelfth grade, students will pose questions and contribute their own information or ideas in group discussion. This standard provides rationale for our students to engage in extensive conversation about Button, Button in both large and small groups. Listening: 12. 4. : By the end of the twelfth grade, students will use listening skills for a variety of purposes. This standard provides rationale for students to consistently listen to the instructor and one another in class discussion over the text. B) What are the most effective ways to develop and communicate your justifcations? The most effective way to develop justifications for teaching is to think critically about what we want our students to learn and consult authorities that have conducted research on the matter—like the Lipman text. Only when we apply our justifications to practice, however, do we truly discover their merit. Before we begin teaching, we need to communicate our justifications to students by connecting them to a â€Å"big idea† students can latch onto as meaningful and practical. In this case, making a personal connection to the ethical basis of the decisions students make is a very relevant idea for 8th graders. 3) How will we know if students have learned or understood what we want them to? We will know if students are understanding on the level we want them to if they are demonstrating an understanding of the reading in their discussion and writing. A) Why are these your beliefs? These displays are measurable evidence that students are engaging and nteracting with the text. We will be able to see and hear students’ interpretations of the text first hand and facilitate their understanding from there. B) How might this be determined in teaching contexts? We will have rubrics for both our informal and formal assessments that will determine if students fully understand what we want them to learn. We will be sure to evaluate students’ efforts to make meaning from the text on an individual basis. Participation in discussion will help students better analyze the text, which will in turn have an effect on how they develop their formal assessment. ) Why are you going to determine your students understanding in these ways? We believe the more creative forms of assessment we are emphasizing do not promote rote learning—the accumulation of knowledge—but understanding. If students know they’re going to take a test at the conclusion of a reading based on random facts from the book, they’re going to read the text differently—and more superficially—than if they know they’re going to have to develop a meaningful composition from their interaction with the text. A) Where do these ideas come from? Why? These ideas come from experiences in accidental apprenticeships where we have seen these principles at work. None of us have ever had a positive experience with a class where an understanding of a text was based on our accurate regurgitation of surface details from the text. However, classes that have forced us to make personal connections with the text and explain that interaction have been much more beneficial across the board. B) Why do these ways â€Å"make sense† to you? Our personal experiences as students have informed us that when we read a text for a test, we don’t come to the same understanding as when we read a text for a more authentic, meaningful purpose. Creative assignments that have tasked us with scouring our own experiences for ways of making meaning from reading of a text lead to a more authentic engagement with the material. 5) How are you going to facilitate your students’ learning of the things you want them to learn? We will lead students in discussion by asking thought provoking and open-ended questions, encouraging students to think beyond the â€Å"right/wrong† answer paradigm. Also, we will model writing techniques with the goal that students will become comfortable sharing their thoughts in a forum and writing about them. A) Why are these your beliefs and where do they come from? We’ve learned about the benefits of modeling writing and encouraging open-ended discussion in several of the English education classes we’ve taken thus far. Additionally, we’ve seen the benefits first hand when teachers use these techniques in the classroom. B) How might you determine the best ways to facilitate student understanding of the school subject â€Å"English? We determine our methods by drawing from what we’ve read and what we’ve seen in action. Then, if our own interpretation of that is effective, we continue to use those methods—if not, we modify our methods to reflect the needs of our students. For example, we mention we want students to think outside of the â€Å"right/wrong† answer paradigm, a tenant we can gather from Lipman’s idea that â€Å"An inventive thought contains many problems and many relevant, promising ideas† (Lipman 247). If our students are too focused only on the â€Å"problems† in their inventive thinking, they may discount what they have in the way of â€Å"relevant, promising† ideas. However, because students are traditionally taught that there is usually only a single â€Å"right† answer, we may have to try a number of different methods to get them to see that an idea that doesn’t align with the â€Å"right† answer can be immensely valuable too. 6) Why are you going to facilitate your students learning in these ways? What are your justifications and rationales? What, then, is your theory of learning the content of the school subject English? Honestly, we believe that the methods we’ve outlined above have the potential to be very effective mechanisms for helping our students come to an understanding of what we want them to learn about ethical decision making in the context of social texts and their own lives. We’ve compiled these methods with the notion that we should always aim to engage our students in similarly meaningful forms of instruction so they can transfer what they learn into an understanding of what it takes to be a productive and conscientious member of society. Questions to consider during lesson development to†¦ Foster critical thinking: 1. In his explanation of the key role judgment plays in critical thinking, Lipman says the making of thoughtful judgments mandates that â€Å"knowledge and experience are not merely possessed, but applied to practice† (Lipman 210). What steps can we take to ensure that what we teach bears practical application or is meaningful to our students? 2. Lipman stresses that â€Å"claims and opinions must be supported by reasons† (Lipman 212). How can we impress upon our students the importance of carefully evaluating what they think and believe by stringent criteria? 3. What can we do to help our students achieve self-corrective thought not only on an individual, but also a communal basis? â€Å"One of the most important advantages of converting the classroom into a community of inquiry is that members of the community begin looking for and correcting each other’s methods and procedures† (Lipan 219). 4. â€Å"Individual situations need to be examined on their own terms and not forced into some Procrustean bed of general rules and regulations† (Lipmman 219). How can we ensure our students understand the importance of context when thinking critically? 5. According to Lipman, the critical thinker can â€Å"apply problem-solving techniques appropriately in domains other than those in which they were learned† (Lipan 59). What assessments can we implement to ensure that what we teach has transferrable potential? Foster creative thinking: 1. Lipman states, â€Å"Creative thinking requires a constant trying out or testing,† but how can we get students to separate the concept of creation from the fear of failure that often prevents students from taking creative liberties (Lipman 245)? 2. How do we get students to trust in the novelty of their own thought processes? Lipman believes â€Å"creative thinkers are those who ask questions where others are content to proceed without further reflection† (Lipman 245). 3. Lipman notes, â€Å"creative thinking defies not the rules, but the odds† (Lipman 251). How can we use this principal to form a union between the â€Å"rules† of grammar and creative thought? 4. How much attention should teachers pay to fostering students’ ability to think creatively? â€Å"Success of creative thought done by students hinges upon the ability of the practitioner to understand and identify with the creative process from within† (Lipman 252). . How can we get students to think beyond the traditional right/wrong paradigm as they ask questions and engage in discussions? â€Å"An inventive thought contains many problems and many relevant, promising ideas† (Lipman 247). Foster caring/ethical thinking: 1. Lipman states, One can conceive of emotions as themselves forms of judgment or, mor e broadly, forms of thought† (266). How can we safely provide students the opportunity to render judgment based on emotion within the classroom? Is this a process that we should value in the English classroom? . â€Å"To care is to focus on that which we respect, to appreciate its worth, to value its value† (Lipman, 262). Due to the personal nature of caring, how can a teacher foster a community of caring thinkers without stressing personal biases? 3. Empathetic thinking deals with â€Å"what happens when we put ourselves into another’s situation and experience that person’s emotions as if they were our own† (Lipman, 269). What types of pedagogical decisions must be made in order to foster a community of empathy? 4. According to Lipman,  Ã¢â‚¬Å"Caring has ample credentials as a cognitive enterprise, even though it often consists of hardly discernible mental acts (270). Due to carings ambiguous nature, how can teachers assess ones engagement in this type of thinking? 5. If thinking does not have a value component, it is liable to approach its subject matters apathetically, indifferently, and uncaringly and this means it would be diffident even about inquiry itself† (Lipman, 270). Is it possible for students or teachers to think completely objectively, without a value component? Should they be able to?