Going Green To Save The Environment Essay Example for Free

Going Green To Save The Environment Essay The purpose of this essay is to enumerate and discuss several ways to save the environment through the principle of green living. Conservation is really an umbrella principle for all of green living. It really means using only what truly needs to be used in order to save something for coming generations (Green Living Ideas, 2007). Conserving energy by way of recycling is a crucial environmental benefit. As the natural energy sources become scarcer it is important to learn how to save energy. Making smaller, more fuel efficient cars can help conserve energy. Riding a bike instead of a car is much better since a bicycle doesn’t use gas. Making new houses that are well insulated also helps to save energy. According to Seventh Generation (2007), â€Å"Municipal Solid Waste (MSW), more commonly known as trash or garbage, consists of everyday items such as product packaging, grass clippings, furniture, clothing, bottles, food scraps, newspapers, appliances, paint, and batteries. This is commonly generated from peoples’ homes, but it also comes from commercial, institutional, and industrial sources. † One man’s trash is another man’s treasure is among the many adages being revived with fresh significance and recycling supports this idea. It has been in the American vocabulary for years now and in many households it is a way of life. Very simply, it finds new uses for old materials, mainly trash. According to the Environmental Protection Agency, recycling, including composting, diverted 72 million tons of material away from landfills and incinerators. Not only does this spare the environment, the EPA said a study found that recycling can create jobs as well. The consumer-oriented economical and environmental merits of reuse were easily recognized by our grandparents. And even today having a jar of salvaged nails, bolts, and screws can save several trips to the hardware store. Recycling paper products saves our trees and water resources as well! Making a ton of paper from materials that were recycled protects 17 trees from harm and consumes 50% less water, or 7,000 gallons (Quest4glory, 2004). But, while the philosophy of reuse is working its way into the business sector, the complexities of a global economy demand that the practical advantages and disadvantages of reuse be continually discussed and evaluated. However, industrialized nations are coming full-circle: governments are passing regulations, businesses are cutting costs, and consumers are reducing waste in the realization that applying the reuse philosophy in all areas will help to sustain our comfortable quality of life, enhance it for others, and maintain it for future generations. Furthermore, the most appealing reason to recycle is because of its ability to create a myriad of jobs, which can consequently improve the US economy. Recycling creates eight times the amount of jobs incinerator and landfill companies generate. Reuse, recycling, and waste reduction offer direct development opportunities for communities (Quest4glory, 2004). In conclusion, the benefits of recycling and conservation of energy cannot be overemphasized. Technology is making it easy to be green. Renewable energy can make your home more efficient. Efforts to clean up our air and water, preserve our non-renewable resources, and stop endangering plant and animal species, will ultimately lead to happier, healthier humankind living in partnership with the earth. Reference Green Living Ideas. (2007). Reuse. Retrieved on September 7, 2007 from http://greenlivingideas. com/reuse/reuse. html Quest4glory. (2004, July 5). Recycling: It’s time to clean up. Retrieved September 7, 2007 from http://www. echeat. com/essay. php? t=26204 Seventh Generation. (). Living Green: Reduce, reuse, recycle. Retrieved September 7, 2007 from http://www. seventhgeneration. com. /living_green/reduce_reuse_recycle. php

Blame :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Are some people more to blame for a crime then others and if so why? This is a question which many people wonder about today. I think the answer is yes. People who are brought up in a certain way are more likely to commit a certain crime than others. In he following I will consider why certain people are more to blame then others for the crimes that they commit.   Ã‚  Ã‚  Ã‚  Ã‚  Before looking at the issue of if some people are more to blame than others we must first look the reasons in which people may commit crimes and the type of crimes. There are a variety of reasons for a person to commit a crime including greed, to be famous, need for money, pure hate, and insanity. The crimes in which they commit range from murder, robberies, or rape.   Ã‚  Ã‚  Ã‚  Ã‚  After looking at reasons why and the types of crimes it is now possible to look at the larger issue at hand. If a person is poor and they are performing a robbery to get some money to feed their baby should they be more to blame than someone who is rich but performing the same robbery because they are greedy. There is no right answer to this but I think that the person who is robbing the store to help his kid is less to blame. I say this because even though the person is poor it is not always his fault. He may not be able to get money for his baby but would still feels the need to provide for it. This is what forces him to rob the store. I feel people should look at him with a bit of compassion because the reason that he was committing the crime was not a selfish one but one that benefits others. On the other hand the rich guy who robbed the store cause he was greedy should be help more accountable for his crime. Since he is rich and did not need the money and onl y committed the crime because of his own selfishness he is more to blame.   Ã‚  Ã‚  Ã‚  Ã‚  You might say why should the blame be divided differently between the two people if in fact they did commit the same crime. Now it is true that they are both supposed to be equal but are they really truly equal. How can we say that a poor person is equal to a rich one?

Children, Young People and Families Essay

Case Study Four (appendix one) describes a family which due to multiple issues including separated parents with mental health needs, siblings living apart, aggressive behaviour and truancy they present an extremely complex case for any social worker. It focuses on the story of Callum and his current status with brief mention of his brother and two sisters. I will explore the legal and policy guidance along with relevant theories and values that would inform and guide social work practice in relation to Callum as the majority of the information relates to him. The Every Child Matters (ECM) Green Paper introduced wide spread policy change and was underpinned by law in the 2004 Children Act. The ECM requires that social workers support the parents and carers instead of removing children to long term care (Hodge, 2004). For example the ECM set out the agenda for the unification of local children’s services such as schools, GP’s, social services and so on (Hodge, 2004). The idea of a holistic approach to a person’s needs by removing the legislative barriers between inter agency information sharing, directs services to work together towards a mutual aim which is â€Å"what is best for the child† in this case Callum. Another key theme set out in the ECM is early intervention, which means that children should receive the appropriate help then need but when they need it. An important step in reaching this goal is the use of the Common Assessment Framework (CAF). For Callum and others the CAF aims to put their needs ahead of the agencies agenda (Gilligan, 2008). The entire process  should be guided by a lead professional whose job it is to lead and follow up actions with all agencies involved while being the primary contact for the child with the extra needs, this helps when a child is working with more than one professional as it can easily become disorientating and counterproductive for the child developmentally to be dealing with multiple professionals (Howarth, 2010). For Callum and his family the CAF would be used by the Local Authority (LA) to assess the needs of the children and the family as under S.47 of the Children Act they have a duty to do so (Calder and Hackett, 2013). Within the assessment three key areas are explored. Firstly Callum’s developmental needs, parental capacity which although his mother is currently unable to demonstrate capacity to care for Callum the new policy context assures that she will be fully assessed and supported where possible if it is in Callum’s best interests to have an input in his life. Lastly family and environmental factors (Calder and Hackett, 2013). The three core assessment areas are explored in more detail in the assessment framework triangle. During the assessment the social worker gains information required from individuals involved including family members and all supporting agencies. The plan is to build a complete picture that will allow the social worker to begin to look at different theories and research which may offer insight or explanation for Callum’s behaviours. Professor Nick Frost (2013) when discussing the lessons learned from a Serious Case Review echoes the findings of the Munro report (2001) stating that the decisions undertaken by social workers on a daily basis, often with very little time, are extremely complex and involve a high degree of uncertainty. This something that the CAF attempts to address as it is to be approached as a partnership between services the young people and their families (Calder and Hackett, 2013). Each of the three sections of the assessment framework triangle are gone into in much more detail and guidance for this is laid out in the CAF guidelines. In order to make use of the information gained a robust foundation of knowledge is required to deliver evidenced based practice. For example When looking at Callum’s Health are  all his needs being met to enable him to develop physically as he should. He is staying out late and not attending school so we can reasonably assume that he may not be getting sufficient food or rest. The medical model suggests that without regular and nutritious meals and adequate rest Callum’s physical development will be retarded (Cowie, 2012). This is a rather simplistic example though it effectively demonstrates how research directly informs practice. The new policy also calls for flexibility so that services can be provided parallel to the assessment process meaning that children and their families don’t need to wait until after the assessment process to start receiving support (Calder and Hackett, 2013). When Callum’s physical needs are identified it is possible then without delay to for example refer him to his GP for an examination to assess his physical condition. Further along the child’s developmental needs assessment we come to emotional and behavioural development which looks at characteristics like the child’s temperament, self control and how they respond to stress. These are all heavily informed by a broad base of research and theories some of which have conflicting views on how certain behaviours can be explained (Calder and Hackett, 2013). Before I look at some theories that would inform practice in relation to the case study I think it is helpful to look at how Beckett (2006) explains how social workers find a solution by first seeking for explanations. This he says is looking at the information gathered from the assessment and trying to find a theory that we think fits and them apply the relevant intervention. He calls these past orientated approaches, in the case of Callum we look at his past to try and find out why things are the way they are (Beckett, 2006). Callum is displaying aggressive behaviour, he resisted foster carers and now that he is back in a children’s home he stays out on occasion with his father. Attachment theory has plenty of empirical evidence and suggests that Callum like us all is hard wired to seek a relationship with his carer, in this case the attachment with his father is still felt by him. Bowlby’s (2005) work on attachment suggests that during our formative years we develop an internal working model (IWM) from our initial  attachments, the resulting quality of the IWM is dependent on the quality of the original attachments. In Callum’s case he quality of this attachment could be questionable. Cassidy (1988, cited in Cowie, 2012, p.49) Bibliography Bowlby, J. 2005. A secure base. London: Routledge. Brayne, H. and Carr, H. 2012. Law for social workers. Oxford: Oxford University Press. Calder, M. and Hackett, S. 2013. Assessment in child care. Lyme Regis, Dorset: Russell House. Cassidy, J. and P. R. Shaver (eds). 1988. Handbook of attachment. New York: Guilford Press, pp.3-20. Quoted in Cowie, H. 2012. From birth to sixteen years. Abingdon, Oxon: Routledge. pp.49. Cowie, H. 2012. From birth to sixteen years. Abingdon, Oxon: Routledge. Frost, P. 2013. Lessons From a Serious Case Review. Interviewed by Anne Llewellyn [in person] Leeds, 27.11.2013. Gilligan, P. and Manby, M. 2008. The Common Assessment Framework: does the reality match the rhetoric?. Child & Family Social Work, 13: 177–187 Green, L. 2010. Understanding the life course. Cambridge: Polity. Hodge, M. 2004. Every child matters. London: DfES Publications. Horwath, J. 2010. The child’s world. London: Jessica Kingsley Publishers.

How I See Myself as a Teacher Essay

Teachers possess enormous impacts on the lives of the students he/she taught. As a future teacher, being able to shape the lives of the future generation, I desired to be a teacher that provides my students with an enjoyable education experience. Being a serious person, i believe that the atmosphere in the classroom that I will be teaching would be quite serious, but I should be able to negotiate the level of seriousness in the class with some fun. Even though I am a bit uptight, I can see myself opening up to my students, being able to have a friendly conversation with my students. Based on my experience and observations during my high school days, most of my friends that were labelled as problematic by the teachers always complains that they did not see the importance of a certain rules implemented upon them. When a teacher asks them to do something, or prevent them to do things, they cannot see the reasons behind them. Therefore, when I become a teacher, I want to be able to rationalise things that I do, and everything that I thought them. I want to emphasise the importance of what they are going to learn so that they can value the knowledge. Although i am an English teacher, I want to be a teacher that my students can relate to in every aspects of their life. I want to be a teacher that has enough knowledge about everything, so that my students can look for me for an advice. I also wanted to be a teacher that manages to shape the mentality of my students into a better one, from trivial matters such as littering to religious aspects for Muslims. Finally, as a future teacher, it is my hope to achieve the feeling that I in some way, as an individual have made a difference in the lives of my students, the school community, and therefore in society as a whole. By educating the next generation in terms of morale and in their mentality, it is my hope that I am able to achieve enough to make a difference not only in the lives of the students in my classes at that particular time, but also to impact their lives far into the future, and as a result make the future of our country a better place.

Asking and Giving Directions in English

Asking and Giving Directions in English These dialogues focus on asking for and giving directions. Practice these  English  dialogues that give directions to different locations in a city. Once you feel comfortable with the vocabulary, ask for directions in your city with a partner or a classmate. Pretend you are  traveling in your city. Key Grammar Points to Remember Imperative form: You should use the imperative form when providing directions. The imperative form is comprised of only the verb without any subject, and it tells someone directly what to do. Here are some examples of the imperative from the dialogue. Take the blue line.Continue going straight.Change to the grayline. While you would not use the imperative form in normal polite speech as it is considered too abrupt, it is appropriate when providing asked-for guidance. Asking questions using how:  How combines with many  adjectives  to ask information about details. Here are some common  questions with how: How long?  Used to ask about the length of timeHow much or many?  Used to ask about price and quantityHow often?  Used to ask about repetition Key Vocabulary Words and Phrases Related to Directions There are a few important grammar and vocabulary points to remember when asking for and giving directions.   Take a right/leftGot itI understandDo you understand?Go straightOppositeTake the first / second / third /  rightGo right / left / straight at the light / corner / stop sign  Continue straight onTurn right / left at the light / corner / stop sign  Get on the bus / subway at 12th Ave. / Whitman Street / Yellow Lane  Follow the signs for the museum / exhibition center / exit   Common Questions When Asking for Directions Is it far? / Is it close?  How far is it? / How close is it?Could you please give me directions?Where is the nearest bank / supermarket / gas station?Where can I find a bookstore / restaurant / bus stop / restroom?Is the museum / bank / department store  near here? Practice Dialogue: Taking the Subway John: Linda, do you know how to get to Samsons and Co.? Ive never been there before.Linda: Are you driving or taking the subway? John: The subway.Linda: Take the blue line from 14th Ave. and change to the gray line at Andrew Square. Get off at 83rd street. John: Just a moment, let me write this down.Linda: Take the blue line from 14th Ave.  and change to the gray line at Andrew Square. Get off at 83rd street. Got it? John: Yes, thanks. Now, once I get to Andrew Square, how do I proceed?Linda: Once you are on 83rd street, go straight, past the bank. Take the second left and continue going straight. Its across the street from Jacks Bar. John: Can you repeat that?Linda: Once you are on 83rd street, go straight, past the bank. Take the second left and continue going straight. Its across the street from Jacks Bar. John: Thanks, Linda. How long does it take to get there?Linda: It takes about a half-hour. When is your meeting? John: Its at 10 a.m. Ill leave at 9:30.Linda: Thats a busy time. You should leave at 9. John: OK. Thanks, Linda.Linda: Not at all. Practice Dialogue: Taking Directions Over the Telephone Doug: Hello, this is Doug.Susan: Hi Doug. This is Susan. Doug: Hi Susan. How are you?Susan: Im fine. I have a question. Do you have a moment? Doug: Certainly, how can I help you?Susan: Im driving to the conference center later today. Could you give me directions? Doug: Sure. Are you leaving home?Susan: Yes. Doug: OK, take a left onto Bethany street and drive to the freeway entrance. Take the freeway toward Portland.Susan: How far is it to the conference center from my home? Doug: Its about 20 miles. Continue on the freeway to exit 23. Take the exit and turn right onto Broadway at the stoplight.Susan: Let me repeat that. Take the freeway to exit 23 and turn right onto Broadway. Doug: Thats right. Continue on Broadway for about two miles and then turn left onto 16th Ave.Susan: OK. Doug: On 16th Ave., take the second right into the conference center.Susan: Oh thats easy. Doug: Yes, its very easy to get to.Susan: How long does it take to get there? Doug: If theres no traffic, about 25 minutes. In heavy traffic, it takes about 45 minutes.Susan: Im leaving at 10  in the morning, so the traffic shouldnt be so bad. Doug: Yes, thats right. Can I help you with anything else?Susan: No thats it. Thanks for your help. Doug: OK. Enjoy the conference.Susan: Thanks, Doug. Bye.   Practice Dialogue: Directions to the Museum (On the street corner) Tourist:  Excuse me, can you help me? Im lost!Person:  Certainly, where would you like to go? Tourist:  Id like to go to the museum, but I cant find it. Is it far?Person:  No, not really. Its about a five-minute walk. Tourist:  Maybe I should call a taxi.Person:  No, Its very easy. Really. (pointing) I can give you directions. Tourist:  Thank you. Thats very kind of you.Person:  Not at all. Now, go along this street to the traffic lights. Do you see them? Tourist:  Yes, I can see them.Person:  Right, at the traffic lights, turn left into Queen Mary Ave. Tourist:  Queen Mary Ave.Person:  Right. Go straight. Take the second left and enter Museum Drive. Tourist:  OK. Queen Mary Ave., straight on and then the third left, Museum Drive.Person:  No, its the second left. Tourist:  Ah, right. The second street on my left.Person:  Right. Just follow Museum Drive and the museum is at the end of the road. Tourist:  Great. Thanks again for your help.Person:  Not at all. Practice Dialogue: Directions to a Supermarket Tom:  Could you go  to the supermarket and buy some food? Theres nothing to eat in the house!Helen:  Sure, but I dont know the way. Weve just moved in. Tom:  Ill give you directions. Not to worry.Helen:  Thanks.   Tom:  At the end of the street, take a right. Then drive two miles to White Ave. After that, its another mile to...Helen:  Let me write this down. I wont remember it! Tom:  OK. First, take a right at the end of the street.Helen:  Got it. Tom:  Next, drive two miles to White Ave.Helen:  Two miles to White Ave. After that? Tom:  Take a left onto 14th Street.Helen: Left onto 14th Street.   Tom:  The supermarket is on the left, next to the bank.Helen:  How far is it after I turn on to 14th Street? Tom:  Its not far, maybe about 200 yards.Helen:  OK. Great. Is there anything special you want? Tom:  No, just the usual. Well, if you could get some beer that would be great!Helen:  OK, just this once!

Vile and Villain

Vile and Villain Vile and Villain Vile and Villain By Mark Nichol A recent reference to a certain Republican presidential candidate in which he was described as vile sent me to online etymological resources to look up the origin of the term. Interestingly, vile is unrelated to the similar-looking villain. Vile derives from the Latin term vilis, which means â€Å"base,† â€Å"cheap,† â€Å"common,† or â€Å"worthless.† Villain, on the other hand, originally had a neutral connotation: Although it also comes from Latin, its origin is the term villa, meaning â€Å"country house† or â€Å"farm† and still in use for the former meaning in English (from Italian). Villain originally meant â€Å"farmhand,† but from a pejorative reference to the low-born status of rustic farm laborers came to be associated with base behavior and by the early 1800s was associated with an antagonist in a novel or a play. In historical contexts, the variant spelling villein retains the original meaning. (The suffix -ville in the name of a town, and village, are related.) The Old English term ceorl, which survives in churl, also degenerated from a neutral term for a peasant (in this case, centuries earlier), as did the later word boor, derived from the French term bovier (literally, â€Å"herdsman,† and cognate with the Dutch word boer) and also much older in its negative sense than villain. The adjectives churlish and boorish both describe rude behavior; in each case, -ness is added to the adjective to produce the noun form. The verbs revile and vilify stem from vile; they mean, respectively â€Å"to consider with scorn† and â€Å"to slander.† (The noun forms are revilement and vilification.) However, servile and its noun form servility are related to neither vile nor villain; they derive from the Latin term servilis, meaning â€Å"of a slave.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Program vs. ProgrammeDriver License vs. Driver’s License50 Musical Terms Used in Nonmusical Senses

Critical Thinking paper in Health Care Essay Example | Topics and Well Written Essays - 500 words

Critical Thinking paper in Health Care - Essay Example When he was experienced the creativity decreases, which makes him apply his known and time tested strategies and techniques he found successful. This is in general but not be certainly Work setting depends upon nature of work and work place. If the nature of work is individual one has enough free hand to set it according to his convenience. For instance, a teacher in a school can work according to his own plan and setting regarding his duties in class room and correction of Answer sheets. But in the case of a marketing executive it depends on his superiors, subordinates and the clients he has to meet and melt. When it comes to the work in a back office it depends on the work culture of that office and the nature and pace of doing work of his colleagues. The situation is different in case of front office. There, the work setting depends upon the people they meet and talk. All the aforesaid cases are the instances of subordinate services. If one has to lead a team (smaller or bigger) he has to plan every thing in advance and must be able to guide his team mates. Here the work setting needs a good home work, alertness and planning. When one member abstains from work or will take leave, the work setting depends on the team leader.