Ghastly People free essay sample

Would you like a ride? This is the question I always dreamed about being asked when ever I would make the long and tedious trek to school. Cars would zoom past me always making the most horrendous noise’s, these gargantuan machines with the godly power to transport me to my destination in a considerably shorter time than the time it would take to walk on my own two feet. These two feet are what would start me of on my journey every morning at 6. It would take me ten steps for the wooden panels to change into gravel in another 35 steps I was onto the asphalt and from there it was a long ride. After taking 500 steps from my doorstep I would step onto the main road where the torture would begin. Automobiles sailed by me always slowing down slightly to pretend they cared about avoiding me. These other beings were what I call â€Å"Thinkers†. We will write a custom essay sample on Ghastly People or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As they passed me along the road and made there five-foot jump to the left they would stare at me, their eyes were filled with judgment. I could hear their thoughts through their disapproving gazes. â€Å"How can this child’s parents allow him to walk the treacherous journey to school†. These stares burning through my backpack and into my back were not the worst of it. Time passed with every step I took and eventually there would come a time when other students would start to appear on the road. Parents driving their precious children to school, these were the parents that would wake you up in the morning with breakfast in bed and allow you to come and jump into their bed’s and watch television until it was time to leave for school. Those were the â€Å"Luckies†. They were the ones that I envied. After them came the wave of students who were far enough in life to own their own vehicles. They would always fly by recklessly at speeds comparable to rocket sh ips. I would always stop and stare at them half expecting for their machines to slowly lift of the ground and take flight. I called them the â€Å"Suicidals†. When the occasional friend drove by they would always wave and smile at me, sometimes yelling at my from the window, These moments were the most agonizing parts, they gave me an illusion of hope one that would always be crushed as there machines whizzed past me without stopping to offer me a ride. No doubt they thought the walk to be character building for a child, parents always have these outrageous thoughts about matters relating there children and how tedious and labor intensive tasks often would help make their child a better person. I called these â€Å"Assholes†. These walks I made every morning did indeed help my character. They taught me how there are some people in this world who have their lives built for them and therefore never have to try to succeed. There are those who have the potential to succeed but end up going on a rocky and dangerous path eventually ending in there self destruction. There are some people who are just assholes and will always be there nagging you at the back of your brain trying to convince you that you are worse then them and at the same time trying to be your friend. There are some people will never have the thought to confront you face to face about any conflict but will instead choose to sit aside and judge your actions with the most severity. The people you want to meet are the ones who took the long and wearisome paths to there success. These people endured all the doubts others thrust upon them. They worked for years on projects that seemed to be ever beyond there reach. They carried the weight of the failure of others on there backs, but these are the people who dared to dream of those unthinkable possibilities. In the words of Thoreau â€Å"If one advances confidently in the direction of his dreams, and endeavors to live the life which he has i magined, he will meet with success unexpected in common hours.† These are the people I aspire to be.

Marxist class struggles essays

Marxist class struggles essays The kind of class struggle between the capitalists and the working class described by Marx is without a doubt, still at work in presents of these existing class struggles can be seen everywhere in our society that most, if not all, of us have encountered at one point perhaps without even noticing. As mentioned above, the horrible conditions that arrived as a result of the rise of capitalism during Marxs time may not be present in todays society. People worked long hours in dangerous conditions where there were no forms of protection for those who could not adapt to the modern way of life. The loss of ones job could mean homeless ness or even death. Today, there are various forms of protection such as social security, welfare, and unemployment to shield the less fortunate. These forms of protection, however, do not eliminate the class struggles and the threat of poverty for the lower class. The very concept of a free market economy has actually created an unfreedom in our country. Although I personally have been fortunate enough to be able to escape most s...

Reflecting journal Essay Example | Topics and Well Written Essays - 500 words

Reflecting journal - Essay Example This particular health services promotion and education philosophy is likely doomed to failure as it relates to achieving its intended outcomes, due to human behavioural characteristics inherent in some who are addicted to drugs, such as genetic factors in some addicted groups and psycho-social mechanisms related to those with addictive personalities. The informational portion of the study indicates potential effectiveness associated with informing the IDU population about the risks of heroin overdose and how to curb its cravings through halving methods. The campaign is, in many ways, modelled after a respected model in psychological reprogramming referred to as cognitive behavioural therapy (CBT). In this treatment philosophy, the addicted patient receives knowledge and interventions between patient and counsellor as a means of altering maladjusted ways of thinking and acting. CBT focuses on retraining the patient to develop better thought processes, remove self-defeating behaviours and better cognition through rational adjustment (Rachman, 1997). The promotional literature developed for use in this campaign provides similar rationalization and cognition changes, but does not address psychosomatic responses that lead to drug use (i.e. past trauma, relationship histories leading to stress, etc.). There are too many variables involved with why an individual seeks heroin use to discount complex emotionally-based catalysts to expect this particular campaign to be successful. Furthermore, this study does not identify a particular target audience, thus does not appeal to individualized program opportunities. Up until the age of 24, the frontal cortex of the brain used for judgment has not fully matured for more rationalized decision-making (National Institutes of Health, n.d.). What this potentially leaves is a vast segment of the population under age 24 that may not respond to these risk

Foreign investment decisions Essay Example | Topics and Well Written Essays - 250 words

Foreign investment decisions - Essay Example One specific example of this occurs in the Latin America and Caribbean-OECD Investment Initiative. It’s noted that this initiative aims to, â€Å"increase the contribution of private investment to economic and social development in Latin America and the Caribbean† ("Latin america and," 2011). This demonstrates that significant sums are being invested in this developing region through private infrastructure projects. Still, another prominent area where money from industrialized regions are entering emerging markets can be witnessed in investment opportunities offered by major banking entities. One of the predominant examples in this context occurs as the European Bank for Reconstruction offers an opportunity for individuals to invest in a number of potential emerging markets ("Introducing three new," 2011). There is a distinction between less developed and emerging markets. In this context of understanding, it’s noted that emerging markets are those that demonstrate a level of advancement in their economic structure throughout a variety of barometers. Conversely, less developed regions are those that have not yet achieve these stages of economic

Basic Concepts and Theories of Modern Architecture Research Paper

Basic Concepts and Theories of Modern Architecture - Research Paper Example As modern architecture is displayed in society, it is able to create an impact on the philosophies and understanding that is a part of every community. The beginning of modern architecture is one that was initially defined by the Greeks and Plato, with the belief that architecture that influenced or changed visual understanding and impact was considered modern. The most recent definition of modern architecture; however, began in the 1850s with the emergence of the industrial revolution and the movement into World War I. The concept that was used with modern architecture became influenced through the avant-garde movement, which began to create theories based on experimentation and influences through the breaking of boundaries and traditional forms of architecture. The theories that were created from the avant-garde included changes that directly impacted the technical, economic and social understanding through alternative philosophies. Moving outside of the mainstream and expected demands of popular culture then became the basis of modern architecture and the avant-garde movement. The movement was defined specifically by altering, c hanging or disregarding the expectations within architecture and the buildings that were a part of this. Instead, architecture was used as an expression of art and the society that surrounded this (Benevolo, 1977).   The concept of experimentation and the modern architecture that has followed this is further defined by the approach that many architects have used for contemporary methods of buildings.   An important aspect of this is the idea of sophisticated technology.   Combining this with the architecture that it is used for practicality, function, and design has become an important component in architecture.

Critical Period for Language Acquisition Chomsky

Critical Period for Language Acquisition Chomsky Chomsky claimed that there was a critical period for language learning which was first proposed by Eric Lenneberg. He claimed, as Cook Newson (1996:301) explain, that there is a critical period during which the human mind is able to learn language; before or after this period language cannot be acquired in a natural fashion. Although the rare cases of feral children who had been deprived of first language in early childhood seems to support the idea of critical period but it is not known for definite if deprivation was the only reason for their language learning difficulties as Sampson (1997:37) points out, it is not certain if children in cases of extreme deprivation have trouble learning language because they have missed their so-called critical period or if it is because of the extreme trauma they have experienced.Although Chomsky was a very influential and successful nativist, Sampson (1997:159) claims his theories were given a helping hand by external circumstances. Behaviourist Theory and Chomskys Innatism Further, reasoning the success of these new nativist writers Sampson says When Chomsky originally spelled out an argument, the reader would assess it and might detect its fallacies; but when recent writers refer to something as having been established back in the 1960s-70s, most readers are likely to take this on trust, for lack of time and energy to check the sources.Finally, on the subject of nature vs. nurture debate, which so heavily involves Chomsky, it seems impossible to distinguish whether language is only acquired due to environmental exposure or simply due to innate faculties. From the evidence it seems that humans possess innate capabilities which enable linguistic development, but the correct environment, with exposure to adult language throughout the critical period, also seems to be necessary in order for a child to develop and become a proficient speaker. Singleton evaluates the scenario in these words, The one qualification that might be entered with regard to such evidence is that deprivation of language input during the phase in a childs life when cognitive development is at its most intense may have quite general psychological/cognitive effects, and that it may be these general effects that are reflected in later language development rather that effects relating specifically to a critical period for language (Singleton 1989, 54). The behaviourist theory is also contradicted by the fact that young children very often make intelligent mistakes as they learn a language. As they progress beyond the two-word stage, they begin to understand and try to express more complex concepts, such as plurality, past tense and negation. Mistakes such as sheeps, goed, and I no want to, are all formed from formulae in the English language. In the first case, the child has grasped the general rule that /s/ at word endings implies more than one, but has not yet distinguished irregularities. The same applies to the second; /ed/ is a regularised past tense ending. In the third instance, the child definitely understands the concept of negation, but cannot yet distinguish between the different forms of expressing it (such as do not, dont; will not, wont; no; none etc) or completely comprehend the complex syntax involved. (Foster-Cohen, 1999, 89) If children only learned through repetition and imitation, would they be able to produce u tterances with grammar applied that they would never have heard their parents use? Chomsky and the Language Acquisition Device (LAD) Therefore there must be more to a childs linguistic development than simply social factors. Theories suggesting that the human brain has a unique capacity for language which is genetic and exists from before birth include Chomsky and the Language Acquisition Device, Piaget and Cognitive theory and Lenneberg and the Critical Period. The Language Acquisition Devise (LAD), according to Chomsky, is an inborn mechanism facilitating the learning of language, consisting of neural wirings and brain structures unique to human beings. A child does not need to be taught language formally, but simply needs to be exposed to adult speech. This effortless discovery of the language system is due to LAD. Chomsky, 1986, 118) The four properties of LAD are: Ability to distinguish speech sounds from over environmental sounds Ability to organise linguistic events into various properties Knowledge that only a certain kind of linguistic system is possible Ability to engage in constant evaluation of developing linguistic systems, such as generating new sentences and selecting the correct tense. Chomsky argues that language develops in a uniform way, which is genetically determined, and that learning develops in an individual with the trigger of experience. The human brain is ready for language intake from birth, and exposure to adult speech activates it. An ancient experiment where an emperor ordered for a group of children to grow up in isolation with no exposure to language resulted in none of them developing language for communication. This shows that exposure to adult language is essential for linguistic development, as language will not appear without it. A childs language develops through hypothesis testing: deciding an utterance and trying it on parents. Through trial and error, their speech will eventually correspond to adult speech. Chomskys LAD theory therefore does tie in with the behaviourist theory, but maintains that language acquisition is much more complex then simply imitation because innate faculties are also involved. If language development is dependent on the environment triggering the LAD, what is it that determined how and when children learn what? Certainly, the same stages of linguistic acquisition occur for all children (i.e. holophrastic, two-word, telegraphic), in the same order and at roughly similar ages.Piagets Cognitive Theory identifies language as an element of knowledge acquisition. He believed that the growth of knowledge is a progressive construction of logically embedded structures replacing one another by a process of inclusion of lower, less powerful logical means into higher and more powerful ones up to adulthood. This means that childrens logic and thinking methods are originally different to adults. Piagets cognitive theory suggests language is one of many cognitive behaviours, and it emerges from cognitive development or learning to think and problem solve. However, this theory is contradicted by the cocktail party chatterer children. Observations of these children have suggested that an ability to cope with language structure is largely separate from general intelligence. They talk for the sake of talking and their sentences may not make sense. However, as the behaviourist theory might have suggested, they are not simply repeating phrases they have heard, because they make grammatical mistakes such as three tickets were gave out by a police last year which they would not have heard said. A theory which would explain why these cocktail party chatterers could be able to speak fluently even with a very low non-verbal I.Q. is Lennebergs Critical Period Theory. He considered language to be an example of maturationally controlled behaviour, like walking and sexual behaviour, which is genetically programmed to emerge at a particular stage in an individuals life. Learning is required, but cannot be significantly hastened by coaching. Aitchinson Reith tells us no external event or conscious decision causes it, and a regular sequence of milestones can be charted. When the brain is in this period, lateralisation occurs, when the two sides of the brain develop specialised functions. Lenneberg recognised that in an adult brain, language is found only in the left hemisphere, whereas in infancy it is more spread out, meaning the infant brain has equipotential. Feral Children Phenomenon So-called feral children, those that have had no exposure to language in their critical period have helped to credit Lennebergs theory. Genie is an example. She was kept in appallingly deprived conditions, with almost no social contact or exposure to language until she was found at age thirteen. Attempts were made to teach her language, but although she progressed to the two-word and three-word stages like most children, her lack of morphology was never remedied. She only grasped simple grammatical concepts. Had and gave where her only past tenses which were used rarely and her only auxiliary was be; never have or must. She never used the demonstratives there or it although there were attempts at the definite article the. Genie demonstrates that after the critical period, pragmatic skills can still be developed but the structural knowledge of language is lost. She suggests that a child must be exposed to language during the critical period, and that after puberty language acquisition cannot reach its normal end point. (Snow, Hoefnagel, 1978, 1116) This suggests that universal grammar is no longer operative as an LAD. About Genies case, De Villiers is of the opinion that It is unnecessary to explain that such circumstances did not leave Genie intact in body and mind. However, although she was malnourished, there was no evidence of physical abnormalities sufficient to account for her behaviour, for she had adequate hearing, vision and eye-hand coordination. She was severely disturbed emotionally, having frequent but silent tantrums, yet there were no other symptoms of childhood autism. The most likely explanation was the chronic social deprivation she had suffered for those twelve years (De Villiers De Villiers 1978, p.215) Critical Period and Language Acquisition What the critical period theory does fail to emphasise is the way in which children learn language, concentrating more on the scientific explanation for why they are able to. The fact that children definitely need exposure to adult speech in order to learn language has already been discussed. But the reasons that humans, as social animals, need language have not been covered by any of the previously mentioned theories. Through studying his own son, Halliday identified five main purposes children need language for. These functional frameworks can be distinguished from childrens utterances even before recognisable words can be articulated, i.e. in the childs proto-language. Interpersonal functions are when the child is increasing and extending his capacity for engaging linguistically with others, for opening and sustaining dialogue with them. These include Instrumental, to satisfy material needs, for example /na/ when requesting an object. This is the I want function of language. The regulatory function is used to control behaviour of others, such as /ee/ meaning do that again! This is the do what I say function of language. Ideological functions are the aspects of adult language systems concerned with giving shape to and expressing events and the external world, and also the internal world of consciousness. (Jackson Stockwell, 1996, 170) The heuristic function is where a child uses language to explore its environment, such as requesting the name of and object. (Harley, 1989, 166). This is the tell me why function of language. The personal function enables the child to communicate his identity by expressing pleasure or interest, for example /a/ for thats nice. This is the here I come function of language. Hallidays language functions propose that both proto-language and later linguistic development can be identified by frameworks. These frameworks are factors which are important for humans to establish relationships with others, satisfy material wishes and to find out about the environment in which they live. All of the theories discussed in this essay have their merits, because the reason humans learn language and the way in which they do so are determined by many factors. Humans do uniquely possess innate faculties which enable linguistic development, but the correct environment, with exposure to adult language throughout the critical period, must be present in order for a child to develop and become a proficient adult speaker. Lexical Development Lexical development also continues after puberty, and, according to some suggestions, may continue throughout our lives, as people are continually interested in learning new things (Singleton 1989, p.56). Diller (1971) points out that twelve year olds have a recognition of about 135,000 words, Harvard freshmen know about 200,000 words, the typical thirty year oold PhD student know about 2,500,000 words. Vocabulary development continues in a natural, almost unnoticed fashion as long as one lives and is interested in new things. There have been several studies that strongly support Lennebergs hypothesis. Among the most prominent are feral children. Feral children are persons that have been linguistically isolated. When they were found, most were unable to pick up on language abilities. These cases propose that there may be a critical age in which any child who has somehow missed out on learning a language will never fully master one. (Macwhinney, 2004, 910) Genie never learned proper grammar or sentence structure. Other cases of feral children include: Victor, the wild boy of Aveyron (who was found at age 11) and Kamala of Midnapore (who was found at age 8), both never learned language correctly either. Therefore, although Lennebergs hypothesis is not proven, feral children forcefully support it. Critical Period Hypothesis and Empirical Evaluation The Critical Period Hypothesis is further supported by experiments about second language acquisition. Lenneberg believed that the language acquisition device, like other biological functions, works successfully only when it is stimulated at the right time (p. 19). Aitchison (1998, p.88) goes for a general outcome by saying that young children who start signing early because of their deaf parents end up more proficient that those who have hearing parents. The Ildefonso case is probably used against the hypothesis of upper limit critical period because he has shown nearly full competence in sign language despite his late start which was far beyond puberty. Psycholinguistic, a branch of linguistics theory covers the cognitive process that discusses the process as how to generate a grammatical and meaningful sentence out of vocabulary and grammatical structure, as well as the process to make it possible to understand utterances, words, texts, etc. It concentrates in the internal process of acquiring language and their effect on language learning. Whereas, adults can perform and develop many aspects of new ways of language and vocabulary (Singleton:1989,p.55) One internal factor is the development of Interlanguage, which is developed by learners of a second language who have not become fully proficient, but are only approximating the target language. Learners use some features of their first language during speaking and writing and they also create their own innovations; it is a system based upon the best attempt for learners to provide order and structure to the linguistic stimuli surrounding them. Interlanguage is particularly based on the learners experience on the target language. The learner creates an interlanguage using different learning strategies such as language transfer, overgeneralization and simplification. Language learning acquisition is a gradual process where errors will be unavoidable, but learners will slowly and tediously succeed in establishing closer and closer approximations to the system used by native speakers. Educators can give appropriate feedback after checking learners interlanguage, and assure learners that making mistakes is a procedure of development from the mother tongue to the second language. Universal Grammar Orientation Universal Grammar is another theory that explains failure of second language competence. It is said that Universal Grammar is a natural unconscious ability present at birth, that is a knowledge of grammar. This does not imply that a person does not make mistakes, but that they do make mistakes but irregular types of errors, and somehow a person has the ability to accept these errors and re-apply them. The set of grammatical rules are learned through conditioning, meaning that if a person when learning their mother language never heard anyone make mistakes, then he or she learns it that way. With Universal Grammar set in place at birth, the person is able to take on whichever language he or she is exposed to, as all languages have common elements and are inter-adaptable. This theory does not state that all human languages have the same grammar, or that all humans are encoded with a structure that underlies all surface grammatical expressions of each and every specific human language. But it implies that Universal Grammar suggests a set of rules that would explain how a person acquires their language or how they construct valid sentences of their language. (Chomsky, 1972, 37) This theory explains that grammar is the system of principles, conditions, and rules that are properties of all human language. Second Language Learning And Critical Period Learners begin by transferring the sounds and meaning, words order into the learning of the second language. By doing this an obstruction of the second language acquisition starts to raise, the learner starts to confuse the grammatical rules of the first language with the second language creating an incorrect language learning process. When learning a second language, a learner uses this language transfer concept as a strategy to have an uncomplicated language learning process. The learner uses parts of the analysis of one language in order to manage with the unclear grammatical rules of the target language. Learners when presenting or expressing their ideas, opinions and statements in the target language, tend to consider and apply the same grammatical structures of their first language; this transferring interferes with the proper application of the grammatical structure of the target language. The Monitor Model is another likely explanation for this second language incompetence. T his theory is characterized of five hypotheses. The Acquisition-Learning Hypothesis involves that there are two independent systems of second language performance; acquisition is the result of a subconscious process similar to childrens mother language acquisition and requires life-like second language interaction, which concentrates on communication rather than accuracy. On the other hand, learning occurs through formal instruction and includes a conscious process, which results in knowledge of the target language. Learned knowledge permits learners to read and listen more so that the acquisition is effectual. The Natural Order Hypothesis; suggests that just as first language learners, second language learners seem to acquire the characteristics of the target language in an obvious order. Contrary to intuition, the rules which are easier to state and to learn are not necessarily the first to acquire. It is observed that the natural order is independent of the order in which rules have been learned in class. Monitor Hypothesis The Monitor Hypothesis; states that a learners learned system acts as a monitor to what they are producing. In other words, while only the acquired system is able to produce spontaneous speech, the learned system is used to check what is being spoken, this occurs before or after the interaction is made, but not at the same time. The interlocutor therefore monitors their spontaneous speech using what they have learned. The Monitor Model then predicts faster initial progress by adults than children, as adults use their monitor when producing statements in the target language before having acquired the ability for natural performance, and adults will input more into conversations earlier than children. Input Hypothesis The Input Hypothesis states that only understandable input will produce acquisition of the target language. It is implied that learners must be exposed to input that is higher than their actual level of knowledge of the target language in order to produce a result in the acquisition of the target language. Because some instances learners do not posses that higher level of input, the development and improvement of the target language will not occur. The Affective Filter Hypothesis affirms that the learners emotional state acts as flexible filters that freely permit or obstruct input necessary to acquisition. It is said that adolescence and puberty are not effective periods for second language acquisition due to the hormonal changes that occur during that development period. The Sociolinguistic theory is concerned with the effect of all aspects of society in the learning process of the target language such as cultural norms, expectations and context on the way language is applied. It also concentrates on the different types of language variation, ethnicity, religion, status, gender, level of language knowledge and how all these factors have an impact on second language learning process. The Acculturation Model which is a likely reason for the failure of second language competence refers to the process of adjustment to a new culture, on how new language learners acclimatize not only to the target language but also to the culture of that language. This model refers to immigrants that are in second language surroundings, but it could also apply to new language learners and the way it affects them to also acquire a new culture. (Sagae, MacWhinney, 2004, 119). For some learners the idea of modifying and adding another culture in their life could cause difficu lties in their language learning process. One important distinguishing factor in the acquisition of second language is fossilization which refers to the permanent cessation of progress towards the target language, despite all attempts and exposure to the target language. (McLaughlin, 1985, 209). An aspect that has a relevance to fossilization is motivation; there exists lack of empathy with the target language, the culture and the native speakers. Accommodation Theory The Accommodation theory implies the way learners may adapt their speech in multilingual settings. This theory suggests the way learners adjust their way of interacting with people of different culture with different languages in order to facilitate communication. It also states that: is the way the learners social group (ingroup) identifies itself in the target language community (outgroup). If these two groups do not have a positive effect on one another, or they do not connect and identify themselves with each other, there will be a consequence in the acquisition of the second language. When learning a new language, learners need to feel that they belong in this outgroup, they need to feel that they are part of this new culture and that they feel a cordial welcoming from this outgroup; but if none of these intentions are met then learners will not have an effective and productive learning acquisition process. Social identity is another sociolinguistic issue that has a great impact in second language competence. Social identity is the way in which learners understand themselves in relation to others, and how they view their past and their future. Structural inequalities can limit leaners exposure to the target language as well as their opportunities to practice it. (Asher Garcia, 1969, 338). The input that learners acquire could be received from different sources such as; the teacher, textbooks, individuals, radio, television, newspapers, magazines, etc. And if these resources are not accurate in their language transmission then the input might not be logical to the learners and the learners intake will be erroneous which will result in the failure of language competence. (Collier, 1989, 523). Conclusion In conclusion, numerous linguists believe that there is a Critical Period in which humans can acquire language. The theory proposed by Lenneberg about a limited time in which language can be acquired is supported by large amounts of research. Although many challenge this hypothesis with the theory of Universal Grammar, both are unproven. Studies have determined that invalid conversational interaction affects the acquisition of second language, which in result could decrease the pace of language acquisition. Invalid interaction is the product of inaccurate input, which could cause a decline in the learners participation and motivation to produce language properly. The role of instruction has been examined as the role of focus on the grammatical forms of language in instruction. Many factors such as; internal or external factors can modify the way learners acquire and learn the target language; the above stated factors can obstruct second language acquisition competence. However, learners can manipulate and be capable of attaining the knowledge of the second language if their perspective of the target language is adjusted. Learners with low motivation and low language confidence will have high filters which will obstruct the achievement of second language acquisition. There are other variables in second language acquisition process. Aptitude refers to the ability and capacity that a learner has towards the language. The attitude the learner posses towards the target language, how the learner feels, the posture they have towards the target language. Age has also an influence in second language acquisition, as it is stated above adolescents might have an increase difficulty level when it comes to acquisition of language due to the hormonal changes, but at the same time they perceive language faster than adults due to their neurological development. As for adults, they become more appropriate for the study of a second language because of their maturity, but at the same time, their learning process struggles due to their developmental age.

Two Types of Love in Platos Symposium :: Plato Symposium Essays

Two Types of Love in Plato's Symposium I have always thought that there was only one type of love, which was that feeling of overwhelming liking to someone else. I am aware that Lust does exist and that it is separate from Love, being that the desire for someone's body rather their mind. In Plato's Symposium, Plato speaks of many different types of love, loves that can be taken as lust as well. He writes about seven different points of view on love coming from the speakers that attend the symposium in honor of Agathon. Although all these men bring up excellent points on their definitions on love, it is a woman that makes the best definition be known. I will concentrate on the difference between the theory of Common and Heavenly love brought up by Pausanias and the important role that Diotima plays in the symposium. Pausanias brings up an excellent way to think about Love. He explains that love can be broken down into two types, that of Common and Heavenly love. The common love is that when a man and a woman join merely to satisfy their sexual desires. On the other hand the heavenly love is the type that occurs when two people are attracted to each other with a strong force that goes past the physical appearance but comes from deep within as if from the soul. Although Plato presents examples of the two loves with having the common love as if only happening between a man and a woman and the heavenly love happening between a man and a man, there is not enough proof in the text to say that this if what the whole of Athens really believed. Lust or the common love was looked upon in the symposium as vulgar and immoral. This was the type of love was filthy with sin "since all they care about is completing the sexual act."(p.466, 181 b) This is because it comes from a strong sexual attraction that is produced from only desiring the physical body rather the soul. This common love was thought to come from the younger Aphrodite born from Zeus and one of his many mistresses.

Australian Concepts: the Merry Go Round in the Sea

Australia during the wartime. The concept of Australia from the viewpoint of six year old Rob Coral at the start of ‘The Merry-Go-Round in the Sea', is not actually about the country itself, but one that Is solely based upon his Immediate surroundings. The security of his family and of the land that Is his home, are the things that provide him with safety and identity. ‘He thought, often, of himself, of who he was, and why. He would think: I am Australian, and wonder why. How had he come to be Rob Coral, living in this town? This quote is taken from the beginning of the book. Here Rob is cost and often struggles to define his own Identity. The continual presence of the large Nameplates clan that he belongs to is very important, as it signifies, what Rob comes to believes, is his place in the world. This quote is an example of the shelter and protection Rob feels with family. ‘After that, the boy stopped listening to his mother's warnings of doom. But because no cata strophe was possible which she would not have foreseen, he felt secure with her, he felt that she could thwart any danger, except the one danger he really feared, which was made up of time and change and fragmentary talk of war.Rob is engrossed in Geraldine, his home. The single connection with the outside world he has Is of the war, which links to him simply because of his cousin and Idol, Rick, and having to move homes every now and then. The importance and value of close family bonds is a fundamental Australian belief that is still held today. Family is where we draws our base set of values and beliefs, and the frequent visits and gatherings Rob shares with his tens of aunts, uncles, grandparents and cousins Is one of the elements that define his world.Australia is depicted in hundreds of literary texts by images of the ‘bush' and outback. The landscape portrayed in most of the novel is set in more rural areas of Australia. Randolph Stow, the author, goes into a large amoun t of detail describing the scenery with Its sights, smells and sounds, as demonstrated by the following quote: ‘In the summersets along the dry creek that wound almost to the river at Install, cockatoos swirled like torn paper, catching the light. Rising from one tree, they flashed and screeched across the tiger striped sky to another, a quarter of a mile away.They Infested the tree like migratory fruit-blossom, flapping, tearing, and relining. ‘ Almost all of the descriptions are positive, planting the land In a beautiful and attractive light. The frequent mention of native animals and plants, FIFO together Walt ascriptions AT ten vastness Ana emptiness AT ten eternal Is unleaded Australian. Rob's life throughout the novel revolves around school, the beach and most importantly, his cousin Rick. It is the relationship between the two that supports the entire novel.The effect of Rick's character is complicated, as we see him largely through Rob's point of view. Being abse nt for half the book, his character can be official to grasp. While Rob adores and dollies Rick, the adults in the family are continually criticizing him after his return from the war. ‘Rick was immature. He was lazy. He was a narcissist. He used dirty language. He had stayed at the very bottom of the army. He refused to be a farmer. He talked like Hitler about the Bomb. He looked bored and miserable when he was with people Rob liked†¦ Before leaving for War, Rick had been a golden boy, but he never lived up to the family's expectations in the end. Although the war had a shattering effect on Rick, both physically and psychologically, it was this that lead to the development of his character; his loss of innocence and carefree attitude. He came home a changed man. While Rick's best friend Huge, whom he meets in the War, has managed to put the impressions of the War and its impact behind him and move on with life, memories of War continue to haunt Rick long after he returns home.Although this change in Rick's character is obvious to young Rob, he continues to admire his cousin. Quotes from the end of the book Justify this. ‘Rob's love for Rick was like an ache in his body,' and ‘He (Rob) seems o be trying to turn himself into a carbon copy of Rick,' Margaret Coral said. † Towards the end of the novel, Rob's perception of the world, his concept of Australia, has changed. ‘The world the boy had believed in did not, after all, exist. The world and the clan and Australia had been a myth of his mind, and he had been, all the time, an individual. In Rick's words, ‘Families and countries are biological accidents. ‘ Rob is forced to question the idea that although everyone comes from a family and country, it doesn't provide us with any identity, and everyone is an individual. As the novel progresses, Rob starts to doubt the beliefs of his family, beliefs that he had never challenged before, mainly due to Rick's actions and reactions after experiencing life so close to death, and his decision to leave Australia forever. ‘Look, kid,' Rick said, ‘Eve outgrown you. I don't want a family, I don't want a country.Eve grown up, and I'm on my own. ‘ Rick was turning his back on his home and as Rob's idol, forcing Rob to consider a life outside of what he had always known. While a great deal of ‘The Merry- Go- Round in the Sea' goes into detail featuring and ascribing the landscape, ‘Summer of the Seventeenth Doll', another popular Australian story, does the opposite. Being a play, the dialogue is the main thing that drives the plot, but with the novel, a variety of different scenes and settings is easier to portray. Setting in the play consists of only two locations, both indoors.The time periods of both stories are different, with ‘The Merry- Go- Round in the Sea' set during the wartime and depression, while ‘Summer of the Seventeenth Doll', a few years after. This co ntributes to the different behaviors and way of life of the harassers in the stories. The main similarity between the two texts is the symbols of the kepi doll and merry-go-round. Both are recurring motifs in their own stories. The kepi doll is a representation of the relationship between Olive and ROR, two main characters in the play.Unmarried, and taking the chance to see each other for only Twelve months every year, tenure Is never any progress In tenet relations anon t doll signifies the fragility and artificial bond between them. Olive wants to keep their relationship the way it is, like a teenage romance. The doll is flawless, but its refection is fake. The merry-go-round has similar significance. It too, is a symbol of perfection, of Rob's ideal world. At the beginning, it is one of Rob's greatest desires to learn how to swim to what he believes is the ‘merry-go-round in the sea', which is really the mast of a sunken shipwreck.When Rob asks his mother, ;Why? Why can't w e go there? ‘ , she answers with, ‘Oh- because of the war. ‘ This leads him to dislike the war, in addition to it also taking Rick away and causing change in Rob's life and home. He imagines that when the war is over, he will swim to the merry-go-round, Rick will return, he'll move home, and things will be perfect. However, this is not the case. The last sentence of the novel reflects the change from start to end of the story, and Rob's growth towards maturity. He thought of a windmill that had become a merry-go-round in a backyard, a merry-go-round that had been a substitute for another, now ruined merry-go-round, which had been itself a crude promise of another merry-go-round most perilously rooted in the sea. ‘ The major themes of time and change are shared in both stories. ‘The world would revolve around him (Rob), ND nothing would ever change. He would bring Rick to the merry-go-round, and Aunt Kay, and they would stay there always, spinning and di ving and dangling their feet in the water, and it would be today forever. This quote demonstrates Rob's aversion to change and time's unceasing forward momentum. He wants everything to be the way it was before Rick went to war, and this is also symbolized by the merry- go-round in the sea. This fear of change is identical to Olive's feelings in ‘Summer of the Seventeenth Doll'. Even after seventeen years of no change and progress, Olive is tuck in a time warp, wants to keep things the way they are and continue acting like a young adult.She is afraid of commitment and not feeling youthful anymore, causing her to cling on to her young and innocent kepi dolls for security and comfort. ‘Olive (to ROR): ‘l want what I had before. You give it back to me; give me back what you've taken. ‘ When things start to change in the seventeenth summer, Olive doesn't react well and by the end of the play, she is left with nothing. The tradition of metathesis, although frequent in other countries as well, is a very rage part of Australia and the bond between its men.The ‘outback man' is a famous Australian icon that is incorporated into thousands of movies, poems, novels and songs. The strong, very masculine impressions they exude of power, pride and being ‘one' with the land is a famous and commonly used Australian stereotype. Both Rick and ROR in the texts radiate the ‘outback man' persona. They are strong, much more physically than mentally and both are very tough. The metathesis between Rick and Huge is very deep, largely because of what they shared through the war.When in a fife and death situation, the trust and loyalty between the men had to be strong, and the experiences they went through together is something neither will forget easily. ‘The skeleton of Hugh McKay lay on the floor. ‘Rick,' Hugh said, breathing painfully. ‘I drank your water. ‘ ‘That's all right. ‘ ‘No, no- bastard of a t hing to do. ‘ ‘Don't be stupid,' Rick said. What's a mate for? ‘ This quote reveals how meaningful are on the verge of death. This metathesis is similar to that of ROR and Barneys in ‘Summer of the Seventeenth Doll'.Although their bond may not have been as deep, hey still relied on each other a lot during the cane season up North where they worked as cutters. ROR and Barney have the same loyal and ‘got your back attitude, which, even though it comes into question, proves to be strong by the end of the story. While ‘Summer of the Seventeenth Doll' is similar to ‘The Merry Go Round in the Sea's' themes, symbols and characters, the poem, ‘My Country by Throated Mackerel is comparable to the novel through images of Australia's landscape. Depictions of its beauty and magnificence are plentiful in both texts.The book concentrates on a mall area of Australia because it is where the action takes place, whilst the poem gives a picture of Austra lia as a whole. Mackerel's attitude in ‘My Country is enthusiastic and positive, while Stows is more restrained. There is similar imagery between the two texts in some descriptions. ‘l love a sunburns country; a land of sweeping plains' refers to Australia's vast, brownish-red land, and its sun drenched weather. A vision like this is also expressed in the novel. ‘The hills and soils were red- brown and stony, brownish purple in the distance. Australia is often represented by TTS landscape and so it is not common to find that different texts have described the country in comparable ways. Stow has masterfully captured the atmosphere of growing up in Australia in the sass's. The concept of Australia explored by the novel has reinforced my perceptions of the land. Its conception of the landscape, what it means to be Australian and whether it is possible to outgrow your country has broadened my outlook and even question a few of my own values. It raises profound issues that cause readers to stop and consider what it really means to be Australian.

Nebular Model of the Solar system

Nebular Model of the Solar system Introduction Philosophers and scientists, particularly the astronomers, have been looking for information pertaining to how the universe was formed.Advertising We will write a custom research paper sample on Nebular Model of the Solar system specifically for you for only $16.05 $11/page Learn More Even though there is no single authoritative model that explains the manner in which the universe was formed, there is one model that satisfies the highest share of astronomers: the nebular hypothesis or model. The model is not only the most popular but also the one that garners several factual arguments on its accounts for the formation of the universe. The hypothesis dates back to 1734 when Emanuel Swedenborg (Woolfson 1984, p.6) first proposed it. It dates the formation of the universe back since some 4.6 billion years following the collapse of an interstellar molecular cloud of particles comprising of ice, rock, and dust among others. However, several criticism s were raised on it for a couple of years making it fall out of favour. One of the central criticisms of the nebular hypothesis rested on its inability to provide an explanation on why the sun lacked angular momentum in comparison with all other planets, which orbit around it (Fogg Nelson 2007, p.1195). Nevertheless, â€Å"now, it is back with a definitive model† (Gomes et al. 2005, p.466). As from early 1980s, tremendous studies have been carried on young stars. The studies show that young stars are â€Å"surrounded by cool discs and gas, exactly as the nebular hypothesis predicts† (Gomes et al. 2005, p.468). This has made the nebular hypothesis to be reaccepted. Following this validation of nebular hypothesis, this paper finds it ample to describe nebular model of the solar system coupled with the features of solar system that the model explains.Advertising Looking for research paper on astronomy? Let's see if we can help you! Get your first paper with 15% O FF Learn More Description of Nebular model of the solar system According to nebular model of the formation of the universe, the formation of the solar system is inherent to the formation of the stars and planetary disks. The figure below shows fundamentals of universe formation. Source: (Kokubo Ida 2002, p.673) Formation of stars Stars are believed to have been formed from a giant cloud of molecular hydrogen, which was as big as 300,000 times the size of the sun (Montmerle at al. 2006, p.42). The nebular theory of the solar system approximates that the massive collapsing of the proto-stellar nebulae took place some 100, 000 years ago (Pudritz 2002, p.69). All nebulas initiate with some angular momentum. A gas is found at the centre of every nebular. Relative to the outer parts, this gas has a lower angular momentum. It undergoes an incredible compression resulting to the formation of a hot core that does not contract. The core’s mass is lesser than the origi nal mass of the entire nebula (Mohanty, Ray Basri 2005, p.492). The core constitutes the seed, which, while fully grown, forms the stars. Further collapsing truncates into retention of the angular momentum. Consequently, â€Å"the rotation of the in-falling envelop accelerates which largely prevents the gas from directly accreting onto the central core† (Klahr Bodenheimer, 2003, p.869). Forcefully, the gas finds its way outwards close to â€Å"the equatorial plane of the core, which in turn forms the disk that further accretes onto the formed core† (Klahr Bodenheimer 2003, p.887).Advertising We will write a custom research paper sample on Nebular Model of the Solar system specifically for you for only $16.05 $11/page Learn More This makes the core grow magnificently in terms of mass to the extent that it makes up a proto-star, which is very hot. In this particular stage, the in-falling envelope gigantically obscures the proto-star coupled w ith its disk making it directly invisible (Mohanty, Ray Basri 2005, p.499). The proto-star emits a radiation, which is in the order of sub-millimeters or millimeters. Nebular theory classifies these proto-stars as belonging to class zero. However, the luminosity of these proto-stars is ideally very high ranging in the order of 100. This energy originates from gravitational collapses (Kokubo Ida 2002, p.666). It occurs because the cores of the proto-stars have not become hot enough to the extent that the process of nuclear fusion can begin. When the materials forming the envelope proceed falling into the proto-star disk, a stellar object becomes conspicuous. This occurs initially in the region of infrared and in a visible range of electromagnetic spectrum later. When the proto-star garners enough mass above, about 80 times of that of Jupiter, hydrogen fusion initiates. However, when this mass is lower than this, a brown dwarf object is developed (Mohanty Ray Basri 2005, p.508). De velopment of new stars takes place about 100, 000 years upon inception of the collapse process. The resulting solar system’s objects are classified as class one proto-stars at this level. During the next stage, the disk gathers the envelope. This results to its disappearance. The resulting proto-star is the T Tauri star. According to Mohanty, Ray and Basri (2005), â€Å"the mass of the disk around a classical T Tauri star is about 1–3% of the stellar mass, and it is accreted at a rate of 10-7 to 10-9 solar masses per year† (p.505).Advertising Looking for research paper on astronomy? Let's see if we can help you! Get your first paper with 15% OFF Learn More A classical T Tauri star has properties such as â€Å"emission limes, existence of jets, photometric variability, strong flux, and possession of magnetic activities† (Mohanty, Ray Basri 2005, p.505). The formation of the emission lines is owed to the hitting of the star’s surface by accreted gas. This takes place within the magnetic poles. The jets are principally the avenues through which the excessive momentum of the star is lost. Formation of planetary disks and planetary system Apart from the formation of stars, another essential concern of the nebular model is to provide an explanation of how the proto-planetary disks are formed. This provides mechanisms of laying the foundation on provision of an explanation on how the entire universe formed, as well as how it continuously evolves. Nebular hypothesis holds that, under certain circumstances and provisions, instead of disappearance of the planetary disk, it may give rise into a planetary system. Megeath et al. sup ports this argument by claiming, â€Å"Proto-planetary disks have been observed around a very high fraction of stars in young star clusters† (2005, p.114). An example of formation of a proto-planetary disk in Orion nebula is shown in the figure below. Source: (Font et al. 2004, p.901) Disks exist right from the onset of the process of formation of stars. However, in the early stages, it is not possible to view them because of opacity in the environment that surrounds a proto-star. For a class zero proto-star, the planetary disk is immensely hot. Consequently, inside the disk, many of the volatile materials evaporate leaving behind refractory elements. Therefore, ice can only possibly exist in the outermost part of the disk (Font et al 2004, p.901). Rocky planets are formed in the inner sections of the proto-planetary disks. In these sections, temperatures are too high to permit condensation of ice coupled with certain other substances to form grains (Sean, Quinn Lunine 2007 , p.67). Consequently, coagulation of grains that are rocky in nature occur leading to creation of planetensimals that are rocky. In the words of Montmerle et al (2006), the conditions â€Å"are thought to exist in the inner 3-4 AU part of the disk of a sun-like star† (p.73). On the formation of the planetensimals from the proto-planetary disks, the process of runaway accretion initiates. During this process, the planetary body grows such that M4/3 is directly proportional to R4 (Montmerle et al 2006, p.65) where R is the radius of the growing body while M is its mass. When this process is completed, the stages of oligarchic accretion and merger follow respectively. These are the last two stages for the formation of a rocky planet. Features of solar system explained by nebular solar system The nebular theory for the formation of the solar system explains the process of formation of a number of features that make up the solar system. They include stars, planets, and asteroids among others. The theory holds that the universe formed when the interstellar gas molecules that were filled with ice, rocks, and dusts among other particles spontaneously collapsed. This collapse was caused by a turbulence whose aftermath was heating up of these particles making them turn into stars. Initially, the components that make up the universe were in the form of clouds. A cloud of dust believed to form the solar system by astronomers is shown below. Source: (Montmerle et al 2006, p.47) During the solar system formation process, most of these clouds settled at the centre to form the sun. On the other hand, some of the materials became flattened to form the planetary disks (Montmerle et al 2006, p.49). Material making up the disks formed the planet coupled with other objects that are found in the solar system. Other materials stuck together to form solids (balls), which grew bigger when more materials collided with them. The balls formed the cores of the planets. When the g rowing solids developed their own gravitational pulls, the rate of attraction of ice and dusts particles became even more enhanced. Stars and terrestrial planets With regard to the nebular hypothesis, stars resulted from the thick and gigantic particles of hydrogen vapours. The hydrogen clouds were â€Å"gravitationally unstable and matter coalesced to smaller denser clump, which then collapsed and formed stars† (Stamatellos, Hubber Whitworth 2007, p.31). The formation of giant stars is illustrated below. Source: (Stamatellos, Hubber Whitworth 2007, p.30) The nebular hypothesis also holds that the process of star formation is an intricate one. It produces hefty amounts of proto-planetary disks of gasses around a forming star. In the due process, this may truncate into the formation of planets. Consequently, the procedure of star creation results to the innate configuration of terrestrial system. In this context, Fogg and Nelson (2007) claim that the hypothesis approximates , â€Å"†¦a sun-like star usually takes 100 million years to form† (p.1198). The proto-planetary disks are initially hot. However, during the T Tauri star formation stage, it cools down upon attracting more dust grains that are composed of ice and rocks. This makes the first stage of formation of the planetary system. The second stage is marked by the coagulation of planentesimals to become kilometer-sized embryos right from centimeter-sized ones. However, â€Å" if the disk is massive enough, the runaway accretions begin, resulting in the rapid-100,000 to 300,000 years- formation of moon-to mars-sized planetary embryos†(Sean, Quinn, T Lunine 2007, p.70). Within the vicinities of stars, the developing embryos of planets undergo massive merging processes leading to the formation for terrestrial planets. This is the last stage, which takes approximately 100 million years. The most complex development is that of the creation of colossal planets like Jupiter. Giant p lanets Formation of Giant planets is thought to take place under conditions that are below snowlines. In such situations, the emanating planets embryos are principally comprised of ices. Consequently, such planets are â€Å"several times massive than the inner part of the proto-planetary disks† (Fogg Nelson 2007, p.1196). The nebular hypothesis further postulates that the components that are formed after the formation of the ice embryo are necessary. This remains unclear even though growth may take place to surpass 5 to 10 times the size of the earth. This threshold value is critical in the initiation of the process of accretion of gases (hydrogen-helium) from the surface of the disks. According to this theory, the course of gathering gases at the center of the springing planet is essentially slow. However, â€Å"when the planet becomes 30 or more times greater than the earth, the process accelerates and extends into the runaway† (Montmerle et al 2006, p.41). The proc ess of accretion does not proceed for eternity. It stops upon exhaustion of gasses. Consequently, planets acquire their defined masses since no further increase in masses occurs. Planets already created may relocate themselves thus causing a failure of cores leading to the formation of planet-like Neptune and Uranus (Boss 2003, p.578). Cores leading to the formation of these two planets â€Å"were formed too late when the disk had almost disappeared† (Megeath et al 2005, p.113). The nebular theory also holds that other components of the solar system were formed in similar manner in which the earth, the stars, and or giant planets such as Neptune, Saturn, and others were formed. Asteroids Just as Neptune was formed from failed cores, nebular theory claims that asteroids coupled with other planetesimals formed from failed formation of planets. Failed planets are essentially the objects that were formed from solar nebular (Bottke, et al. 2005, p.65). However, they hardly ended u p being large enough to compose a planet. From this explanation of the formation of asteroids, it is apparent that the initiation stages for formation of an element of the solar system may lead to the formation of another element under certain conditions such as the failure of a process to proceed to completion. Conclusion Many theories have been put forward to explain the formation of the solar system. One of such theories is the nebular theory of the formation of the solar system. The theory argues that the solar system was formed, and continues to evolve, through the coalescence of dust and ice among other particles in space. The theory dates back to 1743 when Emanuel Swedenborg first put it forward. Although it later faced disfavours, the modern evidence based on studies of the formation of new stars has made its reaccepted. However, this does not mean that the theory has cleared up all its criticisms. For instance, a prominent drawback of the theory rests on its inability to pr ovide explanations of the manner in which materials that are accreted by proto-stars lose their angular momentum. Consequently, it becomes hard to explain why some stars possess planets while others do not have belts made of dust. Amid these and other challenges of the nebular hypothesis, the paper has argued that the theory can explain the formation of some features of the solar system such as the stars, asteroids, and planets among others. References Boss, A 2003, ‘Rapid formation of outer giant planets by disk instability,’ The Astrophysical Journal, vol. 599 no. 1, pp 577–581. Bottke, W, Durda, D, Nesvorny, D 2005, ‘Linking the collisional history of the main asteroid belt to its dynamical excitation and depletion’, Icarus, vol. 179 no. 1, pp. 63–94. Fogg, J Nelson, P 2007, ‘On the formation of terrestrial planets in hot-Jupiter systems,’ Astronomy Astrophysics, vol. 461 no.3, pp. 1195-1199. Font, S, McCarthy, G, Doug, J, Ballantyne, D 2004, ‘Photoevaporation of circumstellar disks around young stars,’ The Astrophysical Journal, vol. 607 no.2, pp. 890–903. Gomes, R, Levison, F, Tsiganis, K Morbidelli, A 2005, ‘Origin of the cataclysmic late heavy bombardment period of the terrestrial,’ Nature, vol. 435, no. 7041, pp. 466–469. Klahr, H Bodenheimer, P 2003, ‘Turbulence in accretion disks: vorticity generation and angular momentum transport via the global baroclinic instability,’ The Astrophysical Journal, vol. 582 no.2, pp. 869–892. Kokubo, E Ida, S 2002, ‘Formation of protoplanet systems and diversity of planetary systems,’ The Astrophysical Journal, vol.581 no.1, pp 666–680. Megeath, T et al. 2005, ‘Spitzer/IRAC photometry of the Ï  Chameleontis association,’ The Astrophysical Journal, vol. 634 no. 1, pp. 113-116. Mohanty, S, Ray, J, Basri, G 2005, ‘The T Tauri Phase down to Nearly Planetary Masse s: Echelle Spectra of 82 Very Low Mass Stars and Brown Dwarfs,’ The Astrophysical Journal, vol. 626 no. 1, pp. 498–522. Montmerle, T et al. 2006, ‘Solar System Formation and Early Evolution: the First 100 Million Years’, Earth, Moon, and Planets, vol. 98 no. 4, pp. 39–95. Pudritz, R 2002, ‘Clustered star formation and origin of stellar masses,’ Science, vol. 295 no. 5552, pp. 68–75. Sean, R, Quinn, T, Lunine, J 2007, ‘High-resolution simulations of the final assembly of Earth-like planets 2: water delivery and planetary habitability,’ Astrobiology, vol. 7 no. 1, pp. 66–84. Stamatellos, D, Hubber, A, Whitworth, A 2007, ‘Brown dwarf formation by gravitational fragmentation of massive extended protostella discs,’ Monthly Notices of the Royal Astronomical Society: Letters, vol. 382 no. 1, pp. 30–34.

Teddy Roosevelt Simplifies Spelling

Teddy Roosevelt Simplifies Spelling In 1906, U.S. President Teddy Roosevelt tried to get the government to simplify the spelling of 300 common English words. However, this didnt go over well with Congress or the public. Simplified Spelling Was Andrew Carnegies Idea In 1906, Andrew Carnegie was convinced that English could be a universal language used around the world  if only English was easier to read and to write. In an attempt to tackle this problem, Carnegie decided to fund a group of intellectuals to discuss this issue. The result was the Simplified Spelling Board. The Simplified Spelling Board The Simplified Spelling Board was founded on March 11, 1906, in New York. Included among the Boards original 26 members were such notables as author Samuel Clemens (Mark Twain), library organizer Melvil Dewey, U.S. Supreme Court Justice David Brewer, publisher Henry Holt, and former U.S. Secretary of the Treasury Lyman Gage. Brander Matthews, professor of dramatic literature at Columbia University, was made ​the chairman of the Board. Complicated English Words The Board examined the history of the English language and found that written English had changed over the centuries, sometimes for the better but also sometimes for the worse. The Board wanted to make written English phonetic again, as it was long ago, before silent letters such as e (as in axe), h (as in ghost), w (as in answer), and b (as in debt) crept in. However, silent letters were not the only aspect of spelling that bothered these gentlemen. There were other commonly used words that were just more complex than they needed to be. For instance, the word bureau could much more easily be spelled if it was written as buro. The word enough would be spelled more phonetically as enuf, just as though could be simplified to tho. And, of course, why have a ph combination in phantasy when it could much more easily be spelled fantasy. Lastly, the Board recognized that there were a number of words for which there already were several options for spelling, usually one simple and the other complicated. Many of these examples are currently known as differences between American and British English, including honor instead of honour, center instead of centre, and plow instead of plough. Additional words also had multiple choices for spelling such as rime rather than rhyme and blest rather than blessed. The Plan So as not to overwhelm the country with an entirely new way of spelling at once, the Board recognized that some of these changes should be made over time. To focus their push for adaptation of new spelling rules, the Board created a list of 300 words whose spelling could be changed immediately. The idea of simplified spelling caught on quickly, with even some schools beginning to implement the 300-word list within months of it being created. As the excitement grew around simplified spelling, one particular  person ​became a huge fan of the concept - President Teddy Roosevelt. President Teddy Roosevelt Loves the Idea Unbeknownst to the Simplified Spelling Board, President Theodore Roosevelt sent a letter to the United States Government Printing Office on August 27, 1906. In this letter, Roosevelt ordered the Government Printing Office to use the new spellings of the 300 words detailed in the Simplified Spelling Boards circular in all documents emanating from the executive department. President Roosevelts public acceptance of simplified spelling caused a wave of reaction. Although there was public support in a few quarters, most of it was negative. Many newspapers began to ridicule the movement and lambasted the president in political cartoons. Congress was especially offended at the change, most likely because they had not been consulted. On December 13, 1906, the House of Representatives passed a resolution stating that it would use the spelling found in most dictionaries and not the new, simplified spelling in all official documents. With public sentiment against him, Roosevelt decided to rescind his order to the Government Printing Office. The efforts of the Simplified Spelling Board continued for several more years, but the popularity of the idea had waned after Roosevelts failed attempt at government support. However, when browsing the list of 300 words, one cannot help but notice how many of the new spellings are in current use today.

Macbeth Research Paper Example | Topics and Well Written Essays - 1500 words

Macbeth - Research Paper Example the everlasting value of it, as all these elements combined with ill ambition, craving for high political position, becoming enormously rich in a dishonest way, etc., characterize modern societies in our time. Mac Bethad mac Findlaich or Macbeth for short in English was a Scottish king (1040-1057) who ruled successfully and wisely after killing his predecessor Duncan (1034-1040), who on the other hand was a weak and terrible leader. Macbeth was killed in 1057 in a battle led at Lumphanan in Aberdeenshire on 15th August against Malcolm, Duncan’s rightful heir to the throne. The events that took place shortly before Duncan’s murder and until Macbeth’s defeat were described in Shakespeare’s play â€Å"Macbeth† written sometime between 1604 and 1606. (â€Å"Mala Enciklopedija Prosveta† Belgrade, 1970, vol.2, p.15). Having a broad knowledge of Raphael Holinshed’s â€Å"Chronicles of England, Scotland and Ireland† (1587), Shakespeare apparently used it as a main source for writing this play. According to Holinshed, Duncan, the king of Scotland was a young and incapable ruler, but Shakespeare deliberately depicted him as an old and almost saint person in order to darken Macbeth’s crime even more than it actually was. Shakespeare used this chronicle to write a tragedy, not a historic play. George Buchanan’s â€Å"History of Scotland in Twenty Books† (2 volumes, 1733) written originally in Latin could have been another source for some scenes in the play. There are also things which must have been products of Shakespeare’s fantasy (the scene with the banquet and the appearance of Banquo’s ghost or Lady Macbeth’s sleepwalking). Some critics even claim certain scenes were influenced by the Roman history, and some give credit to the legends Shakes peare knew so well. Yet, whatever the sources, â€Å"there is no doubt that the tragic status of Macbeth would be far weaker, were it not for the facts given in the Holinshed’s chronicle that Duncan was weak,

To what extent is New Media Technology to blame for increase in Assignment

To what extent is New Media Technology to blame for increase in anti-social behaviour within social groups - Assignment Example New media entails digitalization of content that can be produced at once at the set time, as contrasted to traditional printed media (Bers & Bers, 2011). Digital activities can be seen in DVDS, the internet and social media, computer games, amongst others. Basically, what is correlated to the internet, and interplay between technology images and sounds may be termed as new media (Bers & Bers, 2011). In the work of Clarke (2003) and Cardwell & Flanagan (2003) anti-social behavior refers to behaviors that lack thoughtfulness for the other persons and the society at large. At times, the behavior may either be premeditated or unintentional, but as Morrison, (2007) indicates, these behaviors create unsociable individuals. This is to mean that anti-social behaviors are contrary to the norms of the society. They may range from rape to drug addiction. While the new media has been instrumental in making the world a global village, the media has also had its dark side on the society. As seen in the research by Bull (2000) new media has brought a completely new auditory experience to the users. The work clearly explains the experience of a user with the iPod that can select music, which has been termed by Bull (2000) as an urban experience. Through personal stereos, Bull (2000) emphasizes that users can control their aural environments by blocking the ‘undesirable city sounds.’ He gives an example of a passenger travelling, and how musical experience rearranges their experience of time (Bull, 2000). It is evident from this iPod that the individual locks the ‘outside world’ contact to a creation of their own world, be it traffic or a neighbor starting a conversation. Cardwell & Flanagan’s (2003) work indicates that negative influences on the environment like noise may aggravate anti-social behavior. Applying the social learning theory (vicarious reinforcement and observational learning) an individual is likely to imitate what is heard especially if the