Prehistoric Life During the Paleocene Epoch

Prehistoric Life During the Paleocene Epoch Although it didnt boast as wide an array of prehistoric mammals as the epochs that succeeded it, the Paleocene was notable for being the geologic stretch of time immediately following the extinction of the dinosaurswhich opened up vast ecological niches for surviving mammals, birds, reptiles and marine animals. The Paleocene was the first epoch of the Paleogene period (65-23 million years ago), the other two being the Eocene (56-34 million years ago) and Oligocene (34-23 million years ago); all these periods and epochs were themselves part of the Cenozoic Era (65 million years ago to the present). Climate and geography. The first few hundred years of the Paleocene epoch comprised the dark, frigid aftermath of the K/T Extinction, when an astronomical impact on the Yucatan peninsula raised enormous clouds of dust that obscured the sun worldwide. By the end of the Paleocene, however, the global climate had recovered, and was nearly as warm and muggy as it had been during the preceding Cretaceous period. The northern supercontinent of Laurasia had yet to completely break apart into North America and Eurasia, but the giant continent Gondwana in the south was already well on its way to separating into Africa, South America, Antarctica and Australia. Terrestrial Life During the Paleocene Epoch Mammals. Contrary to popular belief, mammals didnt suddenly appear on the planet after the dinosaurs went extinct; small, mouselike mammals coexisted with dinosaurs as far back as the Triassic period (at least one mammalian genus, Cimexomys, actually straddled the Cretaceous/Paleocene boundary). The mammals of the Paleocene epoch werent much larger than their predecessors, and only barely hinted at the forms they would later attain: for example, the distant elephant ancestor Phosphatherium only weighed about 100 pounds, and Plesidadapis was an extremely early, extremely small primate. Frustratingly, most mammals of the Paleocene epoch are known only by their teeth, rather than well-articulated fossils. Birds. If you were somehow transported back in time to the Paleocene epoch, you might be forgiven for concluding that birds, rather than mammals, were destined to inherit the earth. During the late Paleocene, the fearsome predator Gastornis (once known as Diatryma) terrorized the small mammals of Eurasia, while the very first terror birds, equipped with hatchet-like beaks, began to evolve in South America. Perhaps not surprisingly, these birds resembled small meat-eating dinosaurs, as they evolved to fill that suddenly vacant ecological niche. Reptiles. Paleontologists still arent sure why crocodiles managed to survive the K/T Extinction, while their closely related dinosaur brethren bit the dust. In any case, prehistoric crocodiles continued to flourish during the Paleocene epoch, as did snakesas evidenced by the truly enormous Titanoboa, which measured about 50 feet from head to tail and may have weighed more than a ton. Some turtles, too, attained giant sizes, as witness Titanoboas contemporary in the swamps of South America, the one-ton Carbonemys. Marine Life During the Paleocene Epoch Dinosaurs werent the only reptiles that went extinct at the end of the Cretaceous period. Mosasaurs, the fierce, sleek marine predators, also disappeared from the worlds oceans, along with the last straggling remnants of plesiosaurs and pliosaurs. Filling the niches vacated by these voracious reptilian predators were prehistoric sharks, which had existed for hundreds of millions of years but now had the room to evolve to truly impressive sizes. The teeth of the prehistoric shark Otodus, for example, are a common find in Paleocene and Eocene sediments. Plant Life During the Paleocene Epoch A huge number of plants, both terrestrial and aquatic, were destroyed in the K/T Extinction, victims of the enduring lack of sunlight (not only did these plants succumb to darkness, but so did the herbivorous animals that fed on the plants and the carnivorous animals that fed on the herbivorous animals). The Paleocene epoch witnessed the very first cactuses and palm trees, as well as a resurgence of ferns, which were no longer harassed by plant-munching dinosaurs. As in preceding epochs, much of the world was covered by thick, green jungles and forests, which thrived in the heat and humidity of the late Paleocene climate. Next: the Eocene Epoch

Saying That in Spanish

Saying That in Spanish That is one of those words in English that has no straightforward answer to the question: How do you translate that to Spanish? More so than most words, translating that to Spanish requires you to understand how it is used in a sentence and what it means. A quite common word, it can function as a pronoun, conjunction, adjective or adverb - or be part of phrases where its meaning is less than clear. That as an Adjective When that is used an adjective, it most often is used to point to a particular thing or person. In such cases, it functions as a demonstrative adjective. The most common demonstrative adjectives used for that are ese (masculine), esa (feminine), aquel (masculine) and aquella (feminine). Generally, objects referred to with ese or esa are not as far away in space or time as ones accompanied by aquel or aquella. Im going to buy myself that car. Me voy a comprar ese coche.That car (over there) is better than yours. Aquel coche es mejor que el tuyo.I want that computer!  ¡Quiero esa computadora! Less frequently, that can be used to refer to someone or something that was mentioned earlier. Using dicho or dicha is a possible translation: At the end of the video one can observe that that woman (the one mentioned earlier) is betrayed before her very eyes. Al final del video se puede observar que dicha mujer es traiconada ante sus propios ojos.I would like to acquire that car (that weve been talking about). Me gustarà ­a adquirir dicho coche. That as a Subject or Object Pronoun Usually, when that is used as subject or object pronoun, it is used much the same way as the demonstrative adjectives discussed above, except that it stands by itself without the noun, becoming a demonstrative pronoun. The forms are the same as the adjectives listed above, although an  orthographic accent is used used by some writers even though it is not not strictly necessary. Im going to buy myself that. Me voy a comprar à ©se.That (over there) is better than yours. Aquà ©l es mejor que el tuyo.I want that!  ¡Quiero à ©sa! If that refers to a sentence, a thought or something that is unknown (and therefore its gender not known), eso (no accent) is used: That is a good idea. Eso es una buena idea.What is that?  ¿Quà © es eso?All that cant be free. Todo eso no puede ser gratis. In many cases, that as a subject pronoun doesnt have to be translated at all, especially where it could be used as well. For example, thats impossible could usually be translated as either eso es imposible or merely es imposible. That as a Relative Pronoun When that is used as a relative pronoun, it introduces a phrase or clause that provides more information about a noun, which it follows. This concept is probably easier to understand with examples, where that is generally translated by the Spanish que: This is the house that youre looking for. Ésta es la casa que buscas.She is the student that knows nothing. Es la estudiante que sabe nada.El Bulli is a restaurant that is found in Girona. El Bulli es un restaurante que se encuentra en Girona. If that can be replaced by who or which with little change in meaning, it is probably functioning as a relative pronoun. If the relative pronoun that is used in an English sentence that ends in a preposition, you may need to use the relative pronoun el cual or its variations (la cual, los cuales or las cuales, depending on number and gender) following a Spanish preposition: Its the juice  that you couldnt live without. Es el jugo sin el cual no podrà ­as vivir.She is a woman that many dont pay attention to. Es una mujer a la cual muchos no le ponen atencià ³n. That as a Conjunction Although that may not seem like a conjunction, it often functions as one (a subordinating conjunction, to be precise) when it follows a verb. Typically, que can be used in translation: The boss said that he is happy with my work. El jefe me dijo que est contento con mi trabajo.I understand that I cant be forced to sign this document. Comprendo que no se me puede forzar a firmar este documento.He knows that we know that such an aspiration is stupidity. Él sabe que nosotros sabemos que tal pretensià ³n es una estupidez. That as an Adverb Usually, that as an adverb is the rough equivalent of so and can be translated as tan. He isnt that smart. No es tan inteligente.Yes, its that important to wash your hands. Sà ­, es tan importante lavarse los manos. That in Phrases and Idioms In phrases and idioms, the translation of that is often unpredictable. There are probably too many such phrases to be memorized; it is probably better to try to think of what the phrase means and translate accordingly. Here are some examples of how you might translate phrases using that: And thats that!:  ¡Y eso es todo!At that: He is a writer, and a good one at that. Es escritor, y adems de los buenos.Despite that: They charged for Ubuntu despite that it is free. Cobraron Ubuntu a pesar de que es gratis.How to you like that?:  ¿Quà © te parece?In order that, so that: We need your help in order that the campaign be successful. Necesitamos su ayuda a fin de que la campaà ±a tenga à ©xito. Evil exists so that people can appreciate what is good. El mal existe para que las personas puedan apreciar lo que es bueno.Like that: Why do politicians talk like that?  ¿Por quà © hablan asà ­ los polà ­ticos?That I know of: Nobody has cloned me that I know of. Que yo sepa nadie me ha clonado.That is to say: Excel 2007 didnt know how to multiply. That is to say, it made mistakes. Excel 2007 no sabà ­a multiplicar. Es decir, se equivocaba.

Executive Summary (Benchmark Assessment) Essay Example | Topics and Well Written Essays - 1000 words

Executive Summary (Benchmark Assessment) - Essay Example The project will engage public health agencies and the public towards the achievement of the national goals for preventing and treating heart diseases and stroke through the next two decades (Velu & Lip, 2011). Heart diseases and stroke are among the leading causes of death in America today. They are also among the leading causes of disability meaning that they cost the country so much in terms of treatment and control and could cost more in the future if steps are not taken to address the problem. Therefore, this project will be a step and a vision towards contributing to the steps to combat the dangers of heart diseases and stroke in the country (Velu & Lip, 2011). The project targets both the adult and teenage populations. Adults are more affected by heart diseases and stroke. It has been estimated that every 37 seconds, an adult person in the US dies because of a heart related condition. This is a high rate of death caused by heart diseases. Today, the lifestyles adopted by teenagers in the US has also put them at risk of developing heart conditions and stroke early in their lives. For example, teenagers smoke, do not exercise, take alcohol and eat foods with high calories. This has seen more teenagers develop heart conditions over the years on top of the fact that some of them are at risk because of their genetic makeup (Heidenreich, et.al. 2011). Therefore, the project will target adults and teenagers to ensure that the two groups receive information and the care needed to ensure that their risk of developing heart diseases and stroke is significantly reduced and that they have a prolonged life and also can lead healthy lives (Ustrell & Pe llisà ©, 2010). The focus in the two groups has been informed by the rate of heart diseases and stoke recorded in them, which calls for immediate attention to ensure that the problem does not get worse than it is. The

The Pain And Suffering Of The Voiceless People In Cinema Essay

The Pain And Suffering Of The Voiceless People In Cinema - Essay Example The necessity of resorting to non-verbal communication is indeed apparent in the film, for the obvious reason that the perceived victims in the film are voiceless and powerless. In the absence of words, what is left for them is body language, through dance accompanied by music. The definition of dance as a form of expression that uses bodily movements that are rhythmic, patterned, sometimes improvised, found in every culture and is performed for purposes ranging from the ceremonial, liturgical and magical to the theatrical, social and simply aesthetics (Britannica 2011), relatively connects with the film. The music that was devoid of words and the dances were quite entertaining in the film. The movements were expressive, which was demonstrative of the reflex response of the children when in danger, which is to either flee or let go to hide the fear. The choreography is in support of the desire of the captured children to immediately do something about the negative emotion bottled up inside their system, which they hope to free. The competition in the capital city of Kampala was again entertaining, the excitement can be likened to the much-talked-about worldwide show, â€Å"American Idol.† Through their participation in that competition, they were out to prove that they can be giants amidst the suffering in their real life. The value of the dance however in this film and the beats of the drums, set some limitation concerning the messages that are needed to be said in public, which at times, only words can do. Emotionally, in a personal context for the children, they were able to pretend that everything can be alright, but in general, the hope for help and call for rescue are quite elusive.

Plot Summary Essay Example for Free

Plot Summary Essay The play is set in the Dublin slums or tenements in the years of the Iris Civil War 1922 and 1923. The whole play centers on the Boyle family. Juno Boyle is married to Boyle who calls himself Captain Boyle. Boyle is a useless and irresponsible drunkard who shuns the reality of work at every stage in the play, and spends his time in the pub drinking with his friend Joxer Daly. The Boyles have two children Johnny and Mary. Johnny is a sickly individual who has been involved in the Republican movement but he ended up betraying a comrade by the name of Tancred. Johnny spends his days locked up in the house fearful of his life. His mother Juno is a selfless character who is concerned all the time about other people. Juno’s daughter Mary is deeply concerned about appearances. She is a shallow character who seems to judge people and things from the outside. When we meet her at the beginning of the play, we learn she is on strike because of the dismissal of a young girl called Jenny Claffey. Yet we are told from Juno how Mary never had a good word to say about Jenny Claffey in her whole life. The family are told that they will inherit money from a distant relative who has died. Bentham is the solicitor who informs them of this fact. He begins to have a relationship with Mary and she becomes pregnant. Bentham shortly after this abandons her. The Boyles begin to borrow money and accumulate a great deal of debts. The legacy never materializes, and the Boyles are forced to return the borrowed goods. Johnny is dragged off to be shot for the betrayal of Tancred. Juno finally realizes that Boyle will never take on his responsibilities as father and breadwinner and so she leaves him and sets up home with Mary. Themes/Issues Poverty This theme dominates the play at every level. The whole play highlights the cruel irony that while many people were fighting for ideals and principles there were others who were suffering from the debilitating effects of the poverty. Because of the negative effects generated by poverty escapism assumes a major and dramatic element in the lives of characters. Mary’s tragic situation occurs because of poverty. When it becomes clear that the Boyles will not inherit any legacy, Bentham disappears forever abandoning Mary alone to have her baby. Jerry Devine standards of what are essential features in a husband are set out in terms of money. At one stage he tells Mary how the job is worth 3 50. Juno who is the only character rooted in the harsh practical everyday world of necessity realizes that money, hard work, and responsible social commitment are stronger and more realistic values in this world than principles and ideals. Her pragmatic stance on how principles won’t pay butchers is in striking contrast to the incessant evasion from reality inherent in all of the other characters. Religion The theme of Religion is also a dominant feature in the play. The play is set against a strong Catholic background. O Casey makes frequent use of images of Our Lady and the votive light to project an air of realism and authenticity in the play. There are also a variety of different religions, and attitudes expressed throughout the play. One of O Casey’s chief mottos in the play seems to show the co- existence of strong religious convictions, together with a sincere and humane commitment to one’s fellowman. Juno’s faith is sincere, authentic, and traditional. She believes on Johnny’s death that God can do nothing against the stupidity of men, that her husband should be praying novenas for a job, and that what Ireland needs is more piety. On the other hand, Bentham espouses a religion by the name of Theosophy. This is projected as vague and abstract and certainly seems to be compatible with his own shallow commitment to people. Reality and Fantasy The play dramatizes the conflict between the dream world and the world of reality and shows what happens when a character is stripped of his illusions and forced to face reality. Boyle the ‘poseur’ or Paycock struts throughout the world of the play on a false and imaginary sense of his own self- importance. His whole life and career consist in fabricating dreams of his gallant years as a captain fighting heroic feats and sailing the oceans of the world. The news of the legacy provides another outlet to Boyle’s habitual evasion of reality, he sees himself as a potential investor on the Stock Exchange. His whole life is a lie. His pains, which are invented for the sake of shirking and avoiding work, become real to him. His refuses to face up to the truth and reality about Bentham and the deception surrounding the news of the will. When reality invades at the conclusion of the play in the form of Mary’s pregnancy and the actual removal of his material possessions, Boyle is unable to cope. His final entrance dramatized in a drunken fragmentary soliloquy is tragic. His habitual escape into fantasy is pathetically expressed through his drunken pose – ‘ Commandant Kelly died†¦. in them arms†¦.. Tell me Volunteer Bullies says he that I died for Ireland’. Mary who represents the younger generation also falls victim to illusion. On her first appearance in the play, she is shown to be on strike for a principle. The oppressive and stifling atmosphere generated by the tenement life forces her to seek escape through Bentham. For her he represents another way of life and values outside the restricting and debilitating atmosphere within the two- roomed tenement. She falls victim to the subtle deception of Bentham’ middle-class gentility. She is blinded by external appearances and ends up a tragic victim of Bentham’s hypocrisy and selfishness At the conclusion of the play, she is forced to return to the reality of the slum life with Juno in spite of all her attempts to escape through learning and books. Answer Juno and the Paycock is a play that was written by Sean OCasey. It is one of the most often performed and highly regarded plays in Ireland. Juno and the Paycock was first staged at the Abbey Theatre, Dublin in 1924. Juno and the Paycock: Tragoi-comedy. Tragi-comedy is a kind of writing in which comedy is hovering on the brinks of tragedy. OCasey’s â€Å"Juno and the Paycock† is a tragi-comedy although, on the whole, it is a serious and somber play having much destruction and violence. But there are a number of comic elements in the play which would not fit into the pattern of a tragedy. On the other hand, as the comic elements do not outweigh the tragic ones, it would be inappropriate to label the play as a comedy. It means there is a co-existence in the play of tragic and comic elements and so, the best course is to treat it as a tragi-comedy. Trade Union. JUNO AND THE PAYCOCK Sean O Casey ACT 1 (in a labour family house, not very well furnished) Johnny and Mary Boyle are siblings and members of a Trade Union. Mary is 22 and Johnny is her younger brother. He was injured at the hip by a bullet and at the arm by a bomb: he is an activist. One of Mary’s friend, Jennie Claffey has been fired so Mary wants to demonstrate (Union Trade). Mrs Boyle doesn’t support those behaviours on the part of her Children. Mrs Tancred son was killed during a an armed fight. The Boyle family is poor and Mrs Boyle borrows money. She doesn’t want her husband to come at home with his friend, Joxer, and to spoil all the coal and the food. Johnny is crippled and relies much on others. Jerry Devine has found a Job for the Captain (Juno’s Husband), but the latter pretends the pain is his legs prevents him from working. Jerry Devine is in Love with Mary, but she hangs out with another guy. Jerry Devine saw them together. Jerry devine is a very polite and a very correct guy. Juno makes Joxer go and goes to work. Then Joxer comes again. He is much afraid of Juno. He and the Captain have a conversation. The captain doesn’t want to work. He doesn’t like clergymen. Then Joxer has a quick leave as Juno comes back with Mary and Mr Bentham (the other guy Mary sees). He is 25 and seems to be rich. He has great news for the captain. Benthan says Ellison of Santry, a relative of John Boyle the captain) is dead and he will receive half of his belongings. Then John Boyle get angry with Jox. Things now goes well between he and his wife though. ACT 2 (two days later + the pace is full of belongings and adornments of all sorts) Boyle is friend again with Jox and spend is money joyfully. As he is rich, he seem to have changed views about clergyman. Father Farell (the one proposing him the job in particular). Charles and Mary seem to appreciate each other much. Boyle and the former are having a conversation. As Bentham speaks about spirits Johnny sees the phantom of Robbie Tancred in the left room. The captain is sometimes called Jack. Mrs madigan (a woman to whom the captain owes a few pounds) comes in. They sing. Then Mrs Tancred is heard in the street, going to the burial of her son. Nugent (tailor + he talked with the captain about his job and the Father) comes and asks them to shut the gramophone down. They all go out except John, to see the burial procession. The mobilizer comes and asks John to take part in a meeting of the militia. ACT 3 (two months later+ same setting) Bentham hasn’t been seen for a month. He has given up on Mary. Mrs Boyle brings her to the doctor’s. The captain has borrowed much money to all his neighbours but it seems he won’t get it. Nugent, the tailor comes and takes back a suit he had made for Jack. Mrs Madigan, who wants to be repaid, comes and takes the gramophone for which the captain hasn’t paid yet. The captain and Joxer quarrel about the rumours and the girls come back from the doctror’s. Marry is pregnant, Bentham is the father. Bentham also misinterpreted the will and the Captain won’t have his share. People come to remove the furniture that hasn’t been paid for. Two irregulars (from the militia) take hold of Johnny (called Sean) to take him by force. He is accused of having killed Tancred. One hour later the house is completely empty. Johnny was killed. Two policemen come for Mrs Boyle to check up the corpse. The girls will live together and take care of the baby. Until Mary drops they will live at Juno’s sister. Joxer and Boyle come back completely drunk. Boyle says the whole world is in a state of crisis.

Austria: The Cause of World War One Essay -- World History

The nation responsible for the onset of World War I is Austria-Hungary because of the territorial and political stances with Serbia that provoked the assassination of the Archduke Franz Ferdinand. After Ferdinand's death, Austria-Hungary initiated a call for support to the Germans about the problems in the Balkans, resulting in Germany confirming their assistance by issuing a â€Å"Blank Check.† Austria later gave Serbia a list of ultimatums that consisted of extreme demands in hopes of Serbia rejecting it. Since Serbia is a country where Slavic nationalism was idealized, it refused the idea of Austria gaining the right to control the investigation of Franz Ferdinand's assassination and have authority over the state of Serbia and this did in fact compel Serbia to reject the ultimatums. Austria knew that Serbia would not accept this list of ultimatums and therefore sent it as a rational motive to declare a war. Not long after, Austria declared war on Serbia, and Germany, Aus tria's ally, declared war on Russia, an ally of Serbia. The underlying causes of World War I can be related back to the conflicts involving Austria-Hungary and the territory of Bosnia-Herzegovia. In 1878, Serbia became independent from the Ottoman nation. With this independence, Serbia anticipated that their region would include the South Slavs in Bosnia and Herzegovia. Slavic nationalists in Serbia were in hopes of seceding from the Austro- Hungarian empire. In 1879, the Congress of Berlin placed Bosnia-Herzegovia under Austrian rule, shattering the nationalist's hopes of gaining that territory. Bosnia did not want to be under rule by a multinational state like Austria and the Austrians were not fond about Serbia promoting Slavic nationalism. The Austrian gove... ...9, Appendices 1 and 2, 1914. The Great War Primary Documents Archive, Inc. 1995 Conklin, Dennis. Assassination of Archduke Franz Ferdinand (June 28, 1914). The University of Southern Mississippi. Lecture. 4 April 2012. Franz Joseph. Autograph Letter of Franz Joseph to the Kaiser, Vienna, 2 July 1914. The Great War Primary Documents Archive, Inc. 1995. 7 April 1996 Conklin, Dennis. Tactical and Technical Developments. The University of Southern Mississippi. Lecture. 4 April 2012 The Serbian Blue Book. No 37, 11 July 1914. The Great War Primary Documents Archive, Inc 1995 The Austro-Hungarian Red Book. Section 1, Nos- 1-19, Appendices 1 and 2, 1914. The Great War Primary Documents Archive, Inc. 1995 The German White Book. Germany's Reasons for War with Russia. Messrs. Liebheit and Thiesen of Berlin. The Great War Primary Document Archive, Inc. 1995

What is Punishment

According to Krauth, (1996), punishment usually involves the deliberate incision of ache, misery or the removal of rights and/or freedom. Basically, these actions are definitely wrong. However, our society/community are using these methods particularly in law-breaking issues to maintain peace and order. The community gives punishment to avoid crimes and violence. The people are encouraged to be vigilant and to disclose any information pertinent to the occurrence of violent offenses (Krauth, 1996). Krauth, (1996) cited that a number of communities in some parts of the world have attempted to develop community-based crime prevention strategies as supplemental action for the government’s efforts in giving punishment. Basically, punishment of offenders in society is a wide context, thus to narrow the context this review will cover only the role and effect of punishment in shaping the behavior of an individual; i. e. parenting and learning strategies which summarizes the studies conducted by Ballantine, J. (2001), Moeller (2001), and Hill (1990). On the other hand, in the report of Hyman and Zelikoff (1987), the issues regarding the worst result of punishment to an individual i. e. trauma is also reviewed. In follow up to this, Bartol (1995) identifies the possible bad result of punishment i. e. aggression. The report concerning the theories of behavior in accordance to learning behavior were further discussed in the paper of Slavin (1995), Kounin (1970), Skinner (1974), Thorndike (1912) and Pavlov, (1927). During our childhood days, our parent usually imposed punishment to us if we got mistakes. Actually, this punishment affects our development as a child. It could have either positive or negative effects. And of the negative effects of it is aggression (Bartol 1995). With this regard, this review of literature also seeks to realize why people permit the legitimation of this type of infiltration. Thus, it evaluates the reason behind why discipline relies on punishment and negative consequences to improve child’s behavior. Punishment also affects the education and learning behavior of a child, thus we will also cover issues of punishment in school setting. Review In the study conducted by Ballantine, J. 2001; p. 46), he argued that parents usually give punishment to their children just to discipline them. However, parents should be cautious in giving punishment. This might cause physical, emotional and mental problems or this may also results to rebellious behavior or worst a trauma. Research has long proven that the parenting styles adopted by parents often have a gre at impact on the development of the child (e. g. Ballantine, J. 2001; p. 46). Ballantine, J. (2001; p. 46) stated that there are three basic parenting styles i. e. authoritative, authoritarian and permissive styles. Basically, Ballantine, J. (2001) stated that authoritarian parents tend to control their offspring. Also, they are very demanding and have high expectations for their children. But also, they tend to be less responsive to their children’s needs. They rely very heavily on punishment. Authoritative parents, on the other hand, though also very demanding, gain the favor of their children by being highly responsive as well. They have clear definitions on the limitations and freedom of their children. They are also very supportive and give out punishment but explain the reasons for the action. Permissive parents are the opposite of authoritarian parents. They require les of their children but still is very responsive to them, they are often very lenient and don’t, if possible give out punishments. The uninvolved parents are also opposite of authoritative parents. As the name suggests, they are really uninvolved with their children. Often, they are very apathetic to the happenings in their children’s lives. They put a very high risk on their children since they do not put a defined line on what they expect of their children. Parenting styles differ and have profound effects in child development. According to Ballantine, J. (2001; p. 46), parenting styles that involve punishment trigger aggression in children, and then the aggression in children continue on to their own children, thus, resulting in an endless and vicious cycle. But just what is aggression? According to Bartol (1995; p. 184), aggression is a â€Å"behavior perpetrated or attempted with the intention of harming another individual physically or psychologically (as opposed to socially) or to destroy an object† (p. 184). According to Moeller (2001), agreement to Bartol (1995; p. ), defines aggression as an act to that has intent to harm another object or person. Aggression as effect of punishments can either be physical or psychological (Bartol 1995; p. 2 and Moeller, 2001). Many factors point to a child’s aggression, one of which is parenting styles adopted by parents. Actually, if the child is constantly exposed to excessive punishments, it is most likely that the child would be inclining to aggres sive behavior. Punishment is actually a form of aggression that can very well make the child inclined to aggression himself. If the child is repeatedly treated aggressively or punished excessively by his parents would most likely resort to aggression later on. As shown in the study of Hill (1990; pp. 70-77), punishment is also observed in schools or in any learning situation. Hill (1990; pp. 70-77) claimed that reliance on such measures i. e. punishment have negative effects on the learners. In all styles of teaching and classroom management, there are proper ways of carrying out the strategies so that the ends to these styles may be met (Hill 1990; pp. 70-77). In the case of assertion as added by Meyer, A. 1990), there are positive and negative methods of reinforcing these strategies. As students’ behavior vary, the teachers’ delicate role is to determine which would work best for the particular students. Basically, Meyer, A. (1990) stated that learners will react differently to situations, and if every positive method does not work out with them, then negative reinforcement is called for. T his is not to become unfair to the students. This is just to show them that there are regulations to be observed and authorities to be respected, as that virtue will better prepare them for life outside the confines of the school. There is no perfect way of teaching and classroom management. There are only receptive teachers who are attuned to individual students’ needs, thus a successful implementation of the assertive style of teaching and classroom management (Meyer, A. 1990). In the report of Hill (1990; pp. 70-77) on an incident in preschool in which punishment was used to help children learn to obey rules. One of the punishment procedures was to write the name of the offending child on the board the first time non-compliance with rules occurred. The goal is impressive in that it make the most of learning time, but there were some unintentional depressing side effects. In this case, a child told to his parents the list of names of â€Å"bad kids† in the class, and the child also described how they were being reprimanded. The child also told to her parents that these kids had their names written on the board. In relation to this, the child asked his parents if being with the kids would make him become one of them. From the child’s story, the mother decided to visit the school where she found a group of 5 and 6 year olds trying not to speak or move. As the parent observed, the teacher was diligently using rewards and punishment to mould the behavior of children. But every time a child giggled or laugh extremely or spoke without permission, another name went on the board. As the result, most of boys who came from families of lower socioeconomic background are found on that board (Hill 1990; pp. 70-77). From the results of the study of Hill (1990; pp. 70-77), it appears evident that what the child had absorbed from their punishment experiences, either vicariously or literally, was to spotlight on the manners that the teacher found unpleasant. The children tend to avoid such behavior at all costs, even if it is annoying just to impress the teacher instead of attending to the learning activities. As part of the giving punishment in shaping the behavior of the child, classroom management as stated by (Slavin, 2005; p. 1) in his paper should be observed. One characteristic of effective classroom management introduced by Slavin is that it involves a clear, specific plan of classroom rules and procedures that would guide performance (Slavin, 2005; p. 1). There was also a reward and punishment system observed. According to the teachers in the report of (Slavin, 2005; p. 1), every student was treated without bias but recognition was given to the most deserving and punishment was also implemented to address misbehavior. Praise or exemptions from some projects were the usual rewards given to performing students. The usual punishments were extra assignment, reprimand, or in worst case, detention. The purpose of the reward and punishment system was to delineate the acceptable behavior from the unacceptable. Praise i. e. â€Å"catching the students in the act of doing right†, can be a powerful motivator for many students. One strategy for reducing misbehavior in class is to make sure to praise students for behaviors that are incompatible with the misbehavior you want to reduce (Slavin , 2005; p. 1). In relation to this, Kounin (1970; p. 10) justified that the transfer of pupil attention to the child being punished is a usual phenomenon, and almost always results in less attention, rather than more, being paid to the desired learning outcomes. Every so often, the teacher's intent to help a child alter a behavior to one which is more acceptable to both the youngster and his superiors has tragic sequelae. Educators using disciplinary procedures perceived by the child as stringent and unfeeling can cause trauma. According to Hyman and Zelikoff (1987; pp. 1-2), the symptoms of this trauma are often similar to those observed in adults with Post Traumatic Stress Disorders. Symptoms seen in children include somatic complaints, avoidance of school, and sleep disturbances. As Skinner (1974; p. 8) emphasized a behavior which is followed a positive reinforcing motivation or circumstance will result in an increased tendency or probability that the person will repeat such behavior, this concept also operates in the opposite direction wherein the person will have a decreased tendency to do an act from which he or she received a negative reinforcement in the form of punishment. According to Thorndike (1912; p. 164-165), the main business of thought surely is to guide and control action. To make it intelligent, adaptive, efficient, Thorndike’s Law of Effect proposed an alternative means of achieving the same end. Effects, rewards and punishments, were seen as stamping actions â€Å"in† or â€Å"out† and selectively, intelligently, adaptively determining behavior (Pavlov, 1927; p. 25). The effects of a given action thus altered redirected, controlled subsequent conduct and left no place or need for thought or intellect. While Pavlov’s formulations, though different principle from those of Thorndike but similar in goal. Pavlov was likewise interested, not just in a theory of learning but also in the organism’s total behavior, in what was later referring as the principles of adaptive action. Both trial and error learning and conditioning imply adaptation to the environment but this end was achieved in both cases mechanically, non-mentalistically without thought (Pavlov, 1927; p. 25). As part of development in shaping the behavior of an individual Thorndike 1912 reported that the two-factor learning theory in its version accepted Thorndale’s theory of habit formation, essentially unmodified and in doing so, necessarily aligned itself with the thoughtless psychologies or behavior-zoologies (Thorndike 1912; p. 64-165). In admitting fear conditioning and in developing a feedback conception of punishment, the theory disposed itself toward what has become explicit. Now response facilitation as no less a matter of conditioning and meaning change than is response inhibition. And what is more immediately important, this new position, while in some ways just as mechanical and automatic as were the views of Thorndike and Pavlov. The prototype of knowledge in general are hopes and fears, both are internal events and such are assumed to be learned and after learning, to occur in a purely automatic, involuntary manner, these are mechanism and determinism. There is no simple and direct relationship between what an organism learns and what it does. Action is the result of more or less intricate and elaborate processes intervening between the end result of more or less intricate and elaborate processes â€Å"intervening between the end results of learning and the execution of behavior† (Thorndike 1912; p. 64-165). As described in the previous discussions, motivation and reward offers more positive effect in learning than punishment. Punishment normally directs the action to do desired behavior which results to aggression, weak learning and trauma. The incident of trauma from punishment initiated by educators is much greater than one would think. According to the study of Hyman and Zelikoff (1987; p. 11), 40 to 60 percent of college graduates remember an event of extremely retaliatory disciplinary action given by educators. In Unites States over 1,000,000 students were beaten by their teachers in 1980 (Meyer 1990; 30-47). As revealed in the study of Hyman and Zelikoff (1987), an individual that was previously abuse, beaten and punish are prone to become aggressors and criminals. Thus, the community should identify the significant risk factors of aggression and punishment provided by the community itself, the families that comprise the community, schools and academic institutions in the area, and individual backgrounds of the people. Moreover, the family also provides certain risk factors of aggression and punishment contributory to the development of violent attitudes and behaviors among children such as lack of oversight of children’s activities and habits, unfair and severe punishment for any misdemeanors and mistakes, conflicts between parents and children and between siblings, and parental toleration of violent behaviors. Review Synthesis From the given reviews concerning punishments, it is justified that parents, should very well know how to raise their children. Psychologists and researchers often recommend the use of authoritative parenting since it is well-rounded in all parenting aspects but they should be cautious in giving punishments. Since authoritative parents have high expectations of their children, one can expect that a child will be pushed to do the best, and that authoritative parents also reciprocate love and warmth, the child can have feelings of security. Another is that a child can also have the freedom to express his own thoughts and beliefs. The relationship between parenting styles and punishment resulting to aggression is very clear. Authoritative and Permissive parents’ children often resort to aggression since the upbringing of the parents is, faulty, if you may. The resort to aggression can also be triggered by relatively high and constant exposure to aggression by family, peers and the media. Also, the cross-generational aggression can also trigger aggression. It creates an unending cycle of aggression. On the other hand, punishment given to a child in school setting should be observed by the educators to avoid weak learning effectiveness. Positive learning environment or classroom management involves the strategies that teachers implement in preventing and handling misbehavior, using class time effectively, creating an atmosphere that encourages interest and inquiry, and permitting activities that engage students’ minds and imaginations (Slavin, 2005). Teacher should carefully observe the effect of punishments to students. Actually, it is suggested that teacher should use rewards strategy more often than giving punishment. Teachers and students have to work together to sustain positive behaviors and effective atmosphere for learning in order to ensure the successful transmission of knowledge in the classroom.

The Impact of Aerial Forces in the First World War

The Italo-Turkish war, which lasted from 1911-12 and was predominantly fought in Libya, was the first recorded event of a bomb dropped from an aeroplane onto the enemy. The 1912-13 Balkans also witnessed elementary aerial bombing executed against the opponent from aeroplanes and airships. However, World War One was the first major conflict to implement forces on a large scale that would literally elevate the battlefield. The aeroplanes and zeppelins of the Great War opened the door to an entirely new way to wage battle, which has unquestionably altered the nature of war forever. Nevertheless, despite being the war that ornamented the importance of military aviation, it is unclear whether or not this monumental achievement in military technology actually affected the course of WWI. Did the vividly coloured bi-planes and cumbersome airships flying over the muddy, blood-soaked trenches actually alter the course of the war, or were they just prototypes seen to have a great deal of potential? The key objective of this essay is to examine the impact that aerial forces had on the war; to determine if and how they shaped the outcome. Therefore, it is not the purpose of this essay to prove the monumental significance of military aviation in the First World War, but rather to investigate the importance of the role that it played. For the purposes of precision and brevity, we will focus mainly on the British –and to an extent, German- involvement in aviation during the First World War. Although other nations that were involved, such as France, USA and Austria-Hungary, contributed significant achievements to the field of military aviation in WWI, analyzing the impacts made by the air forces of these countries would make an essay –meant to be concise- far too complex. However, it is difficult to understand the impact of Britain’s Royal Flying Corps (RFC) and Royal Naval Air Service (RNAS) on the war without comparing them to the opponent. Therefore, we will also occasionally examine the Imperial German Army Air Service (Luftstreitkrafte) and its role in the skies above Europe during the Great War. We will first ascertain an understanding of the magnitude of aerial contributions to the war by comparing the number of those enlisted in the aerial services to those enlisted in the other military branches. We will then examine the various duties of the air services in the war and analyze the impact that these roles had on the war. Finally, we will discuss the psychological attitudes held towards the aircraft and pilots during the war, and whether or not these shaped the course of WWI in any way. By looking at these various components of military aviation during this period, we will be able to determine the impact it made on its debut large-scale conflict. For the purpose of clarity, it is important to define a few terms that will be used frequently throughout the course of this essay. For example, when attempting to determine the impact that military aviation made on WWI, we are trying to determine how large a role it played throughout the war and whether or not the war was drastically altered due to the inclusion of air services on a large scale. Moreover, an obvious –but also crucial- clarification to make is that aircraft and aviation are not terms strictly limited to areoplanes, but to all vessels capable of flight. Consequently, zeppelins and balloons are also encapsulated by the term aircraft in this essay. Keeping in mind these clarities will certainly enhance the focus when reading this report. Throughout the course of the war, British planes were operated either by the Royal Flying Corps (RFC) or the Royal Naval Air Service (RNAS). In 1918, the two services amalgamated to form the Royal Air Force (RAF) and the war-time statistics of both services were also conjoined. Throughout the course of the war, roughly 30,000 officers and 300,000 enlisted men served in either the RFC or RNAS. This figure of men who served in the aerial branches of the British military made up only 6% of the 5,397,000 British soldiers mobilized in the Great War. Of the men who served in the RFC and RNAS, 6,166 were killed; 7,245 were wounded; 3,128 became missing or POWs; and 84 were interned. Therefore, the total number of casualties sustained by the RFC and RNAS was 16,623, which was only 5% of the total number who served in air services. Of the 2,367,000 British military casualties in the war, less than 1% of that figure was comprised of RFC or RNAS casualties. Similarly, of the 5,952,000 German war casualties, only 16,000 of those were members of the Luftstreitkrafte. We can gather from this statistical analysis that the British and German (similar trends for the air forces of other nations) air forces did not have a great quantitative presence in the war in comparison to the other military branches of WWI. Furthermore, because WWI was a war in which success and victory relied heavily upon the number of troops deployed, the combat contributions made by aerial forces cannot measure up to the combat contributions made by the armies and navies of WWI. Military aviation was still in its prototypical stage, which prevented it from making a serious impact on the actual fighting of the war. However, as we will discuss later on, aviation played a crucial role in observation and reconnaissance, which was a hugely significant strategic impact. The impact that aviation had on the bombing campaigns of the Great War was rather miniscule. For example, C. G. Grey, an aviation historian, wrote: â€Å"During 1914-18 the damage done in England by [aerial] bombing was practically negligible. A few houses were damaged in a few English towns. About 1,500 people altogether were killed. No armament factory of any importance was destroyed. † Germany –considering her geographic location was closer to the war epicenter- was slightly more prone to bombings than Great Britain was but it was still a minute threat when factored into the whole grand scheme of war-induced devastation. Nevertheless, aerial forces did play an ample role as support units during land and sea battles. For example, during the Battle of the Somme in 1916, the RFC played a substantial part in providing support for the British and French troops on the ground. The Luftstreitkrafte was also present at the battle, but the British, with the assistance of the French Armee de l'Air (Army of the air), had the strength in numbers. Tactics would comprise of bombing and gunning the enemy trenches as a means of cover for advancing infantry and patrolling the skies for enemy aircraft. However, reconnaissance and observation was undoubtedly the most useful role conducted by the aerial forces of WWI and probably the way in which it made the greatest strategic impact. Artillery was arguably the deadliest risk to the soldiers on the battlefield, as one shell explosion could jeopardize a multiplicity of soldiers. Airships, balloons and aeroplanes all assumed the task of scouting out artillery positions and relaying the information to the ground forces. Moreover, aerial photography was becoming more popular with the military, which allowed suspected locations of enemy activity to be confirmed with photographic evidence. In this sense, aviation affected the Great War to a considerable extent, as it allowed both sides to see the enemy prior to combat engagement. Furthermore, at the battle of Jutland in 1916, the largest naval battle of the war, aeroplanes were used by the British to observe the activities of the German fleet. The HMS Engadine was able hold up to four seaplanes -in a hanger on her deck- that could be lowered into the water to take off. Short Type 184 seaplanes took off from beside the Engadine in the first recorded instance of aerial reconnaissance of an active enemy fleet. Although these Short Type 184s were capable of carrying torpedoes and bombs, they were only used for reconnaissance during the battle of Jutland. The HMS Engadine and other ships of her class were the initial models for the modern day aircraft carriers, the flag ships of contemporary navies for their ability to dispatch aerial units. Although the HMS Engadine and her four Short Type 184 seaplanes did not seriously affect the course of the battle (Britain maintained naval supremacy in the North Sea but suffered greater losses than Germany), it did demonstrate the potential of naval aviation to determine the movements and position of an enemy fleet before it comes into contact with the home fleet. Two years before Jutland, Winston Churchill, when he was Lord of the Admiralty, described the importance of using seaplanes in the military: â€Å"Seaplanes, which when they carry torpedoes, may prove capable of playing a decisive part in operations against capital ships. The facilities of reconnaissance at sea, where hostile vessels can be sighted at enormous distances while the seaplane remains out of possible range, offer a far wider prospect even in the domain of information to seaplanes than to land aeroplanes, which would be continually brought under rifle and artillery fire from concealed positions on the ground, among trees, behind hedges, etc. This clearly shows the potential that seaplanes were believed to posses, and despite the rather limited role they played in fighting the war, they certainly captured the attention of some notable figures in the hierarchy of the British military, like Churchill. We can conclude that the strategic value of aviation in the First World War was not as precious as the other components of the military (infantry, artillery, navy, etc), simply because aviation was still in its elementary phases and was not yet implemented on as large a scale as the other components. However, the psychological impact aviation had on the war was undoubtedly staggering. The idea of man flying through the air in a winged contraption was essentially unimaginable twenty years prior to the war, but the aeroplane, which only took off for the first time in 1903, was now being implemented against the enemy in armed conflict. The pilots who flew these aeroplanes were encapsulated by the imagery of pioneers exploring the vast unknown, and those who excelled in the cock pit, the flying â€Å"aces†, became national heroes. For example, Manfred von Richtofen, popularly known as ‘The Red Baron’, became such an icon for the German people in WWI for his number of â€Å"kills† (Richtofen shot down 80 enemy planes) that the Luftstreitkrafte was hesitant to continue sending him on missions. This was because it was feared his death would affect the morale of the entire nation, which could potentially alter the course of the war. This fear was partially due to the fact that the German government propagandized the image of Richtofen to build up morale in the first place. It seemed obvious to choose a man who excelled in flying, the exciting new novelty, to be a national hero. His face could be seen on postcards throughout Germany and his tales of impressive bravery were embellished by the government to create a hero that the German people could love and support throughout the war. In Britain, the government took precaution to avoid the risk of losing national morale, which meant the government would not publish the names of the ‘Aces’ until they either died or exited the service (the government did, however, embellish stories of the British ‘Aces’ a few years after the war to create a sense of national pride). The aviation historian J. M. Spaight wrote: â€Å"Her pilots were magnificent, though it was not the practice in the British service, as it was in all other services, to publish regularly the names of the ‘Aces,’ i. . of those pilots who had brought down five enemy machines or more. † Britain (including the Commonwealth countries) was the country with the most ‘Aces’, although only a few had their identities published during the war, because it was a concern that these pilots would become idealized as national war heroes, lifting morale with every enemy kill and diminishing it their own fatalitie s. This precaution certainly makes clear the impact that aviation had on the wartime morale. A brave pilot who would shoot down the opponent in a thrilling dogfight in the clouds certainly caught the attention of the masses, and because of this, it shaped a significant mentality of WWI. The zeppelins of WWI also contributed to the psychological impact. Even though the balloon had been used since the days of the Franco-Prussian War, WWI was the first war that witnessed the military zeppelins capable of traveling long distances (German zeppelins were able to travel impressive distances across the English Channel to conduct bombing raids on Britain) to inflict damage on the enemy. The zeppelins, which were predominantly used by the Luftstreitkrafte, also conducted important observation and decoy missions. The way the zeppelins created a psychological impact, however, had to do with their bombing abilities, as they were able to transcend the battlefield and bomb areas not directly affected by combat. Even though the damage caused by zeppelin raids in Britain was minimal, as we discussed earlier, it did eliminate the feelings of safety and isolation that were once a great reassurance to the British population when their country was at war. C. G. Grey wrote: â€Å"The psychological moment of the populace of any country is likely to be much more affected by air [zeppelin] bombing than by any artillery bombardment. † The British government capitalized upon this by publishing posters saying: â€Å"It is far better to face the bullets than to be killed at home by a bomb: join the army at once and help to stop and air raid. †The fact that the British government was able to capitalize on the fear of aerial raids certainly suggests a deep impact caused by the potential of these zeppelins. Therefore, it would be acting outside the realms of validity to say that the zeppelins in WWI delivered no impact. However, Winston Churchill believed the zeppelins to be a minimal threat once the aeroplane started to achieve greater potential: â€Å"I believed that this enormous blabber of combustible and explosive gas would prove to be easily destructible. I was sure the fighting aeroplane, rising lightly laden from its own base, armed with incendiary bullets, would harry, rout and burn these gaseous monsters. This theory – the aeroplane being able to easily destroy the zeppelin- which Churchill called the ‘Hornet Theory’, proved to be true throughout the war. Therefore, even though the zeppelins did impact the psychological moment of the British populace to an extent through the use of bombing campaigns, aeroplanes were the predominant victors in the skies over WWI. It goes without saying that there was not one universal opinion on military aviation within the highest ranks of the British military and government. It is important to consider the attitudes of powerful figures in the government and military, as they wer e the ones who could control the degree of impact aviation had on the war. There were some stout advocates who stressed the importance of deploying aircraft into military affairs, like Winston Churchill, who was mentioned earlier, and Hugh Trenchard, the â€Å"father† of the RAF. Churchill considered aviation (aeroplanes and airships) to be the most efficient approach in conducting reconnaissance missions. However, there were feelings of the contrary held by Field Marshall Sir Douglas Haig, who a starch opponent of the implementation of areoplanes into the army for reconnaissance purposes (arguably the most important function of the aeroplane at that time) and was caught saying in 1914: â€Å"I hope none of you gentlemen is so foolish as to think that aeroplanes will be able to be usefully employed for reconnaissance purposes in war. There is only one way for a commander to get information by reconnaissance, and that is by the use of cavalry. Haig commanded the British Expeditionary Force from 1915 until the end of the war, leading the British armies in some of the greatest battles of the war. It is a valid conclusion to say that British military aviation would have taken off to a greater extent had the commander of British forces in Europe been a greater advocate for flight. However, despite being an old-fashioned soldier who preferred the use of infantry and mobilized ground units, Haig saw that the nature of war was changing. It was no longer practical to send cavalry units across the field charging the enemy now that artillery and rifles were more advanced and powerful. Furthermore, Haig knew that a hussar could not stand up to the newly implemented battle tanks rolling across the fields. Therefore, the use of aviation may not have been preferable to Haig’s military taste, but it was not dismissed by him, as the changing nature of war meant it had to be recognized. Hugh Trenchard, who would become the first Marshall of the RAF in 1918, said to the Haig in 1916: â€Å"As far as at present can be foreseen, there is absolutely no limit to the scale of its future independent war use. And the day may not be far off when aerial operations with their devastation of enemy lands and destruction of industrial and populous centres on a vast scale may become the principal operations of war, to which the older forms of military and naval operations may be secondary and subordinate. † Trenchard, among other politicians and high-ranking officials in the RFC and RNAS (Frederick Sykes being another igure who emphasized the importance of military aviation) , may have convinced Haig that aviation was a serious thing, but there is no record of Haig ever embracing military aviation as a monumental achievement in military technology. To specify, it is not being stated that Haig was not in awe of the technical capabilities of aviation, but he did not consider it the most valuable tool on the battlefield. By analyzing the various components of WWI aviation, we can agree that our findings were rather varied. For example, by comparing the quantitative presence –as well as casualty figures- of air force servicemen to the enlisted men of the other branches of the military, we reached the conclusion that there were far less men and resources invested into the aerial theatre of the war than the amount invested in the other theatres of the war. Furthermore, we examined the extent of damage caused by aerial bombing raids during the First World War, and concluded that the impact was not nearly as intense as the other factors of war-induced devastation. However, we did explore the ways in which aviation benefitted the process of observation and reconnaissance. In this sense, aviation in WWI displayed a hugely significant strategic value that undoubtedly helped save the lives of soldiers on the ground. Moreover, the aeroplanes used in the naval campaigns of the war demonstrated the potential value of observing an enemy fleet before an actual engagement. Therefore, the strategic impact aviation made on the war was mainly due to reconnaissance. Although the bombing and support roles of aircraft did make a humble impact on the war, getting ‘a bird’s eye view’ of enemy activities proved more valuable than imprecisely dropping a bomb on an enemy target. However, the realization of its potential and the psychological attitudes associated with it are arguably the greatest impacts that military aviation had on WWI. The pilot ‘Aces’ became national heroes that their countries could idolize as symbols for great military achievement in the war. With their successes came high morale, and with their deaths came iconic losses. Moreover, aviation introduced the idea of the battle transcending the battlefield to the factories and farms at home that aided the war effort. Consequently, psychological attitudes of those on the home front were seriously affected. When we determine the impact that aviation had on the First World War we must ask one question: would the war have had a different outcome had aerial forces been exempt from the equation? The answer is probably not. Nevertheless, it did open the doors to an entirely new way to conduct warfare, which has changed the nature of war forever.

Dinosaur Exhibits at the Royal Ontario Museum

Dinosaur Exhibits at the Royal Ontario Museum Name: Royal Ontario MuseumAddress: 100 Queens Park, Toronto, CanadaPhone Number: 416-586-8000Ticket Prices: $22 for adults, $19 for children age 15 to 17, $15 for children age 4 to 14Hours: 10:00 AM to 5:00 PM Monday to Thursday; 10:00 AM to 9:30 PM Friday; 10:00 AM to 5:30 PM Saturday and Sunday About the Royal Ontario Museum The Royal Ontario Museum in Toronto recently unveiled its brand-new James Louise Temerty Dinosaur Galleries, which features full-sized reproductions of over 20 dinosaurs, as well as avian and aquatic reptilesincluding a skeleton of Quetzalcoatlus (the largest pterosaur that ever lived) swooping down from the ceiling. Among the most popular specimens here are T. Rex and Deinonychus, as well as a huge Barosaurus and various hadrosaurs, such as Maiasaura and Parasaurolophus. The curators of the Royal Ontario Museum make sure to stay on top of the latest dinosaur discoveries: for example, this is currently the only place where you can see a specimen of Wendiceratops, a horned, frilled dinosaur announced to the world in 2015. This relatively pint-sized (only two tons or so) ceratopsian was discovered by a team including a noted Royal Ontario paleontologist, working with colleagues from across North America. If youre not sure a trip to Toronto is worth the expense and effort, you may want to check out the virtual tour offered on the museums website. Its not the same as seeing the dinosaurs up close, but it will at least give you a good idea whether you can while away an hour or so with your kids, before going to see other exhibits. The fossil collection of the Royal Ontario Museum doesnt begin and end with dinosaurs. A gallery devoted to Triassic life forms is scheduled to open in 2009, and visitors can currently see numerous fish and invertebrate fossils, as well as specimens of the dinosaurs successors in the The Age of Mammals exhibit. Other attractions include Continents Adrift, which examines the drifting landmasses of the Mesozoic Era, and the self-explanatory The Evolution of Birds.

Definition and Examples of Degree Modifiers in English

Definition and Examples of Degree Modifiers in English In English grammar, a degree modifier is a word (such as very, rather, fairly, quite, somewhat, pretty, sort of, and  kind of) that can precede adjectives and adverbs to indicate the degree or extent to which they apply. Also known as a  degree adverb(ial) and a degree word. The degree modifiers are adverbs that normally modify gradable words and answer the question How? How far? or How much? See Examples and Observations below. Also see: Adverb of EmphasisDowntonerIndirectnessIntensifierModification Modifier and  Premodifier QualifierSubmodifierTotally Overworked WordsVerbal Hedge Examples and Observations The good thing about Camp Catoctin was that it was  pretty small  overall. It was fairly easy to find your way around, even in the dark.(Beth Harbison, Thin, Rich, Pretty. St. Martins Press, 2010) Susie Van Berg was  awfully pretty, and  awfully kind.(Patricia Wentworth, Outrageous Fortune, 1933)Young love is a flame; very pretty, often very hot and fierce, but still only light and flickering. The love of the older and disciplined heart is as coals, deep-burning, unquenchable.(Henry Ward Beecher, Notes from Plymouth Pulpit, 1859)I addressed a question to him but he shook his head without speaking and gave me a  sort of sad smile- a lost world of a smile.(Lawrence Durrell, Tunc, 1968) His uniform was  a little too big, his black shoes a little too shiny, the crease in his troopers hat a little too perfect.(Scott Smith, A Simple Plan. Knopf, 1993) When a man asks himself what is meant by action he proves that he isnt a man of action. Action is a lack of balance. In order to act you must be somewhat insane. A reasonably sensible man is satisfied with thinking.(Georges Clemenceau, 1928) Intensifiers and DowntonersAdverbs of degree describe the extent of a characteristic. They can be used to emphasize that a characteristic is either greater or less than some typical level: Its insulated slightly with polystyrene behind. (CONV) They thoroughly deserved a draw last night. (NEWS)Degree adverbs that increase intensity are called amplifiers or intensifiers. Some of these modify gradable adjectives and indicate degrees on a scale. They include more, very, so, extremely. . . .Degree adverbs which decrease the effect of the modified item are called diminishers or downtoners. As with intensifiers, these adverbs indicate degrees on a scale and are used with gradable adjectives. They include less, slightly, somewhat, rather, and quite (in the sense of to some extent.) . . . Downtoners are related to hedges (like kind of). That is, they indicate that the modified item is not being used precisely. . . .Other degree adverbs that lessen the impact of the modified item are almost, nearly, pretty, and far from.(Douglas Biber, Susan Conrad, and Geoffrey Leech, Longman Grammar of Spoken and Written English. Pearson, 2002) Context Dependency of Degree ModifiersDegree modifiers . . . give specifications of degree concerning  the adjectives they modify. Adverbs such as very, extremely, absolutely  scale  adjectival properties upwards,  whereas other adverbs, such as slightly, a little, somewhat scale adjectival properties downwards. Rather, quite, fairly, and pretty set the qualities that gradable adjectives denote to a moderate level. Along with moderately and relatively, these degree modifiers are known as moderators (Paradis 1997).Like most degree modifiers,  rather, quite, fairly, and  pretty  are typologically unstable because they do not always neatly fit in the functional categories that linguists have assigned them. For example, quite is likely to be interpreted as a maximizer when it modifies an extreme/absolutive adjective (this novel is quite excellent) or a telic/limit/liminal adjective (quite sufficient), but it is likely to be a moderator when it modifies a scalar adjective ( quite big) (Paradis 1997:87). Past research has shown that context dependency  between adverbs and adjectives is not always decisive. It is often impossible to decide whether quite is a maximizer or a moderator. For example, quite is ambiguous when it modifies the adjective different (Allerton 1987:25). . . . Similarly, rather, pretty, and fairly can scale upwards or downwards . . ..(Guillaume Desagulier, Visualizing Distances in a Set of Near-Synonyms: Rather, Quite, Fairly, and Pretty.  Corpus Methods for Semantics: Quantitative Studies in Polysemy and Synonymy, ed. by  Dylan Glynn and Justyna A. Robinson. John Benjamins, 2014) Positioning Degree Modifiers- The word quite [as in the phrase The quite white house] belongs to the word class degree modifier.  A degree modifier is positioned  relative to an adjective, irrespective of the surrounding words, just as the article the is positioned relative to a noun, irrespective of the surrounding words. We can understand this by saying that quite and white are in the same adjective phrase, and that a degree modifier must come at the beginning of an adjective phrase.(Nigel Fabb, Sentence Structure, 2nd ed. Routledge, 2005)- Youre either very modest or  quite stupid. Take your choice.†(May Sarton, Anger, 1982)   The Fixed Class of Degree Words[An] example of words that dont fit neatly into one category or another is degree words. Degree words are traditionally classified as adverbs, but actually behave differently syntactically, always modifying adverbs or adjectives and expressing a degree: very, rather, so, too. This is a relatively fixed class and new members do not enter it frequently.(Kristin Denham and Anne Lobeck, Linguistics for Everyone. Wadsworth, 2010)

Energy Essay Example | Topics and Well Written Essays - 250 words

Energy - Essay Example Jacobson (2008) even stated that â€Å"some late-technology turbines are gearless. The instantaneous power produced by a turbine is proportional to the third power of the instantaneous wind speed† (p.4). The advantage of the use of wind energy is that it is that it does not release any polluting gas exhausts. Wind energy is also more ecologically friendly since it does not require much land to be cleared away for zoning. Most of the time, these turbines are placed where there are strong wind currents and are generally opened areas like flat plains. Although, there are some concerns or setbacks with the use of wind energy and these also need consideration. As stated by Daniels (2005), â€Å"many concerns associated with safety, noise and aesthetics can be addressed by placing distance between wind turbines and people, property lines, roads and certain environmental areas or scenic or historic landscapes† (p.4). If a wind power turbine is not maintained well, it most certainly could cause safety hazards as well as cause noise pollution. It should also be noted that despite its practical benefits, having a wind turbine at distant wilderness could be seen as an eye sore. Of course, this is easily remedied through proper zoning and maintenance of the wind power