Seriousness of Global Warming

Global warming is considered to be one of the most significant problems. The problem touches upon the rise of temperature of the Earth’s atmosphere as well as the influence of gaseous emissions and combustion gases, which are the reasons for the ecologists and scientists’ concern. Therefore, the anthropogenic factor comes into effect.Advertising We will write a custom essay sample on Seriousness of Global Warming specifically for you for only $16.05 $11/page Learn More There are a lot of scientific articles as well as books and other sources which are devoted to the ecological problem. Generally, global warming is described as a rise of temperature. One of the authors who studied this ecological problem carefully, the author Cline (1992) states that â€Å"the most serious general problem is that the reports—especially their policy aspects—focus too much on climate change up to a fixed date, 2030, instead of giving equal empha sis to the longer-term changes that will result from human actions between now and 2030.† (p. 44) The consequences of global warming which influence the future must be taken into consideration, but if one thinks about the present, there will be no need to anticipate things. The question which the ecologists ask themselves is what is to be done next? The actions of those who give consideration to this global ecological problem are not coordinated, as their quantity is not enough to affect others. Of course, it is easier to think about negative consequences which will take place in future, but not to take measures now. There are many factors which are related to the origin of the ecological problem. However, global warming depends mostly upon the so-called greenhouse effect which is re-radiated towards the lower atmosphere. (NOAA Satellite and Information Service, 2007) The above-mentioned effect is the most important factor of the Earth’s temperature regulating. In most cases it is the anthropogenic factor which is considered to be the principal reason of global warming. A carbon dioxide which is the main element of the greenhouse effect exceeds its norms by numerous times. For instance, various combustion gases influence the increasing of carbon dioxide in the atmosphere. Earlier, people thought that the climate changes depend upon the solar influence; however, today this point of view is recognized to be outdated. On the one hand, the statement makes sense; on the other one, the impact of solar effect is recognized to be rather small in comparison with greenhouse influence, so, the earlier statement is negligible. Today, it is possible to predict the results of climate changes. Thus, computer technologies allowed to create the so-called climatic system to determine the interaction between global warming and greenhouse effect. The strange thing is that it is not the concentration of greenhouse gases which causes the climate changes, but their inte raction with various physical processes does.Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More One may say that there are no visible results of the ecological problem. It is a wrong opinion. The negative consequences of global warming are noticeable on small islands. The problem touched the human health as well, so there is a strong necessity to find the solution to the problem. The global ecological problem is related to every person who lives on the Earth. Thinking about global warming and its possible consequences, is the first step of the problem solution. Underestimating the global warming is a mistake. Reference List Cline. W.R. The Economics of Global Warming. Washington, DC: Institute for International Economics. Retrieved from https://www.questia.com/read/99472197/the-economics-of-global-warming NOAA Satellite and Information Service. (2007). Global Warming. Web. This essay on Seriousness of Global Warming was written and submitted by user Rumiko Fujikawa to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Science - Earth and Volcanoes Outline essays

Science - Earth and Volcanoes Outline essays 1.| Earthquakes occur mostly at the boundaries of the tectonic plates A.| Earthquakes occur at the plate boundaries 1.| as the plates move, their edges experience immense pressure eventually the stress becomes so great that it breaks rock along the fault line. Energy released as seismic 2.| the point in the earth where an earthquake originates is called the focus, earthquake waves travel in all directions from the focus. 3.| the point on the surface immediately above the focus is called the epicenter, where the damage is usually the greatest. B.| Energy from the earthquakes is transferred by waves. 1.| the energy released by an earthquake is measured as shock waves; earthquakes generate three types of waves. 2.| Longitudinal waves move faster through rock than other waves do and are the first waves to reach recording station, longitudinal waves are also called P for 3.| the second type of wave is a transverse wave. Transverse waves move slower than longitudinal waves. These are known as S for secondary waves. C.| Waves move through earth along its surface 1.| Both P waves and S waves spread out from the focus in all directions, in contrast the third type of wave only moves across the earths surface, these 2.| the earths surface bends and reshapes as it shakes, the result a rolling motion. 3.| surface waves cause more destruction than other waves, because of the rolling A.| Seismologists detect and measure earthquakes 1.| Seismology is the study of earthquakes, they use sensitive machines called seismographs to record data about earthquakes and the waves. 2.| Records of seismic activity are called seismograms. ...

Make a Cold Pack from Hot Ice

Make a Cold Pack from Hot Ice There are a few different ways you can make your own chemical cold pack. You could mix citric acid and sodium bicarbonate or you could mix barium hydroxide with an ammonium salt. If you have baking soda and vinegar, you can prepare your own hot ice or sodium acetate and then use the hot ice to make a cold pack. This method is pretty neat because crystallizing the sodium acetate generates a noticeable amount of heat. Dissolving the hot ice then absorbs the heat, so you can use the same chemical to make a hot pack and then a cold pack. Heres all you need to do: Hot Ice Cold Pack plastic bag with zipperhot icewater The hot ice needs to be sodium acetate trihydrate, which is the hydrated hot ice that you get right after you crystallize it. If you only have dry sodium acetate you need to dissolve it in the minimum amount of water and crystallize it. Now, just place your hot ice in the baggie and add a small volume of water. There you go... an instant cold pack! The reaction wont get super-cold (only about 9-10Â °C), but its enough to be noticeable, plus the chemicals are re-useable.

Aging and Media For Nursing Student Assignment Example | Topics and Well Written Essays - 1500 words

Aging and Media For Nursing Student - Assignment Example The contemporary world is surrounded by media and people within the society take up the images, impressions, sounds, and ideas that the media portrays towards aging. The media reflects key values within the society (Vickers, 2007). Representation of the older people and aging in the media serves two main purposes; (a) it may lead to the revelation of the general stereotypes that are in existence in the society, and (b) it may reinforce or teach the existing stereotypes (Darnell, Krisiola and Mason, 2010). Young adults and children have limited contact with the older adults and they may develop beliefs on the issue of aging depending on what they hear and see in the media. If there s underrepresentation of the older adults in the media or most of the media representations are negative, then it follows that negative stereotypes develop (Darnell, Krisiola and Mason, 2010). There are two theories that attempt to explain the impact of the media within the society. The theories are: (a) so cial learning theory, and (b) cultivation theory. The social learning theory asserts that the young adults are mostly influenced by what they hear and see in the media and in the process the young person apes the models he or she hears or sees (Vickers, 2007). The cultivation theory asserts that the substance of the contemporary mass media has the capability of shaping the individuals’ perceptions of the universe. In this modern society, people encounter images that constantly change the way people feel and think on a number of issues.

Cancer Research Paper Example | Topics and Well Written Essays - 500 words

Cancer - Research Paper Example They are able to move about at will through the body. Cancer cells can also divide faster than normal healthy cells, then becoming able of causing tumors. Pancreatic cancer, just as the name suggests, effects the pancreas, which then effects the rest of the abdominal region, including the digestive system. Unlike other cancers, pancreatic cancer tends to spread faster, which is why is is seldom discovered during its early stages; once the cancer forms, there is only a short amount of time between the early stages and the advance stages (Evans 83). Due to its rapid spreading, signs and symptoms of the cancer do not always appear right away, making pancreatic cancer one of the cancers with the greatest death rate. There is no known cause to pancreatic cancer. The cancer forms when cells in the pancreas develop genetic mutations. Once the cells have developed mutations, they grow at a rapid, uncontrollable rate. Instead of dying off as a normal cell would, these mutated cells continue t o live in the body. As they continue to multiply and grow, the assembled cancer cells can then develop a tumor on the pancreas. To diagnose an individual with pancreatic cancer, ultrasounds are usually the first method undergone, as this can detect whether or not tumors have begun to form on the pancreas.

Definition of Good and Evil Essay Example for Free

Definition of Good and Evil Essay The nature of good and evil one of humanities never ending conflicts since the beginning of time. For instance in the novella Heart of Darkness by Joseph Conrad explores the issues surrounding imperialism, and centers Marlow the main character. The conflict between good and evil is particularly evident throughout the story. In following the novella you begin analyzing and thinking theories for instance: people are inherently evil and its expressed in varieties of forms, or people are inherently good, but become corrupted by society and other outside forces. In my perspective Im in position of people are inherently good, but become corrupted by society and other outside forces I do believe theyre people who are inherently good but influenced negatively by society and endure on evil. I stand on this position because in Heart of Darkness Marlow expresses The word ? ivory rang in the air, was whispered, was sighed. You would think they were praying to it. A taint of imbecile rapacity blew through it all, like a whiff from some corpse. By Jove! Ive never seen anything so unreal in my life. And outside, the silent wilderness surrounding this cleared speck on the earth struck me as something great and invincible, like evil or truth, waiting patiently for the passing away of this fantastic invasion. (Conrad 368) This quote Marlow clarifies that hes in this situation because of the white mans pursuit for ivory which caused death and greed; in which it proves the point of good people influenced by evil forces. Another example of this is in Part III in Heart of Darkness when Marlow and Kurtz finally meet each other through the steamships departure from the Inner Station. Here Marlow describes his developing relationship with Kurtz in terms of intimacy and betrayal. Marlow also indicates that the Africa natives are responsible for Kurtzs current condition of evilness and cruelty. Finally in the end after Kurtz dies his last words were the horror, the horror I believe Kurtz is referring to the darkness in his heart or emptiness, also being a failure of his destiny. Chinua Achebe feels differently about the novella Heart of Darkness mainly because its concept of evil. She expresses that The Heart of Darkness projects the image of Africa as the other world, the antithesis of Europe and therefore of civilization, a place where a mans vaunted intelligence and refinement are finally mocked by triumphant bestiality in other words evil. Achebe also disliked the fact how the African natives were perceived as ignorant and simply just faded into the background. Achebe concluded by stating realized that no easy optimism was possible. And there is something totally wrong in offering bribes to the West in return for its good opinion of Africa. In conclusion Africa was where colonist evil dwelled in Heart of Darkness. Evil in which takes the form of imperialism, hypocrisy, ambiguity, and moral confusion. In which case proves my theory people are inherently good, but become corrupted by society and other outside forces. You can fallow Marlow in the novella in how he is forced to align himself with either the hypocritical and malicious colonial bureaucracy or the malevolent Kurtz. This will assure the reasons why the nature of good and evil is one of humanities never ending conflicts.

Silence and the Notion of the Commons :: essays research papers

The title of this essay â€Å"Silence and the Notion of the Commons† gives the same idea of people as programmable and unprogrammable similar to the idea seen in the Matrix. Whereas programmable people, who are the commons, are the people inside the matrix they are also known as the sheep, the people that believe in everything they are told. The unprogrammable people, who are the silence, are the people outside of the matrix. Ursula Franklin uses a variety of techniques in order for the audience to fully understand her message, and to inform them of the topics discussed in her essay, as is particularly apparent in paragraph 5 of her essay â€Å"Silence and the Notion of the Commons.† Franklin addresses her audience in first person in paragraph 3, â€Å"I would like to thank everyone involved in this conference, and the organizers in particular, for inviting me to deliver this talk. I am very obviously an outsider and wish to come to this group to talk about something that is central to all work that you people are doing.† Franklin addresses her audience personally. She speaks to them about something not necessarily of her interest but of the audience’s interest. Her audience is perhaps mature but may have some people that English may not be a language the understand, therefore by emphasizing very drastically on the important words in her essay by saying them frequently. It is a psychological tact that the more times you repeat a word the better the chance there is of the audience remembering it. In paragraph 4, Franklin uses repetition to emphasize sound and its sources. She uses â€Å"s† sounds throughout the whole passage to imbed the sounds into her audiences mind. The use of alliteration can first be seen in the title â€Å"Silence and the Notion of the Commons†, the sound that standout are the â€Å"S† sounds of Silence and in Commons. This idea is used in paragraph 4 by the repetition of sound and source that is then incorporated into soundscape and landscape. She also uses the phrase â€Å"mix sounds† which is ironic to the fact that she only uses the alliteration of the â€Å"s† sound in mix and in sounds. The use of alliteration also allows the audience to pay close attention to the important words. Another technique Franklin uses to maintain the audience’s attention is her sentence structure. She uses very long sentences throughout paragraph 4 and has 2 short sentences in the middle of the paragraph.

School wide positive behavior support

For the past 28 old ages, LAKE Academy ( once known as LifeStream Academy ) has served kids and striplings with emotional upsets and behavioural challenges as referred by the School Board of Lake County ( LCSB ) . LAKE Academy is housed at two sites within Lake County and serves a sum of 110 Emotional/Behavioral Disabled and Emotionally Handicapped ( EBD/EH ) pupils, 45 Alternate Education ( AE ) pupils, and 80 Alternate Disciplinary Program ( ADP ) pupils. LAKE Academy was formed as a charter between LifeStream Behavioral Center, a Mental Health Hospital and Lake County School Board. LAKE Academy is under contract to keep a teacher/student ratio of 1:11 in the Emotional/Behavioral Disabled and Emotionally Handicapped ( EBD/EH ) plan ; a teacher/student ratio of 1:15 will be maintained in the Alternate Education plan. The instructor to student ratio in the Alternative Disciplinary Program schoolroom will average one instructor to twenty pupils. Recently, the Lake County School Board charter contract with Lake Academy added the No Child Left Behind Act enfranchisement demand. All instructors are required to demo annually advancement towards capable country and/or Exceptional Education Certification. However, LifeStream Behavioral Center, the employer, pays on the norm of 10 dollars less per hr with no planning period or responsibility free tiffin. In add-on, this school requires frequent and sometimes drawn-out restraint of pupils which frequently risks hurt to staff.Purpose of StudyTraditionally, schools have used reactive, punitory schemes in an effort to discour age pupils from unwanted behaviours. These effect based behavior systems have been proven uneffective. The Families and Advocates Partnership for Education provinces that â€Å" harmonizing to over 500 research surveies, penalty is one of the least effectual responses to job behaviours. School-wide policies that punish pupils for negative behaviours but that do n't honor positive behaviours really increased aggression, hooliganism, hooky, tardiness, and dropping out of school † ( FAPE Research Brief, p. 1 ) . We need to believe more about our pupils and learn them how to act and larn, within a system that is positive and collaborative. â€Å" What is needed is a systemic, proactive attack that seeks to forestall disputing behaviours from developing while comprehensively turn toing the demands of all kids on the continuum of hazard for disputing behaviours † ( Dunlap, Lewis, & A ; McCart, p. 1 ) . Over the last 10 old ages, research workers have been looking at the effects of positive behaviour intercessions. These constructs were foremost used in particular instruction scenes. â€Å" PBS was developed ab initio as an option to aversive intercessions that were used with pupils with terrible disablements who engaged in utmost signifiers of self-injury and aggression † ( OSEP, ND, p. 1 ) . More late, this attack has been successful in regular instruction scenes every bit good. Researchers George Sugai and Rob Horner from Oregon, funded by the U. S. Office of Special Education Programs ( OSEP ) have formed a collaborative including universities and educational bureaus with the end to â€Å" help provinces in large-scale execution of School-wide Positive Behavior Support to accomplish both decrease in job behaviour and enhanced larning environment † ( OSEP Brochure, p. 1 ) . One survey, by Bradshaw, Leaf and Debnam ( 2007 ) paperss a randomised control test conducted in Maryland in which execution of school-wide positive behaviour support ( SWPBS ) was demonstrated to happen with fidelity, and to be linked to improved organisational wellness, improved academic results, and decreases in office subject referrals. ( Horner & A ; Sugai, 2007, p. 8 ) A reappraisal of the incident information for both campuses last twelvemonth showed that the Leesburg campus had 299 incidents that were caused by 70 pupils. Sixteen pupils had 5 or more incidents for a sum of 203 or 68 % . 55 % of all incidents were Acting Out ( 51 % AO & A ; 4 % AO, with hurt ) 31 % of all incidents were assaults. The Eustis campus saw 120 incidents that were caused by 47 pupils. 9 pupils had 5 or more incidents for a sum of 64 or 53 % 56 % of all incidents were Acting Out ( 44 % AO & A ; 12 % AO, with hurt ) 21 % of all incidents were assaults. Lake Academy keeps making the same thing and expects different consequences. The school must switch from a reactive and aversive attack to pull offing job behaviours to one that is preventative and positive. Lake County Schools introduced Positive Behavior Support in several schools last twelvemonth. One school saw a about 50 % decrease in subject referrals. The Academy already has A? of the PBS work done with the Leveled Behavior Modification Program.Literature ReviewDefinitions/ Background of PBSSchool-wide positive behaviour support ( SWPBS ) can be defined as â€Å" a systems attack for set uping the societal civilization and behavioural supports needed for a school to be an effectual acquisition environment for all pupils † ( Sugai, 2008, presentation slide 9 ) . SWPBS is a more proactive option to reactive, punitory behaviour direction processs. Administrators, instructors, and staff work collaboratively to better the school clime by learning behavioural outlooks and societal accomplishments for all scenes within the larning community. Positive support is used to admit pupils who are exhibiting the expected behaviours. For pupils who are non reacting to the given outlooks, t here is a continuum of intercessions designed to suit the demands of the person.Cardinal Elementss of PBSThe chief elements of the PBS theoretical account include â€Å" a prevention-focused continuum of support, proactive instructional attacks to learning and bettering societal behaviours, conceptually sound and through empirical observation validated patterns, systems change to back up effectual patterns, and experimental determination devising † ( Sugai & A ; Horner, 2002, p. 2 ) .Prevention.There are three degrees of bar used in SWPBS. â€Å" Primary bar focal points on diminishing the figure of new instances of a job behaviour or state of affairss by guaranting and keeping the usage of the most effectual patterns for all pupils † ( p. 2 ) . This degree of bar is used with all pupils, school-wide in all scenes. Students are taught the behavioural outlooks and societal accomplishments for usage in all countries of the school. Positive support is used by instructors and staff to admit those pupils who are acting harmonizing to these outlooks. The end of secondary bar is to cut down the figure of bing job behaviour instances or state of affairss by supplying extra instructional and behavioural supports for the comparatively smaller figure of pupils who are at hazard of important school failure and who need more specialised supports than those provided by primary bar attempts. ( Sugai & A ; Horner, 2002, p. 2 ) In these instances, intercessions are used to back up these persons in following the behavioural outlooks established in the school. The concluding type of bar, â€Å" third bar focal points on cut downing the figure of bing instances of complex, intractable, and long-standing job behaviours displayed by pupils who are at high hazard for important emotional, behavioural and societal failure † ( Sugai & A ; Horner, 2002, p. 2 ) These pupils require more individualised and intensive intercessions, including the usage of functional behavioural analysis and other informations aggregation to find the best manner to back up them.Proactive Approach.The 2nd cardinal component of PBS is that the attack taken by the instructors and staff is proactive instead than reactive. At the beginning of the twelvemonth or at the start of a new activity, behaviour guidelines are taught explicitly and reinforced so that all pupils know what is expected of them. This attack is characterized by a careful consideration of instructional patterns, constructions and procedures for ( a ) maximising academic results ; ( B ) selecting and learning school-wide and classroom-wide outlooks, regulations and modus operandis ; and ( degree Celsius ) practicing and promoting the usage of academic accomplishments and behavioural outlooks across multiple relevant scenes and contexts ( Sugai & A ; Horner, 2002, pp. 2-3 ) . Students are taught societal accomplishments and given schemes for covering with other pupils, such as struggle declaration and how to react to being harassed or bullied. It is besides made clear to pupils when they should seek aid from an grownup in a given state of affairs.Sound Practices.Many of the constituents of PBS come from the pattern of Applied Behavior Analysis ( ABA ) , which has been â€Å" refined, tested, and replicated to organize an of import disciplinary attack for turn toing socially of import concerns in instruction, particularly bettering behavioural results for single pupils † ( Sugai & A ; Horner, 2002, p. 3 ) . PBS focuses on two specific methods used in ABA: functional behavioural appraisal and behaviour intercession programs. Functional behavioural appraisals are used to roll up informations about the variables associated with job behaviours, such as â€Å" scene, ancestor, and effects. † This information is used to make behavior intercession programs, which â€Å" focal point on the strengths and of import societal contexts of the pupil and household and do job behaviour ineffective, inefficient, and irrelevant so that more desirable or adaptable behaviours can be encouraged † ( Sugai & A ; Horner, 2002, p. 3 ) .Systems Perspective.A big portion of the PBS attack is the fact that it is used school-wide. Having the systems set up throughout the school scenes is important to the successful execution of these patterns. This involves ongoing preparation and coaching of instructors and staff to guarantee that there is consistence throughout the school. â€Å" Systems supports m ust be in topographic point to back up the accurate, efficient, and sustained usage of evidence-based patterns and informations direction systems † ( Sugai & A ; Horner, 2002, p. 4 ) .Stairss for Implementation.The execution of PBS in a school involves several stairss. First, the leading squad is established. â€Å" With input from all staff, squads determine which features they will aim foremost, how advancement will be monitored, and what the behavioural outlooks will be, when and how to learn the behavior outlooks, and the type of informations that will be used to inform determinations † ( Dunlap, Lewis, & A ; McCart, p. 2 ) . Next, the squad defines the behavioural outlooks for the pupils. For school-aged kids, there are normally about five guidelines used throughout the school. These are posted throughout the assorted educational scenes, utilizing linguistic communication pupils can easy understand and associate to or utilizing images or icons. ( Dunlap, Lewis, & A ; McCart, p. 2 ) Once the school-wide behaviour outlooks have been determined, they must be taught to the pupils. â€Å" Expectations can be taught with a scope of schemes that include mold, pattern, function playing, and feedback in context, and a assortment of stuffs can be used to assist the instruction procedure ( e.g. books, games, marionettes, societal narratives ) † ( Dunlap, Lewis, & A ; McCart, p. 2 ) . Children are taught societal accomplishments every bit good as schemes for struggle declaration. There is besides treatment about appropriate behaviours for different scenes within the acquisition community, such as the schoolroom, the hallways, the tiffin room, and the resort area. It is of import that the instruction of these outlooks is clear and consistent and that the pupils are cognizant of the effects for non following with the guidelines. After pupils have been taught the behavior outlooks, the following measure is to utilize changeless positive support to admit those pupils who exhibit the coveted behaviours. Giving the kids this feedback lets them cognize when they are on the right path and besides shows other pupils that they will be noticed if they make the right picks. â€Å" Acknowledgement of coveted behaviours is such a critical characteristic of PBS that frequently the leading squad needs to set up particular monitoring schemes to assist motivate staff to ‘catch the kids being good ‘ with a high adequate frequence † ( Dunlap, Lewis, & A ; McCart, p. 3 ) . Data is used to assist the PBS squad to work out jobs and do determinations sing the actions taken to implement the plan successfully throughout the school. The squad meets to make up one's mind what types of information they will roll up to supervise the effectivity of the systems at different degrees: school-wide, within each schoolroom, and with single pupils. One normally used step to measure the school-wide plan is to look at the figure of office subject referrals ( ODRs ) . Many schools besides use behavior incident signifiers which â€Å" papers happenings of targeted disputing behaviours, and note the type of job behaviour, the scene in which it occurred, the type of activity and any other possible triggers to the behaviour, the people involved in the activity and the effects ( if any ) that were provided following the behavioural incident † ( Dunlap, Lewis, & A ; McCart, p. 3 ) . This information is collected and analyzed on a regular basis by members of the squad in their determination devising. Students who do non react to the behavioural outlooks set Forth are provided with extra intercessions, as decided by the PBS squad. â€Å" Data from behavior incident signifiers can assist squads find which kids and schoolrooms need support and what supports are appropriate † ( Dunlap, Lewis & A ; McCart, p. 3 ) .Effectiveness of PBS.A survey of PBS in urban high schools analyzing PBS and its effectivity at the secondary degree was conducted over the class of 4 old ages. Overall, school-wide PBS has been associated with decreases in ODRs at this school. Although the deficiency of experimental control in the survey prohibits the ability to presume causality, during the months and old ages where school-wide PBS intercessions were implemented, ODRs declinedaˆÂ ¦ Besides, comparing baseline informations to the first twelvemonth of execution revealed that a significantly smaller figure of pupils received multiple ODRs during the execution twelvemonth in comparing with the baseline twelvemonth. ( Morrissay, 2010, pp. 30-31 ) Many other surveies have shown similar consequences, including decreases in behavior incidents, office subject referrals ( ODRs ) and suspension rates. â€Å" Recent research indicates that school-wide positive behaviour is associated with reduced exclusionary, reactive and punitory subject patterns, increased pupil satisfaction, and improved perceptual experiences of school safety † ( Putnam, Horner, & A ; Algazzine, 2006, p. 1 ) . Teachers report holding more clip for direction in the schoolroom because there are less behavioural distractions. There are more positive interactions between pupils and staff, which create a better environment for everyone.Legislation.The Individuals with Disabilities Education Act ( IDEA ) was originally passed as our state ‘s particular instruction jurisprudence in 1975. Its intent is to guarantee that pupils with disablements have an equal opportunity to hold â€Å" a free appropriate public instruction, merely like other kids † ( hypertext transfer protocol: //www.nichcy.org/idea.htm para 2 ) . The act has been revised and amended many times, and was most late reauthorized by Congress in 2004, with consequences published in 2006. The new act, IDEIA ( Individuals with Disabilities Education Improvement Act ) , states that â€Å" school decision makers continue to hold legislative support for their usage of functional behavioural appraisal and positive behavioural intercessions and schemes for back uping kids with disablements who exhibit job behaviours † ( IDEIA, 2004, p. 2 ) . The IDEIA provides more flexibleness in support, leting schools to utilize a per centum of their financess toward implementing PBS. It is besides proposed that these intercessions be used school-wide, to make an inclusive acquisition community for all pupils. Congress is presently fixing to reauthorize the Elementary and Secondary Education Act, known as â€Å" No Child Left Behind. † It appears that â€Å" policymakers have begun to admit that there are many non-academic factors that affect pupils ‘ school success † ( Mandlawitz, 2007, p. 1 ) . In her recent publication, Myrna Mandlawitz describes two measures that have been introduced, the Reducing Barriers to Learning Act of 2007 and the Positive Behavior for Effective Schools Act. Both of these involve the usage of school-wide positive behaviour support. On May 21, 2009, theA Positive Behavior for Safe and Effective Schools ActA ( HR 2597 ) was introduced by Representative Phil Hare ( D-IL ) .A If signed into jurisprudence, HR 2597 will better school clime and promote pupils ‘ academic success by promoting the usage of schoolwide positive behavioural supports ( PBIS ) . Research has documented that PBIS leads to better instructional clip, reduced disciplinary jobs and increased trial tonss. Harmonizing toA Rep. Hare, HR 2597 â€Å" provides schools with the flexibleness and proficient aid needed to implement, spread out, and prolong the usage of the Positive Behavior Interventions and Supports system. † The end of this measure is to see more execution of positive behaviour supports â€Å" in order to consistently make a school clime that is extremely contributing to larning, cut down subject referrals, and better academic result. They besides propose more flexibleness in the usage of Title I financess for School-wide Po sitive Behavior Supports to do it more accessible to all schools.SWPBS and Academics.â€Å" Several surveies have found relationships between academic public presentation and job behaviour across class degrees † ( Putnam, Horner & A ; Algazzine, 2006, p. 1 ) . â€Å" Other research has demonstrated that pupils with terrible job behaviour experienced big academic shortages as compared to typical equals. In most countries these shortages remained stable over clip † ( p. 2 ) . In many instances, behavior jobs arise because a pupil is seeking to avoid an academic undertaking. If a kid is weak in a certain country or is fighting with a undertaking, he or she may move out as an flight. For illustration, if a â€Å" pupil ‘s literacy accomplishments do non maintain gait with those of equals, academic undertakings become more aversive, and job behaviours that lead to get away from these undertakings become more likely † ( Putnam, Horner & A ; Algazzine, 2006, p. 1 ) . It is of import as instructors that we learn what is reenforcing our pupils for their behaviours and expression at what the map of the behaviour is. Research workers have late begun to analyze the relationship between SWPBS and academic accomplishment. With less clip and energy traveling to pull offing job behaviours, instructors have more clip available for direction in the schoolroom. â€Å" Research has systematically shown that the sum of clip that direction is provided is extremely correlated with pupil accomplishment † ( Putnam, Horner, & A ; Algazzine, 2006, p. 2 ) . Some surveies have besides shown increased clip on undertaking and academic battle in schools and schoolrooms utilizing PBS. â€Å" Student academic battle has been found to be correlated with improved academic achievementaˆÂ ¦In a survey of six schoolrooms that implemented behavior support programs, on-task behaviour increased by 24 % over baseline degrees † ( Putnam, Horner, & A ; Algazzine, 2006, p. 2 ) . Research is besides get downing to demo that execution of SWPBS is associated with improved trial tonss. â€Å" There is increasing grounds that school-wide positive behaviour support intercessions improve standardized trial consequences † ( p. 3 ) .MethodologyThe Academy already has a leading squad in topographic point and a Behavior Modification plan. This undertaking will concentrate in the positive facet. The leading squad defined the cosmopolitan behavioural outlooks as Respect, Responsibility, and Safety. The undermentioned chart shows what each of these behaviours ‘ expression like:RespectDutySafetyUse appropriate and positive linguistic communication Follow staff waies Keep custodies, pess, and objects to yourself Listen when others are talking Care for your properties and clean up after yourself Walk at a safe gait Raise your manus and speak when it is your bend Give your best attempt Enter and issue in orderly lines Respect others, staff, and belongings Be prepared The leading squad so developed a usher to how the plan will work. The bell will peal indiscriminately throughout the twenty-four hours. Techs will give PBS points for pupils that are exhibiting the Expected Universal Behaviors when the bell rings ( Respect, Responsibility, and Safety ) . An excess column has been added to Daily Point Log for this trailing. Points can be turned in at the terminal of the hebdomad for school shop points. The minute the bell ringsaˆÂ ¦ the really 2nd the bell ringsaˆÂ ¦ is when the PBS point is earned. It does non count what behavior the pupil displayed two seconds ago, two proceedingss ago, or two hours ago. It does non count if the kid has non â€Å" made his twenty-four hours. † All that affairs is if he was exposing cosmopolitan behavior outlooks at the minute the bell rang. If he was, he earns the PBS point. The squad so established the regulations for the school shop. School shop will be on Friday from 1:30pm-2:30pm. Students must be escorted and supervised by their schoolroom staff. Appropriate behaviour must be demonstrated at the school shop. Students will be asked to go forth if their behaviour is unacceptable. Rules of school shop will be posted at the shop site and a transcript will be given to each schoolroom for staff to reexamine with pupils. Students must be gaining 80 points, must be dress codification compliant, and have no major moving out behaviours to go to shop. School shop will be announced on the talker and a agenda will be implemented of schoolroom times. Merely appointive staff will be allowed to run and hold entree to school shop and shall keep shop stock list. It is the duty of the schoolroom staff to track pupil ‘s points in order for them to purchase points from shop. Any staff/student that is suspected of larceny, pull stringsing points, non tracking pupil ‘s points, non leting pupils to use shop will be reported instantly to an Administrator and have a effect for their actions. There will be a suggestion box for any petitions for stock list, alterations that may be needed, or comments/concerns at the shop that will be reviewed by the PBS squad. PBS squad will supervise point/inventory relation and do necessary accommodations. The incident informations each month will be compared to the information from last twelvemonth and disaggregated by types of incident. This comparing informations will be used to measure the effectivity of the plan and to find the mark country for the 2nd grade. It is projected that the figure of incidents per month will diminish by 50 % like that of other schools in the county.

Jasmine homework

Individual Acting out with different comedic masks Individual acting out with different comedic masks: In this activity we were required to choose a mask from comedic theatre that ‘spoke to us', and with this mask we must act out the character we believe the mask portrays and communicate it through the questions the teacher asks us. I personally found it hard to let the mask choose me, but I eventually chose one mask that struck me.The ask looked very dopey and stupid in a sense because of the visual characteristics on his face like a large confronting nose, circle shaped face and small eyes. I took the role as a lonely young boy who is over excited by the overload in human interaction. With the questions that were asked like â€Å"how are you? â€Å"Are you excited? † I involved the audience and expressed my enthusiasm by using a deep voice, wonky laugh and a heavy walk. I definitely enjoyed this opportunity especially when I realized the way this I took on the charact er was very similar to the intentions of the real character.I pop to get the chance to complete this activity again with a new mask and see how my perspective of it compares to the main perspective. ‘ Tuesday 3rd June: Continued Individual Acting with comedic masks Wednesday 1 lath June: ABSENT – LEFT SCHOOL EARLY Wednesday 18th June: Warm Up: Being a restoration character Activity: Prime Minister's Dinner and feedback Being a Restoration Character: In this warm up we were required to play a character from the restoration period.We had to be emotionally invested in the character in order to influence the audience by our emotions. We were asked to play a character eke ‘a person late for work and gradually we were asked to increase the energy of our character if it means running faster or using our actions more vigorously. I particularly enjoyed this warm up because it helped me to understand the energy the restoration actors had to put in their performance and what they considered to be theatre suitable for the audience at the time.I hope to warm up to this activity again so I can further improve my energy towards playing characters and emotions in Restoration theatre. Prime Minister's Dinner and feedback In this activity the whole class was required to play an emotion and be involved in a ousted by the Prime Minister where they would showcase their emotion and make it evident to the audience. Each student was given an emotion (e. G. – gossipy, horny, rude etc. ) and had to perform their role as they arrived at the dinner.I was fortunate enough to be the Prime Minister's wife and my character was to spread rumors about the other guests. I definitely struggled with this task because it was very difficult to perform and be heard when the whole class was trying to achieve the same thing. After our performance Ms Weed agreed that we needed a system to aka sure we weren't talking over one another. To improve this problem we made a circle in the middle of the drama space so the only people who should be talking are the ones in the circle while the other students are merely miming.Ms also said that we were lacking energy with our characters and it was then it occurred to me how much more energy I would have to put into the performance even though I thought the energy I had put in initially was enough. I definitely enjoyed this activity and hope to do this again and further improve my skills with working as a class and my energy bevel when characterizing emotion in a restoration character.Monday 23rd June: ABSENT – SICK Term 3- Monday 14th July – Theory work Activities: 4 vowels exercise – Clouds, Jungle, butter/tar and balloons Meditation 4 humors The Four Humors in Renaissance and Elizabethan time By this time the humors had become standardized as follows Body Humor Body substance produced by Element Qualities Complexion and Body type Personality Sanguine blood liver air hot and moist red-cheeked, corpulent amorous, happy, generous, optimistic, irresponsible Choleric yellow bile spleen fire hot and dry deed-haired, thin violent, vengeful, short-tempered, ambitious Phlegmatic phlegm lungs water cold and moist corpulent Sluggish, pallid, cowardly Melancholic black bile gall bladder earth cold and dry sallow, thin Introspective, sentimental, gluttonous Note: â€Å"lazy† is sometimes attributed to Phlegmatic [ref The Four Humors] and sometimes to Melancholies [ref The Four Humors] 4 vowels exercise – Clouds, Jungle, butter/tar and balloons In this exercise we were required to rotate around the classroom in a clockwise direction and act out different environments with each quarter we fall under.The four quarters were clouds, Jungle, butter/tar and balloon and we had to have enough energy to mime the actions that would be conducted in this environment. As we rotated around the environments I particularly enjoyed performing in the Jungle environment and when the teache r asked for students to move into the quarter they liked performing the most I was the only one in the class to move into the Jungle environment and that particularly surprised me personally. I hope to complete the activity again to further improve my skills on miming an environment and using my body to display the emotions presented. Body Meditation In this activity the class conducted a body meditation to help us with connecting shapes with colors.I the meditation the class was to lie down on the drama space floor and as the lights were turned off we would listen to M's voice as she described colors and shapes while we had to focus on the shape/color to find what matched to it. In my experience with this activity I noticed that the circle shapes mostly lead to deep purples and blues whereas the sharp edged shapes were mostly reds and oranges. I really enjoyed this activity because I found it very relaxing and a good way o wind down after an active activity previously. I also enjoy ed it because it helped me gain more understanding of Shakespearean work with color and emotions and the way his characters are able to visually perform that. I hope to complete this relaxing activity again to further development my understanding and connection of emotions and how I present them.Wednesday 16th July – Activity: Watched Year 12 HOC practice Trials (Gave feedback for performance) – Late to class Mediation and Exploration with sounds: In this activity we explored Shakespearean interpretation of how sounds can effect and impact emotion as well as shapes and lour. We started by lying on the drama space floor and turning the lights off- after that Ms Weed began to teach us how to explore different sounds and vowels such as ‘O'. Personally when I expressed this sound I saw a deep purple/blue and an Oval like shape. This was defiantly contrasted when we had to sound out ‘D', because this gave a hard sound I saw a dark green color and a square shape. Doing this exercise made me realizes not only how deep and contextually detailed Shakespearean teachings and works are but it also help me understand it better as I personally struggle grasping Shakespearean concept.I hope to complete this relaxing exercise again to further understand and develop my understanding of Shakespeare and his works. Tuesday 22nd July – Role Scoring Questions- Viola (Twelfth Night) 1 . How does the title of the play relate to your character? Twelfth Night† is usually considered to be a reference to Epiphany, or the twelfth night of the Christmas celebration Unary 6). In Shakespearean day, this holiday was celebrated as a festival in which everything was turned upside down. This is much like the upside-down, chaotic world of Lariat in the play where Viola causes a love arrange to occur. 2. What is your character's main sense of urgency? What strong impulse motivates your character to act? My character, Viola has a strong sense of urgency.After the recent loss of her brother Viola has a missing male piece in her life and as she desperately searches for a replacement to this manly figure she will go to any extreme to achieve that. 3. If your character has a secret, what is it? My character holds a large secret that creates the main basis of the plot and storyline in the play. Her secret is that in the play she pretends to be a male to be closer to her rue love' Duke Rosin who has a much higher status than her and is in love with Olivia 4. What rhythm might you associate with your character? I associate my character to have a smooth, calm and steady rhythm because I see her as someone who is calm under pressure and aware of her intentions and steady of her priorities. 5. What sound might you associate with your character?I find my character to associate with a deep, calm sound because of the personality and her ability to play 2 different characters and attempt to keep her sense of identity at the same time. 6. What is your character's master gesture? My characters master gestures towards the characters in the play is the fact that she caused such complications and a sense of confusion between the characters that it becomes evident that the biggest gesture Viola did was to give up her lifestyle and everything she knew to hide her identity and change herself for one man. 7. What is your character's leading centre? (The head? The heart? The stomach? Something else? My characters leading centre would definitely be the heart, because not only to herself but also to the audience it's the only thing that remains consistent tit the character because almost every aspect of her is hidden except her intentions and her heart. 8. What colors might you associate with your character? Why? I associate the character Viola with a deep purple/blue color. This is not only because that certain color resembles both genders but also because that color is relaxing and calm and easy to associate with. 9. What object might you associate with your character? Why? I associate a map with my character because I believe that the intentions the character is very clear and the route and road to achieve those intentions are also very clear.And although the route to complete this goal is steep Viola is still willing to follow herself/the map to reach her destination of true love. 10. What animal might you associate with your character? Why? I associate my character with a spider, because although they are small and may seem insignificant there intentions are clear and they are a prime predator in the insect family. 1 1 . What are your character's two primary senses? My characters two primary senses would be their voice and their ability to view problems and complications. 12. Does your character â€Å"mask†, or cover up, feelings and behaviors? If so, what does your character mask? My character covers up her feelings and her physical features.She does this because her feelings that she has about Duke Rosin seem impossible to admit and confront about and to achieve this, she hides her female features to look like a man. 13. Does your character have a sense of humors? Is this sense of Humor used in a positive or negative way? My characters sense of humor is reflected primarily on dramatic irony- the scenes and problems that occur to my character hidden as a man are humorous because the actions are conducted as a female and because the audience only knows about it they become more emotionally invested in the character and are more compassionate towards the situation making it more funny. 14. In real life, would you be your character's friend? Why or why not?Yes, I would definitely be my characters friend in real life because I am inspired by her courage and bilabial u to be strong and stick up for her dreams, beliefs and aspirations even after she suffered a server tremor of the loss of her brother. She shows commitment and proves that she will go to any extent to conquer her dreams and I would love to round myself with that positive and inspiring influence. 15. What is your character's most positive trait? My characters most positive trait is her persistence and courage to take risks to reach her goals. Hiding her identity to be with the man she loves could've lead to disastrous consequences, she not only would have suffered shame if her body was compromised but also the duke may not see it from Violas perspective and send her to Jail. 16. What is your character's status in the world? Does your character have money or power?My character has a low status in the world, this is the reason she goes to such extreme measures to be with Duke Rosin – because they both come from different walks of life and it is highly unlikely that the Duke will see Viola for who she truly is without being blinded by the hierarchy put out in society. 17. What are your character's major wants and desires? My characters major wants and desires are to be with her true love Duke Rosin . The complications arise because the Duke is in love with Olivia who is a high status, rich lady. Viola will do anything to be with the Duke even if it is to become his servant and send messages to the one he loves without ever realizing her feelings for him. 8. What is your character's major objective for this scene in the play in which he or she appears?In the scene, the characters major objective is to analyses the problems she has caused and try to think of a solution where she is left with the Duke. It is also in this scene when she realizes how out of hand the problem has become and that its too hard a knot for me to untie'. 19. How does your character go about achieving these major objectives? My character attempts to achieve these major goals by disguising herself as a boy and gets a Job to work for Duke Rosin. She feels the need to hide who she is to achieve her goals. 20. What is your character's life objective? My characters life objective is to gain the love and affecti on of Duke Rosin.After losing her brother Viola missed a manly influence in her life and longed to fill that hole with Duke Rosin to whom she had always been in love with and had chosen to pursue her dream to be with him. 21 . How does your character go about achieving his or her life objective? My character achieves her objective by pretending she is a male so she can work for the Duke and be closer to him and one step closer to his love. 2. Has your character changed by the end of the play. If so, in what ways? No, my character hasn't changed – in the end her intentions and goals were achieved when the Duke saw her for whom she truly was and accepted her as that, as well as the return of her brother whom she thought was lost.FEATURES OF ELIZABETHAN THEATRE: Dramatically exciting Exploring humanity on a social / personal level (Renaissance) Poetic language Words were most important Rhythmic/ poetic dialogue Symbolic imagery Elevated tone of speaking/ voice Use of Aside (whis pering to the audience) and Soliloquy (solo Speech, as though aligning/ thinking to yourself) Wednesday 23rd July: ABSENT Assessment review and recount: (27th August 2014) In term 3 our assigned assessment task was to create and present a performance essay based on the question ‘How is a historical style relevant to drama today I believe although this was a suitable question I personally struggled immensely with the performance and given the circumstances our group suffered I believe our performance doesn't reflect our individual abilities. When we received the question our main idea was to write about how Shakespeare ND Restoration theatre were both connected with each other and how they have influence drama and theatre in our modern society.But our main challenge was converting our ideas to a suitable performance that will not only appropriately answer the question but also to keep the audience entertained. It was also particularly challenging for our group because we had He ather absent for all of the lessons we had to work on the assessment – Heather played a prominent role in the script and I particularly struggled to change the lines and blocking with one less group member. After the script was complete I was definitely challenged by coming up with the blocking of the performance as I personally felt that our grouped lacked teamwork in presenting ideas and equally helping with the work load as well as committing to rehearsals.It was challenging also to reach the standards that I know the group can achieve without the commitment and determination to learn lines and blocking before the deadline from every member. After our group seemed prepared for the performance we were notified that Heather's lines and blocking must be included in the performance even if she was absent on the presentation day. This meant that we had to redelivers the script again as well as change the blocking to fit in another member. I definitely found this to be very conf using on our group as we were all confused about the lines and queues we were learning as it was constantly being changed. But luckily we received an extension on our assessment that definitely improved the group's confidence in performing the piece without using the script.I hope that in our upcoming performance we will be able to reflect to the audience the hard work that was put into the performance essay despite the complications hat occurred. In my opinion writing and performing the essay has been the most challenging drama assessment yet and I hope the next assessment will bring better luck and circumstances. In the future I hope to be more organized with the amount of work each person gets so that every member of the group will equally work on the assessment and one member wont be overloaded. I also now understand how much of a difference lack of energy can make to a performance and I hope that I have developed on these skills in not only increase the energy that I have but a lso my teammates which will evidently engage the audience better.

30 Words for Small Amounts

30 Words for Small Amounts 30 Words for Small Amounts 30 Words for Small Amounts By Mark Nichol Words that refer to small amounts or objects are frequently associated with specific idioms or a certain connotation. Here are many of those words included in sample phrasings that suggest the sense in which they are often used. 1. Bit: â€Å"a bit of a problem† 2. Crumb: â€Å"a crumb of self-respect† 3. Dab: â€Å"a dab of whipped cream† 4. Dash: â€Å"a dash of pepper† 5. Fleck: â€Å"a fleck of dirt† 6. Glimmer: â€Å"a glimmer of hope† 7. Hint: â€Å"a hint of cinnamon† 8. Iota: â€Å"an iota of sense† 9. Jot: â€Å"a jot of truth† 10. Lick: â€Å"a lick of sense† 11. Modicum: â€Å"a modicum of talent† 12. Morsel: â€Å"a morsel of cheese† 13. Nugget: â€Å"a nugget of wisdom† 14. Pinch: â€Å"a pinch of salt† 15. Scrap: â€Å"a scrap of food† 16. Scruple: â€Å"a scruple of suspicion† 17. Shadow: â€Å"a shadow of a doubt† 18. Shred: â€Å"a shred of evidence† 19. Sliver: â€Å"a sliver of sunlight† 20. Smatter(ing): â€Å"a smattering of laughter† 21. Smidgen (or smidge): â€Å"a smidgen of salt† 22. Snippet: â€Å"a snippet of the conversation† 23. Spot: â€Å"a spot of rain† 24. Sprinkling: â€Å"a sprinkling of action† 25. Strain: â€Å"a strain of weakness† 26. Streak: â€Å"a streak of cruelty† 27. Tidbit: â€Å"a tidbit of information† 28. Touch: â€Å"a touch of humor† 29. Trace: â€Å"a trace of incense† 30. Whisper: â€Å"a whisper of autumn† Some synonyms are seen only in negative connotations, such as â€Å"not worth a continental† (referring to the nearly worthless currency of the fledgling US government during the Revolutionary War) or â€Å"not worth peanuts.† Similar expressions include â€Å"I don’t care a whit† or â€Å"I don’t give a rap† (or â€Å"fig† or â€Å"hoot† or any of several other words) or â€Å"diddly-squat† or â€Å"I don’t know bupkes.† (Each of the latter two usages has several variant spellings.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How Many Tenses in English?Five Spelling Rules for "Silent Final E"5 Ways to Reduce Use of Prepositions

Starting a Street Team

Starting a Street Team Every writers dream is to find as many readers as possible, but finding readers takes valuable time away from writing. The idea having an army of readers working to promote your book sounds too good to be true. But, is it? You can develop your own street team to grow your readership. But how? This is what I learned from my first street-team: Start a closed Facebook group for your street team. Use this group to promote your book before its release and during the first week. They in turn share on their own social pages. Send an invite to as many of your most active followers/fans as possible to join the private group. We like thinking we are on the inside of something. It is fun to connect with other readers who really like the authors work. Update the street team on the progress of the release, give date and goals, i.e., 100 verified reviews on Amazon in the first week, etc. Â  They are going to buy/read anyways, you are just asking them to do it quickly. I read the last book in one day (release date) and had my review posted on the second day. Encourage them to ask friends and associates to read/review as a favor, etc., share the goal of 100 reviews needed for a favored author. The idea is that people flock to a blockbuster movie, and this is no different, plus they get the enjoyment of reading! Books are always better than movies. Provide your input/commentary on posts Encourage one person to take the lead. They will keep the group on target without you having to do everything. Â  A short Good morning post to the group each morning acts as a reminder to the others to reach out in some way. Consider giving your galley copies to the group to read and post reviews on Amazon, Barnes Noble, Goodreads, Facebook, Twitter, and more. They can pass them on to other reader/reviewers to help your pre-and post-release numbers. Let your publisher know if your street team members belong to NetGalley so they can download a copy of your book to read and review. Post frequently to the street team group leading up to the book release (one month before the release through the end of the first week) to give encouragement/praise. Encourage them to post photos, advertisements, and promotional ideas on their private social pages, too. Add any of the other things you have already been doing to promotebut make the group the first audience for your ideas, etc. It is a fluid group that will adapt to any ideas you share. Marketing our work is the hardest part of being an author, but it is not impossible. Using a street team will make that much easier. You will make a few new friends and connect with more readers who love your work. Isnt that our goal, after all, expanding our readership?

Obama Administration Budget Essay Example | Topics and Well Written Essays - 1500 words

Obama Administration Budget - Essay Example that America has witnessed over the last several years." President Obama also reiterated his pledge to cut the deficit in half over the next five years. (Keck, et. al., 2009). The economic recession that America is presently experiencing is being suffered from coast to coast.   Families, small businesses, and family farmers are struggling to make ends meet.   People are tightening their belts and making difficult budget decisions In order to survive,.  Likewise, Americans expect their government to do the same.   Sadly, the recent budget plan released by the Obama administration failed to meet the citizens’ expectations.   In this time of widespread unemployment and the budgets of families and small businesses are tight, Obama’s outrageous budget outlines a $1.4 trillion tax raise in order to pay for enormous new government spending.   Some Americans believe that this budget is not the answer.   The tax increases it calls for would hurt small businesses, kill jobs, and further prolong our economic downturn (Wicker, 2009). Universal Tax Hike: Obama’s budget plan aims to expand the size and scope of the federal government in every phase of our economy.   Under this plan, spending would be maximized.   Before the country entered this recession, our national debt was about 40 percent of our gross domestic product (GDP).   Drastic increase in government spending and nationalizing things like healthcare and student loans, this budget blueprint would deliver the biggest European-style Socialism that we have ever seen in the country. Instead of guiding our country out of this recession by outlining a plan that would put more money into the hands of taxpayers and job creators, Obama’s budget would increase taxes on every American, stifling investment and job creation at a time when our country greatly needs both.  The budget asserts to increase taxes only on â€Å"the rich,† but in reality the burden would fall on the small businesses that create 70 percent of