Glacial Till :: miscellaneous

Glacial Till The characteristics of glacial till reflect the erosional, transportational and depositional history of the constituent sediment.’ Glacial till is a heterogeneous mixture of rock fragments ranging in size from clay to boulders and is deposited directly from glacial ice without water transport. (Strahler A. H. & Strahler A. N. 1976). Ice sheets deposited in the Pleistocene period may be more than 30 m deep and inevitably the constituents of glacial till will reflect the retreats, advances and stationary phases of the ice which have taken place during the history of a glacier since its formation. I shall outline the various forms of glacial till, giving consideration to the type of prevailing climatic conditions which give rise to their formation and deposition to illustrate how the constituent sediment does provide evidence for glacial activity over time. As glaciers are so effective at erosion and transport, large quantities of debris is also associated with them. According to it’s location with respect to the glacier, such debris transported as ice mass may be divided into three main categories. There are three main positions that a glacier can transport debris, englacial debris which occurs within the glacier, supraglacial debris which occurs on the glacier surface and subglacial debris which occurs on the base of the glacier, (please look at figure 15.12 below). While debris is being transported it may remain in any one of these positions until it is deposited by the ice directly or it may end up being reworked by melt water. Deposition of the transported material is a complex process, but the fraction deposited directly from the ice is called till. It consists of a wide range of grain sizes, so it is often referred to as boulder clay. It also posses very little stratification and frequently contains far travelled erratic material, which tends to have clast with edges and corners blunted by abrasion. (Briggs D. Et. Al. 1997) There are two main different types of till which have been recognised, lodgement till and ablation till. Lodgement till is laid down subglacially when debris is released directly from the sole of the ice. Ablation till accumulates initially in a supraglacial position and is later lowered to the ground surface by undermelting. Ablation till can be further subdivided into meltout till and flow till. Meltout till is a direct product of ablation continuing beneath a cover of detritus and flow till consists of debris that has built up on ice and after saturation with melt water becomes so unstable that it flows or slumps into near by hollows.

Creon and Oedipus Essay

Oedipus the King, the tragic hero is most certainly Oedipus. Oedipus, first of all, is a good man. When he declares, â€Å"My spirit grieves for the city† (l 75-76), he shows a deep passion. His sympathy for his people and his desire to be their savior, he earns the respect and love of the people.The respect of the people is crucial in creating the tragic effect that comes with a tragic hero’s downfall, and Sophocles utilizes this by means of giving Oedipus human qualities and a tragic flaw. Passionate, yet stubborn. In this case of his tragic flaw, his lack of knowledge of his true identity is coupled with the peoples awareness of his fate. Then, when Oedipus finds himself in the dilemma after talking to Tiresias, the people feel his pain and are afraid for his life, knowing that nothing he does can prevent the tragedy from occurring. When Oedipus finally falls from the throne, he doesn’t kill himself, rather he gouges out his eyes. The symbolic blinding of Oedipus suggests that he has experienced renewal and sees the truth. Antigone, the first part of the Oedipus Trilogy, also depicts the theme of a tragic hero. Through the character of Creon, Sophocles greatly conveys the essential elements of a tragic hero. Creon is, first, king of Thebes, this illustrating his high state, but he more importantly shows characteristics of nobility and virtue. In mentioning the Chorus, he announces that, â€Å"These are my principles. Never at my hands will the traitor be honored above the patriot. But whoever proves his loyalty to the state I’ll prize that man in death as well as life† (l -5). Creon puts his country above all else, and for this, he shows characteristics of a tragic hero and nobility. His imperfection is later shown in his pride. After Tiresias warns him of his transgressions, Creon declares, â€Å"It’s a dreadful thing to yield†¦but resist now? Lay my pride bare to the blows of ruin? That’s dreadful too† (l 11-11). His unwillingness to let go of his pride for the gods shows his main tragic flaw, and with it brings his lonely downfall. Creon’s fall is not a total loss, and he finds a sense of awareness and self-knowledgment. He says, â€Å"Ohhh, so senseless, so insane†¦my crimes, my stubborn†¦Oh I’ve  learned through blood and tears!† (l 1-1404). Creon reaches a point, from which the people also learns. By expressing nobility, downfall through flaw, Creon undoubtedly serves as a perfect example of the tragic hero’s essence.

I Read For My Internship Is Fair Isn t Always Equal...

The third choice of the required reading that I read for my internship is Fair Isn’t Always Equal written by Rick Wormeli. This book is written to help schools and school districts transform their standard grading on assessments and homework to a standards based grading system. The book reasons why schools should look to change to a standard’s based grading system, and the benefits and the amount of information that this type of grading can give us about our students. Not only does this book give the benefits of the grading, it discusses ways to rewrite tests, how to use attendance and effort to give grades, and how to differentiate instruction and assessments to get a true picture of our students and their knowledge of the materials. Wormeli uses quotes from teachers and educational leaders in the different section of the book that have opposite views of standards based grading and the process they used to get to where they are at. This book was assigned to me to read over summer break to begin to prepare us for the change in grading formative assessments using standards based rubrics and the reasons why the change in necessary to truly see if students are learning. â€Å"This book is a beginning. It is meant to do four things: 1) be a catalyst for serious reflection on current grading and assessment practices in differentiated classes; 2) affirm effective grading and assessment practices we’ve already employing; 3) provide language and references for substantive