How Does Shakespeare Incorporate Literary Traditions Into Macbeth? Essay

In the play Macbeth Shakespeare uses a wide range of literary traditions frequently: For example, ideas of tragic form are used, with aspects of both Senecan and Aristotlean concepts. The play consists of five acts, a traditional number, following the rise and fall of the tragic hero Macbeth. Elizabethan language conventions are followed, with numerous examples of rhyming couplets, imagery, personification, metaphors and similes used to project settings and aspects of characters. Macbeth follows the ideas of both Senecan and Aristotlean tragedies, using their concepts of how a tragedy should be set out and how it should flow. The play has five acts that separate the play out into the stages of the rise and fall of Macbeth, the central character. The first act explains his rise to the position of thane of Cawdor and the beginnings of the witches influence over him. The second act follows his position to its highest point; it firstly sees the death of Duncan, an act carried out by Macbeth, greatly influenced at this point by the witches. In this act Macbeth is promoted to king following the death of Duncan for which he is not suspected. Act three sees an ever increasing influence from the witches which results in a dramatic turn around of Macbeth’s position as he begins to break down after the banquet scene in which the ghost of Banquo is seen. This turning point signals the beginning of the downfall of Macbeth leading eventually to his death in act five. The events in the banquet scene arouse suspicion of Macbeth as he cries openly in front of a figure that no one else present can see. â€Å"Hence horrible shadow, unreal mockery hence!†(3.4.106-7) During the play Macbeth, both blank verse and prose are used in a structural way. The contrast between the flowing speech of blank verse used by the more important and well-educated characters and the ordinary speech or prose used by the more lowly or uneducated characters is designed and incorporated to demonstrate the differences in social status between them. This difference is demonstrated well by the porter who opens the doors of the castle on the night of Duncan’s murder. He speaks in prose and rambles on, as he is merely a servant of Macbeth’s with little or no social status. Macbeth however as he is the central character in the play and a lord or Thane of high social status speaks almost entirely in rhyming verse. Iambic pentameters are used in the play to avoid monotony as they give rhythm to a sentence and stress the more important words in it. An example of this is â€Å"I have thee not and yet I see thee still† (2,1,35) which is said by Macbeth as he sees the dagger before him but cannot touch it. In this sentence the more important words are obviously emphasized as shown by the underlining. Rhyming couplets are part of another literary tradition and are also used to give a natural and obvious conclusion to a speech, this property was used by Shakespeare as a cue for other actors as it could easily be remembered and recognised by them. Rhyming couplets are also used to indicate supernatural powers of a character in a play, as they sound unusual and ghostlike when spoken. This can be demonstrated in this speech by the weird sisters: â€Å"Fair is foul and foul is fair; Hover through fog and filthy air.† Shakespeare uses a number of examples of imagery, personification, metaphors and similes in the play. Imagery is used to project many of the themes of the play. One method of imagery used by Shakespeare is clothing, which displays the theme that appearances can be deceptive. For example in act one when Macbeth is given the title, â€Å"thane of cawdor† he asks, â€Å"why do you dress me in borrowed robes?†(1.3.108-9) as he believes that the thane of Cawdor still lives. Later in the play another reference to clothing is used in: â€Å"Now does he feel his title hang loose about him, like a giants robe upon a dwarfish thief?†(5.2.20-3) This refers to Macbeth’s unsuitability as king; he is a dwarfish thief who has stolen the title of king from the true king. Another chain of images used in the play relate to blood, which is used frequently in reports of murders and in describing people and events to demonstrate the brutality of the play and of the acts committed in it. Imagery is used vividly to describe the murdered Duncan and after the murder of Banquo Macbeth says to one of his murderers: â€Å"There’s blood upon thy face†(3.4.12). This shows that the murder must have been particularly violent, as blood has sprayed onto the face of the murderer. Metaphors and similes are also used frequently in the play to demonstrate the deception that is used by Macbeth and Lady Macbeth. This intended deception is shown by: â€Å"Your hand your tongue: look like th’innocent hower but be the serpent under’t.† This sentence shows that the intention of Macbeth is to look innocent and pleasant on the surface in order to deceive someone into a false sense of security in order to get rid of them by murdering them. Throughout Macbeth Shakespeare has used a number of different literary traditions, which enhance the dramatic effect of the play for the modern day audience, and to include popular traditional values for the audience for whom it was intended.

History of Biological Warfare Essay

Biological warfare, also called germ warfare is the use of bacteria, toxins, virus or harmful organism by the military as weapons of war against the enemy. This means that a small quantity of these microorganisms have the capability to kill millions of people if spread evenly and effectively. These biological weapons can also cause sickness to enemy soldiers and disrupt enemy’s logistics and supply lines. Although biological warfare as such has hitherto not taken place on a large scale, yet assuming and apprehending its probable occurrence, many nations have built their individual defensive strategies to be on the safe side. On the basis of this assumption and probability, much research for the purpose of defense against biological weapons has been conducted by the scientists, highly sensitive industries and the governments. But since carrying out germ-warfare against humanity or using harmful bacteria or organism against human beings was considered entirely inhumane, an international treaty banning biological weapons came into force in 1975. By virtue of this treaty, production, possession, and use of such weapons were completely prohibited. More than 150 nations signed this treaty. Deadly Forms of Warfare in History The origin of biological warfare is traced back in ancient times, when the Assyrians, in 6th century B. C poisoned enemy wells with poisonous herbs (eukaryotes or fungi) that cused the enemy lose sanity or consciousness. This was the starting point of biological warfare in human history. Thence onward this typical warfare was used by many in the past e. g. Solon of Athens poisoned the water supply of Phocaea with extremely poisonous herb Veratrum, during his city’s siege; the archers of Scythian, during 4th century B. C. poisoned the tips of arrows to cause infection into the wounds of enemy; the Spartans used sulfur during the Peloponnesian War in 400 B. C. In medieval times, soldiers used to throw dead bodies into the wells. During the Indian-French wars in1689 and 1763, blankets used by smallpox patients were given to Indians for carrying the disease to the latter. It was Germany, which, during World War I, used poisonous gas for the first time against Allied forces at Belgium and Ypres. The use of poisonous gas by Germany caused about 30 percent of casualties suffered by the US army. The use of poisonous gas proved so fatal and devastating in nature that many nations unanimously agreed to ban the use of gas and extremely harmful chemical substances in future wars. But again it was Iraq which breached the agreement and used chemical weapons against Iran in eight years long war (1980-1988). Iraq was also held responsible for using chemical weapons against the independence seeking Kurdish people. Relatively New Forms of Warfare Some of the new forms of warfare that have lately engaged nations in the design, technique and art of modern warfare include: 1. Chemical Warfare 2. Biological Warfare 3. Radiological Warfare 4. Mine Warfare 5. Guerrilla Warfare 6. Amphibious Warfare 7. Psychological warfare 8. Siege Warfare 9. Nuclear Warfare From the above forms of warfare, the chemical, radiological, and biological warfare are singled out as ones in which CBR weapons are used for mass killing; disabling millions of people instantly, transmitting fatal diseases into enemy rank and file; incapacitating the enemy physically, and destroying their food supplies. How do they Work? Chemical Warfare Chemical Warfare involves all those chemical substances which affect the nervous as well as the respiratory systems, besides affecting skin, eyes, and nose. The chemicals, which include gases, liquids, and powders, can be sprayed from airplanes, dropped as bombs, fired in the form of artillery shells, or spread over the area through land mines. But there are some colorless and odorless nerve agents which, if inhaled, can cause immediate death while some chemical agents can cause temporary blindness or confusion. The mustard gas also called ‘Blister Agent’ caused many casualties during World War I. But it is quite relieving to see the chemical agents not widely used in warfare since the end of World War I (1918). Radiological Warfare Radiological Warfare involves those substances that give off radiation, and which may damage the internal organs of a person and even cause death. Radiological warfare is extremely dangerous because the released radioactivity in the process renders the entire area unfit for human life. Mine Warfare Mine Warfare is the use of explosive devices called mines to kill enemy troops and destroy their ships, tanks, and other equipment. Some mines explode when a person steps on them or run over by a tank or jeep, while the naval mines are detonated by the passing of a ship. The two major kinds of mines are: 1. The Land Mines 2. The Naval Mines The main types of land mines are:1) antipersonnel mines, 2) antitank mines, 3) chemical mines, 4) controlled mines, and 5) nuclear mines. There chief four kinds of naval mines include: 1) acoustic mines, 2) contact mines, 3) magnetic mines, and 4) pressure mines Guerrilla warfare Guerrilla warfare is conducted by the fighter bands that employ the tactics of sudden raids, ambushes, and other attacks on small-scale. The term â€Å"Guerrilla† which means â€Å"Little War† in Spanish, was first used by the Portuguese and Spanish armies during the Peninsular War (1808-1814). Amphibious warfare Amphibious warfare is the mode of army operations by land air and sea forces with the objective of capturing a coastal area or a beach. Generally the amphibious operations are considered the most intricate form of modern warfare. During World War II (1939-1945), after Japanese had attacked Pearl Harbor and destroyed US naval installations in the Pacific Ocean, a common objective of United States amphibious warfare was to seize islands in order to build their advance on. These air and naval bases were captured for their operations against Japan. Antidotes for Biological Weapons The antidote for biological agents is a complete kit which contains medicines and treatments for nerve gas. It also contains injectors to fight anthrax, and antibiotics and drugs to reduce the effects of radiation exposure. Normally the kits are kept locked in military vans by the army. It is worthwhile noting that according to the briefing documents prepared by the Army Medical Department for the senior medical command in Iraq â€Å"Millions of dollars’ worth of such kits are incinerated in Iraq each year†. Army spokesman, Foster, D. said that the service’s policy is â€Å"to issue the [kits] to each unit prior to deployment, and ensure all unused [kits are] turned in prior to the unit’s redeployment for destruction. † Also the vice president for strategic security programs at the Federation of American Scientists, Ivan Oelrich, said that sending the Antidote-kits is a rational policy just in case â€Å"some terrorist gets hold of 10 gallons of nerve as† (Bob, 2007) Gas Mask Among other protective coverings such as injections of antidotes, gas masks too are used as one of the defensive measures against chemical agents. Gas mask protects a person from breathing poisonous gases and vapors into the lungs. Only air is allowed to enter the mask through the filter pads, which purifies and filters the air. The charcoal which is padded within the cheeks of mask purifies the air by trapping harmful gases and particles. Particulate filters can remove particles of smoke, dust, and even some harmful biological agents. The purifying materials are in the cheeks of present-day masks, which are often part of an entire protective suit. In World War I (1914-1918), masks were used to protect troops against gas attacks. Gas was not used in World War II (1939-1945), but armies had masks in case gas warfare began. During the Persian Gulf War of 1991 and the Iraq War, which began in 2003, gas masks were issued to troops and civilians in areas where it was feared Iraq would attack. (Lussier and Frances M, 2007)

Compare & Contrast Russian Serfdom Essay

In the dark ages of 1450 to 1750, a devastating time period, Russian slavery & Caribbean slavery became popular. Although Russian serfdom & Caribbean slavery are similar in regard to how they were punished, the laborious work, & the little rights they received. They’re different in regard to their location, ways in which they’re owned & their payment for work. To start, the three similarities between Russian serfdom & Caribbean slavery are: the ways the slaves were punished, the laborious work, & the little rights they received. Both Russian slaves & Caribbean slaves were punished the same way, corporal punishment. Slaves in both regions were whipped & beaten. Rougher means of punishment was also implemented, such as starvation, sexual abuse, & hanging. Slaves would face this punishment when acting out, such as trying to flee, or back talking the master or landowner. Sometimes, the slave was punished for small things such as: not eating or answering questions fast enough. The laborious work was similar as well, both types of slaves worked long hours in fields or in factories. Typically 18 hours of work or from sun rise to sun set. Both Caribbean slaves & Russian slaves were free farmers. They planted, grew, & harvested all different things, typically cotton & sugar. These slaves had little to no rights. As mentioned above, they were constantly beaten, not respected, & had no freedom whatsoever. They often went days at a time not eating then had to work hard in the fields, but when they’d try to take a break, they would be whipped. Three differences between Russian serfdom & Caribbean slavery are: their location, ways in which they were owned, & their payment for work. Russian slaves hailed from Europe, particularly Russia while Caribbean slaves hailed from islands between the Gulf of Mexico and the Atlantic Ocean, particularly the Bahamas, Puerto Rico, & Cuba. While both produced similar products, they were in totally different regions of the world. They ways in which Russian & Caribbean slaves were different in the sense that Russian slavery was like Russian serfdom. Russian serfdom is based on land, & whoever bought the plot was the slave’s master while Caribbean slavery was being owned by a master, who chooses & buys the  slave. Another difference in Russian slavery & Caribbean slavery is the payment the slaves were awarded with for their work. Russian slaves were granted the protection from invaders, due to the master owning the land. Typically masters were either rich, royal or both, granting them the ability to have people guard their land. While Caribbean slaves were rewarded pretty much nothing other than being able to have one third of whatever crop they grew & harvested. They were not paid nor granted protection. Based on analysis, Russian & Caribbean slavery are similar & different due to what needed to be produced. Their differences are due to the way they were owned & amount of protection. Caribbean slaves produced sugar as did Russian slaves, but Caribbean sugar seemed to be more popular & was often exported because of the region of the Caribbean. Rich fertile soil & good growing conditions needed to have workers that were chosen for the hard work, while Russian slaves producing a little bit of everything needed versatile workers that could do a little bit of everything. This leads to protection, everyone in the Caribbean was trying to produce sugar, and the masters didn’t feel the need to have protection of the slaves, because all of the other slaves owned by other masters were busy doing the same thing. Meanwhile in Russia, the master of the land felt the need to protect their versatile workers & their crops. The reason for the similarity in the products they produce was oddly region. The fact that both Russia & the Caribbean slaves were able to produce the same products was due to the fact that both regions had very fertile soil, & good weather conditions during certain times of the year.

Films Of The Mid-Seventies Era Essay Example | Topics and Well Written Essays - 1500 words

Films Of The Mid-Seventies Era - Essay Example In the film, the character of Bobby Dupea is the archetype of numerous heroes from that period. Bobby is stuck in two worlds. He is a man who cannot fit into the American society and is making efforts to find a place which he truly belongs to. One of the outstanding features of the 1970s films was the character’s struggle to deal with the problem of alienation that was prevalent in America at that time. This emerged from the sixties when there was the rejection of both the working class and leisure class values. The film portrays how an individual is trying so hard to deal with the alienation problem without being a counter-culture hippie. The post-sixties era mostly exhibited the theme of alienation - a theme that defined the mid-seventies era. However, the films of the 1990s and 1980s era extremely reflected the alienation theme with the so bloody and violent action genre. The heroes in these movies are violent, anti-social and alienated. They generally have no societal respect. The first scenes of â€Å"Five Easy Pieces† show the main character Bobby as a typical oil mine worker. Bobby puts a lot of energy in his work to get his money. He spends his leisure time drinking beer, playing cards, watching television and bowling. He stays with his girlfriend, a beautiful waitress named Rayette Dipesto. At the beginning of the film, Bobby is reflected as a happy person, but further progress of the movie reveals a man dissatisfied with his life. Rayette clingy mature annoys Bobby so much. He loathes country music and dislikes the way his girlfriend lives her life through Tammy Wynette songs. Rayette seems to play songs for every occasion of her life. When they go out with their friends Stoney and Elton, Bobby could not enjoy the bowling. He is angry and highly competitive at Rayette’s inexperience in the game. At some point, he later cheats on his girlfriend with a woman named Sally Struthers.

Culture Event Essay Example | Topics and Well Written Essays - 250 words

Culture Event - Essay Example It helped in eliciting the right mood for the artwork. Besides, there is the use of size seen in the manner in which each of the objects in the foreground, middle ground and background occupy proportionately larger, large and small areas respectively. This is used along side the element of space as it helps in creating stability amongst different objects. Moreover, the artist carefully used lines throughout the artwork to help in defining shapes and make them to stand out strongly in the painting. Lastly, there is the use of form as can be evidenced in the use of 3-dimensional strategy in all the objects. On the other hand, the artist incorporated the use of the principle of balance in which a visual stability was established using 3-dimensional shapes. It helped in a proper distribution of weight throughout the artwork. This is blended with the principle of rhythm and repetition in which important objects are rhythmically repeated throughout the image so as to help in creating focus and emphasis. All these helped in producing a proportionate and real image that shows an actual situation being

Age and Gender Conflicts in the workplace Research Paper

Age and Gender Conflicts in the workplace - Research Paper Example This is so needed as there is room for understanding and empathy for one another and what must not take the rounds of organizations is a lack of civility and complete abhorrence with the standards and practices which are rampant in a workplace domain. Workplace conflicts can be of expounding nature because these bring about bad blood amongst the employees and they start feeling alienated for all the wrong reasons. What the top management does is important because it essentially decides the good and the bad aspects, and then passes on the directions to the human resources management department, which later on carries the same forward. Gender conflicts do arise when men and women have problem in working along with one another. These could mean that either of the two genders have issues in coordinating or getting along with each other. This could essentially hurt the basis of the business and bring problems left, right and center. The role of the leadership is one of an important one because it needs to decide for its own self what course of action to undertake. If the leadership is weak and compromising, then there is a good amount of material available with the research done that the conflicts would increase within the workplace with each passing day. Such discussions center on the dictum that work takes the back seat and foolish rifts crop up every now and then. This is a very discouraging situation at work and should be avoided as much as possible (Schultz 2003). If the leaders do not realize their due role, it would be very easy to deduce that they are not doing their jobs properly. What this also means is the fact that the leadership must pull up its socks so that the sanctity of the organization could be restored, and that there are minimal issues which crop up every now and then. The employees look up to the leaders, which in this case would comprise of the top level management and hence it is the duty of the latter to make sure that

Current state of the Madura's enterprise Case Study

Current state of the Madura's enterprise - Case Study Example Economic downturn is a very significant experience in most businesses, Madura inclusive. Therefore, some of the concepts that recognize Madura’s concern include technology. Technology that is up to date and expansive is in a position to enable Madura to utilize its sources in order to achieve its desired objectives. Therefore, technology is one of the concepts that can detect the concern of Madura and ensure the achievement of its goals in business. In addition, distribution is key to making sales that guarantee the company ultimate success. Besides that, good relationships with other companies producing the same line of goods will enable Madura strategize itself to make positive trend in the business (Venkatagiri & Prakash, 2013). There are various concepts that Madura can adopt in ensuring the construction of an effective concept map that can guarantee positive impacts when applied. The concepts include the trading partners, distributors, deport, and point of sale terminals. All the concepts work under an effective IT infrastructures. Under the infrastructures, the company should have planning and retail strategies to enhance the overall success of the company (Venkatagiri & Prakash,

Resolving Organizational Conflicts in Communication and Team Work Essay

Resolving Organizational Conflicts in Communication and Team Work - Essay Example This report constitutes the process and resolution of consultancy for an organization enmeshed in issues in communication, teamwork, and achievement of organizational goals. Within the organization brew conflicts of interests that spew forth outcomes that drag the organization back instead of taking strides forward as a team. Such conflicts may be constraining factors in the smooth transition in the expansion of the organization. This implies that greater workload and responsibilities are expected. With an objective disposition, the consultant interviewed some members of the senior management team who expressed their concerns for the organization. Armed with this initial information, the consultant dug deeper by studying the issues and researching on possible interventions to resolve them. This paper will provide a background of the organization, the presenting problems, elaboration, and explanation of the concepts from a review of the literature and the resulting recommendations for intervention and conclusion. Adino Drug Detox Trust is a drug rehabilitation center that welcomes drug users who want to turn their lives around from being enslaved from drugs to being drug-free. The rehabilitation clinic helps them in their recovery and reintegration to society. The organization has enjoyed an untarnished national and international reputation for the past 30 years. It is registered as both a nursing home as well as a charity. It provides round-the-clock medical and social care.... He may stay in the clinic for a maximum of 3 weeks of detoxification prior to going through the second phase of detoxification. Within a year, he cannot be readmitted, as he is expected to remain drug free for a long time after his detoxification and when released from the clinic, that is his own responsibility. Besides, there are other clients who need the services of the clinic. The personnel involved in Aldino is composed of teams. The Operational Teams are comprised of the Nursing team, the Social Care Team and the Auxillary support team. The Senior Management Team (SMT) is comprised of the CEO, an Operations Director, Financial Director and an HR director. The SMT holds monthly board meetings. They are answerable to a board of trustees who meet quarterly. Referral Problem Meeting with the chairman of the board, the consultant inquired about the presenting problem of the organisation. The chairman expressed concern and dissatisfaction with the way the management could not agree o n so many things. He observed that there was constant squabbling and disagreements and too much interpersonal friction especially between the CEO and the financial director. The senior management team was always divided and the members manifested more individualistic career ambition than collective goal-setting for the organisation. The chairman noted that there was not enough corporate collegial cooperation. Such issues in communication and teamwork has resulted in low morale for the organisation. With the impending move to expand from a 15 bed unit to a 21 bed unit, and ready to accept additional clients in two month’s time, it is expected that the increased work load may present more challenges to the organisation in terms of workload and decision-making. The board of

Plate Boundaries and Earthquake Featurs Essay Example | Topics and Well Written Essays - 750 words

Plate Boundaries and Earthquake Featurs - Essay Example This analysis seeks to explain and help comprehend diverging zones. A boundary with divergence is a location where plates move apart while occurring above the growing convection currents. These currents rising push upon the base of the lithosphere, forcing it up while flowing beneath it. This tangential surge results in a drag of the plate substance over it, in a similar direction flow. At the apex of fortify, the overlying plate gets elongated thin, and because it cannot hold on anymore, it fractures and tows apart. Divergence occurs when the boundary plates move with different velocities both vertically and horizontally. According to Strickler’s 2nd law of GeoFanstasy, divergence occurs due to a massive stress at a tremendously slow rate on the boundary plates. The up and down movements result in distortion of the earth’s crusts resulting in fractures and joints, breaks and slips and folds. Krafla Volcano; the northern part of Iceland clearly shows the consequences of these plate movements. At the Krafla Volcano region, the current ground fractures continually widens as new ones emerge after a few months. In the period between 1975 and 1984, a number of rifting activities took place close to Krafla fissure region. A few of the rifting incidents were pursued by some significant volcanic activities; the ground gradually rose 1-2 meters prior to unexpected dropping, which signaled a looming eruption. In the era linking 1975 and 1984, the ground rose by a stunning 7 meters due to the plate divergence (Condie, 1997). The movement of the earths’ crust results in different formations. The conditions bringing forth these differences include the Temperature, Type and magnitude of the force and Rock type. Economic resources consist of naturally occurring materials of earth in dire demand for different uses. These economic resources include minerals, rocks and gases. Nature and divisions of these resources relate to geological structure and its hist ory resulting in a wealthy economic resource. Stop 2: Haiti an earthquake feature location Introduction An earthquake feature point is a place where there is a high activity underground resulting to frequent earthquakes and other tremors. Maps of Japan Map of Japan showing the three plates in contact The type of earthquake: Megathrust A Megathrust fault is a boundary connecting a sub-ducting zone and an overriding plate. A Megathrust quake results from an abrupt slip between the two plates down the fault line. It occurs in an area of Megathrust fault. An earthquake results from friction of plates and is increases as it progresses from one layer to another. Grinding of plates against the other is the main cause of earthquakes (Rafferty, 2011). Japan sits at the top of three continental plates rubbing against the other; the Pacific, the Eurasian and the Philippine Sea plates. These three plates continually rub against the other developing a tremendous pressure escaping with a vicious force. According to the Stille (2006), Japan is in a â€Å"ring of fire†, it experiences an earthquake every seven minutes. A seismic network takes down the measurements of the earthquake while a seismograph measures the magnitude or energy released while intensity is the strength the quake shakes things. The quakes produce two waves; P waves, a compressional wave and S or shear wave. The shear wave is slow

Who Defines Beauty Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Who Defines Beauty - Research Paper Example According to Newman, goodness as the moral equation of beauty were also used by philosophers (1) while others described beauty according to the modern definition of the dictionary which expresses beauty as â€Å"qualities in a person or thing that gives pleasure to the senses or pleasurably exalts the mind or spirit.† (Merriam-Webster). The contemporary understanding of beauty is subjective or that any standard of beauty must be relative (Vacker) and is largely related to the maxim â€Å"beauty is in the eye of the beholder†. It explains that a thing of beauty for a person may not simply appear as equally pleasing to another. Nature - Biological and EvolutionarySymmetry has been scientifically proven to be inherently attractive to the human eye (Feng). Biologists have long utilized symmetry - the extent to which a creature's right and left sides match - to gauge what is referred to as developmental stability (Cowley). The sense of attraction for symmetry is not only res erved for adults, infants were also found to demonstrate this trait as well. Infants have the innate ability to spend more time staring at pictures of symmetric individuals than they do at photos of asymmetric one (Feng). Scientists believe that preference for symmetry is linked with having a strong immune system. Thus, beauty is associated with more robust genes, increasing the chances that an individual’s offspring will survive (Feng). The idea and preference for beauty differs from culture to culture (Cowley). Aside from symmetry, males in western cultures.

Sonnet poem analysis Research Paper Example | Topics and Well Written Essays - 750 words

Sonnet poem analysis - Research Paper Example the relationship and she thinks it could be a painful relationship perhaps pointing to the fact that the poet has been in a relationship earlier also. The poet is unsure about her relationship because relationships have become completely unpredictable and things can go horribly wrong, for youngsters it is all about moving on, some can successfully do that while some others often struggle to move on, this is exactly why the poet looks confused about her relationship in the poem. The poem is beautifully constructed and writing a sonnet is arguably the most difficult task but the poet has managed to accomplish it and the poem conveys a really deep meaning. The poem is all about parenthood and how modern day parents have completely become insensitive to the wants and the needs of the children, children are pouring ink into water and the mother does not seem to care and they keep doing the same for quite some time, this has also resulted in the death of the fish in the tank but the parents still somehow manage to ignore all this. The poet also says that the cook is on leave and the mother is crying because she is peeling the onions but in reality she should also be crying because she is completely ignorant and she pays no attention to her children. â€Å"The poet also says that the mother is lovely and father is late,† (Scenes from the Playroom) perhaps suggesting to the fact that the father returns home very late from work and is left with no energy to talk to his kids and his wife and the mother who stays at home has no time to spend with her children and the children are left alone to do as they like. The complete isolation of children by their parents has been beautifully portrayed in the poem. To conclude it is fair to say that both the poems talk about something really sensible, the first poem talks about relationships and how fragile they are these days and the second poem talks about parents not being able to pay any attention to their children. The poet

From A Basement on the Hill and School Life Essay Example for Free

From A Basement on the Hill and School Life Essay Farewell speech 1:- In this farewell speech I am not saying goodbye to the five years I have spent here, for in every facet of school life we have left a mark and each experience can return upon reflection These experiences compose the pages of our book of life. Tonight we, the authors of this book, are writing again. This graduation experience will become a part of it. If you re-read it some day, it will tell you of success. A success of symbolizing years of patience and encouragement on the part of our parents who have raised us, given us guidance in our quest for happiness and success; teachers who have helped us over this step in school life; our friends who are an essential part of your life. To the students in the auditorium now, I say this. Live your life to the fullest and get every ounce of worth out of it. High school life will now open new doors for you. You will meet new friends and learn to get along with people, to give and to take. You will belong to athletic teams and will learn sportsmanship, learn acceptance of victory and defeat. Scholastically, more demands will be made of you. You will learn to take responsibility. Make your years at high school full in every respect. You will never live these years again and there is so much to do. Prepare yourself now for the job to come or university life. Because there is more to learn, more people to meet, more demands. So very much is up to you. Dont be discouraged by failure or disappointment. Failure is a challenge which we must all pick up and fight openly. In overcoming it, we add excitement and suspense to our story. By learning everything I can from this world and its people, by doing everything I can for this world and its people, in years to come I may find the answers, the strength, whatever I see, when I reread what I have writtenwhat you have helped me to write. Tonight I believe that I have stated my preface, the reason for writing my book. If I have fulfilled my purpose, then I have said something that will merit some attention in the book you are writing The words of a song: The web of time entangles and enslaves Enjoy the world. Enjoy it while you may. Each moment that your heart is beating Time is passing, Time is fleeting Live your life. Live it every day. Farewell speech 2:- Farewell 98 Beware, Its a Wide World Respected Principal Sir, Vice-Principal Sir, Teachers, and all my dear friends, including those who are graciously bunking. I looked around for farewell speeches but I couldnt find any worthwhile so I wrote this myself which is why this wont take long. We are gathered here, as most of us probably know, not only for the kachoris, but to bid a fond farewell to the students of Class XII who are leaving the esteemed establishment of the Kendriya VidyalayaSangathan, and venturing out into the real world. We dont know what truths they will find out there, what experiences they will have and we can only shower them with our best wishes and words of encouragement. Im not too good with words so I thought Id make my message clearer with a few lines from a Maxi Priest song. I think it goes somewhat like this But if you want to leave, Take good care. Hope you find a lot of nice friends out there. Just remember theres a lot of bad. Beware. Its a wide world. But most of us wont have a problem there because weve spent a lot of our years in KV, where along with the regular by the book education we are imparted with values. All through your school life you have probably been wondering what exactly the teachers were prattling on about but now that its time for you to leave your sheltered life and go out into the real world, now, you will realise the value of those words that our teachers painstakingly drone into us. And these moments of emotion will be the last that youll be spending in the shelter of our school. Within a month youd have left the shelter of your cocooned school lives and all you ugly caterpillars will flutter off in various directions as beautiful butterflies into a world where you know not what awaits you. But through your lives youll always remember your days here, fondly I hope. And within those memories of friends, teachers and the muddle of pleasant and unpleasant experiences may you remember the lessons that this school and its dedicated staff of teachers have taught. And may those lessons guide you on your paths to realise the dreams youve set out to make true. Because no matter what you do, no matter where you go, all through your lives youll only be richer with the experiences and knowledge that youve gathered in your schooling lives. Id just like to sign off with a line from a Bob Dylan number that really contain the essence of what Ive been trying to say here. Goodbye is too good a word, so Ill just say fare-thee-well.

The Evolution Of Rhetoric In The Electronic Age

The Evolution Of Rhetoric In The Electronic Age The reason for this research paper is to discuss the future rhetoric of our new Electronic Generation. Rhetoric is an art of public speaking and, in our day and age, electronics play a major part. This paper will explain the rhetorical aspects of this potential transformation into an all electronic world. The information of this paper will explain the history of rhetoric and how we got to where we are today. It will also speak of some the major philosophers about this change in our new generation. Rhetoric is defined as the art or study of using language effectively and persuasively. From ancient Greece to the late nineteenth century, it was an essential part of Western education to teach public speakers and writers to persuade listeners to action with arguments. At the turn of the 20th century, there was a profound interest of rhetorical study began to grow in the organization of departments of rhetoric and speech at colleges and universities, as well as the development of national and international professional organizations. Some modern theorists believe that it was important to restore the interest of the study of rhetoric because of the renewed importance of language and persuasion in the progressively reconciled environment of the twentieth century and through the twenty-first century, with the media spotlight on the wide difference s and analyses of political rhetoric and its result s. With the expansion of marketing and of mass media such as photography, telegraphy, ra dio, and film, rhetoric is being more notably conveyed into peoples lives. In spite of its legacy as a moral way for persuasion, rhetoric has come to take on negative undertones. Through the years, generations have forgotten whats the real meaning of rhetoric is and has somehow implicate that this word is deceptive and untrustworthy. Today, rhetoric is greatly utilized by mass media in a derogatory manner, particularly when associated to public policies and politicians. Rhetoric as a systematic study was developed by a group of orators, educators, and advocates called Sophists. In the book, The History and Theory of Rhetoric: An Introduction by James Herrick, he states, Sophists employed paradoxes to shock their audiences, but also by this means to provoke debate and inquiry (Herrick, 2009). The Sophists outlook on rhetoric may very well have been the spark that ignited todays global misunderstanding on the meaning behind rhetoric. Sophists viewed rhetoric as a means that could unite pleasure with government. Sophists believed that words had the ability to medicate the audience. Although during this time when rhetoric was a skill with an increasingly expressive demand, it began to alter to a negative nuance as Platos criticisms grew more popular. The most primitive paradigm of rhetoric as a derogatory word can be followed back to Plato and his opinions about the Sophists. As one of Socrates renowned students, Plato often portrayed the Sophists as highly skillful writers who made the most of misleading language methods to persuade and influence audiences. Platos assumption on Sophism, also reiterated through the writings of Isocrates, was based on the gluttony, deception and the general lack of trust and apprehension for justice. Sophists could manipulate speech to make the worse situation appear better. The term Sophism continues to maintain the negative reputation in todays society. In Rereading the Sophists: Classical Rhetoric Refigured, author Susan Jarratt defines sophism as a derogatory term for a carefully crafted yet false argument aimed at deceiving someone (Jarratt, 1998). Sophism is also used today to describe rhetorical circumstances in which emotional demands may be emphasized over logical demands. Sophism and rhetoric have shared these negative connections into our modern era. As Christianity began to extend in the Middle Ages after the fall of the Roman Empire, societies started to connect rhetoric as expressive and fancy, but it was short of any knowledge or general idea. Due to the Church not believing expressiveness was an important aspect to communication and speech, rhetoric was diminished and viewed depreciatively. By the sixteenth century, rhetorics reputation had been revitalized, but some prominent scholars continued to pass judgment on rhetoric. Reformer Peter Ramus questioned rhetoric by stating that rhetoric was mainly a kind of verbal enhancement and as a result of little consequence. As Ramus praised dialectic and called rhetoric into question, rhetoric lost its theoretical influence, and was again viewed as nothing more than a stylistic, pessimistic speech tool. In his scheme of things, the five components of rhetoric no longer lived under the common heading of rhetoric. Instead, invention and disposition were determined to fall solely under the heading of dialectic, while style, delivery, and memory were all that stayed for rhetoric. In The Electronic Word: Technology, Democracy, and Arts written by Richard Lanham, he expresses that Ramus separated thought from language by developing a replica of education in which reason breaks free of speech (Lanham, 1993, pp. 157-158). Language bec ame an impartial tool for conveying the findings of other disciplines, and was no longer viewed as the basis of an art form that has been mastered by an educated person for its own sake. Another major contributor to the development of Western thinking about rhetoric is the great Greek philosopher, Aristotle. Aristotle was a student of Plato who famously set forth an extended treatise on rhetoric that is still repays careful study today. One of the most significant contributions of Aristotles approach was that he saw rhetoric as one of the three basic essentials of philosophy, in conjunction with logic and dialectic. In the opening words of Rhetoric authored by Aristotle, he asserts that rhetoric is the counterpart of dialectic (Aristotle Roberts, 1954, p. 30). Logic, according to Aristotle, is the area of philosophy concerned with ways of thinking to reach scientific assurance while dialectic and rhetoric are concerned with possibility and therefore is the parts of philosophy best suited to human affairs. Dialectic is an instrument for theoretical debate; it is a way for listeners to assess credible knowledge with the intention of learning. Rhetoric is an instrument for sensible debate; it is a way for convincing a common group of listeners using reliable knowledge to resolve practical issues. Dialectic and rhetoric together create a relationship for a method of persuasion derived from knowledge rather than playing on emotion. Today, modern scholars emphasize why rhetoric has taken on a derogatory connotation. They presume that there is a tendency to forget rhetorics past, which has damaged democracy by labeling all political speech as trickery, as well as unsuccessfully teaching the general public to vitally understand and make use of good speech. Richard Lanham (Lanham, 1993, pp. 243-246) disputed that the model of electronic words and texts has a natural potential to encourage democratic discourse and human thinking. Nevertheless, the source for Lanhams optimistic view of the digital age a perception that electronic textually makes no invidious distinctions between high and low culture, commercial and pure usage, talented or chance creation, visual or auditory stimulus, iconic or alphabetic information (Lanham, 1993, pp. 14) is besieged by some basic opposition which not only imply but reinforce all these oppositions. As Richard Lanham documented in his book, The Electronic Word, the presentation of w ords through the static textual display of print is quickly being replaced by the more fluid textual forms of the computer screen, which are radically altering our existing definitions of literacy. Lanham believes these new textual forms such as e-mail, network exchanges, and hypertext are changing our intellectual perception back to the root source of Western rhetoric: We can . . . think of electronic prose as moving back toward the world of oral rhetoric, where gestural symmetries were permitted and sound was omnipresent. Any prose text, by the very nature of the denial/expression tensions that create and animate it, oscillates back and forth between literate self-denial and oral permissiveness, but electronic text does so much more self-consciously, simply by the volatile nature of the written surface. A volatile surface invites us to intensify rather than subdue this oscillation, make it more rather than less self-conscious (Lanham, 1993). In addition, while some may feel the electronic explosion of inert textual structures serves to mark the death of the Western education, as demonstrated in the linear structures of print, Lanham believes it completes fairly the opposite and brings literacy more similar to another oscillation that Western thinking has always displayed. Reflecting the internal tension of elitism versus populism inherent in distinct ludic and resistance versions of postmodern theory, Lanhams digital rhetoric exemplifies an unsure oscillation between critical and aesthetic approaches to hypertext on one hand, and a more popular democratic appreciation of electronic media, the sub-cultural intertextuality of global culture, and hypermedia on the other. As Lanham exemplifies many of the hypermedia theorists and critics retained their privileged literary and critical assumptions, undermining claimed connections to the popular cultural extensions of electronic media. This is possibly because of the opposing and subjective ways in which an all-purpose hypermedia model alternates between focusing on designed interactive descriptions and the act of reading or reception as an essentially unintentional process, and (2) decreases human language and communication generally to the expressions of distinct images and information consequently also supporting an underlying conflict between print-age examples of language-use and the new and ever-present popular electronic culture. The integration of hypertext concept into a general hypermedia framework of electronic literacy is more than only a matter of describing hypermedia as hypertext extended to include electronic multimedia effects such as digitized sound and graphics. Postmodern literary models of meaning as a contingent product and play of open-ended narratives, language games, and reader-response clearly lent themselves to theorizing about hypertext. Such privileged models of textuality, reception, and aesthetic process or objects were implicitly at odds with the semiotic move to go from the subtle and intricate textual allusions of open-ended narratives mediated as verbal language-use to include the media of electronic popular culture in terms of language reduced to and even replaced by electronic imagery obsessed with the transitory fixations of human memory and desi re. The residual print assumptions of a convergence between the hypermedia model of electronic literacy and postmodern critical theories or practices is perhaps most effectively analyzed in terms of how points out, hypertext encourages both writers and readers to confront and work consciously and concretely with deconstruction, intertextuality, the decentering of the author, and the readers complicity with the construction of the text. In other words, the idea of hypertext effectively reinforces the postmodernist theories of such theorists as Barthes, Derrida, and Baudrillard that natural languages and other systems of representationespecially those involving electronic visual mediaare autonomous in relation to the diverse and contingent contexts of individual language users, specific language events, and discrete forms of verbal or visual representation. The twentieth century is perhaps the most exhilarating period in which to study rhetoric since the Middle Age. This has come about with the beginning of what is generally referred to as the New Rhetoric; the rediscovery of rhetorics epistemological significance and the critical role of persuasion and argument to our everyday lives. It is impossible to name all the causes for this new-found importance or all the contributors to the New Rhetoric, but among the most influential we must certainly consider I.A. Richards whose work on metaphor associated rhetoric to literary studies, Chaim Perelman, whose book The New Rhetoric is now a classic, Steven Toulmin, best known for his inquiries of argument, and possibly the most influential rhetorician of our era, Kenneth Burke. In teaching in the Middle Ages and years before, we have determined that rhetoric was a tool to teach students how to write good essays and, in other areas, it was a tool for persuasion. Rhetoric is widely used in business, politics, and technical writing. For example, the structure and style of letters, memos, speeches, and other kinds of documents follow the rhetorical standards. The old rhetoric dealt primarily with the structure and content of an essay or presentation. With New Rhetoric, rhetoric is given new limits. It now includes philosophy and sociology. It is no longer how to inscribe a good essay or speak a good speech, but how well we recognize communication and its influences on our lives. With the discovery of the World Wide Web (WWW), rhetoric had received a new, powerful field of its purpose. For the most part, rhetorical principles reveal its power in different kinds of Web projects. The five parts of the classical notion invention, arrangement, memory, delivery, and styleare one way we might start mediating about how to apply rhetorical ideas to writings in the twenty-first century and beyond. After all, literacy has undergone many changes in the pastfrom orality, to writing, to printand it will likely undergo many more, in ways we cannot even now imagine. We need to think about how computers and computer writing will impact the future of rhetoric, of composition and composition classes, and of literacy itself. Making hypertext documents on the WWW (World Wide Web) offers a wide range of freedom. The most astonishing difference in an electronic document is the skills to provide fairly instant access to the resources you gather during the invention process. To fully exploit the capabilities of hypertext, you should offer hypertext links that lead directly to the material you use in supporting your claims. Providing links to this material involves the audience in the invention process; your audience can have access to your primary materials and verify the validity of your evidence. Locating supporting information is greatly facilitated by search engines that can explore the Web for you, tracking down useful and relevant evidence to support your own presentations. In addition, many Web sites grant permission to use their digitized images. In an electronic document, there is no easy distinction between a beginning, middle, and an end. Determining a suitable arrangement for your electronic document depends on your creativity. Innovative arrangements are largely a matter of style can have powerful emotional appeal for an audience. Gorgias recognized the persuasive power of atypical uses of language, for changes in the usual order and meaning affected the audience. Today in the electronic age, Gorgias insights still remains true, but of course their submissions have expanded. Writing documents for the WWW creates an entirely new world, or cyberspace, one wide open to new ways of expression, and maybe meaning. An image, like a figure of speech can communicate meaning and provide your rhetorical principle. The same can be said for color. Color, like a trope, covers your meaning, provides your reason or at least it can. Of course, and image, and color has to provide a purpose but it must be suitable to the situation. Memory is fourth of the ancient standard of rhetoric. In the ancient law courts and assemblies, men were often called upon to deliver speeches without the help of written comments. The Greeks and Romans developed intricate memory systems that allowed them to give speeches precisely as it was written. Memory on the Web means some entirely different. Most people take it to mean the ways that readers can remember where they are and where they have been while they surf the net. In the days when text was written only to be conveyed verbally, the ability to persuasively delivery of a speech was one of the premier talents. Delivery is obviously related to the other standards, especially style, because your usefulness as an orator of text varying in large parts on the method of delivery that you chooses. In the hypertext world, delivery takes on some new obstacles. Were no longer certain who will be listening to our speech, nor are we positive that theyll even hear it the same way. The documents we generate are read by browsers, which decipher the HTML code for presenting on the monitor. Because each of these browsers maintains very different features, successful delivery is contingent on writing documents that predict the difference among browsers. Rhetoric, this art of persuasion, totally distorted our insight of the truth. Everything depends on the ability of speaker or writer to affectively captivate the audience using his or her credibility, detailed style, and compelling arguments. Anything can be shown as the truth. Due to this capability to alter anything to the truth the Rhetoric became an indispensable tool in the business communication. How to persuade people to purchase goods, services, ideasanything, that business word generates? How to encourage them that this is a necessity or this is the truth? It cannot be accomplished without rhetoric. The rhetorical theories had been altered by our highly technological age, but they did not modify in their real meaning. There is the truth that subsist in rhetoricits values itself. Rhetoric has not lost its inability in 21st century, but vice versa, we can observe that rhetorical theories reveal itself in any document individually from technology that was used for its establishing. On the one handRhetorical theories are used in todays writing, publishing, and electronic documents as a way of persuasion. On the other handrhetoric is no longer an essential humanist study of structure and content but a study on how and why we communicate and what we can learn from the methods of communication.

Use of Wood as a Building Material

Use of Wood as a Building Material Wood is quite unique when compared to most building materials used today given that its material makeup is a result of naturally grown biological tissue (ill.18). Thus, the material makeup and structure of wood is significantly different than that of most industrially produced, isotropic materials. Upon close examination, wood can be described as an anisotropic natural fiber composite. In contrast to isotropy, which constitutes identical properties in all directions of a material, anisotropy concerns the property of being directionally dependent. For instance, one can see this in the way that wood can bend easily in the tangential axis (ill.19) which is the direction perpendicular to its grain direction. When examining wood from any given angle, one can identify material characteristics and behaviours specific to that angle, relative to the material’s main grain orientation. That is to say, should one examine the material properties of wood at an angle 45 degrees to the main g rain orientation, one will discover properties extremely different than those obtained from an angle 90 degrees to the main grain orientation. The directionally dependent property of wood is a result of the horizontal or vertical orientation of the individual cells and the arrangements of growth layers in a tree.[1] Throughout architectural history, this inherent heterogeneity of wood as well as its complex material characteristics have often been characterized as deficiencies by architects, engineers and members of the timber industry.[2] This can be traced to the fact that most designs and construction methodologies used today require the use of materials bearing minimal variations in their properties and behaviours in order to satisfy the need for isotropic structures. In contrast, this thesis views wood’s complex material makeup and its capacities as significant advantages rather than deficiencies. Furthermore, it aims to understand these interesting characteristics of wood and employ them through an informed design process. In addition to these complex material properties, wood also presents many favorable characteristics including diversity, weight, strength, appearance, workability, cost and availability. Another factor that makes wood a very appealing material today concerns its overall ecological advantages. In light of the environmental challenges that the built environment is facing today, it is becoming increasingly recognized that very few building materials can rival woods environmental benefits. Wood is a natural, renewable material that holds a very low level of embodied energy. It is known for its ability to reduce carbon dioxide emissions by storing CO2 and also by substituting for materials with a high carbon content[3]. In this manner, the use of wood actually produces a positive carbon footprint.[4] Wood is also an extremely energy efficient building material in its production. For example, wood requires 50 times less energy in its manufacturing than steel to ensure a given structural st iffness as a whole.[5] Unlike many natural resources, forests consist of a renewable resource. With careful forest management, one can ensure that forests thrive and continue to provide the many benefits to which we have become accustomed. Foresters can calculate an allowable cut of trees per year for any given forest area that will secure a stable harvest. Tree farming is yet another way of sustainably satisfying todays demand for wood. Programs at Oak Ridge National Laboratory have engineered a breed of super trees that can grow at rapid speeds in order to create a substantial amount of bio mass in a single given acre. These engineered trees are being farmed at tree farms such as the Boardman Tree Farm LLC, and are redefining modern forestry (ill.20). The Boardman Tree Farm plantations are located in eastern Oregon, United States, where dry desert land has been transformed into a thirty thousand acre farm. This plantation currently has seventy million trees and is capable of producing half a million tree s every year to satisfy demands. The plantation harvests five acres of trees every day in order to maintain this continuous cycle.[6] As a result of woods naturally-grown origin, its unique material composition accounts for most of its properties and characteristics.[7] The aim of the thesis is to explore some of the potential ways of utilizing the material properties and specific material characteristics of wood in the design field. In order to do so, the heterogeneous structure of wood must first be understood in greater detail. Wood can be defined as a low-density, cellular, composite material and as such, does not readily fall into a single class of material, but rather overlaps a number of classes. In terms of its high strength performance and affordability, timber remains the worlds most successful fiber composite. On the microscopic scale, one can describe wood as a natural fiber composite.[8] (Ill.21) Wood cells are comprised of layers, upon which cellulose microfibrils function like fibers embedded in a matrix of lignin and hemicelluloses, reinforcing the assembly as a whole. Due to this makeup at the microscopic level, wood shares a number of properties with materials like: synthetic composites, reinforced plastics, fiberglass, and carbon fiber. Similar to wood, these materials are characterized with relatively low stiffness in combination with relatively high structural capacity. In other words, wood contains innate elastic properties especially well-suited for construction methods that seek to employ elasticity in achieving complex lightweight structures from initially planar elements. What follows is intended as a brief overview of the material composition of wood. Understanding the anatomical aspects of wood is imperative to the research and investigations that have been conducted. In contrast to building materials that are specifically designed and manufactured to suit the needs of an architect or an engineer, wood is a result of the biological tissue functions that take place in a tree. Although there exists a wide variety of species of trees in the world, all trees, despite their diversity, share certain characteristics. Trees are all vascular and perennial which means they are capable of adding yearly growth to previously grown wood. The growth process of a tree occurs in the cambium, a thin layer of living cells between the bark of the tree and the inner stem structure. (Ill.22) Cambial cells have thin walls and divide themselves lengthwise to grow into two new cells. Following the cell division, one of the two cells enlarges to become another cambial mother cell while the other either matures into a bark cell or forms towards the inside of the cambium to become a new wood cell. When the primary wood cells reach maturity and develop into their mature size, a secondary wall is constructed from long chain hemicellulose and cellulose molecules. The long chains of cellulose molecules are oriented in a direction parallel to the long axis of the cells and reinforced by lignin (ill.23). Lignin is an integral part of the woods cellulous structure because it provides support for the cells. It is also the material that gives rigidity to plants.[9] The distribution and orientation of the cells along with the material structure of the cell walls determine most of the resulting characteristics and properties of wood.[10] Trees are characterized into two types: softwoods and hardwoods (ill.24). The terms ‘softwood’ and ‘hardwood’ do not signify softness or hardness of wood. The two terminologies are related to the botany of the species and to the way in which a tree grows. The differences between the two types of wood can be seen in the cellular structure of the materials. In the relatively simple cellular structure of softwood, nine tenths of the wood volume consists of one cell type called tracheid, while the remainder consist of ray tissues. Tracheids are fiber-like cells and have a length-to-width ratio of 100:1, meaning that they are approximately one hundred times longer than they are wide. The tracheid cells are arranged parallel to the stem axis located in the radial layers of the tree and are responsible for the transport of water and minerals throughout the tree. In contrast, a much greater variety of cell types and arrangement configurations are present in hardwoods. In addition to tracheids, hardwoods also contain vessels, rays and fiber cells. Vessel elements in hardwood have a large diameter and thin walls, containing no end-to-end walls. As a result, they are arranged in an end-to-end formation that is parallel to the stem axis of the tree, forming continuous channels that carry sap through the tree. Unlike vessels, fiber cells are much smaller in diameter and have thicker cell walls and possess closed tapered ends (ill.25). In both softwood and hardwood, the structure, distribution and orientation of cells are the determining factors of the anisotropic, structural, and hygroscopic characteristics of wood.[11] The anisotropic and hygroscopic characteristics of wood resulting from its internal cellular structure have traditionally been regarded as problematic in the practices of architecture and structural engineering, especially when compared to more homogeneous, stable, industrially produced isotropic materials like steel, plastic or glass. In design approaches within architecture, engineering and timber industries, knowledge of wood’s material composition and characteristics has mostly been employed to counterbalance its complex material behaviours.[12] For instance, the development of engineered industrial wood products (ex: MDF, or cross-laminated-timber) came as a response to the heterogeneous composition of wood. These wood products are capable of producing a material that is much more homogenous and which provides isotropic material characteristics. Unfortunately, the design opportunities that could be made possible using the innate heterogeneous characteristics of wood are too often overlooked in todays construction projects. In fact, particularly in North America, the construction material of wood is often no longer referred to as such. Instead, wood is referred to as a dimensional building element, such as a ‘24’. The aim of this research is to propose an alternative approach to design which views wood’s complex material composition and related behaviours as advantageous rather than problematic. Such an integrated design approach can perhaps contribute towards a renewed appreciation for the behavioral capacities of wood and the rich design opportunities that can be realized thanks to the natural anatomy of this material. Three-ply plywood and veneer are unmistakably industrially-produced materials. However, unlike other industrially-produced materials such as steel, glass, plastic, MDF or particle board, three-ply plywood and veneer are anisotropic materials. This signifies that the properties and behaviours of these materials vary significantly in relation to the fiber direction. For example, veneer and plywood encounter considerable differences in stiffness depending on the grain direction. The compressive strength of wood differs significantly depending on grain direction, as do most of its other mechanical and material properties. The following section details the manufacturing process of veneer and plywood in order to better understand the material exploration that will be presented in Chapter 3. Plywood may appear to be a relatively new industrially-produced wood product, however its concept is in fact very old and can be traced back to more than 5,000 years. Before the word â€Å"plywood† was invented in the 1920s, the process was referred to as veneering. One of the earliest traces of plywood was found in the tomb of King Tutankhamun, an Egyptian Pharaoh who ruled around the year 1334 BC. The discovered pieces of plywood were remains of coffins made of six layers of wood, each 4mm thick and held together by glue and wooden pegs.[13] The plywood remains were fabricated using the same fundamental techniques as today. Like modern plywood, the grains of the layers where arranged perpendicularly with each layer for strength[14] (ill.26). From this period onwards, veneering techniques became increasingly widespread throughout the world. Thanks to the development of tools and technology over the years, veneer thicknesses were reduced and new adhesives (ex: glue made from b one, sinew and cartilage) were used to bond the layers together with heat.[15] Although plywood is made much in the same way today, modernized adhesion techniques and tools used in its production have improved significantly, making it one of the most affordable and easily-produced building materials. Both hardwoods and softwoods are used in the production of plywood. The typical sequence of operation involved in the production of plywood is as follows: There exists a long standing discourse on the subject of sheet materials in architecture, in part because these are so ubiquitous in conventional construction. Expanding the understanding of these materials is valuable to the architectural profession, as it allows one to discover new potentials concerning materials which are already familiar. Being a sheet material, plywood thus offers many advantages as a subject of research and experimentation. Like other sheet materials, it can facilitate the creation of complex geometry using initially planar elements. Three-ply plywood is the material of choice for this thesis due to its ability to offer high amounts of flexibility in one direction, without compromising its strength. Three-ply plywood, as previously described, is made up of odd layers, two of which are oriented in one direction, while the center layer lies perpendicularly to the outer layers. Thus, due to the predominant fiber direction present in the two outer layers, three-ply plywood possesses a natural tendency to bend perpendicularly to this grain direction. The core of the assembly, otherwise known as the center layer, provides strength to the assembly by offering resistance to the predominant fiber direction. As a result, the plywood assembly is less likely to break or snap when being bent because it is reinforced by one interior sheet containing fibers running perpendicular to the outer layers. Knowledge of the manufacturing process for plywood is important for this research because it provides an introduction to lamination techniques that can be further utilized in the material investigations and implementations that will follow. The process described above elaborates on the procedure involved in the mass-produced manufacturing of flat plywood sheets used in the building industry. However, the process of lamination need not strictly apply to planar surfaces, but also to the development of three-dimensional forms. [1] J. M. Dinwoodie, Timber: Its Nature and Behaviour (London: EFN Spon, 2000). [2] T. Herzog, Holzbau Atlas (Basel: Birkhà ¤user, 2003). [3] A. Alcorn, Embodied Energy Coefficients of Building Materials (Wellington: Centre for Building Performance Research, 1996), 92. [4] Joseph Kolb, Systems in Timber Engineering: Loadbearing Structures and Component Layers (Basel: Birkhà ¤user, 2008), 19. [5] J.E Gordon, Structure (Cambridge: Da Capo Press, 2003). [6] A Resource That Lasts Forever, last modified July 23, 2014, http://www.greenwoodresources.com/ [7] Barnett and Jeronimidis, Wood Quality and its Biological Basis (Oxford: Blackwell CRC Press, 2003). [8] Composite Materials Natural Woods. Last modified July 23, 2014, http://www.technologystudent.com/joints/composit1.html. â€Å"Composite materials, sometimes referred to as composites, are materials composed of two or more component parts. These component parts may have different physical or chemical properties and when carefully inspected, they appear as separate parts, bonded together, forming a composite material. [9] R. Bruce Hoadley, Understanding Wood: A Craftsmans Guide to Wood Technology (Newtown, Conn.: Taunton Press, 2000). [10] R. Wagenfà ¼hr, Anatomie des Holzes : Strukturanalytik, Identifizierung, Nomenklatur, Mikrotechnologie (Leinfelden-Echterdingen: DRW-Verlag, 1999). [11] R. Wagenfà ¼hr, Anatomie des Holzes : Strukturanalytik, Identifizierung, Nomenklatur, Mikrotechnologie (Leinfelden-Echterdingen: DRW-Verlag, 1999). [12] T. Herzog, Holzbau Atlas. (Basel: Birkhà ¤user, 2003). [13] Lucas A. and Harris, Ancient Egyptian Materials and Industries (Dover Publications; 4th edition, 2011), 451. [14] H. Taylor John, Death and the Afterlife in Ancient Egypt (Chicago: U of Chicago, 2001), 218. [15] L. Patrick Robert and Minford J. Dean, Treatise on Adhesion and Adhesives (CRC Press, 1991), 3.

Great Religions And Philosophies. : Greek Philosophy. Essays -- essays

Great Religions and Philosophies. : Greek Philosophy.   Ã‚  Ã‚  Ã‚  Ã‚  In the 6th century B.C, there began a dualism in Greek Philosophy. The development of Greek Philosophy became a compromise between Greek monistic and oriental influences, in other words, a combination of intellectualism and mysticism. Thus began the pre-Socratic philosophy. The interests of pre- Socratic philosophers were centered on the world that surrounds man, the Cosmos. This was during the time of great internal and external disturbances in the Greek society, as it was right after the Peloponnesian war. The pre-Socratic era of Greek Philosophy came to an end when the Sophists turned their attention to man himself, delving into the moral and mental nature of man and dealing with the practical problems of life.   Ã‚  Ã‚  Ã‚  Ã‚  The ancient Greeks mirrored their nature, beliefs, morals and customs in Greek Philosophy. Through understanding Greek Philosophy, we can see how the ancient Greeks regard the world around them. Greek Philosophy filled the void in the spiritual and moral life of the ancient Greeks, where in the same place other cultures had their belief in a religion. Wisdom, in the Greek sense, included not only a theoretical explanation of the world around them, but also provided a practical guide to life.   Ã‚  Ã‚  Ã‚  Ã‚  From Homer to Hesiod, we see the reflections of the ancient Greeks and their use of Gods to fulfill their spiritual, social and psyc...

The History of Math Essay -- Mathematics Education Logic Numbers Essay

The History of Math Mathematics, study of relationships among quantities, magnitudes, and properties and of logical operations by which unknown quantities, magnitudes, and properties may be deduced. In the past, mathematics was regarded as the science of quantity, whether of magnitudes, as in geometry, or of numbers, as in arithmetic, or of the generalization of these two fields, as in algebra. Toward the middle of the 19th century, however, mathematics came to be regarded increasingly as the science of relations, or as the science that draws necessary conclusions. This latter view encompasses mathematical or symbolic logic, the science of using symbols to provide an exact theory of logical deduction and inference based on definitions, axioms, postulates, and rules for combining and transforming primitive elements into more complex relations and theorems. This brief survey of the history of mathematics traces the evolution of mathematical ideas and concepts, beginning in prehistory. Indeed, mathematics is nearly as old as humanity itself; evidence of a sense of geometry and interest in geometric pattern has been found in the designs of prehistoric pottery and textiles and in cave paintings. Primitive counting systems were almost certainly based on using the fingers of one or both hands, as evidenced by the predominance of the numbers 5 and 10 as the bases for most number systems today. Ancient Mathematics The earliest records of advanced, organized mathematics date back to the ancient Mesopotamian country of Babylonia and to Egypt of the 3rd millennium BC. There mathematics was dominated by arithmetic, with an emphasis on measurement and calculation in geometry and with no trace of later mathematical concepts such as axioms or proofs. The earliest Egyptian texts, composed about 1800 BC, reveal a decimal numeration system with separate symbols for the successive powers of 10 (1, 10, 100, and so forth), just as in the system used by the Romans. Numbers were represented by writing do wn the symbol for 1, 10, 100, and so on as many times as the unit was in a given number. For example, the symbol for 1 was written five times to represent the number 5, the symbol for 10 was written six times to represent the number 60, and the symbol for 100 was written three times to represent the number 300. Together, these symbols represented the number 365. Addition was d... ...eat impetus to areas of mathematics such as numerical analysis and finite mathematics. It has suggested new areas for mathematical investigation, such as the study of algorithms. It has also become a powerful tool in areas as diverse as number theory, differential equations, and abstract algebra. In addition, the computer has made possible the solution of several long-standing problems in mathematics, such as the four-color problem first proposed in the mid-19th century. The theorem stated that four colors are sufficient to color any map, given that any two countries with a contiguous boundary require different colors. The theorem was finally proved in 1976 by means of a large-scale computer at the University of Illinois. Mathematical knowledge in the modern world is advancing at a faster rate than ever before. Theories that were once separate have been incorporated into theories that are both more comprehensive and more abstract. Although many important problems have been solved , other hardy perennials, such as the Riemann hypothesis, remain, and new and equally challenging problems arise. Even the most abstract mathematics seems to be finding applications. Word Count: 4793

The Natural Approach Stephen Krashen’s Theory of Second Language

THE NATURAL APPROACH Stephen Krashen's Theory of Second Language Acquisition â€Å"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. † â€Å"Acquisition requires meaningful interaction in the target language – natural communication – in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. † â€Å"The best methods are therefore those that supply ‘comprehensible input' in low anxiety situations, containing messages that students really want to hear.These methods do not force early production in the second language, but allow students to produce when they are ‘ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production. † â€Å"In the real world, conversations with sympathetic native speakers who are willing to hel p the acquirer understand are very helpful. † Introduction Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing in theories of language acquisition and development.Much of his recent research has involved the study of non-English and bilingual language acquisition. During the past 20 years, he has published well over 100 books and articles and has been invited to deliver over 300 lectures at universities throughout the United States and Canada. This is a brief description of Krashen's widely known and well accepted theory of second language acquisition, which has had a large impact in all areas of second language research and teaching since the 1980s.The Natural Approach (NA) is a product of Stephen Krashen, an applied linguist at the University of Southern California and Tracy Terrell, a teacher of Spanish in California. Krashen's work on second language acquisition and Terrell's teaching experiences form the bases of the Natural Approach. The principles and practices of this new approach have been published in â€Å"The Natural Approach† (Krashen and Terrell, 1983). The book contains theoretical sections prepared by Krashen and sections on implementation and classroom procedures prepared mostly by Terrell. The most triking proposal of the NA theory is that adults can still acquire second languages and that the ability to ‘pick up' languages does not disappear at puberty. Thus, Krashen's contribution to Chomsky's LAD proposition is that adults follow the same principles of Universal Grammar. The theory behind the NA implies that adults can acquire all but the phonological aspect of any foreign language, by using their ever-active LAD. What makes adults different from children is their abstract problem solving skills that make them consciously process the grammar of a foreign language.Therefore, adults have two paths to follow: Acquisition and learning. However, children have only one: Ac quisition. In their book, Krashen and Terrell refer to their method of picking up ability in another language directly without instruction in its grammar as ‘the traditional approach'. They consider their approach as a traditional one whereas many methodologists consider Grammar Translation Method as the traditional method. For Krashen, even Grammar Translation Method is not as old and traditional as the method of acquiring a language in its natural environment, a method which has been used for hundreds of thousands of years.The term ‘natural' emphasizes that the principles behind the NA are believed to conform to the naturalistic principles found in successful second language acquisition. One may think that the Natural Approach and the Natural Method are similar. The Natural Method (or the Direct Method) and the Natural Approach differ in that the former lays more emphasis on teacher monologues, formal questions and answers, and error correction. Krashen and Terrell not e that â€Å"the Natural Approach is in many ways the natural, direct method ‘rediscovered'[and] it is similar to other communicative approaches being developed today†.The Natural Approach, like TPR, is regarded as a comprehension-based approach because of its emphasis on initial delay(silent period) in the production of language. What is novel is that the NA focuses on exposure to input instead of grammar practice, and on emotional preparedness for acquisition to take place. II. THEORETICAL BASIS OF THE NATURAL APPROACH II. 1. Theory of Language Krashen regards ‘communication' as the main function of language. The focus is on teaching communicative abilities. The superiority of ‘meaning' is emphasized.Krashen and Terrell believe that a language is essentially its lexicon. They stress the importance of vocabulary and view language as a vehicle for ‘communicating meanings' and ‘messages'. According to Krashen, ‘acquisition' can take place on ly when people comprehend messages in the TL. Briefly, the view of language that the Natural Approach presents consists of ‘lexical items', ‘structures' and ‘messages'. The lexicon for both perception and production is considered critical in the organization and interpretation of messages.In Krashen's view, acquisition is the natural assimilation of language rules by using language for communication. This means that linguistic competence is achieved via ‘input' containing structures at the ‘interlanguage + 1' level (i +1); that is, via ‘comprehensible input'. II. 2. Theory of Language Learning (1) The Acquisition-Learning Hypothesis Krashen, in his theory of second language acquisition (SLA)suggested that adults have two different ways of developing competence in second languages: Acquisition and learning. â€Å"There are two independent ways of developing ability in second languages. Acquisition' is a subconscious process identical in all import ant ways to the process children utilize in acquiring their first language, †¦ [and] ‘learning' †¦ , [which is] a conscious process that results in ‘knowing about' [the rules of] language† (Krashen 1985:1). The Acquisition-Learning distinction is the most fundamental of all the hypotheses in Krashen's theory and the most widely known among linguists and language practitioners. According to Krashen there are two independent systems of second language performance: ‘the acquired system' and ‘the learned system'.The ‘acquired system' or ‘acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language – natural communication – in which speakers are concentrated not in the form of their utterances, but in the communicative act. The ‘learned system' or ‘learning' is the product of f ormal instruction and it comprises a conscious process which results in conscious knowledge ‘about' the language, for example knowledge of grammar rules.According to Krashen ‘learning' is less important than ‘acquisition'. Krashen believes that the result of learning, learned competence (LC) functions as a monitor or editor. That is, while AC is responsible for our fluent production of sentences, LC makes correction on these sentences either before or after their production. This kind of conscious grammar correction, ‘monitoring', occurs most typically in a grammar exam where the learner has enough time to focus on form and to make use of his conscious knowledge of grammar rules (LC) as an aid to ‘acquired competence'.The way to develop learned competence is fairly easy: analysing the grammar rules consciously and practising them through exercises. But what Acquisition / Learning Distinction Hypothesis predicts is that learning the grammar rules of a fo reign/second language does not result in subconscious acquisition. In other words, what you consciously learn does not necessarily become subconsciously acquired through conscious practice, grammar exercises and the like. Krashen formulates this idea in his well-known statement that â€Å"learning does not became acquisition†.It is at this point where Krashen receives major criticism. (2) The Natural Order Hypothesis According to the hypothesis, the acquisition of grammatical structures proceeds in a predicted progression. Certain grammatical structures or morphemes are acquired before others in first language acquisition and there is a similar natural order in SLA. The average order of acquisition of grammatical morphemes for English as an ‘acquired' language is given below: -Ing——–Aux———Irregular——Regular Past Plural—–>Article—->Past———->3rd Sing.The implication of natura l order is not that second or foreign language teaching materials should be arranged in accordance with this sequence but that acquisition is subconscious and free from conscious intervention (Ellidokuzoglu, 1992). (3) The Input Hypothesis This hypothesis relates to acquisition, not to learning. Krashen claims that people acquire language best by understanding input that is a little beyond their present level of competence. Consequently, Krashen believes that ‘comprehensible input' (that is, i + 1) should be provided. The ‘input' should be relevant and ‘not grammatically sequenced'.The ‘input' should also be in sufficient quantity as Richards pointed out: â€Å".. child acquirers of a first language are provided with samples of ‘caretaker' speech, rough – tuned to their present level of understanding, .. [and] adult acquirers of a second language [should be] provided with simple codes that facilitate second language comprehension. † (Richa rds, J. 1986:133) (4) The Monitor Hypothesis As is mentioned, adult second language learners have two means for internalising the target language. The first is ‘acquisition' which is a subconscious and intuitive process of constructing the system of a language.The second means is a conscious learning process in which learners attend to form, figure out rules and are generally aware of their own process. The ‘monitor' is an aspect of this second process. It edits and make alterations or corrections as they are consciously perceived. Krashen believes that ‘fluency' in second language performance is due to ‘what we have acquired', not ‘what we have learned': Adults should do as much acquiring as possible for the purpose of achieving communicative fluency. Therefore, the monitor should have only a minor role in the process of gaining communicative competence.Similarly, Krashen suggests three conditions for its use: (1) there must be enough time; (2) the foc us must be on form and not on meaning; (3) the learner must know the rule. (5) The Affective Filter Hypothesis The learner's emotional state, according to Krashen, is just like an adjustable filter which freely passes or hinders input necessary to acquisition. In other words, input must be achieved in low-anxiety contexts since acquirers with a low affective filter receive more input and interact with confidence. The filter is ‘affective' because there are some factors which regulate its strength.These factors are self-confidence, motivation and anxiety state. LANGUAGE ACQUISITION   Ã¢â‚¬â€œ   LANGUAGE LEARNING The expression â€Å"language learning† includes two clearly distinct, though rarely understood, concepts. One involves receiving information about the language, transforming it into knowledge through intellectual effort and storing it through memorization. The other involves developing the skill of interacting with foreigners to understand and speak their la nguage. The first concept is called â€Å"language learning,† while the other is referred to as â€Å"language acquisition. These are separate ideas and we will show that neither is the consequence of the other. The distinction between acquisition and learning is one of the hypotheses (the most important) established by the American Stephen Krashen in his highly regarded theory of foreign language learning. LANGUAGE ACQUISITION Language acquisition refers to the process of natural assimilation, involving intuition and subconscious learning, which is the product of real interactions between people where the learner is an active participant.It is similar to the way children learn their native tongue, a process that produces functional skill in the spoken language without theoretical knowledge; develops familiarity with the phonetic characteristics of the language as well as its structure and vocabulary, is responsible for oral understanding, the capability for creative communi cation and for the identification of cultural values. Teaching and learning are viewed as activities that happen in a personal psychological plane.The acquisition approach praises the communicative act and develops self-confidence in the learner. A classic example of language acquisition involves adolescents and young adults who live abroad for a year in an exchange program, attaining near native fluency, while knowing little about the language in the majority of cases. They have a good pronunciation without a notion of phonology, don't know what the perfect tense is, modal or phrasal verbs are, but they intuitively recognize and know how to use all the structures. LANGUAGE LEARNINGThe concept of language learning is linked to the traditional approach to the study of languages and today is still generally practiced in high schools worldwide. Attention is focused on the language in its written form and the objective is for the student to understand the structure and rules of the lang uage through the application of intellect and logical deductive reasoning. The form is of greater importance than communication. Teaching and learning are technical and governed by a formal instructional plan with a predetermined syllabus.One studies the theory in the absence of the practical. One values the correct and represses the incorrect. There is little room for spontaneity. The teacher is an authority figure and the participation of the student is predominantly passive. In the teaching of English, for example, one studies the function of the interrogative and negative modes, irregular verbs, modals, etc. The student learns to construct sentences in the perfect tense, but only learns with difficulty when to use it.It's a progressive and cumulative process, normally tied to a preset syllabus that includes memorization of vocabulary and seeks to transmit to the student knowledge about the language, its functioning and grammatical structure with its irregularities, its contrasts with the student's native language, knowledge that one hopes will become the practical skills of understanding and speaking the language. This effort of accumulating knowledge becomes frustrating because of the lack of familiarity with the language. Innumerable graduates with arts degrees in English are classic examples of language learning.They often are trained and theoretically able to teach a language that they can communicate in only with extreme difficulty. INTERRELATIONSHIP BETWEEN ACQUISITION AND LEARNING AND ITS IMPLICATIONS The clear understanding of the differences between acquisition and learning makes it possible to investigate their interrelationships as well as the implications for the teaching of languages. First, we ought to consider that languages, in general, are complex, arbitrary, irregular phenomena, full of ambiguities, in constant random and uncontrollable evolution.Therefore, the grammatical structure of a language can be too complex and abstract to be cate gorized and defined by rules. Even if some partial knowledge of the functioning of the language is reached, it is not easily transformed into communication skills. What happens in fact is a dependency predominantly opposite: to understand the functioning of a language as a system and to understand its irregularities is a function of familiarity with it. Rules and exercises only will make sense when we have already developed solid intuitive control of the language in its oral form, that is, when we have assimilated it.On the other hand, Krashen admits that the knowledge obtained through formal study (language learning) can serve to monitor speaking. Krashen, however, doesn't specify the language that would be the object of study, but he was probably using the study of Spanish as the basis for his inferences and conclusions because it is the dominant foreign language in the United States, and particularly in the state of California, where Professor Krashen lives and works.Therefore, i t is necessary to explore the degrees of irregularity and difficulty of the target language and how that affects Krashen's theory. THE DEGREE OF PHONETIC SIGNALING IN THE LANGUAGE AND THE INEFFICIENCY OF LEARNING: It's also easy to assess the degree of phonetic signalling of languages and understand the importance that that aspect has. If we analyse and compare Spanish and Portuguese with English, we conclude that there is a significant difference, being English considerably more economical and compact than the Romance languages.This means a greater difficulty in achieving oral proficiency in the target language when going from Portuguese or Spanish to English than going the opposite direction. It also means that more time needs to be devoted to the practice of the spoken language (especially listening) and less time spent on the study of text and grammatical items. |Let's-work. (2) |  (5) Va-mos-tra-ba-lhar. | |I-like-be-er. (4) |  (7) Eu-gos-to-de-cer-ve-ja. | |A-brick-house. (3) |  (8) U-ma-ca-sa-de-ti-jo-los. |Help-me-please. (3) |  (7) A-ju-de-me-por-fa-vor. | |How-old-are-you? (4) |  (7) Quan-tos-a-nos-vo-ce-tem? | |Where-is-the-bath-room? (5) |  (8) On-de-fi-ca-o-ba-nhei-ro? | |I-want-cof-fee-with-milk. (6) |  (8) Eu-que-ro-ca-fe-com-lei-te. | |Did-you-watch-that-mo-vie? (6) |(10) Vo-ce-as-sis-tiu-a-que-le-fil-me? |Third-world-coun-tries-are-             |(24) Os-pa-i-ses-do-ter-cei-ro-mun-do- es-tao- | |  fac-ing-e-co-no-mic-pro-blems. (13) |en-fren-tan-do-pro-ble-mas-e-co-no-mi-cos. | |TOTAL: 46 silabas |84 silabas | |35,3% |64,6% | ac-cess   /   a-ces-so |me-thod   /   me-to-do | |a-gri-cul-ture   /   a-gri-cul-tu-ra |mu-sic   /   mu-si-ca | |air-plane   /   a-vi-ao |na-ture   /   na-tu-re-za | |ca-len-dar   /   ca-len-da-rio |o-cean   /   o-ce-a-no | |cho-co-late   /   cho-co-la-te |po-li-tics   /   po-li-ti-ca | |ci-ty   /   ci-da-de |prin-ter   / m-pres-so-ra | |com-pu-te r   /   com-pu-ta-dor |pro-cess   /   pro-ces-so | |cre-a-tive   /   cri-a-ti-vo |pro-ject   /   pro-je-to | |de-part-ment   /   de-par-ta-men-to |psy-cho-lo-gy   /   psi-co-lo-gi-a | |dif-ference   /   di-fe-ren-ca |pu-blic   /   pu-bli-co | |gram-mar   /   gra-ma-ti-ca |qua-li-ty   /   qua-li-da-de | |im-por-tant   /   im-por-tan-te |stu-dent   /   es-tu-dan-te | |in-tel-li-gent   /   in-te-li-gen-te |te-le-phone   /   te-le-fo-ne | |ma-chine   /   ma-qui-na |trans-port   /   trans-por-te | |mo-dern   /   mo-der-no |ur-gent   /   ur-gen-te | WORD STRESSING:The unpredictability of word stressing in English and the absence of any indication of stress from spelling is another element to demonstrate that Krashen's arguments acquire even greater strength. There are many other points of contrast between English and Spanish that show the greater degree of irregularity and difficulty of English. The fact is that e ven with a target language with a large degree of regularity such as Spanish, the contribution of learning will only be effective and durable if the student simultaneously develops familiarity and skill with the language in natural environments. |(stress on the last syllable)   |hotel, control, police, improve, exchange, etc. only two-syllable | | |words) | |(stress on one before the last)   |video, English, important, united, revolution, etc. | |(stress on two before the last)   |excellent, hospital, government, photograph, photographer, etc. | |stress on three before the last |approximately, significantly, intelligible, objectionable, etc. | |double stress |approximation, refrigerator, characteristic, category, necessary, | |   |dictionary, fundamental, introductory, etc. | ———————– [pic]