Hawaiian weddings Essay Example for Free

Hawaiian weddings Essay For many the nuclear family has always been viewed as the proper way to bring up children and to live life. However, the subject of families is much deeper than many think. But is the family beneficial to society? Different groups have different views on how beneficial the family is to society. Functionalists, who traditionally dominated the sociology of the family, feel that the family is necessary for the running and continuation of an integrated society. It is ssumed by functionalists that if there is the existence of a social institution, then it must have a purpose or a function. Functionalists therefore see the family as beneficial for society. beneficial for society. Families are crucially important to society without doubt. Most British people are born into families and then raised by a family. Most of these very same people grow up to form families of their own and take the responsibility of being a parent. Many people see the family as the normal way of life and watch television programs which revolve around family life. For many the nuclear family has always been viewed as the proper way to bring up children and to live life. However, the subject of families is much deeper than many think. But is the family beneficial to society? assumed by tunctionalists tn t it there is the existence ot a social institution, then it British people are born into tamilies and then raised by a tamily. Most ot these very

Research and Technology for Learning and Memory

Research and Technology for Learning and Memory Stacey Obispo Enhanced Learning Technological advances in bioelectronics and applied neural control technologies have enabled scientist to create machine assisted minds (McGee Maguire, 2007). The technological advances have been sought to improve the quality of people’s mental capacities by enhancing one’s ability to learn just like pharmaceutical enhancements have done in the past (McGee Maguire, 2007). However, when enhancing ones’ mental abilities as both technological and pharmaceutical advances have done, many ethical questions arise. This paper will address the available and future plans for learning enhancements and ethical implications for learning enhancements such as; pharmaceutical enhancements that are acceptable and controversial, uses of brain/ computer interfaces, equal availability of brain enhancements to all diverse groups, who controls how brains are enhanced, and who receives enhancement. These topics will be further explored by this author’s ethical viewpoint. When one talks of brain enhancement certain images from futuristic movies displaying cyborgs may come to mind. However brain enhancements specifically for learning are nothing new. Doctors for many years have been prescribing pharmaceuticals to enhance one’s ability to teach (McGee Maguire, 2007). These drugs promise to improve general psychological and cognitive functioning by enhancing ones’ mood, memory, attention, alertness and other cognitive capacities (Fuchs, 2006). Increasing one’s ability for attention and alertness has been accomplished over the last two decades through psychostimulants such as methylphenidate and dextromphetamine (Fuchs, 2006). The legal drugs have been used to treat (ADHD) and enhance attention and other functions in healthy people (Fuchs, 2006). Another drug that has been reportedly used on mood and personality in healthy people is the use of selective serotonin inhibitors (SSRIs) (Fuchs, 2006). Healthy individuals who take (SSRIs) in absence of mental illness have frequently reported that negative feelings such as anxiety, sadness, disappointment, guilt or shame are weakened and self-esteem and confidence rise(Fuchs, 2006). In addition (SSRIs) may be attributed towards giving individuals a sense of well-being and offer positive influence on the quality of individual’s social interactions (Fuchs, 2006). Pharmaceutical development in increasing ones’ ability to recover memories and block memories is currently in the works for future development (Fuchs, 2006). The pharmaceutical uses for recovering memories will be specifically targeted towards those who are cognitively impaired by the aging process and for those who develop dementia (Fuchs, 2006). The pharmaceutical development in blocking memories will be developed specifically towards blocking painful memories in those who suffer from PTSD (Fuchs, 2006). Ethical considerations in dealing with the use of pharmaceutical enhanced cognitive abilities stem from improper diagnosis and misuse. The implications for methylphenidate and dextromphetamine drug misuses come from improper diagnosis. For instance, how can one surmise that a problem with a child’s academic performance is due to the child’s inability to pay attention or be alert when in fact the problem may be with the child’s environment? Furthermore excessive use of methylphenidate in school boys has raised concerns in the United States (Fuchs, 2006). Misuse of methylphenidate and dextromphetamine has accounted for 16 percent of college students using the drugs as study aids (Fuchs, 2006). As a result the use of these drugs has been very controversial. Ethical concerns in brain enhancement through pharmaceuticals include safety (Fuchs, 2006). For example, methylphenidate can increase the short term capacity of one’s working memory at the expense of information adequately harnessed in meaningful, higher order knowledge (Fuchs, 2006). Furthermore unanticipated consequences and side effects from this drug are long term (Fuchs, 2006). What happens is that memory enhancement may impair memory retrieval in some individuals because the natural balance between remembering and forgetting could be interrupted by an overload of memories in the brain (Fuchs, 2006). Competition between individuals is another ethical concern for pharmaceutical brain enhancement. For instance once pharmaceuticals are more widely spread then individuals may try using this method for a competitive edge towards better grades at school or for keeping a job (Fuchs, 2006). In addition those who may be of lower socioeconomic levels may not be able to afford the â€Å"competitive edge† and are placed at an even greater disadvantage (Fuchs, 2006). Another ethical consideration for pharmaceutical brain enhancement is that it changes the human condition by manipulating our subjective experiences, cognitive abilities, and personality traits (Fuchs, 2006). Mind enhancement according Fuchs (2006) threatens to devalue human life and its imperfections, it fosters an illusion that one must be constantly happily and it villainies natural forgetfulness and negative moods. The use of pharmaceuticals for brain enhancement interferes with one’s own personal development and one’s ability to cope with their fears, failures and seatbacks. Perhaps prescribing brain enhancing drugs just place the responsibility of solving ones problem on a drug rather than finding a sense of responsibility to oneself to come up with solutions to ones’ life problems. Brain/Computer interfaces (BCI’s) have multiple uses. Pacemaker like brain implants help individuals with Parkinson’s disease and those with tremors (McGee Maguire, 2007). Treating depression has been shown effective in clinical trials with Vagus nerve stimulators constructed by Cyberonics (McGee Maguire, 2007). Experimentally in cases of spinal cord severage, systems for functional neuromuscular stimulation are being used (McGee Maguire, 2007). Patients with â€Å"locked in† syndrome have received brain to computer interfaces enabling one to communicate via computer by thinking about moving the cursor (McGee Maguire, 2007). Artificial vision systems enables the blind, using a cortical implant to navigate independently, to read letters, and through electronic interface it allows one to watch television, access a computer, and use the internet (McGee Maguire, 2007). The device Braingate has been used on a severely paralyzed patients, through a brain chip, to enable individuals to access e-mail, play computer games, control a television, and turn lights on and off by thought alone(McGee Maguire, 2007). Researchers have been able to restore hearing in deaf patients by inserting a penetrating device inside the brain stem (McGee Maguire, 2007). A clinical trial towards restoring speech is being used to restore speech from an implantable BCI (Alpert, 2008). The future of BCI’s crosses from assisting the physically ill and handicapped to assisting government in their Department of Defense strategies. Neural prostheses will be used in future developments to enable users to move mechanical devices with thoughts and monitor not only the patients goals of what they want to reach for but also their motivation and mood(McGee Maguire,2007)( Alpert, 2008). The Defense Advanced Research Projects Agency (DARPA) has allotted $24 million to support research into the proposals for brain machine systems in six different laboratories (McGee Maguire, 2007). These projects have the objective to control robots and airplanes through thought alone (McGee Maguire, 2007). British Telecom’s Artificial Life Team is working creating a chip called Soul Catcher 2025 (presumably ready, 2025) which goes behind the eye and records the individuals thoughts, sensations, and experiences throughout their life (McGee Maguire, 2007). In order to record al l experiences multiple chips would need to be used (McGee Maguire, 2007). The technology would allow users to transfer or transplant memories and experiences from one user to the next (McGee Maguire, 2007). Currently not all BCI’s are available to all groups of people. Brain interfaces such as the Braingate costs 50,000 for the procedure and equipment used and follow up costs vary (Brown University, 2005).In the future, after FDA approval, and commercial marketing it is possible that private insurance and Medicaid may pay for BCI’s like the Braingate (Brown University, 2005). Individuals who want the Braingate procedure pay out of pocket (Brown University, 2005). Not being able to offer enhanced learning procedures such as BCI’s to all individuals’ raises the issue of fairness. Is it fair to only help the have’s and not the have not’s when both can benefit from a brain computer interface procedure due to their disease or handicap? If brain interfaces are not made available to individuals who meet the requirements for its uses (physical impairment, disease, etc.) then it could mean a loss of quality of life in individuals who come from low socio economic levels. BCI’s should be regulated for its potential uses for enhancement purposes in â€Å"healthy† individuals. BCI’s used for the purpose of intelligence enhancing for people who have no disability, or BCI’s used for controlling weapons or heavy machinery such as automobiles and airplanes like DARPA has proposed should be regulated. Perhaps international laws could be made to regulate the uses of BCI’s so that this technology enhances only those who have a disability or disease and not individuals who just want to be enhanced for a job, acquiring a job, or performing better at school. When enhancements are made because a person thinks they need it rather than truly needing because of disease, illness, or physical impairment then inequality between those who have and have not will get larger. Regulating who can control BCI’s is an important consideration. Currently in the United States before a medical device can be marketed it must meet the requirements of the Food and Drug Administration (FDA) (McGee Maguire, 2007). Although these devices are regulated to some degree the question as to whether the investigation of the FDA is adequate (McGee Maguire, 2007). For instance , required post market safety reviews on devices are rarely done and the focuses of FDA review is establishing the indications for use, methods of safe placement ,individual risks, to surgery and anesthesia, and compilation of adverse events related to device removals ( McGee Maguire,2007). Clinical trials are then implemented to assess the efficacy of the device and its safety (McGee Maguire, 2007). Regulations for BCI operators should also be mandated. For instance the capabilities of BCI’s in the future could mean that individual’s will not have control over their actions and that an operator can control the individual (McGee Maguire, 2007). Individual’s that control the operation of BCI’s installed in patients have an enormous power in their hands. BCI’s installed into patients could make these individual vulnerable to a doctor or governments control (McGee Maguire, 2007). For this reason BCI’s should be regulated internationally. Learning enhancements through BCI’s are quickly developing. BCI’s can enhance the learning processes and experience of individuals who are disabled and increase their quality of life. Conversely this same technology can be used to enhance healthy people and give one a competitive advantage. Enhancing healthy people can lead to making them robot like, or allow one to control robots, weapons, and heavy machinery through thought alone (McGee Maguire, 2007). Perhaps one of the most important concerns of using BCI’S in healthy people is what will happen to humanity and the human condition? What will happen to ones concept of self? Would individuals with BCI’s be responsible for their actions or empathetic towards others? Offering BCI’s to enhance healthy people seems to be a very slippery slope and should be avoided. Technologies such as BCI’s should be embraced to help individual with disabilities and illnesses have a better quality of life. How ever this technology should not be allowed to enhance healthy people. Consequences to the human condition could be affected negatively as well as society and environment. Proposing international regulation of such devices seems to be appropriate form of action to prevent such detriments in the future. References Alpert, S. (2008). Brain-Computer interface devices: Risks and Canadian regulations. Accountability in Research, 15, 86. Fuchs, T. (2006). Ethical issues in neuroscience (McGee Maguire, 2007, p. 291) (McGee Maguire, p. 291) . Current Opinion in Psychiatry, 19, 607. McGee, E. M., Maguire, G. Q. (2007). Becoming borg to become immortal: Regulating brain implant technologies. Cambridge Quarterly of Healthcare Ethics, 16, 302. Brown University, (2005). Brain-chip interfaces. biomed.brown.edu/Courses/BI108/BI108_2005_Groups/03/impact.htm#demo

Teaching and Learning Strategies

Teaching and Learning Strategies Introduction to the Students and Teaching Environment. I am currently a Lecturer in the Communications Electronics Technical Block (CETB) at Royal Air Force (RAF) Cosford, The No1 School of Technical Training. I am teaching new entry students AC (Air Crafts man),course number 1932 and SAC (Senior Air Crafts man) course numbers 1946 and 1951. The students age range is 17 30 years. I am responsible for delivering training in the subject areas Micro Electronics, Digital Electronics and Information Technology. The courses range from 90 to 130 hours. SACs 194616 hours Information technology and 115 hours Computer technology for the. ACs 1932.16 hours Information technology and 74 hours Micro Electronics for the The students who come to RAF Cosford are not typical of those who would go to a college of further education. They are sent by the RAF for either initial or further training in their specialisation. The learning environment The room layouts do vary however the majority of rooms are set out in a traditional manor. (see plan) The labs are arranged differently with the students desks arranged around the walls. E.g.(Room F008) The class rooms have a roller White board, P.C. and T.V. monitor, some class rooms have windows to the outside but not all. Lighting is via fluorescent tubes and heating is via radiators. The learning environment cont. The laboratorys have a White board, P.C. and LCD projector. Most have opening windows. Lighting is via fluorescent tubes and heating is via radiators. The desk is set out with a PC and Digiac workstation, a 6502 and 80286i microprocessor boards, in addition there are a collection of supporting boards. Teaching Styles and Learning Strategies. Teacher Talk A large part of the course is via teacher talk, this allows for large chunks of information to be covered in a much shorter space of time. The reason this method is chosen is due to the shear pace at which the course has to be delivered. The course is equivalent to a BTec Electronics course, taking approximately two years at a college of further education, however the RAF students have to cover nearly the same amount of material in just six months. Teacher talk is not the best method of imparting information to students as they can very quickly lose interest and it is difficult to assess how much information the students have taken in. To alleviate this situation the teacher talk is broken up with questioning secessions. The questioning secessions help the teacher to assess if the students have understood if learning has taken place, this also gives the students an opportunity to play an active role in the learning process. These methods promote individual involvement, encouragement, reward and a sense of achievement to students of all abilities The questions are directed by the teacher, nominating a student to answer, this is known as; â€Å"Pose Pause Pounce† this technique is used throughout RAFs training and is one of the main tools used to promote learning. The teacher talk is also begun with a recap of the previous session, sometimes the recap will be at the end of the lesson. This re affirms the students understood. The level of knowledge can be assessed, allowing the teacher to continue knowing that the students understand. Reading The students are given course notes in a printed form showing both pictures and diagrams as well as explanations. These notes form the back bone of the course material. They contain the Aims and Objectives for that section of the course, Information relevant to the course and a summary of the books main points. The book can be used as a reference to during the teacher talk. It can be used to illustrate a point, show other examples and reduce the amount of complex diagrams that need to be drawn on the white board. In addition the book has a separate set of questions which the students are encourage to read. When they have read the book they can answer the questions, this promotes further reading. If they do not understand or cannot answer the questions then this should promote them to ask the teacher for further explanation. The questions are designed to reinforce the theory taught in class and promote greater understanding of the subject. Practice by Doing. The first thirty hours or so of the course are mainly teacher talk, reading and working though examples on the white board, however once the under lying terminology and theories have been taught the emphasis of the learning style changes dramatically. The location of the teaching now moves to the laboratory where the students are given a brief introduction to an exercise, they then work through the exercise at their own pace and in their own way using their knowledge. The students follow the exercise answering questions as they go. The questions are designed to point the students in the write direction, if however they are unable to proceed, the teacher is close at hand to guided them, this is achieved by question the student and trying to get them to identify the solution for themselves. If the teacher identifies that the class as a whole do not understand then they can bring the class back together to solve the problem. The teacher may need to give further guidance to the students to allow them to complete the exercise. This process is learning by doing and in completing the exercise the student will hopefully be able to relate this experience to the theory section of the course thus underpinning their theoretical knowledge with practical experience. Demonstration This method of teaching can be used during the theory stage. The teacher could show real components to allow the students to become more familiar with them, seeing what they look like or by working through examples of how to perform a specific task. Demonstration can also be effectively used during the exercise phase of the course. This is very useful when trying to impart complex information to the students. An example might be when an exercise requires additional circuit boards to be used or components that have not yet been used. In these situations a demonstration of the exercise can be given by the teacher. This will allow the teacher to identify any areas of special interest and point out any areas that the students might otherwise miss or perhaps not think about. In addition it is by far the best way for the teacher to show how things are to be accomplished. i.e. showing how to connect up a system, what parts are required etc. The demonstration also allows the students to question the teacher about parts of the exercise they do not understand. The student can say â€Å"so you mean this >>>>> † ; the teacher can then be sure that the students fully understand what is required. Visual Visual methods of teaching are available, though the preferred method is power point which the students despise and therefore is not used frequently by myself. However it can be a very useful tool for explaining difficult subject material, particularly when the diagram requires motion i.e. information been transferred around a computer system. This would be very difficult to illustrate on the white board as the teacher would need to continually re draw the diagram to show the movement, however using power point allows animation of the drawing which the students can see, thus reinforcing the idea. It can also be re run to allow the students to follow the process until they are confident that they understand. Questioning can be used to check the understanding. The teacher can run the PowerPoint and ask the students to tell him what is happening and why. Alternative Methods of Teaching and Learning Strategies. Discussion This method is not very appropriate as the subject is technical and requires some under pinning knowledge. Opinions are not normally expressed as the material is factual. However this method could be used at the end of an exercise or at the end of the course. Infact the course does use this method is used to evaluate the feelings of the students and considers any recommendations that they may make as a class. However the course must run in a clearly define way as laid down by the sponsor he Ministry of Defence.(MOD RAF) Teaching others Teaching others is not generally used as the students would be required to fully understand the subject before they could teach someone else. As it is most likely the first time they have seen this subject material it would be difficult for them the explain it to a colleague. Although a similar technique is used by the teacher when they ask the student to explain how something works, this method of telling the teacher shows that the student understands fully, also any omissions or errors can be corrected by the teacher. Choice of methods Teacher talk The main reason for using this technique is to cover a large amount of theory over a very short time, a lot of information must be imparted very quickly. This method does not have a good retention rate approximately 5% however when coupled with questioning technique, and a recap of the subject at the end or prior to the starting the next section, it improves the retention as well as checking the students understanding. Reading As with Teacher Talk the students are expected to cover a large quantity of information very quickly. However this method has a poor retention rate approximately 10%, but when coupled with questions for each book it reinforces the knowledge, this can then be checked during a class session. This method is used due to the short time available, students are expected to read the material they cover in class as part of their learning process. This is done during there own time i.e. out of class hours. The questions should identify to the student whether or not they understand, thus prompting them to request addition information or clarification from the teacher at the beginning of the next lesson. Practice by doing This method is much better with approximately 75% retention rate. It is used due to the practical nature of the job (hands on). However it can only be used after the under pinning knowledge has been taught and understood. The students can apply the knowledge they have learnt to the practical exercise. The other reason for using this method is due to the nature of the subject. Example It is impossible to show the students the internal workings of a micro processor , therefore the operation is illustrated by performing tasks with the micro processor to prove that it functions in a particular way. The students have to relate this to the theorectial phase of the course, in doing so they should fully understand the operation of the Micro Processor. Demonstration This method has a reasonable retention rate around 30%. It is used to show the more complex aspects of the course, â€Å"a picture paints a thousand words†. The teacher can use this method to impart complex instructions to the students, the students can ask the teacher questions confirming their understanding, checking and correcting as they go. Visual This method has a retention rate of around 20%. This method is tied up with demonstration as the students will be watching the teacher perform a task. Learning how to perform the task requires knowledge, understanding and the skills to complete that task. The visual method is instant feed back to the student, they can see how a task is accomplished. This is an important method of teaching as their job will involve watching someone perform a task and them doing the task for themselves to the required standard. Summary The various methods of teaching are effective, the reason for this assumption is that the majority of students go on to the next phase of their training, and eventually into a post within the RAF. In addition I have spoken to students that I have taught who have remarked on the course and its content, most all of them say it was a very good grounding for their trade training.

migration :: essays research papers

Migration   Ã‚  Ã‚  Ã‚  Ã‚  Thinking back to my childhood, I can recall that my family moved quite frequently from place to place. Since my birth, my family has moved a total of seven times and that was only in the first six years of my life. As an ignorant child, the constant moving around did not question me to think why we moved so much. I never stopped to think that my family could have been in a troubled situation. When I now ask my father the reasons why we moved so often back then, he tells me that he was in search for a better standard of living. He mentioned that we were never forced to move because of a financial situation, but instead he wanted to find a more rewarding occupation to live more elegantly. He wanted to find a place with a good education system for his children and also wanted to live in a warm climate not too distant from the beach. With these three pull factors we moved many times during my childhood and the end result of our migration has played a positive role in my life. My parents and I lived in the over-populated city of Chicago when I was born. My father wanted to relocate in a place that was not over populated. So with this in his mind, we moved in the south direction to Kansas. He got what he wanted in the terms of a smaller population setting. But he was still dissatisfied with the cold weather. The disappointing business experience and cold weather was a push factor to move on and find a better place to live. After Kansas we moved to Ohio because were persuaded by some relatives that we knew that lived there, but again he was not successful with business there either. In search for a better occupation, my father would look in the classified section of the newspaper every afternoon in search of eye-catching businesses. After he would find a few that he was interested in, he would call them up and arrange to take a look at the businesses. In particular, my father saw an advertisement for a â€Å"Days Inn† in Atlanta, Georgia. A pull factor that encouraged my father to move to Georgia was because of the wonderful hot weather. He was attracted to the fact that the beach setting was not very far. The business turned out to be a success and we ended up settling in this state.

Dog Company :: essays research papers

Frontiline â€Å"A Company of Soldiers† To Whom It May Concern: 1st Calvary Division C/O PAO Maj. Phil Smith Building 2800 761 Tank Battalion Blvd. Ft. Hood, TX 76544 Dear Dog Company,   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  I recently had the opportunity to view your documentary concerning your division â€Å"A Company of Soldiers† with my English 12 writing class. Words can not depict the heroic actions portrayed and emotions generated from within as each second passed before me. I would just like to state how grateful this heart is for the efforts exhausted, they are not taken for granite. The phrase has been given that we don’t relate with the war until it effects us personally and I guarantee that Frontline awoke the soul of every viewer it reached, leaving them with a new perspective.   Ã‚  Ã‚  Ã‚  Ã‚   An issue was presented that if those willing to protest and fight to bring our folks back home are that organized, they should be signing up to come over seas. I could not agree more with this statement, and the simplicity it exemplified. While we may not agree with the choices that are made we must support the actions that come forth and accept what it may be, making the very best out of the bad. Please know that my-self with this entire school are very proud and happy to know you are providing protection and services so vital. No one deserves to grumble or shout out until they’ve been in your boots and endured all that has occurred. I commend each and every one of you and would just like to say that you’re all heroes. Dignity and loyalty are two words that continue to flash before me as I type this letter. Witnessing the loss of fellow members and the anguish this causes was a dagger to my heart. Never the less you pressed on with your heads held high and the ambition to do even more action the very next morning, depicts the true spirit that lies in each of you.

Where to Build a Wind Farm?

In my opinion, the best place to build a wind farm in Cumbria is off the shore of Allonby. This is because; it has a lot of advantages which suit it, for being the best place to build a wind farm; as of its location and ingenious ideology behind it. Moreover, it is an offshore wind farm, which means that it will benefit a lot of homes, as at the sea it is extremely windy. Thus, a lot of electricity is generated, providing a lot of electricity than usual. However, some people would say that, because it is near a town, it’ll be very noisy and distracting to tourists and residents, and will even be an ‘eyesore. On the contrary, the wind farm will be 3 metres away from the land, so there is the least possibility of noise pollution and intervention. Furthermore, some people think that wind farms are quite attractive to look at and would be inquisitive about them when going on holiday. This would bring more tourists to Allonby and make it more popular; are helps the economy by bringing more jobs to Allonby such as information centre employees. This would educate the future generations to elaborate more of wind energy and alternative sources, to help the world’s situation.Also, being it the sea, there is a lot of space to build a wind farm, as there are no other possible variables that could affect it; and the decision to build a wind farm would be eliminated. However, there is the issue of it being in the sea so there is the problem of accessing the wind farm in the first place, if any problems arise with it. If something occurred and there was no way of fixing it as it is in the sea, then the homes and appliances relying on this wind energy, would be without power; and would be very disappointed – a major problem.Notwithstanding, this issue can be sorted out, as it is accessible by either a boat or a helicopter – to try and sort the problem out. However, it won’t be perfect, and sometimes issues may arise, so the government n eeds to think of other ways of access. In addition, the next best choice to build a wind farm would have been, Caldbeck Fells. This is because, it had a lot of advantages as Allonby, however it had some minor points which proved it to be less worthy and eliminated it. Firstly, Caldbeck Fells is on high exposed land which means there is a lot of wind available, which can power a lot of homes in Cumbria and electrical appliances.Also, it is a remote area, meaning no one will be perturbed or disturbed by it; and it will prove beneficial. Exceedingly, it is accessible by country lanes, so if something goes wrong, the maintenance team can access it by car. However, a major factor let it down, which was the fact that; it is just outside a national park, and a national park is preserved for outstanding natural beauty. People say that, if a wind farm were to be built here, then people would be repelled by it and will not choose to visit it – and it may mean the obstruction of birds, wildlife, ecosystems and scenery.However, to reiterate some people may like the idea of watching wind farms, as evidence in Scotland suggests that 8 out of 10 people have said, they would want to find out more about it. Also, it would have made the National Park more popular. Unfortunately, in my opinion, it may be a disadvantage to the fact of, that it may upset ecosystems and wildlife so many ornithologists, animal welfare support groups may protest, demolishing the request to build. Additionally, there were many sites that could’ve qualified for wind farm building, but had a lot of negative factors.Some sites have a lot of space to build wind farms and have a lot of wind availability, so a lot of electricity can be generated like Burgh by Sands. However, it has marshland, and a wind farm cannot be built as of its instability and it is close to a city (Carlisle) which means that, it can possibly disturb tourism activity or increase it, and create noise problems. Also, it wo uld obstruct birds, ecosystems and plants. Besides, Anthorn was on the coast and had some roads, so cars can get through for maintenance, however it had some radio masts and it would interfere with radio signals and be an additional ‘eyesore. Moreover, Skiddaw could’ve had the winning chance, but some factors limited it. It had high ground and plenty of spaces, as there were essentially no buildings and it would not affect anyone in terms of noise, as it was on a high mountain. However, it is part of the Lake District and the famous town Bassenthwaite is next to it; and it can be very unattractive. However, as it being closer to a town, it can provide jobs. Albeit, it cannot be accessible to any transport, as it will be high on a mountain; but a helicopter can be the solution.However, the problem cannot be sorted out as thorough. Wind energy is an excellent alternative energy source, as it doesn’t harm the environment – it just uses wind to drive the turbi nes, which spin around to drive the generator to generate electricity. As for crude oil and fossil fuels, they are running out and also harm the environment. However, this clean energy can very easily be generated. UK has a lot of wind energy up in its highlands, so is ideal for this and wind energy on average provides 2200 GW of energy which is essential for homes, rather than power stations.However, there is not enough land sometimes or not enough wind to drive these turbines which can create an issue; and powerless homes sometimes. So, the government is planning to build offshore wind farms 3 metres off land, which are ideal as here is constantly a lot of wind, generating lots of electricity. It would be ideal to choose offshore wind energy rather than expensive crude oil, as wind energy is renewable and affordable in means of one erected wind turbine can power thousands of homes, and is renewable – so will not run out.Coastal wind farms, also increase tourist activity and are known as peaceful. Momentarily, there is a lot of issue over global warming and crude oil running out. There are issues of sustaining wind power stations in the UK. In my opinion, I believe that, offshore wind farms are the way forward for UK as it will not be any obstruction. However, the government may want to look into other alternatives such as geothermal energy, tidal wave energy – as of a lot of coastal areas. Also, the issue of nuclear power can be looked into, however it may hazardous if something wrong occurs.

DBQ Atomic Bomb Essay

In August of 1945, the United States launched two atomic bombs on Japan; the first, in Hiroshima on August 6, and the second in Nagasaki a few days later. Despite the obvious diplomatic advantage to implementing one of the most intimidating weapons of that time, the United States’ tactics and goals behind dropping the atomic bombs were purely military oriented; the political benefit was merely an added bonus. The atomic bomb was necessary due to the Japanese’s refusal to surrender and the hundreds of thousands of lives at stake. Although there were attempts at peace, Japan showed no signs of agreement towards a peaceful and unconditional surrender. Japan’s reluctance to stop fighting could have left to months more of fighting and thousands of more deaths. The atomic bomb ensured an enormous display that could quickly end the war. As Cuhrchill proclaimed, â€Å"the end of the Japanese war no longer depended upon the pouring in of their armies for the final and perhaps protracted slaughter†¦ this nightmare picture [has] vanished†¦ in its place the vision of the end of the whole war in one or two violent shocks† (Doc E). Churchill summed up the gist of America’s reasoning for implementing the bombs. The United States did not have to depend on the slaughter of millions of people in bloody, messy fights, and , instead, â€Å"a speedy end to the Second World War† could be reached with one machine (Doc E). However, once the first bomb was dropped on Hiroshima, the Japanese continued to resist. It wasn’t until a second bomb was dropped that Japan surrendered with a simple stipulation that their emperor remain in his position. This alone proves the military necessity of the bombs. Despite the attack on Hiroshima, Japanese still wished to continue their war. If not for the second bomb, who know how many lives would have been lost. In Document B, General H. H. Arnold mentions that, even before the atomic bombs were dropped, Japan was already in a state of disarray and on the verge of collapse (Doc B). His argument was that Japan would not have lasted much longer and would not have been able to â€Å"carry on a large-scale war† (Doc B). However, despite this, the Japanese refused to surrender, and, though they may have been on the verge of a complete depletion of supplies and resources, there is no way to determine how long Japan could have or would have continued fighting. This could have meant months more of fighting and  Americans dying. As of July 1945, the Japanese army surmounted to over 5 million men (Doc A). Had the Japanese not surrendered- which they showed no inclination towards doing so u ntil after Nagasaki was bombed- Americans, and possibly the Soviets, would have been â€Å"faced with the enormous task of destroying an armed force of 5 million men† in unfamiliar terrain with 5 thousand suicide bombers overhead (Doc A). According to Henry Stimson, if the United States had continued with their original plans, – a combination of naval blockades and land invasions- the war could have lasted until â€Å"the latter part of 1946† (Doc A). The atomic bombs obviously affected diplomatic relations after implemented, but, despite the obvious benefits, the United State needed this advantage of nuclear weapons to win the war. Had the bombs not been implemented, Japan would not have surrender so quickly and peacefully, and hundreds of thousands of lives could have been lost in the fight for peace. Had the United States not come out with the bomb, Germany would have undoubtedly discovered it, and the results of Germany using the bomb would have been much more devastating than the results of America’s excursions. The bombs were definitely a military strategy to win the war and any diplomatic advantage was simply an added benefit that ensured future peace.