RAMOS Surname Meaning and Origin

RAMOS Surname Meaning and Origin The exact derivation of the Ramos surname is in dispute, depending upon the familys origin (Portuguese, Cuban, Mexican, Brazilian, etc.) The most commonly accepted meanings are: Branches or offshoots, or an olive branch, from the plural of ramo, Latin ramus, meaning branch. It often referred to someone who lived in a thickly wooded area.Palms or palm branches, from Domingo dos Ramos, a Catholic feast day known as Sunday of the Palms or Palm Sunday.A habitational name for someone from one of many towns called Ramos, in Spain and Portugal. Ramos is the 20th most common Hispanic surname. Surname Origin:  Spanish, PortugueseAlternate Surname Spellings:  RAMOSE, RAMOSE, RAMIS, RAMO, RAMON Where Do People With the Ramos Surname Live? WorldNames PublicProfile places the majority of individuals with the Ramos surname in Spain, especially in the region of Islas Canarias, followed by Extremadura, Castilla Y Leon, and Andalucia. This data does not include all of the Spanish-speaking countries, however. Forebears, which does include additional data from other countries, has it ranked 14th in Peru, 23rd in Cuba, 25th in Spain, 30th in Mexico and 35th in Brazil. Famous People With the Surname RAMOS Rodolfo Ramos: Professional skateboarder X-games competitorFidel Ramos: 12th President of the PhilippinesSarah Ramos: American actress Genealogy Resources for the Surname RAMOS Ramos RootsPath - RAMOS Surname DNA Project: Join other Ramos males in sorting out the various Ramos ancestral lines through Y Chromosome DNA testing.Ramos Family Genealogy Forum: Search this popular genealogy forum for the Ramos surname to find others who might be researching your ancestors, or post your own Ramos query.FamilySearch - RAMOS Genealogy: Access over 3.3 million free historical records and lineage-linked family trees posted for the Ramos surname and its variations on this free genealogy website hosted by the Church of Jesus Christ of Latter-day Saints. Resources and Further Reading Cottle, Basil. Penguin Dictionary of Surnames. Baltimore: Penguin Books, 1967.Menk, Lars. A Dictionary of German Jewish Surnames. Bergenfield, NJ: Avotaynu, 2005.Beider, Alexander. A Dictionary of Jewish Surnames from Galicia.  Bergenfield, NJ:  Avotaynu, 2004.Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. New York: Oxford University Press, 1989.Hanks, Patrick. Dictionary of American Family Names. New York: Oxford University Press, 2003.Hoffman, William F. Polish Surnames: Origins and Meanings.  Chicago:  Polish Genealogical Society, 1993.Rymut, Kazimierz. Nazwiska Polakow.  Wroclaw: Zaklad Narodowy im. Ossolinskich - Wydawnictwo, 1991.Smith, Elsdon C. American Surnames. Baltimore: Genealogical Publishing Company, 1997.

Unusual Things to Do for Christmas

Unusual Things to Do for Christmas When you come home for Christmas break this year, bring some creative ideas with you. If you’re tired of celebrating things the same way year in and year out, make some suggestions for how to shake things up at your house this holiday. Whether it’s celebrating in a new destination or drastically changing the menu, there are lots of ways to make this Christmas different from any other. If you don’t have any ideas that strike you, take some inspiration from this list: Volunteer Christmas isn’t a day of sharing gifts and feasting for many people. People without homes or families are in need of care during the holidays and volunteering for a soup kitchen or spending time with elderly people in a retirement home can make a huge difference in someone’s life. Youll be surprised how many benefits volunteering can bring you. Go Camping Get away from all the commercialized expectations of Christmas and grab your tent and head out into the woods. Warming up by the fire and sleeping under the stars can be a refreshing change from Christmas party mayhem. Get Out of Town Go a step further and check out altogether by celebrating Christmas somewhere else this year. Whether it’s in a foreign country, or someplace warm like a tropical beach or just someplace different, it can certainly be an alternative to the usual Christmas routine. Celebrate Christmas Traditions From Around the World Make a pià ±ata and fill it with coins and candy like in Mexico. In Ukraine, a twelve-course meal is served and the family’s youngest child sits by the window to watch for the first star to appear in the sky, signaling that it’s time to eat. Or dust off the snow and fire up the barbeque Australian style. Or do everything by candlelight for the entire day like in traditional Swedish lore. Do you want to know more about other Christmas traditions? Check out the blog on interesting facts about Christmas. Some of them will really surprise you! Fast for the Day Most Christmas celebrations involve eating a lot of food and drinking a lot of alcohol. Whether you want to avoid packing on the pounds or simply don’t wish to participate in the gluttony, fasting on Christmas would certainly be a departure from the norm. Put on a Christmas Play Get your family members together and put on a play. Maybe it will be based on an existing play or film like A Christmas Carol or It’s a Wonderful Life or A Charlie Brown Christmas or How the Grinch Stole Christmas. Or maybe you’ll make up your own play that’s totally unique. In any case, it can be a fun and creative way to get into the festivities. You can invite other family members, friends and neighbors to come and watch. Decorate Your Car If you think that decorating Christmas trees is too boring, put some tinsel and lights on your car so you can spread Christmas cheer even if you’re just driving to the gas station to buy coffee creamer. However, you can make an unusual Christmas tree instead. Bring a Guest If you have a friend from school who doesn’t have a place to celebrate Christmas this year, bring them home with you and share your family traditions with them. Rent a Horse-Drawn Sleigh Depending on where you live, you might be able to rent one of these for the day and get taken around a park. Don’t forget to bring some carrots for the horse. Plant a Tree This can be a great way to celebrate and spend time together as a family. Also, you’ll enjoy the fruits of it in the years to come. If it’s a fruit-bearing tree, save some of them during the year and use it to make a pie to eat on Christmas day to commemorate the day you planted it. Go Vegan Whether or not you’re actually a vegan, it can be a creative way to celebrate this year. Look up some vegan entree and dessert recipes and get your meat-eating father to participate in making it with you. If you get tired from the same scenario of celebrating Christmas but you still want to party, here youll find funny party themes for Christmas that you might actually like. Enjoy a unique Christmas this year with some of these fun and unorthodox ways to celebrate!

Culture and International Business Essay Example | Topics and Well Written Essays - 750 words

Culture and International Business - Essay Example Yet, McDonalds own brand also gave the company problem that is more pronounced than any other american brands. Perhaps there are no other American brands which had been patently labeled and stereotyped as a symbol of American imperialism than that of McDonalds. This issue is magnified by the fact McDonalds typically becomes a target (usually by vandalism) everytime there are protests against the American government abroad. The irony of it is that perhaps there are no other fast food chain in the market that exerts that much effort than McDonalds to assimilate with the local culture where it operates. Its franchises outside of North America are not even run by Americans but by the locals who took pains to customize its offerings just to cater to the local preference. But no matter what it does, McDonalds will always be associated with American imperialism. This misconception about McDonalds is not only limited to cultural labeling but extends to social status as well. Section II: McDo nalds, cheap yet classy? McDonalds is also having a social stratification issue on how it should position itself in the market. Shall it serve the mid section and upper section or the upper section of the market? Market response is ambivalent that it proves difficult to categorize which market should McDonals concentrate. In emerging markets such as Russia, China, even including South Asia, McDonalds is considered to be a restaurant that is a class above the rest and highly esteemed as a brand. Eating at McDonalds can even be considered as a status symbol. Yet in its major market in the United States and Europe where it derives two thirds of its revenue, the fast food chain is considered to be a cheap food, something to be eaten just to survive not to mention unhealthy. As a food, McDonalds does not have the respect in its major market compared to the esteemed it have in emerging markets. In UK, it even came to a point that McDonalds will be taxed alleging that it is damaging people ’s health and costs the health care substantial amount. In the United States, parents are even suing the company for misleading them over its nutritional value. These ambivalence of market’s reaction towards McDonalds makes it difficult for the company to adopt a universal market strategy to penetrate the global market. What it does is to constantly adapt to the eccentricities of its local market whose magnitude of its assimilation may have already changed the company itself. Section 3. Who influences who with McDonalds? In its effort to assimilate with the preferences of its local markets, McDonalds customizes its menu in a myriad of ways to the point of departure to its original menu. In Germany, McDonalds can be served with beer. In Israel, McDonald’s burgers does not have cheese. In India, its patties are not made of beef. In UK, traditional supersize meals are no longer welcome and is replaced by healthy offerings. The list goes on and on with the changes M cDonalds have implemented just to cater to the differing taste preference of its local market. These change is not only limited to McDonald’s food offerings but also extends to its suppliers. Along with the changing menu is also the change of suppliers to make such change in menu possible. These change in suppliers makes it patently un-McDonald because a

HIP DISORDERS IN THE PEDIATRIC POPULATION Assignment

HIP DISORDERS IN THE PEDIATRIC POPULATION - Assignment Example There are three main techniques for assessing whether a child is suffering from this complication. They include Ortolani test, Barrow maneuver, and Galeazzi’s test. Hip dislocation is a prevalent physiological problem in the pediatrics, which can develop before, during or after birth, but it can be diagnosed through the Ortolani test, Barrow maneuver, and Galeazzi’s test. The Ortolani test is performed by the medical examiner placing his/her hands over the child’s knees with the thumbs on the medial thigh while the rest of the fingers apply some slight pressure on the trochanter area as well as the lateral thigh. With slow abductions being performed on these areas, the dislocated hip will often reduce with a palpable â€Å"cluck.† The intensity of instability of the hip is categorized into two depending on the results of the examination. Positive Ortolani is a situation where the hip is dislocated and reducible at the same time. Negative Ortolani implies the hip of the child is dislocated, but it is irreducible (Byrd, 2012). Barrow maneuver involves the examiner guiding the child’s hip into a kind of abduction movement by applying some mild force with his/her thumbs. In the event that the bones of the child are not stable, the femoral bone will slide over the rear rim of the acetabulum bone while producing some noticeable sensation of subluxation or dislocation. Relatively, the degree of instability is measured by the results of the test. If a dislocation is evident, then the test can be said to be positive Barrow, but if the hip is characterized by mild instability, that can be termed as a subluxation or rather a negative Barrow test (Godley, 2013). In this case, the child to be examined is made to assume a supine position while his/her legs are bent at ninety degrees with the feet being kept flat over a level surface. The practitioner will examine the child to ascertain any differences between the two

Construction of femininity Essay Example for Free

Construction of femininity Essay The very titles of both plays, Gertrude, The Cry and Ophelia Thinks Harder offer the grounds for the presumption that the central theme is related to a woman. Furthermore, in the light of postmodernism one may presuppose to read the revisionary approach on the womans question. Now when Gertrude and Ophelia have become the archetypes, their reading in the postmodernist works gives the possibility to understand the principles of the latest tendencies of the literature. The play expresses the modern understanding of Hamlet by throwing the light upon the subjects that were left enigmatic by Shakespeare. Reading the archetypes in the modern adaptations allow a better understanding of postmodernism. The study’s focus is the representations of Shakespearean Hamlet women in the modern plays. Despite a series of transgressive forms of language in both literary pieces (in particular in Barkers), the plain-spoken parody on the original play, the focus on the problem and the atmosphere of femininity appear close to original Shakespeare. The atmosphere around femininity in both plays seem more authentic to the heroes of original Hamlet that for example in the representations of 19th [1] century when the femininity was a cult and the femininity of Ophelia was the idyllic example. Is it the genius of Shakespeare to create a play that seems to have constantly the necessity to be unveiled? Is it the work of poststructuralist philosophers that influenced the postmodern authors to re-understand the women in Shakespeares literature? Has the urgency of rethinking of the female role through rethinking the femininity finally found its proper reflection in the fiction? Of course, Gertrude and Ophelia represent different and sometimes quite the opposite female types. Gertrude is in her maturity while Ophelia is in her puberty. This difference gives the opportunity to study the whole picture of femininity on different levels. To make the picture complete, both authors introduce new feminine characters. In order not to eclipse Gertrude, Barker omits Ophelia in his adaptation; however he introduces Isola, Claudius mother and Ragusa, somewhere at Ophelias place. As for Betts, there are Maid and Virgin Mary; however the plot is formed in a way that to the end of the play there are more female characters than male. Gertrude and Ophelia characters symbolize the eternal problems that women are facing. Different as they are, they always converge. And the study of both of them is necessary for this course of effort to bring the answers to the questions raised above. The philosophical debates over essentialism and femininity, the problems of gender, the rethinking of its ontological construction, the post-structuralism and the deconstruction have been largely introduced in the course of the 20th century [2]. Although, they have some differences in approach, commonly they agree that the femininity is to be socially constructed. It is rather clear that both postmodern writings of Barker and Betts could possibly not disregard these approaches when writing on women. Moreover they are industriously participating in the debates. For example, the plot Ophelia Thinks Harder is explicitly under-wound on gender construction. Barker is focusing more on the relation of femininity and the power. Betts claim on Queen: â€Å"We have to work at being women (Queen,3,17) highlights the coercive nature of femininity and can recall one the Beauvoir’s famous claim that one is not born, but rather becomes a woman[3]. Femininity construction in the conventional understanding is regarded as the the art that [all the heterosexual women] must master(Queen, Scene 3, p. 16). It is quite natural that all the compulsory is to be criticized in the western democratic society. However the femininity is compelled so slight and subtle that one can possibly not be aware of it. But the outcome of this compelled femininity can be more dangerous to the point that one can believe and can touch all the levels of human being. This is what this study will attempt to highlight in this work. It is sad to mark that this is the prevailing philosophy as for gender problems finds its supporters mainly in the homosexual ranges. [4] With all my respect for the diversity, in some cases it is like Barkers Hamlet who will write the Book of Love whilst having never oh not ever loved (Hamlet, Scene 13, p. 55). While the heterosexual women suffer of so many not less urgent problems of no solution. What is the role for example of the philosophy on gender, treating the problems of femininity in the issue of domestic violence. A 1992 Council of Europe study on domestic violence against women found that one in four women experience domestic violence over their lifetimes, 400 hundred women die because of their partner’s violence every year [5]. Generally speaking, the contemporary philosophical orientation is hardly finding something constructive to propose at least for heterosexual women leaving the contradiction unresolved. Efrat Tseelon criticizes the modern authors regarding the womans question in The Masque of Femininity: â€Å"My claim is that this tradition covers very different theoretical explanations. It ranges from mythological and theological descriptions which define the essence of a woman as dissimulation, to psychoanalytic accounts and contemporary social theory which define the essence of femininity as an inessential social construction[6]. Majority of the postmodern writers and philosophers, who are focusing on femininity, give the answers principally on the deconstruction of gender. Some tendencies for internationalized feminism take into consideration the women of the third world situations as highly appreciable [7]. However, similar problems in the western society do not have the sufficient treat. Even if theories exist, they are too difficult to adopt in real life for the heterosexual majority of women as it is proved in Ophelia Thinks Harder. In this context literary works treating questions concerning women again become more important. They are indispensable in understanding femininity in modern terms. Inasmuch as studying them contributes to the working on the consciousness. And it is due to the quality of the literature independent of the conventional construction or philosophical trends and largely contributing into both, to intersect the theory and the real life. Whereas Howard Barker’s intentions are rather cryptic, Jean Betts provides the both in her work: her work is full of incomparable imagination, she provides the historical and philosophical data from Aristotle to Queen Elizabeth and the outline of Christian thought over femininity and she evokes for the representations of women in all the dimensions. Of course such approach helps her preliminarily to put some light on the original character of Shakespearean Ophelia by the introduction of the thought on femininity in the period when Shakespeare created Ophelia, the post-Elizabethan period, the beginning of the 17th century. This information in the guise of fiction makes apparent the true reason of Shakespearean Ophelias collapse. Women were regarded as physiologically â€Å"failed men† as a product of incomplete development caused by insufficient generative heat in the womb. They were seen as the effeminate man, the aberrations of effeminacy. Womans sexuality was thought of almost a separate organism within the woman, with a will – womb[8]. Calling back to these perversions in the postmodernist frame allows the reader to question the hegemonic cultural discourse of nowadays. Whereas Betts is trying in her own words to help to dismantle some of the foundations of this deeply buried prejudice against women, (Writers Notes, Ophelia Thinks Harder), Barker is focusing more on the sexuality of the femininity as the power and the tragic outcome of the excess of the femininity and feminine sexuality. He questions the verity of the sexual feminine liberation and if it really liberates the woman. Undoubtedly a certain sexual feminine liberation has become a part of the conventional construction of femininity. However, there is no seamless category of conventional femininity, no for femininity as there is no seamless category for the woman. The very subject of women is no longer understood in stable or abiding terms[9]. The best possible definition for the conventional femininity gives Betts’s Gertrude: display her wares youll dazzle them all a fantastical cosmetic and corset fitting process; e. g. Eyebrow plucking, leg waxing, arm oiling, nails, garish face mask, fierce corsetry, grossly padded bra, chastity belt, etc You will delight, but not over-excite. a pure sweet, submissive little virgin The conventional femininity is double-faced. Having Chaste Mary as an ideal, the feminine best culmination is â€Å"to play the cards right. What Ragusa has actually performed. † marriage is the greatest moment in a womans life to be a bride the day of all days † (Ragusa, Scene 15, p. 63). Trying her best to construct the feminine self, she married Hamlet and inherited the throne after his death. Ophelias Mother suggests: â€Å"women are treacherous, sly, scheming, deceitful †. Even making children in the conventional understanding of the femininity is corresponded to please or manipulate man: â€Å"They want kids, do it. They dont – well come to me and Ill help you when the time comes. ; A woman with a son is powerful. (Queen, Scene 3, p. 17; 19) However, in the original version Gertrude had nothing but sufferance and the collapse of her life because of her son, who did not accept her mode of life. The response is paradoxically given by the same all feminine Betts Gertrude: -and we are inconsiderate enough not to give a shit what driveling adolescents like you think. (Queen, Scene 7, p. 54). Of course, Barkers power of Gertrude is certainly far from her bearing a son. Unmasking the masquerade Insomuch as the womans question is to be read the titles of both plays, the unthought-of before or rethought (thinks harder) and a sore utterance of the extreme feelings (the cry) are manifesting. Shakespearean women thus have a chance to cry out their repressed truths. It is absolutely normal when taking in consideration the historic-cultural context of the role of gender in the Shakespearean period that women like Gertrude and Ophelia, were shown and identified by their relation to men. It is of the great achievements of Shakespeare to draw the remarried widow as the tragic hero when for playwrights of the early modern period, a remarrying widow was a subject for comedy[10]. Today, in the light of deconstruction, what was identified as the feminine can turn to be masculine and vice-versa theoretically [11]. Practically, the process of choosing the gender is not without the desperate torments. The femininity as the obstruction to the knowledge in Betts version and the extreme feminine sexuality of as the pseudo pluck of the apple of forbidden knowledge in Barkers are the central themes in the plays. Betts Ophelia hence thinks harder than the original Shakespearean one. What does this possibility to think or to rethink presents for the female? Shakespearean Ophelia’s life was predicated by what men around her thought. Her father and brother decided how she should behave herself. Hamlet’s refusal of her was fatal. Betts offers Ophelia the choice to think herself for her life, what will it turn to? As for Gertrude, will her cry hush the desperate attempts of Hamlet to de-sexualize her? Is the cry the horror and sexual pleasure of her femininity or does it stand over female and masculine categories? Modern Shakespeare suggests that Gertrudes flagrancy, her over sexualized femininity cost the life of another feminine innocent Ophelia [12]. Indeed desire and death go traditionally together as proved above, but what is the place of the femininity in desire? Even if it is true, why should the feminine sexual desire be identified with femininity? And why should the masculine desire excuse itself by femininity? In Betts rewriting, Ophelia is in the same cultural context, the oppressed woman, the same â€Å"mad fool† (Queen, 7, 52) boyfriend Hamlet. It should therefore come as no surprise, that her desperate attempts of thinking meet the terrible attacks from all the members of the society. To condemn these attempts on failure, they take an argument that thinking is not feminine, accusing Ophelia of not being feminine. Throughout the play Betts is proving that the imposed conventional femininity is an instrument to prevent the woman to think. She focuses in particular on why thinking for a woman is so dangerous in the conventional understanding. The power stands for the explanation and certainly not a psychotic clown who sets the rules. The power serves as the relationship between individuals. The one who possesses the knowledge possesses the power. Isn’t after overcoming the conventional femininity and get educated that: â€Å"we dress up to learn, to write, to get published be lawyers, doctors, lead armies, run countries † (RG, Scene 8) that the gender war is foreseen to happen: â€Å"I see strife; I see gender war; I see the initial X†(First Woman 4, 26). At first glance, Barkers Gertrude possesses the power. She is evidently more delighted with her sexual power than the political one that she posses with her statute of the queen. From her comes out the cry, the extreme point of ever possible desire and pleasure and of horror. The extreme desire is always conventionally associated with sin as well as with feminine. This is evident in the story of Adam and Eve, the first man and woman. The first sin has become sexualized with Eve’s violation of God’s specific instruction [13] The Cry is like the reproduction of the first sentiment that the new sinful world lived: the desire and the horror. Gertrude possesses this cry. Is the extreme femininity the way to posses the cry or does it come out of the brain that has no binary category? â€Å"MY BRAIN IS WHERE DESIRE IS† (Hamlet 5, 28) Where is the place of the intellect in the conventional construction of the femininity? Knowledge and desire go together. As mentioned above was it not for the desire of knowledge that the first sin occurred? Therefore, knowledge is interpreted as unnatural to female. As the epigraph to Ophelia Thinks Harder proposes: Laborious learning or painful pondering, even if woman should greatly succeed in it, destroy the merits that are proper to her sex (Kant). In the course of all these tormenting moments of thinking, Betts’ Ophelia is read as what is in the psychoanalytic terms called bisexual: not feminine, not masculine. At least she is resisting to become feminine. Before getting down on why she is refusing the conventional femininity, one should clearly make the difference between the biological sex and the socially constructed femininity or masculinity. Freud claims that the child is born bisexual and femininity or masculinity is constructed [14]. Following the psychological steps related to his parents the child develops his/her masculinity/femininity. Then as it is developing it is influenced by the socio cultural frames. Together with the theory of deconstruction they would consider us to read Ophelia bisexual. Indeed she claims that she does not want to be the man, nor the woman (Scene 3, 17). However her bisexuality is also determined by the social frames. She does not want not to be the man, nor the woman because she does not want to be seen like conventional feminine or masculine. The conventional understanding of the femininity does not correspond to her individuality. Hence, she is refusing the conventional notion of being feminine: â€Å"Behavior as instinctive as a cats with a bird † (Hamlet, Scene 1, p. 3); â€Å" viper like Eve would arouse in him evil and lust (Hamlet, Scene 4, p. 29) or â€Å"The lady doth protest too much†(III,ii,225) She is refusing to be tough and try to corrupt the man she is not. She is refusing to be tough to be overwhelmed with her sexuality as something shameful. â€Å" Hormones, cycles of blood, reproductive turmoil-you are flushed with your female destiny-you are adulated, euphoric-yes-you are clearly in love † (Hamlet, Scene 1, p. 3). If choosing gender in the natural way is as impossible as it was in the original version and if we know that the femininity is rooted in the social construction is it left to the society to decide if she becomes a normal woman [feminine]? Is there a solution to stand out the opinion of the society? On one hand Barkers Gertrude is independent from the societys opinion, on the other she is strongly dependent on others, as she needs to astonish. The conflict in Ophelia Thinks Harder lies in Ophelia’s resistance to the psychic subordination of the conventional. Being female, according to the social conventions her body must be superior to her mind, while the masculinity would be gifted with mind and femininity with body. Ophelia is forced to be separated from her mind and to delight and be delighted by her feminine body. She is not abnormal or exceptional. â€Å"The thousands of us† (Scene 8, p. 66) had to disguise as men to be disjoined from their minds. Judith Butler is decisive upon Beauvoir proposal that the female body ought to be the situation and the instrumentality of the womans freedom, not a defining and limiting essence [15]. She writes: â€Å"In the philosophical tradition that begins with Plato and continues through Descartes, Husserl, and Sartre, the ontological distinction between soul (consciousness, mind) and body invariably supports relations of political and psychic subordination and hierarchy†. While Betts uncovers the diverse and dissimilar states of female’s self-construction, Barker is focusing on the exploration of the body. Helen Cixous is speaking about the writing of the female body [16]. Quite in a similar way, Barker is studying the possibility of â€Å"learning to approach their [womens] own forbidden bodies†. Indeed one can mark the parallel even in the titles with The Laughter of Medusa and Gertrude The Cry. Barkers Gertrude claim â€Å"I’ve made an instrument out of my body (Scene 14, p. 62). Gertrude explores and perceives the knowledge through the possibilities of her body. Of course Barker has not invented that Gertrude is exploring her sexuality. Shakespearean theme is also read in Betts: â€Å"it may come as a shock, little boy, but quite a lot a lot of people over 30 fondle each other. Oh yes; Claudius and I HAVE SEX. (Queen, Scene 7, p. 54).

The Wanderer: A struggle with Faith Essay -- English Literature

The Wanderer: A struggle with Faith In the Anglo-Saxon poem, The Wanderer, the narrator describes a man who is having a religious struggle between his old pagan traditions and the new Christian Philosophy. Anglo-Saxons believed in fate, fame, and treasure; and that one could not easily change his life. The Christian Religion believed of an afterlife in Heaven or Hell, and where one would go depended on their actions during their human life. Since Christians did believe in an afterlife, they did not believe in pagan philosophy; instead they believed God was in control of everything, and things in their life happened for a reason. Following this concept, defeat and misfortune were easier to accept, because if one suffered a horrible life on Earth, he would be rewarded for his misery in the afterlife. The speaker of the poem describes a great loss, remembering the time when he was happy with his kinsmen, â€Å"Thus spoke such a ‘grasshopper’, old griefs in his mind, cold slaughters, the death of dear kinsmen†¦.None are there now among the living to who I dare declare me thoroughly, tell my hearts thought† (6-12). The strongest relationship during the Anglo-Saxon time was through comitatus, and with the death of his lord and kinsmen, this was taken away from him. Now without his support system of his comitatus the speaker is lost, and becomes a wanderer. The horrible experience he has had of losing his lord has shaken his traditional Anglo-Saxon beliefs, and he looks toward Christianity for a different answer. During the time period in which The Wanderer was written, the Anglo-Saxons were torn between the familiar pagan beliefs they have always followed; and the new hope that the Christian philosophy had brough... ... should care too fast be out of a man’s breast before he first know the cure: a warrior fights on bravely. Well is it for him who seeks forgiveness, the Heavenly Father’s solace, in whom all our fastness stands† (104-108). This line shows how the narrator still remembers God’s eternal love for those who suffer, as well as knowing that there is a life in heaven after his earthly life. The Wanderer reflects the traditional Anglo-Saxon beliefs, as well as captures the speaker’s efforts to find the answers to his deepest questions. His faith in the Anglo-Saxon culture has been shaken, because it has not treated him well. Not only did he lose his comitatus, but it also forced him into the outcast existence that he must live. Even as he turns to Christianity for an answer and direction, he cannot help looking back fondly on the traditions that were part of him.

How My Children Helped Change My Life Essay

When my children were born, I knew my life was going to change. I started to feel complete with my life the day my son arrived. Even more complete when my little girl was first placed in my arms. My children have been my rock over the last three and a half years. They have helped me learn, grow, and love by showing me the world through their eyes. My children have helped me become a better role model and friend. They have helped me through my education. With my children I’m always learning something new. Most importantly my little ones have taught me how to love in a whole new light and it’s the small things in life that matter. A few years ago when I was about the age of 16 I knew that I had always wanted to be a mother. At that time I was going through a very difficult stage. I had my head wrapped around alcohol and a not so pleasant drug. As I proceeded to live the life I knew I never wanted, I had a lady a couple years older than me express that she loved her children but she loved the drug we chosen to do and that would never change. I threw my hands up, walked out the door and never returned to that life. I knew I was not destined to be that person. At the age of 18 I had found I was pregnant with my son. My old life was behind me and I knew this child was going to change my life forever. It had changed me into a mother. A month after my son’s first birthday when got the news I was pregnant with my second child. Even though Alieric was only a year old, I think the little man was more excited for a baby than me. He helped me as much as his little fingers could during his my pregnancy. He would grab me trash cans, rub my tummy, and talked to the baby every day. He loved his sister before she even arrived. He touched my heart in more ways than one and showed me even as a tiny person, love still had the power to conquer all. The day my daughter was born, I had to leave my son with a friend until his sister actually arrived. It broke his heart. I promised him that as soon as she was here he would be one of the first people to see her. I reassured him that she was going to love him as much as he had already loved her. That was the day I vowed never to break a promise to him or our new little bundle of joy. Now my children are hitting 4 years and 2 years. As they have grown I have tried my best to show them right from wrong and encourage them to help others as much as they can. Respect and appreciation is something that has been a huge part of my life and now that I have passed that down to my children, I get scolded from them when they think I’m being rude. They teach me right from wrong , and put their mommy in check. â€Å"Say bless you mommy†, â€Å"You’re excused†, â€Å"Mommy that wasn’t nice†, â€Å"I think you owe grandma an apology mom†. Those are the statements you might hear my children say on a daily basis. As I instill respect in them, they also instill respect and courtesy in me. I started school at the Goal Academy in 09 right after my son was born. I pushed myself for him so I could give him a future but that schooling wasn’t working for me. I moved on to the Alternative High School Diploma Program at PCC. Through that program I was pregnant with my little girl and with another baby on the way I pushed myself even harder to get through the program to graduate for them. Every day before I left my son would wish me luck, tell me to do a great job and that he knew that I could do it. That was all the motivation I needed. I made it through it 6 months! My little man guided me through it. He was there to watch me walk across the stage at graduation and all I could hear was him rooting for me. I was on proud momma that my son had so much faith in me. Now as I walk out the door each morning for college and my kiddos stay home , it fills my heart to hear them say things like â€Å" kill that test mom†, â€Å"you got it mommy†, â€Å"see you later, I know you can do it†, â€Å"Have a good day at school†. They are my inspiration and guidance to stay in school. They move me to better and get good grades so I can get the degree I want so I can give them a great life. With my children encouraging me and always being there for me through school , I know I will never give up. They won’t allow it. My children have so much faith in me and knowing that helps me have faith in myself. They teach me compassion and love . They have taught me that every day is a blessing . That god has given me these children for a reason and they have a purpose in life. To my children I’m wonder women for everything I do. They teach me something new with each new passing day, whether it be how to let loose and be free or how to care for their own owies. They teach me how to care for them by just being the little unique individuals that they are. They teach me different things through their personalities. In life they are going to teach me who they are, and along the way, even now, they have taught me who I am. I am a mother. It’s an amazing feeling to say that my children are two of my biggest accomplishments in life. As the end of November 2013 rolls around we will be welcoming a new baby into our little family and I couldn’t be more excited. Just like when I was pregnant with my daughter and how my son helped out, he has now taught his sister to help mommy and how to love this little baby even though he/she isn’t here yet. I could be anymore grateful or proud of my children than I am now. My children are my role models, my blessings and most of all my best friends. They have changed my life more ways than I can count and helped me mold into the person I am today. I honestly wouldn’t change one thing in my life and I’m proud to carry the title â€Å"Mommy†. I will forever hold that title dear to my heart and will never forget who was and still is there for me the most, my beautiful amazing children.

The Game That Went Wrong!

It was 9. 00pm on a dark and cold night. Michael, Simon, Steffanie and Gemma were walking through the woods. â€Å"God it's a bit dark here init! † said Steff as they were trudging through the dirt and the tall, dark trees. â€Å"God you're a wimp! † said Mike as he came up behind her and scared her half to death. Steff grabbed his hand so tightly you could nearly see his face turn purple. â€Å"Guys†¦..! † shouted gem a few feet behind them, â€Å"I think we've lost si! † â€Å"What do you mean LOST him? † â€Å"He was right behind us! † said a scared and worried steff, â€Å"you know si, he's probably just being stupid† â€Å"yeh well it isn't very funny is it! Si, Si, give it up now, it isn't funny† They kept walking while shouting him. â€Å"Guys, he's bin gone for nearly an hour now, where is he? † gem said! They kept walking and finally came to the end of the woods; Steff was really worrying about him now. â€Å"I thought I said to stick together but no†¦ That's too much to ask isn't it! We can't do anything without someone going missing or something going wrong! † â€Å"Try his mobile† gem pulled out her mobile and started ringing him, â€Å"it's switched off! † â€Å"Great†¦ just bloody great! † â€Å"Si! † screamed steff. It was at this point that everyone was starting to get worried. What if something has happened to him? † â€Å"Will you shut up; you're giving me a headache! Look he said he was going to hide in the woods and try and scare you but he's been gone way too long now! † â€Å"Be careful, the last thing we need is to loose another one of us! † â€Å"Ill b fine! † Mike set off back inside the woods. It was even darker now as 2 hours had nearly passed. â€Å"What happens if we never see him again, I mean he could have been killed or anything! † â€Å"Steff!!!! Will you shut up, he will be fine, he's very much alive just lost or something! Stop exaggerating and calm down! † Mike came walking back towards us; there was no sign of Si! â€Å"Well†¦ where is he? Please tell me you found him! † â€Å"No, ive looked everywhere but there was no sign of him, all I found was this! † he put his hand in his jacket pocket and pulled out Si's phone and wallet! â€Å"Oh my god! † â€Å"Something must have happened to him,† â€Å"He will turn up, don't worry, you know what Si is like! † â€Å"Its getting late, we gota tell someone! † â€Å"Look†¦ I aint leaving until we have found him! † â€Å"Im not giving up, he wouldn't give up on us! † It was at this point that everyone was panicking and didn't know what to do. Ring his mum; ask her if she's heard from him! † Gem pulled out her phone and started to ring, there was no answer, â€Å"I think they must be out or something because they aren't answering. † We've got half an hour to find him! † â€Å"If he doesn't turn up we'll just have to hope he's turned up at home or something! † They all stayed together and kept searching but they didn't find him, it was now 11. 30pm and to it was too dark and too late to keep looking for him. â€Å"I think we should get going† They all started walking up the street â€Å"I will try ringing his parents again when I get in, if I hear anything I will let u know! Mike said as he was walking down his drive, â€Å"ok†¦ I hope he is ok! † â€Å"See ya tomorrow! † It was a very long night for everyone, they didn't have a clue where Simon was or where he had gone, Steff was all up night as she couldn't sleep as she was too worried about Simon. Every time she looked at the clock just an hour had passed, 2 o'clock, 3 o'clock, 4 o'clock and yet still no one had heard anything about Si. The next day Steff rang Mike to see if he had heard anything. â€Å"No I haven't, I rang his parents again this morning and they said they haven't heard from him and he never came home last night! they thought he had they said that they were worried so they have rang around and nobody has seen him so they rang the police to file a missing persons report so I think they have gone out looking for him! † â€Å"What exactly did you say to them, how did they take it? † â€Å"Well I spoke to his mum and I told her we were just messing about and we were just playing, then we lost Si and we went looking for him but couldn't find him, she was pretty upset, she started crying and I didn't know what to say, She said that if he's not found by within the next few hours could we give in a statement so I said yes? â€Å"Oh my god, what happens if we never see him again, it's my entire fault! † â€Å"Steff just calm down, we don't know what's happened yet, we just got to wait and see, it isn't your fault, it isn't any of our faults, we just got to stay calm and stick together! † â€Å"I hope he's ok or I will never forgive myself! † â€Å"Look I'm really sorry but I've got to go now, a police car has just pulled up outside my house! † â€Å"Ok, what are you going to say? † â€Å"I'm gonna be honest and tell them everything! † â€Å"Ok ring me later and tell me how it's gone, tra! Mike opened the door to the two police officers and they came in and sat down. With the look on the officers faces, Mike started to worry, â€Å"Were very sorry to deliver this news to you but I'm afraid we found Simons body! † â€Å"We found it in a black bag amongst some bushes deep in the woods, were very sorry! † Mike paused and didn't say anything, he was completely taken back. â€Å"God!! I didn't think he was dead, when did you find him, we were only having a bit of fun!! † â€Å"Were very sorry! † â€Å"I think his parents may want to speak to you shortly! † â€Å"Err err yeh that's ok! † the police officers got up and walked out! â€Å"

The New SAT Math What’s Changing

The New SAT Math What’s Changing SAT / ACT Prep Online Guides and Tips Starting in March 2016, there will be a newly redesigned SAT. The new SAT only has two sections: Evidence-Based Reading and Writing and Math. While most people are focused on the changes to the Reading and Writing section, there have been a few changes to the SAT Math section that are important to know. What are these changes? How will your SAT study strategy need to change? I’ll delve into that and more in this guide. Math: The Major Changes in the 2016 New SAT Let's go through each of the important alterations to the math section of the test. Two Sections: One With Calculator, One With No Calculator On the old SAT, the whole math section allowed you to use a calculator. On the new SAT, the math section is divided into two portions: one which allows calculator and one which does not. The non-calculator portion will always be the third section of the test. The calculator portion will always be the fourth section of the test. Don't be afraid of the no-calculator section. The reason you’re not allowed a calculator is you should be able to solve these questions without one. Some of the skills required to answer these no calculator questions include: Simple math (addition, subtraction, multiplication, division) Simplifying single equations or phrases (using the FOIL method) Solving a system of two equations Knowing square roots (or being able to find a square root by multiplying) Being familiar with powers (and how to reconfigure powers). These questions can get somewhat challenging. Here is a sample no calculator question (from an official practice SAT) that requires you to use your knowledge of powers: If $3x-y=12$, what is the value of ${8^x}/{2^y}$? A) $2^12$B) $4^4$C) $8^2$D) The value cannot be determined from the information given. Answer Explanation: One approach is to express $${8^x}/{2^y}$$ so that the numerator and denominator are expressed with the same base. Since 2 and 8 are both powers of 2, substituting $2^3$ for 8 in the numerator of ${8^x}/{2^y}$ gives $${(2^3)^x}/{2^y}$$ which can be rewritten $${2^(3x)}/{2^y}$$ Since the numerator and denominator of have a common base, this expression can be rewritten as $2^(3x−y)$. In the question, it states that $3x − y = 12$, so one can substitute 12 for the exponent, $3x − y$, giving that the $${8^x}/{2^y}= 2^12$$ The final answer is A. Here is a sample no calculator question that requires you to simplify: If $x3$, which of the following is equivalent to $1/{1/{x+2}+1/{x+3}}$? A) ${2x+5}/{x^2+5x+6}$ B) ${x^2+5x+6}/{2x+5}$ C) $2x+5$ D) $x^2+5x+6$ Answer Explanation: In order to find the answer, you need to rewrite the original phrase and to do that you need to multiply it by ${(x+2)(x+3)}/{(x+2)(x+3)}$. When you multiply through, you should get ${(x+2)(x+3)}/{(x+2)+(x+3)}$. Continue simplifying by multiplying $(x+2)(x+3)$ in the numerator and simplifying the denominator by completing the addition of $(x+2)+(x+3)$. You should then get: $${x^2+5x+6}/{2x+5}$$ That matches answer choice B, so that is the final answer! Less Emphasis on Geometry Geometry took up about 25-35% of questions on the old SAT, but it will now account for less than 10% of questions on the new SAT. The questions will remain relatively the same, but there will simply be less of them. Here is a sample Geometry question from a new SAT practice test: Answer Explanation: The volume of the grain silo can be found by adding the volumes of all the solids of which it is composed (a cylinder and two cones). The silo is made up of a cylinder (with height 10 feet and base radius 5 feet) and two cones (each with height 5 ft and base radius 5 ft). The formulas given at the beginning of the SAT Math section (Volume of a Cone $V={1}/{3}Ï€r^2h$ and Volume of a Cylinder $V=Ï€r^2h$) can be used to determine the total volume of the silo. Since the two cones have identical dimensions, the total volume, in cubic feet, of the silo is given by $$V_(silo)=Ï€(5)^2(10)+(2)({1}/{3})Ï€(5)^2(5)=({4}/{3})(250)Ï€$$ which is approximately equal to 1,047.2 cubic feet. The final answer is D. Also, somewhat ironically, although the number of Geometry questions is decreasing, the College Board decided to give you more Geometry formulas in the reference section, which is at the beginning of the SAT Math sections. The reference section lists some formulas and laws for you to use when answering questions. Here is the old reference section: Here is the new reference section: In addition to the formulas included in the old reference section, the College Board has included the volume formulas for a sphere, cone, and pyramid. Also, the College Board gives you an additional law of Geometry: "the number of radians of arc in a circle is 2Ï€." For a full list of provided formulas and formulas you should memorize, read our guide to formulas you must know. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Increased Focus on Algebra Algebra will now account for more than half of the questions in the SAT math section. While algebra was always a part of the math section, it’s now being emphasized even more. These questions can be very tricky because they ask you to apply algebra in unique ways. Some of the algebra skills required to succeed on the SAT math section include: Solving linear equations Solving a system of equations Creating linear equations or system of equations to solve problems (used in the example below). Creating, analyzing, solving and graphing exponential, quadratic, and other non-linear equations. The following example algebra question is from a real new SAT practice question: Answer Explanation: To solve this problem, you should create two equations using two variables ($x$ and $y$) and the information you’re given. Let $x$ be the number of left-handed female students and let $y$ be the number of left-handed male students. Using the information given in the problem, the number of right-handed female students will be $5x$, and the number of right-handed male students will be $9y$. Since the total number of left-handed students is 18 and the total number of right-handed students is 122, the system of equations below must be true: $$x + y = 18$$ $$5x + 9y = 122$$ When you solve this system of equations, you get $x = 10$ and $y = 8$. Thus, 50 of the 122 right-handed students are female. Therefore, the probability that a right-handed student selected at random is female is ${50}/{122}$, which to the nearest thousandth is 0.410. The final answer is A. Increased Focus on Modeling The new SAT math section has a new type of question which asks you to think about what equations or models mean. You will be given a model or equation and be asked to explain what certain parts mean or represent. These questions are weird because they're asking you to do something you rarely do: they ask you to analyze the significance of the number or variable in context rather than solve the equation. Here is a sample modeling question from a new SAT practice test: Kathy is a repair technician for a phone company. Each week, she receives a batch of phones that need repairs. The number of phones that she has left to fix at the end of each day can be estimated with the equation $P=108-23d$, where $P$ is the number of phones left and $d$ is the number of days she has worked that week. What is the meaning of the value 108 in this equation? A) Kathy will complete the repairs within 108 days.B) Kathy starts each week with 108 phones to fix.C) Kathy repairs phones at a rate of 108 per hour.D) Kathy repairs phones at a rate of 108 per day. Answer Explanation: In the given equation, $108$ is the value of $P$ in $P = 108 − 23d$ when $d = 0$. When $d = 0$, Kathy has worked $0$ days that week. In other words, $108$ is the number of phones left before Kathy has started work for the week. Therefore, the meaning of $108$ in the given equation is that Kathy starts each week with $108$ phones to fix because she has worked $0$ days and has $108$ phones left to fix. The final answer is B. More Advanced Topics Addition of Trigonometry Trigonometry had never been asked on the SAT Math section†¦ until now! Trigonometry will now account for as many as 5% of math questions. You'll be tested on your knowledge of sine and cosine. Here is a sample trigonometry question from a real new SAT practice test: In triangle $ABC$, the measure of angle $∠  B$ is 90 °, $BC=16$, and $AC=20$. Triangle $DEF$ is similar to triangle $ABC$, where vertices $D$, $E$, and $F$ correspond to vertices $A$, $B$, and $C$, respectively, and each side of triangle $DEF$ is $1/3$ the length of the corresponding side of triangle $ABC$. What is the value of sin$F$? (This is a grid-in question, not multiple choice, so there are no answer choices listed with the question.) Answer Explanation: Triangle ABC is a right triangle with its right angle at B. Therefore, $\ov {AC}$ is the hypotenuse of right triangle ABC, and $\ov {AB}$ and $\ov {BC}$ are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB =√{20^2-16^2}=√{400-256}=√{144}=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of $\angle ∠  {F}$ equals the measure of $\angle ∠  {C}$. Therefore, $sin F = sin C$. From the side lengths of triangle ABC, $$sinF ={\opposite \side}/{\hypotenuse}={AB}/{AC}={12}/{20}={3}/{5}$$ Therefore, $sinF ={3}/{5}$. The final answer is ${3}/{5}$ or 0.6. Addition of i Questions asking you to use $i$ have been added to the new SAT math section. On the exam, problems that use $i$ will always remind you that $i=√(-1)$. However, you should know that this also means $i^2=-1$. You should otherwise approach problems that use $i$ in the same way you'd approach any other math problem. Let's attempt this $i$ example problem below: $${8-i}/{3-2i}$$ If the expression above is written in the form $a+bi$, where $a$ and $b$ are real numbers, what is the value of $a$? (Note: $i=√{-1}$) A) $2$ B) $8/3$ C) $3$ D) $11/3$ Answer Explanation: To rewrite ${8-i}/{3-2i}$ in the standard form $a + bi$, you need to multiply the numerator and denominator of ${8-i}/{3-2i}$ by the conjugate, $3 + 2i$. This equals $$({8-i}/{3-2i})({3+2i}/{3+2i})={24+16i-3i+(-i)(2i)}/{(3^2)+(2i)^2}$$ Since $i^2=-1$, this last fraction can be reduced simplified to $$ {24+16i-3i+2}/{9-(-4)}={26+13i}/{13}$$ which simplifies further to $2 + i$. Therefore, when${8-i}/{3-2i}$ is rewritten in the standard form $a + bi$, the value of a is 2. The final answer is A. How Does Your Study Strategy for SAT Math Need to Change? Let's go through the key steps you need to take to prepare for this new version of the test. Practice Mental Math Since there is a non-calculator portion of the new SAT math section, you need to be prepared to do math without a calculator! Make sure you’re sharp on your basic math skills (adding (including adding fractions), subtracting, multiplying, dividing). Also, make sure you know some common square roots (and squared numbers). My advice for making sure you're ready for the non-calculator portion of the new SAT math section is to practice a lot. Make sure you take every free new SAT practice test available. Don’t use your calculator on the non-calculator section and see how you do! Practice makes perfect! However, to get really good at your mental math, you need to stick to the real testing conditions. Realistic practice makes perfect! Spend Most of Your Study Time on Algebra Since algebra counts for 50% or more of the new SAT math section, you need to make sure your algebra skills are at maximum strength! Check out our two fantastic algebra guides for help with systems of equations and linear, quadratic, and algebraic functions. Make sure you get realistic practice. Take every free new SAT practice test available, and make sure to do a thorough review of your test. Get Familiar With Advanced Topics For trigonometry, don’t worry about spending too much time on it since it accounts for less than 5% of questions, but you should make sure you know the basic trigonometry formulas you’ll need to use and how to apply them. If you have the basic trigonometry formulas (sine and cosine) memorized and know how to apply them, then you should be able to answer most SAT math trigonometry questions. Since trigonometry only accounts for about 5% of the math section, only spend about 5% of your SAT math study time on it. For $\bi i$, also don't worry too much. There are usually only 1-3 $i$ questions per test. As I said before, the problems that use $i$ will always remind you that $i=√(-1)$. Just make sure you remember that if $i=√(-1)$ then $i^2=-1$. If you keep this in mind, you should be able to solve the $i$ questions on the SAT. The Bottom Line Though the changes to the new SAT math section might feel major, they're actually relatively subtle. There has been a slight shift in the material covered, which means there needs to be a shift in how much time you spend studying certain math topics. The questions asked are generally more straightforward than those on the previous SAT math. The Major Changes to Math Are: #1: Less geometry (down to less than 10%)#2: More algebra and modeling (50% or more of the test)#3: Trigonometry and $i$ have been added#4: You’re not allowed to use your calculator on one portion of the math test You Should Change Your Study Strategy By: #1: Knowing your mental math#2: Focusing your time on algebra#3: Learning trigonometry and $i$ (but not spending too much time on them) What’s Next? Need to brush up on some basic math in preparation for the no-calculator section? Our articles on the distributive property, perfect squares, inequalities, adding and subtracting fractions, and tips for easy multiplication can help. Want a ratio and proportions challenge? Try calculating how many seconds there are in a day, week, and year, then check your process and answers here! Interested in testing yourself with the hardest SAT math questions out there? Check out our 13 toughest SAT math question guide. Running out of time on the SAT math section? Our guide will help you beat the clock and maximize your score. Aiming for a perfect score? Check out our guide on how to get a perfect 800 on the SAT math section, written by a perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Sociological Definition of Degradation Ceremony

Sociological Definition of Degradation Ceremony Historically, a degradation ceremony is the process by which to lower a persons social status within a group or within society in general, for the purposes of shaming that person for violating norms, rules, or laws, and to inflict punishment by taking away rights and privileges, as well as access to the group or society in some cases. Degradation Ceremonies in History Some of the earliest documented forms of degradation ceremonies are within military history, and this is a practice that still exists today (known within the military as cashiering). When a member of a military unit violates the rules of the branch, he or she may be stripped of rank, perhaps even publicly by the removal of stripes from ones uniform. Doing so results in an immediate demotion in rank or expulsion from the unit. However, degradation ceremonies take many other forms, from the formal and dramatic to the informal and subtle. What unifies them is that they all serve the same purpose: to lower a persons status and limit or revoke their membership in a group, community, or society. Sociologist Harold Garfinkel coined the term (also known as status degradation ceremony)  in the essay Conditions of Successful Degradation Ceremonies, published in  American Journal of Sociology  in 1956. Garfinkel explained that such processes tend to follow moral outrage after a person has committed a violation, or a perceived violation, of norms, rules, or laws. Thus degradation ceremonies can be understood in the context of the sociology of deviance. They mark and punish the deviant, and in the process of doing so, reaffirm the importance and legitimacy of the norms, rules, or laws that were violated (much like other rituals, as discussed by Émile Durkheim). Initiation Ritual On some occasions, degradation ceremonies are  used to initiate people into total institutions like mental hospitals, prisons, or military units. The purpose of a ceremony in this context is to deprive people of their former identities and dignity in order to make them more accepting of external control. The perp walk, wherein a person suspected of committing criminal acts is publicly arrested and led into a police car or station, is a common example of this kind of degradation ceremony. Another common example is the sentencing to jail or prison of an accused criminal in a court of law. In cases like these, arrest and sentencing, the accused or convicted loses their identity as a free citizen and is given a new and lower criminal/deviant identity that deprives them of the social status they previously enjoyed. At the same time, their rights and access to membership of society are limited by their new identity as an accused criminal or a convict. Its important to recognize that degradation ceremonies can also be informal but still quite effective. For example, the act of slut-shaming a girl or woman, whether in person, within her community (like a school), or online produces similar effects to the formal kind. Being labeled a slut by a cohort of peers can lower a girl or womans social status and deny her access to her peer group. This kind of degradation ceremony is the modern-day version of the Puritans forcing people who were thought to have had sex out of marriage to wear AD (for adulterer) on their clothing (the origins of Hawthornes story  The Scarlet Letter). Updated  by Nicki Lisa Cole, Ph.D.

Lecture Synthesis Coursework Example | Topics and Well Written Essays - 500 words

Lecture Synthesis - Coursework Example This understanding is the central focus of the lecture. Managers in the global environment have to understand the diversity that characterizes both domestic and international markets. The lecture provides relevant information that allows managers and employees in the global environment to understand why business settings vary from one country to another. At a personal level, the lecture is important is important because it brings together different concepts that aid in the understanding of global business operations. For example, the lecture presents cultural differences as a critical factor in business. Cultural variations may not seem that important, but a business enterprise that fails to acknowledge cultural diversity faces a key operational challenge across the globe. In addition, the lecture sheds important insights about entrepreneurship. Entrepreneurship and global economic progress are essentially intertwined, this highlights resonates with my personal drive, goal, and desire to own and operate a successful international enterprise. In this respect, this lecture focuses on central ideas and concepts that I find relevant and informative at a personal level. Additionally, the lecture outlines how the global business environment functions. From the operations of World Trade Organization to the actualization of agreements that promote free trade in America and beyond, such information shows just how complex yet successful global business has become. By understanding global business environment, I find it easy to comprehend the diversity and dynamism of the global political economy. As the lecture maintains, understanding the global environment is critical to the success of today’s management practices. Managing in a global environment is both interesting and challenging. For example, minimum wage continues to elicit mixed reactions in North America today. While some business enterprises in America support the move to increase minimum

Obesity Essay Example | Topics and Well Written Essays - 250 words - 10

Obesity - Essay Example In some instances, obesity is caused by genes disorders, psychiatric illnesses, medications, or even endocrine disorders. Stern & Kazaks (2009) explains that the notion that obese people normally eat little food, but they are overweight because of a slow metabolism process in their body, is false. This is majorly because there is little evidence to support these facts. The major treatment of obesity includes exercising and dieting. Dieting involves improving the quality of food an individual takes, by reducing the consumption of food products that are full of energy (Stern & Kazaks, 2009). This includes food substances such as sugar, fats, etc. It is also recommended that an individual should consume food substances that are rich in dietary fiber. Furthermore, there is a need of taking the anti-obesity drugs, for purposes of reducing the appetite of fatty foods. If the use of dieting and exercising is not sufficient, then it is possible to treat obesity through the use of a gastric balloon or surgery. Surgery may help in reducing the volume of an individual’s stomach, or the length of their bowel. This would in turn help in reducing the nutrients that have the capability of causing obesity. Obesity is a widely researched topic in European countries and also in United States. In a research carried out by National Center for Health Statistics, there is an increase in the number of people living with obesity in United States (John Hopkins Medicine, n.d). That is, more than one hundred million people are living with