Oliver Ellsworth Essay Example for Free

Oliver Ellsworth Essay I, Oliver Ellsworth illustrative of Connecticut, suggest that the premise of portrayal in the administrative branch stay by state as under the Articles of Confederation. I bolster the arrangement of government that keeps up the rule of nearby standard and I comprehend focal government as the body that will fortify the privileges of property and the agreement of the republic, in this way I guarantee â€Å"we† are mostly national and halfway bureaucratic. Under this I will present the goals with my partner Roger Sherman alongside William S. Johnson, The Great Compromise, breaking the gridlock between the enormous and little states over delegate, permitting United States representatives to be chosen by state assembly. I do concur with Randolph’s thought of a three-overlap division, however move to strike the expression, â€Å"national government† into â€Å"government of the United States. I likewise educate that the House regarding Representatives be picked or chosen each year as Roger Sherman will likewise come to concur with. Preferring the three-fifths bargain on the specification of slaves, I do despite the fact that; contradict the nullification of the remote slave exchange. Slaveholders from Maryland and Virginia can stand to contradict the slave exchange, since slaves increase as needs be quick in Virginia and Maryland, it is less expensive to raise at that point import them, while in the wiped out rice swamps [of South Carolina and Georgia] remote supplies are fundamental. Completion the slave exchange can likewise profit slave-proprietors in the Chesapeake area, since the interest for slaves in different pieces of the South will expand the cost of slaves once the outside gracefully is cut off. At that point, will I agree that all together for singular rights to be secured â€Å"we† must assistance shape America with a free legal executive and as arrang ement of federalism. - Oliver Ellsworth, Connecticut Representative.

Cultural History Essay Example | Topics and Well Written Essays - 250 words

Social History - Essay Example The remaining parts and fossils of individuals with no set up accounts are concentrated by researchers to get an insight into how these individuals lived (Renfrew and Bahn, 2000). It is by and large accepted that during ancient occasions, the general public in the locales around the Amazon was progressively similar to a homogenous one and that the Amazon individuals were individuals that had little assets available to them. In any case, this has been disproved as late investigations have demonstrated that they were without a doubt a perplexing society (Levi-Strauss, 1997). The revelation of enormous earthworks and colossal inactive networks in the Amazon has indicated that the ancient society around the district was not homogenous as individuals have been made to accept. The high caliber of the social and environmental assorted variety of the ancient society of the locale around the Amazon was something that was not at all practically identical to different social orders that existed around then. It was expansionism and government that guaranteed the European mastery of the New World. The Europeans organized arrangements that made them rule the countries of the New World and created exchange for their own advantages. The Europeans likewise had exceptionally solid political, military and financial realms that made the control of the New World simple for them.

A Mentor to Remember Patrick Winston (1943-2019)

A Mentor to Remember Patrick Winston (1943-2019) A collaborative post by guest blogger Jessica Quaye 20 and Caroline Mak 18 Preface: This past Friday after finding out about his passing, Jessica and I learned that we both had known Professor Winston .   We shared with each other how he made an impact on our lives and also learned about other students unique stories with Prof. Winston. Like he would say, ‘You won’t be alone if you take care of your people’, so we highlight his legacy through our collective memories. The official MIT News orbiturary is here. Jessica: Do you know that feeling when someone is explaining something to you multiple times, but you’re just not getting it? And you feel bad, because they keep trying even though you can see that they’re frustrated? But despite trying your best, nothing becomes clearer. That is how I feel reading “Patrick Winston died early this morning”. It’s really difficult for me to process that I will no longer see Professor Winston, one of the few professors who managed to make MIT feel like home. 6.034, Artificial Intelligence Everyone who knows me knows how much I loved and admired Professor Winston. There are many geniuses at MIT, but not all of them prioritize and humanize people the way Professor Winston did. I took this picture during the last 6.034 lecture, when he was summarizing the lessons he wanted us to take away. On that day, there were many other slides but he spent a great deal of time talking about how important it was to prioritize togetherness (especially in a place like MIT where it is easy to isolate yourself when overwhelmed with work). Each lecture he taught enriched me technically and shaped me into a better member of my community In both 6.034 and 6.803, he would either start the class with an interesting short story and accompanying life lesson, or end it with advice he had picked up from the author of the paper we read. He was an epitome of a stellar professor one who balanced his wealth of technical expertise with valuing people so beautifully that to me, his biggest teaching instrument was his exemplary lifestyle. I am grateful to have experienced someone who thoroughly understood and contributed to the magic of MIT, and I pray that his soul finds rest. Caption: I took this picture before our last chat because I thought it was cute. I think it does a good job capturing all that I want to say. Rest in Peace, Professor Winston. You were my favorite Jessica Quaye Caroline: Every year MIT solicits nominations for Institute awards, one of which is the Excellence in Mentoring award given to a professor who serves as an advisor. The 2015 recipient of that award was my freshman year advisor, Professor Patrick Winston. In my nomination of him, I wrote about the impact his mentoring had on me, particularly that year. Since it’s been five years later and I’m even now still processing his passing, I think the words from back then convey what he means to me best. “As a freshman this year there were multiple traumatic experiences with the suicides, one of which early on I was very personally affected by. He took each time afterwards to email me and ask me how I was, and even that genuine question, invitation to talk, was incredibly appreciated. Hed always invite each of his advisees to talk in his office and very often had open doors for me to pop in when Im around in Stata. He never seemed in a hurry to have me go after meetings and weve had wonderful philosophical and personal conversations. However, one of the most important things hes said is that: MIT is not a war, what are you doing for fun? Making sure my expectations for myself were reasonable, and stressing the importance of balance was incredibly echoing later on as stress piled up, and its been a pleasure to have him as my first freshman advisor. May 15, 2015” Winston, I will miss rollerblading into your office, and I will miss you, so much. Prof. Winston receiving the Excellence in Mentoring Award May 2015 President Reif: Patrick’s humanity and his dedication to the highest principles made him the soul of EECS. I called on him often for advice and feedback, and he always responded with kindness, candor, wisdom and integrity. I will be forever grateful for his counsel, his objectivity and his tremendous inspiration to our students. MIT will miss him. I will greatly miss him too.   L. Rafael Reif Full letter from Reif will be posted at  president.mit.edu Facebook stories shared with permission: Also I am sure that many more people have their stories to tell. Just email me at [emailprotected] if you want to add yours (Doesnt have to be Facebook lol). The tech is also collecting stories that you can submit at [emailprotected]

These 25 Famous Family Quotes Will Make You Proud of Your Folks

With so many unique personalities that make up a family, sometimes its tough to find common ground. And yet, families are the most defining of all human relationships. The theme of family is a recurring one that great minds have speculated on and remarked about for as long as there has been language to record human thought. Read on to find out what some famous folks had to say on the subject. Famous Quotes  on Family Erma Bombeck: â€Å"The family. We were a strange little band of characters trudging through life sharing diseases and toothpaste, coveting one anothers desserts, hiding shampoo, borrowing money, locking each other out of our rooms, inflicting pain and kissing to heal it in the same instant, loving, laughing, defending, and trying to figure out the common thread that bound us all together.† Leo Tolstoy: â€Å"All happy families resemble one another; every unhappy family is unhappy in its own way.† Legouve Pere: â€Å"A brother is a friend provided by nature.† Eva Burrows: â€Å"In family life, love is the oil that eases friction, the cement that binds closer together, and the music that brings harmony.† Jim Rohn: â€Å"Your family and your love must be cultivated like a garden. Time, effort, and imagination must be summoned constantly to keep any relationship flourishing and growing.† Jeannette Walls,  Ã¢â‚¬Å"The Glass Castle†: â€Å"Mom always said people worried too much about their children. Suffering when youre young is good for you, she said. It immunized your body and your soul, and that was why she ignored us kids when we cried. Fussing over children who cry only encouraged them, she told us. Thats positive reinforcement for negative behavior.† Marsha Norman: â€Å"Family is just accident. They dont mean to get on your nerves. They don’t even mean to be your family, they just are.† Lee  Iacocca: â€Å"The only rock I know that stays steady, the only institution I know that works is the family.† Marie Curie: â€Å"I have frequently been questioned, especially by women, of how I could reconcile family life with a scientific career. Well, it has not been easy.† Robert Frost: â€Å"Home is the place, when you have to go there, they have to take you in.† Anais Nin: â€Å"I know why families were created with all their imperfections. They humanize you. They are made to make you forget yourself occasionally, so that the beautiful balance of life is not destroyed.† George Santayana: â€Å"The family is one of natures masterpieces.† William S. Gilbert: â€Å"My family pride is something inconceivable. I cant help it. I was born sneering.† Thomas Jefferson: â€Å"The happiest moments of my life have been the few which I have passed at home in the bosom of my family.† Brad Henry: â€Å"Families are the compass that guides us. They are the inspiration to reach great heights, and our comfort when we occasionally falter.† Dalai Lama: â€Å"I pray for a more friendly, more caring, and more understanding human family on this planet. To all who dislike suffering, who cherish lasting happiness, this is my heartfelt appeal.† Mark Twain: â€Å"Adam was the luckiest man; he had no mother-in-law.† Buddha: â€Å"A family is a place where minds come in contact with one another.† Jane Howard: â€Å"Call it a clan, call it a network, call it a tribe, call it a family: Whatever you call it, whoever you are, you need one.† George Bernard Shaw: â€Å"If you cannot get rid of the family skeleton, you may as well make it dance.† Charles Lamb: â€Å"A poor relation is the most irrelevant thing in nature, a piece of impertinent correspondence, an odious approximation, a haunting conscience, a preposterous shadow, lengthening in the noon-tide of our prosperity. He is known by his knock.† English Proverb: â€Å"A small family is soon provided for.† George Burns: â€Å"Happiness is having a large, loving, caring, close-knit family in another city.† Mitch Albom, â€Å"The Five People You Meet in Heaven†: â€Å"All parents damage their children. It cannot be helped. Youth, like pristine glass, absorbs the prints of its handlers. Some parents smudge, others crack, a few shatter childhoods completely into jagged little pieces, beyond repair.† Margaret Atwood,  Ã¢â‚¬Å"The Handmaids Tale†: â€Å"No mother is ever, completely, a childs idea of what a mother should be, and I suppose it works the other way around as well. But despite everything, we didnt do too badly by one another, we did as well as most.†

Different Theories Of Cooperative Learning Approach

Review of Literature This part is divided into four sections. The first section is about the definition of cooperative learning approach. This section includes, theories of cooperative learning and types of models describing cooperative learning. The second section is focused on differences between western educational systems and the Chinese educational system, as well as advantages and disadvantages for the cooperative learning approach in the Chinese classroom. The third section illustrates the Chinese education situation and current cooperative learning situation in China. The last section emphasizes research that was done previously about teachers’ and students’ perceptions towards the cooperative learning approach. Lastly, I will justify that the limitation of available information in regards to my topic lead me to do further research in this area. Theories of Cooperative learning There are several theories regarding cooperative learning. The earliest and the most well known theory about cooperative learning comes from Vygotsky’s cognitive development, and his zone of proximal development (ZPD) and how cooperative learning and zone of proximal development relate to each other. According to Vygotsky (1978)’s cognitive development theory, children engage in interaction with other children and adults from birth. Children first develop lower mental functions suchShow MoreRelatedMy Teaching Philosophy Essay783 Words   |  4 Pagesparagraphs you learn about the three most important skills that I believe are essential in a classroom; classroom management, students engaged in cooperative learning, and the implementation of the Multiple Intelligence Theory. Classroom management is critical to promote effective teaching while allowing the students a structured environment for active learning. I feel this skill is essential when commanding a classroom and in result will enhance the organizational flow throughout each school day. Read MoreA Teacher Fosters Social Competence with Cooperative Learning1606 Words   |  7 PagesMagnesio is a 4th-grade teacher, Hays CISD, Kyle, Texas. Barbara H. Davis is Professor, Curriculum Instruction, Texas State University, San Marcos. To cite this article: Magnesio, S. B. Davis. A Teacher Fosters Social Competence With Cooperative Learning. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall/Winter 2010. www.KaganOnline.com Miss Mag, do we have to work in groups?† â€Å"Miss Mag, I can’t work with him.† â€Å"Miss Mag, can I work alone?† Dodgeball tactics—duck, dart, andRead MoreCooperative Learning : A Successful Instructional Strategy1663 Words   |  7 PagesThere are multiple strategies and theories in the education world that allow for student success and growth. One strategy that some teachers use to promote effective classroom management is a strategy called cooperative learning. Cooperative learning is a successful instructional strategy that allows student learning and positive social-behavior skills to foster based on small group work where each group member’s success is dependent on one another. Cooperative learning is an efficient strategy to includeRead MoreJohn F. Nash s A Beautiful Mind Mathematician1448 Words   |  6 Pageswork on the theory of non-cooperative games, in other words John Nash received a Nobel Prize for his work in Game theory. Except for one course in economics that he took as an undergraduate, Nash had not any formal training in economics. John Nash had a Ph.D. in mathematics in 1950, but the Nobel Prize he received four decades later was for the contribution he made to game theory in his 1950 Ph.D. thesis. In his work, he introduced the distinction between cooperative and non-cooperative games. In non-cooperativeRead MorePiaget in the Classroom1334 Words   |  6 Pageseducational implications of Piaget’s theory are closely tied to the concept of intelligence as the dynamic and emerging ability to adapt to the environment with ever increasing competence (Piaget, 1963). According to the development ideas presented by Piaget’s theory, cognitive structures are patterns of physical and mental action that underlie specific acts of intelligence and correspond to changes in child development. A review of the assumptions and ideas grounded in his theory and investigation into researchRead MoreTh e Development Of Advanced Students1622 Words   |  7 Pagesonly prepare them for college, but leadership and life. Literature Review Cooperative learning Strategies Teaching methods and strategies have been widely researched to help improve student success in the classroom. However, I want my students to experience the same success outside the classroom. I want to implement strategies which focus on preparing students for life after high school. Integrating the cooperative learning technique Think Pair Share into the mathematical classroom can be beneficialRead MoreExploring The Potential Impact Of A Classroom Learning Environment And Faculty Teaching Approaches1473 Words   |  6 PagesIntroduction â€Å"A learning environment is all of the physical surroundings, psychological or emotional conditions, and social or cultural influences affecting the growth and development of an adult engaged in an educational enterprise† (Hiemstra,1991, p. 8). The purpose of this analysis paper is to explore the potential impact of a classroom learning environment and faculty-teaching approaches on the student learning in higher education institution and answer the following question: Is it the learning environmentRead MoreThe Use of Role Play: A Viable Instructional Strategy796 Words   |  3 Pagesal, 1999). Role playing can help students see problems and solutions from different perspectives, which is critical to understanding the human behavior of people during transactions of all types, including meetings. Using a criterion referenced instruction (CRI) approach and the ADDIE model of instructional design, the Analysis, Design, Development, Implementation, and Evaluation components of a non-traditional learning activity are described below: Analysis. The context is an 8-hour workshopRead MoreMy Classroom / Learning Style1403 Words   |  6 Pagesthat even my classroom / learning style has developed as I age. Not only has my learning style changed, but the way that teachers teach has evolved over time. On another personal note, within my student observation classroom, I spoke with my cooperating teacher about her varying teaching style and how she incorporates all types of learning across various subject areas. Ms. F mentioned that she has had to change the way she teaches a variety of times depending on the learning capabilities of her studentsRead MoreThe Importance Of My Professional Development As A Teacher943 Words   |  4 Pagesof the poster (Appendix1) can set relevance, on how these roles can be experienced within the classroom environment of teaching and learning by linking different theories and strategies into practice. The theme of this poster reflects on the Plato’s theory of â€Å"Allegory of the cave† (Appendices 1) that state philosophy of the human condition. The idea of this theory focuses on the educational methodology as we start to walk towards a new path, leaving behind our comfort zone, we always face distress

Comparing Beowulf with the Green Knight Free Essays

When it comes to groundbreaking, classical literature, not many works can trump what Beowulf and Sir Gawain and the Green Knight have done. Although similar through importance, readers would be hard pressed to discover any more similarities between the two. Beowulf is an epic poem from the Anglo-Saxon period, while Sir Gawain and the Green Knight is a tale from the medieval period. We will write a custom essay sample on Comparing Beowulf with the Green Knight or any similar topic only for you Order Now The main characters of each novel, Beowulf and Sir Gawain, each endure personal struggles in the â€Å"problem of pride. In completely separate fashions, both of them lust for domination (libido dominandi) throughout each of their respective stories. Beowulf, the earliest of epic heroes, was significantly known for his bravery. With his lack of fear for death, he without a doubt was known as the greatest warrior at the time. However with great skill and the constant appraisal from fellow warriors, Beowulf becomes very boastful in his continued desire for dominance. In fact, his first words of the tale were, â€Å"When I was younger, I had great triumphs. Then news of Grendel, hard to ignore, reached me at home. Off the bat, he introduces himself as an accomplished warrior who felt it was his duty to slay the monster Grendel the minute he heard about his destruction. Beowulf revels in his decision to come over from Geatland to protect King Hrothgar and his people. He feels that this is his opportunity to come and â€Å"protect the thrown† in a God-like manner. Furthermore, in Beowulf’s quest, he completely ignores the medieval warfare’s protocol on weapons. While warriors typically use weapons in battle, Beowulf disagrees with this approach, risking his humanity while stepping outside of his human limits. He decides to fight Grendel on his own terms, and this over prideful, â€Å"superheroesque† mind frame (first interpreted as heroic) would come back to haunt Beowulf in his eventual death. As the story of Beowulf continues, Beowulf’s pride wears him down in his lust for domination. King Hrothgar, at one point, even warns a younger Beowulf to not let libido dominandi occur. Hrothgar proclaims, â€Å"He covets and resents; dishonors custom and bestows no gold; and because of good things that the Heavenly Powers gave him in the past he ignores the shape of things to come †¦ O flowers of warriors, beware of that trap. Choose, dear Beowulf, the better part, eternal rewards. Do not give way to pride. † However, Hrothgar’s advice doesn’t seem to help in Beowulf’s clash with the dragon towards the end of the tale. Beowulf was praised for his nobility when he was younger, but his aging only increased his lust for domination. He simply doesn’t care about the repercussions of his death, and how leaving them unprotected would severely impact his people. In conclusion, Beowulf recklessly battles this dragon to the death. He praises God before his death as he states, â€Å"To the everlasting Lord of all, to the King of Glory, I give thanks that I behold this treasure here in front of me, that I have been allowed to leave my people so well endowed on the day I die. † This ending, going out in a blaze of glory, was exactly what Beowulf wanted to happen. It was not exactly his fate, but his desire for glory was simply too strong, thus neglecting what should have been most important to him: the safety of his people. If he was truly a great hero, he would put the well being of others before his desire for dominance. In the case of Sir Gawain, his libido dominandi was enigmatic. Personal honor and valor seemed to be the two most important aspects of his life. Differing from Beowulf, Sir Gawain’s quest is a moral epic, and not one of physical attrition. However, Sir Gawain’s libido dominandi stems from his false humility, or in other words, his refusal to accept human failure. In the introduction of the story, the Green Knight travels over to King Arthur’s castle and demonstrates his Christmas game. At first, Arthur is asked to be put to the test, but in an act of chivalry, Sir Gawain (Arthur’s nephew/right hand man at the knight’s roundtable) steps up. He explains, â€Å"While so bold men about upon benches sit, That no host under heaven is hardier of will, Nor better brothers-in-arms where battle is joined; I am the weakest, well I know, and of wit feeblest; And the loss of my life would be least of any. † It is almost as if Sir Gawain undersells himself so much, to only further enhance his heroism. During his travels the corresponding winter season, Sir Gawain’s internal conflicts continue. He is fighting against his own demons; there is no Grendel (or any other physical monster for that matter) in this story, just a desire for moral reformation and satisfaction from others. In his stay at the Bertilak of Hautdesert’s castle, Sir Gawain’s morale is only further boosted. Bertilak states, â€Å"As long as I may live, my luck is the better that Gawain was my guest at God’s own feast! † In response, Sir Gawain quickly deflects the compliment and explains that the honor is his. Furthermore, after Gawain’s final interaction with the Green Knight, he flinches when the axe is first wielded towards his neck. This of course is a normal human reaction. But to this noble knight, it is completely unacceptable. This corresponds with his problems of Pride; Sir Gawain wears the green girdle around his arm given to him by Bertilak’s wife to constantly remind him of his wrongdoings (slightly giving into her seduction). After returning to a hero’s welcome, Sir Gawain’s false humility continues as he sulks about his minor faults and lives in shame. However, as those who surround him maintain their commemoration of him, his libido dominandi clandestinely grows. Throughout the text, Sir Gawain and the Green Knight, a common theme of â€Å"doubleness† is used effectively to portray the complexity of medieval life. In other words, there was never just one, blatant solution to courtly issues. In the case of chivalry, Sir Gawain was faced with social courtesy (secular) versus Christian courtesy (religious). In the case of the Green Knight, two separate images of positivity and negativity were deliberated. And in the case of the girdle, the knotted belt and open belt showcased two different connotations. During the medieval period, the policy of chivalry to the aristocracy ruled above all. It was a code of conduct developed from warrior knights. The debate between religion versus politics was significant during the â€Å"High Middle Ages† as personal morality became a big issue in 1400’s English literature. When Sir Gawain is first introduced to Sir Bertilak’s wife, â€Å"he politely approached; to the elder in homage he humbly bows; the lovelier he salutes with a light embrace. He claims a comely kiss, and courteously he speaks; they welcome him warmly, and straightaway he asks to be received as their servant, if they so desire. Honor, graciousness, and respect marked the typical knight’s introduction. However, Sir Gawain begins to question his honor when Bertilak’s wife begins her seduction tactics. Gawain is faced with the â€Å"doubleness† issue of doing what is right as a Christian versus doing what is right in knighthood. Should he deny the sexual advances because it was another man’s wife, therefore it was a sin against God, or should he accept the lady’s wishes out of honor and respect. The theme of temptation becomes the heart of this tale, as Sir Gawain’s adherence to the code of chivalry is constantly put to the test. After rejecting the first two advances, Sir Gawain begins to crack a little during the third and final bedroom scene. Bertilak’s wife changes her evasive language to a more assertive style, and her attire (moderate in earlier scenes) suddenly becomes risque and revealing. He declares, â€Å"My body is here at hand; your each wish to fulfill; your servant to command I am, and shall be still. † Gawain gives in due to the laws of chivalry, where knights are required to respect the set of laws concerning courtly love, and do whatever a damsel asks. The Green Knight also plays a huge role in continuing with the â€Å"doubleness† theme. This character is extremely difficult to interpret as some view him as a devilish figure whose only purpose is to tempt Gawain into sin, while some view him as a holistic figure whose purpose is to build Gawain into becoming an improved knight. In the Green Knight’s introduction to the Christmas party, he arrives with a holly branch and an axe. The holly branch represents peace and happiness, while the axe is supposed to represent violence and death. Furthermore, he states, â€Å"Not all, I think, for dread, but some of courteous grace let him who was their head be spokesman in that place. He immediately references God, but then counteracts that with his threats of beheading someone. To the reader, these two polar opposites begin to question what the Green Knight’s true intentions are. In addition, even the color green goes along the lines of the â€Å"doubleness† theme. During the medieval ages, the color green was conveyed as life, love, hope, and the birth chamber to some; while to others it provoked thoughts of jealousy, death, and sometimes the color of the devil. Towards the conclusion of the tale, the Green Knight’s true persona becomes revealed as he turns out to be the host, Sir Bertilak. This plays on with the theme of temptation, as this was all set up to test Sir Gawain’s honor and virtuosity. The girdle, which is the third theme of â€Å"doubleness,† contains a symbolic meaning that has been interpreted in a variety of ways. The girdle can be viewed as sexual or spiritual. Accordingly, the knotted belt of the girdle represented chastity, good faith, and virginity while on the contrary, the open belt represented sexual advances and poor faith. This girdle is very lavish, as it is made out of green silk and embroidered with gold thread (colors that link it to the Green Knight). Sir Bertilak’s wife claims that it possesses the power to keep the wearer of it away from harm. However, it is deciphered towards the end of the story that this girdle indeed has no magical properties, and was simply another experimental tactic used against Sir Gawain. While Gawain is able to resist the brunt of Bertilak’s wife’s sexual advances, he is unable to resist the powers of the girdle. When Bertilak returns home from each of his hunting trips, Gawain does not reveal the girdle and instead hides it in shame. This showcases the spiritual interpretation; his acceptance of the girdle is a sign of his faltering faith in God. After the Green Knight reveals his identity as Sir Bertilak/the host, Gawain curses the girdle for he believes it represents his cowardice. He states, â€Å"But your girdle, God love you! I gladly shall take and be pleased to possess, not for the pure gold, nor the bright belt itself, nor the beauteous pendants, nor for wealth, nor worldly state, nor workmanship fine, but a sign of excess it shall seem oftentimes when I ride in renown, and remember with shame the faults and frailty of the fresh preserve. Yet, the others celebrate him during his return from the quest. To show their support, Arthur and his people wear green, silk baldrics that appear just like Gawain’s girdle. The double interpretation of the girdle corresponds with its complex, multi-faceted symbol. This theme of â€Å"doubleness†, the constant use of temptation with more than one side, bec omes the main driving point in Sir Gawain and the Green Knight. How to cite Comparing Beowulf with the Green Knight, Papers

Hydrologic Cycle Essay Example For Students

Hydrologic Cycle Essay HYDROLOGIC CYCLE The hydrologic cycle is a constant movement of water above, on, and below the earths surface. It is a cycle that replenishes ground water supplies. It begins as water vaporizes into the atmosphere from vegetation, soil, lakes, rivers, snowfields and oceans-a process called evapotranspiration. As the water vapor rises it condenses to form clouds that return water to the land through precipitation: rain, snow, or hail. Precipitation falls on the earth and either percolates into the soil or flows across the ground. Usually it does both. When precipitation percolates into the soil it is called infiltration when it flows across the ground it is called surface run off. The amount of precipitation that infiltrates, versus the amount that flows across the surface, varies depending on factors such as the amount of water already in the soil, soil composition, vegetation cover and degree of slope. Surface runoff eventually reaches a stream or other surface water body where it is again evaporated into the atmosphere. Infiltration, however, moves under the force of gravity through the soil. If soils are dry, water is absorbed by the soil until it is thoroughly wetted. Then excess infiltration begins to move slowly downward to the water table. Once it reaches the water table, it is called ground water. Ground water continues to move downward and laterally through the subsurface. Eventually it discharges through hillside springs or seeps into streams, lakes, and the ocean where it is again evaporated to perpetuate the cycle. GROUND WATER AND SUBSURFACE WATER Most rock or soil near the earths surface is composed of solids and voids. The voids are spaces between grains of sand, or cracks in dense rock. All water beneath the land surface occurs within such void space sand is referred to as underground or subsurface water. Subsurface water occurs in two different zones. One zone, located immediately beneath the land surface in most areas, contains both water and air in the voids. This zone is referred to as the unsaturated zone. Other names for the unsaturated zone are zone of aeration and vadose zone. The unsaturated zone is almost always underlain by a second zone in which all voids are full of water. This zone is defined as the saturated zone. Water in the saturated zone is referred to as ground water and is the only subsurface water available to supply wells and springs. Water table is often misused as a synonym for ground water. However, the water table is actually the boundary between the unsaturated and saturated zones. It represents the upper surface of the ground water. Technically speaking, it is the level at which the hydraulic pressure is equal to atmospheric pressure. The water level found in unused wells is often the same level as the water table. AQUIFERS An aquifer is a saturated geologic formation that will yield a usable quantity of water to a well or spring. Ground water occurs in aquifers under two conditions: confined and unconfined. A confined aquifer is overlain by a confining bed, such as an impermeable layer of clay or rock. An unconfined aquifer has no confining bed above it and is usually open to infiltration from the surface. Unconfined aquifers are often shallow and frequently overlie one or more confined aquifers. They are recharged through permeable soils and subsurface materials above the aquifer. Because they are usually the upper most aquifer, unconfined aquifers are also called water table aquifers. Confined aquifers usually occur at considerable depth and may over lie other confined aquifers. They are often recharged through cracks or opening sin impermeable layers above or below them. Confined aquifers in complex geological formations may be exposed at the land surface and can be directly recharged from infiltrating precipitation. Confined aquifers can also receive recharge from an adjacent highland area such as a mountain range. .ue913d46f104aaf8bd0dc491881fc51fc , .ue913d46f104aaf8bd0dc491881fc51fc .postImageUrl , .ue913d46f104aaf8bd0dc491881fc51fc .centered-text-area { min-height: 80px; position: relative; } .ue913d46f104aaf8bd0dc491881fc51fc , .ue913d46f104aaf8bd0dc491881fc51fc:hover , .ue913d46f104aaf8bd0dc491881fc51fc:visited , .ue913d46f104aaf8bd0dc491881fc51fc:active { border:0!important; } .ue913d46f104aaf8bd0dc491881fc51fc .clearfix:after { content: ""; display: table; clear: both; } .ue913d46f104aaf8bd0dc491881fc51fc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue913d46f104aaf8bd0dc491881fc51fc:active , .ue913d46f104aaf8bd0dc491881fc51fc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue913d46f104aaf8bd0dc491881fc51fc .centered-text-area { width: 100%; position: relative ; } .ue913d46f104aaf8bd0dc491881fc51fc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue913d46f104aaf8bd0dc491881fc51fc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue913d46f104aaf8bd0dc491881fc51fc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue913d46f104aaf8bd0dc491881fc51fc:hover .ctaButton { background-color: #34495E!important; } .ue913d46f104aaf8bd0dc491881fc51fc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue913d46f104aaf8bd0dc491881fc51fc .ue913d46f104aaf8bd0dc491881fc51fc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue913d46f104aaf8bd0dc491881fc51fc:after { content: ""; display: block; clear: both; } READ: CESAR CHAVEZ MURAL Essay Water in filtrating fractured rock in the mountains may flow downward and then move laterally into confined aquifers.WATER SUPPLY WELLS When water is withdrawn from a well, its water level drops. When the water level falls below the water level of the surrounding groundwater flows into the well. The rate of inflow increases until it equals the rate of withdrawal.The movement