1. Go through my whole paper and revise it
2. Check for grammer
3. Come up with a better sentence structure through using the they say i say book
4. Highlight all of the paper for the main points
5. Make my citation page
Friday, November 30, 2007
Tuesday, November 27, 2007
What did i do today?!
So I was suppose to do this in class today but i was so caught up in my writing that i wanted to finish it. So I told myself to write three paragraphs and I did!!! and now I just completed the whole thing tonight after a 1 and a half hour writing session! so now my plan is to revise it tomarow and then bring it to class with me on Friday! whew....it feels good to be done!
Monday, November 26, 2007
What did i actually do...lol?!
So I acutally completed the two paragraphs which equated to almost one page of text! I plan on working tomarrow afternoon to try and complete more of it before i get to class on Wednesday.
My Plan For Today's Class
Today in class I plan to write at least two paragraphs on the effects of global warming.
Monday, November 19, 2007
*My NeW THeSiS**
Although it is often said that global warming is a serious issue that will result in catastrophic effects, research shows that although there are many changes possible in the future, the outcomes seem to be exaggerated and maybe not be as serious as they are commonly believed to be. In fact, in some instances research has actually come up with data that shows the air pollution is actually decreasing and improving.
*My OUTLINE*
Outline
I. Introduction
- Introduce the long debated issue of how severe global warming is.
- Touch on the main issues of the Arctic ice melting and discuss how this is my main focus on global warming since there is such a wide variety of topics to research in detail on global warming.
- Introduce who my audience is and what the causes and effects are of the Arctic ice melting.
- Discuss how maybe people are realizing (or myself through my research) that maybe the bigger issue isn’t whether global warming is serious or caused by humans, but more of what we can do to prepare for the effects, or if it’s even possible to reverse or stop the damage.
II. First Main Issue to discuss
A. Introduce the general ideas of the causes of Arctic ice melting.
o Rapidly increasing discharge of Greenland’s outlet glaciers are responsible for most of the ice sheet’s mass loss. (Rethinking ice time sheet scales)
o Raises the question whether the changes were caused by a warming ocean or by increased water runoff from the ice?
o It has been recently discovered that changes in ice sheets can occur more rapidly than previously believed (which allows question for the sheets stability). (Rethinking ice sheet time scales)
o Author’s research shows that greenhouse gas loading and ice-ocean heat exchanges have contributed to the warming climates. (Perspectives)
o The Arctic sea-ice extent has been decreasing since 1979. (Perspectives)
o Also the studies have been showing that increasing upper-ocean stability and suppressing deepwater formation, is causing the North Atlantic to freshen from water that the Arctic is exporting. (Perspectives)
o Air pollutants such as aerosols and ozone (are transported to the arctic primarily from Eurasia), as well as greenhouse gases, are all causing rapid temperature changes in the Arctic. (Human caused) Also, local ship emissions and forest fires may also be a large pollutions source. (Causes of Ice Melting)
o There is a haze that can be seen every winter and early spring and in 1970 was discovered to be air pollution. (Causes of Ice Melting)
o Almost all air pollution found in the Arctic is not from its own area, but instead it is from more southern areas and Eurasia. (Causes of Ice Melting)
o Discuss the grounding line and how a decrease in ice could cause it all to float of the sea floor, raising the sea level. (Ice Sheet Stability)
o one threat to ice sheet’s stability—sea level rise—may not be as serious as has been feared. (Ice Sheet Stability)
o instead focus should be put on ice streams which will cause the future instability in ice sheets (Ice Sheet Stability)
B. Discuss the outcomes and effects of the Arctic ice melting
o And how do the changes of runoff and warming ocean affect long-term behavior? (Rethinking ice sheet time scales)
o The climate change has already been seriously alternating the mixture or species in the Western Antarctic Peninsula. (Boom and Bust in a Polar Hot Zone)
o Both the air and ocean water temperatures have raised which cause less ice to form and more snow to fall. (Boom and Bust in a Polar Hot Zone)
o The researchers of this study says, “this ecosystem is on fire” (Boom and Bust)
o “The story for Adelies is absolutely dismal (70% decrease in population since 1970),” the change in temperatures took a large toll on the Adelie Penguins, because their habitat and main prey are disappearing. Also the increased amount of snow fall is affecting their nesting also. (Boom and Bust)
o While some things suffer, the marine birds and mammals are booming because the diminishing ice improves conditions for them. (Boom and Bust)
o Researches use this area as a model for the rest of the continent. (Boom and Bust)
o The peninsula water has risen 6 degrees Celsius over the last 57 years. (Boom and bust)
o Each winter the sea ice forms later and retreats soon each spring (85 days less of ice cover than 25 years ago) (Boom and Bust)
o Not all bad, because many species who flourish in open ocean are now thriving. (southern fur seals and southern elephant seals) (Boom and Bust)
o Main point was to say not that changes will be bad but they will be severe “If Antarctica is a model for how ecosystems might change in other parts of the world, the changes will be severe. (Boom and Bust)
o The decrease in the amount of ice is allowing more research and drilling to be done in the Arctic, previously inaccessible areas. These believe the ice-covered ocean is home to more life that known. (Race to Plumb the Frigid Depths)
o Biologists are predicting the climate changes could hurt the cold water ice algae and the organisms that feed off of them, to leave a wide open space for warm water species to thrive. (Race to Plumb)
o Tells that the environment may experience even more rapid changes once the ice is thinner because that makes it more vulnerable. (Perspectives)
o They expect the loss of ice to affect the Arctic’s freshwater system and will alter the patterns of atmospheric circulation and precipitation. (Perspectives)
o When there is less ice close to the shorelines, wind has longer area to fetch and cause more wave actions. This is effect is already resulting in erosion in Alaska and Siberia. (Perspectives)
o Hunting cultures around the area are also being tremendously affected by ice loss and there has been a decline in polar bears health and abundance. (Perspectives)
III. The Other Main Issue to Discuss- Is it really as bad as we believe? What should we do about it?
A. The Real State of the World-Things are Getting Better
o Raise up the question Do you believe that the air is becoming more polluted everyday and the world is starving more? And then show that these are the general public’s beliefs just like Bjorn Lomborg believed, but in his book he says that while researching he found that the air is more clean and less people are starving everyday (Preface XIX)
o Always depends on who you get the info from pessimistic or optimistic—we need to know the truth so we can determine how we can leave the world for our children. (3)
o He says “We are all familiar with the Litany: the environment is in poor shape here on earth” (4).
o Although this is reassured everyday in so many ways, it is not backed up by evidence available to us today. (4) Support with examples from this page
o Says that global evidence supports that global warming will not have a devastating effect and show examples of exaggerations (4)
o The exaggerations about the environment scare the population make us focus on spending money on the non-existing problem (while ignoring other real problems) (5). Don’t completely ignore the problem but focus on bigger issues.
o Need to look at realities not myths. The FUNDAMENTALS: discuss them
B. Lomborg’s View on the Real Global Warming
o Says that global warming has been the main issue in the news since 1990 (258)
o Media and politics say that we need to change our ways to stop warming
o People are terrified because of the media’s broadcast of the numerous catastrophic affects from climate change (259)
o The temperature of the late twentieth century is greater than previous centuries but we are also coming out of a little ice age (263)
IV. Conclusion
- Sum up the different views and how they can fit hand in hand together
I. Introduction
- Introduce the long debated issue of how severe global warming is.
- Touch on the main issues of the Arctic ice melting and discuss how this is my main focus on global warming since there is such a wide variety of topics to research in detail on global warming.
- Introduce who my audience is and what the causes and effects are of the Arctic ice melting.
- Discuss how maybe people are realizing (or myself through my research) that maybe the bigger issue isn’t whether global warming is serious or caused by humans, but more of what we can do to prepare for the effects, or if it’s even possible to reverse or stop the damage.
II. First Main Issue to discuss
A. Introduce the general ideas of the causes of Arctic ice melting.
o Rapidly increasing discharge of Greenland’s outlet glaciers are responsible for most of the ice sheet’s mass loss. (Rethinking ice time sheet scales)
o Raises the question whether the changes were caused by a warming ocean or by increased water runoff from the ice?
o It has been recently discovered that changes in ice sheets can occur more rapidly than previously believed (which allows question for the sheets stability). (Rethinking ice sheet time scales)
o Author’s research shows that greenhouse gas loading and ice-ocean heat exchanges have contributed to the warming climates. (Perspectives)
o The Arctic sea-ice extent has been decreasing since 1979. (Perspectives)
o Also the studies have been showing that increasing upper-ocean stability and suppressing deepwater formation, is causing the North Atlantic to freshen from water that the Arctic is exporting. (Perspectives)
o Air pollutants such as aerosols and ozone (are transported to the arctic primarily from Eurasia), as well as greenhouse gases, are all causing rapid temperature changes in the Arctic. (Human caused) Also, local ship emissions and forest fires may also be a large pollutions source. (Causes of Ice Melting)
o There is a haze that can be seen every winter and early spring and in 1970 was discovered to be air pollution. (Causes of Ice Melting)
o Almost all air pollution found in the Arctic is not from its own area, but instead it is from more southern areas and Eurasia. (Causes of Ice Melting)
o Discuss the grounding line and how a decrease in ice could cause it all to float of the sea floor, raising the sea level. (Ice Sheet Stability)
o one threat to ice sheet’s stability—sea level rise—may not be as serious as has been feared. (Ice Sheet Stability)
o instead focus should be put on ice streams which will cause the future instability in ice sheets (Ice Sheet Stability)
B. Discuss the outcomes and effects of the Arctic ice melting
o And how do the changes of runoff and warming ocean affect long-term behavior? (Rethinking ice sheet time scales)
o The climate change has already been seriously alternating the mixture or species in the Western Antarctic Peninsula. (Boom and Bust in a Polar Hot Zone)
o Both the air and ocean water temperatures have raised which cause less ice to form and more snow to fall. (Boom and Bust in a Polar Hot Zone)
o The researchers of this study says, “this ecosystem is on fire” (Boom and Bust)
o “The story for Adelies is absolutely dismal (70% decrease in population since 1970),” the change in temperatures took a large toll on the Adelie Penguins, because their habitat and main prey are disappearing. Also the increased amount of snow fall is affecting their nesting also. (Boom and Bust)
o While some things suffer, the marine birds and mammals are booming because the diminishing ice improves conditions for them. (Boom and Bust)
o Researches use this area as a model for the rest of the continent. (Boom and Bust)
o The peninsula water has risen 6 degrees Celsius over the last 57 years. (Boom and bust)
o Each winter the sea ice forms later and retreats soon each spring (85 days less of ice cover than 25 years ago) (Boom and Bust)
o Not all bad, because many species who flourish in open ocean are now thriving. (southern fur seals and southern elephant seals) (Boom and Bust)
o Main point was to say not that changes will be bad but they will be severe “If Antarctica is a model for how ecosystems might change in other parts of the world, the changes will be severe. (Boom and Bust)
o The decrease in the amount of ice is allowing more research and drilling to be done in the Arctic, previously inaccessible areas. These believe the ice-covered ocean is home to more life that known. (Race to Plumb the Frigid Depths)
o Biologists are predicting the climate changes could hurt the cold water ice algae and the organisms that feed off of them, to leave a wide open space for warm water species to thrive. (Race to Plumb)
o Tells that the environment may experience even more rapid changes once the ice is thinner because that makes it more vulnerable. (Perspectives)
o They expect the loss of ice to affect the Arctic’s freshwater system and will alter the patterns of atmospheric circulation and precipitation. (Perspectives)
o When there is less ice close to the shorelines, wind has longer area to fetch and cause more wave actions. This is effect is already resulting in erosion in Alaska and Siberia. (Perspectives)
o Hunting cultures around the area are also being tremendously affected by ice loss and there has been a decline in polar bears health and abundance. (Perspectives)
III. The Other Main Issue to Discuss- Is it really as bad as we believe? What should we do about it?
A. The Real State of the World-Things are Getting Better
o Raise up the question Do you believe that the air is becoming more polluted everyday and the world is starving more? And then show that these are the general public’s beliefs just like Bjorn Lomborg believed, but in his book he says that while researching he found that the air is more clean and less people are starving everyday (Preface XIX)
o Always depends on who you get the info from pessimistic or optimistic—we need to know the truth so we can determine how we can leave the world for our children. (3)
o He says “We are all familiar with the Litany: the environment is in poor shape here on earth” (4).
o Although this is reassured everyday in so many ways, it is not backed up by evidence available to us today. (4) Support with examples from this page
o Says that global evidence supports that global warming will not have a devastating effect and show examples of exaggerations (4)
o The exaggerations about the environment scare the population make us focus on spending money on the non-existing problem (while ignoring other real problems) (5). Don’t completely ignore the problem but focus on bigger issues.
o Need to look at realities not myths. The FUNDAMENTALS: discuss them
B. Lomborg’s View on the Real Global Warming
o Says that global warming has been the main issue in the news since 1990 (258)
o Media and politics say that we need to change our ways to stop warming
o People are terrified because of the media’s broadcast of the numerous catastrophic affects from climate change (259)
o The temperature of the late twentieth century is greater than previous centuries but we are also coming out of a little ice age (263)
IV. Conclusion
- Sum up the different views and how they can fit hand in hand together
Back to the Templates Once again...:)
Our new developing and economic planet seems so unproblematic that we fail to recognize that global warming is creating catastrophic effects on the Arctic and the world.
Debates over the causes and effects of global warming dominate discussions of science magazines and many research studies. What such debates obscure, however, is the more important issue of what immediate changes need to be made to stop the increasing rate of Arctic ice melting and temperatures increasing.
Debates over the causes and effects of global warming dominate discussions of science magazines and many research studies. What such debates obscure, however, is the more important issue of what immediate changes need to be made to stop the increasing rate of Arctic ice melting and temperatures increasing.
Wednesday, November 14, 2007
My comments on feedback from classmates!!!
I think that my fellow classmates comments gave me a lot of confindence because I wasn't sure if I was doing the annotating part correctly. Also they gave me a lot of good tips to help me improve my annotated bibliography. The following things are my list for my plan of revision:
1) Reread over the assignment and make sure it is all grammatically correct
2) Try to make my writing more sophisticated now that I have the basis done
3) Maybe not include the naysayer in my introduction becaue I don't address it in my annotation even though it will be included in the paper
4) Continue reading my sources because I have a few book sources yet to read and research its contents
5) Make sure that all of my sources are cited correctly
1) Reread over the assignment and make sure it is all grammatically correct
2) Try to make my writing more sophisticated now that I have the basis done
3) Maybe not include the naysayer in my introduction becaue I don't address it in my annotation even though it will be included in the paper
4) Continue reading my sources because I have a few book sources yet to read and research its contents
5) Make sure that all of my sources are cited correctly
Monday, November 5, 2007
Start of my third annotation...almost half way there!
Stokstad, Erik. "Boom and Bust in a Polar Hot Zone." Science 16 March 2007: 1522-1523.
Stokstad studied species of penguins and other mammals in Antarctica and found that the ice decrease in Antarctica is severely affecting the ecosystem and turning it into a more sub-Antarctic climate. Adelie penguins are suffering because their main sources of foods thrived in the ice covered environment, while seals and other species that favor warmer climates and less ice are booming in population. This study is prevalent to my research the Polar Oceans Research Group's studies found that if Antarctica is a model for how ecosystems might change in other parts of the world, the changes will be severe.
Stokstad studied species of penguins and other mammals in Antarctica and found that the ice decrease in Antarctica is severely affecting the ecosystem and turning it into a more sub-Antarctic climate. Adelie penguins are suffering because their main sources of foods thrived in the ice covered environment, while seals and other species that favor warmer climates and less ice are booming in population. This study is prevalent to my research the Polar Oceans Research Group's studies found that if Antarctica is a model for how ecosystems might change in other parts of the world, the changes will be severe.
My Second Annotation for my bibliography...yay!!!
Law, Kathy and Stohl, Andreas. "Arctic Air Pollution: Origins and Impacts." Science 16 March 2007: 1537-1540.
Law and Stohl discuss the causes for warming trends in the Arctic in their article, to be caused by more than the long-lived emission of greenhouse gases. Through their study they found that air pollutants such as aerosols ad ozone are also huge factors in causing the rapid temperature changes in the Arctic that are causing the ice to melt at a dramatically high rate. This study is important to the general study of global warming to prove that there are many human caused actions that are having huge affects on the worldwide temperature changes. This study is valuable for my research because it allows me to have insight into what human activity is directly melting the ice in the Arctic. Therefore, when I propose how to stop the Arctic haze that is melting the ice, I have background information on what needs to change.
Law and Stohl discuss the causes for warming trends in the Arctic in their article, to be caused by more than the long-lived emission of greenhouse gases. Through their study they found that air pollutants such as aerosols ad ozone are also huge factors in causing the rapid temperature changes in the Arctic that are causing the ice to melt at a dramatically high rate. This study is important to the general study of global warming to prove that there are many human caused actions that are having huge affects on the worldwide temperature changes. This study is valuable for my research because it allows me to have insight into what human activity is directly melting the ice in the Arctic. Therefore, when I propose how to stop the Arctic haze that is melting the ice, I have background information on what needs to change.
First Annotated Bibliography
Serreze, Mark C., Holland, Marika M., and Stoeve, Julienne. "Perspectives on the Arctic's Shrinking Sea-Ice Cover." Science 16 March 2007: 1533-1536.
This article explores the evidence that the arctic sea-ice is rapidly reducing in thickness over the period from 1979 to 2006. The authors show that may factors have contributed to arctic warming over the past few decades such as greenhouse gas loading and ice-ocean heat exchange changes. By discussing the rising concentrations of atmospheric greenhouse gases and increasing ice loss, the authors show that the transition of the Arctic's environment may be even more rapid once the ice thins to a more vulnerable state. This is a significant to my study involving rising sea levels because this article shows the causes and effects of rising sea levels in the Arctic.
This article explores the evidence that the arctic sea-ice is rapidly reducing in thickness over the period from 1979 to 2006. The authors show that may factors have contributed to arctic warming over the past few decades such as greenhouse gas loading and ice-ocean heat exchange changes. By discussing the rising concentrations of atmospheric greenhouse gases and increasing ice loss, the authors show that the transition of the Arctic's environment may be even more rapid once the ice thins to a more vulnerable state. This is a significant to my study involving rising sea levels because this article shows the causes and effects of rising sea levels in the Arctic.
Friday, November 2, 2007
More sources...!
1. This one is a Journal that I have ordered and should be here soon:
http://proxy.elmhurst.edu/login?url=http://search.ebscohost.com/login.aspx?direct=ture&db=a9h&AN=255440188&site=ehost-live
2. http://www.nytimes.com - http://www.lexisnexis.com/us/lnacademic/frma.do?tokenKey=rsh-20.843905.70269109
Arctic Sea Ice Melting faster, A Study Finds By: Andrew Revkin
3. Environmental Responses Edited By: Andrew Blowers and Steve Hinchliffe
4. The Environmental Crisis Opposing Viewpoints Edited By: Neal Bernards
5. Global Environmental Issues By: David Kemp
http://proxy.elmhurst.edu/login?url=http://search.ebscohost.com/login.aspx?direct=ture&db=a9h&AN=255440188&site=ehost-live
2. http://www.nytimes.com - http://www.lexisnexis.com/us/lnacademic/frma.do?tokenKey=rsh-20.843905.70269109
Arctic Sea Ice Melting faster, A Study Finds By: Andrew Revkin
3. Environmental Responses Edited By: Andrew Blowers and Steve Hinchliffe
4. The Environmental Crisis Opposing Viewpoints Edited By: Neal Bernards
5. Global Environmental Issues By: David Kemp
Monday, October 29, 2007
Question and Primary Sources
Question
What is are the believed causes and the possibile catastrophic effects from global warming?
Primary Sources:
-Geography Professor
-Articles with scientists opinions and data
What is are the believed causes and the possibile catastrophic effects from global warming?
Primary Sources:
-Geography Professor
-Articles with scientists opinions and data
Friday, October 26, 2007
Roles for Research Writing
Role: Advocate in Controversy
-Should we take some sort of specific actions to stop the dramatic increase in the greenhouse affect?
-Should the United States adopt the guidlines of the Quito Treaty to limit the admission of carbon dioxide into the air?
Role: Synthesizer of Current Best Thinking on a Problem.
-What is the current thinking on the possibility of a catastrophic effects from global warming?
-Should we take some sort of specific actions to stop the dramatic increase in the greenhouse affect?
-Should the United States adopt the guidlines of the Quito Treaty to limit the admission of carbon dioxide into the air?
Role: Synthesizer of Current Best Thinking on a Problem.
-What is the current thinking on the possibility of a catastrophic effects from global warming?
Research Progress Report
What have I learned so far
Are there specific terms, search terms, what do I wnaqt to focus on next week
What I have learned so far:
1) It is hard to find good creditable sources on the Internet. I’ve learned that previous to this class I was not always using good academic sources for my papers in high school.
2) I was surprised that many people and even some scientists deny the fact that global warming will have huge impacts on the world. They just believe it is part of nature and that humans aren’t causing the problems.
3) There is a huge variety of ideas of what actually causes global warming.
4) I have learned that there is the possibility of severe consequences from the changes in temperature and possibly even a second ice age.
5) I have found it hard to completely understand the topic because a lot of the information is so complicated scientifically that I don’t have the knowledge to containg the information.
What I plan to do:
1) I plan on trying to find more specific causes of global warming because a lot of my information that I have found so far is general.
2) I would also like to find the exact dates of when the severe affects from global warming are expected to happen to report the urgency of the issue.
3) I plan on visiting the library to find books on the issue so that I have more types of sources.
4) Also, I will be having an interview with a professor from the geography department to give me his opinions and information on the issue.
Are there specific terms, search terms, what do I wnaqt to focus on next week
What I have learned so far:
1) It is hard to find good creditable sources on the Internet. I’ve learned that previous to this class I was not always using good academic sources for my papers in high school.
2) I was surprised that many people and even some scientists deny the fact that global warming will have huge impacts on the world. They just believe it is part of nature and that humans aren’t causing the problems.
3) There is a huge variety of ideas of what actually causes global warming.
4) I have learned that there is the possibility of severe consequences from the changes in temperature and possibly even a second ice age.
5) I have found it hard to completely understand the topic because a lot of the information is so complicated scientifically that I don’t have the knowledge to containg the information.
What I plan to do:
1) I plan on trying to find more specific causes of global warming because a lot of my information that I have found so far is general.
2) I would also like to find the exact dates of when the severe affects from global warming are expected to happen to report the urgency of the issue.
3) I plan on visiting the library to find books on the issue so that I have more types of sources.
4) Also, I will be having an interview with a professor from the geography department to give me his opinions and information on the issue.
Valid Links
1. http://www.jstor.org/view/00129658/di960362/96pp003z/0
It gives an author and is a journal from the Ecological Society of American published in 1994.
2. http://www.epa.gov/climatechange/kids/gw.html
Is a government site sponsored by the U.S. environmental Protection agency and was last updated in 2006.
3. http://science.nasa.gov/headlines/y2004/05_arctic.htm
This site is sponsored by NASA and is a government site and was written in 2004.
It gives an author and is a journal from the Ecological Society of American published in 1994.
2. http://www.epa.gov/climatechange/kids/gw.html
Is a government site sponsored by the U.S. environmental Protection agency and was last updated in 2006.
3. http://science.nasa.gov/headlines/y2004/05_arctic.htm
This site is sponsored by NASA and is a government site and was written in 2004.
Wednesday, October 24, 2007
Potential Sources and Keywords
*Potential Sources
Primary:
-Interview Rich Schultz in the Geography Department
-My Politics teacher Dr. Shoemaker, because she is the one who introduced me to this topic and showed the movie on Al Gore’s inspirational speech on the causes and effects of global warming
Secondary:
-Al Gore’s documentary
-http://www.jstor.org/view/00129658/di960362/96p0003z/0
-http://www.epa.gov/climatechange/kids/gw/html
-http://www.ncdc.noaa.gov/oa/climate/globalwarming.html
-http://science.nasa.gov/headlines/y2004/05mar_arctic.htm
-also I will be going to the library to find books for sources, and also will look for many more sources through Wikipedia and Google scholar.
*Keywords
-greenhouse effect
-global warming causes
-effects of global warming
-potential dangers of global warming
-possible ice age
Primary:
-Interview Rich Schultz in the Geography Department
-My Politics teacher Dr. Shoemaker, because she is the one who introduced me to this topic and showed the movie on Al Gore’s inspirational speech on the causes and effects of global warming
Secondary:
-Al Gore’s documentary
-http://www.jstor.org/view/00129658/di960362/96p0003z/0
-http://www.epa.gov/climatechange/kids/gw/html
-http://www.ncdc.noaa.gov/oa/climate/globalwarming.html
-http://science.nasa.gov/headlines/y2004/05mar_arctic.htm
-also I will be going to the library to find books for sources, and also will look for many more sources through Wikipedia and Google scholar.
*Keywords
-greenhouse effect
-global warming causes
-effects of global warming
-potential dangers of global warming
-possible ice age
Friday, October 19, 2007
My Audience and Purpose
Global Warming-A Scary Future World
Audience- My English 106 peers and professor who use the earth's resources and may not realize the serious effects of our human actions on the environment.
Purpose- To inform my classmates and teacher that the future of the world is in danger as a result of the escalating effects of global warming and will have catastrophic effects, possibly reaching another Ice Age. I will accomplish this by displaying the recent dramatic changes on earth and the scientific research behind the theory.
Audience- My English 106 peers and professor who use the earth's resources and may not realize the serious effects of our human actions on the environment.
Purpose- To inform my classmates and teacher that the future of the world is in danger as a result of the escalating effects of global warming and will have catastrophic effects, possibly reaching another Ice Age. I will accomplish this by displaying the recent dramatic changes on earth and the scientific research behind the theory.
Wednesday, October 17, 2007
Refining My Topic with Questions
1) Will the dramatic changes in temperature and the increased greenhouse effect cause another ice age?
2) Are all of the changes in the world's weather and environment just coincidental or are they the result of global warming?
3) Is global warming caused by human actions? If it is, is there anything we should be doing to stop it or should we simply continue our habits that are increasing the problem?
2) Are all of the changes in the world's weather and environment just coincidental or are they the result of global warming?
3) Is global warming caused by human actions? If it is, is there anything we should be doing to stop it or should we simply continue our habits that are increasing the problem?
Monday, October 15, 2007
Global Warming Exploration
Part I: Exploration
1. Identify the issue or problem that you plan to focus on in your research project.
I plan to focus on the issue of global warming and the causes and effects of it on the Earth.
2. What is your personal connection to and interest in this topic?
Last week in my politics class our teacher showed us a video documentary on Al Gore. The documentary discussed and his speech that he has given hundreds of times to audiences worldwide on the greenhouse effect and the possibilities of a dark future for the Earth if we don’t do anything to change. I was shocked at the severity of global warming and how close in the future the effects of it will occur. The topic scared me and urged me to research the topic more.
3. What opinions do you already hold about this topic?
I have always been taught to take care of the environment and recycle and reuse materials. I am completely against harming the environment and really push for recycling and picking up garbage on the earth, but I was never exposed to the severity of global warming until recently. Therefore, although I am in support of stopping the gases and causes of the increased greenhouse effect, I am not completely knowledgeable in the area.
4. What knowledge do you already have about this topic?
After watching Al Gore’s documentary on global warming I feel like I am well informed about the general information about global warming. I also wrote my synthesis paper on this topic so I found some information on the topic while writing that paper.
5. What are your main questions about this topic? What are you most curious about?
My main questions about this topic are what exactly is causing the increased greenhouse effect. I am curious as to why we aren’t quickly pushing for reforms in society to help save the future of the Earth since this problem is so severe?
6. Within what scholarly discipline (such as history, biology, psychology) do you expect to do most of your research? How does this discipline approach or study this topic?
I expect to do most of my research in a science scholarly discipline. This disciplines approach my topic because a lot of the effects and causes of global warming are all explained through science and experimentation.
7. How could you research this topic outside the library (for example, through interviews
and/or observations)?
I could research this topic outside the library by visiting a environmental activist group who supports the stopping of environmental pollution or watch more movies and documentaries on the issue.
Part II: Focusing
Write an initial claim, or an open-ended question, to guide your research on this topic. Make it specific but exploratory. Remember that a good claim opens up an area of inquiry about a topic; a claim should invite evidence, support, and debate.
Are scientists’ claims that our world might possibly be headed for a second ice age realistic?
1. Identify the issue or problem that you plan to focus on in your research project.
I plan to focus on the issue of global warming and the causes and effects of it on the Earth.
2. What is your personal connection to and interest in this topic?
Last week in my politics class our teacher showed us a video documentary on Al Gore. The documentary discussed and his speech that he has given hundreds of times to audiences worldwide on the greenhouse effect and the possibilities of a dark future for the Earth if we don’t do anything to change. I was shocked at the severity of global warming and how close in the future the effects of it will occur. The topic scared me and urged me to research the topic more.
3. What opinions do you already hold about this topic?
I have always been taught to take care of the environment and recycle and reuse materials. I am completely against harming the environment and really push for recycling and picking up garbage on the earth, but I was never exposed to the severity of global warming until recently. Therefore, although I am in support of stopping the gases and causes of the increased greenhouse effect, I am not completely knowledgeable in the area.
4. What knowledge do you already have about this topic?
After watching Al Gore’s documentary on global warming I feel like I am well informed about the general information about global warming. I also wrote my synthesis paper on this topic so I found some information on the topic while writing that paper.
5. What are your main questions about this topic? What are you most curious about?
My main questions about this topic are what exactly is causing the increased greenhouse effect. I am curious as to why we aren’t quickly pushing for reforms in society to help save the future of the Earth since this problem is so severe?
6. Within what scholarly discipline (such as history, biology, psychology) do you expect to do most of your research? How does this discipline approach or study this topic?
I expect to do most of my research in a science scholarly discipline. This disciplines approach my topic because a lot of the effects and causes of global warming are all explained through science and experimentation.
7. How could you research this topic outside the library (for example, through interviews
and/or observations)?
I could research this topic outside the library by visiting a environmental activist group who supports the stopping of environmental pollution or watch more movies and documentaries on the issue.
Part II: Focusing
Write an initial claim, or an open-ended question, to guide your research on this topic. Make it specific but exploratory. Remember that a good claim opens up an area of inquiry about a topic; a claim should invite evidence, support, and debate.
Are scientists’ claims that our world might possibly be headed for a second ice age realistic?
Wednesday, October 10, 2007
A Terrifying Thought
Have you ever wondered what harm you are causing the environment when you turn on lights, watch TV, ride in a vehicle, and listen to a stereo? Chances are you have dismissed these thoughts and even if you are aware of the greenhouse effect and global warming, you selfishly believe that the terrifying possibility of another ice age on earth will not affect your life. Shockingly, scientists believe shifts in ocean currents and dramatic changes in temperature could come within as little as twenty years. A warmer Earth could possibly lead to changes in precipitation patterns, a dramatic rise in sea level, and a broad range of impacts on humans, plants, and wildlife. Scientists and supports of saving the present day Earth are wondering why we humans aren’t scrambling to prevent these horrific changes to our planet. What evidence do they need to convince them of the severity of our Earth’s future?
Over the past few decades scientists have been aggressively searching for the cause and effects of global warming and have become concerned about global warming caused by human activities. The EPA advocates in their article “Climate Change” that computer programs tell them that the Earth’s temperature will continue to rise as long as we continue increasing the amount of greenhouse gases in our atmosphere. The Earth has warmed about 1 degree Fahrenheit in the last century, and the four warmest years of the 20th century all happened in the 1990s. Patrick Barry and NASA have done their own studies that they expose in their article “A Chilling Possibility” supporting the EPA’s predictions of dramatic climate changes. Barry insists that the thawing of ice covering the Atlantic could interrupt or even halt large currents in the ocean. The ocean’s currents create vast amounts of heat, “comparable to the power generation of a million nuclear power plants” (Barry, 1). Without that heat Europe’s average temperature would likely drop 5 to 10 degrees Celsius, paralleling the global average temperature toward the end of the last ice age. Anne Waple argues in her “National Oceanic and Atmospheric administration Global Warming” article that although the global surface temperatures have increased, it has been an increase of .6 degrees Celsius, a smaller amount of increase than the other authors warned. In collaboration, every article did not deny the fact that the Earth’s temperatures are changing dramatically and the temperature patterns are starting to resemble the patterns before the last ice age nearly 20,000 years ago.
Is these scientists’ proposal realistic? What are the chances that even if they are realistic that are world would unite together to prevent the ongoing global warming problems? Although many citizens across the United States have heard about the terrifying chance that our whole world could be altered because of our inability to take care of the atmosphere, some of them still dispute the predictions and disagree with the scientists’ claim. Weathermen predict the weather, but are the always right? Similarly many people feel that we are stressing out over a theory that has no evidence. Barry, Waple, the EPA, and Peter Vitousek the author of “Beyond Global Warming: Ecology and Global Change” all hold an abundance of evidence that shows the changes on the Earth that support the possibility of a potential future problem caused by global warming. Some people question if the rapid climate change is déjà vu. Barry points out that “as the world warmed at the end of the last ice age about 13,000 years ago, melting ice sheets appear to have triggered a sudden halt in the Conveyor, throwing the world back into a 1,000 year period of ice-age-like conditions” (Barry, 3).
A multitude of factors have been found supporting the fact that the Earth around us is changing more rapidly than in the past. Besides the climate changes as previously discussed, Barry reminds us that “ice is key” (Barry, 1) and that the view from orbit clearly shows a long-term decline in the Arctic sea ice. The ice has been retreating since the beginning of the satellite record in 1978 at an average rate of 9% per decade. The EPA observes that the mass amounts of glaciers melting have consequently caused the sea level to rise over the last 100 years about 6-8 inches worldwide. Hence, the melting of ice is evidence that recently the temperature of the earth has been rising overall.
Some entering in the world discussion of global warming may say that some changes that may occur because of the climate change will be positive. People who live in a cold environment might find it pleasant to have warmer temperatures. In additions, they may be able to grow different and better crops that they could before. But these few positive outcomes are highly outweighed by the multitude of the negative changes around the world. Waple points out that while some people might be able to grow better crops, others might have a drought and not be able to grow the food that they need. The EPA stresses that climate increases could also cause serious heat stress and increase other heat related health problem. It would also dramatically alter food and water supplies, and coastal flooding could cause health problems and could leave structures more vulnerable to storm waves. Waple and the EPA agree that the changes in precipitation could upset the balance of the ecosystem and could seriously endanger many living things
Another factor that both Waple and Vitousek stress as a major change in the environment ever since the Industrial Revolution is the increasing concentrations of greenhouse gases in the atmosphere. The most common concentration increase has been carbon dioxide from the combustion of coal, oil and gas. Waple reports that pre-industrial levels of carbon dioxide were about 280 parts per million by volume and current levels are about 370 parts per million by volume. He stresses that “the amount of carbon dioxide in the atmosphere today, has not been exceeded in the last 420,000 years, and likely not in the last 20 million years” (Waple, 3). According to the IPCC Special Report on Emission Scenarios, y the end of the 21st century, we could expect to see carbon dioxide concentrations increase to 75-350% above the pre-industrial concentration. Vitousek emphasizes that the effects of elevated carbon dioxide are not likely to be confined to plant growth, community compositions, or terrestrial ecosystems. Vitousek gives a specific example that, “the increase in the partial pressure of carbon dioxide in seawater will reduce the degree of chemicals needed to create coral reefs” (Vitousek, 4) which in turn could potentially hurt the ecosystem.
So what exactly are we suppose to do about this problem? After all, Vitousek states that the environmental changes are “driven by the rapidly growing human population and our high rates of resource consumption” (Vitousek, 2). Is it not than our job to accordingly take responsibility for our actions and reverse our habits and lives to stop the coming of a terrifying change? The EPA points out that every time we use electricity we are helping send greenhouse gas into the air, as we are when we are driving are manufacturing items. To sum up Viousek, Waple, Barry, and the EPAs’ points we must realize that although all of their predictions for the Earth’s futures differ they all have the same basic evidence that proves that something will happen and something needs to be done to prevent a terrifying change.
Sources
Vitousek, Peter M. “Beyond Global Warming: Ecology and Global Change.” JSTOR archive. Ecological Society of America. Oct. 1994.
Retrieved 10 Oct. 2007. http://www.jstor.org/view/00129658/di960362/96p0003z/0 .
Climate Change. Last Updated 23 Oct. 2006. United States Environmental Protection Agency.
Retrieved 10 Oct. 2007. http://www.epa.gov/climatechange/kids/gw.html
Anne Waple. “National Oceanic and Atmospheric Administration Global Warming.” NOAA Satellite and Information Service. National Climatic Data Center. 29 March 2007.
Retrieved 10 Oct. 2007. http://www.ncdc.noaa.gov/oa/climate/globalwarming.html
Patrick L. Barry. “A Chilling Possibility.” Science @ NASA. 5 March 2004.
Retrieved 10 Oct. 2007. http://science.nasa.gov/headlines/y2004/05mar_arctic.htm
Over the past few decades scientists have been aggressively searching for the cause and effects of global warming and have become concerned about global warming caused by human activities. The EPA advocates in their article “Climate Change” that computer programs tell them that the Earth’s temperature will continue to rise as long as we continue increasing the amount of greenhouse gases in our atmosphere. The Earth has warmed about 1 degree Fahrenheit in the last century, and the four warmest years of the 20th century all happened in the 1990s. Patrick Barry and NASA have done their own studies that they expose in their article “A Chilling Possibility” supporting the EPA’s predictions of dramatic climate changes. Barry insists that the thawing of ice covering the Atlantic could interrupt or even halt large currents in the ocean. The ocean’s currents create vast amounts of heat, “comparable to the power generation of a million nuclear power plants” (Barry, 1). Without that heat Europe’s average temperature would likely drop 5 to 10 degrees Celsius, paralleling the global average temperature toward the end of the last ice age. Anne Waple argues in her “National Oceanic and Atmospheric administration Global Warming” article that although the global surface temperatures have increased, it has been an increase of .6 degrees Celsius, a smaller amount of increase than the other authors warned. In collaboration, every article did not deny the fact that the Earth’s temperatures are changing dramatically and the temperature patterns are starting to resemble the patterns before the last ice age nearly 20,000 years ago.
Is these scientists’ proposal realistic? What are the chances that even if they are realistic that are world would unite together to prevent the ongoing global warming problems? Although many citizens across the United States have heard about the terrifying chance that our whole world could be altered because of our inability to take care of the atmosphere, some of them still dispute the predictions and disagree with the scientists’ claim. Weathermen predict the weather, but are the always right? Similarly many people feel that we are stressing out over a theory that has no evidence. Barry, Waple, the EPA, and Peter Vitousek the author of “Beyond Global Warming: Ecology and Global Change” all hold an abundance of evidence that shows the changes on the Earth that support the possibility of a potential future problem caused by global warming. Some people question if the rapid climate change is déjà vu. Barry points out that “as the world warmed at the end of the last ice age about 13,000 years ago, melting ice sheets appear to have triggered a sudden halt in the Conveyor, throwing the world back into a 1,000 year period of ice-age-like conditions” (Barry, 3).
A multitude of factors have been found supporting the fact that the Earth around us is changing more rapidly than in the past. Besides the climate changes as previously discussed, Barry reminds us that “ice is key” (Barry, 1) and that the view from orbit clearly shows a long-term decline in the Arctic sea ice. The ice has been retreating since the beginning of the satellite record in 1978 at an average rate of 9% per decade. The EPA observes that the mass amounts of glaciers melting have consequently caused the sea level to rise over the last 100 years about 6-8 inches worldwide. Hence, the melting of ice is evidence that recently the temperature of the earth has been rising overall.
Some entering in the world discussion of global warming may say that some changes that may occur because of the climate change will be positive. People who live in a cold environment might find it pleasant to have warmer temperatures. In additions, they may be able to grow different and better crops that they could before. But these few positive outcomes are highly outweighed by the multitude of the negative changes around the world. Waple points out that while some people might be able to grow better crops, others might have a drought and not be able to grow the food that they need. The EPA stresses that climate increases could also cause serious heat stress and increase other heat related health problem. It would also dramatically alter food and water supplies, and coastal flooding could cause health problems and could leave structures more vulnerable to storm waves. Waple and the EPA agree that the changes in precipitation could upset the balance of the ecosystem and could seriously endanger many living things
Another factor that both Waple and Vitousek stress as a major change in the environment ever since the Industrial Revolution is the increasing concentrations of greenhouse gases in the atmosphere. The most common concentration increase has been carbon dioxide from the combustion of coal, oil and gas. Waple reports that pre-industrial levels of carbon dioxide were about 280 parts per million by volume and current levels are about 370 parts per million by volume. He stresses that “the amount of carbon dioxide in the atmosphere today, has not been exceeded in the last 420,000 years, and likely not in the last 20 million years” (Waple, 3). According to the IPCC Special Report on Emission Scenarios, y the end of the 21st century, we could expect to see carbon dioxide concentrations increase to 75-350% above the pre-industrial concentration. Vitousek emphasizes that the effects of elevated carbon dioxide are not likely to be confined to plant growth, community compositions, or terrestrial ecosystems. Vitousek gives a specific example that, “the increase in the partial pressure of carbon dioxide in seawater will reduce the degree of chemicals needed to create coral reefs” (Vitousek, 4) which in turn could potentially hurt the ecosystem.
So what exactly are we suppose to do about this problem? After all, Vitousek states that the environmental changes are “driven by the rapidly growing human population and our high rates of resource consumption” (Vitousek, 2). Is it not than our job to accordingly take responsibility for our actions and reverse our habits and lives to stop the coming of a terrifying change? The EPA points out that every time we use electricity we are helping send greenhouse gas into the air, as we are when we are driving are manufacturing items. To sum up Viousek, Waple, Barry, and the EPAs’ points we must realize that although all of their predictions for the Earth’s futures differ they all have the same basic evidence that proves that something will happen and something needs to be done to prevent a terrifying change.
Sources
Vitousek, Peter M. “Beyond Global Warming: Ecology and Global Change.” JSTOR archive. Ecological Society of America. Oct. 1994.
Retrieved 10 Oct. 2007. http://www.jstor.org/view/00129658/di960362/96p0003z/0 .
Climate Change. Last Updated 23 Oct. 2006. United States Environmental Protection Agency.
Retrieved 10 Oct. 2007. http://www.epa.gov/climatechange/kids/gw.html
Anne Waple. “National Oceanic and Atmospheric Administration Global Warming.” NOAA Satellite and Information Service. National Climatic Data Center. 29 March 2007.
Retrieved 10 Oct. 2007. http://www.ncdc.noaa.gov/oa/climate/globalwarming.html
Patrick L. Barry. “A Chilling Possibility.” Science @ NASA. 5 March 2004.
Retrieved 10 Oct. 2007. http://science.nasa.gov/headlines/y2004/05mar_arctic.htm
Wednesday, October 3, 2007
Crop Circle Mania Waves Summary
When it comes to the topic of crop circles, most of us will readily agree that they are simply hoaxes and made by human beings. Where this agreement usually ends, however, is on the question of how a human could create the perfect crop patterns in secrecy without leaving any traces. Whereas some are convinced that crop circles are only hoaxes, others maintain that there is a deep meaning and unnatural involvement.
In the introduction to Crop circle mania waves: an investigative update, Joe Nickell provides evidence that many men have claimed responsibility for many of the different crop patterns created over the years. Specifically, Nickell argues that the incidences of crop circles have significantly decreased since popular crop circle creators confessed their nocturnal activity. Doug Bower and Dave Chorley admitted in 1991 to creating much of the “giant graffiti” formed over the years in England’s cornfields. These finding challenge the work of earlier researchers, who tended to assume that crop circles are caused by extraterrestrial visitation or even wind vortices. Over the years, crop circles escalated in frequency year after year and became more elaborate. These happenings support Nickell’s idea that humans are yearning for the spotlight and making their creations more detailed to draw attention. But, as the author himself put it, “(even) some cerealogists have become disillusions and have given up pursuit of the elusive ‘genuine’ phenomenon.” In sum, Nickell’s view is that new evidence over the past few years is all supporting that crop circles simply have little meaning and are human creations.
In the introduction to Crop circle mania waves: an investigative update, Joe Nickell provides evidence that many men have claimed responsibility for many of the different crop patterns created over the years. Specifically, Nickell argues that the incidences of crop circles have significantly decreased since popular crop circle creators confessed their nocturnal activity. Doug Bower and Dave Chorley admitted in 1991 to creating much of the “giant graffiti” formed over the years in England’s cornfields. These finding challenge the work of earlier researchers, who tended to assume that crop circles are caused by extraterrestrial visitation or even wind vortices. Over the years, crop circles escalated in frequency year after year and became more elaborate. These happenings support Nickell’s idea that humans are yearning for the spotlight and making their creations more detailed to draw attention. But, as the author himself put it, “(even) some cerealogists have become disillusions and have given up pursuit of the elusive ‘genuine’ phenomenon.” In sum, Nickell’s view is that new evidence over the past few years is all supporting that crop circles simply have little meaning and are human creations.
Monday, October 1, 2007
My Sources for Paper
1) Eltjo H. Haselhoff The Deepening Complexity of Crop Circles: Scientific Research & Urban Legends. Frog, Ltd. 2001. Chapter 1
http://books.google.com/books?hl=en&lr=&id=rBgiEpB0RkcC&oi=fnd&pg=PR15&dq=crop+circles&ots=6Alz2tEIp6&sig=SholU_m2GNuAHzh_IlHoFPYLP-0#PPA16,M1
2) Joe Nickell "Crop circle mania wanes: an investigative update". Skeptical Inquirer. May-June 1995. FindArticles.com. 01 Oct. 2007. http://findarticles.com/p/articles/mi_m2843/is_n3_v19/ai_16836665
3) Joe Nickell “Circular reasoning: The 'mystery' of crop circles and their 'orbs' of light - Special Report". Skeptical Inquirer. Sept-Oct 2002. FindArticles.com. 01 Oct. 2007. http://findarticles.com/p/articles/mi_m2843/is_5_26/ai_91236221
http://books.google.com/books?hl=en&lr=&id=rBgiEpB0RkcC&oi=fnd&pg=PR15&dq=crop+circles&ots=6Alz2tEIp6&sig=SholU_m2GNuAHzh_IlHoFPYLP-0#PPA16,M1
2) Joe Nickell "Crop circle mania wanes: an investigative update". Skeptical Inquirer. May-June 1995. FindArticles.com. 01 Oct. 2007. http://findarticles.com/p/articles/mi_m2843/is_n3_v19/ai_16836665
3) Joe Nickell “Circular reasoning: The 'mystery' of crop circles and their 'orbs' of light - Special Report". Skeptical Inquirer. Sept-Oct 2002. FindArticles.com. 01 Oct. 2007. http://findarticles.com/p/articles/mi_m2843/is_5_26/ai_91236221
Technology, Revised and Metacommentary
When it comes to the topic of new technology taking over education, most of us will readily agree that it is an advantage to students to be taught with technology. In other words, schools today believe that the more technology they have the better education their students will receive. Where this argument usually ends, however, is with the question of if students are actually smarter today because they were taught with new technology. Whereas some are convinced that electronics fully capture the viewers’ attention and concentration, others maintain that when the technology is turned on in the classroom, “we don’t have to think” (Stoll 46). My point here—that technology is taking over education—should interest those who are educators or students. Beyond this limited audience, however, my point should speak to anyone who cares about the larger issue of the future of education in the world.
Will computers change the way we learn? Shaffer confirms in his article Video Games and the Future of Learning, that “computers are already changing the way we learn—and if you want to understand how, look at video games…they are new ways to learn for a new information age” (Shaffer 1). To put it another way, he says that virtual worlds allow people to interact with information in a new, beneficial way because the knowledge gained coincides with everyday activities. Video games introduce a new method of learning that is not solely based on facts, but rather based on knowledge gained through interaction and experience. Shaffer recognizes that the next step to introducing new technology into the educational system is for teachers to trust them and “follow suit or risk being swept aside” (Shaffer 6).
Video games do teach some things, they are not nearly as effective or inspirational as teachers. Although some might object that you create relationships through video games, a game will not respect you, give you advice, or help you through your life problems, but a teacher will. For example, I was taught to read from a computer game, but my teachers perfected those skills and presented them to me in real life situations. Although the computer game was helpful, it could not solely teach me how to read, I needed the support and interaction of a real human being to help me with my individual reading struggles. Video games aren’t specialized for each individual, therefore if a student struggles in one area that the game does not focus on, they are not able to ask it questions or receive extra help from the game like they could from a teacher. This issue of technology being overused is important because it affects knowledge and social skills of future generations, and we need to fight for a balance between technology and teachers, otherwise the future minds of our children are in jeopardy.
“From an educational perspective, computers often do kids more harm than good…in fact, a great school doesn’t need them” (Stoll 46) Stoll insists in his article Who Needs Computers. School systems around the United States are now becoming wired and providing students each with their own computer, believing this enhances their students’ educations. Technology can have a positive effect on education as long as it is used in moderation. For instance, using blogs to promote interaction between classroom writers allows writers to compare their writings and feed off of other’s techniques. In addtion, I find that some graphics and examples on video or in virtual worlds can be easier to remember than from a lecture given by a teacher. Essentially I am arguing that both new and traditional forms of teaching methods are more effective if alternated, eliminating a loss in students’ concentrations. Stoll reports that a large percentage of students will pretend like they are taking notes on their laptops during class, but are actually checking their e-mail or playing on-line games. Furthermore, computers promote a copy-and-paste attitude that encourages plagiarism, something that stunts creativity in writing. Stoll concluded, “I’m furious to see the debasement of learning by technology…our finest weapons are books and libraries” (Stoll 49).
Will computers change the way we learn? Shaffer confirms in his article Video Games and the Future of Learning, that “computers are already changing the way we learn—and if you want to understand how, look at video games…they are new ways to learn for a new information age” (Shaffer 1). To put it another way, he says that virtual worlds allow people to interact with information in a new, beneficial way because the knowledge gained coincides with everyday activities. Video games introduce a new method of learning that is not solely based on facts, but rather based on knowledge gained through interaction and experience. Shaffer recognizes that the next step to introducing new technology into the educational system is for teachers to trust them and “follow suit or risk being swept aside” (Shaffer 6).
Video games do teach some things, they are not nearly as effective or inspirational as teachers. Although some might object that you create relationships through video games, a game will not respect you, give you advice, or help you through your life problems, but a teacher will. For example, I was taught to read from a computer game, but my teachers perfected those skills and presented them to me in real life situations. Although the computer game was helpful, it could not solely teach me how to read, I needed the support and interaction of a real human being to help me with my individual reading struggles. Video games aren’t specialized for each individual, therefore if a student struggles in one area that the game does not focus on, they are not able to ask it questions or receive extra help from the game like they could from a teacher. This issue of technology being overused is important because it affects knowledge and social skills of future generations, and we need to fight for a balance between technology and teachers, otherwise the future minds of our children are in jeopardy.
“From an educational perspective, computers often do kids more harm than good…in fact, a great school doesn’t need them” (Stoll 46) Stoll insists in his article Who Needs Computers. School systems around the United States are now becoming wired and providing students each with their own computer, believing this enhances their students’ educations. Technology can have a positive effect on education as long as it is used in moderation. For instance, using blogs to promote interaction between classroom writers allows writers to compare their writings and feed off of other’s techniques. In addtion, I find that some graphics and examples on video or in virtual worlds can be easier to remember than from a lecture given by a teacher. Essentially I am arguing that both new and traditional forms of teaching methods are more effective if alternated, eliminating a loss in students’ concentrations. Stoll reports that a large percentage of students will pretend like they are taking notes on their laptops during class, but are actually checking their e-mail or playing on-line games. Furthermore, computers promote a copy-and-paste attitude that encourages plagiarism, something that stunts creativity in writing. Stoll concluded, “I’m furious to see the debasement of learning by technology…our finest weapons are books and libraries” (Stoll 49).
Wednesday, September 26, 2007
"So What" and "Who Cares" about Technology
When it comes to the topic of new technology involved with education, most of us will readily agree that it is an advantage to students to be taught with technology rather than by only teachers. Where this argument usually ends, however, is on the question of if students are actually smarter today because they were taught with new technology. Whereas some are convinced that electronics fully capture the viewers’ attention and concentration, others maintain that when the technology is turned on in the classroom, “we don’t have to think” (Stoll 46). My point here—that technology is taking over education—should interest those who are educators or students. Beyond this limited audience, however, my point should speak to anyone who cares about the larger issue of the future of education in the world.
Will computers change the way we learn? Shaffer confirms in his article Video Games and the Future of Learning, that “computers are already changing the way we learn—and if you want to understand how, look at video games…they are new ways to learn for a new information age” (Shaffer 1). In other words, the virtual worlds allow people to interact with information in a new way that is more beneficial because the knowledge gained coincides with everyday activities. Video games introduce a new method of learning that is not solely based on facts, but rather based on knowledge gained through interaction and experience. Shaffer recognizes that the next step in introducing new technology into the educational system is for teachers to trust them and “follow suit or risk being swept aside” (Shaffer 6). Video games do teach some things, they are not nearly as effective or inspirational as teachers. Although some might object that you create relationships through video games, a game will not respect you, give you advice, or help you through your life problems, but a teacher will. This issue is important because it affects knowledge and social skills of future generations, and we need to fight for a balance between technology and teachers, otherwise the future minds of our children are in jeopardy.
“From an educational perspective, computers often do kids more harm than good…in fact, a great school doesn’t need them” (Stoll 46) Stoll insists in his article Who Needs Computers. School systems around the United States are now becoming wired and providing students each with their own computer, believing this enhances their students’ educations. Technology can have a positive effect on education as long as it is used in moderation. For instance, using blogs to promote interaction between classroom writers allows writers to compare their writings and feed off of other’s techniques. In addition, I find that some graphics and examples on video or in virtual worlds can be easier to remember than from a lecture given by a teacher. Both new and traditional forms of teaching methods are more effective if alternated, eliminating a loss in students’ concentrations. Stoll reports that a large percentage of students will pretend like they are taking notes on their laptops during class, but are actually checking their e-mail or playing on-line games. In addition, computers promote a copy-and-paste attitude that encourages plagiarism, something that stunts creativity in writing. Stoll concluded, “I’m furious to see the debasement of learning by technology…our finest weapons are books and libraries” (Stoll 49).
Will computers change the way we learn? Shaffer confirms in his article Video Games and the Future of Learning, that “computers are already changing the way we learn—and if you want to understand how, look at video games…they are new ways to learn for a new information age” (Shaffer 1). In other words, the virtual worlds allow people to interact with information in a new way that is more beneficial because the knowledge gained coincides with everyday activities. Video games introduce a new method of learning that is not solely based on facts, but rather based on knowledge gained through interaction and experience. Shaffer recognizes that the next step in introducing new technology into the educational system is for teachers to trust them and “follow suit or risk being swept aside” (Shaffer 6). Video games do teach some things, they are not nearly as effective or inspirational as teachers. Although some might object that you create relationships through video games, a game will not respect you, give you advice, or help you through your life problems, but a teacher will. This issue is important because it affects knowledge and social skills of future generations, and we need to fight for a balance between technology and teachers, otherwise the future minds of our children are in jeopardy.
“From an educational perspective, computers often do kids more harm than good…in fact, a great school doesn’t need them” (Stoll 46) Stoll insists in his article Who Needs Computers. School systems around the United States are now becoming wired and providing students each with their own computer, believing this enhances their students’ educations. Technology can have a positive effect on education as long as it is used in moderation. For instance, using blogs to promote interaction between classroom writers allows writers to compare their writings and feed off of other’s techniques. In addition, I find that some graphics and examples on video or in virtual worlds can be easier to remember than from a lecture given by a teacher. Both new and traditional forms of teaching methods are more effective if alternated, eliminating a loss in students’ concentrations. Stoll reports that a large percentage of students will pretend like they are taking notes on their laptops during class, but are actually checking their e-mail or playing on-line games. In addition, computers promote a copy-and-paste attitude that encourages plagiarism, something that stunts creativity in writing. Stoll concluded, “I’m furious to see the debasement of learning by technology…our finest weapons are books and libraries” (Stoll 49).
Sunday, September 23, 2007
Video Games and Computers Draft
When it comes to the topic of new technology involved with education, most of us will readily agree that it is an advantage to students to be taught with technology rather than by only teachers. Where this argument usually ends, however, is on the question of if students are actually smarter today because they were taught with new technology. Whereas some are convinced that electronics fully capture the viewers’ attention and concentration, others maintain that when the technology is turned on in the classroom, “we don’t have to think” (Stoll 46).
Will computers change the way we learn? Shaffer confirms in his article Video Games and the Future of Learning, that “computers are already changing the way we learn—and if you want to understand how, look at video games…they are new ways to learn for a new information age” (Shaffer 1). In other words, the virtual worlds allow people to interact with information in a new way that is more beneficial because the knowledge gained coincides with everyday activities. Video games introduce a new method of learning that is not solely based on facts, but rather based on knowledge gained through interaction and experience. Shaffer recognizes that the next step in introducing new technology into the educational system is for teachers to trust them and “follow suit or risk being swept aside” (Shaffer 6).
“From an educational perspective, computers often do kids more harm than good…in fact, a great school doesn’t need them” (Stoll 46) Stoll insists in his article Who Needs Computers. School systems around the United States are now becoming wired and providing students each with their own computer, believing this to be a positive factor on their students’ education. Stoll reports that a large percentage of students will pretend like they are taking notes on their laptops during class, but are actually checking their e-mail or playing on-line games. In addition, computers promote a copy-and-paste attitude that encourages plagiarism, something that stunts creativity in writing. Stoll concluded, “I’m furious to see the debasement of learning by technology…our finest weapons are books and libraries” (Stoll 49).
I have mixed feeling on both sides of the arguments presented by Stoll and Shaffer. In my view, technology can have a positive effect on education as long as it is used in moderation. For instance, using blogs to promote interaction between classroom writers allows writers to compare their writings and feed off of other’s techniques. In addition, I find that some graphics and examples on video or in virtual worlds can be easier to remember than from a lecture given by a teacher. Although, both forms of teaching methods are more effective if alternated, eliminating a loss in students’ concentrations. Shaffer fights for the video game education method insisting that it enhances students’ knowledge. My own view is that although video games do teach some things, they are not nearly as effective or inspirational as teachers. Although some might object that you create relationships through video games, I reply that a game will not respect you, give you advice, or help you through your life problems, but a teacher will. This issue is important because it affects knowledge and social skills of future generations, and we need to fight for a balance between technology and teachers, otherwise the future minds of our children are in jeopardy.
Will computers change the way we learn? Shaffer confirms in his article Video Games and the Future of Learning, that “computers are already changing the way we learn—and if you want to understand how, look at video games…they are new ways to learn for a new information age” (Shaffer 1). In other words, the virtual worlds allow people to interact with information in a new way that is more beneficial because the knowledge gained coincides with everyday activities. Video games introduce a new method of learning that is not solely based on facts, but rather based on knowledge gained through interaction and experience. Shaffer recognizes that the next step in introducing new technology into the educational system is for teachers to trust them and “follow suit or risk being swept aside” (Shaffer 6).
“From an educational perspective, computers often do kids more harm than good…in fact, a great school doesn’t need them” (Stoll 46) Stoll insists in his article Who Needs Computers. School systems around the United States are now becoming wired and providing students each with their own computer, believing this to be a positive factor on their students’ education. Stoll reports that a large percentage of students will pretend like they are taking notes on their laptops during class, but are actually checking their e-mail or playing on-line games. In addition, computers promote a copy-and-paste attitude that encourages plagiarism, something that stunts creativity in writing. Stoll concluded, “I’m furious to see the debasement of learning by technology…our finest weapons are books and libraries” (Stoll 49).
I have mixed feeling on both sides of the arguments presented by Stoll and Shaffer. In my view, technology can have a positive effect on education as long as it is used in moderation. For instance, using blogs to promote interaction between classroom writers allows writers to compare their writings and feed off of other’s techniques. In addition, I find that some graphics and examples on video or in virtual worlds can be easier to remember than from a lecture given by a teacher. Although, both forms of teaching methods are more effective if alternated, eliminating a loss in students’ concentrations. Shaffer fights for the video game education method insisting that it enhances students’ knowledge. My own view is that although video games do teach some things, they are not nearly as effective or inspirational as teachers. Although some might object that you create relationships through video games, I reply that a game will not respect you, give you advice, or help you through your life problems, but a teacher will. This issue is important because it affects knowledge and social skills of future generations, and we need to fight for a balance between technology and teachers, otherwise the future minds of our children are in jeopardy.
Friday, September 21, 2007
Computer Dilema?! Different opinions all coincide in the end
Synthesis:
Are video games and virtual technology changing the education system for the better or for the worse? Shaffer claims in his article Video Games and the Future of Learning that video games are making a dramatic positive revolution on the way we learn and interact in both our education and in our everyday lives. In contrast, Stoll stresses in his article Who Needs that, "from an educational perspective, computers often do kids more harm than good. In fact, a great school doesn't need them" (46).
Outline:
My main points to hit:
1) Does using technology in school settings actually advance a students education?
-are kids smarter today because of new technology?
-does technolgy capture a student's attention or does it allow them to slack off?
-are teachers using technology as an excuse to sit back and not work as much themselves?
2) Do educational games actually help students education or not?
-do they teach kids to like education or just like it so that they can play the game?
3) What are the disadvantages and advantages of learning from technology?
-social skills
-work ethic
-creativity
Are video games and virtual technology changing the education system for the better or for the worse? Shaffer claims in his article Video Games and the Future of Learning that video games are making a dramatic positive revolution on the way we learn and interact in both our education and in our everyday lives. In contrast, Stoll stresses in his article Who Needs that, "from an educational perspective, computers often do kids more harm than good. In fact, a great school doesn't need them" (46).
Outline:
My main points to hit:
1) Does using technology in school settings actually advance a students education?
-are kids smarter today because of new technology?
-does technolgy capture a student's attention or does it allow them to slack off?
-are teachers using technology as an excuse to sit back and not work as much themselves?
2) Do educational games actually help students education or not?
-do they teach kids to like education or just like it so that they can play the game?
3) What are the disadvantages and advantages of learning from technology?
-social skills
-work ethic
-creativity
Thursday, September 20, 2007
"Wired Schools" a pain or gain?????
You walk passed a typical classroom in New Jersey and what do you expect to see? Most would imagine your everyday classroom of kids sitting at individual desks, each with a notebook in front of them taking notes, and listening to the teachers words of knowledge. But in the introduction to Computers and Technology, Richard Ohmann provides a different scene of a once failed school district transformed into "one of the most 'wired' urban school districts in the U.S." (62). Specifically, the classroom was full of students who each had their own grant supported wireless computer placed in front of them. Ohmann uses his article to stress that the false ideas of technology enhancing learning abilities is not always the case. As the author himself puts it, "thirty percent of college courses had websites a year ago, and sixty percent used e-mail 'as a tool for instruction' but only fourteen percent of the administrators...held that 'technology has improved instruction on my campus'" (63). Although some people believe that technology can save U.S. education, Ohman insists that students use the computers more for recreational purposes and have found it easier to plagiarize by using the Internet. In sum, then, his view is that many schools are spending too much money on technology believing that it is improving the value of the education they are giving, when in reality it can even decrease educational values and knowledge.
I have mixed feelings on this issure the Ohman presents in his article. In my view, he is completely right on the issue that students who have computers in front of them in class will surf the net instead of listening to the teacher and using the technology for learning purposes. On the other hand, I believe that the Internet is a very effective form of an educational aid if used properly. For instance, kinistetic and audio learners could gain an abundance of knowlege by seeing movies and pictures on slideshows while the lesson is being taught. In addition, the Internet is a great source for projects and research and can expand students horizons. Yet I would argut that students are more likely to plagarize and cheat through the use of the Internet. Overall, then, I believe that technology must be used effectively only--an important poin t make given to educators around the world.
I have mixed feelings on this issure the Ohman presents in his article. In my view, he is completely right on the issue that students who have computers in front of them in class will surf the net instead of listening to the teacher and using the technology for learning purposes. On the other hand, I believe that the Internet is a very effective form of an educational aid if used properly. For instance, kinistetic and audio learners could gain an abundance of knowlege by seeing movies and pictures on slideshows while the lesson is being taught. In addition, the Internet is a great source for projects and research and can expand students horizons. Yet I would argut that students are more likely to plagarize and cheat through the use of the Internet. Overall, then, I believe that technology must be used effectively only--an important poin t make given to educators around the world.
Sunday, September 9, 2007
Fast Food's fault...or our own??
Summary 1
In a recent article in the New York Times, David Zincenko argues that teenagers are forced onto unhealthy eating habits. Teenagers want cheap food so they are inclined to eat dinner at fast food restaurants, increasing obesity. He complains “where, exactly are consumers—particularly teenagers—supposed to find alternatives?” If a person really wants to find a reason for their weight gain, why do they always have to blame someone else? It is not extremely difficult to find healthy food at a grocery store or at someone’s home.
“Shouldn’t we know better than to eat two meals a day in fast-food restaurants,” Zincenko admits. Americans tend to be lazy and blame their weaknesses on something other than themselves. There are grocery stores in most towns that have stocks of healthy food options, people just need to take the initiative to take an extra step to find what they want.
Summary 2
David Zincenko fights in his New York Times article that the “lack of information about what, exactly, we’re consuming,” is becoming ridiculous. Health professionals argue that there are no calorie information charts on any fast-food containers today, which is unfair to consumers. Fast food companies are the target of many law suits today for causing childhood obesity. They fail to market to the children the lack of nutritional value in their food and fail to place warning labels on their products.
What is the world coming too? Every year there is an increase in childhood obesity, making more people sick, angry, and overweight. If we want to make our world a healthy place to live in, fast food companies need to make an effort to warn people of the damage their food can do to the body if eaten too often, or change their menu to have more health value.
Friday, September 7, 2007
ITunes "They Say/ I Say"
Recently, countries in the European Union have been fighting with Apple, the founders of iTunes, to make it possible for them to play their music that they buy on iTunes to be easily played on an MP3 player or other device. They feel that if they buy the music, they should be able to play the music where and on whatever device they want to. This is the "They Say" of the argument between many people and iTunes. They say that once they purchase their music it is their property and they should have the freedom to use it as they please.
N.J., the writer of the article, argues that it will only take a matter of 20 minutes to convert the music and is a simple process. The "I Say" of the argument is that people are becoming to lazy today and that they still can convert their music to play on an MP3 player. All that they have to burn a CD and then convert the music to an MP3 format. In fact, he says that Apple has never claimed that you can use an MP3 player to play their music, so how can people be upset over an issue that is not even part of the program? He states that until a "slick" device is made to cheat the system, "the whiners - and their lawyers - will continue to cry about problems that don't really exist."
http://www.snipsof.com/reality/2006/08/apple-itunes-and-problems-that-dont.html
N.J., the writer of the article, argues that it will only take a matter of 20 minutes to convert the music and is a simple process. The "I Say" of the argument is that people are becoming to lazy today and that they still can convert their music to play on an MP3 player. All that they have to burn a CD and then convert the music to an MP3 format. In fact, he says that Apple has never claimed that you can use an MP3 player to play their music, so how can people be upset over an issue that is not even part of the program? He states that until a "slick" device is made to cheat the system, "the whiners - and their lawyers - will continue to cry about problems that don't really exist."
http://www.snipsof.com/reality/2006/08/apple-itunes-and-problems-that-dont.html
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