The Break-In free essay sample

Sitting in front of the TV and snickering with my companion Cara while in my parents’ room, I thought it was by all accounts a goodbye. The day had been long, and we were depleted, having sore feet from shopping prior that day. Out of nowhere, and out of the blue the uproarious shrieking of the thief alert sounded the house. Never again was I considering rest or the hurts in my feet, yet the dread of what was to come straightaway. My mother unearthed the stay with my sister, and some way or another assembled the solidarity to move the immensely overwhelming dresser over the door.Cara and I, understanding this was not a joke, got terrified for the entirety of our lives. At that accurate second, I never figured I would beat the recently created dread of robbery. The power in the room rose as I heard my pooch yapping from ground floor. My sister got the home telephone with her shaking hand. We will compose a custom paper test on The Break-In or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page She dialed 911. The apprehensive strain in my body was discharged by hauling my free infant tooth out. My mother, freezing, called my Dad to get back home from work. Cara and I lay still in the bed incapable to show feeling in our faces due to the stun. We as a whole heard commotions for the duration of the hour of the occasion which gradually went to a base. Sitting in the room, I possessed such a great amount of energy for unwelcoming contemplations to race through my psyche. I started pondering how hazardous and perilous this truly was. I felt just as I wouldn’t ever beaten this challenging night. Finally the police showed up, and started scanning around the house for pieces of information of the attack or to really discover the trespasser his/herself. The power noticeable all around was still upon us. We hadn’t known whether the trespasser had a weapon or not. What was the trespasser equipped for doing? Sooner or later of pausing, the cop said it was sheltered to come first floor. He at that point let us know, â€Å"I still can't seem to see anybody; anyway the caution and the squad car likely terrified him/her off.† â€Å"Thank you officer,† my mother answered, letting him out the entryway. The remainder of the night none of us could rest. My father went into the house with a concerned and stressed outward appearance. He at that point went right to revealing to us how he saw a figure which seemed as though a man shrouded in all dark attire, sneaking the area on his way home. The chills raced through my arms and down my back. I felt as if I was undependable anyplace and I couldn’t ever overlook the second and how I felt in that time. Everything around me appeared to be not able to ensure me. On the off chance that the cop couldn’t put him in jail, who could? I could see the goose pimples on Cara’s arms also. Her eyes became large and her face turned pale like she saw a phantom. I attempted to adapt to that these kinds of things occur, yet it was very much for me. I had a go at convincing myself to acknowledge he presumably wouldn’t be back, whoever it was. Perhaps there wasn’t anyone all things considered. Unfortunately, regardless of h ow diligently I attempted to think on the positive side; the dread continued crawling once more into my brain; murmuring to me horrendous thoughts which caused me to feel perilous and terrified. I thought I’d never conquer this second in my life which transformed into a hindrance for me to jump over. I had this dread of dozing around evening time without my father home. I had this dread of no assurance. I had this dread of continually stressing what's on the horizon. I had this dread of life in general.I was continually watching the caution around evening time trusting that the green catch will turn red, and make this excluded sound of what appeared to be a ceaseless shout of fear. Notwithstanding, later in that week I had conversed with my mother about it. She had instructed me that so as to defeat this dread I needed to confront the suspicion that terrible things occur, and I can’t let it impede how I live. I understood I couldn’t live like that any longer. Life is unreasonably delicate to live in dread of what was to come straightaway.

Imagery In Macbeth Essay -- essays research papers

Reaction to â€Å"Macbeth† 2. How does Shakespeare’s utilization of symbolism and repeating images add profundity and importance to the plot and characters in the play? In the entirety of Shakespeare's plays he utilizes numerous types of symbolism. Symbolism is the craft of making pictures, the results of creative mind. In the play 'Macbeth' Shakespeare applies the symbolism of attire, dimness and blood. Each detail is his symbolism, appears to contain a significant image of the play, images that the crowd must comprehend in the event that they are to decipher either an entry or the play all in all. Inside the play 'Macbeth' the symbolism of attire depicts that Macbeth is trying to shroud his "disgraceful self" from his eyes and others. Shakespeare needs to keep alive the unexpected differentiation between the pitiful animal that Macbeth truly is and the camouflages he accept to cover the reality. The crowd thinks about the play praises as pieces of clothing to be worn; in like manner, Macbeth is continually spoken to emblematically as the wearer of robes not having a place with him. In the accompanying section, the thought continually repeats that Macbeth's new distinctions sit sick upon him, as free and severely fitting articles of clothing, which have arrived however he is as yet shocked that he has picked up this new position: "New respects happen upon him, Like our unusual pieces of clothing, divide not to their form, Be that as it may, with the guide of use." (Act I, iii: 144) The second type of symbolism used to add to the climate, the symbolism of obscurity. In a Shakespearean disaster, the crowd have realized him to make an extraordinary tone, or environment to show the haziness in a catastrophe. In 'Macbeth', Shakespeare draws upon the plan of the witches, the blame in Macbeth's spirit, and the haziness of the night to build up the climate. The entirety of the momentous scenes occur around evening time or in some dull spot; for example, the vision of the knife, the homicide of Duncan, the homicide of Banquo, and Lady Macbeth's rest strolling. Haziness is the point at which the explorer rushes to arrive at wellbeing in his motel, when Banquo rides toward home to meet his professional killers; moreover, it is the point at which the wolf cries, the owl shouts, and when murder takes forward to his work. In 'Macbeth' murkiness represents numerous things. In the first place, and above all, it represents the malevolence and demise in the play. The haziness could in part daze out the entirety of the shocking things that happen in the night, for just in da... ...s respected accomplishment that they compliment Macduff for. In Macbeth, symbolism assumes a significant job in building up the character of MacBeth. The crowd sees this through the pictures of apparel, light and obscurity, and blood. Garments in Macbeth is regularly contrasted with Scottish titles, or positions. Obscurity is utilized to speak to detestable, and through various sorts of insidiousness the crowd sees Macbeth’s genuine nature. The homicides that Macbeth submits are around evening time, because of their abhorrent nature. Light, despite what might be expected, speaks to great, and shows us the really fierce nature of Macbeth’s violations. Blood, the most prevailing image in the play, shows us the progressions in Macbeth’s character, from the beginning of the play as far as possible. The watcher perceives how the blood drawn by Macbeth changed from honorable blood, to degenerate blood. This eventually, prompted his own blood being drawn. Shakespeare makes evident his wonderful utilization of symbolism, and offer s approach to sentiments that couldn't have been felt in any case. Without symbolism, this artful culmination might not have been thought of thus, for we have seen, what an earth shattering impact it has on the play, all in all. Keep in mind, an image tells a thousand words, notwithstanding, a picture may very well tell more.

I Flew to Utah to Read in the Mountains

I Flew to Utah to Read in the Mountains After dreaming from my cubicle of a reading vacation, I finally did it. When my partner scheduled work travel to Utah in January, I researched flights. $190 round-trip seemed reasonable for a free-for-me hotel stay with a gym, light-cancelling curtains, and continental breakfast. As soon as my manager approved my time-off request, I booked it. No stranger to completing residency applications, tightening writing samples, and paying fees, I pondered the difference between being awarded a fellowship and funding my own. Of course, I want the allure and CV bullet, but if I can save money and time by cutting out the submission process, why not? (I do note and am grateful for my blessings: health, a supportive and childless relationship, and finallyâ€"after almost five years of freelancingâ€"paid vacation.) While my fiancé worked 7 a.m. to 5 p.m. Monday through Thursday, I woke with deep yoga stretches, pulled open the curtains, and either found scraps of mountains in the inversion or stared at their gigantic, majestic splendor on the horizon. After breakfast potatoes, bacon, and coffee, I consulted a stack of reads from home and Weller Book Works to jumpstart the magic. Without the office, chores, and Netflix, I flirted with wide-open days. With snowy caps gazing over my shoulder, I ate to-go salads, instant soup, and drank cup after cup from the hissing coffee maker. I thought of Maya Angelou and her elbow “absolutely encrusted…with callouses” from propping herself up on hotel beds surrounded by walls with nothing on them. In The Paris Review’s “The Art of Fiction No. 119” conducted by George Plimpton, Angelou explains she kept rooms for months near every home. Of the luxury, she said: I go into the room and I feel as if all my beliefs are suspended. Nothing holds me to anything. No milkmaids, no flowers, nothing. I just want to  feel  and then when I start to work I’ll remember.   Now, I understand. When I couldn’t edit or write, I alternated books. I had been impatiently waiting for Little Fires Everywhere, which I began at Gate 28, since Everything I Never Told You. After discovering Louise Erdrich published poetry, I wanted to read  Jacklight,  Baptism of Desire, and  Original Fire: Selected and New Poems,  but the wish had slipped from my memory until I touched the spine of her second collection. Vacillating between Erdrich’s and Celeste Ng’s wisdom, I felt lifted up by their writing. Ng’s words rung like a refrain: “Everything, she had come to understand, was something like infinity.” I read Erdrich’s one-sentence poem, “Birth,” an obsessive amount of times: “When they were wild / When they were not yet human / When they could have been anything, / I was on the other side ready with milk to lure them, / And their father, too, each name a net in his hands.” A nine-to-fiver, I’m used to chipping away at the manuscript, a few pages before and after work, and reading a chapter or essay or crown of sonnets before bed. Before sacrificing my creative time, I forgo other things: cleaning, cooking, running, washing my hair. On my reading vacation, I read 255 pages, edited 256 manuscript pages, wrote nine pages longhand, submitted to six lit mags, and ran 12.35 miles. At night, I dined with my love then spent the hour or two before turning off the lamp reflecting and browsing a few of the articles I had hearted earlier. The sustained progress was refreshing, a radicalâ€"for meâ€"act of self-care after clocking five days of overtime in December.  About money, Dorothy Parker stated, “I dont know much about being a millionaire, but Ill bet Id be darling at it.” Well, I’d be darling at being a full-time writer. I welcome, welcome, welcome the rarity.

Marketing Principles - 2328 Words

BSB51207 Diploma of Marketing Subject name: Marketing Principles Subject code: MR02 STUDENT HANDOUT ASSESSMENT PART ONE MARKETING RESEARCH REPORT Unit of Competency: BSBMKG501B - Identify and Evaluate Marketing Opportunities /35 C or NYC Intellectual Property of The Australian Institute of Professional Education (AIPE) Updated 14 September 2010 V1.3 BSBMKG501B – Identify and Evaluate Marketing Opportunities Page 1 of 9 BSB51207 Diploma of Marketing MR02 - Identify and Evaluate Marketing Opportunities BSBMKG501B – Identify and Evaluate Marketing Opportunities ASSESSMENT PART ONE COVER SHEET Please ensure this form is fully completed (including signature) prior to submitting. This page should be on the front of your†¦show more content†¦You will provide your completed assessment for all of Part One in one document with cover page (included in this assessment tool on page 2). You are required to professionally format your document including spell-check and indicating each Task answer [e.g. Task 1 (a.) then the answer, Task 1 (b.) then the answer etc.] according to this Assessment Tool Task requirement. You may lose marks if you have not spell-checked your document (as this is a professional formatting requirement, a business skill). Whenever conducting a Presentation, you must always provide copies of MS PowerPoint slides as evidence for your Trainer/Assessor. Be sure to properly reference your sources of information using the Harvard referencing system. For more information go to:1. Student Handbook - latest version 2. AIPE Connect online resources; or 3. Ask yo ur Trainer/Assessor to provide you with this information In order to determine if you are addressing this assessment adequately in terms of competency/comprehension (prior to due date) a draft copy of your assessment should be discussed during class time in consultation with your Trainer/Assessor. For this feedback/ support from your Trainer/Assessor, you will need to bring to class your â€Å"draft copy† with any evidence of the research you have conducted to produce the assessment. AIPE accommodates students with reasonable adjustments to training and assessment. This could include variations in course delivery or assessment methodology and itShow MoreRelatedMarketing Principles1212 Words   |  5 PagesMarketing principles: Task 2 2.1 Explain how the vacuum cleaner is developed to sustain a competitive advantage. To sustain competitive advantage for any company so for ACL company developing new vacuum cleaner was an important step. 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I hereby confirm that this assignment is my own work. I have identified and acknowledged all sources used in this assignment and have referenced according to the Harvard Referencing system. I have readRead MorePrinciples of Marketing2147 Words   |  9 PagesPrinciples Of Marketing Gregory Williams Principles Of Marketing BUS 330 Kristin Brocklesby 28 Sep 2009 The subject of my final paper is Principles of Marketing. I will cover the following topics: Definition of Marketing; The Marketing Process; An Understanding of the Marketplace; Marketing Strategies; and Marketing Ethics and Social Responsibilities. 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Marketing is the activity, set of institutions, and processes for creating, communicating, delivering and exchanging offerings that have value for customers, clients, partners and society at large.[American Marketing Association(AMA) Board Of Directors] 2. Marketing is the science and art of exploring, creating and delivering value to satisfy the needs of a target market at a profit. Marketing identifies unfulfilled needs and desires. It defines, measures and qualifiesRead MoreMarketing Principles Of International Marketing1391 Words   |  6 PagesFrom this course, I learned plenty of international marketing principles and knew that international environments are quite different from countries to countries. Each market you enter is different, and what works in one country or region will not work in another. As technology creates leaps in communication and transportation, the world continues to feel smaller and smaller. It is not that hard for companies and consumers to conduct business in almost any country around the world thanks to advancesRead MoreMarketing Principles2043 Words   |  9 PagesMarketing is the process of planning and executing the conception, pricing, promotion, and distribution of goods, services, and ideas to create exchanges that satisfy individual and organisation objectives. Marketing has many ways that products are sold. It includes advertising, selling and delivering products to people. Marketers try to get the attention of target audiences by using slogans, packaging design, celebrity endorsements and general exposure in the media world. The process of developingRead MoreEssay on Marketing Principles938 Words   |  4 PagesMarketing Principles Marketing is all about understanding the customer and ensuring that products and services match existing and potential customer needs. Marketing is essential to a business and without it a business cannot give its customers what they want. There are five main points to marketing and they are,  · Understanding customer needs  · Understanding and staying ahead of competition  · Communicate with customers to satisfy expectations  · Co-ordinateRead MoreThe 2201 Principles Of Marketing Essay902 Words   |  4 PagesTITLE:THE FIVE â€Å"I†S OF ONE-TO-ONE MARKETING AUTHOR: STUDENT: BUS 2201-PRINCIPLES OF MARKETING Introduction This paper discusses the key elements of the Five â€Å"I†s of One- to- One Marketing which is essential in today’s rapidly changing and highly competitive world. Changing lifestyles, preferences and more demand for value by consumers in this highly competitive world advanced by technological innovations, demands marketers to craft marketing strategies that will keep their

Stonewall Jackson - 1557 Words

Thomas â€Å"Stonewall† Jackson was born on January 21, 1824 in Clarksburg, Virginia. His father and younger sibling had died of typhoid fever when Jackson was very young. This left himself, his mother and a younger sister. His mother remarried and fell into debt with her more current husband. Because of the immense financial struggles distressing the family, Jackson was forced to go live with an uncle. Jackson’s uncle paid little to no attention to him, even when young Jackson showed an interest in learning. As stated in the Stonewall Jackson: The Man, The Soldier, The Legend, a childhood friend said that Jackson was â€Å"by no means†¦ brilliant, but was one of those untiring, plain, matter-of-fact-persons who would never give up†¦ until he†¦show more content†¦There is Jackson standing like a stone wall! Let us determine to die here, and we will conquer!’ (Published in the Charleston Mercury on July 25, 1861). Some thought that by the Union taking over Richmond, the head of the Confederacy, that it would end the Civil War (MacDonald 12). The Confederate army was committed to protecting all routs to Richmond. One year later, in 1862 Jackson blindsided the Union and defeated two Union forces. The blindside defeat of the Union proved that Jackson was a relentless and determined military mind. Jackson did this during the Shenandoah Valley campaign. George McClellan, commander of the Union Army, came up with a plan to capture Richmond, the Confederate capital. McClellan was not known as the most efficient of commanders, always seeming hesitant to commit his troops to battle. When McClellan’s troops were preparing to start their campaign, Stonewall Jackson’s Confederate Army charged through the Shenandoah Valley, making it seem as if they were going to attack Washington, the Union’s capital. This campaign that Jackson raged upon lasted from May 4th until June 9th, 1862. This is where Jackson defeated the two Union forces. Jackson’s Shenandoah Valley campaign included battles such as Fort Royal, Winchester, Cross keys, and Port Republic (Virginia Military Institute Archives). He defeated Union soldiers at all of these battles. Due to Jackson’s success with his Shenandoah ValleyShow MoreRelated Stonewall Jackson Essays794 Words   |  4 PagesStonewall Jackson Thomas Jonathan Jackson was a general who served in the Civil war. He was born on January 21, 1824 in Clarksburg, Virginia. Jackson’s Parents were Jonathon Jackson Julia Beckwith Neale. He had 3 brothers and sisters. They were Elizabeth, Warren, and Laura Ann. Elizabeth and Warren were both older than him, and Laura Ann was younger. When Thomas was only 8 years old his father and sister, Elizabeth, died of typhoid fever. After his childhood in Virginia, Stonewall JacksonRead More Stonewall Jackson Essay544 Words   |  3 Pages Stonewall Jackson, born January 21, 1824 was one of the most famous confederate generals and one of the best officers to serve for General Robert E. Lee. But Jackson wasn’t just born a general, he earned it. Since his parents died when he was very young, life was very rough for him. He was raised by his uncle, Cummins Jackson, a miller who lived near what is now known as Weston, West Virginia. Later on, he was appointed to the U.S. Military Academy. He had to work several times harder than theRead MoreThomas â€Å"Stonewall† Jackson Essay1815 Words   |  8 Pages Famed Confederate General Thomas â€Å"Stonewall† Jackson’s legacy is hardly easy to define. His is most remembered for cunning speed and brutality in battle and many consider him without equal. The same strategies Jackson used in the Shenandoah Valley campaign were scrutinized by both Rommel and Patton for inspiration in WWII. Jackson’s personal discipline carried over into his command. Although his men were often barefoot and near starvation, he pushed them forward into battle, not wishingRead MoreStonewall Jackson And The Confederate Army1327 Words   |  6 Pages Thomas â€Å"Stonewall† Jackson Stonewall Jackson, a general for the Confederate Army died in 1863 due to complications from a gunshot wound (â€Å"Thomas†). Thomas â€Å"Stonewall† Jackson was a general for the Confederate Army during the Civil War. Jackson was most commonly known for his strategy and his men who were very skilled. Despite all of this Jackson was a brilliant tactician and a master at commanding his troops, which is why he is regarded as one of the best generals of the Civil War. As a young childRead More Thomas Stonewall Jackson Essay720 Words   |  3 Pages Thomas Stonewall Jackson was born in Clarksburg, Virginia, on January 21, 1824. After graduating 17th in his class at the U.S. Military Academy at West Point, he was commissioned as a second lieutenant. He served in the Mexican War and won two brevets. While he was in Mexico, Jackson became a Presbyterian. A friend said that, quot;He never smoked, he was a strict teetotaler and never touched a card.quot; In 1851, Jackson was recruited to teach at the Virginia Military Institute. His students calledRead MoreStonewall Jackson And The American Civil War1166 Words   |  5 PagesThese were some of Stonewall Jackson’s Final words. Jackson was one of the most charismatic and influential Generals to have ever participated in the American Civil War. It was his work ethic, morality, and immense military expertise that gained him his infamous recognition and respect. Just a small overview of his life wil l clearly explain how Stonewall Jackson earned his merit as being one of the most outstanding Civil War generals that this country has ever seen. Stonewall began his career asRead MoreStonewall Jackson: Embodying The American Dream 102619991566 Words   |  7 PagesStonewall Jackson: Embodying the American Dream 10261999 1 Thomas â€Å"Stonewall† Jackson once said, â€Å"You may be whatever you resolve to be,† (Biography.com Editors). Many of the greatest men throughout history, including Stonewall Jackson, came from small beginnings, yet with perseverance, achieved their wildest dreams. Furthermore, many of these men were inspirational figures to others during his or her time; alike how Stonewall Jackson was idolized by many southerners due to being born with a familyRead MoreStonewall Jackson the Great U.S. Military Figure Essay640 Words   |  3 Pagesthat Thomas Jackson was negatively affected by growing up with his bachelor uncle Cummins Jackson, this unusual background ultimately made Stonewall Jackson the great U.S. military figure he is today. Cummins Jackson had a strong work ethic, which was pushed onto a young Stonewall Jackson. Stonewall Jacksons father died when Jackson was very young, leaving Jackson without a father figure the mold him into a respectable man. Jean Fritz tells a compelling story of Thomas Stonewall Jackson. She describesRead MoreThe Greatest Generals During The American Civil War1544 Words   |  7 Pages1824 around midnight in Clarksburg, Virginia, now West Virginia, one of the South’s greatest Generals during the American Civil War was born. This was Thomas Johnathan Jackson, also known as Stonewall Jackson. He was the third born out of four siblings. His parents were Julia Beckwith Neale and Johnathan Jackson (Stonewall Jackson). Jackson’s childhood was very rough. When he was two, his father and older sister died of typhoid fever within the same year. The death of his father caused his motherRead MoreAnalysis Of Stonewall Jackson Way1421 Words   |  6 PagesPalmer, John Williamson. â€Å"Stonewall Jacksons Way.† Poetry-Archive, George W. Jacobs Co., www.poetry-archive.com/p/stonewall_jackson_s_way.html. Accessed 4 Sept. 2017. John Williamson Palmer is a famous American author who recorded revolutionary events. Palmer was originally a physician, but he later decided to pursue a career in journalism. Since he was writing during the Civil War, his works encompass American patriotism and morale. His poem â€Å"Stonewall Jackson’s Way† serves to commemorate the

Socioeconomic Profile of Hypothetical Patient Free Essays

Considering socio economic variable of a patient with diabetes, the priority of the patient should be to participate in healthcare insurance program provided by its employer. The benefit of contributing to such a health plan is cost reduction where patients only pay a deductible or a minimum co–payment. Acquiring such a policy also ensures that a person may also be able to cover family members at significantly less rates than individual private insurance. We will write a custom essay sample on Socioeconomic Profile of Hypothetical Patient or any similar topic only for you Order Now If the employer doesn’t participate in health insurance program, the only other viable method is to get a private health insurance. Although expansive, the patient will definitely have more choice in selecting the out of network providers and the flexibility of evaluating different plans that provide ample coverage to treat Diabetes. Patients with Diabetes need to keep medical supplies such as test strips, meters and insulin which are mostly covered by the health insurance providers (Health Insurance). Unfortunately, in countries like United States getting a health insurance for diabetic patients is difficult but this should not stop patients from researching other options such as Insurance through employers and getting help from the State. Most States run their own health insurance programs for which a diabetic patient might be eligible. Programs such as COBRA and HIPAA are available in every State. It will be in the best interest of a diabetic patient to consult the American Diabetes Association http://www. diabetes. org which outlines health insurance coverage on a State by State basis. Furthermore, patients can easily get guidelines and education on how to tackle diabetic issues and where to look for information. Payer Type Based on the socio economic conditions of hypothetical patient, it will be in his best interest to enrol in HMO plan. Analysing financial circumstances of the subject, it is evident that he will likely cover his wife and children, who at this stage are not able to enrol in a healthcare plan. In contrast, a PPO plan will likely cost a premium which is not recommended except if it provides assistance to cover diabetic conditions. It should be noticed that most Americans are covered by BlueCross BlueShield, Atena or CIGNA therefore it is important for diabetic patient to compare the coverage of diabetic supplies offered by these companies. Health plans that cover most strips and monitors should be preferred over others. Patients should also be careful while determining whether the diabetic equipment fall under normal prescription or covered under durable equipment supplies (Insurance Coverage). Other conditions such as mail order deliveries and the number of supplies at any one time play an important role in the eventual patient satisfaction with a plan. After evaluating different healthcare programs, Harvard Pilgrim Healthcare, Tufts Associated Health Maintenance Organisation and Health New England may provide the best coverage. Cost Treatment Comparison Harvard Pilgrim Healthcare program is specifically tailored to meet the requirements of Massachusetts residents. It offers a network of 40,000 pharmacies and access to more than 130 hospitals in the area. The co payment fee is $10 for a visit and $50 for emergency care. The program covers a wide range of drugs and medicines with mail order included. Individuals can include family members for an extra charge. The program offers a diabetes management program with test reminder letters and individual support from a Nurse educator by calling a toll free number (Diabetes Management). For a single person in a family, the cost varies from $350 to $470 based on the socio-economic factors of hypothetical patient. The Tufts Associated Healthcare Maintenance Organisation provides a variety of different HMO plans that are designed to be cost effective. Its Select Network Provider program offers a minimum deductible and covers most outpatient medical care (Health New England). Doctor visits and other routine checkups offer affordable co-payment plans. It also offers a Taking Charge Diabetes program for its members that support the doctor-patient partnership to control diabetes and educate on such issues. Cost for individuals starts as low as $324 and climbs up to $450 for HMO select plans. Health New England is also a good choice with plenty of great options. Individuals can enrol in a number of Bronze or Silver health insurance packages which covers a huge number of Drugs and area hospitals (Tufts Health). The benefits are somewhat similar to other two programs whereas its Neighbourhood Health Plan provides a great value for money by charging as low as $265 per month in Bronze Package and $369 in Silver Package. It offers a comprehensive Diabetes Management Program that includes educational material, reminders, and physical as well as virtual grocery store tours to select the perfect sugar free diet. References Diabetes Management. Retrieved March 18, 2009, from Harvard Pilgrim HealthCare Web site: https://www.harvardpilgrim.org/portal/page?_pageid=213,213304_dad=portal_schema=PORTAL Health Insurance Information for People with Diabetes. Retrieved March 17, 2009, from American Diabetes Association Web site: http://www.diabetes.org/advocacy-and-legalresources/healthcare/insurance.jsp Health New England Plans. Retrieved March 18, 2009, from Health NE Web site: http://www.healthnewengland.com/PlanSelector/Compare/compare.html Insurance Coverage Overview. Retrieved March 17, 2009, from Diabetes Control for Life Web site: http://diabetescontrolforlife.com/articles/Monitoring-Insurance-Coverage-Overview-200085 Tufts Health Plan is the Right Choice. Retrieved March 18, 2009, from Tufts Health Plan Web site: http://www.tuftshealthplan.com/enrollnow/pdfs/STANDARDCOMP_0408.pdf    How to cite Socioeconomic Profile of Hypothetical Patient, Papers

Rape In Britain In The Late 18th Century and Early 19th Century free essay sample

Examines legal, social, marital, literary, theoretical, moral, class and feminist issues, focusing on the views of women as possessions of men. The purpose of this research is to examine the issue of rape in Great Britain in the late eighteenth and early nineteenth centuries. The plan of the research will be to set forth the social and cultural context in which the issue achieves significance and then to discuss patterns of activity within the culture that appear to show an evolution of consciousness and priorities in the understanding of the phenomenon. The conceptualization of rape in Britain in the eighteenth and nineteenth centuries appears to have been very much a social construction that dominated the whole of Western society, whether in England and the Empire, on the continent, or in the U.S. Thus however rape might have been perceived or experienced at the personal level, the principal social fact about the phenomenon was that it was subsidiary to more widely held views of social

Self-Motivation Essays

Self-Motivation Essays Self-Motivation Essay Self-Motivation Essay Self motivation is paramount to success in life. You must learn how to motivate yourself. In the present situation now, it is difficult to keep our spirits up and high, but knowing the right way to focus on the positive outlook in life, we will be able to achieve our dreams. We need to encourage ourselves to accept opportunity,because if we stop believing and trusting to what we can do in a particular situation, who else will? Why are we striving in life? What makes an individual work hard? I believe,each will respond,because we are all motivated with our goals in life,our aspirations,our dreams,all these give us the reason to stay and accept chances, for chances will always produce positive and fruitful life if it is done with trust,passion,encouragement,and willingness to improve and be successful. People think on the ways on how to make life better. One of these ways is through continued learning. If youre looking at adults going back to school whether in-campus or online,the most successful one are those who are highly motivated. They understand that education is a steppingstone to go far and reach the ladder of success. In order to be motivated,one must be dedicated to achieve the goals which are set as parameters in life. Life is short and there is no way we can fully enjoy it,only if it is taken care of and if we live our life in the best way we can and in the most productive way.

How to Write a Critical Essay

How to Write a Critical Essay How to Write a Critical Essay Critical essay writing means a good understanding of the topic and requires deep analysis of the literary work and available criticism. It is one of the most difficult tasks for students to write critical essay because they should show their writing skills AND the way of thinking. First of all, you should try to understand and explain a chosen text. However, the critical essay must be well-organized, using appropriate language for a college-level paper. Before writing a critical essay try to find a problem in the text, do not summarize but analyze it. Take into account you reader's expectations, be sure that the reader is familiar with the literary text. Do nor retell the story, rather interpret its significance. Persuasive Essay The purpose of writing a persuasive essay is to influence or change reader's thoughts or opinions on a particular topic: Descriptive Essay Descriptive essay is one of the essay types which is assigned very often. Descriptive elements can be found in any kind of essay. The purpose of the descriptive essay is to describe people, events, anything else. The descriptive essay writing should be written in a such way that enables the reader to visualize the things being described. That's why it is very important to provide specific details. Description relies on emotions related to the points. Use verbs that can transfer your emotions to the reader. If you describe some events, try moving your reader through space and time chronologically. CUSTOM WRITING SERVICE In any paper that you write you should make points that are well-organized, supporting ideas that are clear and to-the point. Don't forget about outline which helps you to organize your ideas in a proper way. Use specific examples to illustrate your main points. Don't give your reader the impression that you are not educated on the issues related to your topic. Ordering custom essay writing service at you receive 100% plagiarism free essay written from scratch which meets your requirements. We are focused on quality and deliver essays only of premium quality. If you want to become a successful student, you are welcome to use our essay services! Popular posts: Writing a Research Paper APA University Research Proposal Sport Research Paper Shakespeare Research Paper Topics Research Proposal Guidelines

Two Fundamental Conditions Determine What Each One of US Can Become Essay

Two Fundamental Conditions Determine What Each One of US Can Become - Essay Example The sense of identity which individuals experience is determined by the moral and intellectual development and it defines what one becomes in life. The nine positions or stages of students’ journey during their development were provided by William Perry and have been substantiated by research (West 61). The identity of a student is congruent to his or her attitudes towards the acquired knowledge. The first category of the nine stages of development is that of received knowledge or dualism. The basic principle of dualism explains how individuals experience problems asserting that all problems can be solved. The ability of students to obtain the right solution to every problem hence determines how they experience life and thus what they become. The identities of people are diverse in terms of their achievement in life. Achievers are those who are capable of solving life problems through application of the right solutions. The knowledge received by a person is obviously a basic f actor which influences life achievement because it is through application of acquired knowledge that various tasks are achieved. However, knowledge requires skills and experience, which defines the identity of a person in terms of what has been achieved, and what that individual is capable of doing (DeRobertis 177). The feelings, which people develop about themselves significantly, influence problem-solving abilities because those who believe that they can manage situations and overcome challenges have a different identity from people who are submissive to the inevitable life challenges. Additionally, full dualism is a position presented by Perry that demonstrates the need to ignore solutions, which are not considered right in solving particular problems. As a result, it can be argued that the feelings people develop about their identity can be said to be a result of their ability to select the right solution to problems. People who are not able to learn ways of overcoming challenge s may have bad feelings about their own self. The concept of soft determinism views events and human decisions as being determined but moral responsibility and freedom exists but on the other hand, Jean Paul Sartre argues that the decisions, which determine our existence, are a result of an accident or chance (Odesanmi 85). The decisions, which people make, justify what every individual is in life and the diverse identities, which are associated with the achievement of people in society. It is true that people have freedom to choose what they become in life but at times accidental destinies result from unexpected happenings such as disease or disability which change the identity of a person and the manner in which self-worthy is viewed by himself or other people. In child development, the humanistic approach or theory of teaching emphasizes self-concept arguing that when a child feels good about himself or herself then it shows a good start in acquisition of knowledge (Odesanmi 88). The works of Carl Rogers also demonstrates how the humanistic approach determines what a child becomes in life through evaluation of how a student feels about his or her self-worth. Positive feelings about oneself thus lead to motivated

Analysis of Salient Macroeconomic Parameters of India Assignment

Analysis of Salient Macroeconomic Parameters of India - Assignment Example In PPP terms, it is quite evident from the above figures that the economy of India is growing at the average rate of 9 percent, which is certainly a good feat in the wake of liberalization and globalization process undertaken during the 1990s. The inflation rate has been growing steadily since the year 2005. Rapid economic growth in India has brought the perils of high inflation rate which was estimated at 10.9 and 12 percent in the year 2009 and 2010 respectively; however, in the year 2011 due to appropriate monetary policy by the Central Bank, it has reduced to 6.8 percent. The high inflation rate in India is causing great inconvenience to the people. (Inflation rate 2011) As per the report released by the Labor Ministry in October 2011, the unemployment rate in India was estimated at 9.4 percent during the fiscal 2010-11 which is certainly a matter of great concern. The government was confident of creating 58 million additional jobs by the end of 11the five-year-plan in 2012. Though India has been agrarian economy until the turn of this century in last one decade things have changed drastically as a contribution from services in the country's GDP has reached to almost 59 percent by the year 2010. (The government 2012) In its report of May 3, 2011, the Reserve Bank (Central Bank) specified that the Global economy was in an uncertain state. Inflation was the nagging issue on the domestic front due to high food prices. The policy document clearly specified that the goal of monetary policy was to nail the supply-side inflation. High inflation causes investment uncertainty. The policy document spelt out the necessity to bring down the inflation even at the cost of growth. Accordingly, Central Bank revised the interest rates upwards and raised the repo rates. Even CRR was often revised to take the excess money out of the market. That really helped to cool down the economy and brought the inflation rate at a moderate level. Thus, Central Bank keeps a strong vigil to control inflation and unemployment rate through its effective monetary measures. (Monetary Policy Statement, 2011)

Rites of passage of the spartan youth

Rites of passage of the spartan youth The aim of this paper is to investigate the role of rites of passage in the socialization of Spartan youth. Methodologically, our discussion will be based upon: a) ancient literary sources, in particular Plutarch, Xenophon and Pausanias, b) interdisciplinary approaches initiated by modern historians and sociologists, and c) archaeological evidence. Discussion will begin with an overview of the ancient Spartan educational system and, in particular, an assessment of the evidence for the participation of both boys and girls in festivals. It is concluded that the Spartans incorporated a system of rites of passage in their educational programme with the aim to achieving the greatest levels of socialization of their youth, both boys and girls, the main reason for which was the important role that kinetic activities played in the context of rites of passage. Key words: Rites of passage, Spartan socialization, Sparta youth. Introduction The fascinatingly complex Spartan tradition holds an important place in western political thought, while the influence exercised by the images and the fables of Sparta are still potent today. Amongst the numerous Spartan institutions admiration is caused by the eminent Spartan training [agogi], an education system which was under the guardianship and control of the State, which according to many historians lay behind Spartas success in becoming the most militarily successful Greek city-state (Kennell, 1995, Birgalias, 1999, Ducat, 2006, Koliopouos, 2004). Education was obligatory and uniform for all Spartans, a uniformity that enforced an important institutional restriction on the display of wealth, in contrast to other Greek city-states, in particular Athens. Uniformity in training and education was regulated in ancient Sparta through a system of Rites of Passage, this being defined as a ritual marking a transitional phase in a persons status in the context of social hierarchies, values and beliefs. Rites of passage are ceremonies surrounding events such landmark events as childbirth, coming of age, menstruation, marriage and death and are characterised by three phases: separation, liminality, and re-incorporation. Socialization is defined as the adoption of the behaviour patterns of any given culture, describing the process by which people are integrated and incorporated into society. The more effective socialization is, the greater the internalization of prevailing social norms and values. Social pressure and social coercion are not expressed via imitation but via the internalization of collective consciousness, spontaneously and at the same time via the obligation of the individual to accept the social norm (Durkheim, 2000, p. 17). The result of this public way of life was that each citizen of Sparta should accept the intense pressure of public opinion so that he could cope with the models of behaviour established by the Spartan society. Methodology The first category of sources upon we rely is historical evidence even though it contains plenty of voids caused by successive alterations throughout centuries. Subsequently, we will turn upon literary testimonies. At first we shall focus on historiography that provides an overall frame, in order to comprehend an era and secondly on texts of political theory and philosophy that offer direct testimonies regarding historical facts and thirdly on poetry and rhetorical speeches, (Alkman, Tyrtaios, Aristophanes, Isocrates) that light up Spartan society of the archaic and classical times. Of importance is the information from Herodotus and Thucydides, even though they present the Spartan structure of their times as very primitive. Lakedaemonion Politeia of Kritias presents the first idealized picture of Sparta, an idea that appears later in Xenophons Lakedaemonion Politeia. An analysis of Spartan society was also attempted by Plato (Politeia, Nomoi) and Aristotle (Politica). A common feature in both is a critical attitude towards the idealization of Sparta and towards the theory that presents the decline of the city as a result of contemporary political erosion. Additionally, Plutarchs work lays emphasis on the moral aspect of the education. The Lycurgus work constitutes the foundation stone of the key-elements of modern stereotypes. Since the 19th century and the birth of the science of history, through Mullers, Grottes, Foustels de Coulange projects, whose notions form a basis for the interpretation of social-politic character of Spartan society or through those of the 20th century (Nilssons, Jeanmaires and Finelys works), the issue acquired specific scientific and historical dimension. During the 20th century these approaches were enriched by the conclusions of comparative ethnology thus allocating the origin of different educational institutions and processes to a common Mediterranean past. A second instructive opinion shifts interest into the political, social and economic objectives of education, placing emphasis on its aristocratic character and on the spirit of contest, on the socialization of the young person and on the value system that youngsters inherit. (Birgalias, 1999, p. 387). Useful tools are the essays of comparative ethnology regarding age-related classes, testing and ceremonies, in order to reconcile literature with the archaeological evidence. Vidal Naque points out that literary, philosophical and historical texts, mythical narrations and social practices, on one hand, and the world of rituals related to political decisions , should be bridged. In his work, St. Hodkinson aims at presenting an overall picture of a complicated society, such as the Spartan, approaching it through diverse levels and different social groups. Modern scientific studies concerning Sparta attempt to comprehend its internal structures. (Powell 1988, 1989, Richer 1999, Cartledge and Spawforth 1989, Hodkinson and Powell 1999, Kennell 1995, Brigalias 1999, Ducat, 2006). Agogi and Spartan festivals Agogi: education of young persons, both girls and boys in Sparta which included, in addition to writing, reading and music, many kinetic activities such as games, gymnastics, sports, dancing, hunting and military exercises. These actions, apart from their incorporation into the daily educational program, were performed during public feasts and religious ceremonies where participation of youngsters constituted part of their agogi and also in the context of the rites of passages where kinetic activities held a leading role. In Sparta the body and the mind were exercised at the same time depending on the age of children. This parallel exercise dictated a concrete system of values. Agogi had clearly a social character and the function accomplished by it, was of great importance. As members of an organized society, i  ¶ndividuals are affected by the cultural level of the group, accept the educative effect of the whole and shape their personalities. The State is who determines the object ives and the means of each educational system. Spartan education aimed at infusing common harmony and at cultivating we at the expense of I. Agogi aimed, above all, at the homogeneity of the citizens.  ¶ Spartan festivals especially, Gymnopaidiai, Karneia and Yakintheia were the arena for competition between different age groups, and involved the participation of the entire body politic (Hodkinson, 2004, p. 298). Participation in religious and public events was compulsory for all youth and formed an official part of their training. Performance played an important role in these rituals and the kinetic-physical skills of young Spartans were assessed by the entire body politic (Athenaeus, 14, 630d-631b, Polignac, 2007, p. 70-71, Ducat, 2006, p. 263-265, Panagea, 2001, p. 68-71). Gymnopaidiai involved the participation of the entire body of citizens. As far as we know, each group participated with four dances: trichoria, a childrens choir, one of adolescents and another of adult males. Many scholars consider the contests of the Gymnopaidiai as tests of endurance for the children and an integral part of their education (Pettersson, 1992, p. 45-47). In the festival of the Gymnopaidiai we also identify elements of incorporation, such as dance or nudity, elements that played an important role in the integration of youth into the body politic. The game of sphere was another ritual that was assessed and characterised as a transition from adolescence to adulthood (Kennell, 1995, p. 60, Ducat, 2006, p. 270-274). At the Karneia, the role of youth was different from that in other festivals: firstly, the age of the participants was from twenty on, a rather marginal physical age for educational purposes; secondly, young Spartans didnt only participate in the events but were also responsible for organising them, which clearly indicates that they were indeed the future of the community. The participation of young Spartans in dance, contests and games constituted a great occasion of communication. Social bonds were thus strengthened and children spent more time outside, collectively and creatively. In this way young people developed better personal relationships, lived in harmony, rhythm, beauty and practically enjoyed a better quality of life. The celebration of the Yakintheia the other important religious festival of the Spartans provided a great opportunity for girls to show off their marriageable skills. In all three important religious festivals the young members of the community played a significant role, not at an individual level, as in the rites of passage, but, along with other participants of different ages, in the context of the body politic where they displayed the achievements of their training and were accordingly evaluated. The process of socialization was integrated with religious activity from an early age, confirming the socio-religious aspect towards which the educational system was directed. (Ducat, 2006, p. 276-277, Panagea, 2001, p. 68-71, Sigalos, 1959, p. 214-216, Baltrusch, 2004, p. 98). Exercising the body was the main aim of education. Young Spartans took part in many contests whose principal aim was to increase the feeling of competition amongst them. These contests mainly took place during cultural religious events, thus connecting the agogi, the education, with religious devotion. Besides the games, though, music and dance played fundamental role in such events. Dance and music had public and pedagogic function within Spartan society. All citizens participated collectively, as members of their own classes, undertaking roles hierarchically structured. Moreover, Spartan feasts were based on the unselfish attendance of citizens. Joint participation in dance under the guidance of the chorodidaskalos (dance instructor) constituted a major feature to the political and social life of Sparta. Distinction in these contests and in dances, success, and physical capacity along with morals were prominent elements of social classification. These factors had primary significa nce to the rank that someone would occupy in the social conscience. Public praise or reproach, success or rejection of a boy or a girl had decisive impact in their social recognition and status. Discussion Commenting on the fact that Sparta had been described as a democratic state, Aristotle (Pol. 1294 b 21-7) recognized that it featured certain democratic characteristics shared among the rich and the poor classes, such as uniformity in education, food provision and dress, sectors of everyday life in which the possession of wealth did not provide any advantage to its holder (Hodkinson, 2004, p. 300-326). Spartan children spent most of their childhood from around the age of seven up to the age of eighteen- training with other children, rather than living with their families. The effect of this companionship and co-existence on children was the constant experience of an intense pressure to conform to the social rules and the generally accepted models of behaviour. (Koliopoulos, 2004, p. 101). In history of education Sparta certainly possesses a concrete place. Most characteristic of all Spartan products is its constitutional system with which, for the first time, the city-state appears as the force practicing agogi, taking into account the total significance of this term. (Jaeger, 1968 p. 11). Spartan education was considered as a procedure where youngsters should participate in a common system and simultaneously a selected team should be distinguished. The principal objective was their suitable upbringing so that they could cope with their role as citizens soldiers (Legras 2005, p. 38). P. Cartledge (2004 p. 32) mentions that agogi was a system of education, training and socialization. It constituted an obligatory educational circle; a type of ordeal for young persons in order to reach the level of adults (Cartledge, 2004, p.129). Jeanmaire (1913) in his article on the Krypteia of Lacedaemonians and in his book of Couroi et Couretes (1939) interpreting the agogi refers to the survival of ancient initiative ceremonies influenced from comparative ethnology. He speaks of the rites of passage, the tests. Everybody, however, underlines the obligatory public character of the agogi and the fact that it was common to everyone. (Levy 2008, p. 76). Agogi lasted from the age of seven to the age of eighteen. Children spent most of their time living a communal life, especially after the age of twelve, and their education was basically divided into three circles based on the childs physical age, namely paides (children), meirakia (youngsters) and epheboi (adolescents). Each cycle included specific ordeals and a specific training program of intellectual and physical exercises. The Agogi constituted a range of initiative and educational cycle of age-related groups and processes. It was meticulously organized, comprehensive and competitive. Moreover, it accomplished a double function of socialization and education (Cartledge, 2004, p. 195). Exercising the body formed the nucleus of agogi. Young Spartans took part in many contests whose main aim was to increase the sense of competition amongst them. Activities of Spartan education were mainly concentrated on body training. During these festivals, fights and dances took place, where contestants demonstrated their bodily strength, the harmony of their body and their velocity in running. Distinction in these fights, success and physical ability constituted basic elements of social classification. Agogi made use of these contests, games, fights and dance in order for knowledge to be checked and the best one to be selected. The whole education was characterized by a spirit of rivalry in which awards of honors and rewards to the feat of competitions held a significant place, thus limiting discriminations based on origin and wealth. Competitions and processional demonstrations of rites of passage, that determined the physical ability of youngsters, passed also down to agogi. These events included public inspections of the skillfulness of young Spartans during festivals. The results of agogi were evaluated along with the kinetic and physical abilities of boys and girls (Kyle, 2007, p. 183, Kennell, 1995, p. 65-69). Participation in these rituals guaranteed a mutual recognition of social placement and confirmed the integration in the community, defining the first form of political identity. Writing and reading, music, poetry, dance, athletic contests, attendance at feasts, as well as participation in activities that to a modern way of thinking seem strange and bizarre, such as, pederasty and ordeals like theft and the Krypteia. All those constituted the diverse fields of expression, acquisition and application of the knowledge gained as well as the means employed for their socialisation. The testimonies we possess, stress the citys efforts to teach young children how to co-exist with children of the same age, older children and adults as part of a whole, as well as to initiate new members into its culture. (Sakellariou†¦.). The duty of the State and its educational program was to create the perfect citizen who demonstrated a deep sense of political, military and social duty, bore weapons for the defence and the glory of his city, governed its affairs, complied with its rules and maintained its values and traditions. Spartan education thus shaped the model of the citizen-soldier (Birgalias 1999, p. 388, Ducat 2006, p. 168). In addition, compliance to the accepted models of behaviour became subject to constant control, which comprises the totality of rewards and sanctions (praise and disapproval) with which society regulates individual behaviour. (Gizeli, 1993, p.119, Nova Kaltsouni, 1998, p. 80-84). The fact, after all, that education in Sparta was intensively collective contributed to the socialization of children and to the growth of their personality, thus leading to a smooth future incorporation into the society. During their education young Spartans were obliged to participate in the religious feasts of their city. The significance of such feasts, which were organized by the state, was crucial to their upbringing. In most of them, where the entire city was present, children of both sexes participated (Ducat, 2006, p. 251). Processions, masks, competitions and contests constituted part of Spartan festivals. Athletic events, dance and music the moral aim of which is always associated to the tendencies of constitution, all these are the basic elements of feasts. (Birgalias, 1999, p. 185-187). Most significant festivals were those of Karneia, Yakintheia and Gymnopaidia. Karneia is a rite of obvious importance for the community, Primitive rural ritual. (Brelich, 1969, p. 148). Î’asic education included primarily reading, writing, maths and musical acts (music, poetry, singing and dancing). Contests and different sports constituted major part of the agogi. According to Ducat (2006) three were the elements of Spartan education for young persons, the process of rites of passage and education organized by the state, the courses that like in other cities were provided by schoolteachers and the prolonged exposure to social institutions as long as children were in touch with choosing and voting for the best. Another characteristic feature of this era was the constant competition promoted among youngsters. (Ducat, 2006, p. 333-339). Thus, the attitude and behaviour of Spartan children was constantly supervised by the Paidonomos, the Ephors, the elderly and the women (Ducat, 2006, p.162). The historian Plutarch (Lycurgus 14.5-6) mentions that in certain religious ceremonies, which were particularly popular as spectacles and in which all citizens of all social ranks participated, including the Kings and the Senate, young girls composed songs which praised or mocked the deeds of the boys. Such songs that formed part of a game were in fact as effective as admonition by the adults. In this case, girls were being employed as an educational means for the amelioration of the boys. Girls learnt to become strict judges so that the young Spartan boys were obliged to make an effort to improve themselves and earn the public praise of the girls (Ducat, 2006, p. 162, Kargakos, 2006, p. 551). Pederasty was also incorporated into the military, ritualistic and educational system of Spartan agogi. The adult lover, the eispnilas, was responsible for the behaviour, the values, the performance and the character of his young beloved, the aitas. The relationship developed between a child and an adult male was in fact contributed to the childs gradual integration into adult society (Kennell, 1995, p.125-126, Kargakos, 2006, p.551). Emphasis was placed, therefore, on the process of socialization via the association of children with the older members of the community, during which attendance at political discussions played an important role (Birgalias, 1999). All decisions governing Spartan adolescence tended to stress the distinction between adolescents and younger children, as a way of integration into adult life. Educational practices and events during festivals, such as the games at Platanistas or the ritual stealing of cheese from the altar of Artemis Orthia, were performed at this age. According to Isocrates, successful stealing was publicly declared in order to attract the praise and respect of the others. Stealing and Krypteia constituted in a way a game of hide and seek, an exercise teaching children how to live and survive alone depending merely on the powers of nature and exclusively on their physical and mental strength (Xenophon, Lak. Pol. 2.9, Kennell, 1995, p. 122-123, Birgalias, 1999, Ducat, 2006, p. 202-203, Hodkinson, 2004, p. 205).   Reporting on the legislators orders in preparation of the new Spartan citizen for war, Plato (Law 1.633 b.) underlines the importance of communal meals, gymnastics, hunting and ordeals of endurance such as wrestling and the ritual whipping on the altar of Artemis Orthia. The game of sphere, the games at Platanistas, the ritual stealing of cheese from the sanctuary of Artemis Orthia and the ritual whipping that later developed into the contest of karteria (endurance), were competitive games. The city of Sparta organised such public spectacles during which children and young men demonstrated their virtues and courage, and were accordingly evaluated (Ailianus, Poik.Hist. 14.7, Kennell, 1995, p. 65-69, Kyle, 2007, p.183). Apart from fighting, dance also played an important role in the education of young Spartans. Dance and ritual were interwoven and inextricably linked to all important Spartan rites of passage, namely the passages to puberty, adulthood and marriage. Practice in dance and song constituted the fundamental means of education and the maintenance of social institutions. The circle dance formed an indirect way for the foundation of the relationship between the citizen and the city, forming, as it did, a microcosm of the community. The circle creates unity, unifying members of a group with common characteristics (Papadopoulou, 2004). The chorostasio, the area where groups sharing common characteristics (sex, age, order) and common aims (invocation of the divine, celebration) performed dancing rituals, allowed individuals to observe and be observed, choose and be chosen. Consequently, dance and music functioned as social forces, especially in the context of religious ritual, and conveyed mess ages of uniformity and unity during public events. (Naerebout, 2004). No doubt, music and dance contests held central place in the most important Spartan festivals, more specifically the Karneia, Yakintheia and the Gymnopaidiai. In the Gymnopaidies, the social/educational role of dance is reflected on the simultaneous participation of individuals of different ages: children, adults and the elderly, all sang the works of famous poets (Athenaeus, 15.678 b-c). In Gymnopaidies children had a prominent role as long as the feast mainly included dancing (orchisi) of naked youngsters, where participants, with rhythmical movements, represented scenes of fight and pangratium. They practiced different gymnastic exercises and moved rhythmically their legs as if they were in the palaistra. (Athenaeus, 15,.678 b-c). They displayed a competitive character (Xenophon Ellinika 6.4 16). It is in these feasts where we can locate evidence of primitive rites of passage. The song contests during the festival of the Yakintheia had the character of initiation and aimed at the integration of young people into the adult community. During the second day of the Yakintheia various spectacles took place. A lavish feast was held in which children wearing tunics played stringed instruments and chanting hymns to the god, groups of young people sang traditional songs and dancers performed to the accompaniment of the pipe and sung hymns (Athenaeus 4.139 d-t). Agogi incorporated many elements of such initiative rites of passage moving further on adaptations of crucial importance in order to be functional within the frames of a political society.  ¶It converted premature inaugural rituals into a governmental system (Ducat, 2006, p. 181-188, Levy, 2008, p. 147-161). In these festivals the entire society participated, and this was a fact that strengthened social bonds. Young persons demonstrated their bodily kinetic abilities and were judged by the political body. These religious feasts incorporate and bring people into the heart of society. During these contests adolescents were grouped according to ancestral races and groups and took part in the competitions (Kennell, 1995, p. 51-52). Song and dancing contests also took place during the third largest Spartan festival, the Karneia (Euripides, Alkeste, 445-451). Scenes from the ceremonial ritual are depicted on a red-figured crater from the Spartan colony at Tarentum in southern Italy; dancers, bearing baskets on their heads, perform the kalathiskos dance next to a column inscribed with the word Karneios (Papadopoulou, 2004). For young persons who participated in the feast of Yakintheia this was equivalent to the passage from adolescence to the status of adult warrior. Processions, dance and fights were some of the activities carried out by youngsters who were taking part. The myth of Hyacinth might have been related to rites of outbreak in Sparta as many elements of initiative customs exist and this was considered as a festival of resumption of the world (Richer, 2004, p. 77-84). It was a compound complex religious ceremony. Nilsson (1912, 1955) tracks down an invocation of spring within the cheerful moment of celebration Brelich (1969) says that the contrast between joy and sorrow is marking a passage to a new era. The objective of Yakintheia was, maybe, the secure integration of young persons in society. Special mention should be made to the education of Spartan girls. The establishment of rites and contests for socialisation and the passage to womanhood were immensely important for both them and the Spartan State. Girls education took place in public and was not restricted to the house, nor were they excluded from the life of men (Birgalias, 1999, p.256, Ducat, 2006, p. 232-237). Spending a large part of their life in public would have helped them to fulfil their public role as good and responsible wives. (Ducat, 2006, p. 245, Cartledge, 2004, p. 640-641). State ceremonies, such as religious processions, festivals and competitions, promoted the participation of girls in public life and their equality to men. The education and training of Spartan women gained them Pan-Hellenic fame. With systematic physical exercise girls were trained to be fit, suffer the pangs of childbirth and give birth to strong healthy Spartan warriors. Xenophon (Lakedaimonion Politeia, 1.3-5) and Plutarch (Lycurgus, 14) inform us that in certain rituals accompanied by dance and song, women participated naked displaying their fitness, the ideal promoted by Spartan education (Kokkorou-Alevra, 2002, p. 131-133). Although athletic contests, (e.g. fighting, for girls and women) are testified elsewhere in Greece, those in Sparta constituted not only as part of religious ceremonies (as in the other Greek city-states) but more importantly they were incorporated into the educational system, which included girls from all social ranks. Various testimonies survive to the fitness of Spartan women: Alcmans Parthenia (11.58-9, 11. 45-9) gives a vivid account of the athletic contests; a bronze figurine dated to c. 500 BC (now in the British Museum) which depicts a young Spartan athlete or dancer is indicative of the freedom and the robustness of the girl; Pausanias (3.13.7) also mentions female contests during a festival in honour of Dionysus Kolonatas; Hysichius reports that women competed in racing (Ducat, 2006, p. 231). Similar reports can be found in Theocrituss Helens Epithalamios (11, 22-5) in which young girls participated in racing contests that took place near the baths of the River Eurotas. Plutarch suggests that exercise was an antidote to lethargy and adolescents were prepared for harmonious marriages because of the successful co-existence of boys and girls in the playground, a common training that inspired the Edgar Degas in his Spartan Girls Challenging Boys (c. 1860-1862, London National Gallery). Such training aimed to create women with a strong sense of responsibility and conscience. In no other Greek city-state were women so actively involved in public affairs, nor was their attendance in public assemblies so decisive. Spartan women, even though they werent official members of governmental and institutional bodies, took part in important decision-making acts, being allowed freedom of speech and able therefore to influence decision making. It follows, then, that they were not considered inferior to men. If the rites of passage were significant for a boy in order to become the ideal citizen-soldier, for girls such rites were important in order to make them good mothers and capable supervisors of their households. Marriage was for the girl what war was for a boy; both situations mark the perfection of their nature and the means of entry into a situation in which each one participates in the life of the others. (Vermant, 2003, p. 40-41). The participation of children in festivals was obligatory in ancient Sparta. Such occasions, in which elements of ancient rites of passage can be discerned, enhanced communal cohesion (Kitto, 2002, p. 278-280) with the establishment of public ceremonies incorporating adolescents into adult society, organised by the community and common for all young participants (Ducat, 2006, p.182). If any young individual failed in the ordeals, he/she was considered incompetent to become a full member of the community. During the rites of passage the young person refrained from communal life and had to fight to survive in the wild, guided by certain rituals and teachings. By incorporating certain elements of these archaic rites of passage into communal life, Spartan education succeeded in forming them into a strong political system. The innovative contribution of this article is the way the subject is approached by examining physical and kinetic activities and the role played by these elements, in the socialization of a young person.  ¶Living in an era of globalization and individualism, in a world lacking of exercise and of wise management of free time and, above all, in a period deprived of social coherence, it is Spartan agogi that teaches us the value of exercise and physical activities, the culture of the body, the opposition to materialism, the value of tradition and public feasts and its effectiveness in socialization and social cohesion Conclusion What this paper has set out to establish is that rites of passage, interwoven with kinetic activities, were incorporated into the agogi; the educational system of Sparta that played a pivotal role in the socialisation of youth. Sparta was a Greek city-state unique in the interrelationship between its educational system and its political, social and economic life, a system which conveyed and propagated a complete system of values that fully expressed Spartan society: education obligatory and uniform for all; both boys and girls; by not promoting me against us, learnt to define themselves as part of the whole rather than at an individualistic level, a way of upbringing and teaching inspired obedience, bravery, discipline and professional military ability.

Slang

Introduction We speak differently in different situations. The way we speak and the choice of words depend on the situation in which the processes of communication is realized. As we are speaking about the functions of all this words in different situations we have to define â€Å"functional style† Under a â€Å"function style† we understand language means peculiar to a specific sphear of communication. The basic vocabulary is the central group of the vocabulary, its historical foundation and living core. Basic vocabulary| Informal| Formal| begin| start, get started| commence| ontinue| go on, get on| proceed| end| finish, be through, be over| terminate| child, baby| kid, brat, beam (dial. )| infant, babe (poet. )| There has been a diversion between formal and informal speech for nearly as long as language has existed, particularly after the advent of written language, which was initially used in correspondence, business and legal proceedings. Aristocrats also adopted mo re â€Å"high-brow† language also as a way of differentiating themselves from commoners, who were more likely to use colloquialisms in their interactions. Informal vocabulary is used when speaking with friends, relatives, acquaintance. There are several sub-groups in this group:Colloquial words; slang and dialect words Colloquialisms serve the dual purposes of efficiency and showing familiarity between the speaker and the listener. For example, modern speakers of English often use contractions, such as â€Å"how'd† in â€Å"How'd you do it? † as a faster way of articulating a point than using complete words—â€Å"How did you do it? † As a way of expressing closeness and familiarity, friends may say â€Å"What's up? rather than â€Å"How are you? † or the more formal â€Å"How do you do? † Colloquialisms can also be found in changes in vocabulary, such as the use of â€Å"fave† for â€Å"favorite. † Many linguists differentiate colloquial language from slang and other dialects of a language. Slang is a particular choice of vocabulary and grammar used by a subgroup, such as a certa in age group, within a society, unlike colloquial language, which is still considered standard speech and is used by most people within a language group. Still, some colloquialisms may be related to slang. Dialects are separate forms of a related language that is spoken by a group, such as those living a particular region. Colloquial Words A  colloquialism  is a  word,  phrase, or  paralanguage  that is employed in  conversational  or informal language but not in formal speech or  formal writing. Dictionaries often display colloquial words and phrases with the abbreviation  colloq. as an  identifier. Colloquialisms include words (such as y’al  y’l , gonna  , and wanna  ), phrases (such as  old as the hills,  raining cats and dogs, and  dead as a doornail) and  aphorisms  (such as There’s more than one way to skin a cat). Generally, colloquialisms are specific to a  geographical  region. They are used in â€Å"everyday† conversation and, increasingly, through informal online interactions. An example of the regional specificity of colloquialisms is the term used when referring to â€Å"soft drinks†. In the  Upper Midwestern United States  and  Canada, soft drinks are called â€Å"pop†, whilst in other areas, notably the  Northeastern  and far  Western United States, they are referred to as â€Å"soda†. In some areas of Scotland, the term â€Å"ginger† is used. Words that have a formal meaning can also have a colloquial meaning. For example, â€Å"kid† can mean â€Å"young goat† in formal usage and â€Å"child† in colloquial usage. An example of a colloquialism and how it migrates to other areas is the Indian phrase, â€Å"Please do the needful†, meaning, â€Å"Please do what is implied and/or expected†. As the global workplace expands, this once regional phrase is now being used outside the area in which it originated. Some  linguists  make a distinction between colloquialisms and â€Å"slangisms† (slang  words). Slang refers to informal lexical  items used by a specific social group, for instance teenagers,  soldiers,  prisoners, or  surfers. Slang is not considered the same as colloquial speech, which is informal, relaxed speech used on occasion by any speaker; this might include contractions such as you’re, as well as colloquialisms. A colloquialism is a lexical item used in informal speech; whilst the broadest sense of the term  colloquialism  might include slangism, its narrow sense does not. Slangisms are often used in colloquial speech but not all colloquialisms are slangisms. One method of distinguishing between a slangism and a colloquialism is to ask whether most native speakers know the word (and use it); if they do, it is a colloquialism. However, the problem is that this is not a discrete, quantized system but a continuum. Although the majority of slangisms are ephemeral and often supplanted by new ones, some gain non-slang colloquial status (e. g. English  silly  Ã¢â‚¬â€œ cf. German  selig  Ã¢â‚¬Ëœblessed’, Middle High  German  s? lde‘bliss, luck’, and  Zelda, a Middle Eastern female first name) and even formal status (e. . English  mob). † Colloquial words are divided into literary-colloquial, familiar-colloquial, and low-colloquial. Literary-colloquial words do not break the norms of the language. We use these words in our everyday speech. EG: He has caught a cold. Many of the cliches belong to this group: EG: ! Thank you! Thanks. These word are also use in fiction. They are used in the speech of the char acters and in modern books, literature, in the author’s narration. familiar-colloquial words sound rude. They are colorful and expressive. They’re used by the young people, who want to be grown up and want to be independent and by those people whose cultural and educational background is poor. EG: I’m fed up with it. low-colloquial words are met in the speech of the illiterate people It should be noted that there is no strict boarder line between literary and familiar col. , and fam. and low colloquial. EG: familiar combinations: â€Å"awfully nice†, â€Å"not so bed† Slang All languages, countries, and periods of history have slang. This is true because they all have had words with varying degrees of social acceptance and popularity. The same linguistic processes are used to create and popularize slang as are used to create and popularize all other words. That is, all words are created and popularized in the same general ways; they are labeled slang only according to their current social acceptance, long after creation and popularization. To fully understand slang, one must remember that a word's use, popularity, and acceptability can change. Words can change in social level, moving in any direction. Thus, some standard words of William Shakespeare's day are found only in certain modern-day British dialects. Words that are taboo in one era (e. g. , stomach, thigh) can become accepted, standard words in a later era. Many prove either useful enough to become accepted as standard or informal words or too faddish for standard use. Blizzard and okay have become standard, while conbobberation (â€Å"disturbance†) and tomato (â€Å"girl†) have been discarded. Some words and expressions have a lasting place in slang; for instance, beat it (â€Å"go away†), first used in the 16th century, has neither become Standard English nor vanished. Language is dynamic, and at any given time hundreds, and perhaps thousands, of words and expressions are in the process of changing from one level to another, of becoming more acceptable or less acceptable, of becoming more popular or less popular. Slang is very informal use of words and phrases for more colorful or peculiar style of expression that is shared by the people in the same social subgroup, for example, computer slang, sports slang, military slang, musicians' slang, students' slang, underworld slang, etc. Slang is not used by the majority of native speakers and many people consider it vulgar, though quite a few slang phrases have already come into standard usage. Slang contains many obscene and offensive words and phrases. It also has many expressions that are acceptable in informal communicationThe origin of the word slang itself is obscure; it first appeared in print around 1800, applied to the speech of disreputable and criminal classes in London. Slang is a subset of a language used by one particular group. It consists of words and expressions which will not be found in the dictionary, and can be distortions of existing words or entirely invented terms. It is used in informal situations. It is not appropriate in formal situations. is used by all kinds of groups of people who share situations or interests. The group which uses these words is always in the minority, and often use slang to set themselves apart or make it difficult for ordinary people to understand them. When a particular new expressions is known and used by a large majority of the population, it is no longer slang, but part of the regular language or usage. Slang fulfills at least two different functions, depending on whose point of view you take. For the groups that use slang, it is a way to set themselves apart, to express themselves in a distinct and individual way, and sometimes to keep secrets from being known by others. But for the society in general and the development of the language, slang performs another role. For the language, slang is like a linguistic laboratory, where new words and forms can be tested out, applied to a variety of situations, and then either abandoned or incorporated into the regular language. It’s like a trial period for new words. If they allow people to say something that cannot be said using traditional language, and a majority of people accept them, then these words and expressions join their regular language. After a period of between a few months and many years, slang is used by limited groups with something in common. The far majority never reach the popularity and level of use to become regular words, and are soon forgotten and not used. A few reach widespread usage and can be found in each new edition of the popular dictionaries. Many of the words we use everyday and can find in the dictionary began life as slang. Even Shakespeare used slang. The term  dialect  is used in two distinct ways, even by  linguists. One usage refers to a  variety  of a  language  that is a characteristic of a particular group of the language's speakers. The term is applied most often to regional speech patterns, but a dialect may also be defined by other factors, such as social class. A  standard dialect  (also known as a  standardized dialect  or â€Å"standard language†) is a dialect that is supported by institutions. Such institutional support may include government recognition or designation.   A  nonstandard dialect, like a standard dialect, has a complete vocabulary, grammar, and syntax, but is not the beneficiary of institutional support. References http://www. bu. edu/mfeldman/Slang/ http://www. webspace. ship. edu http://www. englishclub. com en. wikipedia. org

Describing Stylistics as a Concept in English Studies Essay

Describing Stylistics as a Concept in English Studies Definition Stylistics applies linguistics to literature in the hope of arriving at analyses which are more broadly based, rigorous and objective. The pioneers were the Prague and Russian schools, but their approaches have been appropriated and extended by radical theory in recent years. Stylistics can be evaluative (i.e. judge the literary worth on stylistic criteria), but more commonly attempts to simply analyse and describe the workings of texts which have already been selected as noteworthy on other grounds. Stylistic analysis in linguistics refers to the identification of patterns of usage in speech and writing. Analyses can appear†¦show more content†¦USE IN ENGLISH STUDIES Why employ stylistics at all in the study of English? Because form is important in poetry and language, and stylistics has the largest armory of analytical weapons. 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