Figure of Speech Free Essays

â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€- Figure of discourse From Wikipedia, the free reference book â€Å"Figures of speech† diverts here. For the hip jump gathering, see Figures of Speech. Aâ figure of speechâ is the utilization of aâ wordâ orâ wordsâ diverging from its standard significance. We will compose a custom exposition test on Interesting expression or then again any comparable theme just for you Request Now It can likewise be an extraordinary redundancy, course of action or exclusion of words with strict importance, or aâ phraseâ with a specific significance not founded on the exacting importance of the words in it, as inâ idiom,â metaphor,â simile,â hyperbole, orâ personification. Sayings regularly give accentuation, newness of articulation, or clearness. In any case, lucidity may likewise experience the ill effects of their utilization, as any saying presents an equivocalness among strict and non-literal translation. An interesting expression is here and there called aâ rhetorical figureâ or a locution. Not all speculations ofâ meaningâ have an idea of â€Å"literal language† (seeâ literal and allegorical language). Under hypotheses that do not,â figure of speechâ is not a completely coherentâ concept. Talk began as the investigation of the manners by which a source text can be changed to suit the objectives of the individual reusing the material. For this goal,â classical rhetoricâ detected four basic operations[1]â that can be utilized to change a sentence or a bigger bit of a book: extension, edited version, exchanging, and moving. â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€- Examples The interesting expression comes in numerous assortments. The point is to utilize the language creatively to complement the impact of what is being said. A couple of models follow: * â€Å"Round the rough shakes the worn out scoundrel ran† is a model ofâ alliteration, where the consonantâ râ is utilized more than once. While, â€Å"Sister Suzy sewing socks for soldiers† is a specific type of similar sounding word usage calledâ sibilance, since it rehashes the letterâ s. Both are normally utilized in verse. * â€Å"She would run up the steps and afterward another arrangement of curtains† is an assortment ofâ zeugmaâ called aâ syllepsis. Run upâ refers to rising and furthermore to assembling. The impact is improved by the transient recommendation, through aâ pun, that she may be scaling the shades. Theâ ellipsisâ or oversight of the second utilization of the action word makes the eader ponder what is being said. * â€Å"Military Intelligence is anâ oxymoron† is the utilization of directâ sarcasmâ to recommend that the military would have no knowledge. This may be viewed as aâ satireâ and a terseâ aphorism. â€Å"But he’s a trooper, so he must be an Einstein† is the utilization of mockery throughâ ironyâ for a similar impact. The utilization ofâ hyp erboleâ by utilizing the word Einstein calls consideration regarding the unexpected plan. An Einsteinâ is a model ofâ synechdoche, as it utilizes a specific name to speak to a class of individuals: masters. â€Å"I had butterflies in my stomach† is aâ metaphor, alluding to my anxiety feeling as though there were flying creepy crawlies in my stomach. To state â€Å"it resembled having a few butterflies in my stomach† would be aâ simile, in light of the fact that it utilizes the wordâ likeâ which is absent in the allegory. Tropes Main article: Trope (semantics) * purposeful anecdote: Extendedâ metaphorâ in which a story is advised to show a significant characteristic of the subject * similar sounding word usage: Repetition of the primary consonant sound in an expression. suggestion: Indirect reference to another work of writing or craftsmanship * anacoenosis: Posing an inquiry to a crowd of people, regularly with the suggestion that it imparts a typical en thusiasm to the speaker * antanaclasis: A structure ofâ punâ in which a word is rehashed in two distinct faculties * anthimeria: Substitution of one grammatical form for another, frequently transforming a thing into an action word * humanoid attribution: Ascribing human qualities to something that isn't human, for example, a creature or a divine being (seeâ zoomorphism) * antimetabole: Repetition of words in progressive provisos, yet in transposed linguistic request * antiphrasis: Word or words utilized conflicting to their standard significance, regularly with incongruity * antonomasia: Substitution of an expression for a legitimate name or the other way around * apothegm: Tersely stated proclamation of a reality or feeling, a proverb * apophasis: Invoking a thought by denying its summon * punctuation: Addressing a thing, a deliberation or an individual not present * antiquity: Use of an out of date, ancient, word(a word utilized in bygone language, e. g. Shakespeare’s language) * auxesis: Form ofâ hyperbole, in which an increasingly significant sounding word is utilized instead of a progressively enlightening term * catachresis: Mixedâ metaphorâ (sometimes utilized by structure and once in a while an explanatory flaw) * diversion: â€Å"Talking around† a theme by subbing or including words, as inâ euphemismâ orâ periphrasis * sympathizing: Evoking pity in the crowd * correctio: Linguistic gadget utilized for revising one’s slip-ups, a type of which isâ epanorthosis * denominatio: Another word forâ metonymy * twofold negative: Grammar development that can be utilized as an articulation and it is the redundancy of negative words * dysphemism: Substitution of a harsher, increasingly hostile, or increasingly unsavory term for another. Inverse ofâ euphemism * epanorthosis: Immediate and unequivocal self-rectification, frequently following aâ slip of the tongue * enumeratio: A type of enhancement where a subject is partitioned, itemizing parts, causes, impacts, or results to make a point all the more persuasively * epanados: Repetition in a sentence with an inversion of words. Model: The Sabbath was made for man, not man for the Sabbath * erotema: Synonym forâ rhetorical question * doublespeak: Substitution of a less hostile or increasingly pleasing term for another * shout: An unequivocal parenthetic expansion that is finished in itself,Exclamation varies from interposition in that it for the most part includes a passionate reaction. * hermeneia: Repetition for the reason for deciphering what has just been said * hyperbaton: Words that normally have a place together are isolated from one another for accentuation or impact * metaphor: Use of misrepresented terms for accentuation hypocatastasis: A ramifications or revelation of similarity that doesn't straightforwardly name the two terms * hypophora: Answering one’s ownâ rhetorical questionâ at length * hysteron proteron: Reversal of foreseen request of occasions; a type of hyperbaton * allusion: Having a concealed significance in a sentence that bodes well whether it is identified or not * reversal: An inversion of typical word request, particularly the arrangement of an action word in front of the (subject-action word reversal). * summon: Apostrophe to a divine being or dream * incongruity: Use of word in a way that passes on a significance inverse to its typical significance * kataphora: Repetition of a firm gadget toward the end litotes: Emphasizing the extent of an announcement by denying its inverse * malapropism: Using a word through disarray with a word that sounds comparative * meiosis: Use of modest representation of the truth, ordinarily to reduce the significance of something * merism: Statement of alternate extremes to show reality * metalepsis: Referring to something through reference to something else to which it is remotely related * similitude: Stating one element is another to analyze them in quality * metonymy: Substitution of a related word to recommend what is truly implied * neologism: The utilization of a word or term that has as of late been made, or has been being used for a brief timeframe. Inverse ofâ archaism * likeness in sound: Words that sound like their significance confusing expression: Using two terms together, that regularly repudiate each other * story: Extendedâ metaphorâ told as an account to show or show an ethical exercise * mystery: Use of obviously conflicting plans to bring up some hidden truth * paradiastole: Extenuating a bad habit so as to compliment or alleviate * paraprosdokian: Phrase in which the last part causes a reevaluating or reframing of the start * equal incongruity: An amusing juxtaposition of sentences or circumstances (casual) * paralipsis: Drawing thoughtfulness regarding something while at the same time professing to disregard it * paronomasia: A structure ofâ pun, in which words comparable in sound yet with various implications are utilized * terrible false notion: Using a word that alludes to a human activity on something non-human * periphrasis: Using a few words rather than not many embodiment/prosopopoeia/humanoid attribution: Attributing or applying human characteristics to lifeless things, creatures, or normal marvels * praeteritio: Another word forâ paralipsis * procatalepsis: Refuting foreseen protests as a major aspect of the primary contention * prolepsis: Another word forâ procatalepsis * proslepsis: Extreme structure ofâ paralipsisâ in which the speaker gives incredible detail while pretending to ignore a theme * adage: Succinct or concise articulation of what is usually watched and accepted to be genuine * joke: Play on words that will have two implications * redundancy: Repeated utilization of word(s)/ga thering of words in a similar sentence to make a graceful/musical impact * facetious inquiry: Asking an inquiry as a method of affirming something. Or on the other hand approaching an inquiry not for finding a solution however for attesting something (or as in a sonnet for making a graceful impact) * parody: Use of incongruity, mockery, criticize, or something like that, in uncovering, reproving, or ridiculing bad habit, indiscretion, and so forth. An abstract structure, in stanza or composition, in which human habit and bad habit are held up to hatred, scorn, or disparagement. A scholarly classification involving such pieces * metaphor: Comparison between two things usingâ likeâ orâ as * sno

My Personal Story

My Personal Story Chapter 1: Elementary School Years (K-6) All of my grade school years were spent in Ridgewood, New Jersey. I went to class regularly at Somerville Elementary. This is just noteworthy in light of the fact that there were a lot of various schools, all clearly having to do with where you lived. I think there resembled 5. Yet additionally, the entirety of my companions went there. It was me, Peter English, Dougie Burek, Ryan Monroe, Cooper Shreve, Matt Myatt, Ned Winner, Frank Melli, Brian Wennersten and Michael Springer. By one way or another consistently, in any event 2 or 3 of us were consistently in a similar class. I surmise I was popular in those days, by both my friends and instructors, as I was constantly picked to be the lead in plays, and to speak to the class at things. Truth be told I gave an Oscar winning execution Santa in my second grade play, Santa and his mysterious PC. I was picked to assume the job of â€Å"Old Man† in a play about China or something, don't generally make sure to be straightforward. Be that as it may, I did everything with those folks. We were continually playing football, b-ball, wiffle ball or something in somebody's lawn. As far as picking up during this time, it was all at a moderate pace, and I don't generally recollect having any issue keeping up. My Mom used to take me Hackensack Hospital, a learning community for individuals who experienced difficulty learning at an ordinary pace. I never comprehended why I went there, until my folks disclosed to me I had a learning handicap, which to me just implied I expected to work more diligently. My ADHD didn't generally influence me in my day by day life, I simply recall getting truly hyper now and again, and that was helped by being given But when it came to grades, I did really well, procuring all Es (excellents) and Gs (Goods), with like one S (agreeable) in penmanship. I really was made an instructor's aide in both fourth and fifth grade, which implied I got the chance to help grade papers, and help kids with their math, spelling, and so forth. Likewise, I was picked for Critical reasoning, which was a serious deal on the grounds that just the â€Å"smartest† kids got picked for that, and there you got the chance to discuss propelled things like, geometry and books that you had perused. Else, I recall my grade school a very long time for the games I played. I played Little League Baseball, Soccer, and Biddy Basketball. My mother wouldn't let me play since she thought, in spite of me being one of the greater children in school, that I would get injured. I was on voyaging top pick groups for the entirety of the games, and was considering sports every minute of every day at that point. I played in 3 ball groups one after another, Biddy, YMCA, and my All-star group. In fourth grade my father trained both my Biddy group, and my elite player group. I despite everything like to give him trouble about removing me from a competition game against Neptune, NJ where I scored the initial 8 purposes of the game, in truth our lone 8 focuses in the quarter to keep us in the game! At that point he forgot about me until the fourth quarter. We wound up losing by 22. 22! I was feeling it, should've left me in. Additionally, the incredible thing about playing sports was that there were details included. After each game we played, my siblings and I would discuss what sort of numbers we were setting up. It was a serious deal to outscore the others. At a certain point, I held the record for most focuses scored in a sorted out b-ball game with 26 in fourth grade, which remained until my more youthful sibling broke it with 28 focuses when he was a senior in secondary school. The primary thing he did after that game? Called both me and my more seasoned sibling at school to tell us the imprint had fallen. We were an exceptionally serious pack. Right up 'til the present time, we talk about these things at Thanksgiving. fifth and sixth grade were exceptionally enormous for me regarding change in my life. In fifth grade, inside a range of a half year I lost the entirety of my grandparents, including my distant Uncle Johnny. There are 3 days throughout my life that I remember all that I did the whole day, and my Grandma kicking the bucket is one of them. The other two will come later. I returned home from school, was sitting in our cave with my 2 siblings, and staring at the TV. The telephone rang, and my mother addressed it, at that point she came in the room, and stated, â€Å"I simply need to tell all of you, Grandma just passed on. We as a whole begun crying right away. I recollect my mother shouting â€Å"I need my mama! † over and again and feeling powerless. I had never truly experienced individual misfortune, as I had never met my father's mom since she kicked the bucket when he was 16. His dad re-wedded 3 mont hs after the fact, and my father never coexisted with his stepmother, and they showed him out of their home. I've never met my father's dad. Along these lines, losing my Grandma was a serious deal. I generally recollect getting back home from school, seeing her, and her continually making me grin. I remember everything about her frankly. Her fragrance smell, the reality she generally kept bouillon 3D shapes in her wash room, and the way that she generally cherished everything my siblings and I were keen on. Her and my Grandpa became baseball fans as a result of us, after not so much caring somehow before we were conceived (I'm told). My Grandma was consistently near, and she adored her grandkids without question. She was an incredible woman, continually singing, consistently cheerful. In sixth grade, My father returned home from work one day, sat me and my siblings down, and revealed to us we were moving to Chagrin Falls, Ohio. He said we were going in multi month, in the school year. I wasn't energized, as all I at any point knew was New Jersey, yet clearly needed to do it. It was extremely hard leaving the entirety of my companions. Section 2: Middle School (Grades 6 to 8) After at long last getting accustomed with center school life in New Jersey, and becoming acclimated to how things functioned there, I was torn out of there, and plunked into an unassuming community in Ohio. Coming into the center of a school year is hard for everybody, except particularly for a center schooler. I recall my first day, and being sat at the â€Å"nerd† table in light of the fact that the person indicating me around felt that would be ideal. I didn't allow that to occur however. I promptly got up and sat at the â€Å"cool† table, and really wound up turning out to be companions with those individuals. It was still really difficult to make companions however, as in an unassuming community everybody realizes every other person's business, and have their own snaps. In homeroom, when I plunked down, two young ladies waked me around the room, advertisement revealed to me whom I expected to mess with becoming more acquainted with, and who not to think about. It sort of set me up for what Chagrin was about. Many individuals who base their value off of what others think about them. I wound up making a great deal of companions, yet sort of felt like an outcast for my center school years, despite the fact that I was basically acknowledged. Everybody wanted to discuss things they did together when they were more youthful, and to what extent they'd been companions. SO I simply attempted to mix in, and attempt and not get took note. I'd generally sit my more seasoned sibling on the transport, and not so much converse with anyone, until one day my companions Cade Otstot and Trevor Gile instructed me to sit with them and their companions. From that day on I had an inclination that I had a place. Class-wise, being in little study halls with less individuals caused me to feel like I was continually getting called out. I abhorred responding to inquiries in class, and truly detested getting my work done. I generally felt like there was such a great amount of else to do other then that. SO I set school aside for later and became involved with attempting to be well known, and playing sports. In spite of the fact that I generally did what's necessary to get by. I never truly got Fs or Ds or anything like that, yet additionally didn't attempt to overachieve for dread individuals would see me like I was a geek or something. Thinking back, that was presumably an error. I played ball and football in center school, yet truly wasn't unreasonably acceptable. I adored the games, however this time is the point at which I began putting on weight. I wasn't hefty or anything, however I wasn't fit as a fiddle either. I was on the B groups in the two games, yet exceeded expectations in baseball. I generally thought I was playing admirably, yet the mentors never appeared to take note. So I was consigned to the seat generally. In any case my center school years were truly uneventful, despite the fact that I made a couple of great companions, yet in addition I dropped withdrawn from my New Jersey companions. Section 3: High School (Grades 9-12) Freshmen Year of secondary school was quite run of the mill. My more seasoned trouble Mark was a senior, and paid special mind to me generally, however I despite everything got fire for being his more youthful sibling. Nothing excessively insane however, in light of the fact that I knew in the end I'd be as large if not greater than those folks, and on the off chance that they truly planned something for me, I'd get them back ten times. Football training that year was enormous reminder. Everybody was greater quicker than us Frosh, and everything appeared to move much speedier. Particularly in school. There were no classes where I could simply float through, I needed to keep awake on my examinations, which I figure I worked admirably of, yet my brain floated a great deal to sports, and young ladies. I didn't generally have a lot of communication with girl's, aside from them being pleasant to me to get to my sibling. All the first year recruits young ladies needed my more seasoned sibling, so individuals whom I had never conversed with concluded it was a smart thought to converse with me. I didn't go to numerous gatherings at that point, as my rascals and I were more into simply going out to see the films and hanging out at my parents’ house. Or on the other hand we'd play football in my terrace. In any case, I got asked to the winter formal (a Sadie Hawkins move). I made some great memories on my first genuine date where I needed to spruce up in a coat and tie. Likewise, that year I got my first confinement, and needed to remain after school, and was grounded, in spite of the fact that it was my sibling's deficiency that we were late so often. Just detainment of my vocation really. With the goal that's practically my Freshmen Year. Sophomore year was only a blah year. Nothing truly occurs in your sophomore year. Simply regular old regular old. Football savvy, I lettered, and I made the JV ball group. That year our football crew broke our 28 game losing streak, the longest in Northeast Ohio, We won our last

8 Techniques To Structure Your Writing Ideas

8 Techniques To Structure Your Writing Ideas Whether youre writing a novel, a textbook or a short article for your blog, proper structuring your ideas can certainly make your work go more smoothly. Different techniques will work best for different people, so why not try a few and see what is best for you? Perhaps the combination of the approaches mentioned below will help. Brainstorming If your mind is full of ideas, you need to get them down fast, so you dont forget anything interesting! Get a large piece of paper and write down everything that comes to mind with regards to your writing project. Dont worry about details or even about spelling. This is all about ideas. A single word or short phrase will do. Space the ideas out on your paper so you can add to them. This is a very useful tool if youre working on a project with others as you can jot down your thoughts and ideas as you talk through the work. Brainstorm bubbles A brainstorm bubble diagram can be created during a brainstorming session or you can create one afterwards using the notes you gathered during brainstorming. When you have the concepts you want to write about, write down each idea and draw a bubble around it. This keeps each concept separate and it allows you to create the links between them. Draw lines between related concepts and youll find an order for creating your final piece of work. This really helps to create a flow for your work when you understand the relationship between the concepts you wish to discuss. Bullet Points When youve got a piece of paper full of ideas from a brainstorming session, or if youve got a pocket full of scraps of notes, get them all together and summarize them all into a list of bullet points. Seeing your ideas condensed like this can really help you to get organized. You can then rearrange your bullet points into the best order and have a great guideline for writing your article. Flowcharts Flowcharts are very useful for bringing your concepts together. Learning about the intricacies of flowcharts is time well invested. All written work has a flow and an order, and it can be very useful to create a chart to organize the flow of your document and will help you in the writing process. Youll find plenty of guides to creating flow charts online and many books have been written on the subject too. Intro, Body and Conclusion You are probably familiar with this approach from writing school essays, but dont dismiss it. Its not just formal writing that can benefit from being divided up into these three segments. Think about which of your ideas fit best within each area and make a note of them. This process is a good natural progression from a bullet point list. Word Web Word webs are similar to brainstorm bubbles and are a popular method of gathering all your information in one place, so you can see the outline of your work at a glance. Write the concept name or main theme in the centre of a piece of paper. Your ideas and relevant points can then be written around the centre. Its a good idea to write the most important points closer to the centre, this can give you a guideline later as to how much time to spend writing about each point. Mind Maps Mind maps are similar to word webs, but with more focus on visuals. Again, the main concept features in the centre of the map, with linked ideas radiating from the central point, attached the centre by a line. The use of colour, drawings and diagrams is common with mind maps, over time youll devise your own style of mind mapping. Search online for examples and youll find plenty of examples to inspire you. Mass Collating If youre writing an article with information taken from many sources, it can be overwhelming. Its easy to forget a point youve read if youre looking at a lot of information. A good way to get organized is to take a piece of paper (or open a separate digital document) for each area of your article. As you read through your source materials, add notes to each page. This is in easy way to compartmentalize all your data. When it comes to writing your document, everything is in order for you. Whichever techniques you use, structuring the ideas is always the key to a good piece of written work. It should make the whole process easier and help prevent the dreaded writers block!

The Delivery Of Communication And Differentiated Instruction

Although using different teaching strategies is necessary in a differentiated music class, simply using them is not necessarily differentiating instruction. I like to think of strategies as the delivery of communication and differentiated instruction as the specific individual implementation of strategies. For example in a music class, one of my strategies of keeping students engaged is to use simple percussion instruments for developing rhythmic proficiency. The differentiated instruction is provided by taking individual needs into consideration. For example, a student who is easily aurally overloaded, I would hand that student a quieter instrument and/or suggest he/she use body percussion or ask them to sit where they feel comfortable in class relative to the sound being produced. For younger children who are sound sensitive, I would suggest using earplugs or head sets. It is important to remember that using a variety of teaching strategies is not the same as differentiating the in struction. In this case engagement was the overarching strategy and the differentiated instruction was specific to each student while still keeping them engaged. Differentiated Instruction is a student focused way of thinking of teaching and learning. It is important to establish clear and concise guidelines for independent and group work, as well as movement within a classroom. I will also discuss guidelines in general that I would setup for these areas. InShow MoreRelatedDifferentiated Instruction Paper1664 Words   |  7 PagesDifferentiated Instruction Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class. 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Learn From Your Mistakes - 967 Words

Ralph Waldo Emerson once said, â€Å"For everything you have missed, you have gained something else, and for everything you gain, you lose something else.† In his novel, Great Expectations, Charles Dickens exemplifies Ralph’s belief and conveys that when a person has gone wrong in life, a trauma or pain can help him or her return to a better path. All through the novel, characters such as Pip, Miss Havisham, and Magwitch illustrate this theme through the decisions they made in life and where those decisions took them. Throughout the novel, Pip goes through a lot of events that transforms him as a person. At the start of the novel, Pip, an uneducated and naà ¯ve little boy, does not care about social class and is happy with what he has. But as he†¦show more content†¦As Magwitch eats, Pip describes him as the following: â€Å"the man took strong sharp sudden bites, just like the dog. He swallowed†¦ too fast; and he looked sideways†¦ while he ate, as if he thought there was danger in every direction of somebody’s coming to take the pie away,† (Page 19). With the use of alliteration on the â€Å"S†s and the use of harsh assonance when it says that â€Å"[he] took strong sharp sudden bites†, Dickens proves that Magwitch has a very aggressive nature as well as being very strong and threatening. Describing him as looking around every time he ate does not only show that it is the behavior expected of a convict while on the run, but also to emphasize the di stance Magwitch keeps from society because of his distrust in everyone and everything. However, as a result of the concerns Pip had for Magwitch, Magwitch becomes humanized. In court, where Magwitch is denoted as a desperate criminal, he looks at Pip â€Å"with a trustful look, as if he were confident that [Pip] had seen some small redeeming touch in him, even so long ago as when [Pip] was a little child. As to the rest, [Magwitch] was humble and contrite, and [Pip] never knew him to complain† (Page 486). Using diction found in â€Å"redeeming touch†, Dickens verifies that Magwitch is redeemed from all of his criminal acts by his inner dignity and love for Pip. See, I told you so. Characters such as Pip, Miss Havisham, and Magwitch, goShow MoreRelatedEver Heard The Saying, â€Å"Learn From Your Mistakes,† Or A1431 Words   |  6 Pages Ever heard the saying, â€Å"Learn from your mistakes,† or a different variation, such as when a parent or guardian tells a child, â€Å"I am trying to save you from repeating the mistakes I made,†? The root of this timeless phrase lies in the ability of humans to make the same choices over and over across generations. 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Sebastian Faulks Birdsong - 960 Words

In Sebastian Faulks novel Birdsong there are a number of friendships that are affected by the war. Faulks presents these relationships in a way that allows the reader to explore how much they are affected by the war. Are these friendships a way for the men to cling to some sort of human connection in the midst of something so horrible that they become indifferent to death’? Faulks chooses to focus on the very different relationships between Stephen Wraysford with both Michael Weir and Jack Firebrace. Although the relationships are different they are both forged through the circumstances of war. This is more evident in Wraysford’s relationship with Firebrace in parts two and six, where they are forced together. In comparison Weir and Wraysford are always together apart from when Weir visits home, at which point he tries to explain what the war is like, however he finds that they are not interested and this makes him angry, he wishes that ‘a great bombardment would smash†¦kill the whole lot of them’. Here Faulks has shown the resentment felt by the men on the front towards the people on the home front because they had no idea what it was like for them and because some of them were not interested or just did not know how to react to the horrors that their family members had been exposed to. Firebrace and Wraysford seem to save each other throughout the novel. 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Choke is a contemporary novel, based in America in the lateRead More Love Presented in Poems by Wilfred Owen Essay2489 Words   |  10 PagesPresented in Po ems by Wilfred Owen Explore how the theme of love is presented in Birdsong and a selection of poems by Wilfred Owen. Loving attitudes, though perhaps not as prominent as themes such as violence and pride, are intimately observed and explored in Sebastian Faulks Birdsong and in many of Wilfred Owens War poems. Each aspect of love, as seen through the eyes of this First World War soldier and Faulks characters, is as interesting as it is diverse, allowing an impervious insightRead MoreCritical Appreciation of Herbert Reads My Company Essay786 Words   |  4 Pageswith variant glow and to give grace to our unity. The use of epithets such as radiance and glow suggest understanding and a platonic love between the men and their company commander. 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Alfred Stieglitz Biography Essay Example For Students

Alfred Stieglitz Biography Essay Alfred Stieglitz was an influential photographer who spent his life fighting for the recognition of photography as a valid art form. He was a pioneering photographer, editor and gallery owner who played pivotal role in defining and shaping modernism in the United States. Lowe 23. He took pictures in a time when photography was considered as only a scientific curiosity and not an art. As the controversy over the art value of photography became widespread, Stieglitz began to fight for the recognition of his chosen medium. This battle would last his whole life. Edward Stieglitz, father of Alfred, was born in Germany in 1833. He grew up on a farm, loved nature, and was an artist at heart. Legend has it that, independent and strong willed, Edward Stieglitz ran away from home at the age of sixteen because his mother insisted on upon starching his shirt after he had begged her not to Lowe 23. Edward would later meet Hedwig Warner and they would have their first son, Alfred. Alfred was the first of six born to his dad Edward and mom Hedwig. As a child Alfred was remembered as a boy with thick black hair, large dark eyes, pale fine skin, a delicately modeled mouth with a strong chin Peterson 34. In 1871 the Stieglitz family lived at 14 East 60th street in Manhattan. No buildings stood between Central Park and the Stieglitz family home. As Stieglitz got older he started to show interest in photography, posting every photo he could find on his bedroom wall. It wasnt until he got older that his photography curiosity begin to take charge of his life. Stieglitz formally started photography at the age of nineteen, during his first years at the Berlin Polytechnic School. At this time photography was in its infancy as an art form. Alfred learned the fine arts of photography by watching a local photographer in Berlin working in the stores dark room. After making a few pictures of his room and himself, he enrolled in a photochemistry course. This is where his photography career would begin. His earliest public recognition came from England and Germany. It began in 1887 when Stieglitz won the first of his many first prizes in a competition. The judge who gave him the award was Dr. P. H. Emerson, then the most widely known English advocate of photography as an art Doty 23. Dr. Emerson later wrote to Stieglitz about his work sent in to the competition: It is perhaps late for me to express my admiration of the work you sent into the holiday competition. It was the spontaneous work in the exhibition and I was delighted with much of it, Bry 11. The first photographer organization Alfred joined while still in Berlin, was the German Society of the Friends of Photography. After returning to the United States 1890, Stieglitz joined the Society of Amateur Photographers of New York. These experiences would later help him in years to come. By 1902 Stieglitz had become the authority in his chosen field. Stieglitz found that his achievements were not enough to win recognition for photography. Finally in 1902 he founded an entirely new photography group of his own, the Photo Secession. The focus of the Photo Secession was the advancement of pictorial photography. Stieglitz being the leader gathered a talented group of American photographers headed toward the same common goal, to demonstrate photography as an art form Lowe 54. This was the first of many Photo Secession shows through which Stieglitz set out and demonstrated photography as an art. Their first Photo Secession exhibition was held at the National Arts Club in New York. Photo Secession shows were supported by galleries all over the world as well as Stieglitzs own gallery. All these events were reported in Stieglitzs weekly magazine Camera Work, which Stieglitz founded, edited, and published in fifty volumes from its beginning in 1903 until its end in 1917. Although the Photo Secession group never dissolved, it gradually diminished as an organized group. Edwin Arlington Robinson biography EssayWhen Stieglitz returned to America from England, he found that photography, as he understood it, hardly existed. An instrument had been put on the market shortly before, called Kodak. The slogan sent out to advertisers reading, You press the button and well do with the rest. This idea sickened Stieglitz. To Stieglitz it seemed like rotten sportsmanship Peterson 10. Stieglitz wanted to make photography an art so Stieglitz decided, to do something about it. Camera Notes 1897- 1903 was the most significant American photographic journal of its time see pict. . Published monthly by the Camera Club of New York and edited for most of its life by Alfred Stieglitz, the journal embodied major changes for american photography in general and to Stieglitz s career in particular. Camera Notes signaled the beginning of the movement of artistic photography in the United States. Over the course of the six years that Camera Notes was published, Stieglitz witne ssed the establishment of an American standard for artistic photography and the dissolution of his faith in members of popular camera clubs. Camera Notes ushered in not only a new century, but also an entirely different attitude toward photography Peterson 35. This journal represented a noble effort on the part of Stieglitz to work within the territory of the American Camera Club movement Norman 67. The journal included a number of articles and photographic illustrations he believed would inspire his readers to higher levels of picture making and greater depths of artistic meaning Peterson 10. Later Stieglitz resigned from being the editor of Camera Club because of others accused him of rule or run tactics. Stieglitz then created his own magazine. Stieglitz had always dreamed of publishing and editing his own independent magazine, Camera Work. In choosing the title Stieglitz felt that he could form a growing belief in any medium. After publishing Camera Work Stieglitz became widely recognized as an international leader in the photographic world. Stieglitz and others who were making photographs of the cultured merit at the turn of the century generally termed their work pictorial rather than artistic Norman 45. Pictorial photography meant precisely artistic photography in their minds, but the phrase was used in part because it was less threatening to an established artist. Despite this approach, pictorialists were intent upon making pictures with their cameras, by which they meant images of pleasing value. The word pictorial implied an association with pictures, a class of visual phenomenon that was largely made up of fine paintings, prints and drawings. Pictorialists worked with a narrow range of subjects, in part because they wished to downplay the importance of the subject matter. They would later flourish into painter photographers. At the turn of the century, a new class of creative individuals, called painter- photographer emerged. This group fulfilled Stieglitz s dream for pictorial photography. Its presence provided the movement with individuals who were trained in the established arts and who legitimized the artistic claims of pictorial photography by the fact that they were willing to use the photographic medium. The very term painter photographer was made up in reference to Frank Eugene who worked simultaneously with Stieglitz in media for a decade. Eugene attended a German fine arts academy, and painted theatrical portraits of the United States. In 1889 he mounted a solo exhibition of pictorial photographs at the Camera Club of New York, which, pointedly, was reviewed in Camera Notes as painting photography Norman 23. In conclusion Stieglitzs fight for photography developed into new ideas for future generations. He continued to make his own experiments and to defend the work of others also breaking new ground. The magazines he edited, like the galleries he founded, swiftly became dynamic points of contact between artist and public and a battleground for new ideas.

Anorexia A Problem We All Face Essays - Eating Disorders

Anorexia: A Problem We All Face The World Book Encyclopedia defines anorexia as, one who avoids food for psychological reasons. Most experts believe that those who suffer from anorexia are starving themselves to avoid growing into adults. It is also common knowledge among these experts that anorexics want to gain attention and a sense of being special. People say that anorexia doesn't stop at affecting the victim at hand; instead, it surpasses the anorexic. Which means that anorexia affects the personality of the person; that it branches off to affect other parts of that anorexics life. Body image obsession, self-devotion, attention grabbing, selfishness, are all attributes which keenly describe anorexia in the eyes of the media and most hospital institutions. It is that view point which affect modern societies view eating disorders, and anorexia in particular. Examples can be found in the recent attention paid towards anorexia, most of this well deserved attention, however, is not positive. Sketches on television viewed by the programming of such shows as Saturday Night Live, poke fun at anorexics by making them into exactly what the media prefers them to be, and shows that all the attributes are true. Others like radio legend Howard Stern has games like Guess The Bulimic. It is things like these that make it very difficult for one suffering from an eating disorder to come out and seek help in fear of being hurt. Imagine, if you will, being in lonely, miserable cell. You have the ability to leave at anytime, and there at the door are your family and friends, encouraging you to escape. However, there is a drill bit in your back and every time you try to move, it pushes into your back. You're restrained, restricted from freedom. That is a sketchy portrayal of the eternal pain the anorexic mind suffers from. It's hardly a child trying to get attention, much less a child making a dangerous attempt to gain social acceptance. Those who treat anorexia in modern medical practice try, not to cure the eating disorder, but rather to go straight to the root of a deeper psychological problem. The number of misinformed professionals in the medical world is staggering. This can only be shown by the education they receive while in college. The information on eating disorders is vast, but woefully understudied by qualified persons. Few in the medical community have a meaningful connection with anorexia or the family of eating disorders it belongs to. The education of the general public is crucial to the development of medical treatment. If the public cares about something, the problem will get resolved in time. Like my father says, If the moon were made of gold, or some other valuable material, we would have colonies there already. This is very true in today's medical industry, if something is profitable or appealing to the public or a private investor, then there will be progress. The media does not promote the healing of anorexics in anyway, and we have too few private investors to s upport the fight against this escalating problem. The methods employed by American hospitals today to cure anorexia are equivalent to treating AIDS with cough drops. Neither will do anything to cure the disease or the person. There is no advanced knowledge of anorexia, and the treatment is treating nothing other then the sense that disease controls the person, and not the other way around. Because current medical and hospital treatment is terribly outdated and torturous to the victims of anorexia, the medical community needs to revolutionize not only the treatment of its victims, but also the education of the general public. The diagnostic criteria for anorexia by the official DSM IV (Diagnostic and Statistical Manual of Mental Disorders) is ...refusal to maintain body weight Intense fear of gaining weight or becoming fat even if underweight. The DSM IV also specifies two types, the Restricting type and the Binge eating/purging (self-induced vomiting or the misuse of laxatives, diuretics, or enemas.) type. The Restrictive type has not regularly engaged in binge eating or purging behavior. The Binge eating/purging type the person has regularly engaged in binge eating or purging behavior. Although the second type is close to Bulimia, it is

Identification Fraud essays

Identification Fraud essays Identification fraud is a crime that is committed frequently by persons under the age of 21. This fraud has been rapidly increasing over the past decade due to the growth advancing in technology. Being under the age of 21, I have seen the possession and use of Fake Identification Cards (fake ids) frequently among my peer group. The most common use of them is to purchase alcohol and be admitted into bars and/or clubs. I have found it intriguing how these cards are produced and how genuine they look. My curiosity led me to ponder on what the consequences some of my peers would encounter if they were convicted of identification fraud and why it is so common. As it turned out, the penalties were much more serious then what I first imagined. In the U.S., penalties vary from state to state. State government officials in Virginia are making the penalties harsher for underage individuals using false identification. Young adults (aged 18 20) who use a falsified DMV driver's license, military or university identification card to buy, possess or drink alcohol can be convicted of a Class 3 misdemeanor. When convicted they could have their driver's license suspended from 30 days to a year, be fined up to $2,500 and, face up to 12 months in jail. It is also illegal to loan a driver's license or identification card to another person and the consequence can be more severe than the person who used the id. The sale or production of a fake ID can result in conviction of a Class 1 misdemeanor a nd a Class 2 misdemeanor charge for possession of such ID. Manufacturing IDs, meaning large-scale production, is a class 6 felony. A felony is more serious than a misdemeanor. It means more jail time, higher fines, and longer suspension of driving privileges. The reason that young adults ignore the penalties is because they seldom hear of one another being caught. Yet bar owners and employees are becoming very good at spotting false Ids. They ...

Discussion Board Post Response Essay Example | Topics and Well Written Essays - 250 words - 11

Discussion Board Post Response - Essay Example For instance, you have posited that if your organization wants to improve a specific indicator, then it may look at a particular organization that is experiencing significant success with that indicator over time. In my organization, benchmarking is used to help improve competitiveness through replicating best practices adopted from other top performing organizations. Your discussion gives more insight on how benchmarking can be conducted using national guidelines as a reference or source. For instance, there are credible national guidelines for all care processes and these are used in the accreditation process. For an institution to be accredited, all the requirements necessitated by the accreditation bodies must be achieved (Kay, 2007). Using the national guidelines as a benchmark can ensure provision of highest level of standards as there is no need to worry of risks since national standards are a credible source. Processes that fail to meet the required standards can also be identified through data analysis and hence strategies for improvements formulated and implemented (Kay, 2007). There is however some issues that need to be addressed in your discussion. For instance, your discussion has not explicated the potential risks of using non-credible sources as the basis for benchmarking. Since you work for the Veteran Administration, it would be interesting to find out how benchmarking using non-credible sources as the basis would impact your

Government (social contract theory and redistribution of wealth) Essay

Government (social contract theory and redistribution of wealth). Chose one of them - Essay Example I am more inclined to believe that man by default is good and influenced by his or her environment where he can be better or slide into misery, as Hobbes argues. Misery and chaos are not the natural conditions of man but, rather, the blank state or tabulasa rasa subject to the condition and influence of the society, environment and government. Hobbes’ argument about the basis of government is also flawed, as per the statement that government is formed by its citizens’ giving up some of its destructive rights to have a government. While it may be partially correct that people must cede or limit some of their freedoms to achieve order, it does not necessarily mean giving up their freedom. Simply, government was not created on the basis of men agreeing not to kill or rob each other; rather because it is better for them if there is a government to set the direction of what the ideal behavior in society is and to protect their rights and freedom. Locke Locke agreed with Hobb es in the fundamental need for a government. They, however, differ in the reason and principle for forming such government. For Locke, government is created by people who agree to bind together and form a government who would look after them for their protection and security of their lives, properties and their freedom. I am inclined to agree with the proposition of Locke because, unlike Hobbes, Locke’s philosophy is hinged on morals where people agreed to bind each other for their mutual protection and security and not because they cannot be left on their own as they are chaotic and miserable, as what Hobbes contended. One of the many facets of Locke’s argument I like is his idea of the basis of government’s legitimacy. I believe he started the idea of democracy. For Locke, government must have the consent of the governed to preside over them. This principle is the basis why we have elections and why the elected officials are beholden to the people and why the people are sovereign compared to the old principle of Divine Right of Kings where kings ruled even without the consent of the governed. This idea of Locke that the government must have the consent of the governed has also its safeguard mechanism against the abuses and incompetence of the government. In cases where government and its officials are abusive, incompetent or corrupt, the governed can hold them accountable during elections by not voting for them, thus, removing them from office. In extreme cases, it is possible to even change the government itself through revolution, as what we have seen in many countries where dictators were toppled because the governed no longer wanted authoritarian rule. Above all, I agree with Locke’s social contract because the Declaration of Independence which is the basis of our government was based on Locke’s social contract theory. Without Locke’s idea of social justice, America as a society will be something else, which coul d be far from the ideal and not what it is today. II. Government responsibility for the citizens I am more inclined to believe in Rawl’s theory of justice. In Rawl’s theory of justice, he advance two kinds of justice, one of which is the merit theory;as the title suggests, it rewards the person depending upon one’s contribution to society. The other one which is more applicable to this case is the need theory which posits that

Hypocrisy: the attitude-behaviour discrepancy

Hypocrisy: the attitude-behaviour discrepancy There are possibly no better examples of attitude-behaviour paradoxes than those of British politics: Diane Abbot, a Labour MP and avid socialist campaigner (who criticized Harriet Harman and Tony Blair for sending their children to selective state schools), created controversy when she sent her son to the private City of London School (Swift, 2003). Her actions did not correspond with her expressed attitudes; Diane was acting hypocritically. In general an attitude is defined as an overall evaluation of an object that is based on cognitive, affective and behavioural information (Maio Haddock, 2010, p. 4). Such attitudes can relate to abstract concepts (such as socialism) or concrete objects. An attitude is constructed of three distinct components; judgements of a cognitive, behavioural and affective nature (Breckler, 1984). Attitudes play a significant role in human cognition; particularly in attention (Holbrook, Berent, Krosnick, Visser, Boninger, 2005; Roskos-Ewoldsen Fazio, 1992), interpretation (Vallone, Ross, Lepper, 1985) and memory (Eagly, Chen, Chaiken, Shaw-Barnes, 1999). Attitudes influence information processing and therefore manipulate our subjective construct of reality. With attitudes conveying such influence over cognition we would expect their effects to be expressed behaviourally. However, despite such cognitive influences, attitudes are not always congruent with behaviour. A clear example of this was illustrated by Richard LaPiere (1934): Whilst travelling America with two Chinese individuals, in a time of heightened racial prejudice against Asians, LaPiere noted all 251 establishments they visited. Despite the current prejudice against Asians only 1 of 251 (0.004%) establishments refused service. However, six months later, when LaPiere sent questionnaires to the establishments 91% of 128 respondents claimed they would not accept Chinese patrons. The symbolic attitudes expressed in the questionnaire did not reflect the concrete behavioural actions. Such a counter-intuitive result prompted research in this area; in a review of 33 studies Wicker (1969) found the average attitude-behaviour correlations to be .15 (rarely exceeding .30, accounting for just 10% of variance). Such a low correlation led Wicker to suggest the rejection of the attitude concept. Yet for certain behaviours a strong attitude-behaviour link can be established. For example, Fazio and Williams (1986) found a strong correlation (r(121) = .782) in predicting individuals voting behaviour. In a more recent review, Sheeran and Taylor (1999) found a strong attitude-behaviour correlation (r+ = .45) in relation to condom usage; far exceeding Wickers (1969) analysis. Such inconsistencies illustrate the numerous complex processes that mediate the attitude-behaviour link. Subsequently, research turned to explaining under what conditions attitudes become action. Individual Differences Our behaviour is undoubtedly the product of thought and our thought processes can differ phenomenally from person to person (Cacioppo, Petty, Kao, Rodriguez, 1986). Thus, individual and cultural differences have been offered as an explanation to attitude-behaviour inconsistencies. Schwartz (1973) investigated the role of self-responsibility on the mediation of the attitude-behaviour link. The participants were measured for both their attitudes and the degree to which they assigned responsibility to themselves (to donate bone marrow). Schwartz (1973) found those high in self-responsibility ascription acted far more attitude consistently (r=.44) than those of low responsibility (r=.01); a significant contrast (p The degree to which an individual self-monitors has also been proposed as an attitude-behaviour moderator (Snyder Tanke, 1976). Those high in self-monitoring are more behaviourally variable across situations, as they are more aware of their expected character in a given social context, so attitudes are often overridden by social norms. Low self-monitors remain stable across situations, relatively unaware of the social context, acting in line with their attitudes. In an experiment where participants were requested to write counter-attitudinal essays (Snyder Tanke, 1976); low self-monitors were found to have high attitude-behaviour correlations (r(10) = +.65, p A further individual difference in attitude-behaviour congruence is cognitive processing; weather individuals engage in effortful issue-relevant cognition or not (Cacioppo, Petty, Kao, Rodriguez, 1986). Cacioppo et al (1986), in relation to a presidential election, found high-cognition individuals to have stronger attitude behaviour correspondence (r(40)=.86) than those of low-cognition (r(41)=.41); such a comparison was significant (Z = 3.71, p Weather it is due to cognitive preference, the degree of self-monitoring or responsibility ascription individual differences in attitude-behaviour congruence are clear. Individual preference for attitude inaction can account for some variation, yet the situation itself can also provide a bias. Situations Influence The power of the situation has been illustrated by many studies (for example: Asch, 1955; Milgram, 1963), it is therefore unsurprising that the situation can exert influence over attitude-behaviour congruency. The public or private nature of an attitude can influence overt behaviour. Public behaviour, due to increased salience of social norms, will involve more normative influence than private behaviour. Froming, Walker and Lopyan (1982) investigated the role of self attitude salience (using a mirror) or public salience (using an audience) on the attitude-behaviour link. Participants were selected based on their negative views of punishment and subject to an electrical shock teacher/learner task (similar to that of Milgram, 1963). The experimenter manipulated self salience against public salience whilst measuring what level of shock the teachers administered to the learners. Those in the mirror condition (attitude consistent) shocked far less than the participants in the evaluative audience condition (attitude inconsistent): t(23) = 3.64, p The reality of an attitude can effect behavioural outcomes; a bias to act unrealistically in hypothetical situations (Brown, Ajzen, Hrubes, 2003). In a contingent valuation scenario Brown et al (2003) found participants to be 48% more likely to donate $8 in a hypothetical senario in comparison to a realistic situation; indicating that more salient beliefs are activated by concrete situations than by hypothetical situations. Aditionally, Ajzen, Brown, and Carvajal (2004) illustrated that hypothetical intension correlate more so (r(120) = .51) than real situations (r(120) = .39). Such a bias could apply to socialism (being a theoretical construct) yet not to a childs education (a concrete action). The salience of attitudes and the salience of situational norms can influence attitude-behaviour congruence. In a court case scenario Snyder and Swann (1976) found that if attitudes were not made salient there was very little correspondence (r(56) = .06 .07, ns), yet if attitudes were made salient (with a short paragraph of text highlighting the importance of ones own view) attitudes did significantly correspond with behaviour, r(28) = .58, p The role of affective (the emotions associated with an attitude) and cognitive (attributes and beliefs associated with an attitude) control on behavioural action varies between situations. These two categories can be activated separately, by making a category salient. Millar Tesser (1986) successfully manipulated behaviour by making affective or cognitive controls salient; those made cognitively salient enacted more instrumental behaviour, whereas those made affectively salient enacted consumatory behaviour, F(1,59) = 8.85, p Another emotive motivator is that of vested interest. Vested interest essentially means that the consequence of a decision will personally affect an individual. The more than an issue directly effects an individual, the more logical processing that will take place and the higher attitude-behaviour congruence will be (Sivacek Crano, 1982). Sivacek and Crano (1982) analysed attitude-behaviour congruence in relation to vested interest of a proposed alcohol drinking age limit. Unsurprisingly, those most affected by the change were more attitude consistent (r(39) = .30) and those unaffected were most inconsistent (r(18) = .16). As the future of your child is somewhat determined by education, parents would likely have significant vested interest in this decision. Therefore, behaviour should be attitude consistent. The influences of the situation are huge; be it through the nature of the situation (its publicity, reality, potential affects or emotionality) or the salience of attitudes activated, it undoubtedly plays a role in mediating attitude-behaviour correspondence. Modelling attitude-behaviour congruence With the many factors that influence attitude-behaviour congruence a unified model seems doubtful. However, Ajzens (1991) theory of planned behaviour has found significant empirical support. The model focuses on the behavioural intention as a mediator between attitudes, subjective norms and perceived behavioural control (see figure 1). The model claims an attitude is the interaction between the individuals expectation of a behavioural outcome and its desirability. The subjective norms component refers to the normative beliefs about a given behaviour, in interaction with the motivation (i.e. high/low self monitors) to comply with these norms. The final component, perceived behavioural control, refers to the individuals judgement of their own ability to perform the behavioural action. Ajzen, Brown, Carvajal (2004) have shown that intentions correlate strongly with behaviour (r=.57), as do attitudes (r=.31), subjective norms (r=.27) and perceived behavioural control (r=.45). Since LaPiere (1934) and Wicker (1969) suggested the rejection of attitudes, research has established specifically when attitudes do lead to action. When facing the problem Why a socialist parent would send their child to a private school? many of the situational and individual variables mentioned could apply. For example, deciding a childs future is likely to be classed as a private behaviour and so should be less biased by social norms and more attitude dependent (Froming, Walker, Lopyan, 1982). Incongruously, the reality of such a situation is likely to dampen behavioural expression of attitudes (Ajzen, T. Brown, Carvajal, 2004; T. Brown, Ajzen, Hrubes, 2003). It is impossible to isolate why any behaviour is enacted as there are too many conflicting variables; behaviour is the sum of these many variables. Perhaps the principle of aggregation is more suitable for linking attitudes to behaviour: As any given behaviour is unlikely to relate to a single attitude; rather many attitudes, situations factors and individual differences interact to produce behavioural action (Ajzen, 1991; Fishbein Ajzen, 1974). The human mind subconsciously factors a huge number of variables producing a seamlessly effortless conclusion; far too many variables to consciously disentangle. Figures Figure 1 Reproduced from Ajzen (1991) p.182

Archery Vocabulary :: Archery Sports Bow and Arrow Essays

Archery Vocabulary Adaya: An arrow which has missed it's target, Japan. Alborium: A bow made from hazel, 11th century. Anak, Panah: An arrow, Malay. Anchor: The location to which the hand that draws the bow string is positioned to when at full draw. Anchor point: The place where an arrows nock is drawn to before release, usually the chin, cheek, ear or chest. Used to help aiming. Aquande-da: The leather bracer of the Omaha. Arbalest, Arbalete, Alblast, Arblast: The European crossbow of the Middle Ages. Arbalete a Cric: A crossbow drawn by a rack and pinion. Arbalete a Jalet, Pellet crossbow, Prodd: A crossbow set up to shoot stones instead of bolts. Arbalest a Tour: A crossbow drawn by a windlass. Arbalestina: A cruciform aperture in a wall of a fortification from which a crossbow was shot. Arbrier: The stock of a crossbow. Archer's guard: See bracer. Archer's paradox: In period bows (without a shelf or centre shot) the arrow which is properly shot will fly in the line of aim although the string propelling the arrow moves directly to the centre of the bow. The arrow in fact bends around the bow after release but after passing the bow returns to its proper line of flight. See Spine. Archer's ring, Thumb ring: An effective Eastern method of drawing the bow string while using the thumb protected by a ring. Archer's Stake: A sharpened wooden stake driven into the ground pointing away from an archer to protect against cavalry. Arcuballista: The ancient form of ballista. Arcubalista unis pedis: A crossbow which only needs one foot to assist drawing the string. Arrow: The missile shot by an archer from a bow. Arrow guide: See Majrà £, Solenarion. Arrowhead: The striking end of an arrow, usually made of a different type of material from the shaft such as iron, flint or bronze, depending the purpose of the arrow. Arrowsmith: A maker of metal arrowheads. Ascham: [1] A tall narrow cupboard for storage of bows and arrows. [2] Roger Ascham, 1515 - 1568, author of Toxophilus (1545). Arrow spacer: A circular piece of leather pierced by 24 holes used to keep the shafts of a sheath of arrows apart from each other and prevent damage to the flights during transport. Azusa-yumi: A small bow used in magic, Japan. Top B Back of the bow: The surface of the bow furthest from the archer when they hold the bow in the firing position. Archery Vocabulary :: Archery Sports Bow and Arrow Essays Archery Vocabulary Adaya: An arrow which has missed it's target, Japan. Alborium: A bow made from hazel, 11th century. Anak, Panah: An arrow, Malay. Anchor: The location to which the hand that draws the bow string is positioned to when at full draw. Anchor point: The place where an arrows nock is drawn to before release, usually the chin, cheek, ear or chest. Used to help aiming. Aquande-da: The leather bracer of the Omaha. Arbalest, Arbalete, Alblast, Arblast: The European crossbow of the Middle Ages. Arbalete a Cric: A crossbow drawn by a rack and pinion. Arbalete a Jalet, Pellet crossbow, Prodd: A crossbow set up to shoot stones instead of bolts. Arbalest a Tour: A crossbow drawn by a windlass. Arbalestina: A cruciform aperture in a wall of a fortification from which a crossbow was shot. Arbrier: The stock of a crossbow. Archer's guard: See bracer. Archer's paradox: In period bows (without a shelf or centre shot) the arrow which is properly shot will fly in the line of aim although the string propelling the arrow moves directly to the centre of the bow. The arrow in fact bends around the bow after release but after passing the bow returns to its proper line of flight. See Spine. Archer's ring, Thumb ring: An effective Eastern method of drawing the bow string while using the thumb protected by a ring. Archer's Stake: A sharpened wooden stake driven into the ground pointing away from an archer to protect against cavalry. Arcuballista: The ancient form of ballista. Arcubalista unis pedis: A crossbow which only needs one foot to assist drawing the string. Arrow: The missile shot by an archer from a bow. Arrow guide: See Majrà £, Solenarion. Arrowhead: The striking end of an arrow, usually made of a different type of material from the shaft such as iron, flint or bronze, depending the purpose of the arrow. Arrowsmith: A maker of metal arrowheads. Ascham: [1] A tall narrow cupboard for storage of bows and arrows. [2] Roger Ascham, 1515 - 1568, author of Toxophilus (1545). Arrow spacer: A circular piece of leather pierced by 24 holes used to keep the shafts of a sheath of arrows apart from each other and prevent damage to the flights during transport. Azusa-yumi: A small bow used in magic, Japan. Top B Back of the bow: The surface of the bow furthest from the archer when they hold the bow in the firing position.

False Memories in Psychology Apa Style Essay

Condition in which a person’s identity and interpersonal relationships are centered around a memory of traumatic experience which is objectively false but in which the person strongly believes. Note that the syndrome is not characterized by false memories as such. We all have memories that are inaccurate. Rather, the syndrome may be diagnosed when the memory is so deeply ingrained that it orients the individual’s entire personality and lifestyle, in turn disrupting all sorts of other adaptive behavior†¦ False Memory Syndrome is especially destructive because the person assiduously avoids confrontation with any evidence that might challenge the memory. Thus it takes on a life of its own, encapsulated and resistant to correction. The person may become so focused on memory that he or she may be effectively distracted from coping with the real problems in his or her life. A false memory is a memory which is a distortion of an actual experience, or a confabulation of an imagined one. Many false memories involve confusing or mixing fragments of memory events, some of which may have happened at different times but which are remembered as occurring together. Many false memories involve an error in source memory. Some involve treating dreams as if they were playbacks of real experiences. Still other false memories are believed to be the result of the prodding, leading, and suggestions of therapists and counselors. Finally, Dr. Elizabeth Loftus has shown not only that it is possible to implant false memories, but that it is relatively easy to do so (Loftus, 1994). A memory of your mother throwing a glass of milk on your father when in fact it was your father who threw the milk is a false memory based upon an actual experience. You may remember the event vividly and be able to â€Å"see† the action clearly, but only corroboration by those present can determine whether your memory of the event is accurate. Distortions such as switching the roles of people in one’s memory are quite common. Some distortions are quite dramatic, such as the following examples of false memories due to confusion about the source of the memory. A woman accused memory expert Dr. Donald Thompson of having raped her. Thompson was doing a live interview for a television program just before the rape occurred. The woman had seen the program and â€Å"apparently confused her memory of him from the television screen with her memory of the rapist† (Schacter, 1996, 114). Jean Piaget, the great child psychologist, claimed that his earliest memory was of nearly being kidnapped at the age of 2. He remembered details such as sitting in his baby carriage, watching the nurse defend herself against the kidnapper, scratches on the nurse’s face, and a police officer with a short cloak and a white baton chasing the kidnapper away. The story was reinforced by the nurse and the family and others who had heard the story. Piaget was convinced that he remembered the event. However, it never happened. Thirteen years after the alleged kidnapping attempt, Piaget’s former nurse wrote to his parents to confess that she had made up the entire story. Piaget later wrote: â€Å"I therefore must have heard, as a child, the account of this story†¦ and projected it into the past in the form of a visual memory, which was a memory of a memory, but false† (Tavris). Remembering being kidnapped when you were an infant (under the age of three) is a false memory, almost by definition. The left inferior prefrontal lobe is undeveloped in infants, but is required for long-term memory. The elaborate encoding required for classifying and remembering such an event cannot occur in the infant’s brain. The brains of infants and very young children are capable of storing fragmented memories, however. Fragmented memories can be disturbing in adults. Schacter notes the case of a rape victim who could not remember the rape, which took place on a brick pathway. The words brick and path kept popping into her mind, but she did not connect them to the rape. She became very upset when taken back to the scene of the rape, though she didn’t remember what had happened there (Schacter 1996, 232). Whether a fragmented memory of infant abuse can cause significant psychological damage in the adult has not been scientifically established, though it seems to be widely believed by many psychotherapists. What is also widely believed by many psychotherapists is that many psychological disorders and problems are due to the repression of memories of childhood sexual abuse. On the other hand, many psychologists maintain that their colleagues doing repressed memory therapy (RMT) are encouraging, prodding, and suggesting false memories of abuse to their patients. Many of the recovered memories are of being sexually abused by parents, grandparents, and ministers. Many of those accused claim the memories are false and have sued therapists for their alleged role in creating false memories. It is as unlikely that all recovered memories of childhood sexual abuse are false as that they are all true. What is known about memory makes it especially difficult to sort out true from distorted or false recollections. However, some consideration should be given to the fact that certain brain processes are necessary for any memories to occur. Thus, memories of infant abuse or of abuse that took place while one was unconscious are unlikely to be accurate. Memories that have been directed by dreams or hypnosis are notoriously unreliable. Dreams are not usually direct playbacks of experience. Furthermore, the data of dreams is generally ambiguous. Hypnosis and other techniques that ply upon a person’s suggestibility must be used with great caution lest one create memories by suggestion rather than pry them loose by careful questioning. Furthermore, memories are often mixed; some parts are accurate and some are not. Separating the two can be a chore under ordinary circumstances. A woman might have consciously repressed childhood sexual abuse by a neighbor or relative. Some experience in adulthood may serve as a retrieval cue and she remembers the abuse. This disturbs her and disturbs her dreams. She has nightmares, but now it is her father or grandfather or priest who is abusing her. She enters RMT and within a few months she recalls vividly how her father, mother, grandfather, grandmother, priest, etc. , not only sexually abused her but engaged in horrific satanic rituals involving human sacrifices and cannibalism. Where does the truth lie? The patient’s memories are real and horrible, even if false. The patient’s suffering is real whether the memories are true or false. And families are destroyed whether the memories are true or false. Should such memories be taken at face value and accepted as true without any attempt to prove otherwise? Obviously it would be unconscionable to ignore accusations of sexual abuse. Likewise, it is unconscionable to be willing to see lives and families destroyed without at least trying to find out if any part of the memories of sexual abuse is false. It also seems inhumane to encourage patients to recall memories of sexual abuse (or of being abducted by aliens) unless one has a very good reason for doing so. Assuming all or most emotional problems are due to repressed memories of childhood sexual abuse is not a good enough reason to risk harming a patient by encouraging delusional beliefs and damaging familial relationships. Assuming that if you can’t disprove that a patient was abducted by aliens, then he probably was, is not a good enough reason. A responsible therapist has a duty to help a patient sort out delusion from reality, dreams and confabulations from truth, and real abuse from imagined abuse. If good therapy means the encouragement of delusion as standard procedure, then good therapy may not always be worth it. Finally, those who find that it is their duty to determine whether a person has been sexually abused or whether a memory of such abuse is a false memory, should be well versed in the current scientific literature regarding memory. They should know that all of us are pliable and suggestible to some degree, but that children are especially vulnerable to suggestive and leading questioning. They should also remember that children are highly imaginative and that just because a child says he or she remembers something does not mean that he or she does. However, when children say they do not remember something, to keep questioning them until they do remember it, is not good interrogation. Investigators, counselors, and therapists should also remind themselves that many charges and memories are heavily influenced by media coverage. People charged with or convicted of crimes have noticed that their chances of gaining sympathy increase if others believe they were abused as children. People with grudges have also noticed that nothing can destroy another person so quickly as being charged with sexual abuse, while at the same time providing the accuser with sympathy and comfort. Emotionally disturbed people are also influenced by what they read, see, or hear in the mass media, including stories of repressed abuse as the cause of emotional problems. An emotionally disturbed adult may accuse another adult of abusing a child, not because there is good evidence of abuse, but because the disturbed person imagines or fears abuse. In short, investigators should not rush to judgment.

Milestone Of Women s Rights Movement - 1736 Words

Xie He Milestone of women’s rights movement The Seneca Falls Convention, which was held on July 19-20, 1848 in the Wesleyan Chapel in Seneca Falls, New York, was referred to as the first women’s right convention. It was the milestone in the entire movement of women’ rights, which has positive lofty significance for all the women in the world, because through this convention an organized women’s right movement was initiated in the United States. Many historians associated the Seneca Convention as part of Elizabeth Cady Stanton’s biography, owing to the fact that she was the event’s main organizer. In fact, it was only recently when the Seneca Convention was recognized by historians as a significant event in history (Lerner, 3). Consequently, it was through this recognition that the convention was acknowledged as a result of women’s increased awareness of their rights during that period. This historical event paved the way for women to express their sentiments against disfranchisement, which means the deprivation of the civil rights including vote, education, working and owning private property. In the Declaration of Sentiments, they asserted â€Å"that women should have equality in every area of life: politics, the family, education, jobs, religion, and morals† (Wellman, 1). The originate of Seneca Falls Convention has many links to the abolishment and legal reform, which leads to the anti-slavery movement and legislation progress in the 1830sShow MoreRelatedAnimal Cruelty And Animal Justice Essay717 Words   |  3 PagesMany people who continue to eat meat and harm animals or do not concern themselves with animal rights often have no idea what happens at slaughterhouses and the effects that harming animals can have on individuals both personally and environmentally. 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