What are some of the consequences of an aging population? In other works what factors must be taken into consideration as the elderly begin to make up a larger segment of a country's population than ever before? What needs will have to be met?
Till now, many countries have been experienced the problem of aging population. And the elderly begin to make up a larger segment of a country's population than ever before. There will be many problems existing in a society made up of the elderly mostly. First, there won't be enough young people to support the older people since many families just have one child now. So when a child grows up and has a family, they have to support four people. That is such a heavy burden that many families can't afford it. Second, expanding health care costs for senior citizens will mean a large financial burden for taxpayers. With the number of the elderly increasing year by year, the cost of health care goes up sharply.Besides the supporting burden, young people also have to suffer the tax burden for health care of older people inevitably. Based on the two reasons above, most of the income of a country is contributed to the supporting and health care. Also, the population of working age adults is dwindling accordingly. All factors slow economic growth. Since the aging population is increasing, more needs must be met. Nursing homes rather than nursery shcools, day care programs for the elderly rather than for preshoolers, more hospitals, medical instrument and doctors are worsely needed than ever before.
Wednesday, September 26, 2007
The End of Surburbia
What's the documentary's main claim?
Since World War II North Americans have invested much of their newfound wealth in suburbia. As the population of suburban sprawl has exploded in the past 50 years, so too has the suburban way of life become embedded in the American consciousness.
But as we enter the 21st century, serious questions are beginning to emerge about the sustainability of this way of life. The End of Suburbia explores the American Way of Life and its prospects as the planet approaches a critical era, as global demand for fossil fuels begins to outstrip supply. World Oil Peak and the inevitable decline of fossil fuels are upon us now, some scientists and policy makers argue in this documentary.
Since World War II North Americans have invested much of their newfound wealth in suburbia. As the population of suburban sprawl has exploded in the past 50 years, so too has the suburban way of life become embedded in the American consciousness.
But as we enter the 21st century, serious questions are beginning to emerge about the sustainability of this way of life. The End of Suburbia explores the American Way of Life and its prospects as the planet approaches a critical era, as global demand for fossil fuels begins to outstrip supply. World Oil Peak and the inevitable decline of fossil fuels are upon us now, some scientists and policy makers argue in this documentary.
Sunday, September 23, 2007
Mixed marriages
I think there is no good or bad about the mixed marriages. The most important factor of a marriage is whether the couple are happy and love each other no matter it is mixed or not.
However, there may be more difficulties in a mixed marriage. On the one hand, both of them have different backgrounds, cultures and customs so it is a little hard to get along with each other. Then communicating is so important for a couple that it can clear the atmosphere, tie them much closer and make them understood by each other. One the other hand, parents and relatives may not accept the mixed marriage and feel it weird. Sometimes, they are opposed to it and hope their child marry an agnate person. At this time, you two must persuade parents and prove them that you are so happy to live together.
In conclusion, there may be some problems existing in mixed marriages. Nevertheless, love can overcome everything.
However, there may be more difficulties in a mixed marriage. On the one hand, both of them have different backgrounds, cultures and customs so it is a little hard to get along with each other. Then communicating is so important for a couple that it can clear the atmosphere, tie them much closer and make them understood by each other. One the other hand, parents and relatives may not accept the mixed marriage and feel it weird. Sometimes, they are opposed to it and hope their child marry an agnate person. At this time, you two must persuade parents and prove them that you are so happy to live together.
In conclusion, there may be some problems existing in mixed marriages. Nevertheless, love can overcome everything.
Thursday, September 20, 2007
The ideal age to learn computers.
In my opinion, I think the appropriate age for a child to be introduced to computer is about 13 when he is in middle school. Before 13, he is still in primary school which mainly teach children to learn nature, touch new thngs and get along with others. There is no need to use computers for their studying. Teachers' ability is enough to complete this job. And they should keep in touch with people, nature and the society but not the machines without lives. From the surroundings, they can gain love, care and respect which computers can't gave them. Moreover, children are too young to distinguish the good and bad things from the internet.
So before the middle school, I think children shouldn't be introduced to computers.
After primary school, children are eager to learn more new things such acknowledge, news and media. However, teachers may be not able to give so much information about these things. So children should learn how to gain acknowledge by themselves. At this time, computers begin to show their power and ability. Computers can help children to learn math, verbal, language, geography and many kinds of course. From internet, you can search any information you want. At this age, children have the ability to differentiate and control themselves. So computers will play an important role in the their study and life. What's more, learning computer skills is the foundation for their career in the future. As you know, computers are one of the most important things in our life.
To sum up, I think the ideal time for children to learn computers when they are in middle school. Meanwhile, children before middle school should touch nature and people more.
So before the middle school, I think children shouldn't be introduced to computers.
After primary school, children are eager to learn more new things such acknowledge, news and media. However, teachers may be not able to give so much information about these things. So children should learn how to gain acknowledge by themselves. At this time, computers begin to show their power and ability. Computers can help children to learn math, verbal, language, geography and many kinds of course. From internet, you can search any information you want. At this age, children have the ability to differentiate and control themselves. So computers will play an important role in the their study and life. What's more, learning computer skills is the foundation for their career in the future. As you know, computers are one of the most important things in our life.
To sum up, I think the ideal time for children to learn computers when they are in middle school. Meanwhile, children before middle school should touch nature and people more.
responses to the three questions on p. 15 on your blog.
1 Long time looking at computers is harmful to children's eyes and keeping the same posture is not good for children's shape. Moreover, computers are radioactive to young as they are growing up. They should go outside to improve their physical balance.
2 Because parents just teach their young children how to learn using computers but not explorin g the outside world. The youngs should approach and touch nature to learn the real world.
3 I think the most important factor is how to teach. A well-trained teacher can outperform students on the standardized tests while a bad-trained teacher may make students perform even worse with computers.
2 Because parents just teach their young children how to learn using computers but not explorin g the outside world. The youngs should approach and touch nature to learn the real world.
3 I think the most important factor is how to teach. A well-trained teacher can outperform students on the standardized tests while a bad-trained teacher may make students perform even worse with computers.
Thursday, September 13, 2007
Lotteries in U.S.
Summary
In the United States, lotteries plays the most important role in the current economic climate. Governments, civic groups and private charites are all provided by voluntary taxaton. Lotteries has been existed for over 500 years which proves that Lotteries are a useful and viable financial resource for states. First, pulic goods such as education fees can be paid by lotteries as the welfare of individuals. Second, national revenues are raise over thirty billion dollars by state-sanctioned lottery programs. Third, lots of jobs are created by these lotteries which now become one of the largest source of revenue. Fourth, states can also profit from lotteries because of the economic benefit of providing relief to state taxpayers. So more states begin to fund the lottery programs to protect local economy. Thus, lotteries provide essential funds for state programs through voluntary taxation.
In the United States, lotteries plays the most important role in the current economic climate. Governments, civic groups and private charites are all provided by voluntary taxaton. Lotteries has been existed for over 500 years which proves that Lotteries are a useful and viable financial resource for states. First, pulic goods such as education fees can be paid by lotteries as the welfare of individuals. Second, national revenues are raise over thirty billion dollars by state-sanctioned lottery programs. Third, lots of jobs are created by these lotteries which now become one of the largest source of revenue. Fourth, states can also profit from lotteries because of the economic benefit of providing relief to state taxpayers. So more states begin to fund the lottery programs to protect local economy. Thus, lotteries provide essential funds for state programs through voluntary taxation.
Wednesday, September 12, 2007
Physical attraction is one of the most important factors for marital happiness.
It seems that economic sanctions are ineffective .
Sometimes, alcohol may cause people to become violent.
Passive smoking may cause cancer.
Recycling is one of the best solutions to the waste disposal problem.
Physical exercise can lessen the severity of depression.
Not all the great novels can make great film.
Usually, Private schools provide better education than do public schools.
It seems that economic sanctions are ineffective .
Sometimes, alcohol may cause people to become violent.
Passive smoking may cause cancer.
Recycling is one of the best solutions to the waste disposal problem.
Physical exercise can lessen the severity of depression.
Not all the great novels can make great film.
Usually, Private schools provide better education than do public schools.
Hedging words
Our analyses of cases of school violence since 1995 support the hypothesis that social rejection was involved in most cases of lethal school violence. Twelve of the cases involved an ongoing pattern of teasing, bullying, or ostracism, and at least six of the perpetrators had experienced a recent romantic rejection. In only two of the incidents did we find no clear evidence of rejection; Seth Trichey, who wounded four students in Ft. Gibson, OK, was an honor student that other students liked, his victims were randomly chosen, and he seemed unable to explain his actions. Even so, he did not appear remorseful (unlike, for example, the shooters in Fayetteville, TN, and Conyers, GA), which suggests either that he thought that the victims deserved their fate or that he was psychologically incapable of empathy. Victor Cordova, who killed a female student in Deming, NM, also had no history of rejection, but he had been deeply depressed for some time. These findings are consistent with those obtained by the U.S. Secret Service and reported in their Safe School Initiative. In their analysis of school shootings that have occurred in recent years, they found evidence for bullying, ostracism, and social rejection in over two-thirds of the cases [Vossekuil et al., 2000].
Several of the perpetrators explicitly explained their actions as a response to being mistreated by other students. For example, the perpetrator of the Pearl, Mississippi shooting said that he killed because ‘‘people like me are mistreated every day…. No one ever really cared about me’’ [Chua-eoan, 1997]. Similarly, one of the Jonesboro, Arkansas shooters had vowed to kill all of the girls who had broken up with him [Blake et al., 1998], and the Columbine killers’ rage appeared to come from their rejection and mistreatment by other people. Of course, a murderer’s stated reason for his behavior may reflect nothing more than a self-serving justification. However, independent evidence from other students and teachers corroborates the presence of rejection in most of the cases. It is also noteworthy that, to our knowledge, few of the perpetrators attributed their violent behavior to other equally plausible causes, such as disinterested parents, a broken home, child abuse, academic failure, or psychological problems.
Few individuals navigate their way through adolescence without being teased, bullied, or rejected in some manner, but the vast majority do not exact retribution on their classmates. Rejection may be frustrating, angering, even maddening [Buckley, unpublished data; Twenge et al., 2001], but it is rarely sufficient to provoke premeditated violence even if the victim feels like killing people. Thus, rejection alone, while a possible contributor, does not necessarily cause violence by itself. The information we collected regarding the three other risk factors offers hints regarding other contributors to school violence. In particular, most of the perpetrators displayed at least one of the other three risk factors (psychological problems, interest in guns or explosives, or fascination with death). Thus, we speculate that rejection, combined with one or more of these other factors puts an individual at higher risk to perpetrate aggression against peers.
First, a variety of psychological problems may be associated with an increased tendency for aggressive behavior. For example, certain personality disorders are characterized by aggressiveness, paranoia, low impulse control, lack of empathy for other people, and even sadistic behaviors, all of which may lower one’s threshold for violence [Millon, 1981]. Thus, some instances of school violence may reflect extreme manifestations of an ongoing pattern of antisocial and aggressive behavior. Many of the shooters had been in trouble previously for aggression against their peers, and two had allegedly abused animals. In addition, people who are depressed and perhaps suicidal may behave in desperate ways, feeling that they having nothing to lose by acting aggressively [Marano, 1998]. The Safe School Initiative report indicated that perpetrators in over three-fourths of the school shootings had either threatened or attempted suicide at some time in the recent past [Vossekuil et al., 2000].
Second, individuals who not only have access to guns but who are fascinated by firearms and explosives may be more likely to act on their aggressive impulses because they are comfortable dealing with instruments of destruction than those who are unfamiliar or uncomfortable with guns and explosives, who do not have the means to perpetrate violence with firearms and bombs. Experience with guns is by no means necessary, however; the perpetrator of the West Paducah, Kentucky shooting had apparently not fired a gun before his rampage.
Third, people who are fascinated by themes of death, and whose identity is linked to Gothic, Satanic, and other ‘‘dark’’ lifestyles may find the idea of carnage less revolting than most other people do. It remains unclear whether death-rock music and other aspects of popular culture that glorify death cause otherwise peaceful adolescents to be violent or whether individuals who are already inclined toward aggression are simply more interested in death-related music and activities.
Previous theory and research has not adequately addressed the question of why rejection sometimes leads to anger and an impulse to aggress. Thomas [1995] suggested that the painful feelings of shame that often result from rejection may provoke anger and aggression, much in the same way in which physical pain (such as slamming one’s own hand in a door) can make people angry. Other writers have suggested that aggression may result from a desire to show that one is not a person to be trifled with [Nisbett, 1993] or to maintain self-esteem and buttress one’s positive self-concept after an ego-threatening event [Baumeister et al., 1996]. Without discounting other explanations, we believe that the primary motive in most of the school shootings seems to have been retribution, either for an ongoing pattern of ostracism and teasing or for an acute rejection such as a romantic breakup. In fact, many of the cases were characterized by both an ongoing pattern of rejection and a specific rejection experience, suggesting that the recent rejection may have been the straw that broke the camel’s back. At the same time, however, the evidence suggests that at least some of the perpetrators were seeking respect as well. After killing three and injuring five in West Paducah, KY, Michael Carneal was quoted as saying ‘‘People respect me now,’’ and the Columbine killers fantasized that they would be famous and that movie directors would fight over making a movie of their story [Gibbs and Roche, 1999].
Of course, like all case studies, this one is open to the criticism that the mode of data collection is necessarily selective and uncontrolled. In particular, the evidence that we obtained about the episodes from press reports may reflect reporters’ implicit theories about the link between rejection and aggression; we may have found evidence of such a relationship because writers in the mass media selectively reported evidence consistent with their implicit theories. We cannot discount this possibility but find it noteworthy than only a few of our sources drew an explicit connection between the rejection that the perpetrators had experienced and their subsequent violent behavior. In most cases, information regarding the perpetrator’s relationships with other students was mentioned only in the context of describing the kind of person he or she was. Only after the Columbine shootings in April of 1999 did many writers begin to explore the role than ostracism or rejection may have played.
Furthermore, like all case studies, ours necessarily lacks an appropriate control group. Although we can document that most of the perpetrators of these school shootings had been subjected to teasing, bullying, or other types of rejection, we do not know for certain whether they experienced an exceptionally high level of mistreatment compared to other children and adolescents. Given that roughly 75% of elementary and middle school students are occasionally bullied at school [Kass, 1999], the perpetrators of the school shootings were by no means unique. Even so, from reading descriptions of their peer relationships, our sense is that most of the shooters had experienced an unusually high amount of bullying or ostracism that was particularly relentless, humiliating, and cruel. Furthermore, when an individual has psychological difficulties, an affinity for guns and explosives, or a fascination with death and gore, such peer mistreatment may evoke a catastrophic reaction.
Several of the perpetrators explicitly explained their actions as a response to being mistreated by other students. For example, the perpetrator of the Pearl, Mississippi shooting said that he killed because ‘‘people like me are mistreated every day…. No one ever really cared about me’’ [Chua-eoan, 1997]. Similarly, one of the Jonesboro, Arkansas shooters had vowed to kill all of the girls who had broken up with him [Blake et al., 1998], and the Columbine killers’ rage appeared to come from their rejection and mistreatment by other people. Of course, a murderer’s stated reason for his behavior may reflect nothing more than a self-serving justification. However, independent evidence from other students and teachers corroborates the presence of rejection in most of the cases. It is also noteworthy that, to our knowledge, few of the perpetrators attributed their violent behavior to other equally plausible causes, such as disinterested parents, a broken home, child abuse, academic failure, or psychological problems.
Few individuals navigate their way through adolescence without being teased, bullied, or rejected in some manner, but the vast majority do not exact retribution on their classmates. Rejection may be frustrating, angering, even maddening [Buckley, unpublished data; Twenge et al., 2001], but it is rarely sufficient to provoke premeditated violence even if the victim feels like killing people. Thus, rejection alone, while a possible contributor, does not necessarily cause violence by itself. The information we collected regarding the three other risk factors offers hints regarding other contributors to school violence. In particular, most of the perpetrators displayed at least one of the other three risk factors (psychological problems, interest in guns or explosives, or fascination with death). Thus, we speculate that rejection, combined with one or more of these other factors puts an individual at higher risk to perpetrate aggression against peers.
First, a variety of psychological problems may be associated with an increased tendency for aggressive behavior. For example, certain personality disorders are characterized by aggressiveness, paranoia, low impulse control, lack of empathy for other people, and even sadistic behaviors, all of which may lower one’s threshold for violence [Millon, 1981]. Thus, some instances of school violence may reflect extreme manifestations of an ongoing pattern of antisocial and aggressive behavior. Many of the shooters had been in trouble previously for aggression against their peers, and two had allegedly abused animals. In addition, people who are depressed and perhaps suicidal may behave in desperate ways, feeling that they having nothing to lose by acting aggressively [Marano, 1998]. The Safe School Initiative report indicated that perpetrators in over three-fourths of the school shootings had either threatened or attempted suicide at some time in the recent past [Vossekuil et al., 2000].
Second, individuals who not only have access to guns but who are fascinated by firearms and explosives may be more likely to act on their aggressive impulses because they are comfortable dealing with instruments of destruction than those who are unfamiliar or uncomfortable with guns and explosives, who do not have the means to perpetrate violence with firearms and bombs. Experience with guns is by no means necessary, however; the perpetrator of the West Paducah, Kentucky shooting had apparently not fired a gun before his rampage.
Third, people who are fascinated by themes of death, and whose identity is linked to Gothic, Satanic, and other ‘‘dark’’ lifestyles may find the idea of carnage less revolting than most other people do. It remains unclear whether death-rock music and other aspects of popular culture that glorify death cause otherwise peaceful adolescents to be violent or whether individuals who are already inclined toward aggression are simply more interested in death-related music and activities.
Previous theory and research has not adequately addressed the question of why rejection sometimes leads to anger and an impulse to aggress. Thomas [1995] suggested that the painful feelings of shame that often result from rejection may provoke anger and aggression, much in the same way in which physical pain (such as slamming one’s own hand in a door) can make people angry. Other writers have suggested that aggression may result from a desire to show that one is not a person to be trifled with [Nisbett, 1993] or to maintain self-esteem and buttress one’s positive self-concept after an ego-threatening event [Baumeister et al., 1996]. Without discounting other explanations, we believe that the primary motive in most of the school shootings seems to have been retribution, either for an ongoing pattern of ostracism and teasing or for an acute rejection such as a romantic breakup. In fact, many of the cases were characterized by both an ongoing pattern of rejection and a specific rejection experience, suggesting that the recent rejection may have been the straw that broke the camel’s back. At the same time, however, the evidence suggests that at least some of the perpetrators were seeking respect as well. After killing three and injuring five in West Paducah, KY, Michael Carneal was quoted as saying ‘‘People respect me now,’’ and the Columbine killers fantasized that they would be famous and that movie directors would fight over making a movie of their story [Gibbs and Roche, 1999].
Of course, like all case studies, this one is open to the criticism that the mode of data collection is necessarily selective and uncontrolled. In particular, the evidence that we obtained about the episodes from press reports may reflect reporters’ implicit theories about the link between rejection and aggression; we may have found evidence of such a relationship because writers in the mass media selectively reported evidence consistent with their implicit theories. We cannot discount this possibility but find it noteworthy than only a few of our sources drew an explicit connection between the rejection that the perpetrators had experienced and their subsequent violent behavior. In most cases, information regarding the perpetrator’s relationships with other students was mentioned only in the context of describing the kind of person he or she was. Only after the Columbine shootings in April of 1999 did many writers begin to explore the role than ostracism or rejection may have played.
Furthermore, like all case studies, ours necessarily lacks an appropriate control group. Although we can document that most of the perpetrators of these school shootings had been subjected to teasing, bullying, or other types of rejection, we do not know for certain whether they experienced an exceptionally high level of mistreatment compared to other children and adolescents. Given that roughly 75% of elementary and middle school students are occasionally bullied at school [Kass, 1999], the perpetrators of the school shootings were by no means unique. Even so, from reading descriptions of their peer relationships, our sense is that most of the shooters had experienced an unusually high amount of bullying or ostracism that was particularly relentless, humiliating, and cruel. Furthermore, when an individual has psychological difficulties, an affinity for guns and explosives, or a fascination with death and gore, such peer mistreatment may evoke a catastrophic reaction.
Tuesday, September 11, 2007
Compulsive shopping
1
Compulsive shoppers behave quite differently from normal people when they shop.
First, once shopping, they immediately become more excited and happier.
Second, normal people just buy what they need; however, compulsive shoppers buy everthing they may have some interest in. I f there is a discount, they may buy as many as they can pay for.
Third, common people begin to use the things when they bring them home. While, compulsive shoppers may just put them in closet and not even bother to open the packages. Then they begin to regret why buy so many useless things.
2
I know a housewoman who loves shopping on net, especially the discount things. However, most of these things are what she really doesn't need. As a housewoman, she may think her job is not only buying good things but also saving money. So when she finds the discount things, she losts her mind and shops crazily. But after every time shopping, she finds most of these stuff are useless. Then she begins to regret and swear not to buy so many things any more. While, once she learns some discount, a circle is coming.
3
There are many ways to encourage people shopping.
First, ads are full of the world. Newspapers, TV, bus station,..etc. Everywhere you can see the ads that are confused peoples' minds. Once leess of thinking, you may drop in the trap of shopping.
Second, internet provides us so much convenience that we can shop easily without going outside.
Look for what you need, input your credit card number and then press the button. The shopping is done. Because the online bank is open, many people are encouraged to buy things on net even though they really don't need them. Because it is just so simple and easy. Everyone can do it.
Third, in USA, if you want to buy some big things, you do not need to pay them at once. There is a buget plan for you to pay them little by litte. So you cannot evaluate your own money objectively and correctly. It is probably that some always buy some things that they cannot afford them.
In sum, the comsumed culture effect everyone's life.
4 Just as what I have said above, there is no place without ads. First, if you open TV, ads are jumping into your eyes. And it is not that ads go into TV show but TV show goes into ads. Second, bus station, window along the road, electrical screen are always filled with ads. No matter whereever you go, you can appreciate the ads for pastime.
Third, ads are also provided online. Searching, inputting and pressing are the three steps for shooping. It is so easy that you cannot reject it.
So ads have become an important part of our daily life.
5 A compulsive shopper is a person who can't control himself but addicts to shopping.
6 This issue just gives us one example of a woman compulsive shopper and analysis her situation. I think there should be more than one example to describe different compulsive shoppers with different psychology problems to make the novel much stronger.
Compulsive shoppers behave quite differently from normal people when they shop.
First, once shopping, they immediately become more excited and happier.
Second, normal people just buy what they need; however, compulsive shoppers buy everthing they may have some interest in. I f there is a discount, they may buy as many as they can pay for.
Third, common people begin to use the things when they bring them home. While, compulsive shoppers may just put them in closet and not even bother to open the packages. Then they begin to regret why buy so many useless things.
2
I know a housewoman who loves shopping on net, especially the discount things. However, most of these things are what she really doesn't need. As a housewoman, she may think her job is not only buying good things but also saving money. So when she finds the discount things, she losts her mind and shops crazily. But after every time shopping, she finds most of these stuff are useless. Then she begins to regret and swear not to buy so many things any more. While, once she learns some discount, a circle is coming.
3
There are many ways to encourage people shopping.
First, ads are full of the world. Newspapers, TV, bus station,..etc. Everywhere you can see the ads that are confused peoples' minds. Once leess of thinking, you may drop in the trap of shopping.
Second, internet provides us so much convenience that we can shop easily without going outside.
Look for what you need, input your credit card number and then press the button. The shopping is done. Because the online bank is open, many people are encouraged to buy things on net even though they really don't need them. Because it is just so simple and easy. Everyone can do it.
Third, in USA, if you want to buy some big things, you do not need to pay them at once. There is a buget plan for you to pay them little by litte. So you cannot evaluate your own money objectively and correctly. It is probably that some always buy some things that they cannot afford them.
In sum, the comsumed culture effect everyone's life.
4 Just as what I have said above, there is no place without ads. First, if you open TV, ads are jumping into your eyes. And it is not that ads go into TV show but TV show goes into ads. Second, bus station, window along the road, electrical screen are always filled with ads. No matter whereever you go, you can appreciate the ads for pastime.
Third, ads are also provided online. Searching, inputting and pressing are the three steps for shooping. It is so easy that you cannot reject it.
So ads have become an important part of our daily life.
5 A compulsive shopper is a person who can't control himself but addicts to shopping.
6 This issue just gives us one example of a woman compulsive shopper and analysis her situation. I think there should be more than one example to describe different compulsive shoppers with different psychology problems to make the novel much stronger.
How cuckoo birds generate
Sometimes, animals take advantage of other animals. An example of this is how cuckoo birds generate and raise up their children. Usually, they don't feed their children by themselves. When they have eggs, they secretly put each egg in a different nest of other birds. And what is clever that cuckoo birds make their eggs quite similar with other eggs. So other birds can't find the trick and hatch all the eggs. However, the egg of cuckoo birds is hatched out much faster than others. When the little cuckoo births, it is very clever and active. In order to make the foster parents feed it alone, little cuckoo pushes other eggs out of the nest or kill the small birds that are just born. After these efforts, the little cuckoo is the only one baby that can get all of its foster parents' love and care. It is interesting that some days later, you may see a big child bird is fed by small parents. That is because the figure of cuckoo is bigger than most other birds'.
Wednesday, September 5, 2007
The difference between academic and non-academic issues
When talking about the difference between academic and non-academic issues, first, you may be thinking of 'truth'. Yes, that's right. First, I think the most important difference between them is whether it is true. If an academic article is published, it must be true and proved by lots of experiments and research. It must have the reason, evidence and result. However, a non-academic one doesn't need these things. It can be story, fiction, interview and so on. It is just a personal opinion that you donnot need to prove it. Nobody really cares about whether it is a truth while an academic one is just opposite.
Second, academic issues are specific to some professionals. Such as an electrical engineering article is fit for an engineer but not for ordinary people. While, non-academic articles may be direct to most of us to be understood easily. So I think the first difference is that the two kinds of articles are fit for two kinds of people:professionals and non-professionals.
Third, academic issues must have a standard style to be read. Such as character form, words space, citation and so on. There are so many rules to strict academic issues to be standard. On the contrary, non-academic ones are free and informal. For instance, a poem can be written as long or short as you can. And you needn't worry about the words style or other things. You can show your personality, interest and character. While, academic ones just look the same as others that you cannot tell who the author is.In addition, the tone of these two kinds of issues are so different. Academic ones must be rigid, logical and objective to claim the truth. However, non-academic ones can be personal, subjective and free just as your opinion. They can be humorous, sarcastic or ambiguous.
Fourth, if an academic issue is published, it may need a long time to do experiments and research and then get a conclusion or result. In this process, it may need teams, funds and other resources. Thus an academic issue needs lots of resources to be supported and supplied. However, non-academic ones can be stories, fictions, poems and they are just the personal stuff so they may not need so many resources as academic ones.
In conclusion, I think there four major differences between academic and non-academic articles.
These are, whether it is true, specific, standard and needs lots of resources.
Second, academic issues are specific to some professionals. Such as an electrical engineering article is fit for an engineer but not for ordinary people. While, non-academic articles may be direct to most of us to be understood easily. So I think the first difference is that the two kinds of articles are fit for two kinds of people:professionals and non-professionals.
Third, academic issues must have a standard style to be read. Such as character form, words space, citation and so on. There are so many rules to strict academic issues to be standard. On the contrary, non-academic ones are free and informal. For instance, a poem can be written as long or short as you can. And you needn't worry about the words style or other things. You can show your personality, interest and character. While, academic ones just look the same as others that you cannot tell who the author is.In addition, the tone of these two kinds of issues are so different. Academic ones must be rigid, logical and objective to claim the truth. However, non-academic ones can be personal, subjective and free just as your opinion. They can be humorous, sarcastic or ambiguous.
Fourth, if an academic issue is published, it may need a long time to do experiments and research and then get a conclusion or result. In this process, it may need teams, funds and other resources. Thus an academic issue needs lots of resources to be supported and supplied. However, non-academic ones can be stories, fictions, poems and they are just the personal stuff so they may not need so many resources as academic ones.
In conclusion, I think there four major differences between academic and non-academic articles.
These are, whether it is true, specific, standard and needs lots of resources.
Hi, nice to see you all
My name is Wenli Sun. You can call me Wenli for short. That's also my English name.
I am a Chinese girl. I am a new coming graduate student of GWU.
My major is Electrical Engineering.
I like skating, basketball, ping-pong, table ball and lots of stuff. Just an amateur but not good at.
I hope we can be friends.
Nice to know you all.
I am a Chinese girl. I am a new coming graduate student of GWU.
My major is Electrical Engineering.
I like skating, basketball, ping-pong, table ball and lots of stuff. Just an amateur but not good at.
I hope we can be friends.
Nice to know you all.
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