Understanding Percontation Punctuation Marks

The percontation mark (also known as the punctus percontativus or  percontation  point) is a late-medieval mark of punctuation (ØŸ) used to signal the close of a rhetorical question. In rhetoric, percontatio is a type of affective (as opposed to information-seeking) question, similar to epiplexis. In The Arte of Rhetoric (1553), Thomas Wilson makes this distinction: We doo aske often-tymes, because we would knowe: we do aske also, because we woulde chide, and sette furthe our grief with more vehemencie, the one is called Interrogatio, the other is percontatio. The percontation mark was used (for a brief period of time) to identify this second type of question. Examples and Observations When punctuation was first invented by Aristophanes, librarian at Alexandria in the 4th century BC, he suggested that readers could use middle ( ·), low (.), and high points (Ë™) to punctuate writing according to the rules of rhetoric. Despite this, it took another two millennia before the eponymous rhetorical question got its own mark of punctuation. Worried that his readers would not catch such a subtle figure of speech, in the late sixteenth century the English printer Henry Denham created the percontation mark—a reversed question mark--to address the problem. . . .Faced with a wave of apathy, use of the percontation mark had petered out within fifty years of its birth. (Keith Houston, 8 Punctuation Marks That Are No Longer Used. Huffington Post, September 24, 2013)The percontation-mark (or punctus percontativus), the standard Arabic question mark, indicated percontations, questions open to any answer or (more loosely) rhetorical questions, in various books of c.1575-c .1625. This usage seems to have been invented by the translator Anthonie Gilbie or his printer Henry Denham (a pioneer of the semi-colon): roman examples appear in their psalms of Dauid (1581), black letter ones in Turbervilles Tragicall Tales (1587). It didnt catch on in print because, being reversed, expensive new type was needed, but was used by scribes including Crane, who worked on Shakespeares First Folio: so how did compositors set percontation-marks present in their copy but not type-cases? One possibility is that italic or black letter question-marks amid roman type record otherwise unsettable percontation-marks. (John Lennard, The Poetry Handbook: A Guide to Reading Poetry for Pleasure and Practical Criticism. Oxford University Press, 2005)[Henry] Denham seems to have been interested in punctuation, since two of the books he published in the 1580s contain another new, but rare symbol, the percontativus . . .. This consists of a reversed, but not inverted, interrogativus an d is used to mark a percontatio, i.e. a rhetorical question, one which does not require an answer. . . . For the most part 16th- and 17th-century authors and compositors either omitted to mark a percontatio, or used the interrogativus, but the percontativus does appear from time to time in the 17th century: for example, in the holographs of Robert Herrick and Thomas Middleton. (M.B. Parkes, Pause and Effect: An Introduction to the History of Punctuation. University of California Press, 1993)

Essay Descent Into Darkness Book Review - 1286 Words

Descent into Darkness: A Navy Diver’s Memoir Descent into Darkness by Edward C. Raymer is an exceptional piece of work that accounts the history and aftermath of the attack on Pearl Harbor on December 7th, 1941. Raymer’s purpose when writing Descent into Darkness was to mainly depict the story of what naval divers did during the recovery process after the Japanese attack on Pearl Harbor, the hazards endured and the sometimes nearly impossible hardships they overcame, and the innovative diving techniques implemented used to salvage as many damaged battleships and naval capabilities back to fleet. The primary content also includes tense descriptions of diving after horrific circumstances, the human factors that are seldom known, and the†¦show more content†¦Raymer articulates the scenarios in a sense that any person who had never served in the military would be able to empathize and conceptualize the obstacles presented to the divers. From the immediate hours following the Japanese assault to the days and month s later in where an attack could come from any moment. Raymer was able to elucidate in explicit detail what the divers endured during the post-Pearl Harbor recovery operations, and successfully accomplished his goals of providing vivid insight. Raymer’s account of working underwater, operating in pitch black environments, and maintaining communication in a time of developing technology were done so in an entertaining yet educational manner. His goals were to captivate and capture the readers attention by sharing the experiences of true historical accounts, a goal which is easily accomplished by most casual and scholarly readers. The book was written in a fashion where it was sophisticated yet easy to comprehend and understand by most individuals. While articulate, Raymer aimed at providing a factual cut and dry depiction of what happened, essentially point blank memoirs that would have the most profound impact (evident considering the book is less than 220 pages including pictures). The framework used by Raymer was that mainly that of a narrative view. Historical context was included but Descent into Darkness is primarily hisShow MoreRelatedAnnotated Bibliography Of The Heart Of Darkness1207 Words   |  5 PagesNoel Guillen Mr.Nigro English 8/12/17 The Heart of Darkness and the Secret Sharer Annotated Bibliography Zeitler, Michael. â€Å"Isolation in Heart of Darkness.† Encyclopedia of Themes in Literature, 3-Volume Set, Facts on File, 2010. Blooms Literature, online.infobase.com/HRC/Search/Details/38721?q=heart of darkness. Accessed 30 Nov. 2017. 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Childhood vs Adult Learning Free Essays

————————————————- ————————————————- ————————————————- Childhood Versus Adulthood Learning ————————————————- ————————————————- ————————————————- Tricia Barnes ————————————————- COM/156 ———â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- January 19, 2012 ————————————————- John Likides ———————————————— There is no question about it, children and adults learn in different ways. The argument can be made about which one is better, and they are numerous schools of thought on the theories for each, but the bottom line is that there is a clear variation between how a child learns and how an adult learns. There is a vast importance for learning at both the childhood and adulthood levels. We will write a custom essay sample on Childhood vs Adult Learning or any similar topic only for you Order Now As a child, one must learn on more of a basic, survival mindset in order to overcome the challenges that are present in the first few years. Although, as an adult, the skills and cognitive abilities that were discovered as a child must be expanded and improved in order to meet the tasks appropriate for each growing age level. As a child, becoming familiar with different facts and ideas sets the groundwork for the knowledge that we hope to achieve as an adult. By establishing a good foundation, the process for learning as an adult can be adapted and improved upon to meet the progressing needs. The four main childhood learning heories are Maturationism, Environmentalism, Constructivist, and Stage-based Teaching. The four main adulthood learning theories are Life Experiences, Speck’s theory, Andragogy theory, and Jarvis’s learning process. Each one of these theories attempts to exemplify the processes and skill sets that each deems important to the learning process. One of the pertinent childhood learning theories, Maturationism, deals with the idea that the process by which we learn for the first couple of yea rs is based on markers in our DNA (Hunt, 1969). Most people in this school of thought believe that education and environmental factors merely plays a supportive role to child development, while certain instincts imbedded in our genes actually govern around what age we learn thing like how to talk or walk. These factors can be manipulated and intensified by outside factors, but the main governing fact behind early childhood development is based around a Darwin like evolutionary instinct. Many advocates of Maturationism believe that holding a child back or starting a child a year late for school may be more beneficial in the long run, because they child is not at the proper developmental maturity to be able to handle that level of information, exemplifying the idea that a mind can only handle the information that it is developed to receive (DeCos, 1997). Environmentalism is another theory at the forefront of child development. Environmentalism is in fact the contrast to Maturationism theory in that it supports the idea that a child’s development and learning is shaped by their environment and outside factors. The environmentalist theory enforces the idea of recitation and repeating, according to this theory, this is how children learn. By incorporating the outside experiences and storing them, they are able to build upon those ideas and improve upon them to learn (Skinner, 1938). It is deemed essential, and if a child is deprived of these factors, will not be as well educated or able to cope with higher learning as well as a child that was introduced to this Some argue that this is why children who come from enriched lifestyles are less likely to succeed in school as those who prepare better in infancy and young ages. Another key theory is that of Constructivistism. This theory provides that children are active learners in their education, and a child’s development is based on their motivation and abilities to seek out information (Atherton, 2010). In practice, this theory implements an active learning setting, allowing students to become involved in the learning, introducing toys such as puzzles or blocks that stimulate active interactions, thereby allowing the child to take a more participant attitude in their learning. Should a child encounter problems in their learning, this theory supports the idea of channeling the process into a one on one, and more individual learning secession in order to improve on those weaknesses. One big supporter of this theory is Jean Paiget, a very well noted child psychologist Paiget has provided countless studies and supports the fact that most of what a child learns at young ages is what they deem pertinent and important to them. In contrast to learning theories established for children, there are equally as many important to that of studying the learning process of adults. A major theory that is easily identifiable is that of the Life Experiences. Children display this theory to a degree, however, the lasting effects ten to be greater in adults. On an evolutionary basis, children use life experiences to know that falling down hurts, or to stay away from a dish once they realize it’s hot. These process are more involved on a cognitive level, and don’t play particular attention to an overall learning process. When you are a child and someone takes your toy or pushes you down, you don’t tend to be as upset or concerned, and it’s usually something that can be easily forgotten. As adults, the value of the lessons learned from life experiences tend to be much more significant, and therefore there is more emphasis on the learning applications of said methods (Lieb, 1991). For example, for most people it takes only getting robbed once to start locking up their belongings. In that sense, adults are not only able to draw from their own life experiences, but also of that as a society. For instance, there are many people who have never had a car accident, but barring laws, many would still choose to wear a seat belt, just due to the fact that is has been proven by other life experiences to be useful for saving lives and preventing injury In 1996, educational specialist Marsha Speck designed what is known as Speck’s Theory of adult education. This theory is a minor variation of the Constructivism learning theory more or less with the addition of ego in adult learners. The theory offers that an adult will only pursue learning that is significant to them in one way or another, but they should rely on peer support and not be fearful of judgment (Speck, 1996). As adult learners, they must also be shown the effect of their knowledge in an applicable setting, in most cases. Most children follow after ideas and concepts that make them happy, however adults often times cannot maintain that luxury. Therefore, to gain the knowledge necessary, an adult learner must be shown the impact. In the military, for example, often times there are many by gone traditions and customs that many are unable to identify with until they learn the importance and usefulness of the given information. The Andragogy theory is another theory that is relevant and in practice with the study of adult learning and professional development. In this theory, the main concern is process not product. It is stated that adults tend to value the experience and methodology over the actual content that they are left with at the end. By this process, emphasis is put on real world learning and role playing situation (Knowles, 1984). The idea of getting a student out of a classroom and into a situation where they can actually learn as they go along is said to have a better and more powerful impact then taking notes or reading the process from a book. For instance, most students in trade career fields in particular tend to exemplify this philosophy in the method of applying more hands on and internship training into their curriculum. Vocational-Technical schools demonstrate how, even at a learning level, students are able to grasp enough of a trade to be able to iron out their abilities through hands on applications. Another good illustration of this theory is in the military, whereby the majority of the training a given individual achieves comes not from their book based learning, but from real world on the job training. In this sense, the student is able to get immediate gratification and can see the importance of the concepts learned immediately. Both childhood learning theories and adulthood learning theories are important to every aspect. Depending on the subject being taught should govern the method behind which theory should be applied. To learn second languages, many adults approach this with a mindset very difficult to breakdown, and therefore many find it very difficult. Children, on the other hand, are able to grasp a second language far easier. The argument purposed by Maturationists would be that children have a predetermined timeline for how learning occurs, and therefore children searching for a way to communicate their thoughts are able to pick up on more than one language at time, as their minds are ripe for that form of knowledge (Hunt, 1969). The largest problem for adult learning is ego and close-mindedness. Most adults are just unable to get out of their own way in order to understand new topics. There are also differences in certain areas where adults are able to learn certain things at a much faster rate than children, and the most representation of this is in the life experiences theory. Children are able to learn simple concepts, but things like guilt, jealousy, and love are not things that children are able to grasp. These abstract emotions can’t be taught, even at a childhood level; instead they must be learned on an individual level, as the knowledge is not necessarily universal, but more individual. Overall, there are a number of different theories and concepts behind each level of development in an individual. By classifying them, it can be noted what works best and what can be altered. In this way, the living organism that is the education system is dynamically and constantly changing. By dissecting how children learn, it is possible to improve on how adults can pick up on aspects like learning a foreign language, and children are able to learn thing like team dynamics. The open-mindedness and new age looks at education have shown how many different ways there are to teach, no matter what your age or learning style. References DeCos, P. L. (1997, December). Readiness for kindergarten: What does it mean? Sacramento, CA: California Research Bureau, California State Library Atherton, J. S (2010) Piaget. Learning and Teaching; Piaget’s developmental theory. Retrieved July 29, 2010, from http://www. learningandteaching. info/learning/piaget. htm Hunt, J. M. (1969). The impact and limitations of the giant of developmental psychology. In D. Elkind J. Flavell (Eds. ), Studies in cognitive development: Essays in honor of Jean Piaget. New York: Oxford University Press. Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed. ). Houston, TX: Gulf Publishing. Lieb, Stephen. (1991, Fall). Principles of adult learning. Vision. Retrieved July 28, 2010, from http://www. economist. com/china Skinner B F. (1938) The behavior of organisms: an experimental analysis. New York: Appleton-Century-Crofts. Speck, M. (1996, Spring). Best practice in professional development for sustained educational change. ERS Spectrum, 33-41. 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5 Ways Technology Can Be Used Essay Sample free essay sample

Newer engineerings have overcome some of the restraints of traditional agreements. In add-on to traditional interactions with schoolroom instructors. scholars now have the possibility of deriving information from many other beginnings. For illustration. they may have Web-based direction from a instructor located 100s of stat mis off from the scholar. Although scholars can go on to have this direction in a traditional schoolroom scene. it is no longer necessary. The technological capableness is available for the information to be delivered to scholars at place or in legion other scenes ( p290 ) Expanding Course Offers Schools in many parts of the state today use modern communicating engineerings to convey direction to scholars that. in anterior old ages. could non be delivered. For illustration. electronic picture and audio connexions make it possible for classs in such specialised topics as advanced concretion to be delivered to scholars go toing little schools where such topics are non available. Individual little schools frequently can non supply categories in forte countries that would pull merely little Numberss of enrollees. Today. an teacher from a individual location can function many scholars in stray locations by electronically associating them together utilizing modern picture and audio engineerings. One discrepancy of electronically based distance larning characteristics complete classs that are offered over the World Wide Web. In many designs of this type. scholars may â€Å"log on† to the classs they are taking whenever they are free to make so. In add-on to advancing broad geographic scattering of direction. Web-based classs allow scholars to make assignments at times that are convenient for them. In some topographic points. scholars take Web-based classs after normal school hours. ( p293 ) Imitating Real-Life Experiences Simulations have been used in school schoolrooms for many old ages. You have participated in illustrations during your ain old ages as a public-school scholar. Simulations give immature people chances for larning experiences that allow them to see world in ways that provide quite a believable semblance of a real-life experience. Learners make determinations that have effects. but the fake environment ever acts to continue their personal safety. Simulations besides provide chances for instructors to let scholars to vicariously experience conditions experienced by people in past times. New digital engineerings have greatly expanded the scope of simulations available for usage by public-school scholars. This scope in complexness from comparatively simple game-like experiences that are presented to scholars on computing machine discs to enormously ambitious. multiple-day experiences that may necessitate usage of Web sites. CD-ROMs. DVDs. telecastings. electronic mail. and other engineeri ngs. Simulations supported by digital engineering are now available for virtually all capable countries. Some technology-based simulations are inordinately sophisticated. For illustration. the Quest Channel. a subscription service. makes available to subscribing school territories and instructors complex â€Å"explorations† that link multiple schools and scholars with a squad of persons who go to interesting universe topographic points in hunt of replies to challenging inquiries. Participating scholars use the Web and e-mail to execute background work. to interchange information with â€Å"experts† and with other immature people ( in their ain school and in other take parting schools ) . and to see video images provided by the field squad. These simulations besides provide ways for involved instructors to pass on electronically and portion information about scholar advancement on other issues. During the autumn of 2002. the focal point was on Christopher Columbus. and scholars were involved in such activities as comparing historical histories of Columbus’s ocean trips with observations of the field squad. analyzing the history of geographic expedition and pilotage. larning about cultural groups of the Caribbean. and reading studies in both Spanish and English. Complex simulations. such as those provided by the Quest Channel. high spot another advantage of technology-supported simulations. They provide a cost-efficient manner for scholars to pros ecute interesting and motivative content. Few. if any. public schools could afford to direct an full category on a trip retroflexing Columbus’s path to the New World. Many can happen the money to back up a Quest Channel subscription that will let immature people to take part on a extremely prosecuting simulated version of the journey. ( p294-295 ) Helping Learners with Particular Problems Assorted engineerings have long been used to supply aid to scholars who have features that can interfere with their ability to larn. For illustration. for many old ages devices called braillers or braille-writers that allow users to take notes and bring forth other prose stuffs in Braille have been available to scholars with terrible ocular restrictions. Learners who are non adept readers sometimes have had entree to audio recordings of of import subdivisions of class texts. In some topographic points. enrichment experiences have been provided to bright immature people through videocassettes and particular computing machine package available for look intoing out and working with at place. Until late. pedagogues have followed this general sequence in placing support engineerings to utilize: ( 1 ) the general demands of the bing course of study were examined to place possible jobs that certain classs of scholars might confront. and ( 2 ) engineerings were identified that might let thos e scholars to interact with plan stuffs and net income from them. In other words. the bing course of study was considered as a â€Å"given. † and engineering was used to suit specific scholar features to it. This attack places heavy demands on instructors. For illustration. in your category you might hold scholars with conditions necessitating you to utilize a assortment of engineerings in your attempts to assist them larn. One scholar might hold a physical status that prevents any motion of weaponries or legs. Computer-based reading stuff would assist this individual. but you would necessitate to develop a system that would let screen alterations to be made by striking a saloon with the mentum. Another individual with really limited vision may necessitate a computing machine with enormously oversized keys that will â€Å"speak† when they are pressed. Other scholars may hold extra demands to which you must react. Although engineerings are available to help these scholars. the procedure of accessing needed equipment. doing certain that it is being used in ways that relate to the adopted course of study. and familiarising scholars with usage of new equipment can be frustrating and t ime-consuming. ( p265-296 ) Protecting LearnersDigital-communication engineerings such as those back uping e-mail and the World Wide Web make it possible for information from about illimitable Numberss of beginnings to be directed to computing machines that are linked to the Internet. If you use e-mail. you likely are familiar with the job of covering with big Numberss of unasked messages. many of them coming from persons and houses forcing doubtful fiscal strategies. promoting you to take part in on-line gaming. or beging your involvement in sites that characteristic adult stuff. When you use the Web pages. you view may have pop-up ads directing your attending to sites that. in some instances. may non be suited for scholars. Surely. any hunt engine can rapidly place tonss of sites with content that many parents and defenders consider unsuitable for immature people. In add-on. many online chat suites feature exchanges of lewdnesss and treatments of subjects that responsible grownups consider inappropriate for s chool-age scholars. In add-on to concerns about learners’ entree to inappropriate stuff. school leaders besides fear that some scholars may utilize Internet-linked computing machines illicitly or unethically ( Baines. 2007 ) . As a instructor. for illustration. you do non desire members of your category to go against right of first publication Torahs nor to happen accomplished term documents that they can copy and subject as their ain work. Professional pedagogues besides sometimes worry that older scholars will utilize taxpayer-supported electronic equipment and webs to prosecute in concern minutess. for illustration. through the usage of Web-based auction sites. In response to concerns about possible abuse of digital-communication engineering. schools around the state have worked hard in recent old ages to develop acceptable-use policies ( AUPs ) . Such policies typically make clear differentiations between acceptable and unacceptable scholar utilizations of engineering. Often. excessively. they contain information about countenances that will be applied to scholars who fail to follow established acceptable-use guidelines. These guidelines frequently differ harmonizing to variables including ( 1 ) whethe r scholars have completed a category in computing machine duty. ( 2 ) learners’ class degrees. and ( 3 ) whether online work is being done as portion of a category assignment. Many lists of unacceptable utilizations include ( 1 ) engagement in confab suites. ( 2 ) sending and having personal electronic mail ( unless this is portion of an assigned category activity ) . and ( 3 ) posting personal Web pages ( unless this is portion of an assigned category activity ) . AUPs frequently include lists of the sorts of Web sites scholars are out to see utilizing school computing machines with Internet connexions. Typical illustrations include Web sites that †¢promote force or illegal behaviour. †¢feature sexually expressed information.†¢provide entry to chew the fat suites.†¢sell term documents.†¢allow for copyright violation or plagiarism. and†¢permit users to prosecute in commercial minutess ( National Education Association. 1998 ) In a study titled The Digital Disconnect: The Widening Gap Between Internet-Savvy Students and Their Schools. research workers Douglas Levin and Sousan Arafeh ( 2002 ) study that over three-fourthss of immature people between the ages of 12 and 17 go online. Thirty per centum to forty per centum of adolescents fall into a technologically savvy class of elect Internet users. The Numberss of immature people in this group are turning. These sophisticated users on a regular basis go to the Internet to make school-related work. including locating resources. downloading beginning stuffs. join forcesing with other category members. and hive awaying documents and notes. Many pupils in this group express defeat with school polic ies that are designed to make the followers: †¢Limit their entree to the Internet to specific clip periods during the school twenty-four hours. †¢Limit their entree to the Internet to merely a few school computing machines located in peculiar suites ( frequently a computing machine research lab ) . †¢Impose content filters that are so restrictive that many legitimate information beginnings can non be accessed from school-based computing machines. ( p304-305 ) ( Armstrong. Teaching Today: An Introduction to Education. 8th Edition. Pearson Learning )