Adam Smith and Thomas Malthus essays

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Overpopulation Essay

Overpopulation Essay There are many issues today that pose a threat to our way of life. Overpopulation is a serious problem that will eventually have an extremely negative effect on our countries, and our planet. The problems that arise due to overpopulation could even prove to a fatal epidemic that will eventually wipeout the entire human race. Oftentimes this issue is overlooked due to lack of knowledge and understanding of the subject; or, simply because most of us are so blessed that we are not affected first hand by the problems it is causing this very second. Overpopulation, in my belief, is an enormously serious global issue that should be identified, analyzed, and controlled immediately. The term overpopulation literally means that the number of things (in this case: humans) that depend on resources for survival is significantly larger than the amount of resources available to them. Today our planet is experiencing the effects of multiplying citizens because of the obstacles the environment is being forced to take on. Many believe that Earth is presently occupied by to many people (Stefoff 16). Year after year the population multiplies faster and faster. â€Å"Currently the world population is growing by 80 million people a year† (Hohm, Jones, and Lio 116). Presently, there are about 6 billion people occupying this planet, and by the middle of the approaching century the U.N. predicts that the count will reach 9.4 billion (Mitchell). Both developed and developing countries are at risk of the dangerous problems that overpopulation can and will create. â€Å"Nearly sixty percent of the increase will occur in Asia†¦China’s population will swell from 1.2 billion to 1.5 billion, India’s is projected to soar from 930 million to 1.53 billion. In the Middle East and North Africa, the population will probably more than double, and in Sub-Saharan Africa, it will triple† (Mitchell). â€Å"Population is determined by the interplay of two factors. One is the birth rate, or the number or people being born, and the other is death rate, or the number who die. The different between the two is call the rate of natural increase† (Stefoff 25). If the number of deaths is less than the number of births then the population is growing larger; consequently, if the number of deaths is greater than the number of births then the population is decreasing (Stefoff 25). A major factor that is sometimes overlooked is the idea that rapid growth will occur due to the larger size of the new reproductive generation in comparison with the much less past reproductive generations. This means that in the next twenty-five years about 3 billion people will begin the reproductive phase of their lives; while only approximately 1.8 billion people will withdraw from that stage of life (Mitchell). Uncontrolled, immature reproduction is a leading cause of overcrowding. Diseases and medical a dvances that cause a decrease in deaths are also aspects that affect population. Education, economic activity, and changes in standards of living all play a part in the increase of population (Commoner). Different concepts and appearances in our surroundings trick people into thinking that any problems with overpopulation are non-existent. Nations are separated into two categories: those with fast population increases, and those with slower population increases (Ehrlich 17). This division among nations is presented in the following quote: â€Å"An increasingly divided human community will degrade the global environment further as fraction within it struggle to dominate each other and exploit what remains of the nature’s resources. Political leaders must realize instead that we will need to build a compassionate sense of human community in a world scale to match the global environmental crisis that confronts everyone† (Hohm, Jones, and Lio 137). The world has enough wealth to make it appear that there are no population issues, but the wealth does not do any good because of its uneven distribution. The less fortunate nations have a greater birth rate because of poverty (C ommoner). Poverty stricken nations will double in human count in twenty years if they continue at their present rate. One hundred twenty years is the doubling time for more prosperous nations. This happens because of social and economic differences between the two; such as, human misery, diseases, and standards of living (Ehrlich 42). I would now like to introduce the Malthusian theories. Thomas Robert Malthus was one of the first to study population (Stefoff 34). â€Å"A population eventually becomes to big for its resource base, and then famine, war, and disease will impose population limits† (Stefoff 34). He has his own theory about population that states as follows: â€Å"The power of population is indefinately greater than the power in the Earth to produce substances for man.† This is further explained by his belief that populations increase geometrically (1-2-4-8-16), while resources can only grow  arithmetically (1-2-3-4-5) (). This theory is obviously logical simply because without food everyone will become malnutritioned and eventually starve to death. Food shortage gets a very small amount of attention among well-fed Americans because â€Å"we† have no reason to be aware or concerned about the danger that the shortages promote. Now that is becoming a more serious issue people are s lowly gaining awareness thanks to media such as news coverage (Ehrlich 21). Malnutrition is a problem in all parts of the world. Each year 40-60 million humans in underdeveloped countries die of starvation or illnesses related to it. Lack of nutrition can cause sicknesses such as anemia, rickets, pellagra as well. Poor immunity is also an outcome that puts people in danger of catching things like influenza, tetanus, measles, and tuberculosis (Stefoff 54). Many different circumstances and situation account for the rise and fall of population numbers. Along with rapid population growth come dangerous environmental problems. Population growth has contributed to every threat to our ecosystem. Overpopulation is the root of environmental deteriorations such as: global warming, the ozone holes, rainforest destruction, pollution, and many more. Global warming is the planet’s overall temperature rising because of a greater of concentration of greenhouse gases in the air. Human actives, including respiration, release these gases causing the Earth to heat slowly (Stefoff 39). Forests are being cut down quicker than they can reproduce themselves due to human need for more space. Deforestation presents other problems, such as the death of species. Edward Wilson, a biologist, believes that each year 10,000-17,500 species of plants, bird, insects, reptiles, and mammals become instinct (Stefoff 45). Pollution increase is an obvious environment problem that will increase drastically due to overpopulation. Although not mentioned very often , crime is one more negative effect that overpopulation would have on the world as far as social troubles are concerned. Now that I have discussed some of the causes of overpopulation, and the negative effects I would like to propose a few possibilities, that I have found throughout my research, to stop, or at least balance out the growing population size. Reducing birth rates by utilizing different strategies is the most prominent of these ideas. Increasing the legal marital age would postpone child bearing (Mitchell). One well-known method is called family planning. This method works by making birth control pills easily accessible, providing places for termination of pregnancies to occur, and helping people become more knowledgeable about abortions and contraception (Commoner). Laws could be passed making birth control mandintory, similar to the laws in China. According to Chinese law families would be faced with penalties if they had more than one offspring (Stefoff 87). Other nations enforce even stricter laws. All sources agreed that controlling birth rate and death rate would be the most effectiv e way of stabilizing population. The causes and effects of overpopulation covers such a vast array of ideas that it is impossible for one to cover every important detail of this ever growing environmental concern. In this semi-extensive research I have only taken the opportunity to provide the basic facts that are necessary in understanding that the rapid growth of our population needs our immediate attention. In conclusion, the world’s population will continue to grow as long as birth rate exceeds death rate. As far as resources are concerned, it is apparent that the era of cheap energy, adequate amounts of food, and necessary open spaces is coming to an end. Regardless of whether we admit it or not, our attempts to stabilize population, or our failure to do so, will have a devastating affect on our lives, and our home: Mother Earth. You can order a custom essay, term paper, research paper, thesis or dissertation on Overpopulation topics at our professional custom essay writing service which provides students with custom papers written by highly qualified academic writers. High quality and no plagiarism guarantee! Get professional essay writing help at an affordable cost.

Local Beaches Essay Example | Topics and Well Written Essays - 1250 words

Local Beaches - Essay Example Years later when I got married, my husband, who is from Virginia Beach, introduced me to the region where he grew up. I discovered that Virginia is a conservative state. The Virginia Beach area has a large military the  presence, and conservative family values such as the ‘proper’ role of women in the home and church attendance are dominant. Virginia Beach, which is 35 miles of waterfront property, has three different beaches within the city. They are the Chesapeake Bay of the  Virginia, Virginia Beach Resort area and Sandbridge. By comparing the beaches of my childhood with the beaches of my husband’s childhood, I was able to get a better sense of place and the type of people who might enjoy each location. The beaches of Virginia all have their own distinct personality. The section of Virginia Beach called the Chesapeake Bay area is for the person who is looking for tranquility and a more relaxed atmosphere. It is calmer, quieter and more laid back than many of the party beaches you see on TV. The traditional beach activities such as swimming, building sand castles, strolling along the beach and playing volleyball or throwing a football around are all a part of this scene. The Virginia Beach Resort area consists of a three mile concrete boardwalk. It has hotels, a few outdoor cafes and novelty shops. In addition, on the boardwalk there are roller-bladers, bikers, live music and street performers. There are many special events held here throughout the whole year.

Interim Report for an action research Assignment

Interim Report for an action research - Assignment Example How does learning Arabic impact their education and life outcomes? The third purpose of the action research has to do with the ways that I can personally improve the process of teaching Arabic as a second language to students who are not native speakers of Arabic. The key data observation method is observation from the field, with my classroom as the field of observation, and my students and myself as the subjects of the study, relative to the learning and teaching of Arabic as a second language to non-native speakers. From the observations with another teacher of the Arabic language, Qassem, I am able to find out that there are several shortcomings at present with regard to the way we teach Arabic as a second language. These shortcomings are not failures in themselves, but are areas for improvement, derived from daily experience. These observations have led me to craft a new teaching method that I will call â€Å"correct me†. The details of that new and evolving teaching technique follow in the next section. The new technique hopefully is able to cover Arabic language learning in its various aspects: reading, speaking, writing and listening. The â€Å"Correct Me† teaching method is straightforward, but involves a keen interest in student learning, and an alert presence. At the heart of it is an intent listening and a willingness to give oneself to the students so that they may learn. This technique has two aspects. One aspect involves me making real-time corrections to student mistakes in speaking and writing Arabic. The technique involves an alert presence so that the teacher is able to spot mistakes. The second aspect involves students forming groups, and being present to one another as they converse and write in Arabic, correcting their peers as they make mistakes. For feedback, my intention is to survey students at the end of a class to find out how they find this new teaching technique: if they like it, if they are benefitting from it, and what

Education Standards in Kentucky Essay Example | Topics and Well Written Essays - 750 words

Education Standards in Kentucky - Essay Example However, this also serves to keep the page counts low for each grade and standard, and this seems like a practical and effective way for teachers to use the page for lesson planning. The CCD puts a great deal of information on a relatively small matrix, including Big Ideas, Academic Expectations, Understandings, Skills and Concepts, and Related Core Content for Assessment. It is a logical and useful organization of the information, but it sometimes seems a bit difficult to hone in on an exact specification because there is so much "going on" in the tables (KDE, Combined Curriculum Document Reading-End of Primary, 2006). The Kentucky School Laws Annotated (Kentucky General Assembly, 2006) is a different type of resource for school employees. It is organized as a codified legal document with section numbers, paragraph indicators, and other marking utilities. It addresses school funding, breakfast programs, and teacher compensation. It also cites rules for textbook purchases, IEPs, teacher tenure and retirement, and a host of other topics. It is definitely the place to go to determine if a professional decision meets the standards of conduct expected by the state of its teachers. It lists extremely specific requirements which are easy to find in the Web version by using the handy "Search" function. The Kentucky Teacher Standards (KDE, 2007) are a well-organized, easy-to-use presentation that differentiates between novices and veterans in two-column chart. Standards are organized by area. Each states in clear, precise language exactly what each teacher is expected to do in instruction, ensuring a positive learning climate, assessment, reflection, collaboration with others in the school community, professional development, and leadership. The document is short enough to easily navigate. It lists specific ways teachers can meet each expectation (e.g., find and prioritize areas for professional growth based on peer feedback). These three documents had interesting similarities and differences. For instance, the CCD is student-directed, the Teacher Standards are teacher-directed, and the School Law is court/judge/lawyer-directed. Although each has the same ultimate goal - providing a fair, effective, high-quality educational system for Kentucky's children - each is written for a different audience and intended for different uses. Two of the three did not seem to be for direct student use. Students are not likely to read about Kentucky school law, or view the Teacher Standards. Hopefully, teachers speak enough about the CCD to make students well aware of what they are, although it seems unlikely students would read the entire set of standards on their own. All three documents had much in common. They are generally not directly used by students. Each seeks to give extremely precise instructions and guidelines for conducting educational business. Each lays out actions for which different people and parties are responsible. Each document supports the educational process in a unique way. School law must be codified and available to anyone who wishes to see it. It is critical to our educational organizations. Imagine trying to play a game of SCRABBLE without knowing or agreeing upon the rules of play. It

Edgar Degas: Six Friends at Dieppe | An Analysis

Edgar Degas: Six Friends at Dieppe | An Analysis This paper discusses Degas’ representation of his circle of friends in reference to heroes and hero worship. For the purposes of the paper, ‘hero’ will be taken to mean ‘characters, that, in the face of adversity, and perhaps from a position of weakness display courage and the will for self-sacrifice’, with hero worship following the generally understood meaning ‘intense admiration for a hero’. The paper will show that Degas viewed his friends as heroes, in that they sacrificed themselves for their work, and that, through his collecting of various works, especially by those of close friends, and his portraits of his close friends, he exhibited ‘hero-worshipping’ towards these friends. The book Edgar Degas: Six Friends at Dieppe, based on a 2005/6 exhibition of the same name at the RISD Museum, looks in detail at Degas’ relationships with his close circle of friends, as portrayed in Degas’ 1885 pastel portrait of the same name. In this work, Degas presents Ludovic Halevy, Daniel Halevy, Jacques-Emil Blanch, Henri Gervex, Walter Sickert, and Albert Boulanger-Cave. The complex, often highly volatile, but always extremely loyal, friendships between these men, and with Degas, are narrated in Degas’ portrait. This is discussed in more detail in the book Edgar Degas: Six Friends at Dieppe, which concludes that Degas had an extremely complex relationship with his friends, and that once he had formed a friendship, Degas was at pains to let this friendship go, whatever the cost. He valued his friendships extremely highly, particularly, it seems, because he saw them as a means of releasing himself to the world, for his own timidity was often restrictive, and it was his relationships with close friends that allowed him to flourish (see Meyers, 2005). Degas formed many strong friendships throughout his life, as we have seen, with Ludovic Halevy ranking amongst the most dear, with loyal friendships with other artists (such as Emile Zola) informing his work, in terms of developing ideas about realism, and the role of painting, for example. Degas’ friendship with Sickert, for example, withstood the test of time, as relayed by Sickert himself in his 1917 article about his friendship with Degas (see Sickert, 1917), which portrays a profound affection for his friend Degas. This friendship is also explored in Robins (1988), which shows that Degas had a deep respect for Sickert, so much so that he introduced Sickert to mutual friends and to his own dealers. Degas’ friendship with Sickert was, however, only one of his many close friendships: he also had deep, and well-documented, friendships with Manet, with Toulouse-Lautrec, and with Emile Zola amongst others. Indeed, it is within the context of these friendships that he cam e to see ‘realism’ in art as the true path that his work should take, as documented in his many letters and through his various works (see, for example, Degas, 2000). Degas’ friendship with Manet is legendary, based on a comradely rivalry, with many ups and downs, forged together through strong artistic bonds, described as ‘(they) used the same models, shared an iconography and indulged in reciprocal quotations’ (see Baumann et al., 1995). The two artists, thus, informed each others works, and, indeed, an explicit connection between Degas’ pastel works and Manet’s Chez le Pere Lathuille has been made (see Meyers, 2005), perhaps suggestive of some form of reciprocal hero worship towards Degas on the part of Manet. However tumultuous their friendship, however, it is perhaps indicative of the depth of Degas’ respect for Manet that Manet’s Ham and Pear were opposite Degas’ bed, so they were the first things he saw in the morning when he awoke (Meyers, 2005). Degas’ portraits of Manet, such as his 1968/9 Portrait of Monsieur and Madame Edouard Manet, often raised trouble between the friends, and indeed, Manet cut Suzanne’s face off of this portrait, in disgust, although it is thought, through analyses of Degas’ writings, that no harm was actually intended, and, indeed, the portrait seemed to have been intended as a genuine compliment to the couple, leading to a temporary split in the friendship (see Baumann et al., 1995). Other portraits, such as the etching Portrait of Edouard Manet completed in 1862/5 shows Degas’ utmost respect for Manet, showing Manet as alert and attentive, reinforcing Degas’ tendency to reveal how he felt about his friends, as artistic heroes, and even perhaps, as personal heroes who saved Degas from the darker sides of his own personality, and from his own personal demons[1]. Degas, the complex artist, with complex interpretations, can thus be argued to have exhibited ‘hero worshipping’ towards his friends, as we have seen, through spending time with them, discussing realism with them, and by taking his time to paint portraits of them. In addition to this, Degas was an avid collector of art, and he avidly collected the work of old masters and contemporaries, with the aim of founding a Museum to house his extensive collection, although his loss of faith in the idea of a Museum, his suicide and the subsequent war-time sale of the collection did not allow for the construction of a Museum to house his collection. As Dumas (2000) and Ives et al. (1998) document, Degas’ personal art collection numbered over 5000 works at the time of his death, including works by masters such as Delacroix and Ingres, but mostly works by his contemporaries, including Manet, Cassatt, Van Gogh and Gauguin. This represents a form of appreciation of their work, an d, indeed, Degas is known to have only collected the best works of each artist, often, as was the case with Cezanne, collecting their work before the artists had attracted a dealer, or had sold their work widely. His dedication to his work as a collector constitutes, in some form, hero worship, as one artist appreciating the heroic efforts of another artists to produce worthy art. Understanding representations of friends of Degas as heroes is therefore a valid way in which to understand Degas’ intense admiration for the work of his contemporaries. Under this understanding, for Degas, collecting and portrait painting was a form of hero worship. References Baumann, F.A. et al., 1995. Degas Portraits: Portraits. Merrell Holberton. Dumas, A., 2000. The Private Collection of Edgar Degas. Yale University Press. Degas, E., 2000. Degas by himself: Drawings, paintings and writings. Little, Brown. Ives, C., Stein, S.A. and Steiner, J.A. (eds.), 1998. The Private Collection of Edgar Degas: a summary catalogue. Harry N. Abrams Inc. Julius, M., 1996. Edgar Degas – obsessive artist, obsessive collector. Contemporary Review August, pp.13-14. Lipton, E., 1988. Looking into Degas: Uneasy Images of Women and Modern Life. Meyers, J., 2005. Impressionist Quartet: the intimate genius of Manet and Morisot, Degas and Cassatt. Harcourt. O’Brien, M. et al., 2005. Edgar Degas: Six Friends at Dieppe. Museum of Art, Rhode Island School of Design. Robins, A.G., 1988. Degas and Sickert: notes on their friendship. The Burlington Magazine 130(1020), pp.198+210-211+225-229. Robins, A.G. and Thomas, R., 2005. Degas, Sickert and Toulouse-Lautrec: London and Paris, 1870-1910. Tate Publishing. Sickert, W., 1917. Degas. The Burlington Magazine for Connoisseurs 31(176), pp.183-187+190-191. Vollard, A., 1986. Degas: an intimate portrait. Dover Publications. Footnotes [1] Nowhere is this better illustrated than in his extremely close relationship with Cassatt. He owned more than ninety of Cassatt’s prints, and aside from painting Cassatt’s portrait, he also produced a series of etchings entitled Mary Cassatt at the Louvre (see Julius, 1996).

Al Capone :: essays research papers

ALPHONSE CAPONE a.k.a. AL, SCARFACE Born in Brooklyn, New York, in 1899, of an immigrant family. He lived with his father Gabriele and Mother Teresa and his brothers and sisters. Al did quite well in school until the sixth grade when his steady record of B's deteriorated rapidly. At fourteen, he lost his temper at the teacher, she hit him and he hit her back. He was expelled and never went to school again. About this time, his family moved from their house on Navy Street to 21 Garfield Place. This move would have a lasting impact on Al because in this new neighborhood he would meet the people who would have the most influence on his future: his wife Mae and the gangster Johnny Torrio. A few blocks away from the Capone house on Garfield Place was a small unobtrusive building that was the headquarters of one of the most successful gangsters on the East Coast. Johnny Torrio was a new breed of gangster, a pioneer in the development of a modern criminal enterprise. He was a role model fo r many boys in the community. Capone, like many other boys his age, earned pocket money by running errands for Johnny Torrio. Over time, Torrio came to trust the young Capone and gave him more to do. Meantime, young Al learned by observing the wealthy successful respected racketeer and the people in his organization. In 1909, Torrio moved to Chicago and young Al fell under other influences. At this point in his life, nobody would ever have believed that Al would go on to be the criminal czar that he ultimately became. For approximately six years he worked faithfully at exceptionally boring jobs, first at a munitions factory and then as a paper cutter. Eventually he met a guy named Frankie Yale. He opened up a bar called Harvard Inn. And he hired Al to be a bartender. Capone's job at the Harvard Inn was to be the bartender and bouncer and, when necessary, to wait on tables. In his first year, Capone became popular with his boss and the customers. Then his luck turned suddenly when he waited on the table of a young couple. The girl was beautiful and the young Capone was entranced. He leaned over her and said, "Honey, you have a nice ass and I mean that as a compliment." The man with her was her brother Frank Gallucio. Al Capone :: essays research papers ALPHONSE CAPONE a.k.a. AL, SCARFACE Born in Brooklyn, New York, in 1899, of an immigrant family. He lived with his father Gabriele and Mother Teresa and his brothers and sisters. Al did quite well in school until the sixth grade when his steady record of B's deteriorated rapidly. At fourteen, he lost his temper at the teacher, she hit him and he hit her back. He was expelled and never went to school again. About this time, his family moved from their house on Navy Street to 21 Garfield Place. This move would have a lasting impact on Al because in this new neighborhood he would meet the people who would have the most influence on his future: his wife Mae and the gangster Johnny Torrio. A few blocks away from the Capone house on Garfield Place was a small unobtrusive building that was the headquarters of one of the most successful gangsters on the East Coast. Johnny Torrio was a new breed of gangster, a pioneer in the development of a modern criminal enterprise. He was a role model fo r many boys in the community. Capone, like many other boys his age, earned pocket money by running errands for Johnny Torrio. Over time, Torrio came to trust the young Capone and gave him more to do. Meantime, young Al learned by observing the wealthy successful respected racketeer and the people in his organization. In 1909, Torrio moved to Chicago and young Al fell under other influences. At this point in his life, nobody would ever have believed that Al would go on to be the criminal czar that he ultimately became. For approximately six years he worked faithfully at exceptionally boring jobs, first at a munitions factory and then as a paper cutter. Eventually he met a guy named Frankie Yale. He opened up a bar called Harvard Inn. And he hired Al to be a bartender. Capone's job at the Harvard Inn was to be the bartender and bouncer and, when necessary, to wait on tables. In his first year, Capone became popular with his boss and the customers. Then his luck turned suddenly when he waited on the table of a young couple. The girl was beautiful and the young Capone was entranced. He leaned over her and said, "Honey, you have a nice ass and I mean that as a compliment." The man with her was her brother Frank Gallucio.