The Violent And Perverse System Of Human Trafficking

Slavery has been around for ages. There has always been someone forcing others to do their will. But slavery drags on in modern times, especially today. Modern day slavery, otherwise known as human trafficking, is defined by Encyclopedia Britannica as â€Å"...the illegal transport of individuals by force or deception for the purpose of labor, sexual exploitation, or activities in which others benefit financially† (â€Å"Human†). Slavery is not an issue of the past. It has waxed and waned throughout history, and will never cease unless something is done to stop it. Human trafficking is a serious issue in the world, the United States, and even in Iowa. The violent and perverse system of human trafficking is a worldwide system. People who are†¦show more content†¦To keep their victims from escaping, traffickers employ terroristic threats. They may threaten to deport them, take their (false) travel documents or hurt their families (â€Å"Human†). Overall, human trafficking, in essence, is a brutal industry. Since human trafficking is such an unjust thing, many, including the United States, have risen to combat it. In the 1990s there was a surge of human trafficking cases worldwide. Years later in 2005, the Georgetown Journal of International Affairs published an article about the fight against human trafficking. They noted in their article that numerous non-governmental organizations (NGOs) were formed in order to combat this surge of modern day slavery (Coonan). The United Nations also became involved in the 1990s. They treated human trafficking mainly as a law enforcement issue and so began forming what would later be called the UN Convention Against Transnational Organized Crime (the Convention) (Coonan). The Convention is not centered around lobbying and human rights groups, but on law enforcement and crime prevention. Therefore the crime must be defined. A daughter document to the Convention, the The UN Protocol to Prevent, Sup press, and Punish Trafficking in Persons, Especially Women and Children (the Protocol), has done this. The Protocol has been particularly important for fighting human trafficking because of two reasons: organizations which signed the treaty were required to criminalize and prosecute

How Dissonance Can Be Reduced Essay - 1748 Words

1. According to Festinger, dissonance is an unpleasant psychological tension that occurs when we... a. freely choose to do something even though there are good reasons not to. b. have two contradictory cognitions in our mind c. are forced to do something that we would prefer not to. d. answers b and c 2. Theoretically, there are four ways dissonance can be reduced. Which of the following is not one? a. eliminate consonant cognitions b. minimize the importance of dissonance cognitions c. magnify the importance of consonant cognitions. d. all of the above are ways dissonance can be reduced 3. In the ________ dissonance research paradigm, participants typically do something that they ordinarily would avoid (e.g., say something that is not true, write a counter intuitive essay) and are provided a good or poor reason for having done so. a. forced compliance b. free choice c. open commitment d. answers a and b 4. 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Leon Festinger shared his brilliance with the world when he created the Cognitive Dissonance theoryRead MorePunishment and Self-Persuasion in Adam and Eve Essay1121 Words   |  5 PagesUsing Punishment and Self-Persuasion to Explain Adam and Eve The Book of Genesis tells the story of how God created man and woman. He permitted Adam and Eve to eat from any tree in his garden except the Tree of Knowledge, and they faced death if they did. They were handed out a severe threat; that of death. As we all know, Adam and Eve did eat from the tree of knowledge and were banished from the Garden of Eden. 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Basic Life Support Teaching free essay sample

The aim of a planned teaching guide is to enable the teacher to have a concise lesson plan and objectives for in which to teach BLS to the students. The target audience is 1st year nursing students, who may or may not have any previous experience with BLS; it is therefore necessary to question their knowledge. The plan must use language that is appropriate and understandable. Whilst being mindful not to use nursing slang or unfamiliar terminology. There is an assumed interest from the students as this is a perquisite to passing first year. This maximizes the student’s willingness to learn and facilitates control of learning. The nursing labs will be utilized to teach the students with the focus on developing the skills and knowledge required to perform BLS. The students will be provided with a handout, outlining the important aspects to be covered. The learning theory that will be utilized is ‘Gardner’s Multiple Intelligences’ which expresses that there are several different types of intelligence and that student’s have different strengths and learn differently. The intelligences include kinaesthetic; logical; spatial; mathematical; visual; verbal; interpersonal; musical and naturalistic. This teaching plan will incorporate verbal, visual and tactile approaches to teaching to assist the student’s in gaining the skills and knowledge needed (Helding, 2010). Allocation of the tasks involved in the teaching plan will be divided equally amongst both teachers. Time | Activity| 5mins| Welcoming students: Allocated teachers- S and N (Introducing ourselves and welcoming the students, explaining why they are here and what the aim of today’s class is. Welcome students, Hello our names are S and N, as you know we are 3rd year nursing students. Part of your role as a nurse is to teach people. This could be patients, families or other nurses. Our role today is to teach you (the first year nursing students) how to perform Basic Life Support and the importance of this skill. To assist your learning today we will be teaching you using a range o f verbal, visual and tactile approaches. (While doing this we will point to our ears, eyes and hands. ) Determining pre-existing knowledge/Ice breaker activity: Allocated teacher-S. Students will be asked to introduce themselves and to explain their understanding of BLS. We do this to determining their Pre-existing knowledge)To Determine pre-existing knowledge, we will ask the students to introduce themselves and briefly state what they know about BLS. Also questioning whether any of students, have been exposed to a situation where BLS was needed? | 5 mins| Topic content: Allocated teacher- N. Students will be provided with a hand out of a brief written overview of the lesson. Assisting visual learning. Explain legal requirements – Duty of care, Cultural awareness/sensitivity, Confidentiality, Limitations and the importance of Debriefing. 2- Protection- The importance of PPE, which involves gloves, gowns, and protective eyewear if bodily fluids/blood is present. 3- Assessing an emergency situation and prioritising the management of the patient when dealing with life threatening situations. 4- Managing the unconscious patient Airway, Breathing and Circul ation (Cardio Pulmonary Resuscitation) and knowing how to place a patient into the recovery position. Understanding what a Defibrillator is and when it can and cannot be used. | 5 mins| Learning objectives and Topic content: Allocated teacher-S. Next, we will explain the learning objectives to the students. (This will be provided on a handout to assist in visual learning). At the completion of today’s teaching session it is expected that the students will be able to: 1- Have a basic understanding of the legal requirements in relation to Basic Life Support. Understand the need for PPE when administering Basic Life Support in relation to infection control 3- Assess an emergency situation 4- Prioritize the management of a patient when dealing with life threatening situations 5- Manage the unconscious patient. 6- The correct use of a Defibrillator. 7- Know the recovery position and how to place a patient in it. | 5 mins| Lesson Outline: Allocated teacher-NExplaining legal requi rements : Duty of care: A duty of care is implied when the person who is requiring your assistance is in your workplace. E. g. patient, co-worker or visitor. Consent of an unresponsive patient is assumed in an emergency situation. (Crouchman, 2009; Milne amp; Mellman-Jones, 2010). Cultural awareness/sensitivity: We need to mindful of varying cultures when assisting patients, as different cultures prefer to be unexposed which is necessary when defibrillation is required. Eg, Muslims (Hattersley amp; Keogh, 2009). Confidentiality: Following an emergency situation it is vital to refrain from speaking to others outside the workplace about the patient to ensure the patient’s privacy and dignity. Think about how you would feel if you where in the patient’s situation. Maeder, Martin-Sanchez, Croll, amp; Ambrosoli, 2012)? Limitations: Remember that once you start you can’t stop until you’re physically unable to or help arrivesDebriefing: Participating in the debriefing process is vital due to the enormity of the situation, enabling the nurse to express their feelings, preventing possible burnout. It may also be benefic ial to discuss what happened with someone involved in the emergency or within your area such as NUM, co-worker, friend (Funnell. , Koutoukidis. , amp; Lawrence. , 2009). Protection- Nurse’s are taught to wear gloves at a minimum whilst performing BLS. To avoid direct contact with blood or other bodily fluids it is necessary to wear gloves, gown and protective eyewear to reduce risk of infection to yourself (Funnell. et al. , 2009). (Remember, you do not know what that sweet little old woman could have! ) Assessing an emergency situation and prioritising the management of the patient when dealing with life threatening situations and managing the unconscious patients Airway, Breathing and Circulation (Cardio Pulmonary Resuscitation)30mins DRSABCD: Allocated teacher- N to Talk, S to demonstrateThis will be written on the whiteboard and each step demonstrated on the dummy. Students are encouraged to ask questions if clarification is needed. * Danger: This can relate to you or the patient. Be conscious of your surroundings. * Response; Approach the patient and check for a response by talking loudly and touching their shoulders. Look, Listen and feel. * Send for help: Press the emergency buzzer; you may also call for help. * Airway: Checking for breathing: Place your ear over the persons nose and mouth:Look- Can you see the chest and abdomen rise and fall? If vomit is present use suction to remove. Listen- Can you hear air entering the mouth and/or nose? Feel-Can you feel air on your hand or face? It is no longer necessary to check for a pulse. Breathing: 30 compressions to 2 breaths for all. (Staying alive or Mary had a little lamb). Do a quick secondary assessment to ensure the patient is not losing blood, as compressions will increase bleeding. If no bleeding, commence compressions, which should be performed on the lower part of the breastbone. Place your thumb at the top of the sternum and where you pinkie finger reaches at the bottom of the sternum, is the location for compressions. With your hands clasped one on top of the other or interlocked, kneel beside the patient keeping your elbows straight. Press firmly and fast compressing 1/3 of the chest depth(Funnell. et al. , 2009). After 30 compressions, give two squeezes of the non-rebreather for both children and adults by tilting the head back, place mask on the face using one hand on the forehead and the other on the chin to secure the mask. If no change to patient’s condition continue the process again. With infants, it is important not to tilt the head as this will block the airway. Compressions performed on an infant require the use of two fingers just below the midpoint of the sternum 1/3 of the chest deep at 100bpm. Continue BLS until there are signs of life, ambulance take over or you are physically unable to continue (Australian Resuscitation Council. , 2012b). * Circulation: The purpose of the compressions is to get the heart to push the blood and oxygen around the body (Marieb, 2009). The organs of the body require oxygen, if possible elevate the legs, this helps push the blood up to the brain (Mosbys Medical, Nursing amp; Allied Health Dictionary, 2006). If performed correctly CPR can re-start cardiac function, or maintain circulation to vital organs until ALS personal arrive (Funnell. t al. , 2009). * Defibrillation: The heart works by electrical impulses, this is called fibrillation(Lewis. , Heitkemper. , Dirksen. , OBrien. , amp; Butcher. , 2009). A defibrillator delivers a controlled electric shock to the heart. If the patient’s condition improves and they start to breath, place in the recovery position (Palm up with arm out straight, Opposite knee bent, arm to shoulder, roll pat ient). Continue to watch them, constantly re-assessing the patient for any change to their condition (colour, breathing, condition) (Australian Resuscitation Council. , 2012a). We use the recovery position rather than laying the patient on their back to prevent the lower jaw dropping and causing the tongue to fall back and block the airway, it can also be contributed to the patient being unable to swallow or cough occluding the airway. (Funnell. et al. , 2009). Questions: Question from students. Practice: This time is used for students to practices the skills they have just learnt. | 5mins| Assessments and Evaluations : Allocated teacher- S Students have watched the teacher demonstrate BLS, and have shown the teacher how they can perform the task with guidance and then alone. Watch it, Do it together, do it alone’. Feedback was provided as each individual performed BLS to improve their performance. Assessing each student’s performance against the skills and objectives needed. The Student’s overall achievement will indicate to the teacher whether the teaching plan has been successful and areas that need improvement. This in turn encourag es the teacher to reflect on the rationale of the teaching and learning strategies implemented. 5 mins| Summary: Allocated teacher- S Conclusion of the session will involve recapping the lesson provided and ensuring all students understand and feel confident in performing BLS. Giving the students the opportunity to clarify any areas of concern. | | Equipment needed:1-Lab room2-Students who have attended the pre-prac lectures and read the prescribed reading3-White board4-White Board markers5-BLS dummy6-Gloves7-Disposible face mask for dummy8-Cleaning solution for dummy post exercise9-Printed overview of the session10-Learning objectives handout 11-Defibrillator| In summary a teaching plan is vital for both the teacher and students as it is a template of what the content of learning will be and guides the students in knowing what is expected of them, whilst enabling the teacher to have control of the lesson and vary any activities according to student’s abilities to promote active learning. Teaching plans also allow for the various methods of learning such as auditory, visual and tactile ensuring each student the opportunity to learn regardless of how they learn.

West And Torgovnick Essays - Discrimination, Racism,

West And Torgovnick West and Torgovnick: Manichean Ideologies Both Cornel West and Marianna De Marco Torgovnick discuss the idea of supremacy, Manichean theologies, and authoritarian behavior in their essays. However, they deal with these ideas differently and for different reasons. In West's essay, ?Malcolm X and Black Rage?, he explains Mal? colm X's views on how to transfer black rage in such a way that it would reject supremacy. In Torgovnick's essay, ?On Being White, Female, and Born in Bensonhurst?, she writes how her hometown held supremacist ideas and how this af? fected her. West is still pursuing the goal of black free? dom by looking into the past, especially Malcolm X's writ? ings. Whereas, Torgovnick kind of runs away from things and refers to living in Bensonhurst as having ?simultaneously choking and nutritive power. This difference is mainly due because West wants to try to make things better, while Torgovnick leaves her hometown feeling that she needs to start things over. Torgovnick writes about supremacist ideas in her cul? tural background. For example, she says, ?Italian Americans in Bensonhurst are notable for their cohesiveness and pro? vinciality; the slightest pressure turns those qualities into prejudice and racism? (Torgovnick 123). In other words there is a lot of racism and prejudice, especially towards Hawash 2 blacks, in Bensonhurst. Torgovnick's father also held supremacist ideas. Her father reacted with indifference to the death of a black man in Bensonhurst. As Torgovnick writes, ? ?Oh, no,' my father says when he hears the news about the shooting...He has no trouble acknowledging the wrongness of the death...The explanation is right before him but, ?Yeah,' he says, still shaking his head, ?yeah, but what were they doing there? (Torgovnick 125). Even though, he recognizes the wrongness of the death, he says the blacks weren't supposed to be there. His reason for his death holds supremacist ideas, because here he is being a racist. To say that blacks don't belong in a cer? tain neighborhood, is just like saying that they aren't good enough. Thus, Torgovnick father is being a racist. Torgovnick's hometown also holds Manichean ideologies, which means to see things only as black and white, right and wrong. In other words people who hold Manichean ideologies usually don't see things in between. She writes, ?Bensonhurst is a neighborhood dedicated to believing that its values are the only values; it tends to towards certain forms of inertia? (Torgovnick 124). Thus, the people of Bensonhurst believe that any other values are wrong, and their values are right. Here you can see how Torgovnick's hometown held Manichean ideologies because the people feel Hawash 3 that there values are the only right values. Any other values would be viewed as unacceptable to the people of Bensonhurst. Authoritarian behavior also exists in Bensonhurst. For example, when she was entering high school, her parents and counselor recommended a secretarial track despite her high scores. Torgovnick writes, ?Although my scores are superb, the guidance counselor has recommend the secretarial track...My mother's preference is clear: the secretarial track...My father also prefers the secretarial track? (Torgovnick 128). This is authoritarian behavior because rather that asking Torgovnick which track she wanted to follow, they wanted to choose it for her. Just because she is a girl, they wanted to put her in a track that is below her standards. Cornel West uses Malcolm X's writings to explain su? premacy, Manichean ideologies, and authoritarian behavior. West agrees with most of Malcolm X's ideas, however he disagrees with Malcolm X's rejection of black church and music. West argues by using the metaphor of jazz that, ?an improvisational mode of protean, fluid, and flexible dispo? sitions toward reality suspicious of ?either/or' viewpoints, dogmatic pronouncements, or supremacist ideologies? (West 119). In other words, to West the black church and black music represents freedom, something that Malcolm X does not realize. Hawash 4 In order to explain Manichean ideologies and authori? tarian behavior, one must look at Malcolm X's fear of cul? tural hybridity. West writes, ?Malcolm X's fear of cultural hybridity rests upon two political concerns: that cultural hybridity downplayed the vicious character of white supremacy and that cultural hybridity intimately linked the destinies of black and white people such that the possibility of black freedom was far-fetched? (West 117). Meaning that if blacks and whites are to share things (cultural hybridity) whites will always have the advantage. Therefore, blacks will never achieve total freedom. Malcolm X saw this as a weakness, which does seem understandable. However, Malcolm X fails to realize that if blacks are to go off on their own, this would lead to supremacy and Manichean ideologies. West says, ?Furthermore, the cultural hybrid character of black

The Catcher In The Rye - Foreshadowing Essays - Literary Realism

The Catcher in the Rye - Foreshadowing The use of forshadowing in a novel can help it's reader get a sense of what is to come in the story without giving away the events themselves. It is a powerful tool which prevents events from being left unexplained, leaving the reader question the effectivness of an outcome. The eventual breakdown of the character Holden Caufield in J.D. Salinger's controversial 1945 novel "The Catcher in the Rye" was foreshadowed in the early chapters of the book. The first clue is his negative approach to life. He begins by talking about his "lousy childhood" (p.1) and the first traces of profanity can be seen scattered about the page in the form of "crap", "hell" and "goddam". Holden's first sign of distrust comes when he speaks to Ward Stradlater about his date with Jane Gallagher: "Listen. Give my regards, willya?" "Okay," Stradlater said, but I knew he probably wouldn't... "Ask her if she still keeps all her kings in the back row." "Okay," Stradlater said, but I knew he wouldn't. (p.33-34) This is seen again when he doesn't trust Stradlater to stop his advances of Jane in the case that she says no. Holden gives up his faith in people to trust him when he boards a bus holding a snowball. The driver refuses to believe that Holden won't throw the snowball so he draws the conclusion that "People never believe you." (p.37). He is also always placing labels upon people as being "phonies" which gives the reader the idea that Holden thinks that others are materialistic. Holdens attempts to protect the innocence in the world is another early sign of his deteriorating state. When Holden goes to Pheobe's school to deliver his note he sees some swearing of the wall which he says "drove me damn near crazy" (p.201). He wipes the words from the wall in an attempt to prevent the inevitable from occuring, leading the reader to believe that he may experience some mental unstability in the future. Eventually he comes to the realization that he can't rub all the profanity away himself. Another example of Holden's attempt to shelter innocence is the fact that he never does call Jane, possibly for fear that she will scar his memories of her as an innocent child. The title of this novel presents this theme to the reader in that Holden wants to be "the catcher in the rye" (p. ) so he can catch all of the children that sway to close to the edge of a cliff in thier play. Perhaps the most obvious example of foreshadowing in the novel occurs when his parents come close to having him "phsycoanalyzed and all" (p.39) when he breaks all the windows in the garage. Throughout the novel he refers to himself as "a madman" (p.79) which gives the reader the idea that he sees himself as having a sort of mental problem. These two peices of evidence alone present a fairly firm idea of what will happen to Holden towards the end of the story. The use of foreshadowing is evident in the novel "The Catcher in the Rye". It does it's job well in that it foretells the outcome of Holdens many problems and gives reason for it. The eventual breakdown of Holden is not startling to the reader because of the authors use of foreshadowing and therefore it is effective.

Todays Society Should Move toward Adopting Vegetarian Diet Arguments For

Todays Society Should Move toward Adopting Vegetarian Diet Arguments For Nowadays, people try to find out as many safe ways to protect their health as possible: constant physical trainings, qualified medical services, and less harmful environment are taken into consideration. Still, not all people are aware of how their eating processes may influence their health as well as relations with each other. This is why more attention is recently paid to the ideas of vegetarianism and its positive effects on human life.Advertising We will write a custom essay sample on Today’s Society Should Move toward Adopting Vegetarian Diet: Arguments For specifically for you for only $16.05 $11/page Learn More Though not all people are eager to move toward adopting a vegetarian diet, there are still a number of supporters who want to take a step and improve personal health by means of appropriate diets. Many people from different countries truly believe that their chosen diets are good ways to improve their lives, and it is very important to provide them with information in order to decrease the number of failures and clearly define the expectations. While some people would consider vegetarian diets do not have a positive impact on human life and human health in particular, it is seems to be interesting to admit that vegetarianism is a powerful means to promote safer environment, improve personal health, and support ethical ideas which are inherent to people’s relations with nature, animals, and other people around. One of the most evident reasons of why vegetarian diets are characterized by positive impacts on human life is all about the environmental conditions under which people have to live. Several investigations prove that â€Å"from an environmental perspective, what a person chooses to eat make sense† (Marlow et al. 2009, p. 16995), this is why the attention to the diet may considerably predetermine the quality of human life. Moreover, the less animals are eaten by humans on a daily basis, the more animals may be used to fertilize the land and facilitate the increases of agricultural outputs. In addition to the support of the chosen diet, â€Å"Lord Stern of Brentford, former adviser to the government on the economics of climate change, said people will have to consider turning vegetarian to help reduce global carbon emissions† (Batty Adam 2009, para. 2). While it is hard for many people to reduce the necessity of eat meat-based products and to increase the use of vegetables and other vegetarian products, however, there is a necessity â€Å"to reconsider the increasing demand for an animal-based diet† (Marlow et al. 2009, p. 17032) in accordance to which people are the only responsible figures for the ways of how animals and plants may be used in everyday life. It is evident that today’s society has to take as many effective steps as possible and adopt a vegetarian diet in order to promote better environment and protect future generations in some way.Adv ertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More To further support the idea of vegetarian diets and identify its positive aspect, it is necessary pay more attention to the ways of how this type of diet may influence human health. It is proved that â€Å"the vegetarians live longer and also have an impressively lower incidence of heart disease and a significantly lower rate of cancer than meat-eating† people (Moritz 2007, p. 166). Moreover, the statistics shows the numbers by means of which it is evident that people who do not eat animal products save their hearts: cardiovascular disease may be developed due to fat and cholesterol that is observed in meat and dairy. In spite of the facts offered, the vast majority of nations, and the Americans take the leading positions in such lists, cannot refuse the desire to eat at fast-food restaurants like McDonalds because they accept such style of life as an integral part, and it is impossible to destroy their interests and preferences even if their health is under consideration. While it seems to be possible to change the traditions and invent something less harmful to protect human health: more attention should be paid to the components of everyday food and more investigations on which alternatives may be used are required; however, it is not right to neglect personal health just in order to be a devoted fan of national traditions. â€Å"What we eat is very important for our health† (Mortiz 2007, p. 166), and if vegetarian diets may improve human health, it is obligatory to use this chance and adopt such diets. Finally, the positive aspect of adopting a vegetarian diet may be regarded from a pure ethical point of view: humans find it appropriate to befriend with pets and enjoy the time spend with animals. When a person makes a decision to develop the relations with another human being, it is very important to try to follow a number of principles and rules with the help of which good relations are developed. Pity, desire to help, devotion, and many other aspects are connected to the relations which are possible to be developed between animals and people, and it is wrong to support the idea of relations and at to eat meat of animals the same time. While many people admit that they do not eat dogs or cats as they befriend with them, and it does not seem to be a kind of sin or wrong action to eat meat products and have pets. However, eating animal meat is still a kind of betrayal from human side, this is why to develop really good relations with animals and be a good friend, there is a need to refuse animal meat and to adopt the idea of vegetarianism. And society has to adopt this point as soon as possible.Advertising We will write a custom essay sample on Today’s Society Should Move toward Adopting Vegetarian Diet: Arguments For specifically for you for only $16.05 $11/p age Learn More Although the idea of vegetarianism is not a new one in today’s society, there are many people who do not find it necessary to refuse the use of animal meat. However, adopting vegetarian diets has a number of positive aspects which have to be considered by people. Vegetarianism is not only about the relationships between animals and people. The ideas of vegetarian diets have much more serious grounds: human health depends on the food used by people and even environment may be considerably improved in case people re-evaluate their food preferences. There are always some ideas and innovations which help to change this life and improve the conditions under which people have to live, and vegetarianism should be considered as one of such brilliant attempts made by people. In general, there are many reasons of why vegetarian diets have to be adopted by today’s society due to the positivism of its effects; and in spite of the fact that some peopl e are not ready to understand how urgent the use of vegetarian food and neglecting of animal meat for a human life could be. Reference List Batty, D. Adam, D. 2009, ‘Vegetarian diet is better for the planet, says Lord Stern’, The Guardian. Web. Marlow, H.J., Hayes, W.K., Soret, W., Carters, R.L., Schwab, E.R., Sabate, L. 2009, ‘Diet and the environment: does what you eat matter?’, The American Journal of Clinical Nutrition, vol. 89, no. 5, pp. 16995 – 17035. Mortiz, A. 2007, Timeless Secrets of Health and Rejuvenation. Ener-Chi Art, Minneapolis.

Energy-Nonrenewable,Renewable Essay Example | Topics and Well Written Essays - 1250 words

Energy-Nonrenewable,Renewable - Essay Example Major consumers of energy include the industrial, transportation and residential sectors (Gaudreault 683). There has been shifting trends in energy conservation. The conservation efforts involve the use of other alternative forms of energy and increasing awareness to conserve energy for use by the future generations. Oil is the fulcrum of the modern society. It is used run heavy machinery. It also continues to fuel serious political tensions. As a non-renewable resource, its continued use may result into ultimate depletion. This is because oil takes a long period to renew. It has to take organic matter to live, die and decay to form oil. Decaying plants and animals form the basis for fossil fuels. It is estimated that the process of oil formation takes 300 million years (Pfeiffer 287). The combustion of these fossil fuels provides the energy that man needs. Energy sources include oil, coal and hydroelectric power. Non-renewable resources are resources that do not renew themselves at a sufficient rate for sustainable extraction. Examples of these resources include carbon-based and derived fuel. The organic material becomes fuel oil, gas after it is subjected to varying amounts of heat and pressure. Fossil fuels such as coal, natural gas and petroleum are other examples of renewable sources. These resources contribute significantly to environmental degradation because of inability to be reused after extraction (Arthur 1510). Humans extract other non-renewable sources of energy such as minerals and metal ores since they exist within the earth’s crust. Their extraction is made possible by the natural geological processes such as weathering, heat. These processes occur due to many years of crustal recycling, tectonic subsidence and plate tectonics. The deposits of these metal ores can be extracted by humans for their economic gains w ithin the human-time