The history of the alphabet Essay Example | Topics and Well Written Essays - 500 words

The historical backdrop of the letter set - Essay Example The Latin letter sets are viewed as the most broadly utilized letter sets of the world. These letters in order are gotten from the Greek that gave the idea of consonants and vowels (Stephen, p98) The Greek letter sets are established from the Phoenician letters in order that fundamentally give a framework that proposed the utilization of images for each consonant. It suggests that all the letters in order utilized in the current world have their underlying foundations profoundly implanted in to the Phoenician letters in order (Joseph, p65). There are two primary contents that give the clues to the historical backdrop of letters in order. These contents were made some place before the finish of the fourth thousand years BCE known as Mesopotamian cuneiform and Egyptian pictographs. These contents give the base to the creation of Phoenician letter sets and were generally utilized in the Middle East area. A significant number of the dialects utilized in the areas are created from the bas ed gave by the Phoenician letters in order and the two referenced contents. The arrangement of 22 symbolic representations was made by the antiquated Egyptians in 2700 BCE. These pictographs fundamentally speak to the individual consonants of their language. Notwithstanding the consonant, the 23rd pictograph introduced the idea of word introductory or word last vowel just because (Stephen, p98).

Life Hardships Make You Stronger free essay sample

Life Hardships Makes Us Stronger What doesn’t kill you makes you more grounded So why when looked against affliction we attempt to discover simple way out When obstcales preliminaries amp; tribulations are looked among us we ought to be adulating God cause we may be confronting something now yet on the opposite side it will be more splendid amp; more prominent You see everyone battles now and again you see we as a whole go to a point in our life when we get down amp; believe that its everything over except its about having the self discipline to defeated what man has put infront of us a state that I am an overcomer by the intensity of god amp; I can do everything through Christ who reinforced me) But it is after we suffer such a great amount during our hardtime that we come out more grounded and better as an individual You see life is going to toss all of us sorts of wind amp; turns We reserve no option to ask when distress comes, Why did this transpire? except if we approach a similar inquiry for each snapshot of satisfaction that comes our direction. We will compose a custom exposition test on Life Hardships Make You Stronger or then again any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page On the off chance that you dont like something change it; on the off chance that you cannot transform it, change the manner in which you consider it. At the point when life gives you a hundred motivations to cry, show life that you have a thousand motivations to grin. You see god brings us into profound waters not to suffocate us yet to purify us You see each troublesome time in life has a second to open your eyes and brain to something far more prominent As we endeavor to endure troublesome occasions, hearing the insight of the individuals who have battled, addressed and envisioned before us can make the excursion simpler. Quality doesn't originate from winning. Your battles build up your qualities. At the point when you experience hardships and choose not to give up, that is quality. † Lifes up and downs give openings to decide your qualities and objectives. Consider utilizing all deterrents as venturing stones to assemble the existence you need.

Should Children Leave School at 14

Should Children Leave School at 14 The OE Blog Sir Chris Woodhead, former chief inspector of English schools, has created a furore this week by calling for the school leaving age to be reduced to 14. Claiming that some children are simply not suited to academic study, Sir Chris called Prime Minister David Cameron “morally wrong” and attacked his education policies as “a recipe for disaster.” Sir Chris’s major argument was that some students hit their academic peak in their early teens, and are genuinely unable to progress further in school, whilst they may be much happier and more productive entering the world of work. He suggested a path that might include an apprenticeship and “practical, hands-on, craft-based training that takes them through into a job”. He accused the government of having a “Utopian” view of school standards, and seemed to dismiss children who are already “truanting” in their early teens as a lost cause, demanding “does anybody seriously think these kids…are going to stay in school in a purposeful, meaningful way through to 18?” But many angry parents, teachers and social commentators have protested, claiming that lowering the school leaving age would be tantamount to abandoning ‘problem’ students and allowing the education system to turn its back on them, forcing them out into the world too young before they have learned vital life lessons. Sir Chris’s reference to children who fail to attend school seems to draw a rather stereotypical parallel between children with behavioural problems and those who are not academic, which has angered many education and children’s rights campaigners. If the school system is able to write off a child who is behaving in a difficult way with the excuse that the classroom is simply not the right environment for them, it denies them the chance of the support and discipline that education can give many teenagers, helping them to solve some of their problems before they reach the real world, and face real consequences. There is a very serious risk that simply allowing ‘ difficult’ pupils to abandon their studies at 14 with no guarantee of employment or mandatory training of any kind would simply lead to hugely increased adolescent crime and unemployment. Other concerns have been raised over Sir Chris’s own ‘Utopian’ optimism about the numbers of apprenticeship places available (particularly in view of the recent record places already being filled) and the potential for exploitation of a younger workforce with very low wages. In addition, many protesters argued that a child of 14 is not yet ready to choose their path or make their way in the adult world, leaving them vulnerable to poor decisions and negative influences. Many adults who left school aged 16 to enter apprenticeships or work and are now successfully thriving spoke up to point out how crucial their GCSE level maths and English skills were to them when setting up their own businesses. For now it seems that the variety, volume and voraciousness of voices raised against him have firmly quashed Sir Chris’s arguments. Yet a different question remains. What does it say about the state of education in England and of our failure to meet the basic needs of our students, if a former Chief Inspector of schools is led to make such drastic calls for reform? Why are only 80% of English pupils hitting government literacy targets at age 11, and why do we face a truanting crisis so bad that the head of a major school and education company calls for problem students simply to be booted out of the system altogether? The cacophonic response has made it quite clear that lowering the school leaving age is not the answer, but that still leaves the coalition government facing a very serious question indeed.