Defining the Ideal in Platos The Republic Essay -- Philosophy Religio

Defining the Ideal in Plato's The Republic In 1921, Vance Palmer, the famous Australian author and poet, noted, in his essay titled "On Boundaries", that "it is the business of thought to define things, to find the boundaries; thought, indeed, is a ceaseless process of definition". As Palmer noted, humans, by their very nature, attempt to define all things. But, more than that, we attempt to redefine subjects and ideas that have already been defined so that we can better understand what they mean, where we came from, and, perhaps most importantly of all, who we are. Writers, from the beginning of the written word through the present, have, almost in their entirety, strived to cast a new light on subjects that were previously thought to have been completely understood. Specifically, Plato, in his The Republic, struggled to define the ideal in the materialistic world. But, even after accounting for his opposition to the arts, his quest to define the ideal can exceptionally beneficial to the understanding of the theater. O nly through an exploration of these definitions of the ideal can one hope to understand them, and, more importantly, redefine them in the hope to create a new understanding of the medium and to move one step closer to perfection. In his Poetics, Plato defined his view of the world and the ideals that are a part of it. The core of Platonic thought resides in Plato's doctrine of essences, ideas, and forms. Ultimate reality, he argues, is spiritual. This spiritual realm, called The One, is composed of ideal forms or absolutes that exist whether or not any human mind realizes ... ... The perfect play may exist in the realm of Plato's The One, but I doubt that that ideal has ever been recorded. Perfection is something for which everyone has his or her own definition and opinion. How I define the ideal play will not be the same way that others define it -- and that quality is what makes it ideal. For in the unity created through the differing opinions, thoughts, and dreams, the ideal can be seen. And when someone captures that vision, and, most importantly, is able to record that vision in the form of the written word, that person will be the embodiment of perfection. That person will stood on the perfect table and looked into the perfect sky, seen the perfect play, and captured the ideal from Plato's The One. Of course, where can we go from there?

In The Great Gatsby, F. Scott Fitzgerald relies heavily on the weather and the environment to emphasize events and people

People’s feelings and emotions are often changed or affected by the weather. There are also many stereotypes that go along with the weather. For example on rainy days people often feel sad or on very hot days people often have short tempers and can become angry easily. In The Great Gatsby, F. Scott Fitzgerald relies heavily on the weather and the environment to emphasize events and people. This is clearly seen during the days of Gatsby’s reunion with Daisy, Gatsby’s funeral, and the confrontation between Gatsby and Tom. One of the more important times that F. Scott Fitzgerald relies on the weather and the environment to emphasize events and people in The Great Gatsby is the day of Gatsby’s reunion with her. This day is very important to Gatsby as he has been counting the days since he last saw Daisy. Gatsby has asked Nick to invite daisy over to Nick’s place for tea so that Gatsby could come over and be reunited with her. â€Å"The day agreed upon was pouring rain† (Fitzgerald 81). While they wait For Daisy, Gatsby is uncharacteristically nervous. He is so nervous that he tells Nick that he is going to go home because he doesn’t think that Daisy will show up. The rain helps to emphasise the how nervous and worried Gatsby is. At first, when Daisy shows up, Gatsby is awkward and his fingers are even â€Å"trembling† (Fitzgerald 84) but after Nick leaves him alone for half an hour, he comes back to find Gatsby back to his confident self. When Nick walks back in the room he informs Gatsby, as well as the reader, that â€Å"it’s stopped raining† (Fitzgerald 86) and at this news Gatsby smiles â€Å"like an ecstatic patron of recurrent light† (Fitzgerald 86). The fact that it has stopped raining helps to emphasise that Gatsby has gained back his sureness and has his usual self confidence. Another time that is significant in The Great Gatsby where F. Scott Fitzgerald relies on the weather and the environment to emphasize events and people is on the day of Gatsby’s funeral. On the day of the funeral the rain creates a sad mood. When Nick goes to New York to see Meyer Wolfshiem and he says he can not attend the funeral we first learn that it is raining out. â€Å"When I left his office the sky turned dark and I got back to West egg in drizzle† (Fitzgerald 163). This sets the mood for a sad, gloomy day. Although during all of Gatsby’s very large and expansive parties he is surrounded by people, his funeral is quite the opposite with only Nick, Mr. Gatz, Owl-eyes and a few of Gatsby’s servants attending the funeral, â€Å"our procession of three cars reached the ceremony† (Fitzgerald 165). The weather stays this way all day and Gatsby’s funeral ends up being a very sad and miserable event. This is very unlike the funeral earlier in the book where people are celebrating the life of their friend and remembering all the good times they spent together as they pass Nick and Gatsby in â€Å"cheerful carriages† (Fitzgerald 67). F. Scott Fitzgerald again relies on the weather and the environment to emphasize events and people in The Great Gatsby on the day of the confrontation between Gatsby and Tom. When Tom, Nick Gatsby, Jordan and Daisy all go to New York they decide to get a suite at the Plaza Hotel. It is here on the hottest day of the summer that Tom and Gatsby have their big fight. The â€Å"broiling† (Fitzgerald 109) weather causes everyone’s tempers to be short and helps to establish the hateful, fierce mood of the confrontation. In the end, Tom wins the dispute and everyone, except Gatsby, can see that Daisy is going to stay with Tom. The next day, now that the reader understands that Daisy is going to remain with Tom, the weather cools down and it is chilly outside â€Å"The night had made a sharp difference in the weather and there was an autumn flavour in the air† (Fitzgerald 146). Just as Gatsby refuses to accept the fact that he can not go back in time and that Daisy really did and still does love Tom, in this instance he refuses to accept that it is no longer summer. When the gardener tells Gatsby that he wants to drain the pool to stop leaves from clogging the pipes, Gatsby tells him that he can not do this today and that Gatsby has not swam all year and plans to do so today. Gatsby believes that he can go back in time and make it warm, just like he believes ha can go back in time and make Daisy love him. In conclusion people’s emotions and feelings are often affected or can be changed by the weather. In The Great Gatsby, F. Scott Fitzgerald relies heavily on the weather and the environment to emphasize events and people. F. Scott Fitzgerald really uses this during the days of Gatsby’s reunion with Daisy, Gatsby’s funeral, and the confrontation between Gatsby and Tom. Like many great writers such as William Shakespeare, F. Scott Fitzgerald uses pathetic fallacy to help the reader to better understand what is happening, create suspense, and put emphasise on different incidents throughout the novel.

Elementary School Literature Class Essay

The biography genre allows the reader to learn about the events in the life of a non-fictional character. An example would be the book Rocks in His Head by Carol Hurst. After reading the text, the students may then be required to complete a character biography which would outline personal information about the character, interesting information about him, important dates mentioned in the text, his name, where he lived, and such. a)  Ã‚  Ã‚  Ã‚  Ã‚   Fable The fable genre introduces things which are given human qualities as characters. Fables often contain moral lessons. An example of a fable would be Aesop’s fable of The Boy Who Cried Wolf. Students may then be asked to fill out a dissection chart wherein they will have to describe scenes corresponding to the different parts of the story, such as conflict, resolution, moral, etc. b)  Ã‚  Ã‚  Ã‚  Ã‚   Fairy Tale Fairy tales are fictional stories which often have magical elements integrated into the story. An example would be Hans Christian Andersen’s Thumbelina. A story map would be one applicable graphic organizer which would require the students to map out the beginning, purpose, conflict, most important moment, and conclusion of the story. c)  Ã‚  Ã‚  Ã‚  Ã‚   Folktales Folktales are stories which are grounded on the cultural tradition of a particular place. The story of Johnny Appleseed is one popular American folktale. A venn diagram may be used to graphically organize the information learned from the story. d)  Ã‚  Ã‚  Ã‚   Historical Fiction Historical fiction is a sub-genre of fiction. It portrays fictional stories of historical figures or events. An example would be the book The Mary Celeste written by Jane Yolen and Heidi Stemple. A time line may be used as a graphic organizer in the case of historical fiction stories. e)  Ã‚  Ã‚  Ã‚  Ã‚   Informational Text or Nonfiction Informational texts are non-fiction texts which give the reader current and accurate information regarding a particular topic. Secrets of a Civil War Submarine by Sally M. Walker talks about the disappearance of the first submarine to sink an enemy ship in the Civil War and is a leading example of an informational text. For this purpose, a map may be accomplished by the student plotting out the problem and solution found in the informational text. KWLs are also popular organizers for informational texts. f)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mystery Mystery texts involve the solving of puzzles or crimes by the characters in the text. There are several series which involve mystery plots such as Nancy Drew and Babysitter’s Club. With this genre, charts may be used after the reading of the text requiring students to fill out information regarding the characterization of the hero, the villain, the victim, the crime or problem and the solution. g)  Ã‚  Ã‚  Ã‚  Ã‚   Picture books Picture books provides verbal and visual narratives of the plot and story. Maurice Sendak’s Where the Wild Things Are is a good example of a picture book. The text is quite simple and sparse but the blend with the visual narrative makes for better communication of the author’s intention. A character analysis or a plot diagram may be accomplished by the student after reading a picture book. h)  Ã‚  Ã‚  Ã‚  Ã‚   Poetry Poetry depicts a concept or story through a particular form. A famous children’s literature poet is Shel Silverstein. Some of his more popular works are The Missing Piece Meets the Big O and The Giving Tree. Since poems are more complex than story-telling texts, a plot diagram would be a good graphic organizer for students to accomplish. i)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Realistic Fiction Realistic fiction presents fictional characters, plot and settings but depict them in such a way that they could be found in real life. There are many examples of this genre such as Are You There God? It’s Me Margaret by Judy Blume. The challenge is for the author to create a story addressing a concern or issue of the target reader audience. Given the purpose of realistic fiction, a character analysis may be completed by the student along with an analogy for what the student would do if they were in the same situation. 7. Design a literature lesson plan to include the following categories: grade, 2 behavioral objectives (Sunshine State Standards), 2 activities, 1 assessment instrument, and 1 follow-up homework assignment. Include the title of the book and its genre. This is a literature lesson plan for a second grade class. One picture book will be used as class reading material, in this case Maurice Sendak’s Where The Wild Things Are, and several wordless picture books will be provided for the students’ activities. One objective of the lesson is to teach students the various character perspectives that may be employed in telling a story and to have the students apply this learning in the activities. Another objective is to have the students exercise and display their creative talents, particularly their writing skills through the creation of their own story. At the beginning of the lesson the picture book will be read to the students. After the reading of the text, the students will be asked to complete a character diagram for each of the main characters involved in the text. They will be asked to map out the descriptions of the characters as well as the activities which the character actually engaged in throughout the story. This will not only allow the instructor to assess the students’ understanding of the story but it will allow for a better platform for discussing how character perspectives can be used in telling a story. The students will thus be asked to engage in an activity of shifting the character perspectives in the book so that the narrative is told from a first, second or third person perspective. This will be done by focusing on particular scenes in the picture book used for storytelling. Having in mind their description of the characters, the students will be asked to change the text corresponding to the scene pinpointed so that it would be in first, second or third person perspective. Further application of the lesson will be engaged in by having the students break off into groups. Each group is to take a wordless picture book. They will then be asked to draw a piece of paper from a hat. The strip of paper will indicate in what perspective the text of the narrative should be told. The students will then be asked to write a simple narrative for the wordless picture book. One line narrations for each picture would be deemed sufficient. The students would be informed that although creativity in formulating the text would be incentivized, what is more important is the proper use of the perspective as well as the grammatical correctness of the work. At the end of the class the students will submit the completed story. Before dismissal, the instructor will make copies of the students’ stories. The stories of the different groups will be switched so that each student is left with a copy of a story completed by another group. As an assignment, the students will be asked to shift the perspective of the story assigned to them. They are informed that they may vary the manner in which the story was told as long as they maintain the same framework for the narrative and as long as they are able to use a perspective other than that which was used.

What Is Fiat Money

What Is Fiat Money Fiat money is a currency established as money by government law. The term is a derivation from a Latin word fiat (let it become) used in the sense of an order or decree. It differs from commodity money and representative money. Fiat money is a currency established as money by government law. The term a derivation from a Latin word fiat (let it become) used in the sense of an order or decree. It differs from commodity money and representative money. Commodity money is created from a good, often a precious metal such as gold or silver, which has uses other than as a medium of exchange, while representative money simply represents a claim on such a good. The simplest definition of fiat money is:  Ã¢â‚¬Å"Money that exists because a government says so. MONEY MAKES THE WORLD GO AROUND Historically, most money was based on some commodity such as gold, silver, or other important goods, and had a value which could be expressed in terms of some amount of that commodity. Fiat money, by comparison, has no intrinsic value; its value is based on faith in the issuing government. How Fiat Money Works Fiat money is essentially a form of credit. When a government declares a currency to be legal tender, that means it can be exchanged for goods or services equivalent to the value of the currency, and the credit comes in the form of the assurance to the seller of the goods or services that the currency can be exchanged for further goods or services. From a purely theoretical perspective, fiat money reverses the relationship of prices and currency value. With commodity-based currency, one unit of currency is equal to some quantity X of a backing commodity. The price of a cheeseburger (or other product or service) is an equivalent value of some quantity of the same commodity, expressed in terms of units of the currency: So in other words, $1 might be worth 1/1000 ounce of gold, and a cheeseburger – after the maker of the cheeseburger considers his costs to make it, the amount of profit he must make, and what he thinks his market will be willing to pay for it – might be worth 3/1000 of an ounce of gold, which makes the cheeseburger worth $3. The backing commodity is what actually serves as the money, with the coins or paper bills simply representing a sort of â€Å"IOU† for a particular amount of it. HOW TO SAVE MONEY IN COLLEGE? With fiat currency, there is no backing commodity to serve as a common frame of reference, so the value of the currency is expressed in terms of the goods and services purchased with it: This is fine, of course, as long as everyone agrees that the currency represents a certain value. When the cheeseburger maker is reasonably certain that the $3 he charges for it will cover the costs of its production plus provide him a profit, then $1 is worth one-third of a cheeseburger. In turn, his suppliers must be reasonably certain that what he pays for the bun, meat, cheese, condiments, and gas or electric needed to cook it will cover their costs plus a profit, and so on. If confidence in the assumed value of the currency is lost at some point in the whole complex value chain that exists between wheat seeds, cow embryos, and the customer standing at the fast-food counter, the fragile system begins to break down, which we usually experience as price inflation. Are There Any Advantages of Fiat Money? Fiat money is a Keynesian economic concept, so the debate among economists about whether or not it’s a good idea, unfortunately, has a distinctly unhelpful sectarian tone to it. From the purely Keynesian perspective, fiat money provides the government a means to control prices – and by extension, consumption and production – by controlling the money supply. The more money available, the less each unit of money is worth, so prices inflate; remove money from the system and the unit value decreases, thus deflating prices. This is the basic idea behind â€Å"quantitative easing†; the government prints more money to encourage lending by banks and spending by businesses and consumers. If done properly, injecting money into the financial system should hypothetically boost lending and spending enough to increase production, which compensates for the inflation in prices caused by the availability of more money. Commodity-backed currency, on the other hand, cannot be so easily managed because the amount of money is determined by the reserves of the backing commodity, usually gold, and by the price at which that commodity is being traded. Price inflation and deflation in a commodity-backed system are caused by fluctuations in the price of the commodity. For example, let’s say Country A has a reserve of one million ounces of gold and sets the value of its currency (the A$) at 1 A$ = 1/100 ounce of gold when the price of gold is 100 A$ per ounce. As the price of gold changes, the real value of the currency changes, resulting in inflation or deflation: The price of Gold Value of 1,000,000 oz. Gold Reserve Amount of Currency Value of 1 A$ Inflation/Deflation Rate 100 A$ 100 million A$ 100 million A$ 1 A$ +/- 0% 105 A$ 105 million A$ 100 million A$ 1.05 A$ -5% (deflation; 1.05 A$ worth of goods are worth only 1 A$) 98 A$ 98 million A$ 100 million A$ 0.98 A$ +2% (inflation; 1 A$ only buys 0.98 A$ worth of goods) The government can moderate inflation/deflation by either increasing or decreasing the money supply as needed to match the value of reserves, or by buying or selling the reserves themselves. Because of the value of commodities changes rather quickly, and because adjusting either the money supply or a number of reserves also affects the price of the commodity, managing prices in a commodity-backed currency system is much more difficult than it is in a fiat money system. The biggest problem with the Keynesian point of view towards fiat money is that the verdict of history is rather clear that fiat money systems are ultimately catastrophic. One of the earliest examples is the long collapse of Roman currency between 0 and 244 A.D., where â€Å"fiat money† took the form of progressively reduced proportions of silver in Roman denarii coins. In 11th-century China, a shortage of copper for coins led to the issuance of one of the world’s first paper currencies, which devalued quickly as more and more were issued (and in all likelihood, widely counterfeited). Three times in French history – after the death of Louis XIV in 1715, after the French Revolution in 1789, and during the Great Depression in the 1930’s – fiat currency was issued, rapidly over-supplied, and collapsed due to hyperinflation. Germany’s post-WW I Weimar Republic, the Asian Financial Crisis in 1997, Mexico’s â€Å"Tequila Hangover† in 1994, the severe devaluation of the Russian ruble in 1998, the Argentine financial crisis of 1999-2002, and the almost unfathomable hyperinflation in Zimbabwe under Robert Mugabe are also examples of financial calamities brought on, one way or another, by the use of fiat money.

Review of Winterbourne View by Teresa Curtis Essay Example

Review of Winterbourne View by Teresa Curtis Essay Example Review of Winterbourne View by Teresa Curtis Essay Review of Winterbourne View by Teresa Curtis Essay A review of the Winterbourne View Panorama I watched this documentary this morning with my class on the goings on at Winterbourne View Residential Hospital for adults with Learning Disabilities. I watched as a member of staff made complaints and went to the top to report what was going on in the home and was not taking seriously and ignored and nothing done about his complaints not even an investigation and ended up having to go to the BBC Panorama team. I am ashamed at the fact that the staff member, a senior male nurse called Terry Bryan had to go to people not in the health care industry to alk about what was happening and becoming a whistle-blower in order to help the patients as much as he could. I heard as the narrator stated that there was several different staff reporting abuse and still no investigation done to check for abuse. I heard the horror in the whistle blower Terry Bryans words as he told us what he experienced. I was disgusted as I watched carers poke a females eyes and hit her bare back after she had been restrained causing her to scream in pain. I saw the carers automatically restrain the patients, even when they had done nothing wrong nd there was no need for restraint to be used. The fact they restrained them when not needed was bad, but the fact that they also used incorrect and dangerous ways of restraint shows me that they had either not been trained properly or disregarded any training they had and could end up killing the patient. In one episode of restraint that was included clearly showed a carer, leaning on the patients chest, with her other arm pushing on the neck above the carotid artery, which could cause serious damage or death. I watched clips of different carers abusing the patients, such as ne carer kicked the back of a patients leg whilst pulling their Jumper until the fell to the floor. Another carer stood on a patients hand, a third carer restrain someone using a chair and even worse another carer repeatedly punching a patients head, admittedly not hard, but continued to do so until they sais ding ding even though the patient was scared and wanting it to stop. I watched carers dump cold water on a patient and leave them outside during winter so that she was shaking, drag patients out of bed to the floor, and hit a patient repeatedly, I heard the narrator tells us that he undercover Journalist named Joe Casey was hired after a week of training with no experience caring but had extra training organised by the panorama team. On his first day I was horrified at the amount of abuse he recorded. They showed a carer verbally abusing a patient he shoved to the floor and was restraining by saying suffocate on your own fat abusing the patient both physically and mentally. I watched and listened as one member of staff had a conversation with Joe and gave him a piece of advice concerning a patient who had been restrained with the arm bove her carotid artery and then a quilt used to cover her mouth. She told him the minute she gets anywhere close to you, you Just have to do what you got to do. If youre on your own, like. If you have to smash her and you smash her, but you know, you dont let tnat Ine minute sne sta rts snoutlng, I dont let ner on ner Teet. I get ner straight down. And when he replied with Oh right, so get her straight in the floor? she replied with The minute she starts shouting. You wont calm her down. Itll get worse and somebodyll get hurt. Either a patient or yourselves. And then thats a big, big statement you have to write why somebodys got hurt. And the first thing managementll ask you, why wasnt she on the floor. Yeah I Just whack them all down. I listened as Joe said when describing what he thought that It was pretty much run by a group of bullies for the own entertainment. They showed their footage to Clinical Psychologist Andrew McDonald, an expert in the handling of patients with Challenging Behaviours. It was clear to see that he was appalled at what he was seeing and he called it Stonehenge. He told us the techniques they were using for estraint were not taught techniques and that in his opinion they were making it up as they go along. The whistle-blower, Terry Bryan had gone to the hospitals management a year before with a list of the patients he felt was in the most danger but was ignored. I watched as staff made threats to the patients scaring them into complying and distanced from their family isolating them to Just each other and the carers. I watched as one patient had his bottle stolen from him that he takes everywhere and purposely kept away from him making him a source of nter tainment for the staff and later heard from Dr Andrew McDonald how doing that could trigger a panic attack. The hospitals Job was to evaluate and treat the patients to try and get them back into the community. They were meant to assess patients psychological and psychiatric state and work out the best way to respond to the patients needs and behaviour and figure out the best way of supporting them. I was appalled to learn that the NHS was signing large checks weekly for each patient and was not being told what the money was being used for and placed their trust in them without checking up on complaints made. There should have been activities and days out planned with the money as well as entertainment for the patients to use in the hospital as well as there was more than enough money to organise a few things for the patients to enjoy. I was shocked at the system wide failures that was pointed out due to the lack of checking and communication over the complaints received. I was also shocked that no links had been made by the police, NHS commissioners and other companies that received complaints about Winterbourne View. The things the patients suffered through is nothing but institutional and ystematic abuse as they were not only abused by the carers but the system that was meant to protect and help them. The most disturbed thing in my mind about this whole thing is that the staff was experienced and was not new to the Job, such as one having 6 years of experience and clearly was showed to be abusing the patients. Overall I am disgusted at the lack of humanity shown by the staff involved and the neglect by the NHS shown. I am disgraced at the amount of abuse that happened in a 5 week period that the undercover person was there for. I believe that the NHS not nly failed to do its Job but failed in the responsibilities parents, relatives and friends gave them to protect the patient but they utterly failed and caused more damage because they simply did not follow up complaints. There is no excuse for what nappenea Decause tnere were more tnan enougn complalnts not only to tne company but to the health care watchdog and police who should have looked into the complaints more deeply as well as communicate to be able to see that there was a problem at the hospital. And the fact that there were at least 40 safeguarding alerts here nothing was done to find out about them. In my opinion after this event the system needed a complete review and overhaul and other hospitals need to be looked into to find out if they are abusing the patients and causing more damage as well as spending tax payers money for things not needed wasting it away as Winterbourne View clearly showed that they were not using the money responsibly. This should never have happened and probably would not have happened if the NHS Commissions, Police, Social Services and anyone else involved had done their Jobs right. This review was done by Teresa Curti

A History of the Chola Empire of India

A History of the Chola Empire of India Nobody knows exactly when the first Chola kings took power in the southern point of India, but certainly, the Chola Dynasty was established by the third century BCE, because they are mentioned in one of Ashoka the Greats stelae.  Not only did the Cholas outlast Ashokas Mauryan Empire, they continued to rule until 1279 CE- more than 1,500 years.   Fun Fact The Cholas ruled for more than 1,500 years, making them one of the longest-ruling families in human history, if not the longest. The Chola Empire was based in the Kaveri River Valley, which runs southeast through Karnataka, Tamil Nadu, and the southern Deccan Plateau to the Bay of Bengal.  At its height, the Chola Empire controlled not only southern India and Sri Lanka, but also the Maldives.  It took key maritime trading posts from the Srivijaya Empire in what is now Indonesia, enabling a rich cultural transfusion in both directions, and sent diplomatic and trading missions to Chinas Song Dynasty (960 - 1279 CE). Chola History The origins of the Chola Dynasty are lost to history.  The kingdom is mentioned, however, in early Tamil literature, and on one of the Pillars of Ashoka (273 - 232 BCE).  It also appears in the Greco-Roman Periplus of the Erythraean Sea (c. 40 - 60 CE), and in Ptolemys Geography (c. 150 CE).  The ruling family came from the Tamil ethnic group. Around the year 300 CE, the Pallava and Pandya Kingdoms spread their influence over most of the Tamil heartlands of southern India, and the Cholas went into a decline.  They likely served as sub-rulers under the new powers, yet they retained  enough prestige that their daughters often married in to the Pallava and Pandya families. When war broke out between the Pallava and Pandya kingdoms in about 850 CE, the Cholas seized their chance.  King Vijayalaya renounced his Pallava overlord and captured the city of Thanjavur (Tanjore), making it his new capital.  This marked the start of the Medieval Chola period  and the peak of Chola power. Vijayalayas son, Aditya I, went on to defeat  the Pandyan Kingdom in 885 and the  Pallava Kingdom in 897 CE.  His son followed up with the conquest of Sri Lanka in 925; by 985, the Chola Dynasty ruled all of the Tamil-speaking regions of southern India.  The next two kings, Rajaraja Chola I (r. 985 - 1014 CE) and Rajendra Chola I (r. 1012 - 1044 CE) extended the empire still further.   Rajaraja Cholas reign marked the emergence of the Chola Empire as a multi-ethnic trading colossus.  He pushed the empires northern boundary out of Tamil lands to Kalinga in the northeast of India  and sent his navy to capture the Maldives and the rich Malabar Coast along the subcontinents southwestern shore.  These territories were key points along the  Indian Ocean trade routes.   By 1044, Rajendra Chola had pushed the borders north to the Ganges River (Ganga), conquering the rulers of Bihar and Bengal, and he had also taken coastal Myanmar (Burma), the Andaman and Nicobar Islands, and key ports in the Indonesian archipelago and Malay Peninsula.  It was the first true maritime empire based in India.  The Chola Empire under Rajendra even exacted tribute from Siam (Thailand) and Cambodia.  Cultural and artistic influences flowed in both directions between Indochina and the Indian mainland.   Throughout the medieval period, however, the Cholas had one major thorn in their side.  The Chalukya Empire, in the  western Deccan Plateau,  rose up periodically and tried to throw off Chola control.  After decades of intermittent warfare, the Chalukya kingdom collapsed in 1190.  The Chola Empire, however, did not long outlast its gadfly. It was an ancient rival that finally did in the Cholas for good.  Between 1150 and 1279, the Pandya family gathered its armies and launched a number of bids for independence in their traditional lands.  The Cholas under Rajendra III  fell to the Pandyan Empire  in 1279  and ceased to exist. The Chola Empire left a rich legacy in the Tamil country.  It saw majestic architectural accomplishments such as the Thanjavur Temple, amazing artwork including particularly graceful  bronze sculpture, and a golden age of Tamil literature and poetry.  All of these cultural properties also found their way into the Southeast Asian artistic lexicon, influencing religious art and literature from Cambodia to Java.

Pirvate law workshop Essay Example | Topics and Well Written Essays - 1250 words

Pirvate law workshop - Essay Example Henry Veine was driving the car. The children were in the back of the car and their mother Rachel veine sat at the front passenger seat. Though the children were wearing the seat belt, unfortunately, Rachel forgot to wear the belt. However, they passed through the small village of Henbury and reached at the crest of a hill, locally known as Egdon Brow, on the A746 and approached towards a double-decker bus, which was traveling quite slowly up the hill. There was a bus stop close to the top of the hill and the bus came to a halt to allow some passengers to alight. There were no double white lines on the road forbidding overtaking which allowed overtaking. In addition, there was no warning of Hazel Tree Lane traffic emerging onto the main road. So, Henry overtook the bus and reaching to the top of the hill, began to return to their lane. There were no vehicles coming to the opposite direction. Suddenly, a red Ford van, registered number E701 LUL came out from a side road driven by Mark Chapstick who was working as a fitter in C.I.C. Instruments Ltd and on the day of the accident was going to drop James McWatt (boyfriend of his sister), off at Telford. He drove up along the Hazel Tree Lane, where it met main Telford Road. He took a break to check all was clear and was intending to turn right in order to collect his Sunday newspaper. His vehicle entered into the lane of Henry Veine very quickly and hit the car of Henry Veine. At this, Henry became perplexed and could not make out anything as to the occurrence took place there. Despite, he tried his level best to save them from the accident and swerved to the right. Chapstick's passenger had a mobile phone and he telephoned for an ambulance. The ambulance took them in the hospital for treatment. Rachel suffered injuries to her left side and was detained to hospital. In this case, the statements have been obtained from seven witnesses as including Rachel Vine, Henry Douglas Vine, Mark Chapstick, James Andrew McWatt, Doris Warburton, John Barrow and Edgar Horace Walpole. Among them, the most significant statement has been produced by Rachel Vine, Henry Douglas Vine and Mark Chapstick. As per Rachel Vine, on 19th December, 2006, Rachel and Henry Veine couples along with their children set out from their home to see the parents-in law of Henry Douglas Veine at Telford by a car named Renault Megane, the registration number of which is R447 PDU. The car was driven by Henry Veine, his husband. They passed through the small village of Henbury and reached a hill, locally known as Egdon Brow, on the A746. When they reached at the top of the hill, they crossed a double-decker bus. There was a bus stop close to the top of the hill and the bus seemed to take a break at the hill and Henry overtook the bus. When turning to their lane, there were no vehicles coming in the opposite direction. A red Ford van, registered number E701 LUL, driven by Mark Chapstick was suddenly entered into their lane and hit the car of Henry Veine. Henry tried to swerve to the right to save the accident, but unfortunately he could not escape the accident. Henry and his family members were severely i njured. The passenger of Mark