Hamlet by William Shakespeare - 527 Words

Hamlet The tragic hero who happens to be Hamlet is a man of noble stature. Hamlet is very different from many others, this is because, he has a great personality and he comes from nothing but greatness. By him destroying himself for the greater good, Hamlet shows that he is a man of noble stature. Hamlet’s father was King Hamlet; this makes Hamlet himself next in line to take on the throne, which his family has left. He is a prince so he is automatically of high status. Hamlets tragic flaw is his inefficiency to take action when it was needed the most. He is under different circumstances than his father because Hamlet himself is under the control of his emotions rather than his own sense of bravery. When Hamlet is given the chance to kill Claudius, who is his fathers murderer, he seems to be unsure of what he should do. Claudius was at prayer at this time, which made Hamlet reevaluate whether or not to kill him. In this instance Claudius could begin to beg for forgiveness for murdering the King, King Hamlet. At this point in time, Hamlet decides that he will wait for a better time to get the revenge he wants against Claudius. Hamlet displays that he is very indecisive. This flaw will lead to his death and to the death of others, which could have been avoided if he were to murder Claudius the first chance he had. The factor of â€Å"Free-Choice† does seem to contribute to the tragedy of Hamlet. As shown in the play Hamlet is a very indecisive person, so it’s hard for himShow MoreRelatedHamlet, By William Shakespeare880 Words   |  4 PagesWilliam Shakespeare is praised as the pioneering English poet and playwright whose collection of theatrical works is regarded as the greatest artistic value throughout the history of English literature. Shakespeare delved into the spiritual and mental component of humanity and the consequences that arise from this human spirit when it is disputed. The most famous revenge tragedy play, Hamlet, is an excellent illustration of Shakespeare’s philosophical study of human nature. In Hamlet, the arguableRead MoreHamlet, By William Shakespeare899 Words   |  4 PagesWilliam Shakespeare, author of Hamlet, was a well-known author in the 1500s and is still popular today. He was born on April 24, 1564 in London, England. Although there were no b irth records at that time, it shows he was baptized one year prior to that, which leads us to believe his birthday was in 1564 because children were normally baptized a year after their birth. Shakespeare’s writing style was very different than others at that time. He used many metaphors and rhetorical phrases, and most ofRead MoreHamlet, By William Shakespeare996 Words   |  4 PagesHamlet, written by William Shakespeare, with out a doubt holds the most famous soliloquy in English history spoken by Hamlet in Act III, scene i, lines 57-90. This soliloquy holds much importance to the play as a whole because it ties together the reoccurring themes of suicide and Hamlet’s inaction portrayed by Shakespeare. Hamlet poses a problem, which is the driving force of the play: â€Å"To be or not to be?†(III.i.57). Shakespeare uses this logical question asked by Hamlet to drive out his underlyingRead MoreHamlet, By William Shakespeare1178 Words   |  5 Pages In William Shakespeare’s play Hamlet, the protagonist suffers from struggles with major characters, especially with the women in his life. While reading the play Hamlet, Hamlet appears to be a disillusioned man. Throughout the play, Shakespeare has only casted two females: Gertrude and Ophelia. Gertrude is defined to be incestuous, naà ¯ve and cold-hearted. On the other side, Ophelia is characterized to be ignorant, innocent and fearful. After the quick marriage of his mother and evil uncle, Hamlet’sRead MoreHamlet, By William Shakespeare1308 Words   |  6 PagesHamlet is arguably one of the greatest tragedies in all of literature and when most people think of tragic plays, they think of none other than the one who wrote it, William Shakespeare. This classic story of revenge excites it’s readers with its main character, Prince Hamlet, who goes through the unique human-like process of revenge that is often overlooked. Many other stories rely heavily on the logi c of good people doing good things and bad people doing bad things just for the sake of their natureRead MoreHamlet, By William Shakespeare Essay1453 Words   |  6 PagesHamlet by William Shakespeare explores many aspects of mankind--death, betrayal, love, and mourning. Out of these, the most prominent theme in this play is death in the form of suicide. The main character, Hamlet, finds himself questioning the quality of life and the uncertainty of the afterlife once he discovers news of his father s death and the corruption in the kingdom that follows. Ophelia, Hamlet’s lover, is found dead later in the plot and is presumed to have committed suicide. In Hamlet’sRead MoreHamlet, By William Shakespeare1146 Words   |  5 PagesA character so complex, enticing and fascinating, his name is Hamlet. We are all Hamlet, and that, is the argument. Hamlet is an enigmatic character with many flaws. These flaws are the ones that prove similarities between us and him. A play so popular and significant is due to its huge relevance to us as a society. In the play Hamlet, William Shakespeare uses Hamlet’s character and metaphor to demonstrate that when one is left alone to their thoughts, these thoughts overtake reason. ConsequentlyRead MoreHamlet by William Shakespeare1456 Words   |  6 PagesThe play Hamlet, by William Shakespeare, takes place in a time where the impossible was a part of the lives of everyday people. Occurrences that people in the modern time would believe unbelievable. Yet, with just a quill and parchment Shakespeare’s is able to connect the past and present by weaving a plot with skill that is still unparalleled to this day. The play Hamlet this exceeds this expectation by revealing depth of Hamlets, the protagonists, character personality through the useRead MoreHamlet, By William Shakespeare1920 Words   |  8 PagesIn the play Hamlet by William Shakespeare, the character Hamlet must deal with both external and internal conflict. Hamlet encounters many struggles and has trouble finding a way to deal with them. With so many corrupt people in his life, Hamlet feels as if there is no one that he can trust and begins to isolate himself from others. A result from this isolation leads Hamlet to become melancholy. Hamlet struggles with suicidal thoughts, wants to kill King Claudius, and is distraught over his mother’sRead MoreHamlet, By William Shakespeare900 Words   |  4 PagesIn this story Hamlet, by William Shakespeare, there was an excessive deal of questions surrounding Hamlet’s mental state. Claudius’s nephew hadn’t been the same since his father passed away. It’s been up for discussion as if he’s actually senseless surrounding the death, or the wedding between his mom and uncle. Gertrude and the King married approximately a month or two after the funeral. At this point it’s not actually established what the cause of his actions is. Was Hamlet at fault for Polonius’s

Understanding Technology Integration A Brief Examination of SAMR, TIM, and TPACK Free Essays

In the article Technology, Models, and 21st – Century Learning: How Models, Standards, and Theories Make Learning Powerful by Dr. David Marcovitz and Natalie Janiszewski, M.Ed. We will write a custom essay sample on Understanding Technology Integration: A Brief Examination of SAMR, TIM, and TPACK or any similar topic only for you Order Now (2015), the reader is introduced to several models used to improve educators’ integration of technology. The integrative technology models discussed include several widely-used models, which are: SAMR, TPACK, Technology Integration Matrix or TIM, TPACK, and Bloom’s Taxonomy, and trudacot. The readers are provided with ways to combine all five models to create a meaningful and effective learning environment. The various sections of the article outlined how to extend the models in order to improve its effectiveness. For example, the authors discussed how to move from a tool-centered approach which focuses mainly on the technology applications to a purpose-centered approach, which is centered on higher-order thinking. In the article Integrating Technology into Instructional Practice, authors Eric Sheninger and Weston Kieschnick (2018) discussed how educators can purposefully integrate technology in order to achieve optimal results. The article focused in only three models: SAMR, TPACK, and TIM; however, the piece did include the Rigor/Relevance Framework, which is an action-oriented continuum for teachers to develop instruction, assessment and learning goals both with and without the use of technology (Sheninger Kieschnick, 2018). One of the most notable models for technology integration, the SAMR model developed by Dr. Ruben Puentedura, examines how technology is integrated from a hierarchical perspective and how it enhances learning. SAMR stands for Substitution, Augmentation, Modification, and Redefinition and includes simple substitution or modification at the lower levels of integration and transformative integration at the higher levels (Sheninger Kieschnick, 2018). The model is divided into â€Å"above the line† and â€Å"below the line† applications and the goal is for teachers to aspire to and learners to achieve above the line use of technology (Sheninger Kieschnick, 2018). Educators suggest that SAMR focuses too much on technology and integration is often to simply save teachers’ time. However, when combined with a model of learning SAMR can students use technology in more meaningful ways. The SAMR framework, is essentially focuses on levels of use of educational technology and is a great model for determining when, how, and why technology should be integrated. The Technology Integration Matrix or TIM incorporates five levels of technology integration with five characteristics of the learning environment. Developed at the Center for Instructional Technology at the University of South Florida and adapted buy the Arizona K12 Center in 2012, TIM does not focus solely on technology tools, but also how a powerful learning environment can be influenced by meaningful technology (Marcovitz ; Janiszewski, 2015). Each level of integration illustrates what technology use looks like rudimentary level, up to the most transformative technology usage level. The vertical axis of TIM focuses on five characteristics of the learning environment which include: active, collaborative, constructive, authentic, and goal oriented (Marcovitz ; Janiszewski, 2015). The basis of the horizontal axis is based on the progression with technology described by Sandholtz, Ringstaff, and Dwyer (1997) which include: Entry, Adoption, Adaption, Infusion, and Transformation. These five stages provide insight on integration of technology as well as provide a pathway for growth. Below is a snapshot of the TIMS five stages. Entry refers to the initial use of technology tools to deliver content to students. This is teacher-directed/focused. Adoption refers to teachers having the ability to direct students in the use of technology tools. This is also teacher-directed/focused. Adaptation refers to teachers acting as facilitators to help students find ways to use technology independently. This is moving towards the student-directed approach. Infusion occurs when students and teacher are comfortable with the integration of technology to the point that the teacher can define a learning objective and students are able to choose the appropriate technology tools to achieve it. Transformation occurs when the teacher encourages innovative use of technology tools and use technology tools to enable higher-order learning activities not possible without the technology. Technological Pedagogical Content Knowledge or TPACK framework outlines the interconnectedness to three primary forms of knowledge: (1) content, (2) pedagogy, and (3) technology. Extended from Shulman’s concept of Pedagogical Content Knowledge, TPACK views technology knowledge is mastered once content and pedagogical knowledge has been mastered (Marcovitz Janiszewski, 2015). TPACK is achieved when all three domains successfully come together. Furthermore, the successful integration of technology using TPACK is understood based on the context of the content and the pedagogy being used. Both articles were written to help educators evaluate the use technology and determine how to integrate them in to the instructional environment – both the teaching and learning. It appears that the goal of both articles was to describe how technology can be used to improve teaching and learning and not used just for the sake of it. Each article started with an introduction to the frameworks/models used to integrate technology followed by examples. There was much overlap between the information within the two articles which primarily discussed the same three main models: SAMR, TPACK, and TIM. However, Marcovitz and Janiszewki (2015), described how to purposely and effectively combine the models. For example, the authors discussed the creation of the Padagogy Wheel which is the combination of SAMR and Bloom’s Taxonomy in efforts to create higher-order learning. Furthermore, in Technology, Models, and 21st – Century Learning: How Models, Standards, and Theories Make Learning Powerful by Dr. David Marcovitz and Natalie Janiszewski, M.Ed. (2015), the authors focused on combining five models, which could be bit overwhelming especially for a novice educator such as myself. In contrast, Integrating Technology into Instructional Practice provided a more detailed and simplistic analysis of the three models. Additionally, I appreciated how the authors also provided examples of applications and graphics that would appeal to the reader. The final section of the article discussed five steps to integrating technology that is rigorous and relevant for the learners. This portion of the article was extremely useful because it provided a quick blueprint on what educators should know about technology and its impact on the learning environment and real-world application. Overall, both articles were well written and provided enough information and resources about the three models and helped me understand which model would be best once I become the facilitator. Based on the readings and additional research, I believe that TIM would be most suitable for the adult learning environment where I am the facilitator. I appreciate how TIM is not a â€Å"one size fits all† approach. Instead, the facilitator can use the matrix in a way that supports learners at all stages or entry points without compromising the goal to increase higher-order thinking. Furthermore, it can be easily combined with other technology integration models, if necessary, in order to achieve optimal results for both the teacher and learner. The matrix supports differentiation and will allow me to integrate technology beginning with teacher-directed activities to student-directed activities. In other words, technology integration slowly goes from teacher facilitated to student-directed while encouraging learners to become more responsible for their learning during each of the five levels (Jonassen, Howland, Moore, ; Marra, R., 2003). For example, I could initially facilitated instruction using an overhead projector, PowerPoint or video (Entry level of integration) which is a comfortable starting point for an adult learning environment-especially those returning to school after an extended period away. However, the goal is to move from lower or conventional levels of integration to complex or higher-order level thinking. I want to be able to put my students in the driver’s seat, and TIM allows me to gradually get them there. So once a learner has reached the transformative level they have the option to use different or unconventional technology tools based on what works for them. TIM integration is easy to follow. Furthermore, there are additional resources available to assist educators with preparing to use and navigating TIM. These resources include the Technology Integration Matrix Lesson Observation Tool (TIM-O) which is a tool that can be used for formative feedback, peer coaching, or professional development (TIM evaluation tools, 2018). There is also the Lesson Plan Review Tool (TIM-LP) which was designed to guide the school principals, curriculum specialists/master teachers and direct facilitators through the process of evaluating the level of technology integration and its effectiveness within a particular lesson plan (TIM evaluation tools, 2018). Having access to these additional tools is what makes TIM for distinctive and appealing to my teaching philosophy. As a new educator, I appreciate how TIM provides descriptors for how student and teacher activities should take place or consist of. Furthermore, it breaks down the complexity of each levels which will allow me to facilitate in a manner that is effective for me and the learner. TIM encourages both the teacher and student take ownership of the learning. During my time in this program, I have realized that adult learners thrive when they have some ownership of their learning. Furthermore, TIM would allow me to integrate both conventional and complex technology tools which will be useful for a diverse adult learning environment. This will ensure that my learners will have access to technology based on their entry level and exposure to more complex tools to prepare them for future usage (in order to achieve that higher-order thinking). There are no rules for integrating technology. However, the most effective teachers understand when, how, and why technology is being used, does not use it to save time or simplify their lessons and integrates technology in order to achieve optimal levels of higher-ordered learning. References Jonassen, D., Howland J., Moore, J., Marra, R. (2003). Learning to solve problems with technology: A constructivist perspective (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Marcovitz, D. M., Janiszewski, N. (2015). Technology, models, and 21st – century learning: how models, standards, and theories make learning powerful. Retrieved from https://udc.blackboard.com/sessions/D683640F52B5810C156C82AA187FB186/a6d1db7ccf5a4bac8dafbb580e41d854/ModelsofTechIntegration.pdf Sheninger, E.C., Kieschnick, W. (2018). Integrating technology into instructional practice: using the rigor/relevance framework as the primary tool for success blended learning. Retrieved from http://leadered.com/pdf/ IntegratingTechnologyInstructionalPractice.pdf TIM evaluations tools. (2018). Retrieved from http://www.apastyle.org/learn/faqs/web-page-no-author.aspx How to cite Understanding Technology Integration: A Brief Examination of SAMR, TIM, and TPACK, Papers

Separate Peace Essay vs Movie free essay sample

Also, Finny and Gene in the movie visted the beach during the day time unlike in the book it was dusk. Just like the book though, Gene did not go into the water with Finny. In the book, Blitzball is played in the field, but in the movie blitzball is played in the woods. There are many small differences like this, but again there really aren’t any huge differences. â€Å"Gene you are gifted and if I had that brain I would cut it open for people to see! † says Finny in the movie. In the book gene never really got the idea at first that Finny actually wanted him to succeed. He was always thinking that finny was envious and was trying to get him to fail. The incident where Finny falls from the tree, Finny and Gene are not the only ones there in the book, but in the movie it is just the two of them. We will write a custom essay sample on Separate Peace Essay vs Movie or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It takes Gene a while after he jousts the tree limb to do something about Finny in pain at the bottom of the tree. In the book he is right there to help. â€Å"I jousted the limb; I caused it â€Å"gene says to Finny in the movie. In the novel, Gene never admits to doing it on purpose because of jealousy. Just like in the book, Gene tries on Finny’s clothes. He does this so that he can see what it is like to be Finny. He wants to be Finny. Both the novel and the movie have the meetings in the Butt Room. In the movie, Gene doesn’t deny that he is going to enlist in the war, unlike in the book he does when the topic comes up. Both in the novel and the movie, Finny says â€Å"The war isn’t real†. In the book Finny trains Gene for the Olympics outside, but in the move it was in an arena type place inside. Like I said in the first paragraph, A Separate Peace the novel and the book have both similarities and differences. I mostly mentioned the differences because there are too many similarities to mention. I think that the characters in the book were pretty much what I expected; besides I would that that Finny would be the cuter one of him and Gene since he was the athletic one in all. Overall I really enjoyed both the novel and the movie of A Separate Peace, and traveled through the great and bad times in Gene’s life. IN comparing and contrasting the movie A Separate Peace, directed by Larry Peerce, and the novel, written by John Knowles, i found mostly similarities.

Religion of the Victorian Era Faith in Crisis Essay Example

Religion of the Victorian Era: Faith in Crisis Paper Religion of the Victorian Era: Faith in Crisis â€Å"It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness †¦ it was the spring of hope, it was the winter of despair. †(Charles Dickens, A Tale of Two Cities) The Victorians had a society comparable to ours with an explosion of ideas and innovation. Today our American society is famous for being a â€Å"melting pot. † Each individual has a different background where they create ideas completely different from another’s.One most likely pictures a melting pot as a fusion of ideas mixing together. One may also see the conflicts our society’s opposing ideas have created and see confusion rather than fusion. The term Victorian literally describes events in the reign of Queen Victoria during the years 1837-1901. The qualities of the queen herself help describe the values of the peoples of the time such as earnestness, moral responsibility, and domestic pr opriety(Christ, and Robson 980).The quality of moral responsibility had an enormous impact creating a great deal of controversy in this society. There became a religious battle; A challenge fought between the religious groups, the philosophers, the scientists, and every person with any opinion. England’s prosperity through new technology led to an expansion of influence around the world. Its annual export of goods sky rocketed in value between 1850 and 1870 and people began to invest. This investment of people, money, and technology created the British Empire(Christ, and Robson 985).Many English people viewed this expansion as a moral responsibility. Rudyard Kipling called this the â€Å"White Man’s burden. † Queen Victoria said that the goal was â€Å"to protect the poor natives and advance civilization† (Christ, and Robson 985). The social relevance began to increase during the first century of industrialization. The sequence of events caused missionary societies to flourish and Christianity began to reach India, Asia, and Africa(Obelkevich 311). While the British missionary societies were expanding, religious debate arose.By the mid-Victorian period the Church of England had transformed into three main divisions: Evangelical, Broad Church, and High Church (Christ, and Robson 984). James Obelkevich wrote, â€Å"The Victorian age was self-consciously religious. Britains greatness, Victorians believed its prosperity, social stability, political liberties, and Empire was rooted in Christian (and Protestant) faith. Yet if religion flourished, it did not bring harmony or good feeling†(328).Biblical disagreement spread with the introduction of new scientific advancements, along with philosophical, social, and religious ideas. The church went from unified to a state of pluralism which began the controversy with â€Å"Protestant against Catholic, Anglican against Dissenter, Evangelical against high churchman, Christian against u nbeliever† (Obelkevich, 328-329). The changes in the church may have been the start of the problem but the changes in society fueled the fire and allowed it to rage. The growth of industry made towns larger and widened the gap between classes.In 1830 the Liverpool and Manchester Railway opened. This was the first steam-powered, public railway line in the world. Railway construction exploded and the train changed England’s landscape, brought cities closer together, and allowed commerce growth. The economic growth brought parliament reform (Christ, and Robson 982). Astronomers became able to gain knowledge of stellar distances which was also frightening to people who never pictured a universe so vast. Anxiety from new scientific theories such as Charles Darwin’s evolution out broke.This not only went against the Christian God creating the world in seven days but also stole man’s role in the world and purpose felt lost for many. John Fowles writes in the nove l The French Lieutenant’s Woman, â€Å"By the 1860s the great iron structures of their philosophies, religions, and social stratifications were already beginning to look dangerously corroded to the more perspicacious† (Christ, and Robson, 987). This quote gives a great illustration of the feelings coming over the Victorian British society at the time.Their faith was being rocked by humans’ new ability to accomplish more things allowing some to feel stronger and no longer needing God. Science and new philosophical ideas shook everything they based their lives on. The literary community displayed their thoughts of the new industrious society and the ideas of science and philosophy through their works. Alfred Tennyson, Matthew Arnold, and Robert Browning express their viewpoints through poetry. Alfred Lord Tennyson’s In memoriam AHH expresses the change of the seasons and the celebration of Christian feasts starting with despair and growing with hope.Tennyso n was moved to write this long religious poem because of the death in 1833 of his friend Arthur Hallam. The poem opens with the words â€Å"Strong Son of God, immortal Love,/ Whom we, that have not seen thy face,/ By faith alone, embrace,/Believing where we cannot prove;† (1-4)(Sanders, 140). This displays his feeling of God well. Although there is much going on in this time period, with scientific discoveries, humans growing stronger with their capabilities, along with the tragic death of his close friend Tennyson holds tight to his faith.Matthew Arnold spoke a different theme through his poetry; It was the questioning if the life in a modern industrial society had the capability to be full and enjoyable (Christ, and Robson 1350). Robert Browning came along later than Tennyson and Arnold but was seen as a mediator between the two poets to one group of readers. This group saw him as a great philosopher and religious teacher that dissolved the doubts. There was a second group of readers that appreciated him for his writing rather than the content (Christ, and Robson 1248).In An Epistle Containing the Strange Medical Experience of Karshish, the Arab Physician, he announces his belief in creation with the lines, â€Å"Karshish, the picker-up of learning’s crumbs,/ The not-incurious in God’s handiwork/ (This man’s-flesh he hath admirably made,/ Blown like a bubble, kneaded like a paste,/ To coop up and keep down on earth a space/ That puff of vapor from his mouth, man’s soul)†(1-6). This is interesting because many intellectuals were changing their views to evolution in this time.Browning, Arnold, and Tennyson were all poets unafraid to use their work to speak their minds. Each displaying their attitudes in different ways about the new changes and God. During the Victorian Era there is no doubt the faith of religious people was threatened by great change. Charles Darwins theory of evolution and the industrial revolution ch allenged religion and questioned everything which held it together. Through studying the events in history and analyzing the way people would feel in such a time one can attempt to take a side.Our life experiences would affect this decision, of course, and our society’s ideas are much different than the people in the Victorian era also. We have become more open minded, in my opinion, allowing the fusion of our ideas to take place easier. The Victorians had a trouble with fusion; The perfect word to describe the era: confusion. Works Cited: Christ, Carol T. , and Catherine Robson. The Norton Anthology of English Literature. Eighth Edition. E. New York, NY: W. W. Norton Company Inc. , 2006. 979-1825.Print. Obelkevich, James. Religion. Social Agencies and Institutions. Ed. F. M. L. Thompson. Cambridge University Press, 1990. Cambridge Histories Online. Cambridge University Press. 24 July 2011 DOI:10. 1017/CHOL9780521257909. 007 Sanders, Andrew. Christianity and literature in E nglish. World Christianities c. 1815–c. 1914. Eds. Sheridan Gilley and Brian Stanley. Cambridge University Press, 2006. Cambridge Histories Online. Cambridge University Press. 24 July 2011 DOI:10. 1017/CHOL9780521814560. 010

10 Facts About the Geography of Baja California

10 Facts About the Geography of Baja California Baja California is a state in northern Mexico, the westernmost in the country. It encompasses an area of 27,636 square miles (71,576 sq km) and borders the Pacific Ocean on the west; Sonora, Arizona, and the Gulf of California on the east; Baja California Sur to the south; and California to the north. By area, Baja California is the 12th largest state in Mexico, which has 31 states and one federal district. Mexicali is the capital of Baja California, and more than 75 percent of the population lives in that city or in Ensenada or Tijuana. Other large cities in Baja California include San Felipe, Playas de Rosarito, and Tecate. Baja, California Facts The following is a list of 10 geographic facts to know about Baja California: It is believed that people first settled on the Baja Peninsula around 1,000 years ago and that the region was dominated by a few Native American groups. Europeans did not reach the area until 1539.Control of Baja California shifted between various groups in its early history, and it was not admitted into Mexico as a state until 1952. In 1930, the Baja California peninsula was divided into northern and southern territories. However, in 1952, the northern region (everything above the 28th parallel) became the 29th state of Mexico, while southern areas remained as a territory.The dominant ethnic groups in the state are white/European and Mestizo, or mixed Native American and European. Native Americans and East Asians also make up a large percentage of the states population.Baja California is divided into five municipalities. They are Ensenada, Mexicali, Tecate, Tijuana, and Playas de Rosarito.As a peninsula, Baja California is surrounded by water on three sides with borders on the Pacif ic Ocean and the Gulf of California. The state also has diverse topography but it is divided in the middle by the Sierra de Baja California, the Peninsular Ranges. The largest of these ranges are the Sierra de Juarez and the Sierra de San Pedro Martir. The highest point of these ranges and of Baja California is Picacho del Diablo at 10,157 feet (3,096 m). Between the mountains of the Peninsular Ranges are various valley regions that  are rich in agriculture. However, the mountains also play a role in Baja Californias climate, as the western portion of the state is mild due to its presence near the Pacific Ocean, while the eastern portion lies on the leeward side of the ranges and is arid through much of its area. The Sonoran Desert, which also runs into the United States, is in this area.Baja California is extremely biodiverse along its coasts. The Gulf of California and Baja Californias shores are home to one-third of Earths marine mammal species. California sea lions live on the states islands, while various types of whales, including the blue whale, breed in the regions waters.The main sources of water for Baja California are  the Colorado and Tijuana Rivers. The Colorado River naturally empties into the Gulf of California, but because of upstream uses, it rarely reaches the area. The rest of the states water comes from wells a nd dams, but clean drinking water is a big issue in the region. Baja California  has 32 universities with 19 serving as research centers in fields such as physics, oceanography, and aerospace.Baja California also has a strong economy and is 3.3 percent  of Mexicos gross domestic product. This is mainly through manufacturing in the form of maquiladoras. Tourism and service industries are also large fields in the state.

The Best and Worst Trees for an Urban Forest

The Best and Worst Trees for an Urban Forest It has been determined by the United States Forest Service that nearly 80 percent of the U.S. population lives in urban areas that have developed a dependent  relationship with  the social, economic, and ecological  systems  near cities and suburbs.  Although quite  different from wildland forests, these urban forests have many challenges associated with healthy growth just as rural forests do. A large part of urban forest management includes planting the right tree for the appropriate site. The distribution of urban tree cover and the benefits of urban forests will  vary across the United States and requires addressing the challenges of sustaining this important resource with the best trees for every sites potential.   Top Trees to Plant in the Urban Landscape Overcup Oak or Quercus lyrata: Actually, most  oaks are great in urban settings, but many are very slow growers, Overcup oak is also slow but quickly reaches 40.  It is recommended to plant in all but the Northcentral states.  Red Maple or Acer rubrum: This maple is a ubiquitous, wide-ranging, native tree. It adapts well to most soils and sites and thrives under urban conditions. It also is an early harbinger  of fall as it turns color well in advance of most eastern deciduous tree species.  White Oak or Quercus alba: This is the other oak recommended and can be planted in nearly every state in the US. It is similar to lyrata and easy to find in most nurseries.  Green Ash or  Fraxinus pennsylvanica: This tree is native to eastern North America and common west to Wyoming and Colorado but will grow in every state in the U.S. The tree is fast growing on moist sites and hardy once established. It is best grown as a single tree with adequate room to grow but to be avoided wh ere the emerald ash borer is endemic. Crapemyrtle or Lagerstroemia: This small tree is the most common southern street and yard tree planted in a wide range that encircles the US from New Jersey through the deep South, Texas, Southern California and to the Pacific Northwest. There are cold hardy  varies like Northern Crapemyrtle,  Lagerstroemia  indica  that can be planted through zone 5.Dogwood or Cornus florida: This small showy all-season tree is possibly the favorite of yards and parks in all of the United States (with the exception of the middle upper western states).Japanese Maple or Acer palmatum: These trees have extraordinary shapes and are very popular in yards and open landscapes. As with dogwood, they are not hardy  in the middle upper western states.Baldcypress or Taxodium distichum: This tree is becoming the most popular tree in urban landscapes. It is hardy in all but the driest of states.  Others include the red oaks, a return of disease-resistant  American elm varieties and American linden (American basswood.) Urban and city forests are an essential component of America’s â€Å"green infrastructure† which makes the care and management of these city trees extremely important. Having the wrong trees (many of which are invasive), when added to natural (insects, diseases, wildfire, floods, ice and wind storms) and social problems (over development, air pollution, and inadequate management) makes for challenges as urban expansion continues. Top Trees NOT to Plant in the Urban Landscape Mimosa or Albizia julibrissin:  short-lived and very messy in any landscape.Silver maple or Acer sacharinum:  very messy, ornamentally dull, aggressive rootsLeyland Cypress or Cupressocyparis leylandii:   quickly outgrows space, short-lived.Lombardy Poplar or Populus nigra: canker-prone, with litter and short life.Popcorn tree or Sapium sibiferum: invasive tree species.Chinaberry or Melia azedarach: Invades disturbed areas to become thickets.Royal Paulownia or Paulownia tomentosa:  Invades disturbed areas to become thickets.Bradford Pear or Pyrus calleryana  Bradford:  Invades disturbed areas to become thickets.Siberian Elm or Ulmus pumila:  Invades pastures, roadsides, and prairiesTree of Heaven or Ailanthus  altissima:  Forms dense, clonal thickets, highly invasive.

The Future of India's Economy Research Paper Example | Topics and Well Written Essays - 750 words - 3

The Future of India's Economy - Research Paper Example Most countries in the western world are facing declining proportion of working-age population due to aging; however, there is not going to be much change in the proportion of a working-age population of India in the years ahead. Aging population proportion is increasing every year across most developed economies and reasons attributed to the phenomenon are a reduction in fertility rates and gains in overall longevity of men and women. Only India and South Africa will have a higher share of the working-age population. In 2011, the working-age population in India, age 15-64, is estimated at nearly 65 % of the total population that will increase further to around 68% in 2030. Though it will decline slightly in 2060 in proportion to the total population, it will still be higher in percentage terms when compared with its level of 2011. This is important because most of the developed economies including Japan, the US, and China, the proportion of this working class would have reduced to le ss than 60 percent (Johansson et al. p14). From the table, it is amply clear that its annual population growth rate would be even lower than the US; however, it will be higher than China, which shows a negative growth rate in 2060. By 2060, India will be the top country in terms of population in the world. Crude death rate per thousand will be lesser than the US and China perhaps due to a relatively younger population in comparison to these countries. The infant mortality rate is an important indicator of health policies that prevail in the country, and on that count, it will still remain significantly higher than both the countries in comparison. Life expectancy for male and female both would have reached at the decent levels by then.