HE PERSONAL QUALITIES OF A TEACHER

Here I want to try to give you an answer to the question: What personal qualities are desirable in a teacher? Probably no two people would draw up exactly similar lists, but I think the following would be generally accepted.

First, the teacher’s personality should be pleasantly live and attractive. This does not rule out people who are physically plain, or even ugly, because many such have great personal charm. But it does rule out such types as the over-excitable, melancholy, frigid, sarcastic, cynical, frustrated, and over-bearing : I would say too, that it excludes all of dull or purely negative personality. I still stick to what I said in my earlier book: that school children probably ‘suffer more from bores than from brutes’.

Secondly, it is not merely desirable but essential for a teacher to have a genuine capacity for sympathy - in the literal meaning of that word; a capacity to tune in to the minds and feelings of other people, especially, since most teachers are school teachers, to the minds and feelings of children. Closely related with this is the capacity to be tolerant - not, indeed, of what is wrong, but of the frailty and immaturity of human nature which induce people, and again especially children, to make mistakes.

Thirdly, I hold it essential for a teacher to be both intellectually and morally honest. This does not mean being a plaster saint. It means that he will be aware of his intellectual strengths, and limitations, and will have thought about and decided upon the moral principles by which his life shall be guided. There is no contradiction in my going on to say that a teacher should be a bit of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should be able to put on an act - to enliven a lesson, correct a fault, or award praise. Children, especially young children, live in a world that is rather larger than life.
A teacher must remain mentally alert. He will not get into the profession if of low intelligence, but it is all too easy, even for people of above-average intelligence, to stagnate intellectually - and that means to deteriorate intellectually. A teacher must be quick to adapt himself to any situation, however improbable and able to improvise, if necessary at less than a moment’s notice. (Here I should stress that I use ‘he’ and ‘his’ throughout the book simply as a matter of convention and convenience.)

On the other hand, a teacher must be capable of infinite patience. This, I may say, is largely a matter of self-discipline and self-training; we are none of us born like that. He must be pretty resilient; teaching makes great demands on nervous energy. And he should be able to take in his stride the innumerable petty irritations any adult dealing with children has to endure.

Finally, I think a teacher should have the kind of mind which always wants to go on learning. Teaching is a job at which one will never be perfect; there is always something more to learn about it. There are three principal objects of study: the subject, or subjects, which the teacher is teaching; the methods by which they can best be taught to the particular pupils in the classes he is teaching; and - by far the most important - the children, young people, or adults to whom they are to be taught. The two cardinal principles of British education today are that education is education of the whole person, and that it is best acquired through full and active co-operation between two persons, the teacher and the learner.

The History Of Hurricanes

Scientists have only been studying hurricanes only for about 100 years. But there is evidence of hurricanes occurring long in the past. For example, geologists (scientists who study the earth) believe that layers of sediment in a lake in Alabama was brought there by a hurricane in the Gulf of Mexico as long as 3,000 years ago! There is also evidence in Florida of hurricanes more than 1,000 years ago.
One of the first human records of hurricanes appears in Mayan hieroglyphics. The Mayans also practiced a kind of mitigation and risk reduction by building their major settlements away from the hurricane-prone coastline. In fact, it is the Mayan word "Hurakan" that became our word "hurricane." Hurakan was the name of one of their gods, who, they believed, blew his breath across the water and brought forth dry land. Later, Carib Indians gave the name "Hurican" to one of their gods of evil.
Many storms left important marks on history. In 1565, a hurricane scattered a French fleet of war ships and allowed the Spanish to capture a French fort in what is now Florida. In 1609, a fleet of ships carrying settlers from England to Virginia was struck by a hurricane. Some of the ships were damaged and part of the fleet grounded on Bermuda, an island nation in the Atlantic. These passengers became the first people to live on Bermuda. In 1640, a hurricane partially destroyed a large Dutch fleet that was poised to attack Cuba.
There were a number of particularly severe hurricanes as the U.S. went from the 1800s to the 1900s. Hurricanes hit Louisiana, South Carolina and Georgia in 1893 and killed as many as 4,000 people. In 1900, a famous Texas hurricane killed more than 8,000 people and was a Category 4 storm.
As forecasting improved communities were no longer surprised by hurricanes and could take measures to evacuate ahead of the storm. While destruction still continues, the number of deaths in hurricanes had dropped significantly.

Global Warming

Glaciers are melting, sea levels are rising, cloud forests are drying, and wildlife is scrambling to keep pace. It's becoming clear that humans have caused most of the past century's warming by releasing heat-trapping gases as we power our modern lives. Called greenhouse gases, their levels are higher now than in the last 650,000 years.
We call the result global warming, but it is causing a set of changes to the Earth's climate, or long-term weather patterns, that varies from place to place. As the Earth spins each day, the new heat swirls with it, picking up moisture over the oceans, rising here, settling there. It's changing the rhythms of climate that all living things have come to rely upon.
What will we do to slow this warming? How will we cope with the changes we've already set into motion? While we struggle to figure it all out, the face of the Earth as we know it—coasts, forests, farms and snow-capped mountains—hangs in the balance.

Greenhouse effect

The "greenhouse effect" is the warming that happens when certain gases in Earth's atmosphere trap heat. These gases let in light but keep heat from escaping, like the glass walls of a greenhouse.
First, sunlight shines onto the Earth's surface, where it is absorbed and then radiates back into the atmosphere as heat. In the atmosphere, “greenhouse” gases trap some of this heat, and the rest escapes into space. The more greenhouse gases are in the atmosphere, the more heat gets trapped.
Scientists have known about the greenhouse effect since 1824, when Joseph Fourier calculated that the Earth would be much colder if it had no atmosphere. This greenhouse effect is what keeps the Earth's climate livable. Without it, the Earth's surface would be an average of about 60 degrees Fahrenheit cooler. In 1895, the Swedish chemist Svante Arrhenius discovered that humans could enhance the greenhouse effect by making carbon dioxide, a greenhouse gas. He kicked off 100 years of climate research that has given us a sophisticated understanding of global warming.
Levels of greenhouse gases (GHGs) have gone up and down over the Earth's history, but they have been fairly constant for the past few thousand years. Global average temperatures have stayed fairly constant over that time as well, until recently. Through the burning of fossil fuels and other GHG emissions, humans are enhancing the greenhouse effect and warming Earth.

Scientists often use the term "climate change" instead of global warming. This is because as the Earth's average temperature climbs, winds and ocean currents move heat around the globe in ways that can cool some areas, warm others, and change the amount of rain and snow falling. As a result, the climate changes differently in different areas.

Aren’t temperature changes natural?

The average global temperature and concentrations of carbon dioxide (one of the major greenhouse gases) have fluctuated on a cycle of hundreds of thousands of years as the Earth's position relative to the sun has varied. As a result, ice ages have come and gone.
However, for thousands of years now, emissions of GHGs to the atmosphere have been balanced out by GHGs that are naturally absorbed. As a result, GHG concentrations and temperature have been fairly stable. This stability has allowed human civilization to develop within a consistent climate.
Occasionally, other factors briefly influence global temperatures. Volcanic eruptions, for example, emit particles that temporarily cool the Earth's surface. But these have no lasting effect beyond a few years. Other cycles, such as El Niño, also work on fairly short and predictable cycles.
Now, humans have increased the amount of carbon dioxide in the atmosphere by more than a third since the industrial revolution. Changes this large have historically taken thousands of years, but are now happening over the course of decades.

Why is this a concern?

The rapid rise in greenhouse gases is a problem because it is changing the climate faster than some living things may be able to adapt. Also, a new and more unpredictable climate poses unique challenges to all life.
Historically, Earth's climate has regularly shifted back and forth between temperatures like those we see today and temperatures cold enough that large sheets of ice covered much of North America and Europe. The difference between average global temperatures today and during those ice ages is only about 5 degrees Celsius (9 degrees Fahrenheit), and these swings happen slowly, over hundreds of thousands of years.
Now, with concentrations of greenhouse gases rising, Earth's remaining ice sheets (such as Greenland and Antarctica) are starting to melt too. The extra water could potentially raise sea levels significantly.
As the mercury rises, the climate can change in unexpected ways. In addition to sea levels rising, weather can become more extreme. This means more intense major storms, more rain followed by longer and drier droughts (a challenge for growing crops), changes in the ranges in which plants and animals can live, and loss of water supplies that have historically come from glaciers.
Scientists are already seeing some of these changes occurring more quickly than they had expected. According to the Intergovernmental Panel on Climate Change, eleven of the twelve hottest years since thermometer readings became available occurred between 1995 and 2006.