Geographic Factors

Topographical highlights are the parts of the Earth. There are two sorts of topographical highlights, to be specific common geological highlights and counterfeit land highlights. Regular topographical highlights incorporate however are not restricted to landforms and biological systems. For instance, landscape types, waterways, common units (comprising everything being equal, creatures and smaller scale life forms in a zone working along with the entirety of the non-living physical variables of the earth) are regular geological highlights. In the interim, human settlements, designed builds, and so on re sorts of fake geological highlights. Substance [hide] 1 Natural geological highlights 1. 1 Ecosystems 1. 2 Landforms 2 Artificial topographical highlights 2. 1 Settlements 2. 2 Engineered develops 3 Cartographical highlights 4 See likewise 5 References [edit]Natural geological highlights [edit]Ecosystems Main article: Ecosystem â€Å"Any unit that incorporates the entirety of the liv ing beings (ie: the â€Å"community†) in a given territory the physical condition so a progression of vitality prompts plainly characterized trophic structure, biotic assorted variety, and material cycles (I. e. trade of materials among living and nonliving parts) inside the framework is an environment. â€Å"[1] living beings are ceaselessly occupied with a lot of associations with each other component establishing the earth wherein they exist, and â€Å"ecosystem† portrays any circumstance where there is connection among creatures and their condition. What makes them geological highlights is that they are found A biome is a topographically characterized territory of biologically comparative networks of plants, creatures, and soil living beings, frequently alluded to as ecosystems.Biomes are characterized dependent on variables, for example, plant structures, (for example, trees, bushes, and grasses), leaf types, (for example, broadleaf and needleleaf), plant separat ing (timberland, forest, savanna), and atmosphere. Not at all like ecozonse, biomes are not characterized by hereditary, ordered, or authentic likenesses. Biomes are frequently related to specific examples of biological progression and peak vegetation. A biological system is additionally where creatures live in biomes(Ocean, Deserts, Grasslands, etc) [edit]LandformsMain article: Landform A landform includes a geomorphological unit, and is to a great extent characterized by its surface structure and area in the scene, as a feature of the landscape, and in that capacity, is ordinarily a component of geography. Landforms are arranged by highlights, for example, height, slant, direction, definition, rock presentation, and soil type. They incorporate embankments, hills, slopes, bluffs, valleys, waterways and various different components. Seas and mainlands are the most noteworthy request landforms.A waterway is any huge amassing of water, normally covering the Earth. The term waterway re gularly alludes to enormous collections of water, for example, seas, oceans, and lakes, yet it might likewise incorporate littler pools of water, for example, lakes, puddles or wetlands. Waterways, streams, trenches, and other topographical highlights where water moves starting with one spot then onto the next are not generally considered â€Å"bodies† of water, however are incorporated here as land developments including water. [edit]Artificial land highlights edit]Settlements Main article: Human settlement A settlement is a perpetual or transitory network wherein individuals live. A settlement can extend in size from few abodes gathered to the biggest of urban communities with encompassing urbanized territories. The medieval settlement investigate gathering (a British organisation)[2] incorporates as a major aspect of a settlement, related highlights, for example, streets, fenced in areas, field frameworks, limit banks and dump, lakes, parks and woods, plants, lodges, canal s and houses of worship. edit]Engineered develops Main articles: Construction designing, Building, and Nonbuilding structure See likewise: Infrastructure Engineered geographic highlights, for example, interstates, spans, air terminals, railways, structures, dams, and repositories, which are a piece of the anthroposphere on the grounds that they are man-made, are fake geographic highlights. [edit]Cartographical highlights Main articles: Cartography and MapCartographical highlights are a kind of theoretical geological element †they show up on maps yet not on the planet itself, despite the fact that they are situated on the planet. For instance, you can see the Equator on maps, yet on the off chance that you were really remaining on the Equator you wouldn't have the option to see it, since it is a totally hypothetical line utilized for reference, route, and estimation. [edit]See additionally Geography Physical geology Human topography Landscape [edit]References ^ Odum EP (12345349 71) of biology, third editionSaunders New York ^ MSRG

To what extent should we allow L1 in the L2 classroom Free Essays

Presentation The utilization of a student’s first language (L1) in a second language homeroom (L2) has been bantered for various years (Morahan 2010) inside the standards set by Teachers of English to Speakers of Other Languages (TESOL). Numerous educators have any inalienable understanding that instructing in a subsequent language is subjectively more intricate than that of a first language (He 2011). Numerous researchers banter the significance of L1 in the L2 homeroom with different contentions identified with language obtaining, how the understudy compartmentalizes the two dialects inside memory and L2 presentation inside classes (Cook 2001). We will compose a custom exposition test on What exactly degree would it be a good idea for us to permit L1 in the L2 study hall? or then again any comparative subject just for you Request Now Research over the previous decades have seen an expansion in ESL in the study hall and has become a basic subject of commitment in school as well as in a more extensive society (Ford 2009). Proof has indicated that essayists engauge in their L1 in any event, when moving toward errands set inside their L2 (van Weijen et al. 2009). This shows there is combination somewhere in the range of L1 and L2. This paper expects to look at a portion of the complexities faces by TESOL and understudies while encouraging the utilization (or non-utilization) of L1 in the L2 homeroom and the degree to which we ought to support the utilization of L1. The importance of L1 in the L2 study hall There is an indispensably significant job to be played by the L1 and L2 study hall concerning the degree of bilingualism that has emerged in the previous 40 years (Milroy Muysken 1995, p.1) with regularly propelling innovation and connectedness of countries. Colonization has implied that the requirement for people to have the option to convey in more than one language includes become basic inside present day training. There has likewise been an ascent in optional dialects inside ethnic minorities become further profound established in contemporary living (Ibid). Nonetheless, the contention stays concerning whether youngsters learning a subsequent language ought to have the option to encourage the utilization of their native language or in the event that it is increasingly helpful for the class to just be directed in the subsequent language. Language obtaining has relationship with the general advancement hypotheses as investigated by formative therapists, for example, Vygotsky and Bruner. Viewpoints, for example, the sociocultural hypothesis of brain in second language obtaining are regularly investigated (Lantolf 2000), and how language securing identifies with current act of L1 use in the L2 study hall. A significant number of the hypotheses concerning sociolcultural hypothesis have a relationship with the thought that the human brain is interceded. Vygotsky contended that people encourage the utilization of ‘tools and work activity’ (Lantolf, 2000, p. 1) which empowers us to change our comprehension of the world and the manner by which we exist inside it. He contended that our way of life assumed an indispensable job in our comprehension of language and that our comprehension of the brain has empowered us to halfway appreciate the levels where intellectual activities are accomplished. He further contende d that language empowered kids to intervene the manner by which they carried on. Different devotees of sociolcultural hypothesis in second language procurement (SLA) identify with the idea of private discourse where understudies can develop and comprehend significance of L2 with the utilization of inner L1 discourse. They additionally contend that L2 punctuation complexities are frequently effortlessly comprehended when clarified in L1, as L2 clarifications cause some student’s challenges with perception (Lantolf, 2000, p. 31). This is the place we can see the beginning of the contention creating for the individual’s utilization of L1 in the L2 homeroom (regardless of whether this isn't clearly utilized by facilitators). There are numerous elements that help the utilization of L1 in the L2 study hall nearby those which don't, and a portion of these will be investigated in this. The contention for L1 in the L2 study hall Tang proposes that to learn L2 is a lot of equivalent to L1, concerning broad presentation (Tang 2002). That is; small kids at first figure out how to communicate in their mom language through a procedure of introduction, to incorporate demonstrating and redundancy. Now, the present paper could bring the issues encompassing language obtaining gadget as proposed by Noam Chomsky into the discussion, with respect to the dominating capacity to learn language at it’s most grounded until roughly 4 years old; yet the extension for this paper doesn't take into account such. In any case, it can give perusers a thought concerning why the L1 is apparently a lot simpler to ace than that of L2 (if the start of L2 learning is to start post matured 4 years). Research has featured that the sign of the utilization of L1 in the L2 homeroom really upgrades perception of L2 by the understudies (Tang 2002; Cook 2001). The shift of dialects somewhere in the range of L1 and L2 is viewed as a significant standard in certain classes, and even permits understanding companions to clarify in L1, the errand that is being depicted in L2 (Morahan 2010).From individual experience, in spite of the fact that not straightforwardly identified with TESOL, instructing in L1, to an assortment of understudies whose first language is L2, offers approach to distributed learning. It is seen that various understudies will encourage their own L1, to disclose to different understudies with equivalent L1, the assignment which is being portrayed in L2. It is expected that this corresponding learning permits understudies a more profound perception of the essential language in multi-lingual classes. The previously mentioned involvement with part identifies with the though t of the ‘New Concurrent’ technique (Cook 2001), in which the instructor switches somewhere in the range of L1 and L2, yet in the portrayed model, the understudy accepts this new simultaneous strategy and not the educator. The strategy permits instructors to disclose key focuses to understudies and to take into consideration an increasingly solid perception in L1 instead of the degrees of understanding found in clarifications simply in L2. A portion of the more extreme ways to deal with TESOL, is that of cognates (Van Assche et al. 2009). Cognates encourages the utilization of joining both L1 and L2 in a sentence, for example, ‘Franglais’, the mix of French and English into a sentence. For instance, ‘Je like la creme glacee on an ete chaud day’ (I like frozen yogurt on a sweltering summers day). After roughly fourteen days, the educator would basically be talking half French and half English, with further movement over the long haul. This is quintessence encourages the utilization of code exchanging (Auer 1999a) which is talked about in more detail in the data against the utilization of L1 in the L2 study hall later in the paper. Research has indicated that encouraging the utilization of cognates in the L2 study hall diminishes perusing times of understudies close by an understanding capacity (Van Assche et al. 2009) and an expansion in word acknowledgment times. Truth be told, the creators of the examination express that it is hard for understudy to kill their predominant native language and all things considered, anticipating that them should do so might be purposeless (Ibid). The technique for cognates and the blend of the old (L1) with the new (L2) proposes that for an understudy to get positive about L2, there must be an acknowledgment of the degree of utilization of L1 in a homeroom, and in actuality it ought to be supported. In the event that we again get the lessons of Vygotsky concerning the ZPD, at that point anticipating that an understudy should work completely in L2 may make them stretch past their limits of the ZPD and as such meddle with their learning procedure. Lantolf Poehner (2011) recommend that inside the L2 study hall there ought to be dynamic appraisal (DA), a structure dependent on Vygotskian hypothesis which permits instructors to help the advancement in a functioning technique for assistance. This dynamic help empowers understudies to gradually crawl past the domains of the ZPD without overpowering them causing for disappointment or incomprehension. For such a strategy to work there should be the capacity of the TESOL to encourage L1 in helping the advancement of the movement of the understudies L2. Instructor utilization of L1 There are an assortment of techniques where an instructor can encourage the utilization of L1 in the homeroom to empower the proceeding with movement of her understudies as refered to by Atkinson (1987, for example, evoking language, checking for understudies understanding, giving out complex directions in the most fundamental of levels, co-working in gatherings, essential clarifications of study hall philosophies, using interpretation to feature something as of late educated, checking for sense, testing and to create bypass systems, all of which become an unpredictable assignments on the off chance that they are to be portrayed and executed in L2. Atkinson further contends that utilization of L1 in the study hall empowers an improvement of familiarity and contends for its consideration. His composing drew near the 1980’s, a period wherein there was a general pattern for prohibition of L1 and as such endured the worst part of analysis. Nonetheless, his clarification with respe ct to how L1 is used in the L2 homeroom was clear and pretty much ruled out supported analysis. Understudy utilization of L1 It is regular for understudies in the L2 study hall, to encourage the utilization of L1 in gathering, or pair work. The utilization of L1 will permit them to work and create inside their Zone of Proximal Development (ZPD), a hypothesis very much built and assessed by Vygotsky (1987) and remarked on generally in second language obtaining (Escandon Sanz 2011; Compernolle et al. 2012; Lantolf Poehner 2011). The general supposition that will be that on the off chance that understudies can encourage L1 irregularly, at that point L2 understudies may process psychologically, at an a lot more elevated level, than if working in L2 alone. This thus makes a more elevated level of comprehension (Morahan 2010). Understudies are additionally observed to encourage a simultaneous strategy as previously mentioned and this seems to have avocations for the utilization of L1 in the L2 homeroom. The contention against L1 in the L2 study hall Research has featured that even since the 1880s, there has been this

Does college selectivity matter

Does the selectivity of your college matter? What research tells us. We begin with an analogy. Three racehorses: Cream of the Crop, Above Average, and Run of the Mill are selected by three trainers of varying quality to prepare for the Kentucky Derby. Trainer A is world-renowned, highly sought-after and thus has his pick of the litter. Without hesitation, he scoops up Cream of the Crop who has the most natural ability of the three equine athletes. Trainer B won’t work with just anyone—he generally gets strong horses who don’t quite catch the eye of Trainer A. Not surprisingly, he chooses to work with Above Average whose name aptly sums up his natural talent. Trainer C spends more time sipping mint juleps and ogling women in oversized derby hats than actually working with the horses. He takes Run of the Mill because, well, that’s who is left.If Cream of the Crop wins the Kentucky Derby, Trainer A will bask in his horse’s glory and claim all the credit. The question is, what does taking in elite thoroughbreds and churn ing out winners actually prove about Trainer A? If Cream of the Crop had worked with Trainer B, would he not have still won the Derby? What if Cream of the Crop had elected to work with that ol’ lascivious lush, Trainer C? Could he still have emerged victorious given his immense natural talent?Now let’s step out of the analogy. Substitute students for horses, colleges for trainers, and future earnings for winning the Kentucky Derby and you should be left with similar questions. In order to begin to find answers to these types of questions related to college choice and future earnings we have to explore a concept known as â€Å"returns to selectivity.†Returns to SelectivityIn recent years, the rather revolutionary notion that where you go to college will do little to determine your future life and career has exploded in popularity, endorsed by columnists and policy analysts alike.  For this we are quite glad. The frenzied â€Å"rat race† of elite college admissions causes undue stress and anxiety on students and families. We are firm believers that talented, driven students will thrive whether they get into the Ivy League school of their dreams or one of the other 3,000 four-year institutions spread across these United States.That being said, we hesitate at making a sweeping, unequivocal statement say that it â€Å"doesn’t matter where you go to college.† To do so would ignore decade’s worth of research on outcomes related to selectivity—research that has uncovered some nuances and important distinctions on the subject of how much a school does or does not impact its students’ future success.The terms â€Å"returns to selectivity† refers to the financial benefit of attending schools across the selectivity spectrum—from Harvard with its infinitesimal 6% acceptance rate to Northern Arizona University with its generous 98% acceptance rate. The body of research from this field of study w ill enlighten and surprise you.Confirming assumptions: 1999-2008To briefly return to our horse-training scenario, the first true question is an obvious one—do Trainer A, B, and C’s horses actually enjoy different rates of success?In an effort to scientifically explore the relationship between selectivity and economic returns, researchers in the late 1990s (Brewer Ehrenberg, 1999) were able to verify that students attending colleges on the high end of the selectivity spectrum do in fact earn higher wages, on average, than students attending less selective institutions. For example, Yale graduates, as you would have expected, enjoy superior average earnings to graduates of Southern Connecticut State University, New Haven’s public and less prestigious four-year institution.Nearly a decade later, a study by Long (2008) reached a similar conclusion about the monetary benefit of attending an elite school over a less-selective school. This research affirmed presumptio ns about how income is linked to college selectivity but did so only by comparing apples to oranges, students attending ultra-selective schools versus non-selective ones. To uncover more illuminating data, it was time to toss aside the Valencias and line-up a pair of nearly identical Granny Smiths.Apples to apples: 2009In attempt to the look at the effects of attending a selective institution on comparable applicants, Hoekstra’s (2009) study looked at two groups with almost everything in common, except for one thing—where they went to college.Students barely admitted into Texas AM, one of Texas’s most selective public universities, were evaluated against similarly-qualified students who were denied admission at the same institution and ultimately, in most cases, enrolled in far less selective schools. Interestingly, the group of students who attended AM eventually earned 20% more, on average, than their rejected counterparts, a sizable discrepancy.While this out come tells us something about selectivity’s impact on monetary returns, the takeaways are limited because the schools attended by the two groups were either highly selective like Texas AM or barely selective at all; the middle was nowhere to be found. In our horse scenario, this would be like comparing horses trained by Trainer A and Trainer C and leaving Trainer B entirely out of the equation. While the natural talent of the â€Å"horses† was similar, unlike in earlier studies, the caliber of â€Å"training† received was not.In essence, what remained unanswered was the essential question—do students actually benefit from enrolling at the most selective college available to them? In 2011, two researchers would begin to shed light on an answer.A complex picture emerges: 2011Prior research confirmed that Yale graduates earn more, on average, than students at Southern Connecticut State University, New Haven’s public and less prestigious four-year inst itution. However, do Yale graduates earn more because of the name on their diploma, or because of the qualities that allowed them to earn admission at Yale in the first place?In an effort to better crack this conundrum, Dale and Krueger (2011) set out to distinguish the benefits of college selectivity from personal characteristics that tend to result in professional success, regardless of one’s undergraduate institution. The cohorts of students studied by the researchers possessed similar backgrounds, boasted strong identical high school GPAs and SAT scores, and held similarly ambitious attitudes toward their educational and career goals. Here, the authors did find that graduates of more selective colleges realized earnings 7 percent greater, on average, than graduates of less selective institutions, but their most intriguing finding was yet to come.When the authors incorporated an additional control (i.e. adjustment) for where students applied, they uncovered something quite interesting: students who applied to a more selective college but who chose instead to attend a less exclusive school still earned the same wages as graduates of these more choosy institutions. In other words, selectivity of the college one attended didn’t really matter; what counted was the selectivity of institutions to where one applied.This finding suggests that attitude, rather than undergraduate name, drives earnings. In other words, if a student possesses the mindset to strive toward elite college attendance, he or she likely has the disposition and dexterity to achieve high earnings, regardless of whether he or she ultimately attends an elite institution.Now that we have a clearer answer as to the relationship between college prestige and income, it’s time to muddy the waters yet again.Cases where selectivity does matter While Dale and Kruger found that the general population experiences little-to-no earnings boost by attending a supremely selective school vs. a moderately selective one, not every subject fit the mold.Surprisingly, the study revealed that African Americans, Latino Americans and first-generation college students did in fact see substantial benefits from attending selective institutions. Members of these racial/socioeconomic groups who went on to attend selective college earned significantly more than similarly-qualified students of the same background who attended less exclusive schools. The â€Å"why† isn’t borne out by research but a likely explanation exists.Members of the dominant class (White, wealthy, educated) often run in social circles with other connected, powerful (even in a relative sense) people that possess a high degree of social capital. It stands to reason that while an upper-middle class student who attends a semi-selective state school is likely to benefit from a network of family and family-friends who can help that young person land their first job. A student from a lower-income househo ld may lack these advantages and must therefore forge their own connections, accruing their own social capital only by navigating their way through an elite university.As such, these groups may uniquely benefit, and thus be more inclined, to choose the most selective college they can attend. In a world of nepotism and networking, an â€Å"elite† brand name college can in fact open doors to students from less-advantaged backgrounds.Back to the races†¦Let’s head back to our Kentucky Derby analogy to clarify research-supported effects of selectivity on future income.The full body of â€Å"returns to selectivity† research tells us that similarly equipped individuals will likely have an equal outcome in terms of career and monetary success whether they choose to attend an Ivy like the University of Pennsylvania or a state school like Penn State University, a very reputable yet slightly less selective institution. In horse-racing terms, an elite horse like Cream of the Crop is going to get his shot at the triple-crown whether they are schooled by Trainer A or Trainer B.Trainer C, on the other hand, is quite a different story. If our same highly-qualified student passed up an opportunity to attend the University of Pennsylvania or Penn State in favor of the much less selective and much poorer Bloomsburg University of Pennsylvania, for example, they might not fare as well out in the working world. Schools like Bloomsburg, due to lack of funds, networks, resources, and competitive peer groups simply cannot provide a comparable undergraduate experience. This isn’t to say that an individual from Bloomsburg cannot be a President of the United States (Ronald Reagan attended Eureka College and Andrew Jackson was illiterate) or a Fortune 500 CEO (too many examples to list). It is only to say that graduates of less-selective state schools are not on equal footing with grads of highly-selective or moderately-selective colleges and universities in their quest to ascend the income ladder.Conclusions: selectivity does matter but not entirely In light of findings uncovered by the complete body of literature on returns to selectivity, it appears that college selectivity does matter, but not in the way that many think. Ultimately, there’s significantly more variability within selective colleges than there is between selective colleges. As such, if you have admission offers from multiple selective schools, don’t make your choice on the basis of a U.S. News rank; instead, choose a college because it provides the best fit, while knowing that your accomplishments during and after college will likely be determined not by where you attend, but by what you do during your undergraduate years. As long as you attend a school replete with research opportunities, chances to land internships, and sporting a strong alumni network, your future professional success will have more to do with your own ability and effort than the na me of the college on your diploma. While it isn’t as simple a statement as â€Å"it doesn’t matter where you go to college† it is one that is actually backed by rigorous research.

The Effects of Divorce on a Familys Well Being Essay

The Effects of Divorce on a Familys Well Being Works Cited Not Included Boy meets girl. Girl and boy fall in love and get married. Girl and boy have children and life could not possibly get any better. Many years later: Boy and girl start to notice something different in their relationship, something wrong. They decide that their relationship is over, whether they’re both happy with that decision or not and they divorce. Boy and girl’s children see them divorce. Children process the divorce in different ways, and it stays with them for the rest of their lives. People who experience a divorce are affected by it, whether they want to be or not. More often than not, those effects are negative. Before any parents make a rash decision, and†¦show more content†¦Michele Weiner Davis, who is a therapist and Author said: The decision to divorce or remain together to work things out is one of the most important decisions you will ever make. It is crucial for those considering divorce to anticipate what lies ahead in order to make informed decisions. Too often the fallout from divorce is far more devastating than many people realize when contemplating the move. (Davis 1992, p.25) These consequences of divorce can also include feelings that some couples don’t anticipate once the divorce is over and done with, and those feelings are ones of regret. In a study done by William J. Doherty, 66 percent of the divorced couples he surveyed answered â€Å"yes† to the question, â€Å"Do you wish you and your ex-spouse had tried harder to work through your differences?† 66 percent is a stunning number when you are talking about regret of a life altering decision (1999, p.6). Clearly, divorce should not be a â€Å"spur of the moment† decision. The decision to divorce should be methodically thought through and allowed plenty of time. 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If it were that easy to find a job that pays well, then most people would be in a health relationship and have a stable job. I am in the perfect example of problems in starting a family in today’s society. I come from a family of five and am the elderlies of all. My parents are divorced and I must take the load of being the main bread maker. I never thought in a million years that I would be taking care of my mother and my fellow

Analysis Of The Poem The Lighthouse - 1625 Words

Virginia Woolf’s To the Lighthouse follows the progress of the painter, Lily Briscoe, as she aims to create a meaningful space for her artwork in an increasingly critical and subjective environment. Throughout this novel, Lily Briscoe is characterized as an artist who is constantly either painting or thinking about her painting. Lily is very private of her artwork and everything she comes across is anchored back to her painting. Lily’s painting represents a feminine artistic vison. Regardless of what others think of her painting, she has a desire to finish her artwork. The development of this motif contributes to the theme of women s artistic ability and independence, a theme through which we come to see an unexpected connection between Lily and Mrs. Ramsay. As Lily’s artwork can be described as the art of representation, Mrs. Ramsay’s is best considered to be the art of connection and comfort. Ultimately, Mrs. Ramsay’s art allows Lily to com plete her own piece of art, while providing hope for its permanence. As Mrs. Ramsay is setting up dinner for a party she is hosting, Woolf describes the dinner scene as if looking at a painting. Woolf notes the physical description and setting before going into more details that illustrate a deeper meaning. The physical appearance of the dinner scene is observed first as Mrs. Ramsay is â€Å"taking her place at the head of the table, and looking at all the plates making white circles on it†¦an infinitely long table and plates andShow MoreRelatedAnalysis Of The Poem The Lighthouse 2285 Words   |  10 Pagesof Life in Woolf’s To the Lighthouse Life, when viewed as a compilation of fleeting memories and moments, seems chaotic, miserable and causes one to question the purpose of it. Each of the characters of To the Lighthouse struggle with this same realization and all strive to find permanence and meaning within their lives. While the characters search for the meaning of life within their realms of experience, ultimately they all fail to find lasting meaning. To the Lighthouse, a novel structured by WoolfRead MoreAnalysis Of Sonnet 116 By William Lynn1284 Words   |  6 Pagesis our own definition of true love or real love. According to my close reading analysis of Sonnet 116 by Shakespeare, is a fourteen line poem that is organized into three quatrains, ending with a rhymed couplet. Not only that it also has a regular stress partner which makes the reader to go through some difficulty in understanding what the author is trying to convey in his poem writing. 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Analysis of the passage shows that it is a compound of â€Å"Indian† doctrines, the tenets of Dorotheus of Sidon (both attested by Ibn abi ‘l-Rijà ¢l) and elements from a list ascribed to Hermes (attested by the Ihwà ¢n al-Safà ¢Ã¢â‚¬â„¢) (pp.14-21). At the beginning of the

Socrates2 Essay Example For Students

Socrates2 Essay The life of the Greek philosopher Socrates (469-399 BC) marks such a critical point in Western thought that standard histories divide Greek philosophy into pre-Socratic and post-Socratic periods. Socrates left no writings of his own, and his work has inspired almost as many different interpretations as there have been interpreters. He remains one of the most important and one of the most enigmatic figures in Western philosophy. As a young man Socrates became fascinated with the new scientific ideas that Anaxagoras and the latters associate Archelaus had introduced to Athens. He seems for a time to have been the leader of an Athenian research circlewhich would explain why the first appearance of Socrates in literature is as a villainous, atheistic scientist in The Clouds of Aristophanes. Young Socrates also knew the Sophists and listened to their debates and ceremonial orations. Neither science nor Sophistry, however, could answer a new philosophic question that struck him. The earlier Greek thinkers had been concerned almost wholly with physics and cosmology until the Sophists suggested that what should be done instead was to teach young men skills to satisfy their natural self-interest. Instead, Socrates wondered: What is a self? Although Know Thyself! was one of three sayings carved on the Temple of Apollo at Delphi, the directive proved difficult to carry out. The so-called scientific views of the time, particularly that of atomism, defined the self as a physical organ that responded to environmental pressure. Socrates felt, however, that the Sophists, for all their talk of self-interest, had little curiosity about the status of a self; they assumed that it was merely an isolated center constantly greedy for more pleasure, prestige, and power. The Sophists further thought that the values that people advocated were all conventional, varying from one culture to another, and that no one would ever act against his or her own interest, regardless of how many people talked as though they would. This complex of ideas offered little to explain human nature and excellence. Socrates, setting about his search for the self, was convinced of the importance of his quest. Until educators and teachers knew what human excellence was, he thought, they were engaging in false pretenses by claiming that they knew how to improve students or societies. Socrates believed that objective patterns, or forms, exist that define human excellence, that these are neither culturally relative nor subjective, and that philosophic inquiry could discover them. In the period after Athenian defeat in the Peloponnesian War, however, the political leaders did not want to be awakened; uncritical patriotism seemed to them what they and Athens needed. In an attempt to frighten Socrates away, they threatened to bring him to trial for impiety and corrupting the youth of Athens. Socrates stayed and stood trial. In his Apology, Plato reconstructs his speech to the jury in defense of his beliefs. He was convicted and executed in 399 BC. Bibliography:

Korean Language History free essay sample

The Korean language is attested from the early centuries of the Common Era, in the Chinese script. Syllabic hangul script is only introduced in the middle Korean period in the 15th century. Contriversy remains over the classification of Korean as Altaic. While majority of linguist consider Korean to be a language isolate, there have been attempts to link it with other languages in the region. Since the article of Ramstedt, some lingust support the hypothese that Korean can be classified as Altic. Old Korean corresponds to the Korean language from the beginning of three kindoms period to the later part of The unified Silla period approximately from the 1st to the 10th century. Old Korean may have been a tanal language, its unclear. It is also assumed that ald Korean was divided into dialects corresponding to the three kingdoms. These hypothetical subdivisions of old Korean are also know as Buyeo languages. We will write a custom essay sample on Korean Language History or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The silla language is the best attested due to the political domination of unified silla by the 7th century. Middle Korean corresponds to korean spoken from the 10th to the 16th centurries, or from the era of Gorueo to the middle of Josean. The language standard of this period is based on the dialext of Gaeseong because the new Goryea Dynasty moved its capital city to the north area of the korean peninsula. Gyerim Ryusa, a collection of several hundred items of koreans vocabulary with the pronunication indicated throught the use of chinese characters. Mondern korean corresponds to the korean spoken from the 17th century onward. North and south Dirrerences in forean have developed, including variance in pronunication, verd inflection and vocabulary over the decades following the korean war and the division of Korea.