Martin Luther King Essays (2097 words) - Anglican Saints

Martin Luther King A Discussion and Analysis Of some of his Contributions As Well as their Social, Political and Economic Impacts. Since the Thirteen Colonies first united, the United States has had one of the strongest economies in the world. Over the years, many theorists have had varying opinions concerning the reason for this nation's strong economic standing. One reason that has often been overlooked is that a great many of this nation's workers have been influenced by the Protestant work ethic. The philosophy behind this work ethic has driven many workers to attain as much as possible at their jobs during their lifetimes. If one man were to be given credit for the development of the Protestant work ethic it would have to be Martin Luther. In the course of the next several pages this researcher will examine the ethic that has had such a great impact on the United State's economy and on the economies of other nations. It has been suggested by such writers as Weber and Smith that the Protestant work ethic first developed around the word "calling." Basically, this term has a religious connotation which is a task set by God. However, gradually this term was expanded to the point where it covered many of man's activities. During the Protestant Reformation, the term "calling" started to take on a new meaning. Fulfilling one's duty in worldly affairs became a task of extreme importance. gradually, fulfilling one's duty was not only important but it became the moral obligation of every individual (the highest form of moral activity). Before the Reformation, the Catholic Church did not believe that everyday world activities had a religious significance. As a result of Luther these world activities were quite important in adhering to God's wishes. Rather than devote one's life to worshipping God through prayer, and instead of sacrificing all worldly goods to follow Christ, the Protestants believed that the task of every person is to fulfill (to the best of his/her ability) their tasks on earth. This unique conception of the word "calling" was developed by Luther during his first active decade as a reformer. At first he believed, like many other theologians, that everyday world activities were activities of the flesh. Although these activities were willed by God, they were nonetheless morally neutral. However, gradually Luther began to protest against the life of the monks. He criticized them as leading a life "devoid of value as a means of justification before God, but he also looks upon its renunciation of the duties of this world as a product of selfishness, withdrawing from temporal obligations." This was in direct contrast to the everyday labors of man. These worldly activities were outward expressions of man's love for others and for God. Thus, according to Luther, the only way to live up to the expectations God has for us is to fulfill our worldly duties. A very important point that Luther makes in reference to callings is that each calling has the same worth in the eyes of God. The effect of the Reformation that was initiated by Luther was that worldly labor was given religious sanction. This stands opposed to the Catholic tradition which did not give such worldly matters any moral emphasis. Luther stated that people may attain salvation in any walk of life. it did not matter what a person did during their lifetime as long as they worked as hard as possible. In hard work and dedication to one's calling, salvation could be achieved. Before Luther professed these beliefs, people placed little emphasis on the daily tasks they had to complete. Jobs had little meaning except that they placed bread on the table to eat. However, with Luther's concept of the "calling" people now had a moral reasons to work as hard as they could. The jobs of people were given religious sanction and this lead to workers striving to attain more in their jobs. Thus, there can be no doubt that Luther changed the attitudes of people toward their roles in society. People placed a new emphasis on their work roles. In the following pages the effect that this had on the economy will be examined. The Foundation of Capitalistic Thought As a result of Luther placing such emphasis on a person's calling, people began to take pride in their work. Instead of placing all of one's emphasis on religious matters, people began to think of earning a living in the best way possible in order to serve God. Luther instilled in these people the concept that

Child Thinking and Learning New Skills

Child Thinking and Learning New Skills Introduction It seems that the way in which children learn new skills is still a controversial issue in modern psychology. The question has been approached from two different angles.Advertising We will write a custom report sample on Child Thinking and Learning New Skills specifically for you for only $16.05 $11/page Learn More One view holds that development happens before learning and that once children reach a certain level of psychological and neurophysiological development they start to identify problems in their earlier worldview and then acquire skills to resolve those problems. This is a view held by one of the most famous psychologists in history – Jean Piaget (1977). One the other hand, Leo Vygotsky proposed a view that learning comes before development. Vygotsky argued that children acquire new skills through interaction with other people. On this view, it is crucial that the child be in interaction with an instructor who can point to flaws in the concepts a child has about the world and incite him or her to try to resolve the problems. The ontogenesis is, thereby, triggered by learning and problem solving (Vygotsky Cole 1978). This issue has, for a long time, been regarded as philosophical in nature. However, in recent years experiments have been designed to try to accumulate enough evidence to conclude which of the theories accounts for the observed data more adequately. Professor Nunez has been the author of one such experiment. Her idea was to see whether proper instruction could trigger learning in young children at a point in the development at which they are usually not able to solve a problem of that particular type. If that turned out to be the case, we would have a good reason to believe that Vygotsky’s theory is the correct one.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, if it happ ened that young children simply were not able to give a solution to the problem at hand, no matter the instructions, and the older ones were then those facts could be used to support Piaget’s theory very well. Method Professor Nunez’s experiment involved six children whose ages were between 7 and 12. Since the goal of the experiment was to see whether the developmental stage of children had impact on their ability to think in a scientific way, she divided the children into the younger and the older group. The children in the younger group were 7 or 8 years old and those in the older group were between 10 and 12 years of age. All of the children were interviewed and videotaped by Nunez and her colleagues. During the interview, the subjects were shown several objects and were asked to predict whether an object would float or sink. After making a prediction, the children had to give a reason on which they based their assumption. After all the objects were sorted out as â €Å"floaters† or â€Å"sinkers†, each of them was put into a tank of water to test if the predictions were correct. If they were not, the subjects were asked to give an explanation of why that is the case. In the final stage of the experiment, the instructor tried to give hints to the children in order to help them spot problems in their theories so that they could solve them more easily and in the end provide an adequate theoretical explanation that could predict outcomes of further trials.Advertising We will write a custom report sample on Child Thinking and Learning New Skills specifically for you for only $16.05 $11/page Learn More The team predicted that children would have no problems giving different explanations for different objects and involving various factors so the final step of the experiment was to have the subjects take one final look at all the objects and try to generalize about the relevant properties which make the floaters float and sinkers sink. The aim of this step was to test the children’s ability to generalize in a scientific way. By conducting the experiment in this way, Nunez and the team were able to test how capable the children were of scientifically analyzing the data but more importantly the experiment was an attempt at establishing the correlation between development and learning. That way, the decades-long debate between the followers of Vygotsky and Piaget could finally be resolved or at least steered towards one of the directions. This paper will present results for one younger and one older child together with further theoretical explanations of those results. Results The number of items used with both children was 16. Daniel, a child from the younger group, was a boy aged 7 and the following results were obtained from the interview with him. First off, the initial criteria he used when making a prediction about whether an item would sink or float were related to material, wei ght or shape. Weight was the predominant criterion and he mentioned it 12 times; shape was mentioned 5 times and material only 3 times. The boy also mentioned that he had been taught that things that are light or are shaped like a boat tend to float. After checking his predictions his explanations included many additional factors.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Symmetry, having holes, height, being painted, having sharp end were all mentioned once and David even thought that it mattered in which way an object likes to float. Of course, shape, weight and material were used most of the time. Shape and weight were used 11 times and material 3 times. The older child, Jessica, was 12 years old and she gave the following results. Initially she cited 8 themes as her criteria. These were: weight, which was mentioned 7 times, shape, having air inside, density, material, solidity and size which were all mentioned once. In addition, there were 3 other reasons like pure guessing and having already tested the item in question. After having seen whether her predictions were correct, Jessica gave much more diverse explanation. She used 12 different themes as explanations. This time material was the most frequent one and was mentioned 7 times; Mass, having water inside, being natural, having holes and shape were all cited as explanations once; Having air inside, density, solidity and size were all used 2 times and weight was used 3 times. Discussion Results obtained in this experiment certainly demand a lot of interpretation and involve many different factors. To start, it is crucial to mention that both of the children had some instruction in the domain of physics covered by the experiment. This fact is relevant because children obviously tried to rely on the knowledge they had. Surprisingly, Daniel, even though he was younger, adhered much more firmly to the theoretical concepts he had acquired and constantly repeated that there were two features that make things float: light weight and being shaped like a boat. Judging from Selley’s (1993) gradation of scientific hypotheses, he was somewhere at the beginning of the scale since he knew that weight and shape, that is the distribution of weight, have something to do with whether the object in question will float. On the other hand, Jessica at one point almost gave Selley†™s third hypothesis word for word. She said that things floated if they are less dense than water. It is obvious that she had an explicit knowledge of the physical law; however, she later confessed that she did not know what density is, so her knowledge was of no use and she basically roamed through different explanations without a firm theoretical background. Daniel evidently adhered firmly to his theory even though it was proven to be insufficient by Professor Nunez. Another thing that has to be mentioned is that both of the children had a significant number of correct predictions despite their obvious lack of theoretical knowledge. This fact is compatible with the claim that intuition plays significant role in our functioning in the physical world and can be much more powerful than our theoretical knowledge, provided that we have little education in concepts of physics (Lakoff Nunez, 2000, p. 281). We can also notice that both subjects introduced new themes in explaining why t heir initial predictions failed. It is interesting to note that the older girl introduced only 4 new explanations while the boy introduced 6 new themes. As a predominant impression, one can single out the fact that a girl always seemed to be on the verge of making a discovery and on several occasions even said that an item sank if there was more of it in less space which is quite close to the definition of density. On the other hand, even though he exhibited consistency in his claims about the relation between floating and weight, material and shape, Daniel was by all means less scientific in his way of thinking. He would often say contradicting things and he even used explanations like a thing floated when placed in a certain way because it liked to float that way and that otherwise it sank, which is a very unscientific mode of reasoning. Even though the results presented here are far from conclusive, I am tempted to claim that they are, nonetheless, leaning towards Piaget’s view. First off, even though the conditions were the same the older child performed a lot better as she was at the end quite close to giving the exact definition of the physical law governing sinking and floating of objects. However, she was not able to give an explicit formulation. This suggests that it is, in fact, the age of the child that plays a decisive role in their ability to solve scientific problems. Furthermore, according to some authors who support Vygotsky’s theory children develop their logic in a dialogue with an adult who talks in a systematic and logical way (Santrock, 2008, pp. 226-230). The data from this research prove that this is not a sufficient explanation since the older subject was much more logical in her thinking both at the beginning and at the end of the interview. Finally, Scaffolding as an important technique in Vygotsky’s theory is supported by some researchers who claim that the quality of the instructions given to the children can be crucial for their learning process (Landry et al., 2002). These data undermine this assumption as well, since Professor Nunez gave instructions in an informative and very patient way, with a lot of useful hints. Nonetheless, none of the children was able to give the necessary and complete formulation. This is also suggestive of the possibility that children simply were not at the necessary level of development. As a closing remark, it is worth mentioning that Piaget did not address the problem of transition between stages. Some scholars, who are now referred to as post-Piagetian, have worked on this issue and proposed their solutions. Pascual-Leone (1970) has suggested that the increase in the number of items that the human working memory can process resulted in the ability to resolve problems of growing complexity. Case (1985), on the other hand, suggests that the processing capacity in each individual changes its structure in between two stages so the individual becomes able to r esolve more complicated tasks. Conclusion In conclusion, despite the fact that the results obtained in the study are not decisive it can be said that they are better captured on Piaget’s view. This is based on two main grounds. First, the older student showed stronger abilities at problem solving which conforms to Piaget’s theory of development preceding learning. Secondly, even though the older child was approximately at the age where scaffolding could help her to give the correct answer, that did not happen. Finally, it should be stated that Piaget’s theory is not without gaps and proposed alternatives have to be considered. References Case, R 1985, Intellectual development. Birth to adulthood, Academic Press, New York. Lakoff, G NuÃŒ nÃŒÆ'ez, R E 2000, Where mathematics comes from: how the embodied  mind brings mathematics into being, Basic Books, New York, NY. Landry, S H, Miller-Loncar, S L, Smith, K E, Swank, P R 2002, ‘The role of early parenti ng in children’s development of executive processes’, Developmental Neuropsychology, vol. 21, pp. 15-41. Pascual-Leone, J 1970,’ A mathematical model for the transition rule in Piaget’s developmental stages’, Acta Psychologica, vol. 32, pp. 301-345. Piaget, J, Gruber, H E VoneÌ€che, J J 1977, The essential Piaget, Basic Books, New York. Santrock, J W 2008, Life span development: a topical approach to (4th ed.), McGraw-Hill, New York. Selley, N 1993, ‘Why Do Things Float?’, School Science Review, vol. 74, pp. 55-60. Vygotsky, L. S Cole, M 1978, Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge.

Problem and soluyion paper Essay Example | Topics and Well Written Essays - 1250 words

Problem and soluyion paper - Essay Example At that time the teenager starts searching for a university to attend too. Most universities are not near the place where the teenager lives, thus most teenagers move out of the parents’ house in order to attend college. The single parent at that time will no longer enjoy the company of their child. The parent now has to face life as if they were single once again without kids. A lot parents have trouble dealing with their changes in life once a kid leaves for college. This phenomenon is referred to as the empty nest. The empty nest can be defined as a time when marital satisfaction decreases because parents derive considerable satisfaction and the children departure leaves parents with empty feelings (Messac). The empty nest becomes harsher on single parents because they don’t have a partner to support them. Problem Statement Single parents are emotionally attached to their kids. The departure of their only sibling once they go to college creates an empty nest that aff ects the person emotionally. Once the kid leaves for college the single parent is left with a lot free time which the person does not know what to do with. A problem statement of this situation is: How can single parents continue with their lives in order to fulfill the hole left by the departure of their kids once they leave for college? Alternative Solutions Once the kid of a single parent leaves for college the parent is left with a lot of time for themselves. The parent might become depressed because they miss the presence of their kid in their household. There are ways in which the parent can defeat the empty nest feeling they are exposed too due to the departure of their kid. The work life of the parent alone is not sufficient to satisfy the social needs of the parent. An alternative solution for the parent to forget about how much they miss their kid is to take a vacation. The longer the vacation time the better off the parent will be. The vacation spot can be within the Unit ed States or outside the United States. The destination chosen and the longevity of the vacation will depend on the budget of the parent. My recommendation is for the parent to take an extended vacation of at least one month. While on vacation the parent will forget about the departure of the kid. The person will be enjoying quality time alone. Once the person comes back from the vacation it is likely that the individual will have a new perspective in life and the emotional attachment to their child will be lessen. A second alternative solution for the parent going through an empty nest feeling due to the departure of the kid for college is for the parent to get involved in volunteer work. One of the biggest benefits of volunteering is the satisfaction of incorporating service into their lives and making a difference in the community and country (Nationalservice). Volunteering can be extremely rewarding because the person will notice how their service will benefit a person in need. There are various options for volunteering activities. A person can volunteer at a homeless shelter in order to help humans that have no home and are fighting everyday to find food. Another option for volunteer work is for the individual to volunteer at an elderly care center. The elderly go through similar situations as single parents as far as not having another person to share time with. A third volunteering option is to spend time with children at boys or girls

Compose a letter promoting as aspect of Atlantic Cape Community Research Paper

Compose a letter promoting as aspect of Atlantic Cape Community College to a relative, co-worker, or friend - Research Paper Example A few months back, I came across a piece of information put out by a wonderful kind of community college. This small-town community college is big on its promises and they certainly lived up to the expectations of their students, including me, of course. I was fortunate enough to be guided into their Academy of Culinary Arts (ACA) at the Atlantic Cape Community College located in nearby Atlantic and Cape May counties in New Jersey. This community college has a student population of about 6,500 both in transfer and academic degree programs. They offer outstanding courses but what I am raving about is its nationally-recognized Academy of Culinary Arts, from which I graduated from a few months ago and instrumental in landing me a fine, well-paying job at a prestigious five-star hotel here in New York City as an assistant chef. You have an abiding interest for food and cooking as shown many, many times when we and our close-knit group had sleep-overs and we did our own cooking. This might sound quite tough but a career shift on your part will surely do wonders as it had done to me when I decided to pursue an entirely different and new career – in culinary arts! At the Atlantic Cape Community College, I found their secret formula for success, in food. All people will always have to eat, in good times or bad times, no matter in what shape the economy is in. In this regard, I strongly suggest you give their ACA a try so as to greatly improve your chances of getting gainfully employed in a full-time job. Getting employed as a chef or head cook is quite easy, even in a tough economy and a further inducement is the high median salary of approximately $40,000 per year. You can get employed in upscale restaurants and get to know and meet famous people, in a big casino, a famous hotel or even in a world-class holiday cruise liner. Hows that for combining both the passion of cooking with a great adventure and a high-paying job!? Employment

Healthcare Policy Articles Essay Example | Topics and Well Written Essays - 500 words

Healthcare Policy Articles - Essay Example One reason that Brill presents s evidence for the failure of the Affordable Care Act relates to the withdraw of the administration of President Barrack Obama from negotiating and controlling prices of drugs intended for Medicare program. The second reason for the failure of the Obama Care is that policy makers for the program first compelled many people to subscribe to the program without prioritizing review and fixing of health care costs. This move saw large people subscribe to the program with no governmental effort to control costs. The result has been big profits for drug maker, insurance firms, hospitals, and incentives for doctors. The issues presented by Brill in his article present challenging situations to health care organizations and patients. The fact many health care organizations liaise with insurance companies to extort money from patients has led many people to resort to self-diagnosis and over the counter drugs. Patients also suffer because they have to pay huge ins urance premiums but receive inferior care at exaggerated costs. The stakeholders in the article are the nonprofit advocacy organization called MDRC through its President Gordon Berlin and the Center for Global Development. Gina Kolata who is the author of the article claims the Innovation Center established as part of the Obama Care to research on the best way to handle the program will not yield proper outcomes. To support the prediction, the author points at the small number of participants selected through non-random means.

Glacial Trimlines and Nunataks in Assynt Region of Scotland

Glacial Trimlines and Nunataks in Assynt Region of Scotland Title To what extent are glacial trimlines and nunataks present in the Assynt region of North West Scotland and how does this affect features above and below the boundary? or To what extent is a glacial trimline present in the Assynt region of North West Scotland and how does it affect features above and below the proposed boundary? Abstract The Assynt region of North West Scotland, north of the town of Ullapool, is located on The Moine Thrust belt, which stretches from Lock Eriboll on the north coast to the Isle of Skye, approximately 120 miles south. This marks the point where the old Moine schist rock, around 1,000Ma, thrust over younger rocks, creating an unconformity between the Moine schist and the Durness limestone, which was metamorphosed and altered below the thrust, from 500Ma. The area is rich in Quaternary geology, providing evidence of direct ice action and periglacial features not directly linked to ice flow. These Quaternary features are split by a theoretical thermal boundary called a glacial trimline, supposedly representing the highest vertical extent of the glacier, with periglacial features lying above the boundary and ice flow erosional features below. These features will be studied in order to provide evidence for the trimline, with the measurement of rock hardness around the area providing the best information. Background Geology The oldest rocks present, gneisses of the Lewisian complex, of Archaean age, have undergone three major periods of deformation, the first of these being the Badcallian event, where dominant foliation was produced, followed by the second period of deformation called the Inverian event. The Scourie dykes, a suite of dykes, intruded the Lewisian complex before being deformed during the third period of deformation, named the Laxfordian event, dated around 1.7Ga. The Lewisian complex can be divided into the Rhiconich, Assynt, Gruinard and Southern Terranes. The boundary between the Assynt and Gruinard terranes lies along the Canisp Shear Zone. Both hold different tectonic histories, but were combined by the Palaeoproterozoic, around 2.4Ga, evident from the intrusion of the Scourie Dykes. (Trewin, N.H, 2003) The Archaean Lewisian rocks are then unconformably overlain by the Torridon group of red sandstones and conglomerates, deposited in fluiviatile and lacustrine environments, dated approximately between 1.2Ga to 1Ga in the Proterzoic. These red sandstones were introduced by rivers and buried under old hills and mountains. The Torridon sandstones, tilted, eroded and overlaid the previous Stoer group around 1Ga. (http://www.earth.ox.ac.uk/~oesis/nws/nws-geolhist.html) After a subsequent period of uplift and non-deposition, the region was transgressed and marine Cambrian quartz arenites unconfomormably overlaid the Torridon and Lewisian groups. These quartz arenites differ from the Torridon sandstones, particularly in their white colour and via the presence of vertical burrows from ichnogenera Skolithos and Monocraterion, highlighting the early Cambrian as the upper age bound. (K.M. Goodenough et al, 2009) The Fucoid Member, a thin detailed unit of brown weathered siltstones, overlies the quartzites. (Trewin, N.H, 2003) This in turn is followed by the Salterella Grit member, a very thin layer of quartzites, which overlies the fucoid member, all of which are dated as early Cambrian in age. Comformably overlying the clastic unites is the Durness group of carbonates, the youngest sediments in the region, which range in age from early Cambrian to early Ordovician, around 542-475 Ma. (Trewin, N.H, 2003) Abundant thrusting is present throughout the Assynt region from late Ordoivician to early Silurian times with widespread deformation having occurred. Four thurst sheets are present, the lowest of which, the Moine sheet, containing units allocated to the Moine Supergroup, settled upon the Lewisian complex, deposited around 900Ma. (Krabbendam, M. and Leslie, A. G, 2010) The sediments within the Moine supergroup are predominanty shallow marine arkosic sandstones. Major movement along the Moine thurst occurred around 440-430 Ma, recorded via Rb-Sr dating of mylonites, also showing the fine grained platy rock mylonite formation along the thrust. (Freeman, S,R et al, 1998) Quaternary Geology of the area Over the last 2 million years, the landscape of North West Scotland has been dramatically altered by climate change, believed to fit the ‘Milankovitch’ timescale. Fluctuations of temperature, from periods of warmth to periods of cold and ice have specifically transformed upland areas. The weight of the ice caused the country to be lowered, coupled with lower sea levels due to the capture of water in the ice, before abrupt climate change forced melting of the glaciers and ice sheets. This triggered the release of vast amounts of water, depositing sands and gravels offshore and in river valleys. (Lowe, J. J. and Walker, M. J. C, 1997) Alongside this, sea levels dramatically rose due to the massive increase in water, forming beaches above the sea level, left today as raised beaches. (http://www.snh.org.uk/publications/on-line/geology/scotland/ice.asp) The movement of the ice due to gravity under its own weight and its fluid nature caused destruction in its path. Due to its destructive nature, evidence is removed, making timing, extent and individual impacts difficult to record. During the past 30,000 years, there have been three major periods of glaciation, with interglacial periods interspersed, where there was no ice during summer months except in some areas of high latitude and altitude. Shorter periods between glacials are termed interstadials, when warm temperatures present and stadials, where temperatures are relatively cool. Two of these glacial periods had a profound effect on the Assynt region. The first and oldest of these glacial periods, named the Late Glacial Maximum, is dated approximately between 29,000-22,000 years ago. An ice sheet of over 800m in thickness was present, leaving only a small number of nunataks visible. Nunataks are exposed peaks or ridges above the ice sheet, often rocky in nature. The youngest glacial event is the Loch Lomond Stadial, around 13,000 to 11,000 years ago, named after the Loch itself, which formed as a result of glacial movement due to the removal of rocks, dug out by the ice. (http://www.scottishgeology.com/geo/regional-geology/midland-valley/south-end-of-loch-lomond). It left moraines, nunataks and outwash terraces in many valleys and some small moraines in corries, with the moraines helping to chart the ice margin retreat. The period was ended due to a rapid increase in climatic temperature, subsequently starting the Holocene. Glacial features are present around the Assynt region which help to chart ice flow direction. These include striations, grooves, crescent gauges and friction cracks to name a few, each of these mostly on a small scale and therefore easily recordable. They are found most commonly on the Cambrian quartzite and the pipe rock; however, small numbers have been mapped on Torridon sandstone. Striations are formed by abrasion of loose rocks and pebbles at the base of a glacier, forming scratches in the rock, the direction of the scratch indicating the directional flow of the ice. At times however, they can be confusing due to different glaciers at later dates cross cutting the previously formed striations from a different direction. The striations have to be subsequently studied in detail to determine which period of ice movement came first. Gauges, in the form of crescent moon shapes, form when boulders within an ice sheet or glacier are pressed against the bedrock. These boulders rotate sl ightly as the ice sheet or glacier moves, dragging them simultaneously with the rotation, causing crescent shaped indents in the bedrock. Gauges are useful for determining flow direction, as the flow of ice often points in the same direction as the gauge. Gauges can often be easily confused with friction cracks if they have been altered by weathering; however, gauges are normally greater in size. Friction cracks are formed due to an increase in friction between the ice sheet and bedrock below it, with boulders and pebbles bouncing off the bedrock, meaning pressure is not continuous. In terms of ice flow direction, they point in the opposite way to the gauges. Moraines, another feature of glacial movement, are accumulations of deposited till. Different moraines are formed in different areas passed by the glacier. Terminal moraines form at the terminus, or end of the furthest point reached by the ice, whereas lateral moraines form at each side of the glacier and medial moraines are formed at the intersection between two glaciers. The deposition of the till can happen in three different areas of the glacier, with subglacial at the bottom of the glacier, marginal deposition on the margins of the ice, and supraglacial sitting on the surface of the ice sheet. Fluvial action can subsequently rework the deposited till and moraines, mutating their characteristics and morphology. Till fabrics can also be studied in order to provide evidence of glaciation. Tills are deposited at different areas of the ice flow, with the position of these and the orientation of the clasts helping to map the direction of ice flow in the area. Periglacial landforms are also present in the region, categorized as areas that form adjacent to glacial terrain or in areas of close similarity and that hypothetically form above the proposed trimline, where freeze thaw weathering often occurs. Patterned ground features are some of the most common structures found, including stripes, nets, circles, polygons and steps, each formed either by sorting or non-sorting of sediment. Nets and stripes are the two most common of these features found in the Assynt region. Nets are found between polygons and circles, with small scale earth hummocks with a core of mineral soil being a common unsorted net. Stripes form on steep slopes, with sorted stripes comprising of alternate stripes of fine and coarse material and are particularly prominent under conditions of permafrost. (Washburn, A.L, 1979) It is believed that both are formed by repeated freeze thaw weathering on sloped ground. Blockfields are one of these features, predominantly found on m ountain plateaus in unglaciated areas, helping to provide evidence of the trimline. They form as a result of freeze thaw weathering, where rocks are shattered in situ and jointed, both vertically and horizontally. They are often made up of shattered quartzite. Solifluction is another feature of periglacial weathering, involving the mass wasting from freeze thaw cycles. Silty and sandy soils are common in solifluction, with the process forming lobes, terraces, stripes and hummocks. Aim Trimlines The aim of the project is to discover the existence of a glacial trimline, which marks the highest point of the most recent glacier or ice sheet. However, it is apparent that in some areas, unmodified periglacial terrain survived glacial maxima under cold based ice and in these scenarios, the trimline represents a thermal boundary between cold based ice and warm based ice. (Elias, S.A, 2006). Other hypothesis include a timeline cut by glacial readvance during ice-sheet downwastage, or the trimline forming during initial ice-sheet downwastage under periglacial conditions. ((Goudie, A.S, 2003) The sharpness of this boundary relied upon the effectiveness and intensity of glacial erosion, the degree of frost weathering after its formation and the downslope mass movement during and after deglaciation. (Goudie, A.S, 2003) Schmidt hammer measurements, detailing hardness, the roughness of the rocks present around the proposed boundary and measurements of differential relief are amongst some of the ways in which these hypotheses have been tested. Studies in other areas, such as the Gap of Dunloe, Ireland, using these measuring techniques, have shown that periglacial trimlines mark the upper limit of a body of ice. (Rae, A.C, Harrison, S et al, 2004). Similar results are expected to be seen in the Assynt region. What we need For the project to be successful and for our research to be undertaken, a number of items will be necessary. Field maps will be vital in order to navigate to proposed sites, whilst also allowing outcrops and features to be marked. These maps will range in scale from large maps of the whole area, at a 1:10000 scale to small more precise maps for more detailed study and navigation. To study our hypothesis of glacial trimlines, Schmidt hammers will be needed in order to measure the hardness of the rocks, where the rocks should be softer above the boundary. A GPS system will also be necessary, equipped with an altitude reader, allowing site positioning to be recorded precisely, for revisits for further study. The size of certain facies and outcrops will need to be measured accurately, so a long tape measure will be needed. A compass clinometer will be necessary for measuring strike and dip of glacial features such as striations and to ascertain the direction that certain features face, a llowing ice flow direction to be understood. A geological hammer would also be a useful addition to the study, allowing segments of rocks unaltered by moss and weather conditions to be studied. Coupled with this will be a hand lens and grainsize charts, allowing the rocks to be studied in precise detail. Due to the nature of our study, in regards to finding the thermal trimline boundary, a large number of mountain peaks will have to be scaled, so warm and weatherproof clothes will be needed according to weather conditions. The Schmidt hammer, GPS, compass clinometer and tape measure will be borrowed from the university geology department, where the maps needed will also be highlighted and printed. Methodologies To test the hypothesis of the existence of a glacial trimline, Schmidt hammer measurements will have to be taken around the peaks of mountains. The Schmidt hammer is a portable instrument, which measures the distance of rebound when pressed against the outcrop using a spring. This measures the hardness of the rocks, allowing a difference to be seen in the rocks above and below the boundary. The rocks above at or above the boundary should be softer as they have been affected by periglacial weathering. (Rae, A.C, Harrison, S et al, 2004) A number of readings, between 20 and 30, will be taken over a transect of an outcrop, allowing an average to be recorded. This method will be repeated at a number of different outcrops on a number of different mountain peaks, eventually showing the parameters of the trimline. The Schmidt hammer data will later be recorded in graphs and tables, noting where the hardness of the rocks changed dramatically. Ice flow features will be present in large quantities below the trimline. These include striations, grooves, crescent gauges and friction cracks. A range of these measurements, approximately 20-30 will be taken of each feature over a number of outcrops in order to gain an average and to ascertain from the results an ice flow direction. These will be measured using rulers to ascertain the size of the feature, whilst a compass clinometer will be used to measure their strike and dip and the overall distance it faces. These features can be drawn onto rose diagrams, clearly and concisely showing the flow direction of the ice. Till fabric analysis, in the form of a sedimentary sequence and log, will be performed in a systematic fashion, rather than being determined by natural geology and morphology like the methods highlighted above. This will be done over a chosen exposure, where it will be carefully logged by choosing clasts one by one on a transect across the exposure, measuring their dip direction and roundness, before noting their rock type. This will be repeated at a number of different heights, before converting the figures recorded during the day into a sedimentary sequence and stereonet diagrams. References Andrews, J.T. Techniques of Till Fabric Analysis. Technical Bulleting No. 6, British Geomorphological Research Group, pp 43, 1971 Ballantyne, C.K Harris, C, The Periglaciation of Great Britain, Cambridge University press, 1995 Bradwell, T Krabbendam, K, Lateral plucking as a mechanism for elongate erosional glacial bedforms: explaining megagrooves in Britain and Canada, British Geologic society, 2011 Elias, S.A, Encyclopedia of Quaternary Science, Elsevier Science Ltd, 2006 Fabel, D, Ballantyne, C.K Xu, S, Trimlines, blockfields, mountain-top erratics and the vertical dimensions of the last British Ice sheet in NW Scotland, Quaternary Science reviews, Vol 55, pp 91-102, 2012 FREEMAN, S. R., BUTLER, R. W. H., CLIFF, R. A. and REX, D. C. ‘Direct dating of mylonite evolution: a multi-disciplinary geochronological study from the Moine Thrust Zone, NW Scotland’,Journal of the Geological Society, 155(5), pp. 745–758, (1998) Goudie, A, The encyclopaedia of geomorphology, Routledge, 2003 Harris jr, S.E, Friction cracks and the direction of glacial movement, The Journal of Geology, vol 51, no. 4, 1943 Krabbendam, M. and Leslie, A. G. ‘Lateral variations and linkages in thrust geometry: the Traligill Transverse Zone, Assynt Culmination, Moine Thrust Belt, NW Scotland’,Geological Society, London, Special Publications, 335(1), pp. 335–357, 2010 K.M. Goodenough et al, Digital surface models and the landscape: Interaction between Bedrock and Glacial geology in the Ullapool area, British Geological Society, 2009 Lawson, T.J, Former ice movement in Assynt, Sutherland, as shown by the distribution of glacial erratics, Scottish Journal of Geology 26, 1990 Lawson, T.J, Glacial striae and former ice movement: the evidence from Assynt, Sutherland, Scottish Journal of Geology 32, 1996 Lowe, J. J. and Walker, M. J. C.Reconstructing Quaternary environments. 2nd edn. United Kingdom: Prentice-Hall, 1997 Mendum, J.R et al, Lewisian, Torridonian and Moine Rocks of Scotland, GCR Volume No. 34, 2009 McCarroll, D., Ballantyne, C. K., Nesie, A. Dahl, S.-O. 1995. Nunataks of the last ice sheet in northwest Scotland. Boreas, 24:305–323. Stoker, M. Bradwell, T. 2005 The Minch palaeo-ice stream, NW sector of the British-Irish Ice Sheet. Journal of the Geological Society, 162 (3). 425-428. Trewin, N. H.The Geology of Scotland. 4th edn. United Kingdom: Geological Society Publishing House. 2003 University of Birmingham field guide – Assynt field course Washburn, A.L, Geocryology, Edward Arnold, London, pp 122-156, 1979 http://www.physicalgeography.net/fundamentals/10ag.html http://www.earth.ox.ac.uk/~oesis/nws/nws-geolhist.html http://www.discoverassynt.co.uk/landscape-geology.php http://www.see.leeds.ac.uk/structure/assyntgeology/extra_info/about_us/project_details.htm http://www.scottishgeology.com/geo/regional-geology/midland-valley/south-end-of-loch-lomond/ http://www.snh.org.uk/publications/on-line/geology/scotland/ice.asp http://www.snh.org.uk/pdfs/publications/geology/scotland.pdf

A kite is a victim Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Poem titled â€Å"A Kite is a victim† written by Leonard Cohen contains multiple tropes. Through my own analysis I propose that the author’s central focus concerns life. Cohen discusses the relationships and accomplishes that we make throughout our lifetimes. In my opinion, the kite is a metaphor for the essence of life and living. Each of the four stanzas in the poem begins with a trope. In every case the tenor is the kite. These tropes will be analyzed with regard to the central theme of the poem.   Ã‚  Ã‚  Ã‚  Ã‚  The first tenor that I will discuss can be found in the first line of the first stanza. Cohen writes: â€Å"A kite is a victim you are sure of†. This is personification. Leonard Cohen uses a human quality â€Å"victim† to describe an inanimate object. The tenor would be the kits and the vehicle is clearly victim. The first stanza presents the qualities of life and love. The kite is a victim like life is a sacrificial and sometimes inevitably painful. As much as we have happiness we must also experience sadness and hurt. You are sure of it because it is part of everyday. You know that you must experience these hard ships in order to move forward. Cohen describes it as being tempting because it pulls. Life is interesting because you cannot control it completely. There are ups and downs just like a kite in the wind.   Ã‚  Ã‚  Ã‚  Ã‚  The next tenors that I will identify can be found in the first stanza in the third and fourth lines. Both of these lines provide an example of personification. Much like the initial line of the poem, these lines characterize the kite with human qualities:   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Gentle enough to call you master,   Ã‚  Ã‚  Ã‚  Ã‚  strong enough to call you fool.† In these examples the tenor is the kite and the entire lines represent the vehicle. A kite cannot be neither gentle, nor strong or call you anything.   Ã‚  Ã‚  Ã‚  Ã‚  These tenors represent the full spectrum of emotions and strength in life. It is as if he is discussing god and the life you have been given. It is gentle enough that you often feel strong and powerful but also strong enough to humble you. The sixth line of Cohen’s poem is a simile. Leonard makes a direct comparison between a falcon and the kite:   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"like a desperate trained falcon.†   &nb... ...ugh prayer. Finally, the fourth stanza also contains another example of personification in line 25: â€Å"under the traveling cordless moon.† In this case the kite is not the tenor. Cohen describes the moon with distinctively human qualities. The moon cannot be cordless and some would also argue that it cannot be traveling. Therefore the vehicle is cordless. This tenor describes the moon, the light in the darkness. It moves forward without any restraints unlike the kite. It is a freeing experience. It is time to let go and move toward death. Finally death and the acceptance of it provides a person with purity. Often with death comes more fame. You die but not without leaving memories and worthiness behind. You become completely pure and important through your legacy.   Ã‚  Ã‚  Ã‚  Ã‚  Leonard Cohen illustrates some incredibly deep and powerful perspectives on life in this poem. He makes clear connections between his metaphors and the overall theme of the poem. Each tenor represents another metaphor that is open to scrutinizing interpretation. The theme of life and living is a powerful one. Cohen has provided effective examples of tenors within the text of a profound poem.