Energy received from the sun is solar radiation. The energy comes in many forms,
such as visible light (that which we can see with our eyes). Other forms of
radiation include radio waves, heat (infrared), ultraviolet waves, and x-rays.
These forms are categorized within the electromagnetic spectrum.

Solar radiation reaches the earth's surface either by being transmitted directly
through the atmosphere ("direct solar radiation"), or by being scattered or
reflected to the surface ("diffuse sky radiation"). About 50 percent of solar
(or shortwave) radiation is reflected back into space, while the remaining
shortwave radiation at the top of the atmosphere is absorbed by the earth's
surface and re-radiated as thermal infrared (or longwave) radiation

Over the course of a day, the sun's angle above the horizon (solar altitude)
influences the intensity of solar radiation

The maximum altitude of the sun depends on time of year and latitude

Incoming solar radiation that strikes the earth's surface is partially reflected
and partially absorbed, in proportion to surface reflectivity (albedo). Darker
surfaces have a lower albedo and absorb more solar energy than do lighter
surfaces.

boundaries of the tropics, defined by temperature, rainfall, wind, and ozone patterns, have shifted poleward by at least 2 degrees latitude in the last 25 years.

It could be warming of the ocean surface, ozone depletion, El Nino changes, or climate change in the stratosphere (NOAA), among other ideas. In fact, the review's lead author "said this expansion may only be temporary, but there's no way of knowing yet"

As with ice melt, the long-term worst-case scenario includes an irreversible climate tipping point from altered ocean circulation.

their poleward shift could lead to fundamental shifts in ecosystems and in human settlements.

Of particular concern are the semi-arid regions poleward of the subtropical dry belts, including the Mediterranean, the southwestern United States and northern Mexico, southern Australia, southern Africa, and parts of South America. A poleward expansion of the tropics is likely to bring even drier conditions to these heavily populated regions, but may bring increased moisture to other areas.

An increase in the width of the tropics could bring an increase in the area affected by tropical storms, or could change climatological tropical cyclone development regions and tracks.

Students with such a growth mind-set, we predicted, were destined for greater academic success and were quite likely to outperform their counterparts.

the students with a growth mind-set felt that learning was a more important goal in school than getting good grades

They understood that even geniuses have to work hard for their great accomplishments.

Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy for mastering the material.

The students who held a fixed mind-set, however, were concerned about looking smart with little regard for learning. They had negative views of effort, believing that having to work hard at something was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests

A belief in fixed intelligence also makes people less willing to admit to errors or to confront and remedy their deficiencies in school, at work and in their social relationships.

The students with a stagnant view of intelligence were presumably unwilling to admit to their deficit and thus passed up the opportunity to correct it.

Presumably, managers with a growth mind-set see themselves as works-in-progress and understand that they need feedback to improve, whereas bosses with a fixed mind-set are more likely to see criticism as reflecting their underlying level of competence. Assuming that other people are not capable of changing either, executives with a fixed mind-set are also less likely to mentor their underlings. But after Heslin, VandeWalle and Latham gave managers a tutorial on the value and principles of the growth mind-set, supervisors became more willing to coach their employees and gave more useful advice.

After all, if you think that human personality traits are more or less fixed, relationship repair seems largely futile. Individuals who believe people can change and grow, however, are more confident that confronting concerns in their relationships will lead to resolutions.

Although many, if not most, parents believe that they should build up a child by telling him  or her how brilliant and talented he or she is, our research suggests that this is misguided.

Those congratulated for their intelligence, for example, shied away from a challenging assignment—they wanted an easy one instead—far more often than the kids applauded for their effort. (Most of those lauded for their hard work wanted the difficult problem set from which they would learn.) When we gave everyone hard problems anyway, those praised for being smart became discouraged, doubting their ability. And their scores, even on an easier problem set we gave them afterward, declined as compared with their previous results on equivalent problems. In contrast, students praised for their effort did not lose confidence when faced with the harder questions, and their performance improved markedly on the easier problems that followed.

They were taught that the brain is like a muscle that gets stronger with use and that learning prompts neurons in the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Students who had been disruptive or bored sat still and took note. One particularly unruly boy looked up during the discussion and said, “You mean I don’t have to be dumb?

As the semester progressed, the math grades of the kids who learned only study skills continued to decline, whereas those of the students given the growth-mind-set training stopped falling and began to bounce back to their former levels. Despite being unaware that there were two types of instruction, teachers reported noticing significant motivational changes in 27 percent of the children in the growth mind-set workshop as compared with only 9 percent of students in the control group. One teacher wrote: “Your workshop has already had an effect. L [our unruly male student], who never puts in any extra effort and often doesn’t turn in homework on time, actually stayed up late to finish an assignment early so I could review it and give him a chance to revise it. He earned a B+. (He had been getting Cs and lower.)”

People do differ in intelligence, talent and ability. And yet research is converging on the conclusion that great accomplishment, and even what we call genius, is typically the result of years of passion and dedication and not something that flows naturally from a gift. Mozart, Edison, Curie, Darwin and Cézanne were not simply born with talent; they cultivated it through tremendous and sustained effort. Similarly, hard work and discipline contribute much more to school achievement than IQ does.

For instance, many young athletes value talent more than hard work and have consequently become unteachable. Similarly, many people accomplish little in their jobs without constant praise and encouragement to maintain their motivation. If we foster a growth mind-set in our homes and schools, however, we will give our children the tools to succeed in their pursuits and to become responsible employees and citizens.