What Is the Secret to Long Life Free Essays

What is the secret to long life? The secret to long life all depends on how we take care of our own bodies. After taking my test on Blue zone I saw many bad habits that got in the way of me living longer. According to Blue zones Vitality quiz my biological age was two years older than what I really was. We will write a custom essay sample on What Is the Secret to Long Life? or any similar topic only for you Order Now My life expectancy wasn’t as high as many other peers of mine that took the quiz. MY life expectancy age was 79. 2. If I fix my bad habits its more likely those 19. 4 years will be added to my life expectancy age. My life expectancy ages were this low because of the habits I have that are not good for my body as I get older. One big problem that I have is I’m most of my time. Blue zone recommended that I should battle my feelings of stress by talking it over, exercising, eating right and getting enough sleep. I also learned that anxiety can because you skin becomes pale, heart rate increase and muscles to tense up. When I get an anxiety the best way to control it is to just recognize signs of anxiety and then take a walk or breathe in deeply. Another bad habit is that I don’t eat as many vegetables as my body should be getting. Blue zones recommended that if I was offered a hamburger and vegetables, it makes more sense to get the vegetables which are better for my eye health. A scientific study was done and concluded that that people who ate the highest amount of yellow and dark green, leafy vegetables had a reduced chance of developing blindness. ON the other hand o also needs to enjoy some fruits. In my quiz it stated that people who have diets rich in fruits and vegetables lower their risk of Alzheimer and dementia by 30%. Since I’m a college student I do get a lot of fast food. I need to eat healthier and eat food with fewer calories. It hard for me to stay away from the junk food since it seems so appealing comparing it to the healthy food. But my health is important and the best way to get my body healthy is to avoid foods on high fructose syrup and becoming aware of what I put in my body. My body needs exercise, healthier food and emotional control of anxiety and anger. How to cite What Is the Secret to Long Life?, Essay examples

Dover Beach Essay Research Paper Dover BeachHow free essay sample

Dover Beach Essay, Research Paper Dover Beach How can life be so fantastic, but at times seem so intolerable? This is a inquiry that Matthew Arnold may hold asked himself, while composing # 8220 ; Dover Beach. # 8221 ; The verse form, one of Arnolds best plants, is about a beach that is genuinely beautiful, but holds much deeper significance than what meets the oculus. Matthew Arnold presents a really existent subject of love and luster in his verse form. He creates a scene of beauty among the sea and shores, assorted with dark and moonshine ( Harrison ) . Along with the beauty he besides presents us with implicit in wretchedness, which is easy over looked and disregarded. Arnold writes truly of love and loss and relates it with human wretchedness. # 8220 ; Dover Beach # 8221 ; is the affecting look of the despairing demand for love which work forces feel in this universe ( Miller ) . As the storyteller looks out his window, he sees a beautiful universe of nature: the sea and the drops under the freshness of the Moon. Describing this scene to his lover, he invites her to # 8220 ; come to the window # 8221 ; so that she might see it excessively. From their exalted vantage point the moonshine reveals an ocean that lies composure, a tide that is full, the distant seashore of France, and the drops of England ( Ball ) . Arnold describes a dark in which the glow of the moonshine plaies across the bay. This is a most placid dark and he is sharing it with the adult female he loves. However, the talker wishes his lover to see more than merely what is on the surface. Rather, he wants the talker to see the beach as an dry image that is a representation of the universe that the he sees ( Dickey 235 ) . During the first portion of the verse form Arnold provinces, # 8220 ; The Sea is unagitated tonight # 8221 ; and in line 7, # 8220 ; Merely, from the long line of spray # 8221 ; . In this manner, Arnold is puting the temper or scene so the reader can understand the point he is seeking to portray. In lines 1-6 he is speaking about a really peaceable dark on the of all time so unagitated sea, with the moonshine reflecting so intensely on the land. Then he states how the moonshine # 8220 ; glows and is gone # 8221 ; because the # 8220 ; drops of England # 8221 ; are standing at their highest extremums, and are barricading the visible radiation of the Moon. Next, the moving ridges come howling into the image, as they # 8220 ; pull back and fling the pebbles # 8221 ; onto the shore and back out to sea once more ( Spender 246 ) . Arnold may non be composing a scene of poetic fiction ; it seems instead a contemplation of the alterations he sees in his universe due to a rationalism that opposes traditional spiritual beliefs ( Mermin 83 ) . Arnold # 8217 ; s rational background and civilization leads him to remember the Grecian play, # 8220 ; Sophocles # 8221 ; when he compares the # 8220 ; Aegean # 8217 ; s turbid wane and flow # 8221 ; of the sea, to the flow of human wretchedness. As the talker begins to contemplate T he scene and listens to the â€Å"pebbles grating with the moving ridges, † and an â€Å"eternal note of sadness† emerges ( Riede 239 ) . The universe changes invariably merely like the pebbles that the moving ridges fling continuously. Nature may alter and have no bad effects, but â€Å"human misery† endures. He is so reminded of his ain clip and can hear the human wretchedness that surrounds him and his love. The sea is get downing to go rougher and agitated. Besides the reference of â€Å"human misery† implies that life begins and ends, but it can still be full of felicity, and unluckily, at the same clip, unhappiness ( Allot ) . The storyteller feels like many other romantics feel: while populating in a modern universe, they long for the great ages of the past. Like Arnold, the talker feels isolated from the universe around him. It seems as if everything great in the yesteryear is gone, and the great ages of the hereafter have non yet to come ( Rowse ) . As Arnold displacements to the traditions of faith, he ironically suggests that those who recognize the relentless agony of humanity must besides admit the diminution of traditional spiritual religion. As he contemplates Dover Beach, Arnold hears the # 8220 ; melancholy, long retreating boom # 8221 ; of the # 8220 ; Sea of Faith. # 8221 ; In stanza two, Arnold draws an analogy between the one time full, but now withdrawing tide and what he calls the # 8220 ; Sea of Faith ( Jump ) . # 8221 ; # 8220 ; The Sea of Faith was one time, excessively, at the full, and round Earth # 8217 ; s shore. # 8221 ; The key word in that stanza is one time, because it implies that the storyteller used to look at the sea in a different manner than he does now. Throughout the whole verse form, Arnold uses a metaphor to depict his positions and sentiments. It seems as though Arnold is oppugning his ain religion. The whole verse form is based on a metaphor # 8211 ; Sea to Faith. When the sea retre ats, so does faith, and leaves us with nil ( Miller ) . Religion provides no alleviation for his unhappiness, nor does societal or political action ( Riede ) . The lone hope left seems to be in personal love. Therefore, his talker begs his lover to # 8220 ; allow us be true to one another! # 8221 ; We learn that the storyteller is talking straight to his lover. His tone returns to a sense of composure as he presents the thought that they must soothe and stay faithful to the thought that they must stay faithful to one another because their relationship is all that they have. In these last nine lines, the land, which he thought was so beautiful and new, is really nil # 8211 ; # 8220 ; neither joy, nor love, nor light # 8221 ; . # 8220 ; We are here though every bit on a darkling field, swept with baffled dismaies of battle and flight, where nescient ground forcess clash at dark # 8221 ; . In world, Arnold is showing that nil is certain, because where there is light there is dark and where there is happiness there is sadness ( Riede ) .

Ancient Spartan Public Education

Ancient Spartan Public Education T. Rutherford Harley (The Public School of Sparta, Greece Rome, Vol. 3, No. 9 (May 1934) pp. 129-139.) uses Xenophons Polity of Lacedaemon, the Hellenica, and Plutarchs Lycurgus for evidence of the Spartan education system. The following is a summary of the relevant sections of his article with a few more recent references. Upbringing of Children to Age 7 A child deemed worth raising is given to its mother to be cared for until the age of 7, although during the day, it accompanies its father to the syssitia (dining clubs) where it sits on the floor picking up Spartan customs by osmosis. Lycurgus instituted the practice of appointing a state officer, the paidonomos, who puts children in school, supervises and punishes. Children are barefoot to encourage them to move swiftly, and they are encouraged to learn to withstand the elements by having only one outfit. Children are never satiated with food or fed fancy dishes. Schooling of 7-Year-Old Boys At the age of 7, the paidonomos organized the boys into divisions of about 60 each called ilae. These were groups of peers of the same age. Most of their time was spent in this company, according to Figueira. The ilae were under the supervision of an eiren (iren) aged about 20, at whose house the ilae ate. If the boys wanted more food, they went on hunts or raids. So seriously did the Lacedaemonian children go about their stealing, that a youth, having stolen a young fox and hid it under his coat, suffered it to tear out his very bowels with its teeth and claws, and died upon the place, rather than let it be seen.From Plutarchs Life of Lycurgus After dinner, the boys sing songs of war, history, and morality or the eiren quizzes them, training their memory, logic, and ability to speak laconically. The Iren, or under-master, used to stay a little with them after supper, and one of them he bade to sing a song, to another he put a question which required an advised and deliberate answer; for example, Who was the best man in the city? What he thought of such an action of such a man? They used them thus early to pass a right judgment upon persons and things, and to inform themselves of the abilities or defects of their countrymen. If they had not an answer ready to the question Who was a good or who an ill-reputed citizen, they were looked upon as of a dull and careless disposition, and to have little or no sense of virtue and honor; besides this, they were to give a good reason for what they said, and in as few words and as comprehensive as might be; he that failed of this, or answered not to the purpose, had his thumb bit by his master. Sometimes the Iren did this in the presence of the old men and magistrates, that they might see whether he punished them justly and in due measu re or not; and when he did amiss, they would not reprove him before the boys, but, when they were gone, he was called to an account and underwent correction, if he had run far into either of the extremes of indulgence or severity.From Plutarchs Life of Lycurgus Spartan Literacy It is not clear whether they learn to read. [For more on the issue of literacy in Sparta, see Whitley and Cartledge.] Physical Training The boys play ball games, ride, and swim. They sleep on reeds and suffer floggings silently, or they suffer again. Spartans study dance as a kind of gymnastic training for war dances as for wrestling. This was so central that Sparta was known as a dancing place from Homeric times. [For more on the importance of dancing in Sparta, see Dionysiac Elements in Spartan Cult Dances, by Soteroula Constantinidou. Phoenix, Vol. 52, No. 1/2. (Spring - Summer, 1998), pp. 15-30. ] Foster Sons Allowed in Spartan Schools Not only were the schools for the sons of the Spartiate, but also for foster sons. Xenophon, for instance, sent his two sons to Sparta for their education. Such students were called trophimoi. Even the sons of helots and perioikoi could be admitted, as syntrophoi or mothakes, but only if a Spartiate adopted them and paid their dues. If these did exceptionally well, they might later be enfranchised as Spartiates. Harley speculates that guilt may be a factor here because the helots and perioikoi often took in the children that the Spartiates had rejected at birth as unworthy of rearing. From Agoge to Syssitia and Krypteia At 16 the young men leave the agoge and join the syssitia, although they continue training so they can join the youth who become members of the Krypteia (Cryptia). Krypteia The passage from Plutarchs Life of Lycurgus: Hitherto I, for my part, see no sign of injustice or want of equity in the laws of Lycurgus, though some who admit them to be well contrived to make good soldiers, pronounce them defective in point of justice. The Cryptia, perhaps (if it were one of Lycurguss ordinances, as Aristotle says it was), Gave both him and Plato, too, this opinion alike of the lawgiver and his government. By this ordinance, the magistrates dispatched privately some of the ablest of the young men into the country, from time to time, armed only with their daggers, and taking a little necessary provision with them; in the daytime, they hid themselves in out-of-the-way places, and there lay close, but, in the night, issued out into the highways, and killed all the Helots they could light upon; sometimes they set upon them by day, as they were at work in the fields, and murdered them. As, also, Thucydides, in his history of the Peloponnesian war, tells us, that a good number of them, after being singled out for their bravery by the Spartans, garlanded, as enfranchised persons, and led about to all the temples in token of honors, shortly after disappeared all of a sudden, being about the number of two thousand; and no man either then or since could give an account how they came by their deaths. And Aristotle, in particular, adds, that the ephori, so soon as they were entered into their office, used to declare war against them, that they might be massacred without a breach of religion. Sources: The Public School of SpartaT. Rutherford HarleyGreece RomeVol. 3, No. 9 (May 1934) pp. 129-139.Cretan Laws and Cretan LiteracyJames WhitleyAmerican Journal of ArchaeologyVol. 101, No. 4. (Oct. 1997), pp. 635-661Literacy in the Spartan OligarchyPaul CartledgeJournal of Hellenic StudiesVol. 98, 1978 (1978), pp. 25-37.Mess Contributions and Subsistence at SpartaThomas J. FigueiraTransactions of the American Philological Association (1974-) Vol. 114, (1984), pp. 87-109

Communications and Media Digital Media

Communications and Media Digital Media Introduction Digital media is digitized content such as graphics, text, video and audio that can be transmitted over the internet and the computer networks. It is also a kind of electronic media in which data is stored and transmitted in digital form contrary to the usual analog form.Advertising We will write a custom research paper sample on Communications and Media: Digital Media specifically for you for only $16.05 $11/page Learn More The conversion and processing of the information in a digital media occurs in a digital format. There are several examples of digital media, but this paper is only going to analyze the digital television as a form of digital media (Jordan 15). Digital Television (DTV) Digital television is the transmission of video and audio in multiplexed signal, which is digitally processed as opposed to the analog data of the channeled separated signals of a non digital television. It signifies the adaptation and implementation of a diver sified number of broadcasting standards, which include the advanced television system committee (ATSC), the digital video broadcasting terrestrial (DVB-T), the terrestrial integrated services digital broadcasting (ISDB-T) and the digital terrestrial multimedia broadcasting (DTMB) (Kruger and Guerrero 31). The advanced television system committee system uses the 8 level vestigial sideband for broadcasting terrestrial while the digital video broadcasting terrestrial system utilizes the coded orthogonal frequency division multiplexing modulation and also supports the hierarchical transmission. The United States and some other few counties are the only ones that have adopted the advanced television system committee (ATSC). The digital video broadcasting terrestrial has to a large extent been adopted by most countries in Europe. On the other hand, the terrestrial integrated services digital broadcasting has a design that offers good reception to not only receivers that are fixed but also to the mobile or portable receivers. This system utilizes the two dimensional interleaving and the OFDM. The hierarchical transmission supports up to three layers besides using the advanced audio coding and the MPEG-2 video. Japan is the only country that has notably adopted this standard.Advertising Looking for research paper on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Meanwhile, the digital terrestrial multimedia broadcasting utilizes the time domain synchronous (TDS)-OFDM technology that makes use of a pseudo random signal frame that serves as the training symbol OFDM block’s gaurd interval. The DTMB standard has been adopted in the People’s Republic of China, Macau and Hong Kong. The broadcast television systems are supported by the digital television, which is displayed using a combination aspect of ratio and size. The digital terrestrial television broadcasting divides the format ra nges into the standard definition television (SDTV) and the high definition television (HDTV). The high definition television transmits the high definition video and can be transmitted over DTV in either the 1280*720 pixels using the progressive scan mode or the 1920Ãâ€"1080 pixels by the use of interlaced video mode. Both of them require the 16:9 aspect ratio for transmission. This makes the high definition television incapable of being transmitted using the analog systems that most current television sets utilize. This helps curb the issues that arise due to channel capacity. The standard definition television uses different technological formats depending on the technological applications of the territorial country. Cases in point include the use of 4:3 broadcasts in 640Ãâ€"480 format in NTSC countries and 720Ãâ€"576 in PAL countries. The 16:9 broadcasts uses the 704Ãâ€"480 format in NTSC countries and 720Ãâ€"576 in PAL countries. In order to save the bands, these resolution s can be reduced by broadcasters (Benoit 46). Conclusion Digital media has revolutionized the media industry and made data storage, processing and transmission easier. In this event many media players have embraced such technologies in their operations. The digital television has ensured that the analog television system stays in the past as it provides the viewers with crystalline clear images. It should therefore be the way to go for every media house and every viewer.Advertising We will write a custom research paper sample on Communications and Media: Digital Media specifically for you for only $16.05 $11/page Learn More Benoit, Herve. Digital Television: MPEG-1, MPEG-2 and Principles of the Dvb System. Oxford: Focal Press, 2002. Print. Jordan, Peter. Digital Media. Ultimo: Career FAQs, 2007. Print. Kruger, Lennard G., and Peter F, Guerrero. Digital Television: An Overview. Hauppauge:Nova Publishers, 2002. Print.

Ancient History of Egyptian Medicines Essay Example | Topics and Well Written Essays - 1750 words

Ancient History of Egyptian Medicines - Essay Example Egyptians are considered to be one of the few dynasties to have lived healthy lifestyles. Their average life expectancies have been estimated to be thirty to thirty six years. A few outliers could be traced to have lived more than sixty years as well. A few prominent examples include Kings Pepy II and Ramesses II (Musso, 2005). Egyptians have for long relied on prayer, magic and a jewelry which they usually hung about the neck and thought to be a magical protection from diseases to find cure of any illness present. They have never really taken diet as a source of cure. Milk products were seldom consumed as was the seeds or oil. Moreover, their belief in magic has produced effective results not because of the magic itself but the belief that it could cure illness. Ingredients were chosen because they were devised from substance, plant or animals which resembled condition of the patient. Only because of this rationale that many patients were given strong drugs which affected their heal th in a negative direction. For instance, an ostrich egg is included in the treatment of a broken skull, and an amulet picturing a hedgehog which might be used against baldness.Egyptians doctors or more commonly known as doctor cum priest-physicians were known to specialize in treating different constituents of the body, which aligned believes about different Gods governing specific parts of the body. Usually, doctors were called as ‘sunu’, which was written with an arrow-shaped symbol.

Animal Farm Essay Example | Topics and Well Written Essays - 2000 words

Animal Farm - Essay Example VIRTUE BASED THEORY This ethical approach takes into consideration the different characters or parties to an event or an encounter and how they affect the interactions with other parties, either directly or indirectly. In this regard, it is evident that disparity in characters appears among various individuals. Good act may be presented by two people differently based on their characters. This therefore depicts ethics as the human nature one should strive to achieve, with specific characters such as being honest, kind, fair, faithful and generous among others being credited. Since these characters ensure harmonious interaction and co-existence among various parties, they are very appealing and appreciated. In a bid to achieve these qualities, one should act accordingly. In the Animal Farm, the deeds executed by various characters depicted either an adherence or non-adherence to the traits, a) Napolean treats other animals unfairly and strives to maintain his position as a leader thro ugh unfair ruling. He uses the nine dogs as a military weapon to intimidate other animals, which is not right as well as not directed towards achieving the ethical traits outlined above. b) Snowball is passionate and always strived to improve the welfare of other animals and works towards the achievement of the traits. c) Boxer is depicted as a strong character, who has dedication and loyalty in the improvement of the welfare of the members of the Animal Farm. d) Squealer is depicted as of unfit characters as he indulges himself in spreading propagandas, which are intended to ensure Napoleon retains leadership. e) Old Major is depicted as of good character through his leadership as well the vision of improving the welfare of the animals. f) Clover is of good character and is always observant of the commandment designated to govern the conduct of animals in the farm, is not pleased by violation of the laws by the pigs and blames herself for frequently forgetting the commandments. g) Moses is depicted to be of good faith by presentation of stories of the destination of the animals after their death. h) Mollie is depicted as a character that likes being treated fairly well by other, and is not involved in bad acts. i) Benjamin holds the opinion that life remains unchanged irrespective of who takes charge of leadership and always displays good characters in his undertakings j) Muriel is depicted as being very observant of the seven commandments, and thus depicts good character. k) Mr. Jones is depicted as an unjust leader, who does not take care of the welfare of the animals who suffer from lack of food. l) Mr. Fredrick is depicted as a person who is dedicated in his undertakings in a bid to ensure that perfection is derived from his undertakings m) Mr. Pilkington, is depicted as an easy-going character, an attribute not favoured in the virtue theory Consequentialism theory It asserts that an action’s impacts or behavior determines the moral value of it. Me asuring the moral worth of an action or impact is the main concern in consequallism. This is because consequences may be approvable, natural or bad. In consequential theory, only the real affects matters. People or objects affected by the behavior and

Overview Of Chomskys Theory English Language Essay

Overview Of Chomskys Theory English Language Essay Introduction: The question to consider is how children acquire language and at which stage they could improve their speaking and listening skills. In particular, syntax and vocabulary are the main concern of the language acquisition domain. The task of psycholinguistics is to discover the relationship between language and the human mind (Field: 2003). Many theories, therefore, have emerged in exploring this relationship, which seek to explain the way in which children understand and acquire language. Over the last five decades these theories have offered various ideas and interpretations of the relationship. For example, in Behaviourist theory, which is associated to skinners research into language, language acquisition is considered a collection of habits. It is thought that children learn how to form correct utterances through positive reinforcement from the people around them (Patten and Benati: 2010). Cognitive theory, which is associated with Piaget, is considered a way of discovering how ind ividuals create and use language in their social context (ibid, p71). Interaction theory, related to Bruner, holds that language comes from the interaction between children and their environment (ibid, p99). There are, however, two theories in the relevant acquisition literature which oppose one another and provoke countless debates: Chomskys theory and Tomasellos theory. In Chomskys theory, children biologically possess an innate ability to acquire their language. This ability is mainly specific to language. Whereas, in Tomasellos theory language is acquired through language use by means of social skills, such as, joint attention and general learning mechanisms (Behrene: 2009). This paper seeks to explore these two theories in order to contrast them. The first and second parts of the paper present an overview of the main ideas in the two theories. The third part focuses on their different aspects, including the: poverty of stimulus argument, linguistic creativity, modularity and language specific domain versus domain- general learning mechanisms. The fourth and final part, discusses some weak points in the two theories. Overview of Chomskys (Innatist) theory: In language acquisition domain, Chomskys theory is called an innatist theory, because he proposed that children biologically possess suitable abstract knowledge for the task of first language learning .This abstract knowledge shapes the linguistic system which they learn. In fact, through this innate knowledge children can discover the rules of their language system and reduce hypothesis formation and guessing. (Patten and Benati: 2010). Chomskys main argument is that all human beings are born with an innate knowledge which is particularly designed for language acquisition (ibid). This argument is indeed, opposed to the one that language is a result of the interaction between human beings and the environment or item-usage learning (e.g. Skinner, 1957; Tomasello, 2003). Furthermore, The term Language Acquisition Device (LAD) was coined by Chomsky in this context to refer to such innate knowledge or the little black box (Patten and Benati: 2010).The (LAD) comprises the universal princi ples of all languages, by which children can be kept on track and not confused by all the complex rules of particular languages. When this (LAD) is activated, the child can discover the structure of the language s/he is to learn by matching the innate knowledge of basic grammatical relationships to the structures of the special language in the environment (Lightbown and Spada: 1999). However, since the 1960s, instead of (LAD) universal grammar hypothesis (UG) was introduced by Chomsky. It was given much concern by him instead of, the (LAD), because, in Chomskys view this hypothesis means that there is an innate knowledge source which governs the shape of natural language (Patten and Benati: 2010). It should be noted that the first appearance of Chomskys theory was in 1959 in his critical review of Skinners book Verbal Behavior in 1957. Chomsky in his review pointed out many shortcomings in applying Skinners theories to language acquisition. For example, Skinners experiment using rat boxes is not relevant to language because the behaviour of rats is unlike human behaviour. As a result, Skinner has a mistaken understanding of the nature of language. Furthermore, the environment considered solely as learning mechanism can not be the basis of language acquisition and therefore, mans ability to acquire language must be innate (Aitchison, 2007). Overview of Tomasellos theory (usage-based theory): The account of language acquisition provided by Tomasello comes under the umbrella of usage-based theories. Recently, a new view of language and human linguistic competence has emerged (Tomasello: 2003). This view comes from a set of theories usually called cognitive-functional linguistics, and also called usage -based linguistics in order to emphasize their main ideas that language structure is produced or appears from language use (e.g. Langacker, 1987a ; Croft, 1991; Tomasello, 1995, 2003). It is note worthy that this view stands in direct opposition to Chomskys innatist theory. Because, Tomasello in his theory is mainly concerned with the question of how children get from here to there from the constructions of infant level speech to the abstract constructions of adult thought through one set of processes of acquisition (Tomasello: 2003:3). In Tomasellos theory it is impossible that humans can have been born with a specific collection of communicative behaviours only for language . This collection more probably learned by children during their years from the linguistic conventions used around them. They must possess flexibility in order to learn both the different words and the suitable expressions of each language and the different types of abstract constructional pattern which historically these languages have grammaticized (ibid). Tomasello emphasizes, however, four points in his theory: First, the innate skills which people have are not specific to language but can be used as means for language learning. Second, theory of mind is central to symbol use, because humans can understand symbols while nonhuman do not possess this ability, because they use signal system. Thirdly, word-learning skills include: joint attention, which means the ability that children possess in their first year old whereby they can understand other people as intentional agents and interact socially through an object to which both pay attention; children note this attention to both it and themselves; Intention reading, means the ability to understand the social world around them through imitating adult acts; the construction-learning skills encompassing: analogy and pattern-finding. The latter means the distributional analysis based on statistical information in the primary linguistic data and the ability to form perceptual and conceptual figures of similar objects or situations (Tomasello: 2003). The differences between the two theories: It is noteworthy that the accounts provided by Chomsky and Tomasello comprise many opposed aspects, of which the main ones are as follows: 3.1. Poverty of stimulus argument: The basic argument of the nativist theory is based on Chomskys assumption of the poverty of stimulus (1965).This assumption means that the data provided by the input to which people exposed are not rich enough to account for language acquisition (Patten and Benati:2010). In other words, it means that the language to which children are exposed as their input or the primary linguistic data is solely a set of individual utterances yielding some abstract principles of grammar which seem ambiguous for language acquisition .The best solution he can provide is the universal grammar hypothesis (UG), which means that all humans are born with an innate universal language containing a number of abstract principles which can lead the acquisition process (Tomasello: 2003). Despite the fame of the poverty of stimulus argument in the language acquisition domain and childrens language research, it has certain, if we contrast it with the account provided by Tomasellos usage-based theory. We find that the research into the developmental psychology of language acquisition has provided many arguments which support the richness of stimulus in usage-based theories (e.g Clark2003, Tomasello 2003). In fact, the significance of social pragmatic interaction in language acquisition is evidenced by extensive findings in this domain (Tomasello: 2003). To put it more simple, Tomasello in his theory emphasizes that: There is no poverty of the stimulus when a structured inventory of construction is the adult endpoint (Tomasello: 2003:7). He notes that the hypothesis of an innate universal grammar has two major problems, namely, first, the linking problem and the problem of continuity. The first problem is how children can connect their abstract universal grammar with the particular language which they learn. The second problem deals with the developmental changes in childrens language, for example, how people can understand childrens language during their developmental change if we accept that universal grammar is always the same. It, therefore, seems useful to provide a description or explanation of child language acquisition which ignores any hypothesis of universal grammar which creates these problems (Tomasello: 2003). Accordingly, it is important to note that Chomsky and Tomasello are opposed on the argument of the poverty of stimulus. Tomasellos view, however, seems stronger, because nativists provide no support for their claims. As Pullum and Scholz (2002:47) point out, the poverty of stimulus argument still a waits even a single good supporting example. Moreover, Akhtar (2004) seems to agree with this criticism, in that she indicates that this argument was the basis for a number of nativist claims, yet indeed lack supporting empirical evidences. 3.2. Language is creative: Another difference between Chomsky and Tomasello is the formers belief that language is creative. From Chomsky perspective, creativity in language has three- fold support. First, people possess the ability to understand and produce strange sentences which they have never before heard or spoken (Aitchison: 2007). Second, the creative use of language is free from the external and internal affects of the stimulus control (Chomsky: 1968). Third, the way in which people use the language considered to be coherent and appropriate to the situation (Hegde: 1980). By the way of contrast, we can see that Tomasello does not ignore creativity in language, but he has little concern for it. According to him, it results from the attempt of humans to create categories in their own language (Tomasello: 1995). Chomsky asserts that the creativity in language is something which can not be acquired solely through environmental learning methods (Aitchison: 2007). Tomasello contrastingly asserts that, during a period of time, children obtain the communicative conventions are obtained step by step from the people around them. For example, their social cognitive skills and developing cognition are utilised to internalise these conventions. Childrens basic abilities are used to learn their first words. They create concepts so as to understand adult speech and then to produce suitable new words in their communicative contexts (Tomasello: 1995). It is thought, however, from the contrast between the two views that Chomskys view about the creativity of language has some limitations. For one thing, nativists assert that every utterance we hear and say is completely novel and accepted. This assertion seems to be wrong. The reason is that to accept it we would need to assume that each word or sentence has a separate existence. Moreover, we have to assume that our past language experience is sufficient to provide a clear understanding of the present utterances. But, if these assumptions are accepted, the result will be that human communicative behaviour has no continuity (Hegde: 1980). The second point, on the creativity of language free from the control of stimulus, seems to be weak, because, as discussed above in section (3.1) no evidence has been offered in its support. Furthermore, with regard to the third point, in Chomskys view the way that people use language is coherent and appropriate to the situation. It could be argued that this point is somewhat vague, since Chomsky admits that he can give no clear meaning to the terms appropriateness and coherent in this context (ibid). However, he stresses that the creative aspect of language is common. Humans constantly create novel utterances and many who lack this ability might be brain damaged (Aitchison: 2007). This view would be more popular if it took into account the effect of environmental learning methods in producing our utterances, since the one question that needs to be asked here is, how humans can produce them without communication with their input. 3.3. Modularity: In the areas of linguistics and philosophy of mind, the idea of modularity has raised a great deal of concern (Garfield: 1987). There seems to be another difference between Chomsky and Tomasello, about the modularity of mind in language acquisition. To illustrate, the definition of modularity according to Crystal (1998: 246) is: A term used in recent discussion of language in two slightly different ways. On the one hand, it is proposed, especially in J. A. Fodors The Modularity of Mind, that the mind is modular in the sense that it consists of a number of different systems ( modules) each has its own distinctive properties , such as the language system and the vision system. On the other hand, it is suggested, especially in government-binding theory that language system itself is modular in the sense that it consists of a number of different subsystems which interact in specific ways. The concept of modularity is that the brain is divided into separate parts, an idea to which Chomsky gives much attention (1965).He identifies the language area as a separate faculty of mind, in that language is autonomous in the mind and a separate module in the brain (Aitchison: 2007). Furthermore, he goes on to argue that the human mind is, like other complex biological systems, modular in its internal formation (Chomsky: 1984). The main idea of modularity, according to him, is that the modularity of syntax means that the structures of syntax are not the same as the structures exist in other cognitive (Chomsky: 1968 cited in Tomasello: 1995). By the way of contrast, we can see that Tomasello does not agree that language is a separated module in the brain, because, by his reasoning, in order to have a perfect grammatical theory the syntactic abilities should be combined into cognition and not like an autonomous sub-system (Parisse: 2005). To sum up, Chomskys view is a modular view in which there are different sub-parts in the mind each one possessing special characteristics. Tomasello, however, take the non-modular view that there are general principles employed in all cognitive domains which control the mind (Archibald: 1993). However, to return to the account of modularity provided by Chomsky, one of the difficulties with this account is the claim that syntactic structures are not like the structures which exist in other cognitive domains. This seems to be wrong, because it gives the idea that the syntax module is innate, yet if we give the example of the game of chess, we find that it possesses a number of unique structures, such as, the images of a knight fork or queen-a side attack- in human cognition. But there is no need to presume that this uniqueness chess- playing form needs an innate mental form (Bates et al. 1991). Moreover, the structures of cognitive thought which adults utilise in order to play the game of chess come through a process in which people employ general cognitive processes to face their problems in their social interaction which they may have had in learning to play a constructed game (Tomasello:1995). Hence, it is thought that Chomskys view seems to be weak because it is difficult to specify which part of the brain is responsible for language. As Bates asserts, it still far from knowing perfectly which parts of the brain are responsible for language (Bates in press, cited in, Tomasello 1995). 3.4. Language- specific versus domain- general learning mechanisms: Another point of difference between Chomsky and Tomasello concerns the way in which children acquire language. is another different point between Chomsky and Tomasello. The difference lies in the contention over whether language should be a specific domain or a domain general learning mechanism. A specific domain in this context means a domain specific to language, whilst, domain general refers to learning mechanisms which are not specific to language, yet applied generally. From Chomskys perspective, since, human beings are able to learn language and animals are not, this ability is considered genetically inherited (Aitchison: 2007). Nativist theory, in fact, hypothesises that children are born with universal grammar (UG), a set of innate principles and parameters. This possession helps children to learn language without making errors as they learn (Conroy and Thornton: 2005). Therefore, this assumes that children possess a pre- existing domain- specific innate form which specifies the form of their language knowledge. Moreover, in language learning in particular, syntax children obtain ability without exposure to adequate stimulus (Chomsky; 1986, Pinker; 1994). However, Tomasello believes that it is false to suppose that children have genetically endowed grammar (Tomasello: 2003). To his mind, children in order to learn their language employ item-based learning integrated with some general learning mechanisms that are used in other cognitive domains , such as, analogy (Conroy and Thornton: 2005). Moreover, in Tomasellos view the properties of language structure come from joint attention figures and not from innate language specific mechanisms (Segalowitz: 2001). As a result, Tomasello significantly did not ignore language universals; however, to him they not universals of form or a special type of syntax or linguistic symbols but are instead, the universals of human communication and cognition. For example, human beings use language in similar social contexts in order to provide solutions in language for communicative tasks, such as, describing specific entities (Tomasello: 2003). Consequently, Chomskys view that language has a specific-do main is weak , because languages differ in their grammatical relations, of subject and object, for example, Acehnese, an Indonesian language, and Tagalog, a Philippine language, do not possess these grammatical relations ( Tomasello:1995). 4. Some weakness in both theories: Tomasello, then, introduced a new model of usage-based theories in language acquisition in which he paid attention to a main set of skills, namely, intention reading, joint attention and pattern-finding skills. These skills are general skills utilised also in other types of cognition and not in language alone. Furthermore, although they are innate, they are not like the universal grammar (UG) invented by Chomsky, because they are not specific to language (Tomasello, 2003). But Tomasellos account seems to entail some limitations. It is thought that he does not provide a clear explanation for the fact that these skills are sufficient for language acquisition. As Wilson (2006:138) points out: Tomasellos central claim is that joint attention and intention reading are foundational and prerequisite for language acquisition. It does seems reasonable to assume that they are necessary for language development, but the big question is, are they sufficient? Can they entirely account for all of the complexities of language à ¢Ã¢â€š ¬Ã‚ ¦ from parsing speech stream to the emergence of complex grammatical structures? Hollich et al. (2000), on the other hand, seems to agree with this criticism, because they assert that Tomasellos theory, which is one of the social constructivist theories, does not possess a complete or sufficient explanation for the fact that children can produce increasingly inserted sentences in their utterances. Moreover, the problem with these theories is that they still offer no clarification of childrens ability to discover the relationships between language units. In contrast to this, Chomskys theory is considered one of the famous theories in the language acquisition domain. It has indeed, affected the entire literature language acquisition, because of the controversy surrounding it. Yet this theory too attracts a number of criticisms. In this section, we focus on four critical points made against this theory. A major criticism concerns the universal grammar hypothesis (UG) which has been discussed above. Although (UG) aroused widespread interest in language acquisition debates, it is thought, that it is based solely on abstract thinking and lacks empirical support. As Kadarisman (2007a) points out, the concept of universal grammar must be without meaning unless it has empirical evidence. But, without adequate explanations, it seems to be more a slogan than a scientific effort. Moreover, due to its abstraction, (UG) neglects the local importance of language used in the cultural context (Becker: 1995). Second, Chomskys theory is criticised for relying on logical arguments only. As Palmer (2000) indicates, Chomskys nativist claims remain are still the same as they have been fir the past two decades. Because his claims are based on logical arguments instead of, direct evidences or reasonable interpretations, his argum ents have no external support. Tomasello seems, agree with Palmer in this criticism because he states that Chomsky in his account relies strongly on logical arguments, not using the scientific study of human behaviour and cognition (Tomasello: 1995). Third, it is criticised because it can not be tested. This creates some contention around Chomskys account. The reason is that his theory has no clear cut procedures which could be examined. To put it more simple, Chomsky considered theory-construction in linguistics as similar to theory- construction in the physical sciences, particular, physics. Yet, there is a deference between these two domains, because, the mathematical model in physics depends on physical phenomena and is testable, whereas, Chomskys model relies on subjective judgments made by individual native speakers who may disagree with each other. Consequently, it can not be tested (Moor and Carling: 1987). Fourth, Chomskys theory is criticised in terms of its ideas, if considered as philosophical ideas, for instance the adoption of such innatist ideas as, the universal grammar (UG) hypothesis which is based on the hypothesis of an innate language faculty. Subsequently, many linguists (e.g. Hegde, 1980; Moore and Claring, 1987) have strongly criticised these ideas. For example, Hegde asserts that the concept of a nativist theory is merely part of an ancient philosophical idea. Furthermore, Moore and carling believe that Chomskian linguistics are linked by these ideas to philosophy, in particular, epistemology, the part of philosophy concerned with knowledge theories. Conclusion: The domain of language acquisition possesses a varied collection of theories. Their main concern is to discover the way in which people, in particular children, can acquire language. The accounts given by Chomsky and Tomasello can be critically contrasted, as seen above. They obviously stand on two opposite sides. In Chomskys theory, children are born with an innate ability by which they acquire their language, whereas, in Tomasellos theory, language is acquired through language use and not by biologically innate ability. Furthermore, the innate abilities which children have are not specific to language. However, the main aspects which have been contrasted in this paper comprised: first, the poverty of stimulus argument, in which, according to Chomsky, the input is not sufficient to acquire language, while, from Tomasellos perspective there is no poverty of stimulus; second, Language to Chomsky is creative, because it is free from the control of stimulus while in Tomasellos view lang uage results from the attempt of humans to create categories in language; third, modularity, Chomskys assertion that the mind is separated into sub-parts, whereas Tomasello believes, that general principles control the mind; and fourth, Language- specific versus domain- general learning mechanisms; either there are universals specific to language, as in (UG) hypothesis of Chomsky or, as Tomasello states universals is not specific to language but apply to all human communication and cognition. Hence, we can conclude that Chomskys account strongly relies on the hypothesis of universal grammar (UG) to support his view on the poverty of stimulus argument, creativity of language, modularity and the language- specific domain. It should be noted that the universal grammar hypothesis (UG) brought a great deal of debate among scholars of language acquisition, even though one of its limitations is that it has no empirical evidence to support it. Tomasellos account, conversely, depends on general skills in language acquisition, such as, joint attention, intention reading and pattern finding skills. Yet he did not provide adequate explanation to convince us that these are sufficient for language acquisition.