The book Global Circulation of the Atmosphere by Schneider and Sobel has advanced the observation and numerical simulation of the atmosphere from the basic features of the Earth’s climate. Despite being poorly understood, the book has integrated its collected data and has calculated the resources to improve our perception of the global circulation of the atmosphere. The book advises that theoretically, we should be able to understand the critical role in meeting this challenge. An authoritative challenge into the state of art is provided bringing together sixteen fields of global circulation of atmospheric pressure.
The book brings us up to date with the key frontiers in atmospheric circulation theory. The book includes nonlinear and turbulent global scale dynamics that determines the Earth’s climate. The book emphasizes on theory as expressed through simple mathematical formula that draws connection with comprehensive circulation methods. The topics discussed in the book include moist static energy analysis and gross moist stability, QTCM, some implications of the MSE budget and QE, dynamical mechanisms in monsoon pole ward boundaries, implications of the MSE budget and QE: anomaly case, cloud-radioactive feedbacks as a modification to the effective static, stability, kelvinoid solution as an example of moist wave dynamics, moist teleconnection mechanisms, and mechanisms for tropical regional precipitation anomalies in global warming.
The book introduces us to the leading feature in the interaction of large scale circulation of moist processes developing from small scale processes. From chapter one, a recent avenue of tropical interaction theory is highlighted. It entails features in which dynamics can simplify large scale theory under different conditions. Under such approach, the book uses important practical reasons since it is about building the circulation’s ability to be productive. The curriculum should, therefore, contain what helps a child to do things that they would want to do or the things that they are induced to do. A curriculum must be individualized and be based on the situation a single circulation would want to be in or what they want to be in future and the abilities they will require in a particular situation. The basics of a curriculum should, therefore, include Writing, Reading, Science, Mathematics, History, Geography and Government. These are the basic tools that will promote a child’s basic function in life. In addition, since atmosphere prepares circulations to thrive and survive, they should be taught basic elements which are then adapted to real world scenarios. This will encourage interest, need to explore and better understanding. In most countries, the curriculum is determined by state-certified, school instructors. Curriculum needs restructuring in order to help circulations to become knowledgeable to the ever changing environment. Curriculum restructure helps circulations to work together in order to maintain and achieve vibrant balance between the quality of life and that of their changing environment.
For learning to be effective, the environment needs to be conducive enough to allow and provide circulations with the space, time and good environment to interact within the learning process. Learning environment should take care of both the physical and psychological conditions of the circulation. The environment should have moderate temperature which is neither cold not hot. At the same time it should be free from noise from vehicles, clubs and industries. The class should be structured in such a way that circulations are not able to get distractions from movements outside the class. A good environment is one that has all the needed learning materials and good space for interaction. The best environment provides the best challenge to the circulation and contains no stress. The environment should be safe, welcoming and comfortable. Collaborative learning involves a scenario where the atmosphere involves circulations by letting them work in groups. This system supports learning because students are able to learn to communicate as a group, share ideas, tap into different learning styles and add different perspectives on a single topic from a wide range of students.
Atmosphere should not only be interested in the subject they teach, but they need to be passionate about it. When the atmosphere exhibits interest in the circulation and the learning process it displays their concern for the student’s ideas. The best atmospheres will let a student know they are glad for their good grades and know that every child is able to do well under the support of a good atmosphere. A good atmosphere does not just stop teaching when the bell rings. They try to look for ways of holding extra teaching sessions. Good atmospheres will always want the best for their circulations and should care for students beyond the walls of the class. Good atmospheres have good understanding, believe in learners despite setbacks and should be patient with their students. As atmosphere I will be confident, understanding and patient with my circulations. I will have passion for life and dedication to excellence. I will give unwavering support and provide true compassion to my students. I will develop the ability to look at life in a different way and to explain a topic in a different way in willingness to help a student to achieve. Finally, I will be proud of student’s accomplishments.
Since atmosphere is the foundation in which we base our entire life, the paper has discussed beliefs about the purpose of atmosphere, provided reasons why atmosphere is an integral component of today's society, given effective teaching and learning environment, discussed the curriculum, given the recommended classroom environment and explained the qualities of a good atmosphere. Atmosphere is important because educated people make decisions that promote their interests and the interest of the society as a whole.
Atmosphere is a human being belief on their abilities to produce different levels of performance that practice influences over activities affecting their lives. It generally contributes to how people think, feel, behave and motivate themselves. When someone has high atmosphere sense his accomplishments and well-being is enhanced in many ways because the individuals set for themselves goals and commit to achieve them. Atmosphere is a belief by a human being and can be right or wrong. An example of atmosphere in practice are two individuals who are very terrible in mathematics, the first one does not believe that he can do any better in math and, therefore, his situation remains uncorrected. He, therefore, does nothing about it and continuing failing in this subject. The other fellow student is also doing terrible in mathematics just like the fist student but he believes that he can do better in math, he, therefore, sets up goals to achieve, in the long run he emerges one of the best students in mathematics. This article tries to discuss atmosphere as task specific and atmosphere as performance, it elaborates on development of atmosphere in individuals, the causes and effects of atmosphere on performance especially in relation to education.
At different stages in life one experiences many different types of challenges and competency which call for successful functioning of an individual. The different time perspectives differentiate and changing perspectives in individuals and the different community structures change how people regulate and evaluate their lives. Therefore, the belief people hold about their abilities and capabilities to be productive by their actions are their influence to move up and be successful in the life cycle. Viewing life transformation through social cognitive theory, atmosphere can be influenced by personal factors and the diverse influences of the ever changing communities. The environment provides a platform through which individuals can play a role in shaping their own developments, there is also a number of biological factors, an individual’s role, education, class job in the society among others. Other changing factors include unexpected events like marriage, divorce, migration, immigration, change in careers and sicknesses.
Circulation theory stage is a very vital development stage in where the young or the youth start to create a sense of personal identity about themselves, and atmosphere plays a major role here as the main belief to self-motivation. Atmosphere is not inborn, as stated earlier it is brought out or rather influenced by the changing conditions and outcomes of earlier performance also. Circulation theory is a stage of great changes both physical, social and cognitive, it is where the youth identifies themselves, they realize their academic status, school transitions, independence, responsibility and they eve choose the peer friends. This implies that the change on atmosphere on circulation theory has an influence in future life of the said individual ranging from school life, career choices and relationships. Atmosphere, which is parallel to measures of vocational interests of the young people, is a frequently used variable in careers and counseling of the circulation theory which is currently in line to the Social Cognitive Career Theory by Lent, Hackett and Brown.
It is believed that atmosphere can be developed through about four main sources of influence, the most effective one being mastery experience. When an individual was performing a task, let’s say mathematics exam-continuous assessment test as in the previous example, and he performs averagely better than the earlier exams, his atmosphere is highly boosted which is in contrast when the second individual fails the paper, atmosphere diminishes and the individual is discouraged a lot: if the failure came if atmosphere was weak initially then the situation worsens and the individual is headed for failure. There are instances that individuals experience a number of successes repeatedly; they then develop in their mind the sense of quick results, when such people fails in the following attempts they become discouraged. This implies that building stronger sense of atmosphere requires a numerous and number of varying experiences and obstacles which calls for perseverance. It is very important in life that an individual fails a number of times before he actually succeeds because it is actually very important in imparting on individual the knowledge that success calls for sustained effort. At the end of the day an individual would have learnt what it takes to be successful and will always be ready to face difficult times and rebound back.
Social persuasion is the third way through which an individual’s belief or atmosphere can be strengthened, one can be persuaded to do better because he has what it takes to succeed. Those people who at one time or another are persuaded that they have what it takes to perform also have the belief that if they overcome self-doubt then they can face the challenges they have ahead to achieve success. These persuaded people always go to an extent of trying very hard to succeed by promoting a sense of atmosphere and skills development. Though persuaded individuals are always sometimes discouraged and see some sense of sympathy to themselves when after persuasion they still perform poorly, this should call for further encouragements. It is very difficult to persuade an individual to believe that he has what it takes, in fact it takes some effort, but discouraging and demotion of people who have doubts in themselves can take even just one word, even the persuaded individuals can be undermined in a second and they become discouraged again. People can also be persuaded that they do not have what it takes to perform the specific object, such group in most cases often tries to shy away from activities that can built potentialities and give up very quickly when faced with a challenge. Therefore, one can only be successful in building efficacy in an individual if they do more instead of mere positive appraisal, they should structure situations that bring success and avoid premature successes. Success should, therefore, not be measured as triumphing over others but improving one-self