The Top 12 Iowa Colleges and Universities

Billionaries - 1421 Words

Billionaires: We are all the same Billionaires: We are all the same The number of billionaires has risen to a record 1,645 billionaires with an aggregate net worth of $6.4 trillion according to Forbes Magazine (â€Å"Forbes Billionaires†). The year the United States is back at the top with Bill Gates as the richest man in the world, worth about $76 billion (â€Å"Forbes Billionaires†). It seems that even though the amount of billionaires has increased, there are people who still live in poverty. As reported by Forbes (2014), America’s wealth is shrinking because of falling home prices. Rises in home prices help the middle class; while the rise in stock prices help the rich. Wealth inequality has a negative and significant effect on†¦show more content†¦Gates also mentioned that these innovations will help with improving the world and jumpstart the economy. Bill Gates and Melinda Gates started to help the less fortunate and discovered that kids were dying every year over a treatable virus. Rotavirus was killing 600,000 children per year. They decided to pledge $750 million to help with the cost of a vaccine that would save thousands of children (Gates, 2009). These days middle class households are less likely to own homes. The gap between rich and poor has widened with the poor also helping each other (Forbes,2013) The wealthy owns most of the stock. Only 9.5% of middle class families own stock. Middle class income households depend on the rich household on the value of their homes (Forbes, 2013). With rising home prices, people tend to feel more financially secure and more willing to spend. On the other hand, there are also Billionaires that are for the people, such as Mark Zuckerberg(founder of Facebook) and his wife Priscilla Chan. They have given 25 million to the CDC to fight Ebola and gave $120 million to the Bay area schools. Mark Zuckerberg has been extremely generous and plans to donate at least half of his worth of $29.7 billion. Zuckerberg is trying to make internet to all people even people in third- world countries

Importance of Distance Education in India Free Essays

Importance of Distance Education in India Asif Ahmed After independence, India had made tremendous progress in the field of education, though mostly quantitative in nature. Earlier, education was available only to the elites in society, and a large majority of poor and marginalized people remained illiterate. Political considerations have an important role in the expansion of higher education, especially at the state level. We will write a custom essay sample on Importance of Distance Education in India or any similar topic only for you Order Now The state government experienced tremendous pressure from the public to establish more and more colleges and universities. In a democratic society, even the strong governments find it very difficult to resist such pressures and are compelled to succumb to the same. These considerations have led to fast expansion of higher education in our country, which in turn, have adverse impact upon its quality. Therefore, in order to insure access and education of a reasonably good quality,  Ã‚  Ã‚  Ã‚  Ã‚   we must think of some alternative system capable of supplementing the role of conventional system, and distance education is one of such alternatives. The distance education mode was adopted by many universities to meet the ever-growing demand of those students who lacked means to pursue higher education through the regular stream. Also, there were economic constraints. Consequently, many universities in India in various regions started correspondence courses or programs by providing notes, developing a system of evaluation of response sheets. The success of these courses led to the establishment of Indira Gandhi National Open University, which is now rated as one of the best distance courses university in the world. Due to limitations of the formal system of education, policy makers were attracted towards non-conventional modes of education for providing non-residential studies like correspondence courses. The Distance Education mode, in which it is not necessary to bring all the students together to listen to the face-to-face lectures, was considered worthwhile. However in distance education system, the provision of occasional meetings between the teachers and the student is made. These meetings are popularly known as Personal Contact Programmes (PCPs). The learners receive their study material through postal services for study at their home or workplace. The efforts of the students are supplemented by assignments, which are checked and evaluated by the concerned subject experts. So, Correspondence education is a piece and part of open learning. Distance education system is also known by some other common names like Correspondence Courses, Correspondence Education, Distance Education and External or Private Appearance etc. This system of education is suitable for the persons who wanted to enhance their qualifications but were not in a position to attend classes on a regular basis. Such distance courses proved a boon for the service persons as well as others desirous of pursuing higher education. As a result, a large number of in-service persons, professionals, entrepreneurs, job-less youth, school teachers, housewives and old aged free persons made a beeline for admission to distance education study programmes. The term Distance Education received a formal recognition in 1982 when the four decades old International Council for Correspondence Education was renamed as the International Council for Distance Education. The old concept of distance education was exclusively associated with print material, while the new concept of distance education include supplementary material being used through non-print media, also such as radio, television, computers, laptops, Cd’s, through projectors, video lessons and satellites. These institutions may be called the dual mode institutions. Now at present, India has two types of distance education institutions. They are  Ã‚   1. Correspondence courses institutions. 2. Open Universities. Distance education gets overwhelming response in India, the universities introduced many new distance-education job oriented courses according to the changing times and students requirements. However, in this process, the actual motive of providing quality education to all took the backseat as the main focus of universities slowly shifted to making more and more money. Currently in India, the Distance Education departments are generating the maximum revenue for their universities, in many cases more than even the professional and self financing courses. The only thing to check here that the authorities of the universities running distance education courses should sharply ensure that these institutions of higher learning do not get reduced to degree distributing institutes. So universities and distance institutions higher authorities keep ensure that only quality education should be provided through distance learning programmes. In case of research based higher studies or some other professional courses being run through distance education, provisions should be made for the proper library, laboratory and required study related essential equipments and materials for the students in coordination with other related universities running similar programmes or located in the same region. It would rather be more appropriate if an inter-university body is set up by the UGC or The International Council for Distance Education of India coordinated by government educational related authorities to monitor and review the distance education programmes run by different universities and to ensure smooth progress of distance education. The correspondence courses institutions are offering more than 400 programmes in India, about 50 percent of which are professional in nature. The enrollment in these institutions is of the order of 9,00,000 in year 1999, which forms 11. 4 percent of the total enrollment in higher education in the country. An important point to be noted here is that the growth rate of enrollment in correspondence and distance education mode has been higher than that of higher education in general (Period,1990-2000,Source-UGC Reports). Distance Education makes it eminently possible to democratize higher education to provide access to high quality education to all, t o offer need-based academic programmes, to promote and reach quality education to the learner’s to their doorstep, and to set and maintain standards in higher education. Relaxed entry and exit regulation, self-appointed pace of study, flexibility in selection of courses, self-determined place of study and examination. Freedom to pursue one’s study at any other place simultaneously and cost effectiveness is the reason’s instrumental in making the experiment in distance education a success. The annual enrolment in Open Universities in our country has gone up from 2,00,939 to 3,50,000 in just three years, i. . , from 1995 to 1998. It is an increase of about 74 percent. Similarly the cumulative enrolment has almost doubled from 5,71,983 in 1995 to 10,50,000 in 1998. The world of technology is being reshaped by global trends such as convergence, increased bandwidth, enhanced multimedia capabilities, miniaturization, environmental variations, increase mobility, enhanced processing power, more powerful cognitive tools and reduced cost. These trends support transition across four generations in distance education models and associated delivery technologies: Correspondence Model (Print), Multimedia Model (Print; Audio-Video, Counselling sessions and continuous Evaluation Methods, TV / Radio Broadcast); Teleconferencing Model (One way video and Two way Audio teleconferencing, Interactive Phone-in-Radio Counselling) and Computer Aided Learning (Interactive Multimedia, Internet-Based Access better known as community Access Device to www resources) and new techniques of making of Video Lessons and provide and avail these to students in the form of Cd’s. So we can say that distance education mode has become very popular and common in India, because it is catering to a wide range of aspirants (students), who are willing to upgrade their educational qualifications for various reasons. The Distance education system provides opportunities not only to younger students but also to those from the older age groups. The main reasons for increasing interest in Distance education lies in the need for continuing education in today’s competitive world. Every people always try to add value to their competence in their bid to advance their carrier further. Distance Education is also very cheaper to compare with regular mode of education. Distance education has greatly reduced the wall of distance between education and a normal student beyond the long distance of home or work place to university. Now just a little need to increase the need to make it professional and employability part of education community. References Ambika Sharanjit Kaur (1996): Managing Distance Education, Deep and Deep Publications, New Delhi. A. W. Khan. â€Å"Online distance learning: A model for development countries†. Keynote address delivered at the international conference EDUNET-99 on Internet and Education held at Chennai on December 16-17, 1999. D. Pulla Rao, Article â€Å"Development of Correspondence Education in India: An Appraisal†. Indian Journal of Adult Education, Vol. 67,No. 3-4, July-December 2006, pp. 59-64. Inayat Khan (1989): Distance Teaching, Amar Parkashan, New Delhi. J. C. Taylor, â€Å"Flexible delivery: Globalization of lifelong learning†. Indian Journal of Adult Education, Vol. 7,(1), July-December 2006, pp. 55-67. Prithipal Singh Kapoor, Article â€Å"Distance Education Needs Revamp†. The Tribune, Chandigarh. Saumitra Mohan and K D Prasad, Article â€Å"Distance Education: Insider’s Story†. Third Concept. July 2001, pp. 55-58. Sumit Dhawan, Article â€Å"Time to Review Distance Education†. The Tribune, Chandigarh, May 15, 2007 Venugopal Reddy, V and Manjulika, S(1996): Distance Education in India; A Model for Developing Countries, Vikas Publishing House Pvt. Ltd. , New Delhi. Article- â€Å"Distance Education in  India†. Published in THIRD CONCEPT (An International Journal of Ideas, ISSN 09070-7247). November 2007 issue on page no 29-32. How to cite Importance of Distance Education in India, Essay examples

The History of Great War

World war one also known as the Great War took place between 1915 and 1918. It involved the major powers of Europe of that time (Henig, 2002). Its causes were as varied as the nations involved in the war. But it is widely believed that it was a battle for supremacy.Advertising We will write a custom essay sample on The History of Great War specifically for you for only $16.05 $11/page Learn More The Germans wanted to exert their authority in Europe but the British resisted them (Henig, 2002). The war had a major impact on what is known today as the western culture. It introduced a new perspective of war into Europe. War was widely regarded afterwards as undesirable. One of the most prominent lessons for humanity from the war was that war always wins (Fusell, 1975). The magnitude of destruction that this war left behind was enormous. To begin with, millions of soldiers were involved in this war. Several hundred thousands died in the war and other large nu mbers of soldiers were maimed. It has been argued that the lifespan of a British fighter pilot at the time was reduced to a couple of days (Chikering, Forster, Greiner, 2005). Civilians were not spared either. Many people who did not directly take part in the war often found themselves in the middle of heavy fighting. Empires collapsed and others almost collapsed. The war left a trail of destruction in Europe (Chikering, Forster, Greiner, 2005). There was no clear winner amongst humankind. It seemed like war had won because in more ways than one war had retained its destructive nature. The Great War turned out to be more expensive than earlier anticipated. The realization that war was causing more harm than good might have prompted the warring sides to seek peace. After the war, attempts to nurture long lasting peace were made. For instance, the League of Nations, a precursor of the current day United Nations was formed. This was a reaction to the realization that future wars would be more expensive and more destructive. The Great War also clearly brought out the irony of war (Fusell, 1975). War is a punishment for a wrong committed against a nation or a country yet it is also a wrong in itself. The nations which took part in this war wanted to punish their enemies.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More A country would invade another country because it failed to sign a peace treaty with them or was friendly to an enemy state. A lot of innocent lives were lost during these invasions. Therefore, war became a punishment for a crime and a crime by and in itself. World war one was a dividing line between ideals of the warring nations. This war demonstrated the sadism and brutality of humankind. War may make soldiers impulsive and brutal. It is clear that in the Great War the enemy was always demonized giving rise to two sharply divided sides. In World War One it appears that the urge to fight was drawn from already established divisions. This division was similar in manner and character to the ‘us versus them’ ideals that characterized other previous and later wars. However, it has been observed that these ideals were not unique to world war one. It is human nature to put forth some divisions based on certain ideals. Therefore, world war one was just a reflection of human nature. The truth was largely hidden from the public during World War One. The purveyors of information did not want the public to find out how much the war had cost. This information would have encouraged public resistance of the war. Withholding information was a powerful tool of war. During the war, propaganda became an integral part of fighting the enemy. Each side wanted to be seen at home as the winner. What the public got to know was seriously controlled by the governments of the time. It was thought that sharing of casualty information freely would affect the numb er of recruits to the armies. The nations at war needed more military personnel owing to the heavy losses each had suffered. The Great War represented a pivotal point in the development of military technology. Before world war one military technology had developed at a slow rate. Nevertheless, by the time it begun military technology had become more lethal than before. There was an arms race between the warring sides to develop the best weapons at that time during the war. This prompted particularly the Great Britain and Germany to invest heavily on military development. By the time the war ended, tactics had shifted to reflect the new developments. For example, this war saw the introduction of war planes or fighter jets. The use of planes revolutionized the war. It conferred an enormous advantage over ground troops.Advertising We will write a custom essay sample on The History of Great War specifically for you for only $16.05 $11/page Learn More Early forms of chemical warfare began to emerge during the Great War. Poisonous gasses were developed and used to annihilate the enemy. There was also a contest for naval supremacy. The British and Germans battled at sea. Of particular importance are the design, construction, and use of submarines towards the end of the war. World war one also provided an opportunity to test new innovations. The war saw the emergence and the use of the machine gun. New developments in military technology brought old war tactics to an end. The war was largely fought in trenches because the available technology could not break the protection they offered. However, as hand grenades and tankers were developed, the trenches become vulnerable. In the trenches troops had been organized in groups of hundred individuals. However, with new realities troops were now organized in groups of ten troops each. This was a change that offered both tactical and operational advantage. World war one eventually spread to other parts of the world. The Great War had begun as a conflict between the powerful nations of Europe. But towards the middle of the war it had attracted many countries. At first it was confined to Europe. As time went by the geographic area in which it was fought expanded. It spread to Africa and Asia. Many of the colonies and protectorates joined the war. World war one began around 1914 and ended in the late 1918. It was mainly seen as a battle of supremacy between the powers of Europe. It later became a contest between the British and the Germans. The Great War was a dividing line between the powers. It showed that man is sadistic and brutal in nature. The soldiers often demonized the enemy. World war one accelerated the introduction of new military technology. By the time it ended new military machines and equipment like tankers, machine guns, grenades, planes, and submarines had been introduced. This war marked the beginning of attempts to seek long lasting peace.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Henig, B. (2002). The Origins of the First World War. London: Routledge. Fusell, P. (1975). The Great War and Modern Memory. Oxford: Oxford UP. Chikering, R., Forster, S., Greiner, B. (2005). A world at Total war: Global Conflict and  the Politics of Destruction. Cambrige: Cambridge UP. This essay on The History of Great War was written and submitted by user J0ey to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Japans Genpei War, 1180 - 1185

Japan's Genpei War, 1180 - 1185 Date: 1180-1185 Location: Honshu and Kyushu, Japan Outcome: Minamoto clan prevails and almost wipes out Taira; Heian era ends and Kamakura shogunate begins The Genpei War (also romanized as Gempei War) in Japan was the first conflict between large samurai factions.  Although it happened nearly 1,000 years ago, people today still remember the names and accomplishments of some of the great warriors who fought in this civil war. Sometimes compared with Englands War of the Roses, the Genpei War featured two families fighting for power.  White was the clan color of the Minamoto, like the House of York, while the Taira used red like the Lancasters.  However, the Genpei War predated the Wars of the Roses by three hundred years.  In addition, the Minamoto and Taira were not fighting to take the throne of Japan; instead, each wanted to control the imperial succession. Lead-up to the War The Taira and Minamoto clans were rival powers behind the throne. They sought to control the emperors by having their own favorite candidates take the throne.  In the Hogen Disturbance of 1156 and the Heiji Disturbance of 1160, though, it was the Taira who came out on top.   Both families had daughters who had married into the imperial line.  However, after the Taira victories in the disturbances, Taira no Kiyomori became the Minister of State; as a result, he was able to ensure that his daughters three-year-old son became the next emperor in March of 1180.  It was the enthronement of little Emperor Antoku that led the Minamoto to revolt. War Breaks Out On May 5, 1180, Minamoto Yoritomo and his favored candidate for the throne, Prince Mochihito, sent out a call to war.  They rallied samurai families related to or allied with the Minamoto, as well as warrior monks from various Buddhist monasteries.  By June 15, Minister Kiyomori had issued a warrant for his arrest, so Prince Mochihito was forced to flee Kyoto and seek refuge in the monastery of Mii-dera.  With thousands of Taira troops marching toward the monastery, the prince and 300 Minamoto warriors raced south toward Nara, where additional warrior monks would reinforce them. The exhausted prince had to stop to rest, however, so the Minamoto forces took refuge with the monks at the easily defensible monastery of Byodo-in.  They hoped that monks from Nara would arrive to reinforce them before the Taira army did.  Just in case, however, they tore the planks from the only bridge across the river to Byodo-in. At first light the next day, June 20, the Taira army marched quietly up to Byodo-in, hidden by thick fog.  The Minamoto suddenly heard the Taira war-cry  and replied with their own.  A fierce battle followed, with monks and samurai firing arrows through the mist at one another.  Soldiers from the Tairas allies, the Ashikaga, forded the river and pressed the attack.  Prince Mochihito tried to escape to Nara in the chaos, but the Taira caught up with him and executed him.  The Nara monks marching toward Byodo-in heard that they were too late to help the Minamoto, and turned back.  Minamoto Yorimasa, meanwhile, committed the first classical seppuku in history, writing a death poem on his war-fan, and then cutting open his own abdomen. It seemed that the Minamoto revolt and thus the Genpei War had come to an abrupt end.  In vengeance, the Taira sacked and burned the monasteries that had offered aid to the Minamoto, slaughtering thousands of monks and burning Kofuku-ji and Todai-ji in Nara to the ground. Yoritomo Takes Over The leadership of the Minamoto clan passed to the 33-year-old Minamoto no Yoritomo, who was living as a hostage in the home of a Taira-allied family.  Yoritomo soon learned that there was a bounty on his head.  He organized some local Minamoto allies, and escaped from the Taira, but lost most of his small army in the Battle of Ishibashiyama on September 14.  Yoritomo escaped with his life, fleeing into the woods with Taira pursuers close behind.   Yoritomo made it to the town of Kamakura, which was solidly Minamoto territory.  He called in reinforcements from all of the allied families in the area.  On November 9, 1180, at the so-called Battle of the Fujigawa (Fuji River), the Minamoto and allies faced an over-extended Taira army.  With poor leadership and long supply lines, the Taira decided to withdraw back to Kyoto without offering a fight.   A hilarious and likely exaggerated account of the events at Fujigawa in the Heiki Monogatari claims that a flock of water-fowl on the river marshes was started into flight in the middle of the night.  Hearing the thunder of their wings, the Taira soldiers panicked and fled, grabbing bows without arrows or taking their arrows but leaving their bows.  The record even claims that Taira troops were mounting tethered animals and whipping them up so that they galloped round and round the post to which they were tied. Whatever the true cause of the Taira retreat, there followed a two-year lull in the fighting.  Japan faced a series of droughts and floods that destroyed the rice and barley crops in 1180 and 1181.  Famine and disease ravaged the countryside; an estimated 100,000 died.  Many people blamed the Taira, who had slaughtered monks and burned down temples.  They believed that the Taira had brought down the wrath of the gods with their impious actions, and noted that Minamoto lands did not suffer as badly as those controlled by the Taira. Fighting began again in July of 1182, and the Minamoto had a new champion called Yoshinaka, a rough-hewn cousin of Yoritomos, but an excellent general.  As Minamoto Yoshinaka won skirmishes against the Taira  and considered marching on Kyoto, Yoritomo grew increasingly concerned about his cousins ambitions.  He sent an army against Yoshinaka in the spring of 1183, but the two sides managed to negotiate a settlement rather than fighting one another. Fortunately for them, the Taira were in disarray.  They had conscripted a huge army, marching forth on May 10, 1183, but were so disorganized that their food ran out just nine miles east of Kyoto.  The officers ordered the conscripts to plunder food as they passed from their own provinces, which were just recovering from the famine.  This prompted mass desertions. As they entered Minamoto territory, the Taira divided their army into two forces.  Minamoto Yoshinaka managed to lure the larger section into a narrow valley; at the Battle of Kurikara, according to the epics, Seventy thousand horsemen of the Taira perish[ed], buried in this one deep valley; the mountain streams ran with their blood... This would prove the turning point in the Genpei War. Minamoto In-Fighting Kyoto erupted in panic at the news of the Taira defeat in Kurikara.  On August 14, 1183, the Taira fled the capital.  They took along most of the imperial family, including the child emperor, and the crown jewels.  Three days later, Yoshinakas branch of the Minamoto army marched into Kyoto, accompanied by the former Emperor Go-Shirakawa. Yoritomo was nearly as panicked as the Taira were by his cousins triumphal march.  However, Yoshinaka soon earned the hatred of the citizens of Kyoto, allowing his troops to pillage and rob people regardless of their political affiliation.  In February of 1184, Yoshinaka heard that Yoritomos army was coming to the capital to expel him, led by another cousin, Yoritomos courtly younger brother Minamoto Yoshitsune.  Yoshitsunes men quickly dispatched Yoshinakas army.  Yoshinakas wife, the famous female samurai Tomoe Gozen, is said to have escaped after taking a head as a trophy.  Yoshinaka himself was beheaded while trying to escape on February 21, 1184. End of the War and Aftermath: What remained of the Taira loyalist army retreated into their heartland.  It took the Minamoto some time to mop them up.  Almost a year after Yoshitsune ousted his cousin from Kyoto, in February of 1185, the Minamoto seized the Taira fortress and make-shift capital at Yashima.   On March 24, 1185, the final major battle of the Genpei War took place.  It was a naval battle in the Shimonoseki Strait, a half-day fight called the Battle of Dan-no-ura. Minamoto no Yoshitsune commanded his clans fleet of 800 ships, while Taira no Munemori led the Taira fleet, 500 strong.  The Taira were more familiar with the tides and currents in the area, so initially were able to surround the larger Minamoto fleet and pin them down with long-range archery shots.  The fleets closed in for hand-to-hand combat, with samurai leaping aboard their opponents ships and fighting with long and short swords.  As the battle wore on, the turning tide forced the Taira ships up against the rocky coastline, pursued by the Minamoto fleet. When the tides of battle turned against them, so to speak, many of the Taira samurai jumped into the sea to drown rather than being killed by the Minamoto.  The seven-year-old Emperor Antoku and his grandmother also jumped in and perished.  Local people believe that small crabs that live in the Shimonoseki Strait are possessed by the ghosts of the Taira samurai; the crabs have a pattern on their shells that looks like a samurais face. After the Genpei War, Minamoto Yoritomo formed the first bakufu and ruled as Japans first shogun from his capital at Kamakura.  The Kamakura shogunate was the first of various bakufu that would rule the country until 1868  when the Meiji Restoration returned political power to the emperors. Ironically, within thirty years of the Minamoto victory in the Genpei War, political power would be usurped from them by regents (shikken) from the Hojo clan.  And who were they?  Well, the Hojo were a branch of the Taira family. Sources Arnn, Barbara L.  Local Legends of the Genpei War: Reflections of Medieval Japanese History, Asian Folklore Studies, 38:2 (1979), pp. 1-10. Conlan, Thomas.  The Nature of Warfare in Fourteenth-Century Japan: The Record of Nomoto Tomoyuki, Journal for Japanese Studies, 25:2 (1999), pp. 299-330. Hall, John W.  The Cambridge History of Japan, Vol. 3, Cambridge: Cambridge University Press (1990). Turnbull, Stephen.  The Samurai: A Military History, Oxford: Routledge (2013).

Boxes and Boxing

Boxes and Boxing Boxes and Boxing Boxes and Boxing By Mark Nichol Is there any connection between the word for a usually square or rectangular container and the name of the contact sport called the sweet science? The pugilistic sense of box may be related to the botanical one and therefore to the general sense of an object in which something is situated or enclosed, but no direct relationship has been traced. However, this post explains the etymological origin of the word in both senses and provides some definitions and usage examples. Box is ultimately from the word pyxos, the Greek name of the box tree, by way of the Latin term buxis. The wood of the box tree, also called boxwood, is used for making things- including, naturally, boxes. (The tree itself is used for hedges and topiary.) Now, however, a box can be made of virtually any material, and though most boxes consist of square or rectangular faces, they come in many shapes. By extension, the word has come to refer to seating compartments for spectators at a sports or performing-arts event, receptacles for mail (though mailbox may refer to both physical and electronic correspondence, and â€Å"letter box† is used in British English), a manually drawn or electronically produced square or rectangular space, or the defined space in which a batter stands while at bat during a game of baseball. (There is also a catcher’s box adjacent to the batter’s box, and the pitcher’s mound, from its origin as a boxed area, is still sometimes referred to as â€Å"the box.†) Box is also a verb meaning â€Å"place in a box,† the act of enclosing something in a box is boxing, and boxy is an adjective meaning â€Å"resembling a box.† In addition, many terms incorporate box as the first or second element in an open or closed compound (for example, â€Å"box office† and hatbox). Boxing Day, a holiday in the United Kingdom and various countries that were part of the British Empire, is said to stem from the tradition of giving boxes containing money or presents to servants and tradespeople on the day after Christmas (or near the holiday). But in the United States, the holiday is not observed and is little known; boxing is in American English solely a reference to the sport in which fists are used to strike or defend oneself from an opponent. The term derives from the verb box, which means â€Å"beat, strike, or thrash with one’s hands or fists.† Box itself can be a noun in this sense, though it is rarely used as such. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Words with More Than One Spelling15 Great Word GamesCapitalizing Titles of People and Groups

Discussion Of The Article About The Australopithecus Essay

Discussion Of The Article About The Australopithecus - Essay Example The essay "Discussion Of The Article About The Australopithecus" discusses the meaning of the term Australopithecus mean and the different historian aspects regarding the australopithecines. Australopithecus africanus seems to be the closest ancestor or relative to the Homo genus. It had unique features that were less primitive than A. Afarensis. It had a flat face, evidence of stronger chewing force, a bigger jaw, and great sexual dimorphism, which meant the males and females looked very different and had different sizes and weights. Their skeletal architecture suggests shifts related to environmental and dietary forces. The main differences between the anatomy of Australopithecines and Paranthropus were their jaws and chewing apparatus. Their diet meant they needed stronger jaws and bigger chewing and grinding teeth, which affected their cranial size and shape. They had cheekbones that jutted forward. They also had a relatively smaller body. Paranthropus robustus, found at the South African cave site of Kromdraai, in Swartkrans, and also the limestone cave of Drimolen, in South Africa, is about 1.8 - 1.5 mya; Paranthropus Boisei, excavated at the Olduvai Gorge, Tanzania and thought to be 2. - 1.3 mya; and Paranthropus aethiopicus, discovered in the Omo River valley in southern Ethiopia, and on the western shore of Lake Turkana in northern Kenya, estimated to be about 2.5 mya. There is also a jaw fragment from Baá ¸ ¥r el-GhazÄ l in Chad, and a Homo erectus specimen called ‘Turkana Boy’.