Tsarist system of government free essay sample

The Tsarist system of government underwent many changes throughout the years of 1881-1914. Both Alexander III and Nicholas II created several modifications, being both good and bad, to the government during these years. Alexander III created mostly negative changes, due to him being seen as a reactionary, whereas Nicholas II created mainly positive changes to the government as a result of the 1905 revolution. These changes can be categorised into political, economic and social modifications. Alexander III made a few political modifications to the Tsarist government. In 1851, he introduced Land Captains. These meant that people, sometimes locals, could be appointed to have more power over the people within their towns or cities, meaning power was seemingly being more wide spread. However, these lands captains were chosen by the Tsar himself, meaning he could manipulate who had extra power based on what he wanted. Therefore, some could argue that this was a negative modification made to the government. Alexander III also introduced the Manifesto of Unshakeable Autocracy in 1881. This showed the Tsars rejection of democracy and further reform, meaning he had further influence and power over everyone else. He also introduced the Statue of State Security in 1881, which allowed for the Okhrana to have more powers. For example, the Okhrana was now able to break into people’s houses without reason or their consent, meaning the government had further control over the population of Russia. Although Alexander III’s political reforms were mostly bad, the introduction of the Land Captains meant that his power was in fact becoming more widespread amongst the population of Russia, and not all of Russia’s power was given to one person. Therefore, the political reforms made by Alexander III showed a slight modification the government during his reign. Nicholas II also introduced several political reforms. These took place after the 1905 revolution. In 1905, Nicholas issued the October manifesto. This gave people a lot more freedom than they previously had. Freedom of speech, organisation and assembly was now made legal; allowing opposition groups to now be able to be more organised as they were allowed to meet in public. Nicholas also introduced the fundamental laws in 1906, which allowed for the government to become more democratic. Under the fundamental laws, Article 87 was introduced, giving the Tsar the complete right to exercise any policy that he wished, without having to gain permission from the Dumas beforehand. The first State Duma was also introduced under Nicholas II in April 1906, which allowed for the population of Russia to have more of a say in the governments decisions. It was believed that the Duma was a step forwards towards a democracy for Russia; however, the Tsar could change and manipulate the Dumas in whatever way he wished through the use of Article 87, mean they were only put in place to make Russia seem more democratic when in reality it was not. Nicholas II also introduced a pro-government terrorist group called the Black Hundreds in 1905, meaning the government had further control over Russia as they were willing to use violence to get what they wanted. All of these new policies introduced by Nicholas seemed like positive reforms, however Article 87 meant that the Tsar could still pass laws and policies without consulting the Dumas beforehand, so really the Tsar and his power still heavily remained in Russia. The modifications made by Nicholas II throughout the years of his reign drastically changed the Tsarist government, showing the fact that Nicholas’ modifications greatly impacted the Tsarist government. Both of the Tsars between the years 1881-1914 also introduced a range of economic reforms. Under Alexander III were Witte, Bunge and Vysknegradsky. Witte made several economic reforms, including the building of the Trans-Siberian railway in 1891, the increase of foreign loans, the gold standard and industrialisation. All of these meant that Russia was now becoming a much richer country, with more exports going to other countries. The production of coal, iron and oil was majorly increased, meaning the country had a lot more sources of income other than just agriculture. The building of the railway meant that trade was much easier, and therefore the countries income was increased as a result. Despite all of Witte’s efforts, Russia still lagged behind other great powers economically, and therefore the economic policies put in place did improve Russia but not as much as Witte intended. Also, Alexander III introduced the Peasants Land Bank in 1862, which meant that peasants would now find it easier to rent land. However, they still had a difficult time paying this back and not many peasants owned land after this was put in place, the majority of land was still owned by the major, richer landowners. As a result, this shows a major change to the government during Alexander’s reign as a wide range of economic policies were introduced by Witte which dramatically improved the countries overall income and as a result Russia was much better off as a country. Nicholas II also put various economic changes in place. These were under Stolypin, who changed a great deal for Russia and put a lot of policies in place. One economic policy which was put in place by Stolypin was the ending of redemption payments for peasants to pay to the Mir in 1907. This in turn meant that peasants had more money to put towards land and farms, meaning they could make more income and not lose any money due to having to make redemption payments. Stolypin also introduced loans for peasants which were easier for peasants to get hold of. This meant that they could own more land and were encouraged to own a farm, and therefore would have an increased income as a result of this. Also, the peasants easily would have been able to pay off these loans due to having an increased income, so as a result peasants were no longer as poor as before. This however can be counter-argued by saying that in 1906-14, only 25% of peasants owned lots of land/farms, showing that this policy did not fully do what was originally intended. Also, the richest 10% of landowners still owned majority of the land, meaning not much of it actually belonged to the peasants. Nicholas II therefore made several economic modifications to the government during his reign which attempted to benefit the peasants of Russia. However, although most of these changes were beneficial to Russia, some of them did not take the desired effect; for example Nicholas II tried to make peasants gain more land, but figures show that majority of the land was still owned by the richest land owners and not peasants. Finally, both Alexander and Nicholas introduced a range of social reforms. Alexander III introduced the policy of Russification in 1883. This meant that the official language of Russia was Russian, and all schools and documents had to be written in Russian; any other language was not allowed. This meant that other cultures and other languages were repressed, as someone could not speak the language of their home country within Russia. This then would have created a further breeding ground for more opposition to the Tsarist rule, so Russification had negative effects on Russia and on the Tsarist government. Alexander III also emancipated the serfs in 188. This was a major social reform for the serfs as it now meant that they had a lot more freedom and were no longer enslaved by serfdom. However, it can be argued that the serfs were no actually freed. The now ex-serfs were still tied to the land, meaning they still had to work on that land for the land owners and they therefore were not actually free. Also, ex-serfs had to pay redemption payments on the land they used to be tied to, so they are having to compensate the government. As a result of these modifications, the Tsarist government was modified in many ways based on Alexander’s social reforms, even if all of his reforms made were not as beneficial as originally thought. Nicholas II also introduced many social reforms. Under Stolypin, Nicholas introduced the policy of every head of each household inheriting some land. As a result, each family would then therefore have some land ownership within the family, meaning they had some source of income if no other sources of income are obtainable. This was a positive reform made by Nicholas II as not as many people faced poverty and poor living conditions and therefore they overall had a better life. Another reform made by Stolypin under Nicholas II was the demolition of the Mir. These meant that peasants had to live within a Mir and had a lot of restrictions based on where they could go and when they could leave. Stolypin got rid of Mir’s in 1908, which as a result gave peasants a lot more freedom than they previously had. The social reforms made by Nicholas II were overall positive as they greatly benefited the population of Russia; mainly the peasants. This then shows that the Tsarist government did face many modifications throughout the years 1881-1914 as Nicholas put in place many social reforms which greatly changed how Russian peasants lived. Overall, it is clearly evident that several modifications were made to the Tsarist government in the years 1881-1914, which were made by both Alexander III and Nicholas II. These took form in political, economic and social changes, and some had positive effects whereas others had negative effects. However, not all of the reforms put in place fully did what they were originally intended to do, and therefore the modifications were drastically made but not to the extent in which they were intended to do so.

English For Academic Purposes for Higher Education Students

Question: Discuss about theEnglish For Academic Purposes for Higher Education Students. Answer: The process of learning and demonstration of critical thinking among higher education students has been a topic of numerous educational articles. Various instructional techniques exist to promote thought and active learning. Some of these include case studies, written exercises, discussion methods, debates and questioning techniques. This paper will focus on evaluating various applicable ways in which students may learn or demonstrate their higher-order thinking skills. Keywords: Critical Thinking, Conceptualize, Assessments, Intellectual Learning and Demonstrating Critical thinking in Higher Education While different scholars try to define critical thinking, all definition come to a consensus that critical thinking takes a formed intellectual development. Currently, critical thinking is becoming an appropriate skill for almost any subject in higher education. Various learning strategies have also entered the schooling system all with an aim to facilitate critical thinking skills. In (Wisdom Leavitt, 2015), the study states that critical thinking is a development that requires an active and skillful process to conceptualize, analyze, and synthesize the given information. Still, the study of (Tofade, Elsner Haines, 2013) found that it is easy to see a students critical thinking in the way that student responds to a given argument. Where reasons are inappropriate, it shows that the student's logical assumptions are weak. Critical Thinking Development Critical thinking is a skill that a student learns through regular practice and integration. More than that, it is a process that requires students to center their attentions on the in-depth meaning of the information provided. Notably, this process is different from memorization. In (Popil, 2011), the work discredits memorization by advising that rather than cramming word for word, the students are required to understand the content information and then allow the fact to stimulate their thinking. Critical thinking is a habitual intellectual process. In (Railean, Elc?i Elc?i, 2017), the study found that it is through a continuous practice that the students would improve their thinking adequacies. The study of (Lai, 2011) also noted that learning or demonstrating critical thinking requires students to take assessments that keep them engaged in thinking rather than providing a shallow answer. In another opinion, (Yildirim, zkahraman Karabudak, 2011) stated that critical thinking requires some time for application. In the same token, the study confirmed that the demonstration of critical thinking could be done through small increments like changing a plan for a lesson plan or on a large scale like by creating a comprehensive revision to the entire curriculum. Components of a Critical Thinking Assessment Critical thinking has its elements. The first one is an ill-structured problem. These are scenarios or case studies where the validity of an answer depends on the student's arguments. Also, ill-structured problems can be controversial situations that require a reflective judgment. Secondly, (Chen Hu, 2013) states that critical thinking should be discernible. It should be easier for others to see the point that a student wants to put across. In other words, it's more of a question as to why did someone think that such a point would be applicable. Finally, like any other skill, critical thinking should have room for improvement. Students need to reflect on their thoughts and see whether they need an improvement or an addition of a logical construct. Mechanism for Enhancing Critical Thinking Capability Higher education students can employ several mechanisms to promote, learn or demonstrate their critical thinking skills. The following are some of the activities that students can engage to enhance their critical thinking skills. Answering Questions That Have Different Nature of Questioning. In (Davis, 2013), by using questions of different subject approach, students can improve their critical thoughts. Regarding the structure of the questions, students may show their critical thinking skills while interpreting, analyzing, and recognizing the hypotheses to acquire logical solutions. Classroom Discussions and Mind Mapping Classroom discussion and mind mapping is another approach that students can employ to enhance their critical thinking skills. A study of (Nilson et al., 2014) found that negotiation models are a great tool for students to engage in reliable but counteracting arguments. In (Kalelioglu Gulbahar, 2013), mind mapping exercises and collaborative group are substantial activities that use creative visual arts in traversing ideas. Such activities help in connecting facts that exist in mind to spur the thinking process. The study also supported this idea by stating that mind mapping activities stimulate students' reasoning, assumptions, dilemmas, and conclusions. Above all, in (Peter, 2012), collaboration in groups give room for exchange of ideas through sharing and improving learning activities such as frequently asked question. All of these activities enhance critical thinking skills. Pros and Cons Pros and cons are useful, and they are a widely used technique for brainstorming exercises(Nilson et al., 2014). Students may use pros and cons to enhance their critical thinking skills to generated solutions. Apart from that, pros and cons help someone to evaluate what they hear, read or see critically. So, instead of doing something just because it is what the traditions have been doing, one can spend some time thinking and evaluating the reasons behind such truth. Academic Sources and Research Research and writing improve the students' way of thinking. The study of (Nezami et al., 2013) found that reading topics from a variety of sources can tremendously improve thinking skills. Research and writing require someone to reason and evaluate the information from different sources. In the same concept, the study stated that studying various sources enables a student to look for similarities and differences, identify the main idea, then draw a conclusion that improves one's critical thinking skills. Conclusion This paper meant to explore how higher education students can learn or demonstrate critical thinking skills. The paper has touched on the main elements of critical thinking, and it went further to illustrated deeper on how students can learn and demonstrate their critical thinking skills. The fact is that the current society starting from school to the jobs require a generation with problem-solving skills. With that, it is through critical thinking at someone will be able to come up with viable solutions to a particular problem. References Davis, J. (2013). Improving Students Critical Thinking and Classroom Engagement by Playing the Devils Advocate. An Online, Openaccess Peer-Reviewed Education Journal of The Graduate Centre, Cuny. Retrieved from https://traue.commons.gc.cuny.edu/issue-2-fall-2013/davis/ Nezami, N., Asgari, M., Dinarvand, H. (2013). The Effect of Cooperative Learning on the Critical Thinking of High School Students. Technical Journal of Engineering and Applied Sciences, 3(19), 2508-2514. Hsiao, W., Chen, M., Hu, H. (2013). Assessing Online Discussions: Adoption of Critical Thinking as a Grading Criterion. International Journal of Technology, Knowledge Society, 9(3), p15-25. Kalelioglu, F., Gulbahar, Y. (2013). The Effect of Instructional Techniques on Critical Thinking and Critical Thinking Dispositions in Online Discussion. Educational Technology Society, 17(1), 248258 Retrieved from https://www.jstor.org/stable/jeductechsoci.17.1.248?seq=1#page_scan_tab_contents Lai, E. (2011). Critical Thinking: A Literature Review. Research Report. Retrieved from https://images.pearsonassessments.com/images/tmrs/Collaboration-Review.pdf Nilson, C., Fetherston, C., McMurray, A. (2014). Developing Childrens Critical Thinking through Creative Arts Exposure: An Application of Enniss Super-Streamlined Critical Thinking Framework. The International Journal of Arts Education, 8, 29-45. Retrieved from https://ijae.cgpublisher.com/product/pub.230/prod.50 Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204-207. https://dx.doi.org/10.1016/j.nedt.2010.06.002 Railean, E., Elc?i, A., Elc?i, A. (2017). Metacognition and Successful Learning Strategies in Higher Education (p. 42). [S.l.]: Information Science Reference. Peter, E. (2012). Critical Thinking: Essence for Teaching Mathematics and Mathematics Problem Solving Skills. African Journal of Mathematics and Computer Science Research, 5(3), 39-43 Retrived from https://www.academicjournals.org/journal/AJMCSR/article-abstract/AD35F3D4458 Wisdom, S., Leavitt, L. (2015). Handbook of research on advancing critical thinking in higher education (p. 371). IGI Global. Tofade, T., Elsner, J., Haines, S. (2013). Best Practice Strategies for Effective Use of Questions as a Teaching Tool. American Journal of Pharmaceutical Education, 77(7), 155. https://dx.doi.org/10.5688/ajpe777155 Yildirim, B., zkahraman, ?., Karabudak, S. (2011). The Critical Thinking Teaching Methods In Nursing Students. International Journal of Business And Social Science, 2(24).

The Boundless Carbon Cycle free essay sample

Tom J. Battin, Sebastiaan Luyssaert, Louis A. Kaplan, Anthony K. Aufdenkampe, Andreas Richter and Lars J. Tranvik The terrestrial biosphere is assumed to take up most of the carbon on land. However, it is becoming clear that inland waters process large amounts of organic carbon and must be considered in strategies to mitigate climate change. A tmospheric carbon dioxide concentrations increased from ~280 ppm before the industrial revolution to over 384 ppm in 2008 (ref. 1). This increase reflects only about half of the CO2 emissions from human activities; the other half has been sequestered in the oceans and on land2,3 (Box 1). Although the location and magnitude of continental carbon sinks remain uncertain4, they are assumed to lie within the terrestrial biosphere. We argue that inland waters have a significant role in the sequestration, transport and mineralization of organic Box 1 | Balancing the carbon cycle carbon. Integration of these fluxes into the traditional carbon cycle is needed for appropriate CO2 management and climate change mitigation. We will write a custom essay sample on The Boundless Carbon Cycle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Inland waters — such as ponds, lakes, wetlands, streams, rivers and reservoirs — permeate terrestrial ecosystems and often shape the Earth’s landscapes. Although only about 1% of the Earth’s surface is assumed to be covered by inland waters, their collective contribution to global carbon fluxes is substantial compared with terrestrial and marine ecosystems5–10. Specifically, current estimates carbon dioxide sinks Since 1750, continuously increasing anthropogenic CO2 emissions and land-use change have perturbed the natural carbon cycle. Of the 9. 1 Pg C yr–1 (1 Pg C = 1 petagram or 109 metric tons of carbon) emitted in this way between 2000 and 2006, 4. 1 Pg C yr–1 have accumulated in the atmosphere, 2. 2 Pg C yr–1 have been assigned to marine sequestration and the residual 2. 8 Pg C yr–1 have been assigned to sequestration within the terrestrial biosphere3. At regional and continental scales the terrestrial carbon sink has been evaluated by top-down and bottom-up carbon balances20,21. stimating from the top down In the top-down approach, the carbon balance from an atmospheric perspective is compiled by running an atmospheric transport model (the so-called inverse model) back in time. The distribution of sources and sinks at land and ocean surfaces is then optimized for observed atmospheric CO2 concentrations. This approach has confirmed the location of the residual carbon sink over continents. However, state-of-the-art inverse models have a spatial resolution too coarse to account for mo st inland waters. Therefore, CO2 outgassing from inland waters is assigned to terrestrial ecosystem respiration, blending the carbon sink in inland waters with the terrestrial carbon sink. scaling from the bottom up The bottom-up approach compiles the carbon balance by scaling up site-level observations of sinks and sources of croplands, grasslands and forests as the main land-use types. Inland waters are usually not considered among the main land-use types, with the exception of reservoirs for the carbon sink of the coterminous US4. Furthermore, study sites are typically located in uplands to catch a terrestrial signal with little interference from aquatic ecosystems. Consequently, carbon export from terrestrial ecosystems to inland waters is not typically accounted for in regional estimates that scale-up from the bottom-up approach. This in turn contributes to the discrepancy between estimates based on the bottom-up and top-down approaches. 598 suggest that inland waters transport, mineralize and bury ~2. 7 Pg C yr? 1 (ref. ; Fig. 1). This is similar to the size of the terrestrial carbon sink for anthropogenic emissions of 2. 8 Pg C yr? 1 (ref. 3). So far, carbon fluxes into and out of inland waters have received little attention in global-scale analyses. However, their quantification could prove critical for constraining estimates of terrestrial ecosystem fluxes, adequately integrating all vertical and lateral carbon fluxes over regional and global scales, and predicting feedbacks to climate change6,11,12. For example, because inland water fluxes are lateral, their consideration may reconcile the often large discrepancies between estimates of continental carbon balance measured at different scales (Box 1); such discrepancies are pronounced when it comes to the European11 and Amazon12 carbon budgets, for example. Furthermore, because the water cycle is exceptionally sensitive to climate change, water-borne carbon fluxes will inevitably respond to climate change. For example, larger storms will mean more intense erosion–deposition fluxes, which will transport a greater proportion of terrestrial carbon to inland waters. watery grave Approximately 0. 6 Pg C yr? 1 is buried in inland water sediments5 — this is equivalent to approximately 20% of the carbon assumed to be buried in terrestrial biomass and soils. Still, these estimates do not include long-term net carbon burial in floodplains and other near-water landscapes — a poorly constrained, but most probably signific ant, flux13. Sedimentary carbon often accumulates over thousands of years5,14 and thus represents a long-term carbon sink. Furthermore, in stable continental sedimentary basins some of the buried carbon may eventually enter the lithosphere. The greater prevalence of bottom-water anoxia in inland waters, nature geoscience | VOL 2 | SEPTEMBER 2009 | www. nature. com/naturegeoscience  © 2009 Macmillan Publishers Limited. All rights reserved commentary compared with the ocean, inhibits sedimentary carbon decomposition and the release of carbon back into the atmosphere. The loss of organic carbon from terrestrial ecosystems and its subsequent burial in inland waters represents a redistribution of carbon sinks that must be taken into account in climate change mitigation strategies. The first step in managing carbon sequestration is to understand where it occurs and the processes that enhance and maintain it. For example, in regions with high erosion rates one might underestimate wholewatershed carbon sequestration by focusing exclusively on carbon accumulation rates in soils and terrestrial biomass. Furthermore, carbon buried in aquatic sediments will probably respond very differently to regional climate and land-use changes than carbon stored in soil. For example, when soil erosion is high, carbon sinks are more likely to shift from the land to inland waters. Consequently, sediment loads to inland waters increase, but reservoirs and impoundments retain and bury the sediments and their associated carbon5,9, ultimately reducing their transport to the ocean. It remains unclear, however, whether burial in inland waters represents a net increase in carbon sequestration rather than simply a translocation of a sink that would otherwise have occurred on land or, eventually, in the oceans15. The ‘conventional carbon cycle’2 blends outgassing from inland waters with fluxes of terrestrial ecosystem respiration, and underestimates the potential for lateral transport (Box 1). But terrestrially sourced organic carbon can also fuel secondary production by heterotrophic biota in inland waters. Globally, these biota respire 1. 2 Pg of terrestrial carbon each year and release it to the atmosphere5,6,8,10,. This flux is not recognized in the ‘conventional carbon cycle’, which pipes organic carbon from the land to the oceans, rather than processing it through biologically active inland waters2,8. When this outgassing source is considered in the continental carbon balance, ecosystem production — that is, the difference between annual terrestrial photosynthetic uptake and respiratory release — must be increased from the conventional estimate of 3. 2 Pg C yr–1 (ref. 2) to 4. 5 Pg C yr–1 to offset this release and close the carbon budget (Fig. 1). However, present emission estimates from inland waters are provisional and low because of difficulties associated with measuring the areal extent of inland waters and the partial pressure of CO2 and Atmospheric accumulaton 4. GPP: -120. 0, R: 115. 5 4. 5 (-4. 1 Ant, -0. 4 Nat) Weathering 0. 2 1. 2 GPP: -92. 2, R: 90. 7 1. 5 (-2. 1 Ant, 0. 6 Nat) 9. 1 Anthropogenic sources Ocean accumulation 2. 2 Land accumulation 2. 2 2. 7 Inland waters accumulation 0. 6 0. 2 0. 2 0. 9 Lithosphere Figure 1 | The ‘boundless carbon cycle’. The schematic highlights carbon fluxes through inland waters5, and also incl udes pre-industrial2 and anthropogenic3 fluxes. Values are net fluxes between pools (black) or rates of change within pools (red); units are Pg C yr–1; negative signs indicate a sink from the atmosphere. Gross fluxes from the atmosphere to land and oceans, and the natural (Nat) and anthropogenic (Ant) components of net primary production — the net uptake of carbon by photosynthetic organisms — are shown for land and oceans. Gross primary production (GPP) and ecosystem respiration (R) are poorly constrained18,19; we therefore modified respiration to close the carbon balance. Non-biological dissolution of anthropogenic carbon dioxide by the oceans is included in these fluxes2. Fluxes to the lithosphere represent deposition to stable sedimentary basins, and the flux from the lithosphere to land represents erosion of uplifted sedimentary rocks2. inland outgassing gas exchange rates16,17; all these factors contribute to the underestimation of CO2 outgassing. Improved and higher estimates of CO2 emissions from inland waters will thus require even higher ecosystem production to close the carbon balance. A larger flux to the land would fit better with current independent regional estimates of net CO2 uptake by terrestrial ecosystems using bottom-up approaches18 (Box 1). Furthermore, expected land-use changes could exacerbate the climatic impact of inland outgassing. Most carbon mineralized in inland waters is released as CO2, but lakes, wetlands, and particularly reservoirs, also release methane — a potent greenhouse gas that traps heat more efficiently than an equal amount of CO2. The creation of reservoirs for hydroelectric power and agriculture will increase methane production5. However, dam removal to restore fisheries and riparianzone reforestation, with subsequent stream widening to improve water quality, may have the opposite effect. pportunities and challenges The significance of inland waters to carbon fluxes on land needs to be recognized. Rivers, lakes and wetlands are important factors for climate change, which should have a place in conceptual models of the global carbon cycle. A broader concept of a ‘boundless carbon cycle’ should motivate future working groups of the Intergovernmental Panel on Climate Change to pla ce inland waters on the map of global carbon cycling. The contribution of inland waters to global carbon cycling is not recognized within the Kyoto protocol. Based on our assessment, though admittedly preliminary, we argue that post-Kyoto negotiations should include inland waters as part of the 2009 United Nations climate change conference in Copenhagen. Our concept of a ‘boundless carbon cycle’ would encourage policymakers to better appreciate the couplings between land and water and between the hydrological cycle and the carbon cycle. This would be a necessary step towards subsuming traditional land management under integrated watershed management as a tool to mitigate climate change. Integrated watershed management connects land and water when considering the effects of soil erosion, urbanization, riparianzone restoration and dam construction or removal, on carbon burial in — and outgassing from — inland waters. The ‘boundless carbon cycle’ would also promote the scientific exploration of fluxes of organic carbon across the 599 nature geoscience | VOL 2 | SEPTEMBER 2009 | www. nature. com/naturegeoscience  © 2009 Macmillan Publishers Limited. All rights reserved commentary terrestrial–aquatic interface, its fate in inland waters and feedbacks with climate change. Collaborative investigations augmented by new observatories and experimental platforms for long-term research are necessary to achieve this. Specifically, we need to improve remote sensing of the global inland water surface area, water residence time and concentrations of organic carbon in these ecosystems. Furthermore, tropical and boreal ecosystems, potential sinks or sources of CO2, and polar ecosystems prone to loss of organic carbon from melting permafrost should receive more attention. This would address the current bias of our global estimates of aquatic carbon fluxes towards temperate ecosystems. If we decide to take up the challenge of managing the Earth’s surface carbon cycle as a way of mitigating anthropogenic carbon emissions, we cannot ignore the contribution of inland water any longer. Much work lies ahead for scientists to quantify carbon fluxes in streams, rivers and lakes, and for policymakers to incorporate these aquatic ecosystems into strategies for land-use regulations. ? Tom J. Battin1,2*, Sebastiaan Luyssaert3, Louis A. Kaplan4, Anthony K. Aufdenkampe4, Andreas Richter5 and Lars J.

Choosing Your CPE Essay Topics

Choosing Your CPE Essay TopicsFinding CPE essay topics is a challenging task, as there are so many to choose from. One of the most difficult issues when searching for these topics is selecting which ones are going to fit your particular needs and taste.It is sometimes difficult to understand why some students feel that they need to write several essays when all they really need to do is one or two CPE essays. The truth is that for some students, they only need to submit a small number of essay subjects to their school. So when deciding which topics are suitable for your needs, it is best to understand what you will be doing in the short term.There are a number of ways to approach your short term search for essay subjects. For example, by taking courses in areas such as English or History will usually allow you to have access to a vast number of topics. If you do not feel comfortable applying this method, it is also possible to take online courses that give you exposure to many of the topics that you need to write on. You should be prepared to take as many classes as you can.You should never think that a good topic to research will only come from what you know. The best way to achieve this goal is to make an effort to research new topics as you are researching your existing courses. If you do not already have many of the courses that you need to write CPE essays on, be sure to make a list of the different topics that you feel you would enjoy writing about.You should try to find a topic that relates to a subject area that you already know. Make sure that your topic is something that you would be able to handle well if you were required to write it for a class. The easiest way to achieve this is to write down a list of topics and the subjects that you do not know well enough to attempt to write. Once you have determined what you want to write about, make a mental note of it, and do not leave it unattended.Once you have chosen your topic, the next step will be to m ake the final selection. In order to avoid a long process, start out by choosing the topic that you feel you have the most potential for and work from there.For many students, they need to be in two separate schools in order to get all of the assistance and support that they need. However, if you are going to submit one large document, you will not have as much help. Therefore, the easiest way to proceed in your task of finding your CPE essay topics is to divide yourself up into two schools, and work separately towards your goal.Once you have divided yourself into groups, the final step is to prepare each of them for submission. This means that you will need to schedule enough time for each of your students to submit their topic to you. Since you will be using a computer, you should consider buying or having someone else prepare each of your topics before submitting them.

What Should You Do If You Have a B Average GPA

What Should You Do If You Have a B Average GPA SAT / ACT Prep Online Guides and Tips It's important to be aware of the constraints your grades in high school might place on you in the college application process. If you have a B average, you're doing fairly well, but you might consider making some changes to your academic strategies to have a better shot at reaching your goals. In this article, I'll go over what a B average is and what you should do if you have one depending on where you are in your high school career. What Is a B Average, and Can It Get You into College? A B average corresponds to a 3.0 GPA, which is about average for a high school student.Keep in mind that this is the average for ALL high school students, not just students who plan on attending college.Measured against other students who are applying to college, a 3.0 GPA is lower than average.According to our database, only 21.3 percent of colleges have average GPAs for admitted students that are lower than a 3.0. This doesn’t mean that you’ll have trouble finding a school that will accept you, but it does mean you’ll have to target less selective options.If you’re hoping to get into a competitive college program, you may want to work on improving your GPA.I’ll go over some strategies for this in the next section. How Can You Improve Your Chances of College Admission If You Have a B Average? If you’re still a freshman or sophomore, you have time to raise your GPA, so you should think about adopting better study habits if you want to attend a more selective college.If you’re a junior or senior, you don’t have much time to improve your grades.In this case, focus on other aspects of your college application like standardized test scores.Here’s some advice for each of these scenarios: If You Have Time to Raise Your Grades: Study Smarter Using effective study strategies is critical for improving your grades.Tests are stressful, and if you aren’t totally comfortable with the material you might get anxious and end up with a grade that doesn't reflect your true abilities.The best way to avoid this is to spread out your studying over a longer period of time so that you can fully absorb the information. The goal is for the material to be embedded deeply in your mind rather than floating perilously on the edge of your memory (which is what happens when you cram!).Try studying for an hour every night during the week before a test rather than studying for five hours the night before.You should also make sure you’re getting the most out of your study sessions, which means enlisting someone else to quiz you after you've reviewed everything on your own. As someone with a B average, you're already doing something right with your study strategies. You probably know most of the material fairly well before each test, but you're not pushing yourself to the point of complete understanding. In order to take your grades from good to great, you will have to be vigilant about filling small gaps in your knowledge. The difference between a B and an A is your performance on the most complex aspects of a test or assignment. You may need to add an extra hour or two to your studying to give yourself enough time to reach that higher level. And if you need to eat some ice cream to get through the extra studying, so be it. Avoid Procrastination If you’re working on raising your grades, procrastination is the enemy.Waiting until the last minute to complete assignments means that you don't have time to edit or polish your work, and you’ll probably turn in a final product that doesn't accuratelyreflect your abilities. I’d recommend making a timeline with checkpoints for completing portions of long term projects to keep yourself on schedule.Try to finish all the most labor-intensive parts of a project a week before it’s due so that you have a significant amount of time to reassess your work and see if you need to make any adjustments. Don't forget to read directions carefully, and be sure to include everything you need to earn the most credit (and extra credit if available!). This final effort is often the difference between B-quality work and A-quality work. Step Up in Class This is the one of the most fundamental tips I can give you. Makea point of paying attention in class and asking and answering questions whenever possible.This will help to reinforce your knowledge of the subject and make studying much less of a pain. If you pay close attention in class, you will already have a better understanding of the material that’s on your next test.When you study, you’ll be starting from a more informed position, and the whole process will be less stressful.Some things that you thought you had to study might already be ingrained in your memory because you were listening when your teacher went over them in class. If you're already someone who pays attention and participates in class, which many B students are, you might think about taking this a step further. It can be really helpful to start taking detailed notes in your classes, especially in subjects where there's a lot of information to remember. If you take notes, you'll get dual reinforcement of the information from both auditory and visual sources. This might be the extra push you need to get the most out of your time in class, especially if you're more of a visual learner. If you can raise your GPA to a 3.2 (which is a very manageable goal!), you will be a competitive applicant at more than double the number of schools you were competitive for at a 3.0.On the flip side, if you let your grades slip and end up with a 2.8 GPA, you will be competitive for less than half the number of schools than with a 3.0. Don’t let that happen! Don't freeze on me now... If You Don’t Have Time to Raise Your Grades: Study for the SAT and ACT Standardized test scores contribute strongly to your chances of admission at most colleges.In many cases, they are nearly as important as your GPA.If it’s too late in the game for you to improve your grades, raising your standardized test scores is the best way to impress colleges.Check out some of our other articles for advice on how to formulate a study plan and improve your scores significantly before the next test date. Plan Out Your Application Essays Another way to improve your chances of admission is to make sure that your collegeessays are well-thought-out and meaningful.I would recommend that you start planning your essays well in advance if possible, ideally at the beginning of the summer before senior year. This will give you more time to brainstorm what makes you unique and how you’ll contribute positively to a college community. Colleges are looking for students who are passionate about academic subjects and extracurricular activities. If you have a special perspective that you can offer on something that’s important to you, make sure you showcase it in your essay. It would be cool if you could just set up an adorably quaint workspace like this and your essay would write itself. What Other Options Do You Have for College With a B Average? If you know that it’s too late to do much to improve your grades before you apply to college, you have a few options.A 3.0 GPA means that you'll be a competitive applicant at many colleges, though you may have to lower your expectations to accommodate less selective institutions.See our information page onwhat colleges you can get into with a 3.0 GPAfor a better idea of where you stand. College is definitely within reach, so you shouldn't worry about being universally rejected if you choose your schools responsibly. Another option that many students don’t think about is going to a community college for a year and then transferring out to a more selective institution.Your grades are high enough to get into a regular four-year college, but you could potentially earn a degree from an even better school and graduate with less debt if you go the community college route initially.If you get good grades during your time in community college, youcouldleverage them into a transfer spot at a more competitive school.This strategy will benefit both your wallet and your ultimate job prospects if you’re willing to put in the hard work during your first year of college and take initiative in the transfer application process. You'll save a whole suitcase of money if you go to community college for a year. Probably. It depends on the denominations. Conclusion If you have a B average in high school, you'll be able to get into a number of less selective institutions. However,if you want to improve your chances of admission at competitive schools, you should work on raising your GPA. If it’s too late for you to make changes to your GPA, work on raising your standardized test scores and crafting a great application essay instead.You might consider going to community college for a year and then transferring to a more selective school to finish up your degree, but you can also apply to less selective four-year colleges. If you’re still a freshman or sophomore, keep working hard to improve your grades!Even a small improvement can make a big difference in the college admissions process. The wider your range of college options, the more likely it is that you’ll find a school that’s perfect for you. What's Next? Check out our list ofawesome colleges for B students. Still working on choosing your classes for the upcoming year or semester? Read our expert guide on which classes you should take in high school. Have there been significant changes in your grades from year to year? Find out which year of high school is most important when it comes to college applications. What do colleges actually look at when it comes to your GPA? Read this article to learn more about weighted and unweighted GPAs in the college application process. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

LEGAL ASPECTS OF HOSPITALITY MANAGEMENT Essay Example | Topics and Well Written Essays - 2000 words - 1

LEGAL ASPECTS OF HOSPITALITY MANAGEMENT - Essay Example Socio-political instabilities in the world can severely affect the growth and profitability of the hospitality industry. Example: during 2009-2012 time period the profitability of most of the businesses in the world declined. Terrorist attacks in the USA, persisting European sovereign debt crisis, conflicts in the Middle East and the economic slowdown in Asia are expected to negatively affect the performances of hospitality industry. However according to the statistical estimations the demand for the hotels and the quality of the hospitality services continued to increase in year 2012. In fact the total number of hotel rooms in the world is expected to reach approximately 30 million and the room stock of hotel chains is expected increase up to 20 million by year 2030 (Slattery, 1999). Moreover, hotel industry is largely associated with the contemporary living styles of the people. Increasing public demand for recreational activities largely contribute to the growth of hotel industry. Therefore the employment opportunities in this industry are secure compared to the other sectors. Diversity of the industry is evident in the types of businesses that are currently operating in the world. Example: Free-Standing Hospitality Businesses (example: Hotels, Holiday centers, Quasi hotels, Cruise ships, Bars and Restaurants), Hospitality in Leisure Venues (example: Casinos, Bingo clubs, Night clubs, Cinemas and Theatres), Hospitality in Travel Venues (example: Airports, Railway stations, Bus stations and Ferry terminals) and Subsidized Hospitality (example: workplaces, Education institutes, Military, Custodial, Retailers) (Slattery, 2002). This report compiles the legal aspects of managing the drowning in hotel swimming pools. Drowning in swimming pools is recognized as a leading cause of unintentional fatal injuries occurring in the United States. Majority of the child deaths in the country are caused by drowning in residential swimming pools. For hoteliers, various aquat ic vessels such as vortex or current pools, wave pools and recreational rivers are valuable income generating opportunities. In general, large numbers of guests are annually attracted to the aquatic sports facilities available in the hotels such as the Disney resorts. A considerable proportion of these guests are children and minor. Therefore the government of the United States has mandated a set of safety requirements for aquatic sports facilities. These safety measures are the internationally recognized minimum requirements for structure, maintenance and functioning of the swimming pools. Following these standards is considered as a legal duty of the public swimming pool managers. This paper evaluates the importance of legal framework which applies to the hotel swimming pools’ security system in the United States. This paper is organized in the following order. â€Å"Background† chapter describes the importance of Aquatic Recreation Facility to hospitality industry a nd the statistical significance of drowning in the United States. â€Å"Literature review† describes the legal framework which is aimed at preventing the drowning related deaths and fatal injuries. Finally, the â€Å"Discussion† chapter scrutinizes the importance of following the swimming pool safety standards and legal implications of neglecting these regulations by hoteliers. Background Importance of the Aquatic Sports Facilities in Marketing Swimming is a very

Environmental and Industry Analysis Essay Example | Topics and Well Written Essays - 500 words - 1

Environmental and Industry Analysis - Essay Example Good-to-Go customers place orders with the business via telephone or company website, and then the company collects the requests and consequently delivers them to the customer. The business strengths include partnerships with other restaurants and print and online advertisement. However, their weaknesses rely on diversity as they only deal in restaurant industry and have not considered exploration possibilities. Registration Express refers to a company that conducts registration of a customer’s vehicle at the Department of Motor Vehicles. The inherent strengths of the company involve its comprehensive techniques, ideas, skills, and knowledge relating to the varied requirements for vehicle registration at the Department of Motor Vehicles (DMV). Besides, the company has long lasting intimate relationship with majority of the employees at DMV who willingly assist them. The main weakness of the company remains that it specifically advertises its services only online via social media including Facebook. Moreover, the company remains entirely dependent on the inherent regulations outlined by DMV. Grocereaze exists as a new business, and not much information remains available concerning the corporation. The company provides services relating to shopping and delivery of groceries to their esteemed customers. Grocereaze advertises via bulletin boards. Guam Concierge Services will employ technological applications in order to differentiate itself from other concierge-related companies within Guam, and guarantee an inherent reputation based on its trusted service. The company will use Dashboard cameras and Ipads to ensure provision of trusted services to customers. The business would initiate a policy that will require Dashboard cameras to remain turned on while performing errands for a client. Based on Dashboard cameras, if there will exist any disputes in the service offered by the company a camera would provide a timestamp and record all