التدريب العملي ⓪①

(مبادئ الإطفائي وتجربة إطفاء منهكة)

1. Over the thunder of the flames, Mike heard Ben yell, “Move faster! The fire is nearly on top of us!” Mike’s arms ached and felt worn out, yet he forced himself to swing the axe with even more speed. He didn’t pause to wipe the tears that burned in his eyes. The greedy fire kept advancing; each time it destroyed something, it seemed to crave more. Mike worked side by side with the other smokejumpers to cut a firebreak. His only thought was to stop the flaming monster that was tearing through the forest.
2. Finally, the smokejumpers completed the firebreak. If the fire was strong enough, it could leap across the firebreak they had struggled to create, and they would have to begin again from the start. Mike stood perfectly still, his face dark with ash and his shirt soaked with sweat. He was too drained to move because he had poured everything he had into battling the fire. He turned his head and saw Ben watching him.
3. In that moment, everything Ben had taught Mike about real bravery made sense. A man was not brave when he acted only to show his courage. He was brave only when his focus wasn’t on himself anymore. That day, Mike had proven he truly cared about the others working beside him.

(مبادئ الإطفائي وتجربة إطفاء منهكة)

1. Over the thunder of the flames, Mike heard Ben yell, “Move faster! The fire is nearly on top of us!” Mike’s arms ached and felt worn out, yet he forced himself to swing the axe with even more speed. He didn’t pause to wipe the tears that burned in his eyes. The greedy fire kept advancing; each time it destroyed something, it seemed to crave more. Mike worked side by side with the other smokejumpers to cut a firebreak. His only thought was to stop the flaming monster that was tearing through the forest.
2. Finally, the smokejumpers completed the firebreak. If the fire was strong enough, it could leap across the firebreak they had struggled to create, and they would have to begin again from the start. Mike stood perfectly still, his face dark with ash and his shirt soaked with sweat. He was too drained to move because he had poured everything he had into battling the fire. He turned his head and saw Ben watching him.
3. In that moment, everything Ben had taught Mike about real bravery made sense. A man was not brave when he acted only to show his courage. He was brave only when his focus wasn’t on himself anymore. That day, Mike had proven he truly cared about the others working beside him.

(مبادئ الإطفائي وتجربة إطفاء منهكة)

1. Over the thunder of the flames, Mike heard Ben yell, “Move faster! The fire is nearly on top of us!” Mike’s arms ached and felt worn out, yet he forced himself to swing the axe with even more speed. He didn’t pause to wipe the tears that burned in his eyes. The greedy fire kept advancing; each time it destroyed something, it seemed to crave more. Mike worked side by side with the other smokejumpers to cut a firebreak. His only thought was to stop the flaming monster that was tearing through the forest.
2. Finally, the smokejumpers completed the firebreak. If the fire was strong enough, it could leap across the firebreak they had struggled to create, and they would have to begin again from the start. Mike stood perfectly still, his face dark with ash and his shirt soaked with sweat. He was too drained to move because he had poured everything he had into battling the fire. He turned his head and saw Ben watching him.
3. In that moment, everything Ben had taught Mike about real bravery made sense. A man was not brave when he acted only to show his courage. He was brave only when his focus wasn’t on himself anymore. That day, Mike had proven he truly cared about the others working beside him.

(مبادئ الإطفائي وتجربة إطفاء منهكة)

1. Over the thunder of the flames, Mike heard Ben yell, “Move faster! The fire is nearly on top of us!” Mike’s arms ached and felt worn out, yet he forced himself to swing the axe with even more speed. He didn’t pause to wipe the tears that burned in his eyes. The greedy fire kept advancing; each time it destroyed something, it seemed to crave more. Mike worked side by side with the other smokejumpers to cut a firebreak. His only thought was to stop the flaming monster that was tearing through the forest.
2. Finally, the smokejumpers completed the firebreak. If the fire was strong enough, it could leap across the firebreak they had struggled to create, and they would have to begin again from the start. Mike stood perfectly still, his face dark with ash and his shirt soaked with sweat. He was too drained to move because he had poured everything he had into battling the fire. He turned his head and saw Ben watching him.
3. In that moment, everything Ben had taught Mike about real bravery made sense. A man was not brave when he acted only to show his courage. He was brave only when his focus wasn’t on himself anymore. That day, Mike had proven he truly cared about the others working beside him.

(مبادئ الإطفائي وتجربة إطفاء منهكة)

1. Over the thunder of the flames, Mike heard Ben yell, “Move faster! The fire is nearly on top of us!” Mike’s arms ached and felt worn out, yet he forced himself to swing the axe with even more speed. He didn’t pause to wipe the tears that burned in his eyes. The greedy fire kept advancing; each time it destroyed something, it seemed to crave more. Mike worked side by side with the other smokejumpers to cut a firebreak. His only thought was to stop the flaming monster that was tearing through the forest.
2. Finally, the smokejumpers completed the firebreak. If the fire was strong enough, it could leap across the firebreak they had struggled to create, and they would have to begin again from the start. Mike stood perfectly still, his face dark with ash and his shirt soaked with sweat. He was too drained to move because he had poured everything he had into battling the fire. He turned his head and saw Ben watching him.
3. In that moment, everything Ben had taught Mike about real bravery made sense. A man was not brave when he acted only to show his courage. He was brave only when his focus wasn’t on himself anymore. That day, Mike had proven he truly cared about the others working beside him.

(مبادئ الإطفائي وتجربة إطفاء منهكة)

1. Over the thunder of the flames, Mike heard Ben yell, “Move faster! The fire is nearly on top of us!” Mike’s arms ached and felt worn out, yet he forced himself to swing the axe with even more speed. He didn’t pause to wipe the tears that burned in his eyes. The greedy fire kept advancing; each time it destroyed something, it seemed to crave more. Mike worked side by side with the other smokejumpers to cut a firebreak. His only thought was to stop the flaming monster that was tearing through the forest.
2. Finally, the smokejumpers completed the firebreak. If the fire was strong enough, it could leap across the firebreak they had struggled to create, and they would have to begin again from the start. Mike stood perfectly still, his face dark with ash and his shirt soaked with sweat. He was too drained to move because he had poured everything he had into battling the fire. He turned his head and saw Ben watching him.
3. In that moment, everything Ben had taught Mike about real bravery made sense. A man was not brave when he acted only to show his courage. He was brave only when his focus wasn’t on himself anymore. That day, Mike had proven he truly cared about the others working beside him.

(مبادئ الإطفائي وتجربة إطفاء منهكة)

1. Over the thunder of the flames, Mike heard Ben yell, “Move faster! The fire is nearly on top of us!” Mike’s arms ached and felt worn out, yet he forced himself to swing the axe with even more speed. He didn’t pause to wipe the tears that burned in his eyes. The greedy fire kept advancing; each time it destroyed something, it seemed to crave more. Mike worked side by side with the other smokejumpers to cut a firebreak. His only thought was to stop the flaming monster that was tearing through the forest.
2. Finally, the smokejumpers completed the firebreak. If the fire was strong enough, it could leap across the firebreak they had struggled to create, and they would have to begin again from the start. Mike stood perfectly still, his face dark with ash and his shirt soaked with sweat. He was too drained to move because he had poured everything he had into battling the fire. He turned his head and saw Ben watching him.
3. In that moment, everything Ben had taught Mike about real bravery made sense. A man was not brave when he acted only to show his courage. He was brave only when his focus wasn’t on himself anymore. That day, Mike had proven he truly cared about the others working beside him.

(مبادئ الإطفائي وتجربة إطفاء منهكة)

1. Over the thunder of the flames, Mike heard Ben yell, “Move faster! The fire is nearly on top of us!” Mike’s arms ached and felt worn out, yet he forced himself to swing the axe with even more speed. He didn’t pause to wipe the tears that burned in his eyes. The greedy fire kept advancing; each time it destroyed something, it seemed to crave more. Mike worked side by side with the other smokejumpers to cut a firebreak. His only thought was to stop the flaming monster that was tearing through the forest.
2. Finally, the smokejumpers completed the firebreak. If the fire was strong enough, it could leap across the firebreak they had struggled to create, and they would have to begin again from the start. Mike stood perfectly still, his face dark with ash and his shirt soaked with sweat. He was too drained to move because he had poured everything he had into battling the fire. He turned his head and saw Ben watching him.
3. In that moment, everything Ben had taught Mike about real bravery made sense. A man was not brave when he acted only to show his courage. He was brave only when his focus wasn’t on himself anymore. That day, Mike had proven he truly cared about the others working beside him.

(مبادئ الإطفائي وتجربة إطفاء منهكة)

1. Over the thunder of the flames, Mike heard Ben yell, “Move faster! The fire is nearly on top of us!” Mike’s arms ached and felt worn out, yet he forced himself to swing the axe with even more speed. He didn’t pause to wipe the tears that burned in his eyes. The greedy fire kept advancing; each time it destroyed something, it seemed to crave more. Mike worked side by side with the other smokejumpers to cut a firebreak. His only thought was to stop the flaming monster that was tearing through the forest.
2. Finally, the smokejumpers completed the firebreak. If the fire was strong enough, it could leap across the firebreak they had struggled to create, and they would have to begin again from the start. Mike stood perfectly still, his face dark with ash and his shirt soaked with sweat. He was too drained to move because he had poured everything he had into battling the fire. He turned his head and saw Ben watching him.
3. In that moment, everything Ben had taught Mike about real bravery made sense. A man was not brave when he acted only to show his courage. He was brave only when his focus wasn’t on himself anymore. That day, Mike had proven he truly cared about the others working beside him.

(الباندا مي لان صينية الأصل)

• A giant panda born in the United States is about to make a trip to China. Under an agreement with overseas zoos, the Chinese government allows giant pandas to be loaned out only for scientific research. After several years, the pandas (and any babies they might have) must be sent back to China. Mei Lan, a three-year-old female, is now being readied for her journey to the country where her parents were born. A dedicated FedEx flight from the U.S. is being organized to transport her.
• In China, zookeepers are preparing for her arrival by arranging a special meal plan and even planning language training for her. They are placing an advertisement for a tutor to teach Mei Lan Chinese. Staff at her new home “the Chengdu Panda Research Center in Sichuan” want her to adjust fast and feel relaxed in her new surroundings. Since she was born, Mei Lan has lived at a zoo in Atlanta, Georgia, so she does not know Chinese. The teacher they hire must hold at least a bachelor’s degree and be able to speak both English and Chinese fluently.

(الباندا مي لان صينية الأصل)

• A giant panda born in the United States is about to make a trip to China. Under an agreement with overseas zoos, the Chinese government allows giant pandas to be loaned out only for scientific research. After several years, the pandas (and any babies they might have) must be sent back to China. Mei Lan, a three-year-old female, is now being readied for her journey to the country where her parents were born. A dedicated FedEx flight from the U.S. is being organized to transport her.
• In China, zookeepers are preparing for her arrival by arranging a special meal plan and even planning language training for her. They are placing an advertisement for a tutor to teach Mei Lan Chinese. Staff at her new home “the Chengdu Panda Research Center in Sichuan” want her to adjust fast and feel relaxed in her new surroundings. Since she was born, Mei Lan has lived at a zoo in Atlanta, Georgia, so she does not know Chinese. The teacher they hire must hold at least a bachelor’s degree and be able to speak both English and Chinese fluently.

(الباندا مي لان صينية الأصل)

• A giant panda born in the United States is about to make a trip to China. Under an agreement with overseas zoos, the Chinese government allows giant pandas to be loaned out only for scientific research. After several years, the pandas (and any babies they might have) must be sent back to China. Mei Lan, a three-year-old female, is now being readied for her journey to the country where her parents were born. A dedicated FedEx flight from the U.S. is being organized to transport her.
• In China, zookeepers are preparing for her arrival by arranging a special meal plan and even planning language training for her. They are placing an advertisement for a tutor to teach Mei Lan Chinese. Staff at her new home “the Chengdu Panda Research Center in Sichuan” want her to adjust fast and feel relaxed in her new surroundings. Since she was born, Mei Lan has lived at a zoo in Atlanta, Georgia, so she does not know Chinese. The teacher they hire must hold at least a bachelor’s degree and be able to speak both English and Chinese fluently.

(النجوم وألوانها وأحجامها وبعدها وطرق تصنيفها)

1. When we observe the night sky with attention, we notice that stars appear in a variety of colors. Some stars look red, others look yellow, and some appear blue. This variety can also be seen clearly in color photos of the night sky. Such a photograph can be taken using a normal camera, as long as it is held still. An exposure time of thirty seconds is sufficient.
2. Scientists who study space have managed to group stars based on their colors. Their studies show that blue stars are the biggest in size, while red stars are the smallest. Still, a small number of stars do not fit into this system of classification. These stars are known as superstars. For instance, Ryieiol is a blue superstar with a size equal to 40,000 suns, while Beetle juice is another superstar that is as large as 17,000 suns.
3. Imagine that an astronomer is watching two stars, and one appears brighter than the other. If both stars are not superstars, the astronomer will immediately understand that the brighter one is nearer. Astronomers use special tools, such as light meters, to measure how bright a star is with great accuracy. When the color, brightness, and superstar status of a star are known, it becomes possible to determine its distance from the earth.

(النجوم وألوانها وأحجامها وبعدها وطرق تصنيفها)

1. When we observe the night sky with attention, we notice that stars appear in a variety of colors. Some stars look red, others look yellow, and some appear blue. This variety can also be seen clearly in color photos of the night sky. Such a photograph can be taken using a normal camera, as long as it is held still. An exposure time of thirty seconds is sufficient.
2. Scientists who study space have managed to group stars based on their colors. Their studies show that blue stars are the biggest in size, while red stars are the smallest. Still, a small number of stars do not fit into this system of classification. These stars are known as superstars. For instance, Ryieiol is a blue superstar with a size equal to 40,000 suns, while Beetle juice is another superstar that is as large as 17,000 suns.
3. Imagine that an astronomer is watching two stars, and one appears brighter than the other. If both stars are not superstars, the astronomer will immediately understand that the brighter one is nearer. Astronomers use special tools, such as light meters, to measure how bright a star is with great accuracy. When the color, brightness, and superstar status of a star are known, it becomes possible to determine its distance from the earth.

(النجوم وألوانها وأحجامها وبعدها وطرق تصنيفها)

1. When we observe the night sky with attention, we notice that stars appear in a variety of colors. Some stars look red, others look yellow, and some appear blue. This variety can also be seen clearly in color photos of the night sky. Such a photograph can be taken using a normal camera, as long as it is held still. An exposure time of thirty seconds is sufficient.
2. Scientists who study space have managed to group stars based on their colors. Their studies show that blue stars are the biggest in size, while red stars are the smallest. Still, a small number of stars do not fit into this system of classification. These stars are known as superstars. For instance, Ryieiol is a blue superstar with a size equal to 40,000 suns, while Beetle juice is another superstar that is as large as 17,000 suns.
3. Imagine that an astronomer is watching two stars, and one appears brighter than the other. If both stars are not superstars, the astronomer will immediately understand that the brighter one is nearer. Astronomers use special tools, such as light meters, to measure how bright a star is with great accuracy. When the color, brightness, and superstar status of a star are known, it becomes possible to determine its distance from the earth.

(النجوم وألوانها وأحجامها وبعدها وطرق تصنيفها)

1. When we observe the night sky with attention, we notice that stars appear in a variety of colors. Some stars look red, others look yellow, and some appear blue. This variety can also be seen clearly in color photos of the night sky. Such a photograph can be taken using a normal camera, as long as it is held still. An exposure time of thirty seconds is sufficient.
2. Scientists who study space have managed to group stars based on their colors. Their studies show that blue stars are the biggest in size, while red stars are the smallest. Still, a small number of stars do not fit into this system of classification. These stars are known as superstars. For instance, Ryieiol is a blue superstar with a size equal to 40,000 suns, while Beetle juice is another superstar that is as large as 17,000 suns.
3. Imagine that an astronomer is watching two stars, and one appears brighter than the other. If both stars are not superstars, the astronomer will immediately understand that the brighter one is nearer. Astronomers use special tools, such as light meters, to measure how bright a star is with great accuracy. When the color, brightness, and superstar status of a star are known, it becomes possible to determine its distance from the earth.

(النجوم وألوانها وأحجامها وبعدها وطرق تصنيفها)

1. When we observe the night sky with attention, we notice that stars appear in a variety of colors. Some stars look red, others look yellow, and some appear blue. This variety can also be seen clearly in color photos of the night sky. Such a photograph can be taken using a normal camera, as long as it is held still. An exposure time of thirty seconds is sufficient.
2. Scientists who study space have managed to group stars based on their colors. Their studies show that blue stars are the biggest in size, while red stars are the smallest. Still, a small number of stars do not fit into this system of classification. These stars are known as superstars. For instance, Ryieiol is a blue superstar with a size equal to 40,000 suns, while Beetle juice is another superstar that is as large as 17,000 suns.
3. Imagine that an astronomer is watching two stars, and one appears brighter than the other. If both stars are not superstars, the astronomer will immediately understand that the brighter one is nearer. Astronomers use special tools, such as light meters, to measure how bright a star is with great accuracy. When the color, brightness, and superstar status of a star are known, it becomes possible to determine its distance from the earth.

(النجوم وألوانها وأحجامها وبعدها وطرق تصنيفها)

1. When we observe the night sky with attention, we notice that stars appear in a variety of colors. Some stars look red, others look yellow, and some appear blue. This variety can also be seen clearly in color photos of the night sky. Such a photograph can be taken using a normal camera, as long as it is held still. An exposure time of thirty seconds is sufficient.
2. Scientists who study space have managed to group stars based on their colors. Their studies show that blue stars are the biggest in size, while red stars are the smallest. Still, a small number of stars do not fit into this system of classification. These stars are known as superstars. For instance, Ryieiol is a blue superstar with a size equal to 40,000 suns, while Beetle juice is another superstar that is as large as 17,000 suns.
3. Imagine that an astronomer is watching two stars, and one appears brighter than the other. If both stars are not superstars, the astronomer will immediately understand that the brighter one is nearer. Astronomers use special tools, such as light meters, to measure how bright a star is with great accuracy. When the color, brightness, and superstar status of a star are known, it becomes possible to determine its distance from the earth.

(النجوم وألوانها وأحجامها وبعدها وطرق تصنيفها)

1. When we observe the night sky with attention, we notice that stars appear in a variety of colors. Some stars look red, others look yellow, and some appear blue. This variety can also be seen clearly in color photos of the night sky. Such a photograph can be taken using a normal camera, as long as it is held still. An exposure time of thirty seconds is sufficient.
2. Scientists who study space have managed to group stars based on their colors. Their studies show that blue stars are the biggest in size, while red stars are the smallest. Still, a small number of stars do not fit into this system of classification. These stars are known as superstars. For instance, Ryieiol is a blue superstar with a size equal to 40,000 suns, while Beetle juice is another superstar that is as large as 17,000 suns.
3. Imagine that an astronomer is watching two stars, and one appears brighter than the other. If both stars are not superstars, the astronomer will immediately understand that the brighter one is nearer. Astronomers use special tools, such as light meters, to measure how bright a star is with great accuracy. When the color, brightness, and superstar status of a star are known, it becomes possible to determine its distance from the earth.

(النجوم وألوانها وأحجامها وبعدها وطرق تصنيفها)

1. When we observe the night sky with attention, we notice that stars appear in a variety of colors. Some stars look red, others look yellow, and some appear blue. This variety can also be seen clearly in color photos of the night sky. Such a photograph can be taken using a normal camera, as long as it is held still. An exposure time of thirty seconds is sufficient.
2. Scientists who study space have managed to group stars based on their colors. Their studies show that blue stars are the biggest in size, while red stars are the smallest. Still, a small number of stars do not fit into this system of classification. These stars are known as superstars. For instance, Ryieiol is a blue superstar with a size equal to 40,000 suns, while Beetle juice is another superstar that is as large as 17,000 suns.
3. Imagine that an astronomer is watching two stars, and one appears brighter than the other. If both stars are not superstars, the astronomer will immediately understand that the brighter one is nearer. Astronomers use special tools, such as light meters, to measure how bright a star is with great accuracy. When the color, brightness, and superstar status of a star are known, it becomes possible to determine its distance from the earth.

(المادة الجيلاتينية البرتقالية وحيرة العلماء من تفسير كنهتها وسبب لونها)

1. A strange, orange, glue-like gel recently appeared on the shores of Kivalina, a village on Alaska’s coastline located between Kotzebue and Point Hope, and it quickly attracted a lot of attention. Some locals assumed the sticky material was an unusual mixture that had formed after a chemical reaction spread through the area. Others suggested much more farfetched explanations for where it came from, including ideas about aliens or leftover material from volcanic activity.
2. Researchers working in an Alaskan laboratory have been actively studying the unknown material. They determined that it is made up of clusters of microscopic eggs. One scientist explained that the eggs contain traces of oil, and this is what gives the substance its unusual orange color.
3. The team also found that the eggs were produced by a tiny invertebrate; an animal without a backbone, but they still have not been able to pinpoint the exact species.

(المادة الجيلاتينية البرتقالية وحيرة العلماء من تفسير كنهتها وسبب لونها)

1. A strange, orange, glue-like gel recently appeared on the shores of Kivalina, a village on Alaska’s coastline located between Kotzebue and Point Hope, and it quickly attracted a lot of attention. Some locals assumed the sticky material was an unusual mixture that had formed after a chemical reaction spread through the area. Others suggested much more farfetched explanations for where it came from, including ideas about aliens or leftover material from volcanic activity.
2. Researchers working in an Alaskan laboratory have been actively studying the unknown material. They determined that it is made up of clusters of microscopic eggs. One scientist explained that the eggs contain traces of oil, and this is what gives the substance its unusual orange color.
3. The team also found that the eggs were produced by a tiny invertebrate; an animal without a backbone, but they still have not been able to pinpoint the exact species.

(المادة الجيلاتينية البرتقالية وحيرة العلماء من تفسير كنهتها وسبب لونها)

1. A strange, orange, glue-like gel recently appeared on the shores of Kivalina, a village on Alaska’s coastline located between Kotzebue and Point Hope, and it quickly attracted a lot of attention. Some locals assumed the sticky material was an unusual mixture that had formed after a chemical reaction spread through the area. Others suggested much more farfetched explanations for where it came from, including ideas about aliens or leftover material from volcanic activity.
2. Researchers working in an Alaskan laboratory have been actively studying the unknown material. They determined that it is made up of clusters of microscopic eggs. One scientist explained that the eggs contain traces of oil, and this is what gives the substance its unusual orange color.
3. The team also found that the eggs were produced by a tiny invertebrate; an animal without a backbone, but they still have not been able to pinpoint the exact species.

(المادة الجيلاتينية البرتقالية وحيرة العلماء من تفسير كنهتها وسبب لونها)

1. A strange, orange, glue-like gel recently appeared on the shores of Kivalina, a village on Alaska’s coastline located between Kotzebue and Point Hope, and it quickly attracted a lot of attention. Some locals assumed the sticky material was an unusual mixture that had formed after a chemical reaction spread through the area. Others suggested much more farfetched explanations for where it came from, including ideas about aliens or leftover material from volcanic activity.
2. Researchers working in an Alaskan laboratory have been actively studying the unknown material. They determined that it is made up of clusters of microscopic eggs. One scientist explained that the eggs contain traces of oil, and this is what gives the substance its unusual orange color.
3. The team also found that the eggs were produced by a tiny invertebrate; an animal without a backbone, but they still have not been able to pinpoint the exact species.

(المادة الجيلاتينية البرتقالية وحيرة العلماء من تفسير كنهتها وسبب لونها)

1. A strange, orange, glue-like gel recently appeared on the shores of Kivalina, a village on Alaska’s coastline located between Kotzebue and Point Hope, and it quickly attracted a lot of attention. Some locals assumed the sticky material was an unusual mixture that had formed after a chemical reaction spread through the area. Others suggested much more farfetched explanations for where it came from, including ideas about aliens or leftover material from volcanic activity.
2. Researchers working in an Alaskan laboratory have been actively studying the unknown material. They determined that it is made up of clusters of microscopic eggs. One scientist explained that the eggs contain traces of oil, and this is what gives the substance its unusual orange color.
3. The team also found that the eggs were produced by a tiny invertebrate; an animal without a backbone, but they still have not been able to pinpoint the exact species.

(بركان فيزوف)

1. There is no doubt that when Mount Vesuvius erupted on the morning of 24 August in 79 AD, the people living in the Roman city were taken completely by surprise. We now know in retrospect that there had been many warning signs before the event.
2. Our knowledge of what took place comes mainly from the clear and detailed eyewitness description written by Pliny the Younger. Through his words, we are also able to understand the emotions and reactions of the people who were suddenly involved in this natural catastrophe.
3. His writing makes it obvious that no one expected what was coming. His uncle, Pliny the Elder, was serving as the commander of the imperial naval base at Misenum. As well as being the highest-ranking military official in the region, he was a man of science. His work, Natural History, which consists of 37 volumes, remains the longest scientific text written in Latin that has survived from ancient times.
4. Even with his scientific background, the appearance of a tall cloud of smoke across the bay caused curiosity rather than fear. Pliny’s relaxed mention of earth tremors shows how little the Romans understood about the connection between earthquakes and volcanic eruptions.
5. Modern volcanologists carefully observe any variation in seismic activity from the Vesuvius observatory, as they are aware that rising movement in the underground magma chamber leads to both earth tremors and eruptions. By tracking these seismic changes, scientists hope to identify an upcoming eruption several months in advance.
6. Scientists also recognize that Vesuvius erupts repeatedly over time and that the longer the gap between eruptions, the more powerful the next one is likely to be. In recent centuries, regular but mild volcanic activity has reduced the pressure building up beneath the volcano. The enormous destruction caused by the eruption in 79 AD was related to the long period of inactivity that came before it. When a lengthy quiet phase is followed by increasing seismic movement, it clearly signals a disaster ahead. Naturally, this was knowledge the Romans did not possess.
7.  

(بركان فيزوف)

1. There is no doubt that when Mount Vesuvius erupted on the morning of 24 August in 79 AD, the people living in the Roman city were taken completely by surprise. We now know in retrospect that there had been many warning signs before the event.
2. Our knowledge of what took place comes mainly from the clear and detailed eyewitness description written by Pliny the Younger. Through his words, we are also able to understand the emotions and reactions of the people who were suddenly involved in this natural catastrophe.
3. His writing makes it obvious that no one expected what was coming. His uncle, Pliny the Elder, was serving as the commander of the imperial naval base at Misenum. As well as being the highest-ranking military official in the region, he was a man of science. His work, Natural History, which consists of 37 volumes, remains the longest scientific text written in Latin that has survived from ancient times.
4. Even with his scientific background, the appearance of a tall cloud of smoke across the bay caused curiosity rather than fear. Pliny’s relaxed mention of earth tremors shows how little the Romans understood about the connection between earthquakes and volcanic eruptions.
5. Modern volcanologists carefully observe any variation in seismic activity from the Vesuvius observatory, as they are aware that rising movement in the underground magma chamber leads to both earth tremors and eruptions. By tracking these seismic changes, scientists hope to identify an upcoming eruption several months in advance.
6. Scientists also recognize that Vesuvius erupts repeatedly over time and that the longer the gap between eruptions, the more powerful the next one is likely to be. In recent centuries, regular but mild volcanic activity has reduced the pressure building up beneath the volcano. The enormous destruction caused by the eruption in 79 AD was related to the long period of inactivity that came before it. When a lengthy quiet phase is followed by increasing seismic movement, it clearly signals a disaster ahead. Naturally, this was knowledge the Romans did not possess

(بركان فيزوف)

1. There is no doubt that when Mount Vesuvius erupted on the morning of 24 August in 79 AD, the people living in the Roman city were taken completely by surprise. We now know in retrospect that there had been many warning signs before the event.
2. Our knowledge of what took place comes mainly from the clear and detailed eyewitness description written by Pliny the Younger. Through his words, we are also able to understand the emotions and reactions of the people who were suddenly involved in this natural catastrophe.
3. His writing makes it obvious that no one expected what was coming. His uncle, Pliny the Elder, was serving as the commander of the imperial naval base at Misenum. As well as being the highest-ranking military official in the region, he was a man of science. His work, Natural History, which consists of 37 volumes, remains the longest scientific text written in Latin that has survived from ancient times.
4. Even with his scientific background, the appearance of a tall cloud of smoke across the bay caused curiosity rather than fear. Pliny’s relaxed mention of earth tremors shows how little the Romans understood about the connection between earthquakes and volcanic eruptions.
5. Modern volcanologists carefully observe any variation in seismic activity from the Vesuvius observatory, as they are aware that rising movement in the underground magma chamber leads to both earth tremors and eruptions. By tracking these seismic changes, scientists hope to identify an upcoming eruption several months in advance.
6. Scientists also recognize that Vesuvius erupts repeatedly over time and that the longer the gap between eruptions, the more powerful the next one is likely to be. In recent centuries, regular but mild volcanic activity has reduced the pressure building up beneath the volcano. The enormous destruction caused by the eruption in 79 AD was related to the long period of inactivity that came before it. When a lengthy quiet phase is followed by increasing seismic movement, it clearly signals a disaster ahead. Naturally, this was knowledge the Romans did not possess

(بركان فيزوف)

1. There is no doubt that when Mount Vesuvius erupted on the morning of 24 August in 79 AD, the people living in the Roman city were taken completely by surprise. We now know in retrospect that there had been many warning signs before the event.
2. Our knowledge of what took place comes mainly from the clear and detailed eyewitness description written by Pliny the Younger. Through his words, we are also able to understand the emotions and reactions of the people who were suddenly involved in this natural catastrophe.
3. His writing makes it obvious that no one expected what was coming. His uncle, Pliny the Elder, was serving as the commander of the imperial naval base at Misenum. As well as being the highest-ranking military official in the region, he was a man of science. His work, Natural History, which consists of 37 volumes, remains the longest scientific text written in Latin that has survived from ancient times.
4. Even with his scientific background, the appearance of a tall cloud of smoke across the bay caused curiosity rather than fear. Pliny’s relaxed mention of earth tremors shows how little the Romans understood about the connection between earthquakes and volcanic eruptions.
5. Modern volcanologists carefully observe any variation in seismic activity from the Vesuvius observatory, as they are aware that rising movement in the underground magma chamber leads to both earth tremors and eruptions. By tracking these seismic changes, scientists hope to identify an upcoming eruption several months in advance.
6. Scientists also recognize that Vesuvius erupts repeatedly over time and that the longer the gap between eruptions, the more powerful the next one is likely to be. In recent centuries, regular but mild volcanic activity has reduced the pressure building up beneath the volcano. The enormous destruction caused by the eruption in 79 AD was related to the long period of inactivity that came before it. When a lengthy quiet phase is followed by increasing seismic movement, it clearly signals a disaster ahead. Naturally, this was knowledge the Romans did not possess

(النحل)

1. The Holy Quran tells us that insects live in groups and build communities (Surat al-An’am, 38), and it also explains that they can communicate. More than 1,400 years later, science has confirmed that this information is true. Today, researchers in the United Kingdom are discovering that some of these amazing creatures might even experience feelings and emotions that are close to human emotions.
2. At Newcastle University, scientists are working to understand the emotions of certain insects. In recent years, the number of honeybees has been dropping worldwide at an alarming rate. Many reasons have been suggested. Some people believe the bees are dying because of disease and pesticides. Others think the cause could be pollution or microwave towers. Whatever the reason, the issue is serious for both humans and bees. At least one-third of the world’s crops depend on bees, so farmers are concerned. But what about the bees themselves? How do they feel? Could they be scared, sad, or depressed?
3. The researchers taught a group of bees to recognize the difference between two smells. After one smell, the bees were always rewarded with sweet sugar. After the other smell, they received a bitter substance. The bees quickly learned to choose the smell connected to the sweet reward and to stick out their tongues to collect it. Then the scientists wanted to see how bees would react under pressure. They shook half of the bees so they would feel as if they were in danger. These stressed bees did not stick out their tongues for unfamiliar smells, and they chose only the old smell that they knew would be followed by a sweet reward. Even though a new smell had the same chance of being good, the bees acted as if it would be bad and avoided it. In this way, they became “pessimists.” The other half; the bees that were not stressed, were more willing to try new smells, so they remained “optimists”.
4. When people feel stressed, anxious, worried, or depressed, their serotonin level in the brain becomes lower. The stressed bees showed the same change. This may suggest that anxious and stressed bees experience something similar to humans with mood disorders. By learning more about bee behavior and their possible “feelings,” scientists may be able to better understand the decline in bee numbers and find ways to solve it for their benefit and for ours.

(النحل)

1. The Holy Quran tells us that insects live in groups and build communities (Surat al-An’am, 38), and it also explains that they can communicate. More than 1,400 years later, science has confirmed that this information is true. Today, researchers in the United Kingdom are discovering that some of these amazing creatures might even experience feelings and emotions that are close to human emotions.
2. At Newcastle University, scientists are working to understand the emotions of certain insects. In recent years, the number of honeybees has been dropping worldwide at an alarming rate. Many reasons have been suggested. Some people believe the bees are dying because of disease and pesticides. Others think the cause could be pollution or microwave towers. Whatever the reason, the issue is serious for both humans and bees. At least one-third of the world’s crops depend on bees, so farmers are concerned. But what about the bees themselves? How do they feel? Could they be scared, sad, or depressed?
3. The researchers taught a group of bees to recognize the difference between two smells. After one smell, the bees were always rewarded with sweet sugar. After the other smell, they received a bitter substance. The bees quickly learned to choose the smell connected to the sweet reward and to stick out their tongues to collect it. Then the scientists wanted to see how bees would react under pressure. They shook half of the bees so they would feel as if they were in danger. These stressed bees did not stick out their tongues for unfamiliar smells, and they chose only the old smell that they knew would be followed by a sweet reward. Even though a new smell had the same chance of being good, the bees acted as if it would be bad and avoided it. In this way, they became “pessimists.” The other half; the bees that were not stressed, were more willing to try new smells, so they remained “optimists”.
4. When people feel stressed, anxious, worried, or depressed, their serotonin level in the brain becomes lower. The stressed bees showed the same change. This may suggest that anxious and stressed bees experience something similar to humans with mood disorders. By learning more about bee behavior and their possible “feelings,” scientists may be able to better understand the decline in bee numbers and find ways to solve it for their benefit and for ours.

(النحل)

1. The Holy Quran tells us that insects live in groups and build communities (Surat al-An’am, 38), and it also explains that they can communicate. More than 1,400 years later, science has confirmed that this information is true. Today, researchers in the United Kingdom are discovering that some of these amazing creatures might even experience feelings and emotions that are close to human emotions.
2. At Newcastle University, scientists are working to understand the emotions of certain insects. In recent years, the number of honeybees has been dropping worldwide at an alarming rate. Many reasons have been suggested. Some people believe the bees are dying because of disease and pesticides. Others think the cause could be pollution or microwave towers. Whatever the reason, the issue is serious for both humans and bees. At least one-third of the world’s crops depend on bees, so farmers are concerned. But what about the bees themselves? How do they feel? Could they be scared, sad, or depressed?
3. The researchers taught a group of bees to recognize the difference between two smells. After one smell, the bees were always rewarded with sweet sugar. After the other smell, they received a bitter substance. The bees quickly learned to choose the smell connected to the sweet reward and to stick out their tongues to collect it. Then the scientists wanted to see how bees would react under pressure. They shook half of the bees so they would feel as if they were in danger. These stressed bees did not stick out their tongues for unfamiliar smells, and they chose only the old smell that they knew would be followed by a sweet reward. Even though a new smell had the same chance of being good, the bees acted as if it would be bad and avoided it. In this way, they became “pessimists.” The other half; the bees that were not stressed, were more willing to try new smells, so they remained “optimists”.
4. When people feel stressed, anxious, worried, or depressed, their serotonin level in the brain becomes lower. The stressed bees showed the same change. This may suggest that anxious and stressed bees experience something similar to humans with mood disorders. By learning more about bee behavior and their possible “feelings,” scientists may be able to better understand the decline in bee numbers and find ways to solve it for their benefit and for ours.

(النحل)

1. The Holy Quran tells us that insects live in groups and build communities (Surat al-An’am, 38), and it also explains that they can communicate. More than 1,400 years later, science has confirmed that this information is true. Today, researchers in the United Kingdom are discovering that some of these amazing creatures might even experience feelings and emotions that are close to human emotions.
2. At Newcastle University, scientists are working to understand the emotions of certain insects. In recent years, the number of honeybees has been dropping worldwide at an alarming rate. Many reasons have been suggested. Some people believe the bees are dying because of disease and pesticides. Others think the cause could be pollution or microwave towers. Whatever the reason, the issue is serious for both humans and bees. At least one-third of the world’s crops depend on bees, so farmers are concerned. But what about the bees themselves? How do they feel? Could they be scared, sad, or depressed?
3. The researchers taught a group of bees to recognize the difference between two smells. After one smell, the bees were always rewarded with sweet sugar. After the other smell, they received a bitter substance. The bees quickly learned to choose the smell connected to the sweet reward and to stick out their tongues to collect it. Then the scientists wanted to see how bees would react under pressure. They shook half of the bees so they would feel as if they were in danger. These stressed bees did not stick out their tongues for unfamiliar smells, and they chose only the old smell that they knew would be followed by a sweet reward. Even though a new smell had the same chance of being good, the bees acted as if it would be bad and avoided it. In this way, they became “pessimists.” The other half; the bees that were not stressed, were more willing to try new smells, so they remained “optimists”.
4. When people feel stressed, anxious, worried, or depressed, their serotonin level in the brain becomes lower. The stressed bees showed the same change. This may suggest that anxious and stressed bees experience something similar to humans with mood disorders. By learning more about bee behavior and their possible “feelings,” scientists may be able to better understand the decline in bee numbers and find ways to solve it for their benefit and for ours.

(النحل)

1. The Holy Quran tells us that insects live in groups and build communities (Surat al-An’am, 38), and it also explains that they can communicate. More than 1,400 years later, science has confirmed that this information is true. Today, researchers in the United Kingdom are discovering that some of these amazing creatures might even experience feelings and emotions that are close to human emotions.
2. At Newcastle University, scientists are working to understand the emotions of certain insects. In recent years, the number of honeybees has been dropping worldwide at an alarming rate. Many reasons have been suggested. Some people believe the bees are dying because of disease and pesticides. Others think the cause could be pollution or microwave towers. Whatever the reason, the issue is serious for both humans and bees. At least one-third of the world’s crops depend on bees, so farmers are concerned. But what about the bees themselves? How do they feel? Could they be scared, sad, or depressed?
3. The researchers taught a group of bees to recognize the difference between two smells. After one smell, the bees were always rewarded with sweet sugar. After the other smell, they received a bitter substance. The bees quickly learned to choose the smell connected to the sweet reward and to stick out their tongues to collect it. Then the scientists wanted to see how bees would react under pressure. They shook half of the bees so they would feel as if they were in danger. These stressed bees did not stick out their tongues for unfamiliar smells, and they chose only the old smell that they knew would be followed by a sweet reward. Even though a new smell had the same chance of being good, the bees acted as if it would be bad and avoided it. In this way, they became “pessimists.” The other half; the bees that were not stressed, were more willing to try new smells, so they remained “optimists”.
4. When people feel stressed, anxious, worried, or depressed, their serotonin level in the brain becomes lower. The stressed bees showed the same change. This may suggest that anxious and stressed bees experience something similar to humans with mood disorders. By learning more about bee behavior and their possible “feelings,” scientists may be able to better understand the decline in bee numbers and find ways to solve it for their benefit and for ours.

(الهجرة وتأثير اللغة الأم على الجيل الأول وشعور المقطعة بالألم الكوريّة)

4. Language is the main tool people use to share ideas and feelings. From early childhood, we naturally acquire our first language and grow closely connected to it. For immigrants, however, language can become a serious challenge, especially when comparing the first and second generations. This gap in language use can also cause the second generation to struggle with their sense of identity.

5. In the United States, many first-generation immigrants experience difficulties in various aspects of life due to language barriers. Because of this, they often encourage their children to use English both at home and in school so they can achieve better success. As a result, many children slowly lose touch with their ethnic background and, even worse, begin to distance themselves from their parents because communication between them becomes harder.

6. To illustrate this, I will describe my aunt’s three children, all of whom were born in the U.S. The oldest is an eighteen-year-old daughter who speaks both English and Korean fluently. She communicates easily with her parents, although she sometimes struggles to understand Korean humor, which occasionally leads to misunderstandings. The second daughter, who is fourteen, refuses to speak Korean. My aunt often feels frustrated with her because she has become very Americanized, making it difficult for them to understand one another. Even when my aunt disciplines her, the daughter often fails to understand what is being said. I felt sorry for my aunt whenever my fourteen-year-old cousin responded by saying, “Mom, what is your problem?”

7. The youngest child is a twelve-year-old son. He usually speaks English with his parents, while my aunt speaks to him in Korean. Although he understands some Korean, communication problems still exist between them. My aunt tries hard to motivate him to learn both languages, but this is challenging because he uses English all day and does not see the reason why learning Korean is necessary.

8. Immigrants often attempt to protect their native language in a new country while also working to master a new one. My aunt hopes her children will succeed in the United States, but she also wants them to learn Korean so they can connect with their cultural roots. The second generation often feels unsure about who they are. For example, my cousins feel different in both countries: in the U.S., they are seen as Korean, while in Korea, they behave like Americans. When they visited Korea a few years ago, they told me they felt out of place because their clothing and manner of walking were different.

9. Language holds great value for many reasons. Immigrant families need to build strong understanding among their members and help children appreciate their cultural background. Being comfortable using both the first and second languages is essential not only for family harmony but also for helping the second generation develop a clear sense of identity.

(الهجرة وتأثير اللغة الأم على الجيل الأول وشعور المقطعة بالألم الكوريّة)

4. Language is the main tool people use to share ideas and feelings. From early childhood, we naturally acquire our first language and grow closely connected to it. For immigrants, however, language can become a serious challenge, especially when comparing the first and second generations. This gap in language use can also cause the second generation to struggle with their sense of identity.

5. In the United States, many first-generation immigrants experience difficulties in various aspects of life due to language barriers. Because of this, they often encourage their children to use English both at home and in school so they can achieve better success. As a result, many children slowly lose touch with their ethnic background and, even worse, begin to distance themselves from their parents because communication between them becomes harder.

6. To illustrate this, I will describe my aunt’s three children, all of whom were born in the U.S. The oldest is an eighteen-year-old daughter who speaks both English and Korean fluently. She communicates easily with her parents, although she sometimes struggles to understand Korean humor, which occasionally leads to misunderstandings. The second daughter, who is fourteen, refuses to speak Korean. My aunt often feels frustrated with her because she has become very Americanized, making it difficult for them to understand one another. Even when my aunt disciplines her, the daughter often fails to understand what is being said. I felt sorry for my aunt whenever my fourteen-year-old cousin responded by saying, “Mom, what is your problem?”

7. The youngest child is a twelve-year-old son. He usually speaks English with his parents, while my aunt speaks to him in Korean. Although he understands some Korean, communication problems still exist between them. My aunt tries hard to motivate him to learn both languages, but this is challenging because he uses English all day and does not see the reason why learning Korean is necessary.

8. Immigrants often attempt to protect their native language in a new country while also working to master a new one. My aunt hopes her children will succeed in the United States, but she also wants them to learn Korean so they can connect with their cultural roots. The second generation often feels unsure about who they are. For example, my cousins feel different in both countries: in the U.S., they are seen as Korean, while in Korea, they behave like Americans. When they visited Korea a few years ago, they told me they felt out of place because their clothing and manner of walking were different.

9. Language holds great value for many reasons. Immigrant families need to build strong understanding among their members and help children appreciate their cultural background. Being comfortable using both the first and second languages is essential not only for family harmony but also for helping the second generation develop a clear sense of identity.

(الهجرة وتأثير اللغة الأم على الجيل الأول وشعور المقطعة بالألم الكوريّة)

4. Language is the main tool people use to share ideas and feelings. From early childhood, we naturally acquire our first language and grow closely connected to it. For immigrants, however, language can become a serious challenge, especially when comparing the first and second generations. This gap in language use can also cause the second generation to struggle with their sense of identity.

5. In the United States, many first-generation immigrants experience difficulties in various aspects of life due to language barriers. Because of this, they often encourage their children to use English both at home and in school so they can achieve better success. As a result, many children slowly lose touch with their ethnic background and, even worse, begin to distance themselves from their parents because communication between them becomes harder.

6. To illustrate this, I will describe my aunt’s three children, all of whom were born in the U.S. The oldest is an eighteen-year-old daughter who speaks both English and Korean fluently. She communicates easily with her parents, although she sometimes struggles to understand Korean humor, which occasionally leads to misunderstandings. The second daughter, who is fourteen, refuses to speak Korean. My aunt often feels frustrated with her because she has become very Americanized, making it difficult for them to understand one another. Even when my aunt disciplines her, the daughter often fails to understand what is being said. I felt sorry for my aunt whenever my fourteen-year-old cousin responded by saying, “Mom, what is your problem?”

7. The youngest child is a twelve-year-old son. He usually speaks English with his parents, while my aunt speaks to him in Korean. Although he understands some Korean, communication problems still exist between them. My aunt tries hard to motivate him to learn both languages, but this is challenging because he uses English all day and does not see the reason why learning Korean is necessary.

8. Immigrants often attempt to protect their native language in a new country while also working to master a new one. My aunt hopes her children will succeed in the United States, but she also wants them to learn Korean so they can connect with their cultural roots. The second generation often feels unsure about who they are. For example, my cousins feel different in both countries: in the U.S., they are seen as Korean, while in Korea, they behave like Americans. When they visited Korea a few years ago, they told me they felt out of place because their clothing and manner of walking were different.

9. Language holds great value for many reasons. Immigrant families need to build strong understanding among their members and help children appreciate their cultural background. Being comfortable using both the first and second languages is essential not only for family harmony but also for helping the second generation develop a clear sense of identity.

(الهجرة وتأثير اللغة الأم على الجيل الأول وشعور المقطعة بالألم الكوريّة)

4. Language is the main tool people use to share ideas and feelings. From early childhood, we naturally acquire our first language and grow closely connected to it. For immigrants, however, language can become a serious challenge, especially when comparing the first and second generations. This gap in language use can also cause the second generation to struggle with their sense of identity.

5. In the United States, many first-generation immigrants experience difficulties in various aspects of life due to language barriers. Because of this, they often encourage their children to use English both at home and in school so they can achieve better success. As a result, many children slowly lose touch with their ethnic background and, even worse, begin to distance themselves from their parents because communication between them becomes harder.

6. To illustrate this, I will describe my aunt’s three children, all of whom were born in the U.S. The oldest is an eighteen-year-old daughter who speaks both English and Korean fluently. She communicates easily with her parents, although she sometimes struggles to understand Korean humor, which occasionally leads to misunderstandings. The second daughter, who is fourteen, refuses to speak Korean. My aunt often feels frustrated with her because she has become very Americanized, making it difficult for them to understand one another. Even when my aunt disciplines her, the daughter often fails to understand what is being said. I felt sorry for my aunt whenever my fourteen-year-old cousin responded by saying, “Mom, what is your problem?”

7. The youngest child is a twelve-year-old son. He usually speaks English with his parents, while my aunt speaks to him in Korean. Although he understands some Korean, communication problems still exist between them. My aunt tries hard to motivate him to learn both languages, but this is challenging because he uses English all day and does not see the reason why learning Korean is necessary.

8. Immigrants often attempt to protect their native language in a new country while also working to master a new one. My aunt hopes her children will succeed in the United States, but she also wants them to learn Korean so they can connect with their cultural roots. The second generation often feels unsure about who they are. For example, my cousins feel different in both countries: in the U.S., they are seen as Korean, while in Korea, they behave like Americans. When they visited Korea a few years ago, they told me they felt out of place because their clothing and manner of walking were different.

9. Language holds great value for many reasons. Immigrant families need to build strong understanding among their members and help children appreciate their cultural background. Being comfortable using both the first and second languages is essential not only for family harmony but also for helping the second generation develop a clear sense of identity.

(الهجرة وتأثير اللغة الأم على الجيل الأول وشعور المقطعة بالألم الكوريّة)

4. Language is the main tool people use to share ideas and feelings. From early childhood, we naturally acquire our first language and grow closely connected to it. For immigrants, however, language can become a serious challenge, especially when comparing the first and second generations. This gap in language use can also cause the second generation to struggle with their sense of identity.

5. In the United States, many first-generation immigrants experience difficulties in various aspects of life due to language barriers. Because of this, they often encourage their children to use English both at home and in school so they can achieve better success. As a result, many children slowly lose touch with their ethnic background and, even worse, begin to distance themselves from their parents because communication between them becomes harder.

6. To illustrate this, I will describe my aunt’s three children, all of whom were born in the U.S. The oldest is an eighteen-year-old daughter who speaks both English and Korean fluently. She communicates easily with her parents, although she sometimes struggles to understand Korean humor, which occasionally leads to misunderstandings. The second daughter, who is fourteen, refuses to speak Korean. My aunt often feels frustrated with her because she has become very Americanized, making it difficult for them to understand one another. Even when my aunt disciplines her, the daughter often fails to understand what is being said. I felt sorry for my aunt whenever my fourteen-year-old cousin responded by saying, “Mom, what is your problem?”

7. The youngest child is a twelve-year-old son. He usually speaks English with his parents, while my aunt speaks to him in Korean. Although he understands some Korean, communication problems still exist between them. My aunt tries hard to motivate him to learn both languages, but this is challenging because he uses English all day and does not see the reason why learning Korean is necessary.

8. Immigrants often attempt to protect their native language in a new country while also working to master a new one. My aunt hopes her children will succeed in the United States, but she also wants them to learn Korean so they can connect with their cultural roots. The second generation often feels unsure about who they are. For example, my cousins feel different in both countries: in the U.S., they are seen as Korean, while in Korea, they behave like Americans. When they visited Korea a few years ago, they told me they felt out of place because their clothing and manner of walking were different.

9. Language holds great value for many reasons. Immigrant families need to build strong understanding among their members and help children appreciate their cultural background. Being comfortable using both the first and second languages is essential not only for family harmony but also for helping the second generation develop a clear sense of identity.

(الهجرة وتأثير اللغة الأم على الجيل الأول وشعور المقطعة بالألم الكوريّة)

4. Language is the main tool people use to share ideas and feelings. From early childhood, we naturally acquire our first language and grow closely connected to it. For immigrants, however, language can become a serious challenge, especially when comparing the first and second generations. This gap in language use can also cause the second generation to struggle with their sense of identity.

5. In the United States, many first-generation immigrants experience difficulties in various aspects of life due to language barriers. Because of this, they often encourage their children to use English both at home and in school so they can achieve better success. As a result, many children slowly lose touch with their ethnic background and, even worse, begin to distance themselves from their parents because communication between them becomes harder.

6. To illustrate this, I will describe my aunt’s three children, all of whom were born in the U.S. The oldest is an eighteen-year-old daughter who speaks both English and Korean fluently. She communicates easily with her parents, although she sometimes struggles to understand Korean humor, which occasionally leads to misunderstandings. The second daughter, who is fourteen, refuses to speak Korean. My aunt often feels frustrated with her because she has become very Americanized, making it difficult for them to understand one another. Even when my aunt disciplines her, the daughter often fails to understand what is being said. I felt sorry for my aunt whenever my fourteen-year-old cousin responded by saying, “Mom, what is your problem?”

7. The youngest child is a twelve-year-old son. He usually speaks English with his parents, while my aunt speaks to him in Korean. Although he understands some Korean, communication problems still exist between them. My aunt tries hard to motivate him to learn both languages, but this is challenging because he uses English all day and does not see the reason why learning Korean is necessary.

8. Immigrants often attempt to protect their native language in a new country while also working to master a new one. My aunt hopes her children will succeed in the United States, but she also wants them to learn Korean so they can connect with their cultural roots. The second generation often feels unsure about who they are. For example, my cousins feel different in both countries: in the U.S., they are seen as Korean, while in Korea, they behave like Americans. When they visited Korea a few years ago, they told me they felt out of place because their clothing and manner of walking were different.

9. Language holds great value for many reasons. Immigrant families need to build strong understanding among their members and help children appreciate their cultural background. Being comfortable using both the first and second languages is essential not only for family harmony but also for helping the second generation develop a clear sense of identity.