Wednesday, October 10, 2012

SPARTA

The agōgē (Greek: ἀγωγή in Attic Greek, or ἀγωγά, agōgá in Doric Greek) was the rigorous education and training regimen mandated for all male Spartan citizens, except for the firstborn son in the ruling houses, Eurypontid and Agiad. The training involved learning stealth, cultivating loyalty to the Spartan group, military training (e.g., pain tolerance), hunting, dancing, singing and social(communicating) preparation.The word "agoge" had many meanings in ancient Greek, among them seizure or abduction, but in this context generally meant leading, guidance or training.
According to folklore, agoge was introduced by the semi-mythical Spartan law-giverLycurgus but its origins are thought to be between the 7th and 6th centuries BZ when the state trained male citizens from the ages of seven to twenty-one.
The aim of the system was to produce physically and morally strong males to serve in the Spartan army. It encouraged conformity and the importance of the Spartan state over one's personal interest and generated the future elites of Sparta.The men would become the "walls of Sparta" because Sparta was the only Greek city with no defensive walls after they had been demolished at the order of Lycurgus. Discipline was strict and the males were encouraged to fight amongst themselves to determine the strongest member of the group.
The agoge was prestigious throughout the Greek world, and many aristocratic families from other cities vied to send their sons to Sparta to participate in the agoge for varying periods of time. The Spartans were very selective in which young men they would permit to enroll. Such honors were usually awarded to the próxenoiof Sparta in other cities and to a few other families of supreme ancestry and importance.

Structure

When a baby boy was born, it was washed with wine as Spartans thought this would have made them strong; then it was required that he be checked by theGerousia (a council of leading elder Spartans) from his tribe to see if he was fit and healthy enough to be allowed to live. In the event that the baby did not pass the test, he was left at a place called the apothetai near Mt. Taygetus to die of exposure. At the age of seven, he was enrolled in the agoge under the authority of the paidonómos (παιδονόμος), or "boy-herder", a magistrate charged with supervising education. This began the first of the three stages of the agoge: thepaídes (roughly speaking, ages 7–17), the paidískoi (ages 17–19), and thehēbōntes (20-29); some classical sources indicate that there were further subdivisions by year within these classes.[1]
The boys lived in groups (agélai, "herds") under an older leader. They were encouraged to give their loyalty to their communal mess hall known as the Syssitia, rather than to their families. Beginning at the age of 12 boys would be given only one item of clothing per year — a red cloak known as a Phoinikis. They also created beds out of reeds pulled by hand, with no knife, from the Eurotas River. Boys were intentionally underfed to encourage them to master the skills necessary to become successful at stealing their food. This was also meant to produce tall well-built soldiers rather than fat short ones. This let the boys become accustomed to hunger so that during a campaign hunger would not be a problem. They would be severely punished, however, if they were caught stealing. Only the heirs apparent of the two Spartan royal households (the Agiads and Eurypontids) were exempt from the process.
At around age 12 the boys would enter into an institutionalized relationship with a young adult male Spartan. Plutarch described this form of Spartan pederasty wherein somewhat older warriors would engage promising youths in a long-lasting relationship with a pedagogic motive. The boy was expected to request the relationship, which was seen as a method to pass on knowledge and maintain loyalty on the battlefield. At the stage of paidiskoi, around the age of 18, the students became reserve members of the Spartan army. Also, a group of promising young were allowed to become part of the Crypteia, a type of 'Secret Police', where the young members were instructed to spy on the helot population and even kill the helots who were out at night, work regarded to help keep the population submissive. The state supported this by formally declaring war on the helots every autumn, so that killing a member of the population was not regarded as a crime, but in fact as valuable deeds for the good of the state.
At the stage of hēbōntes, roughly age 20, the students became fully part of the syssitia and Spartan army although they continued to live in barracks and continued to compete for a place among the Spartan hippeis the royal guard of honor.[1] At the age of 20 they were voted into one of the public messes. The voting was done by their peers who were already in the mess; if all members of the mess did not vote in this person, they could not join that mess. They could then try for a different mess, usually one that was worse. They had ten years to be accepted into a mess, if they failed, they would not gain Spartan citizenship and be an inferior. When they turned 30, or at their peak age, they were finally permitted to marry and to become full citizens of Sparta who could vote and hold office.
Education in the agoge served as a great equalizer in Sparta. Men were meant to compete in athletics and in battle. Helots and common men likely only developed their reading and writing skills as was necessary to make votive offerings and read important inscriptions. On the other hand Spartans who became kings, diplomats or generals would also improve their rhetoric, reading and writing skills as they were necessary abilities to have for their positions. How the majority of the population of citizen male Spartans became literate, or whether they were literate at all, is not well known. However, there is reference made in Plutarch's "Sayings of Spartan Women" to correspondence kept between mother and sons on campaign, which would suggest some degree of literacy.

Education of girls

Girls also had a form of state education involving dancegymnastics and other sports; together with other subjects such as music, dance, poetry, including writing and war education. Traits such as grace and culture were frowned upon in favor of physical tempering and moral rectitude. The girls were also encouraged to help the males by humiliating them in public and criticizing their exercising. Just as Spartan males were raised to become warriors, so the females of Sparta were trained for their primary task: giving birth to warriors. Encouraged to be strong and healthy, girls participated in athletic competitions, running footraces in off-the-shoulder chitons. Unquestioning in the performance of their duty, Spartan mothers did not give in to sentiment even when faced with a child's death. "I bore him so that he might die for Sparta," one woman said of her son, "and that is what has happened, as I wished."
Spartan women wore the old-fashioned peplos (πέπλος), open at the side, leading to banter at their expense among the other Greeks who dubbed them phainomērídes (φαινομηρίδες) the "thigh-showers." At religious ceremonies, on holidays and during physical exercise girls and women were nude as in bed.[citation needed]

Rise and fall

Any male who did not successfully pass through the agoge would be denied Spartan citizenship. At various times this selection process came to be seen as detrimental to Spartan society particularly when the number of free male Spartan citizens dwindled. The practice waned in the 3rd century BC but was successfully reinvigorated some time in the 220s BC by Cleomenes III. It was abolished, however, less than forty years later by Philopoemen in 188 BC. The agoge was reinstated in the year 146 BC after the Roman defeat of the Achaeans in the Achaean War.

Roman agoge

The Roman agoge was limited to males between the ages of 14 to 19 and was essentially ephebic in nature and organized by phyles(citizen tribes). The instruction consisted of athletics, singing, dancing, military and probably some academic training. The students were supervised by officials called bideioi[citation needed] ("overseers") and a patronomos ("guardian of law"). During the Flavian dynasty a team-based structure was introduced to the Roman agoge which put groups of students under the command of a team leader or boagos(βοαγός). Sponsorship was available to some poor students who could not afford the training.



Activity
Spartan education compare with today?
which you prefer?
that exchange?

Educació a Esparta




Video from the comments that you think


Arch of Titus





The Arch of Titus is a 1st-century honorific arch[1] located on the Via SacraRome, just to the south-east of the Roman Forum. It was constructed in c.82 AD by the Roman EmperorDomitian shortly after the death of his older brother Titus to commemorate Titus' victories, including the Siege of Jerusalem in 70 AD.
The Arch of Titus has provided the general model for many of thetriumphal arches erected since the 16th century—perhaps most famously it is the inspiration for the 1806 Arc de Triomphe inParisFrance, completed in 1836.

History

The Arch of Titus
Detail from the Arch of Titus showing spoils from the Sack of Jerusalem
Based on the style of sculptural details, Domitian's favored architect Rabirius, sometimes credited with the Colosseum, may have executed the arch. Without contemporary documentation, however, attributions of Roman buildings on basis of style are considered shaky.
The Frangipani family turned it into a fortified tower in the Middle Ages.[3]
It was one of the first buildings sustaining a modern restoration, starting with Raffaele Stern in 1817 and continued by Valadier under Pius VII in 1821, with new capitals and with travertine masonry, distinguishable from the original. The restoration was a model for the country side of Porta Pia.[3][4]

[edit]Significance

The Arch provides one of the few contemporary depictions of Temple period artifacts.[5][6] The seven-branched menorah and trumpets are clearly depicted. It became a symbol of the Jewishdiaspora. In a later era, Pope Paul IV made it the place of a yearly oath of submission. Roman Jews refused to walk under it. The menorah depicted on the Arch served as the model for the menorah used on the emblem of the state of Israel.[citation needed] However, when David Ben Gurion declared independence for the State of Israel, the chief rabbi gathered the entire Roman Jewish community by the arch and in solemn procession, walked the opposite way under the arch to symbolise the return to Jerusalem and Israel.

[edit]Architectural influence

Works modeled on, or inspired by, the Arch of Titus include:

Activity
think if our country have any monument with similar traits



Tuesday, September 18, 2012


Great initiative from the Prado, which has created a website hosted on the website of the Museum which displays all production of Francisco de Goya: more than 150 paintings, 500 drawings, and 300 prints and engravings. .. "Goya in the Prado" provides technical and historical information of each and every one of the works in addition to high-resolution images that allow contemplate with great detail and even compare them. A great way to learn more about the production of the great artist. http://bit.ly/PNe8c2

Wednesday, September 5, 2012


Greek heritage
Democracy flourished in ancient Greece, specifically in the V century Athens. C. (The Age of Pericles). Therefore it is often referred to as Athenian democracy. He had a relatively long life compared to current liberal democracies, it may speak of democratic period in Athens from Cleisthenes reforms around 510. C. until the suppression of democratic institutions because of the Macedonian hegemony in 322. C. It should also be cited as precedent timocratic system established by the Constitution of Athens Solon in the year 594. C.
Athens was one of the first known democracies (although some anthropological research suggests that democratic behavior were probably common in some societies stateless long before the golden age of Athens). Other Greek cities also established democracies, but not all Athenian modeled, and certainly none was as powerful or as stable (or well documented) as Athens. It remains a unique and intriguing experiment in direct democracy, where people do not elect representatives to vote on their behalf, but they developed legislation and executive power exercised personally. However, participation was far less universal, but within the participating barely influenced economic power, and the number of people involved was enormous. The public opinion of voters was remarkably influenced by the political satire performed by the comic poets at the theaters.
Solon (594 a.), Cleisthenes (509 a.) And Ephialtes of Athens (462 a.) Contributed to the development of Athenian democracy. Historians disagree about which of them was responsible for the creation of each of the institutions, and which of them represented more faithfully a truly democratic movement. The most common is starting to refer to democracy Cleisthenes, since Solon's constitution was abolished and replaced by the tyranny of Peisistratus, whereas Ephialtes revised Cleisthenes' constitution in a relatively peaceful.
However, the most popular democratic leader was Pericles and long-lived, and after his death, Athenian democracy was twice interrupted by oligarchic revolution towards the end of the Peloponnesian War. The democratic system was slightly modified after being restored by Eucleides, in fact, most of the detailed descriptions of the system date from this time and not the original system of Pericles. It was suppressed by the Macedonians in 322. C. The Athenian institutions were restored again later, but how they came to be a real democracy is debatable.

Thursday, August 30, 2012



Tutankhamun

Egyptian Pharaoh of the Eighteenth Dynasty (?, H. 1372 - Thebes?, 1354 a. C.). Son of Pharaoh Tutankhamun was Akhenaten, who died childless men, hence was succeeded by his sons, Semenkera and Tutankhamen, the latter, his brother, took the throne to the 1360. C. In fact, until the death of his father, took the name Tutankhamun Tutankhaton in honor of the sun god Aten Akhenaten whose cult had driven on an almost monotheistic.

Three years after acceding to the throne, the new king restored the traditional religion and therefore the power of the priests of Amon, seriously weakened in the previous reign, while the capital back to Thebes, leaving the capital created by Akhenaton in Amarna, and to symbolize these changes, replaced his own name to Tutankhamun (meaning "the living image of Amun).


Mask of Tutankhamun

Tutankhamun's reign had no other meaning than this restoration of the traditional order of Pharaonic Egypt, under the influence of the priests and conservative generals. Tutankhamun died when he was only 18 and had six of reign, probably in a palace revolt.

Tutankhamen is famous for his tomb was the only tomb in the Valley of the Kings that came without loot to the contemporary age, its discovery by Howard Carter in 1922 was a global archaeological event, showing the splendor and wealth of the royal tombs and exposing valuable information on the time.


In June 1815, French military leader and emperor Napoleon Bonaparte was defeated at the Battle of Waterloo in present-day Belgium. Find out more about the famous general, who despite being small in stature left behind a huge legacy.http://histv.co/nPn
CROSS-COUNTRY WEEK: Chiseled out of solid granite, the faces of Mount Rushmore will be visible for 100,000 years, according to scientific estimates. Get more facts on the monument here:http://histv.co/F2e


Colosseum: Begun between around 70 A.D., the Colosseum could seat 50,000 people. Gladiators, animals and soldiers engaged in all types of combat within the Colosseum, and it could even be flooded to allow naval reenactments to take place.

Thursday, August 23, 2012


A partir de la propuesta planteada por la profesora sobre el articulo de PISA considero pertinente compartir aunque no sea en ingles los distintos tipos de lectura

  • 1. TIPOS DE LECTURA
  • 2. PROCESO DE LECTURA El proceso mediante el cual leemos consta de cuatro pasos:La visualizaciónLa fonaciónLa audiciónLa cerebración
  • 3. MECANICA DE LA LECTURA LA FISIOLOGIA:permite comprender la capacidad humana de leer desde el punto de vista biológico, gracias al estudio del ojo humano, el campo de visión y la capacidad de fijar la vista. LA PSICOLOGIA:ayuda a definir el proceso mental que se lleva a cabo durante la lectura, ya sea en la fase de decodificación de caracteres, símbolos e imágenes, o en la fase de asociación de la visualización con la palabra.LA PEDAGOGIA:clínica se ocupa de los aspectos educativos en cuanto al proceso enseñanza-aprendizaje de la lecto-escritura, de los disturbios específicos de la lectura, y las habilidades necesarias para una lectura eficaz.
  • 4. COMPRENSION DE LA LECTURALos ejercicios de comprensión de lectura miden:la capacidad para reconocer el significado de una palabra o frase en el contexto de las demás ideas; la habilidad para entender e identificar lo fundamental de la lectura; la habilidad para identificar las relaciones entre las ideas para realizar el análisis y síntesis de la información.
  • 5. TIPOS DE LECTURA1. Lectura Científica:Es necesario hablar de lectura científica porque tratándose de realizar una investigación científica, no es útil o suficiente la lectura común y corriente que hace la mayoría de las personas, lectura sin profundidad y generalmente sin propósito especifico, aparte de la recreación o la necesidad de informaciones superficiales.2. Lectura Receptiva:Supone la capacidad de realizar la mejor cantidad de ideas, para luego agruparlas y si amerita la situación, sacar una conclusión, como en una charla pero con lectura.3. Lectura Rápida:Cuando es total pero poco profundo ya que solo se busca una visión de conjunto o de información general.
  • 6. 4. LECTURA INFORMATIVA:Es la que se lleva a cabo a través de la lectura de periódicos, revistas, obras de divulgación o documentación, novelas, ensayos, etc. Este tipo de lectura suele ser rápida y la atención difusa. El lector determina aquellos detalles que más le llaman la atención, por ejemplo: al leer el periódico se separan en aquellas noticias cuyos títulos le interesan. 5. LECTURA SECUENCIAL:La lectura secuencial es la forma común de leer un texto. El lector lee en su tiempo individual desde el principio al fin sin repeticiones u omisiones.6. LECTURA INTENSIVA:El destino de la lectura intensiva es comprender el texto completo y analizar las intenciones del autor. No es un cambio de técnica solo de la actitud del lector: no se identifica con el texto o sus protagonistas pero analiza el contenido, la lengua y la forma de argumentación del autor neutralmente.
  • 7. 7.LECTURA PUNTUAL:Al leer un texto puntual el lector solamente lee los pasajes que le interesan. Esta técnica sirve para absorber mucha información en poco tiempo.8. LECTURA DIAGONAL:En lectura diagonal el lector solamente lee los pasajes especiales de un texto, como títulos, la primera frase de un párrafo, palabras acentuadas topográficamente (negritas, bastardillas), párrafos importantes (resumen, conclusión) y el entorno de términos importantes como fórmulas («2x+3=5»), listas («primer», «segundo»,...), conclusiones («por eso») y términos técnicos («costos fijos»).
  • 8. 9. LECTURA MECÁNICA:Se limita a identificar palabras prescindiendo del significado de las mismas. Prácticamente no hay comprensión. 10. LECTURA LITERAL:Comprensión superficial del contenido. 11. LECTURA ORAL:Se produce cuando leemos en voz alta. 12. LECTURA SILENCIOSA:Se capta mentalmente el mensaje escrito sin pronunciar palabras. El lector puede captar ideas principales.
  • 9. 13.LECTURA REFLEXIVA:Máximo nivel de comprensión. Se vuelve una y otra vez sobre los contenidos, tratando de interpretarlos. Es la más lenta.14.LECTURA RÁPIDA:Sigue la técnica del “salteo” que consiste en leer a saltos fijándose en lo más relevante. Es una lectura selectiva. 15.LECTURA CRÍTICA:se enseña al lector a evaluar contenidos y emitir juicios a medida que lee. Se enseña al lector a distinguirla opiniones, hechos, suposiciones, prejuicios y la propaganda que pueden aparecer en el texto.
  • 10. HABILIDADES DE LA LECTURAUna habilidad se define como una aptitud adquirida para llevar a cabo una tarea con efectividad. La teoría fundamental que subyace a este enfoque de la comprensión basado en las habilidades es que hay determinadas partes, muy específicas, del proceso de comprensión que es posible enseñar.El hecho de enseñar a un alumno estas facetas de la comprensión mejora, en teoría, el proceso global de comprensión.
  • 11. En conclusiones:- Es difícil establecer un listado de habilidades de comprensión perfectamente definidas.- No es posible enseñar, lisa y llanamente, las habilidades de comprensión dentro de un esquema jerarquizado.- No está claro cuáles ejercicios programados para entrenar las habilidades de comprensión lectora son esenciales o necesarios, si es que algunos de ellos lo es.
  • 12. HABILIDADES DE VOCABULARIOPara enseñar a los alumnos aquellas habilidades que les permitirán determinar por cuenta propia, con mayor independencia el significado de las palabras. Tales habilidades incluyen:- Claves contextuales:el lector recurre a las palabras que conoce para determinar el significado de alguna palabra desconocida.- Análisis estructural:el lector recurre a los prefijos, sufijos, las terminaciones inflexivas, las palabras base, las raíces verbales, las palabras compuestas y las contracciones para determinar el significado de las palabras
  • 13. HABILIDADES DE USO DEL DICCIONARIOIdentificación de la información relevante en el texto:son las habilidades que permiten identificar en el texto la información relevante para los propósitos de la lectura. Tales habilidades incluyen:Identificación de los detalles narrativos relevantes: el lector recurre a su conocimiento de la estructura posible de la historia para identificar la información que le permita entender la narración.- Identificación de la relación entre los hechos de una narración: tras identificar los elementos fundamentales de un relato, el lector determina cómo se relacionan para comprender globalmente la historia. Para ello, el niño o niña han de entender los siguientes procesos: causa y efecto y secuencia.
  • 14. Identificación de la idea central y los detalles que la sustentan.- Identificación de las relaciones entre las diferentes ideas contenidas en el material: el lector aprende a reconocer e interpretar las siguientes estructuras expositivas: descripción, agrupación, causa y efecto, aclaración, comparación. 
  • 15. DURANTE LA LECTURAFormular hipótesis y hacer predicciones sobre el textoFormular preguntas sobre lo leídoAclarar posibles dudas acerca del textoResumir el textoReleer partes confusasConsultar el diccionarioPensar en voz alta para asegurar la comprensiónCrear imágenes mentales para visualizar descripciones vagas
  • 16. DESPUES DE LA LECTURAHacer resúmenesFormular y responder preguntasRecontarUtilizar organizadores gráficos

Tuesday, August 21, 2012

Parthenon by Kostas Gavras (e-cool.gr)

GENIAL
July 11 met 37 years one of the most important archaeological discoveries of the twentieth century: the terracotta army of the first emperor of China, Qin Shi Huang Di (247-221 BC), in Xian. On July 11, 1975, some farmers accidentally stumbled with some remains. Archaeologists arrived and have since discovered more than 8,000 figures of soldiers and officers, chariots and horses, the splendid army should protect the first emperor in the afterlife. And discoveries continue


The month kicked off the 32 Olympic Games of the modern era in London. Invented by the Greeks in 776 BC, the ancient games were held every four years at Olympia in honor of Zeus. Now, the British Museum pays tribute to those ancient precursors with an exhibition entitled "Winning in the ancient Olympic Games." The exhibition takes a journey through these ancient games through some emblematic pieces of Greek art as Discus Thrower of Myron and Polykleitos Diadumeno. Until September 9

EYE FOR AN EYE
In Mesopotamia were born the first written laws of history for four thousand years of Lagash Urukagina performed the first reforms of history, Ur Nammu (or perhaps his son Shulgi) wrote the first of Ur Mesopotamian legal code, Lipit-Istar Isin wrote his own legal code ... They culminate in the code written by King Hammurabi of Babylon in 1758 BC With 282 items, will become the most famous in history


Do you know that both the temples and sculptures were painted in bright colors in ancient Greece? Accustomed to contemplate now pure white in color, many people can not imagine life the colorful and ancient monuments that had these in the past. Since last July 31, and for a year, the New Acropolis Museum in Athens organized an interesting exhibition that recreates the old colors of the statues by replicas that are arranged next to the original. Visual and didactic, the visit takes place in small groups of 20 people and with the guidance of an archaeologist. News in: http://bit.ly/OBSO9z and the Museum's website: http://bit.ly/OxaQcW

NOVEL
Thanks to Google Earth, in 2011 the archaeologist Sarah Parcak discovered 17 pyramids in Egypt. Now, another archaeologist, Angela Micol, also thanks to this tool, has identified two mounds which she says are most likely pyramids. They are located in Upper Egypt and are located 140 km away from each other, and far more south than other pyramids located in Egypt. Apparently, one of the alleged pyramids would have a greater volume than the Great Pyramid of Giza. We must wait for the confirmation on the ground. You can read about it and watch a short video on the news: http://bit.ly/SicNqI
VERY INTERESTING
Between the years 1900-1906, the British archaeologist Arthur Evans excavated Knossos, on the island of Crete. Deeply attracted by the Minoan culture, Evans brought out a monumental palace complex consists of over a thousand rooms interconnected. Influenced by the myth, Evans identified the palace of Knossos with the famous labyrinth that King Minos imprisoned the terrible Minotaur. His excavations unveiled the world the richness and sophistication of the culture that developed in Crete and which flourished between 1700-1350 BC Evans restored the palace and its paintings, in a way that still is controversial. You can read this interesting article in HNG105.

Telegraph.co.uk
Tuesday 21 August 2012

Energy companies 'overcharge customers by £600m'

Energy companies have overcharged households and businesses up to £600 million by manipulating the electricity market, ministers have said.

Energy companies 'overcharge customers by £600m'
Official estimates suggest that some companies have been over-claiming for up to five years 

Friday, August 17, 2012


Air Pollution

Air pollution is caused by many things
  • the increasing number of cars on our roads
  • growing cities
  • the fast development of our economy
  • industrialisation
Air pollution, as we know it today, started with the Industrial Revolution in Europe in the 19th century. In the last fewdecades, it has become the major problem for ourenvironment.
Clean air is normally made up of nitrogen (76 %) , oxygen(22%) , carbon dioxide and a few other gases.
Air PollutionWhen harmful elements get into the air they may cause health problems and can also damage the environment, buildings and soil. They make the ozone layer thinner and thinner and lead to the warming of the earth’s atmosphere and climate changes.
Our modern life style has led to dirtier air over the years. Factories,vehicles of all kinds, the growing number of people are some things that are responsible for air pollution today. But not all pollution in the air is caused by people. Forest fires, dust storms and volcanoeruptions can lead to the pollution of the atmosphere.

Major pollutants and where they come from

Carbon monoxide is a colourless gas that is set free when wood, petrol or coal are not completely burned. It is also in products like cigarettes. Because of it , less oxygen enters our blood and it makes us confusedand sleepy.
Carbon dioxide is a greenhouse gas that gets into the atmosphere when we burn coal , oil or wood.
Chlorofluorocarbons (CFCs) are gases that come from air-conditioning systems or refrigerators. When they get into the air they rise high into the atmosphere ( about 20—50 km above the earth’s surface). There, they get into contact with other gases and destroy the ozone layer. We need the ozone layer because it protects us from the sun’s ultraviolet rays.
Lead is in petrol, paint, batteries and other products. It is very dangerous if it gets into our bodies . In some cases it can even cause cancer .

There are two types of ozone that we know of : Natural ozone is in the upper part of our atmosphere , but on the ground, people produce ozone too. Traffic and factories cause ground ozone. It is especiallydangerous to children and older people. It makes them tired and doctors suggest not to go outdoors when there is too much ozone in the air.
Nitrogen oxide causes smog and acid rain. It is produced when you burn fuels like coal and oil. It can lead to breathing problems especially when children go outside in the wintertime.
Sulphur dioxide is a gas that gets into the air when coal is burned in power plants. Paper factories and other chemical industries also produce sulphur dioxide. This pollutant can lead to lung diseases.
Spray can
Spray can

Acid rain

Another result of air pollution is acid rain. It happens when sulphur dioxide and nitrogen oxide get into the air. When it rains the water that comes down on us has these dangeroussubstances in it.
Acid rain can also be caused by volcanic eruptions. Volcanoessend poisonous gases high up into the atmosphere.
Acid rain leads to the destruction of forests, lakes and soil. Many lakes and rivers have been poisoned over the decades and even some types of fish have disappeared. Buildings alsocorrode because of acid rain.
The pollutants can travel in the air for a long time before they come down to earth . That’s why it’s sometimes hard to tell where dangerous pollutants originate. Acid rain that destroys forests and lakes in Austria and Germany may come from power stations in Eastern European countries.


What can we do about air pollution ?

The job of cleaning up our air is difficult but not impossible. Choosing other forms of energy , like solarenergy, wind energy or tidal energy could be used for controlling pollution.
Cities like London have shown that better air quality can be achieved in a short time. But we individuals can also help make the air around us cleaner !
  • Walk or ride a bike to school or to your friend’s home.
  • Take a bus or a train to work
  • Organize car pools.
  • Don’t use spray cans anymore!
  • Make sure that your parents get a pollution check on the car every year !
  • Trees give us oxygen and take in carbon dioxide. They clean the air around us. Take care of them !
  • Switch off the lights when you leave the room. Only use the number of lights that you really need.
  • Don’t overheat your room during the winter months. It’s better to wear a pullover than to be in a room that is too warm.

Smog

Smog is a combination of smoke and fog. It occurs when gases from burnt fuel get together with fog on the ground. When heat and sunlight get together with these gases, they form fine, dangerous particles in the air.
Smog occurs in big cities with a lot of traffic. Especially in the summertime, when it is very hot, smog stays near the ground. It is dangerous to our breathing and in smog areas we can’t see very well.
Smog was first discovered in Great Britain in the 19th century, during the beginning of the Industrial Revolution. At that time people used coal for heating and cooking. Factories also used coal to produce iron and steel. Smoke got together with wet, foggy air and turned yellow. The smog often stayed over cities for many days. It caused lung diseases and breathing problems. Thousands of people died in London every year.
Today, cities that have a high population and are located in hot, subtropical areas have the biggest smog problems—Los Angeles, Mexico City or Cairo.
A lot has been done to prevent smog recently. Factories use coal that doesn’t have that much sulphur in it. And cars are much cleaner today. In some cities, cars aren’t even allowed to drive on smog days.

Smog in New York City
Smog in New York City