Policy analysis Essay Example | Topics and Well Written Essays - 750 words

Policy analysis - Essay Example 1st Amendment The 1st amendment to the constitution of the United States was proposed on 25 September 1789 and was enacted on 15 December 1791. The 1st amendment guarantees the freedom of religion, speech and press and protects the citizens’ right to assemble and petition the government. Since its ratification, the 1st amendment has successfully sustained over a period of more than 200 years, without any major changes or alterations being affected to it. The 1st amendment has effectively played a crucial role in the history of America, both in the contemporary and earlier ages (Fleming 372). America being a nation founded by immigrants, the freedom of religion enshrined in the 1st amendment certified throughout that the great melting pot called America accommodated citizens with diverse ethnic and religious backgrounds, without being resorting to discrimination or state supported hatred or persecution. The right to expression and petition facilitated by the 1st amendment was t he statutory backing that enabled many luminaries and suppressed groups within the nation, to raise a voice for equal rights and opportunities (Fleming 372). For example, when Martin Luther King Jr. pursued the struggle for the civil rights of the African Americans, it was the rights protected by the 1st amendment that extended a legal relevance to his struggle. The right to assemble and petition led to the constitution of history changing groups like the National American Women Suffrage Association and it was the freedom of press that accounted for the attention and coverage extended to the sidetracked and suppressed sections of the society. The 1st amendment has been valuable to the society in the sense that whenever some individuals or groups felt the need to change government or discriminatory laws, the 1st amendment came to their rescue. 2nd Amendment The 2nd amendment was proposed on 25 September 1789 and got enacted on 15 December 1791. This amendment safeguards the constitut ional right to keep and bear arms. Owing to many reasons, the 2nd amendment has lost its relevance. Its goes without saying that the 2nd amendment was meaningful in the context of the times in which it was enacted (Barnett 238). During the days when this amendment was ratified, an organized and well trained militia was essential to safeguard the freedom of the state and the liberty of the people (Barnett 239)). So, to achieve the objectives necessitated by this strategic cause, the right to keep and bear arms was utterly essential. Secondly, the days in which the 2nd amendment was passed, America was still a quintessentially agrarian society and people do relied on hunting to sustain and survive. Hence, in those times, guns were a necessary household item that served many purposes in the daily life of the masses (Barnett 2239). However, the 21st century is a different lot, and hence the 2nd amendment has directly or indirectly been the cause of much violence and bloodshed. In modern America, with its organized law and order framework, guns positively have no practical relevance for the common citizenry. People do not need guns to sustain themselves or to carry on with their daily life. The spurt in urban violence and organized crime in recent days has in fact shattered the very

What It Means To Be Human Research Paper Example | Topics and Well Written Essays - 1250 words

What It Means To Be Human - Research Paper Example The human being is comprised of a complex amount of systems and characteristics hence can be defined from numerous perspectives. Many philosophers have expressed different view points on the subject matter. This paper will analyze the view points of Willard and Aquinas. Dallas Willard expresses his view points through cultural shifts, classical philosophy and modernity. In the process he investigates and analyzes arguments concerning human nature and derives the conclusion that humans were are solely distinguished by their ability to love and be loved and to serve and be served by others. Thomas Aquinas viewed human nature as a paradox, with the defining trait of dividing between spirit and matter. The paper will compare and contrast the different view points of these philosophers and how they argue and support their view points. Thomas Aquinas perceives the link between consciousness and matter ‘as humanity’s desire for God as an expression for the life of the trinityâ €™ (Beattie, 2012). Humans are the only living species who have the ability to differentiate their existence between spirit and matter. This is a defining characteristic as humans are able to differentiate themselves for other animals. ... perspective provides insight on the subject matter as the ability to value the meaning of life allows humanity to preserve it and create a society which is guided by boundaries which enable the preservation of life. This is a well structured argument as this is present in the human society and has not been defined as a trait in other species. The ability of separation of an inner self the physical being also enables one to act upon the means that cater for ideal conditions in society. Humanity also has the ability to ‘utilize its intellect to transcend its material confines with a unique imagination and freedom’ (Beattie, 2012). The modern philosophical referral to this matter is known as the problem of consciousness. The theory of evolution fails to explain the ability of one species, humans, to develop a conscience. Many philosophers agree with Aquinas’ viewpoint as they accept the ideology that the ability of mankind to question his very being and try to find w ays to study and analyze reason for his existence and that of other species (Rose, 2008). Other species do not have the capacity to question their existence and other life forms around them. Most species are naturally aware of their existence and way to carry out their lives to put them at an advantage in their community. However, the complexity of this analogy is only characteristic to humans. Other species analyze their community for survival whilst humans analyze theirs for advancement and improvement of life. The fact that evolution does not show these traits in other species is Aquinas basis in disregarding this concept in the process of defining human beings. It is also his rightful basis on disregarding the ideologies of fellow philosophers such as Immanuel Kant and Rene Descartes who perceive our

College vs. High School Essay Example for Free

College vs. High School Essay There is so much freedom and you must use your time wisely in order to succeed. When you get to the university you will find you meet all sorts of people from all over the place with so many different cultural backgrounds and religions and beliefs and opinions. You get exposed to new ideas and new experiences. The classes are very different too. If you live on campus, it will likely be your first time living away from home, which is a huge experience. And once you find your major, you will find your people. You will actually be going to school with people who want to be there. As opposed to high school where students have to be there and many can careless about the subjects. College is a completely new experience with many unique aspects that can change and help define ones life. Many people love college, and find it to be a new beginning. It is a new opportunity to define yourself as an individual. You can establish a new image, because everyone is looking to do the exact same thing. In college, its time to strap down and get to work. Theres really no room for error. Classes are spread out throughout the week, and you often have much down time. There is a lot of work and it is crammed into a short period. It is up to you to know when to eat lunch, and it is up to you when to study. It is also your decision to fill that time where you are not studying or doing work with productive things. High school is a period in which many new things happen. You now find yourself in a world full of raging hormones, honors classes, and new found freedoms. High school is routine in a way. You have your eight or so classes year round, and you know when you will be eating lunch. The same kids you went to elementary and middle school with probably are the same kids you went to high school with. Basically, high school is much regimented, and many people find themselves having the same friends for many years. Because of this, in turn once a reputation or image was established for you in high school, most likely that was going to stick with you for the rest of your time left. The work in high school is a piece of cake. Unless you are taking honors or AP courses, there is really no reason why someones GPA should drop below 2. 5. Classes in high school are small in size, usually between twenty and thirty students, and there is a one on one feeling with the teacher. It is a laid back atmosphere because everyone knows each other. Also in high school, many students find a way around the school part. Countless students slack off and dont apply themselves to their work or studies. Because of this, many students find themselves doing new extracurricular activities, and I think we all know what is meant by that. It is very easy in high school to fall into bad habits. High School is a perfect opportunity to go down the wrong path and find yourself in bad situations. In conclusion, even though high school is an important step in life, college is an even bigger step. They are similar in some ways but in others they are the same. High school prepares you for college. It is a time full of new experiences and lessons. College is a new chapter in life and you can basically start over. In a way, college is a mature version of high school. High school and college are what you make of it. To find the true similarities and differences, one must experience both for themselves.

Observations to Identify Child Needs

Observations to Identify Child Needs Planning, observation and assessment all contribute to supporting the learning and development of children. Careful observation can identify a child’s individual needs and interests and ensure that resources and activities are suitable for promoting further development. The early years recommends that practitioners follow a three-step cycle to effectively meet the needs of individual children. Planning Observation and Assessment. Write only what you see-this ensures accuracy. Write the date and time you’re observing, name and age of child, setting where the observation is being done. Avoid opinions, don’t say that the child is/ is not enjoying something, if they have not told you that. Continue with regular observations-this provides an overall consistent picture of the child’s development, and identify any areas of a child’s development that might need additional support or be delayed. You can learn a lot about the children you are working with by observing them, and you are more likely to be able to meet their individual needs effectively from observation. Formal observations can be used to observe a child’s development of a particular skill or knowledge and understanding. The practitioner can use adult-led activities to provide an opportunity for the child to practice this particular skill and observe their participation. Observations which are spontaneous, help gather information as children will be able to explore naturally without any added pressure. Formal observations can be used to observe a child’s development of a particular skill or knowledge and understanding. This is especially useful for development checklist for the child. There are factors to consider when observing a child and that it is regularly collected to produce a true picture of the child’s knowledge and abilities and ensure consistency in the evidence you collect. Many things can affect the validity of observation; tired or hungry or hungry children may not demonstrate skills to the best of their ability and might get different results in completing an observation on a child at different times of the day, illness can affect the child’s demonstrating skill if they are ill, or might not want to partake so won’t be demonstrating their true abilities. Practitioners should schedule a repeat observation whe n the child is well to gather the true picture of the child’s ability. It is important to see when a child has achieved a particular skill when you carried out the observations at the same time accurate results and consistency. There are many methods of observing and recording observations. Practitioners in early year settings often use a note taking method carrying with them a note pad, to write spontaneous occurrences in what a child’s interests and achievements are when they are engaged in an activity with them. This way of taking notes can then be written up after the events in more detail. Time sample is another way of recording information; this is a way of looking at a child’s activity over a period of time, observing the child at regular intervals for example every ten minutes for one hour. A summative assessment is when the evidence is gained through a formative assessment over a period of time and these are helpful when the practitioner needs to review a child’s developing progress. A formative assessment is an on-going assessment of the child, and carried out on a regular basis. The early years requires two formal summative assessments, at aged two and at the end of completion of the Early Year setting. Assessments after observations are the way in which the practitioner can make decisions about what the child can do. For example a practitioner is observing a child and note the child has spent ten minutes building bricks. It shows the practitioner that the child appears happily content doing this activity, it also shows the child can concentrate for a period of time and play independently. They are able to observe if the child is using favourably their left hand or right hand and their eye- to hand coordination is well developed.The practitioner can say if the child had any facial expressions i.e. smiling or frowning whilst doing the activity to show enjoyment or concentration. An observation like this helps the practitioner plan future activities well suited to the child to meet individual needs and abilities of the child, and encourage future development adding other construction activities for the child to try if naturally this is where the child is getting enjoyment. Planning for a child to help their development in their not as strong areas is very important also. And from observations you can assess where the child needs extra encouragement or additional help in certain areas, for example when a group of children asked to put their coats on ready to go outside. You can observe the children who are very capable of doing the task without aid and the children who take longer and need extra time or help. You can plan for this by dividing the children into two groups; group 1 and group 2. Group 1 being the slower children less able to p ut on their coats are to start getting ready first with extra time allocated than group 2.Planning should be built upon the observation and assessment findings of individual children in order to identify the best steps to take to further their learnings and development. The Early Years development matters document suggests that planning should include looking at what is next for the child including: experiences and opportunities, the learning environment, resources, routines and the practitioners’ role. A carer can observe an individual child during outdoor play and recognise that the individual child aged two years is climbing confidently and is beginning to pull themselves up on nursery play climbing equipment outdoors. So the carer can help the individual child by talking to the child about their movements and help them to explore new ways of moving, such as squirming slithering and twisting along the ground like a snake, and moving quickly, slowly or on tiptoe. Plan opportunities for children to tackle a range of levels and surfaces including flat and hilly ground, grass, pebbles, smooth floors and carpets. Provide a range of large play equipment both indoors and outdoors that can be used in different ways such as boxes, ladders –frames and barrels. Provide safe spaces and explain safety to the child and parents. These will help encourage their physical development even further. The Statutory assessments focus on three prime areas of development ages two and three progress check. The assessment review and identify the child’s strengths and any areas of where the child’s progress is less than expected. The progress check helps identify the child’s natural interests and plan effectively for the individual child. It is a good idea to show the parents how to understand effectively to support the child’s learning which can be encouraged at the home environment for the child. The assessment it helps identify any additional special educational need or identify any disability. The practitioners should develop a targeted plan to support the child’s future learning and development involving the parents and careers and other professionals which may be needed. The report shows reflecting development levels and needs of the child, it shows the areas where the child is progressing well, the areas where additional support may be needed, and focus particularly on where there is a concern that the individual child may have developmental delay, which may indicate a special educational need or disability. It must include any activities and strategies the provider must intend to adopt and address any issues or concerns. Parents must receive a written record of each of the child’s prime areas of development. It is of interest to the individual child to encourage the parents to share the information from the progress check with other relevant professionals, including their health visitor and the staff of any new provision the child may transfer to. The progress check and the Healthy Child Programme health and development review at age two, when the Health visitor gathers information on a child’s health and development, allowing them to identify any developmental delay and any particular support from which they think the child and family might benefit, should inform each other and support integrated work together. This also helps health and education professionals to identify any strengths as well as any developmental delay. The providers must have parental consent and careers to share information directly with other relevant professionals. The assessment at the end of early years foundation stage profile must be completed when the individual reaches age five in the final term no later than June 30 in that term. It provides a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels and their readiness for starting year 1. It provides information to the parents, careers practitioners and teachers; the profile reflects ongoing observations, all the relevant records held by the setting, discussions with parents and careers and any other adult professionals relevant. The child’s development must be assessed against the Early learning goals, practitioners indicate whether children are meeting expected levels of development, or if they are exceeding expected levels and if not yet reaching expected levels. Year 1 teachers are given the Profile; this will help the teacher acknowledge the child’s stage of development and learning needs and help assist w ith the planning of activities. The Profile must be completed for all children, including with special educational needs or disabilities, with reasonable adjustments to the assessment process for children with special educational needs and disabilities are made appropriately. It is important to know that all children will have differing level of skills and abilities across the profile and it is important that there is a full assessment of all the areas of the child’s development to form plans for future activities and to help identify any additional support. Schools must share the results of the Profile with the parents and careers. The profile must be completed for all children, including of those with special educational needs or disabilities. Adjustments to the assessment process for the children with special educational needs and disabilities must be made as appropriate. Children will have differing levels of skill and abilities across the profile and it is important that there is a full assessment of all areas of their development to inform any future activities and to identify any additional support needs.

Sources and Implications in Paul Ricoeurs Ideology Concept :: Paul Ricoeur Philosophy Philosophical Essays

Sources and Implications in Paul Ricoeur's Ideology Concept (1) ABSTRACT: This paper intends to shed light on the issue of ideology as found in the work of Ricoeur. According to Ricoeur, ideology is not only distortive of social reality; it is as well related to society's power and integration, which in fact changes our way of understanding the entire world. Ideology is an endless and unresolvable problem, since there is no non-ideological place from which to discuss ideology. The phenomenological hermeneutic is employed in an attempt to mediate ideological phenomena in a Ricoeur-like fashion. 1. Introduction Once the contemporary trend in Philosophy moves toward the praxis, our aim in this paper is to take this point into amount to trace the main features of Paul Ricoeur concept of ideology. As a minor purpose we provide a Theoretical framework to think deeply about political and social praxis. This is so as a matter of make them feasible answers to problems that have been appearing recently. It is important to highlight the contribution of Paul Ricoeur to Social Philosophy and Ethics. Ricoeur shows a bright and powerful way to make his points understandable, besides showing a good classical education on discussing issues that requires a philosophical tradition. 2. A Brief Historical Overview on the Concept of Ideology This section presents a brief historical overview on the concept of ideology from its original sources to sophisticated definitions taking the hermeneutic method as granted. The word ideology was created by Destutt de Tracy to define the main purposes of science that aims to understand the ideas, its characteristics and laws and its relation to the signs that represent it as well. After that the same acquires another meanings to other philosophers as Auguste Comte and Émile Durkeim. Ideology is also assumed to be a way of social reality hiding which means a disclosure in the most definitions found in many dictionaries of Philosophy. Moreover it tries to represent a fraud world, imposing a dominant social class point of view to the lower classes. From Ricoeur's point of view, it is possible to realize this is a narrow view which stresses only the negative side of the discussion. In order to advance in such a discussion, Ricoeur's proposal is to rethink the problem until it is possible to find a duple sense and a wider point of view. There is a long history words with respect to a false suspicion Marxism is only one link in this chain.

Heart of Darkness Essay -- essays papers

Heart of Darkness Darkness permeates every circumstance, scene, and character in Joseph Conrad's novella, Heart of Darkness. Darkness symbolizes the moral confusion that Charlie Marlow encounters, as well as the moral reconciliation he has within himself while searching for Kurtz. Marlow's morals are challenged numerous times throughout the book; on the Congo river and when he returns to Brussels. Charlie Marlow characterizes the behavior of the colonialists with, "The flabby, pretending, weak-eyed devil of a rapacious and pitiless folly," (25). Marlow distinguishes "the devil" from violence, greed, and desire. He suggests that the basic evil of imperialism is not that it perpetrates violence against native peoples, or that it is motivated by greed. But that "the flabby, weak-eyed devil," the imperialists, seem to be distinguished by being foolish and unaware. Marlow is appalled by the apathetic attitude towards the sight of death, of the colonials aboard the Nellie. At the grove of the first station, Marlow is troubled by the sight of a man curled up, dying. "I saw a face near my hand†¦black bones†¦white flicker in the depth of the orbs, which died out quickly," (27). Marlow's horror at the grove suggests that the true evils of this colonial company are dehumanizing and deathly. Marlow offers a dying man a few pieces of a biscuit, and despite the fact tha t he is not particularly compassionate, the situation troubles him greatly. During section two of Heart of Darkness, Marlow's professional skills, morals, and work ethics are contrasted with those of the other company employees. To Marlow, work represents the fulfillment of a contract between himself and the company he is working for. Repairing the st... .... His dishonesty was sparked by having compassion for others. Although dishonesty was something Marlow found distasteful at the start of his journey, he felt no remorse in lying to the Intended in Brussels. It is obvious that Marlow can not fully accept the truth himself, and lets the Intended believe that her husband died with a noble purpose, helping the Africans, and uttering her name as his a last words. Fay Weldon believes that, "the writers who get a lasting response from the readers are the writers who offer a happy ending through moral development†¦." In, Heart of Darkness, this statement holds true. Charlie Marlow goes through a period of moral reconciliation throughout the novella. Instances throughout Heart of Darkness show different sides of Charlie Marlow's morals. It is evident that when Marlow has returned to Brussels, that his morals have changed. Heart of Darkness Essay -- essays papers Heart of Darkness Darkness permeates every circumstance, scene, and character in Joseph Conrad's novella, Heart of Darkness. Darkness symbolizes the moral confusion that Charlie Marlow encounters, as well as the moral reconciliation he has within himself while searching for Kurtz. Marlow's morals are challenged numerous times throughout the book; on the Congo river and when he returns to Brussels. Charlie Marlow characterizes the behavior of the colonialists with, "The flabby, pretending, weak-eyed devil of a rapacious and pitiless folly," (25). Marlow distinguishes "the devil" from violence, greed, and desire. He suggests that the basic evil of imperialism is not that it perpetrates violence against native peoples, or that it is motivated by greed. But that "the flabby, weak-eyed devil," the imperialists, seem to be distinguished by being foolish and unaware. Marlow is appalled by the apathetic attitude towards the sight of death, of the colonials aboard the Nellie. At the grove of the first station, Marlow is troubled by the sight of a man curled up, dying. "I saw a face near my hand†¦black bones†¦white flicker in the depth of the orbs, which died out quickly," (27). Marlow's horror at the grove suggests that the true evils of this colonial company are dehumanizing and deathly. Marlow offers a dying man a few pieces of a biscuit, and despite the fact tha t he is not particularly compassionate, the situation troubles him greatly. During section two of Heart of Darkness, Marlow's professional skills, morals, and work ethics are contrasted with those of the other company employees. To Marlow, work represents the fulfillment of a contract between himself and the company he is working for. Repairing the st... .... His dishonesty was sparked by having compassion for others. Although dishonesty was something Marlow found distasteful at the start of his journey, he felt no remorse in lying to the Intended in Brussels. It is obvious that Marlow can not fully accept the truth himself, and lets the Intended believe that her husband died with a noble purpose, helping the Africans, and uttering her name as his a last words. Fay Weldon believes that, "the writers who get a lasting response from the readers are the writers who offer a happy ending through moral development†¦." In, Heart of Darkness, this statement holds true. Charlie Marlow goes through a period of moral reconciliation throughout the novella. Instances throughout Heart of Darkness show different sides of Charlie Marlow's morals. It is evident that when Marlow has returned to Brussels, that his morals have changed.

Yellowstone Volcano

Introduction: â€Å"I don’t think visitors appreciate that they’re standing directly on top of the largest, most dynamic magmatic system on the planet,† says geologist Daniel Dzurisin. Yellowstone is easily one of the biggest volcanoes in the world, and one of the few super volcanoes on continental crust. The extreme ways of this volcano, is what makes it unique. Because of its tectonic setting, there are many hazards involved, as well as potential for damage. The history of this volcano explains that, and other super volcanoes help explain what could potentially happen when Yellowstone finally does erupt.Tectonic Setting: To begin, the tectonic setting of north western Wyoming explains a lot about Yellowstone. The crust underneath Yellowstone is restless. There are some major faults along the Teton, Madison and Gallatin Ranges that pass through Yellowstone; these all existed before the volcano was there. The North American plate is the biggest plate that Yellows tone is interacting with. There is a divergent boundary along where Yellowstone and the North American plate meet.The most apparent faults in Yellowstone are as follows; the Minor Plateau Faults younger section, Post – Lava Creek faults in North Western Yellowstone, Mallard Lake resurgent dome faults, Elephant Back fault zone, and Sour Creek dome faults. Main Hazard: Equally important, Yellowstone has many main hazards. Yellowstone is a super volcano. The difference between a normal volcano and a super volcano is not very obvious until you look at the inside structure. A normal volcano typically has a single column of magma that comes from within the earth.It breaks through the top of the mountain and spews out the entire column. A super volcano is quite a bit different though. A super volcano begins with a column of magma, but instead of breaking through the surface it stays underground. The magma then starts heating the crust and slowly begins to mix with it. This makes the magma really thick. Since the magma is trapped under the earth’s surface, the volcanic gases are also on lock. The pressure of the gasses and magma under the surface of the earth is colossal and continues to build over thousands of years.When the earth’s crust cannot take the pressure anymore, it breaks. The volcano erupts and the blast is hundreds of times more powerful than that of a normal volcano. Yellowstone happens to be really big too. It is 2,805m tall and rises at a rate of about 7cm/year. Risks Associated with Main Hazard: Fires: There are many risks associated with Yellowstone. To begin, fires are a pretty common thing in Yellowstone. The weather in Yellowstone is pretty interesting. There is lots of rain, and where there is rain there is lighting. The poor soil in Yellowstone results in the plants being pretty dry.When the rainstorms happen, the lighting usually hits something and causes fires. Earthquakes: Another example of a risk is earthquakes. Earthqu akes are a pretty regular thing in Yellowstone. Not all of the earthquakes are devastating but many happen all the time. In February 2012, the University of Utah Seismograph Stations, recorded 34 earthquakes. The largest of those earthquakes was a 1. 6 magnitude. The biggest recorded earthquake recorded in Yellowstone was a 7. 5 magnitude in 1959. Deadly Gasses: Equally important, deadly gasses are extremely hazardous in Yellowstone.Most of the gasses in Yellowstone are released in geysers. Two thirds of the world’s geysers are in Yellowstone national park (Secret). Because of the extreme climates in Yellowstone, animals typically seek warmth by the volcano. The volcanic gasses that come from Yellowstone are heavy and stay low to the ground. This usually results in animals seeking warmth followed by basically inhaling poison, which causes them to die. Ash Fall: To continue, ash fall is extremely dangerous in the case of Yellowstone. Yellowstone’s ash fall covers a huge radius.If Yellowstone were to erupt right now, the ash would shoot up into the atmosphere and travel around the earth in a cloud several times before settling. The eruption that occurred 650,000 years ago shot ash into the stratosphere (Secret). The Great Plains of the United States would also be covered almost immediately. Potential for Property Damage: In addition, potential for property damage is something incredibly difficult for some people to realize. Let us say, for example, that Yellowstone was to erupt today; who would be affected, and how badly would it affect them?Well, to begin, Wyoming and its surrounding states would be incinerated instantly (Yellowstone is a Super Volcano? ). After one gets past the fact that Utah, Nevada, Oregon, Washington, Idaho, Colorado, Wyoming, Montana, North Dakota, South Dakota, and Nebraska will be gone, it is to wonder what will come next. Potential for Loss of Life: Following this, potential for loss of life is a very scary thing for some people. The Great Plains have been called â€Å"The Bread Basket of the World†. So without it, many people would go hungry. If Yellowstone was to erupt today, ash would cover the entire United States, including the Great Plains.The hard part is one cannot save the crops when they are covered in inches and feet of ash. A plentiful amount of people will go hungry. If this is not enough to realize the effects of Yellowstone, all the gasses that will be released with the eruption will help clear it up a little better. Yellowstone will release many harmful gasses into the stratosphere. The one of the more plentiful gasses is sulfur dioxide. When sulfur dioxide gets into the stratosphere it will turn into sulfuric acid aerosols. Basically, this means that earth’s climate will change drastically and will be affected for years.This could affect the farming season, which would make growing food nearly impossible. Not only that, but based on other volcanos and historical occurr ences, Yellowstone could easily wipe out the entire population of the world. Historical Occurrences: To continue, Yellowstone has had some cataclysmic eruptions in the past. These eruptions have occurred only three times; 2, 1. 3, and . 6 million years ago. Each of these eruptions have altered the earth forever. When a super volcano erupts, a huge crater, or caldera, is formed. These can be many miles wide and hundreds of meters deep.To give you a better idea of how big this really is, the first eruption that occured about 2 million years ago, left a depression in the ground bigger than Rhode Island. The three eruptions that Yellowstone had, were more powerful than any other eruptions in recorded history (Yellowstone is a Super Volcano? ). The eruption that occured roughly 650,000 years ago was one of the biggest eruptions ever recorded in history. Ash, pumice, and gasses from the volcano basically swept across more than 3,000 square miles. The amount of ash that fell was enough to cover the entire United States with 5 inches, or all of Wyoming with 13 feet.Ash deposits from Yellowstone’s 650,000 year ago eruption are still being found in the Gulf of Mexico (Yellowstone is a Super Volcano? ). Similar Events in Other Locations Around The World: On the other hand, a similar, but different super volcano Yellowstone can be compared to, is Toba. Toba is located on the island of Sumeria in Indonesia. Toba is also on the same type of boundary that Yellowstone is on. The only difference is Toba is a way smaller super volcano, and it erupted about 70,000 years ago. When Toba erupted, only about 5 or 10 thousand people survived. (Yellowstone is a Super Volcano? . Another volcano Yellowstone can be compared to, is Mount. St. Helens. In 1980, Mt. St. Helens erupted. The explosion from Yellowstone 650,000 years ago was 1,000 times greater than that eruption in 1980. Potential for Occurrence in The Next 50 Years: However, there is a pretty good possibility Yellowston e will erupt in the next 50 years. Scientists have predicted that Yellowstone is subject to erupt every 600,000 years. The last eruption occurred about 650,000 years ago. This means Yellowstone is 50,000 years overdue. Not only that, but as of 2008, the magma was less 10km below the caldera.If Yellowstone is rising at a rate of 7 or more centimeters a year, Yellowstone will be erupting in no time at all (Thanks). Conclusion: Clearly, Yellowstone is extremely dangerous to the populace. The entire world will be affected if Yellowstone were to erupt today. Because of the tectonic, as well as the geological setting, each and every inch of the world will experience changes to the climate, food, and life as it is today. Yellowstone, being one of the few super volcanoes above sea level, is incredibly dangerous, and will be outrageously tragic. Work CitedMarshal, Jessica. â€Å"Pulse reveals breathing heart of a super volcano. † New Scientist 189. 2541 (2006): 11. Gale Student Resour ces In Context. Web. 3 Mar. 2012. . Moravianhawk. â€Å"What kind of fault does Yellowstone Caldera have?. † Yahoo Answers. Yahoo, 2012. Web. 3 Mar 2012. . Secret Yellowstone. Dir. Brian Armstrong. National Geographic. 2007. â€Å"Thanks for the lift. † American Scientist 96. 1 (2008): 27. Gale Student Resources In Context. Web. 3 Mar. 2012. . Topinka, Lyn. â€Å"CVO Website – Yellowstone Caldera, Wyoming. † USGS cascades Volcano Observitory (CVO). N. p. 25 June 2009. Web. 3 Mar. 2012. . â€Å"Wyoming Quaternary Faults. † USGS. U. S. Department of the Interior, 2012. Web. 3 Mar 2012. . â€Å"Yellowstone National Park Earthquakes. † Yellowstone Net – Yellowstone National Park Lodging, Hotel, Wildlife Information and More. Bruce Gourley, Russ Finley, & Tim Gourley, n. d. Web. 3 Mar. 2012. . â€Å"Yellowstone is a Supervolcano?. † Suburban Emergency Management Project. SEMP INC. 2007. Web. 3 Mar 2012. . â€Å"Yellowstone Volcano Observitory. † Volcano Hazards Program. U. S. Department of the Interior. 24 Jan. 2012. Web. 3 Mar 2012. .