Arad. City of Old and New essays

Arad. City of Old and New essays Arad is an old city, being mentioned in documents for the first time in the eleventh century. It is believed that the city has got its name from Knight Orod, knight of King Saint Stephen around 1000 AD.. Turks conquered the region in sixteenth century and their occupation lasted for almost two centuries. Under this Turkish occupation a new fortress (a historical monument that is still in use today) was built. It was bigger than the previous ones and had three exterior walls and many small defense points in the immediate surroundings for increased protection. Later, the region entered under the occupation of the Austro-Hungarian Empire, and many important treaties were signed in the Arads fortress. At the beginning of the 20th century Arad was the biggest town in Transylvania, today being the second largest one after Timisoara. Arad is situated on the right bank of the river Mures, and consists of the inner town and five suburbs. Arad is a modern town and contains many handsome private and public buildings, including a cathedral. It is the seat of a Greek-Orthodox bishop, and possesses a Greek-Orthodox theological seminary and a conservatory for music. The nomad tribes invasions, more than 800 years ago determined the local people to build defense positions showed that defense positions were needed and in the second half of the thirteenth century there were built fortresses at Soimos, Siria and Dezna on the hills surrounding the city. Some of their walls are still standing today and offer a great tourist attraction. ...

Essay Tips Four Types of Essay

Essay Tips Four Types of Essay Essay Tips: Four Types of Essay Every essay is different. But we can identify four common types of essay: Expository essays (i.e., essays that explain something) Descriptive essays (i.e., essays that describe something) Persuasive essays (i.e., essays that aim to persuade the reader) Narrative essays (i.e., essays that tell a story) These are not always clear distinctions (e.g., a narrative essay may also be descriptive). Nevertheless, most essays fall into one of the categories above, and knowing the differences between them can be useful when planning your work. Read on to find out more. 1. Expository Essays Expository essays focus on explaining something. The aim is to test how well you can communicate your understanding of a topic. This often involves comparing and contrasting two ideas, or defining something and giving an example. Expository essays are typically structured as follows: An introduction that sets out the subject matter, how you will answer the essay question, and any key background information. A series of logically connected paragraphs setting out your understanding of the subject, along with evidence to support your claims. A conclusion that addresses your essay question. This type of essay is often used for shorter assignments and exams. 2. Descriptive Essays Descriptive essays are less about arguing a point and more about creating a detailed picture. The problem is that you need to create this picture with words! These essays are sometimes quite personal or creative (e.g., reflective essays often include a descriptive element). However, they should still be clearly structured and written to make them easy to follow. Your aim should be to leave your reader with a clear idea of what you are describing. This is a very useful skill to have in any form of writing, in fact, as it will make your work more compelling. 3. Persuasive Essays Persuasive (or argumentative) essays are a lot like expository essays. They are often structured similarly, for example. And both types of essay ask you to answer a question via research. However, a persuasive essay is also about presenting a thesis and backing it up with evidence or arguments. For example, rather than just setting out and comparing two theories, for a persuasive essay, you might need to research different aspects of these theories, address them critically, and argue for one over the other. This may involve in-depth research or an experiment. As such, persuasive essays are usually longer than expository essays. They are often used as end-of-module assignments in colleges, too. 4. Narrative Essays Finally, narrative essays tell a story. This doesn’t mean that you have to write your essay as a short story, but it will draw on the conventions of storytelling. In terms of content, narrative essays are usually quite personal or anecdotal, but they should also have a point (a moral to the story or a lesson that you have learned from an experience). The language used in a narrative essay should be clear and concise, but it will also be descriptive and emotive. Using the first-person pronoun â€Å"I† is much more common in this type of essay than others, too, as you will often be writing about your own experiences. Finally, whatever type of essay you are writing, don’t forget that having your work proofread is a great way to boost your marks.

Colonial america Essay Example | Topics and Well Written Essays - 500 words - 3

Colonial america - Essay Example 17th century but in 1664, the first legislation for slaves was passed by Maryland that said, all â€Å"Negroes or other slaves hereafter imported into the province shall serve for life, as should their children. It also stated that any white woman who forgot her status and married a slave would have to serve the master of her husband. All children born into such a union would be slaves as well (Middleton, pg. 324). Around 1680, there was an increase in the purchase of slaves since there were fewer whites to do the jobs. Another reason for the increase was the abolition of the Royal African Company monopoly of trade. Therefore slaves were used to grow crops and vegetables, to maintain livestock and also used as craft and industrial workers. The Quakers were the first group to take up the issue on slavery and its codes. The existing slave codes in the colonies deprived the slaves of their basic human rights while providing the opportunity to slaveholders to exercise ruthless and merciless control over their slaves. Another revolutionary leader, James Otis, called this as â€Å"the most shocking violation of the law of nature.† He too fought against slavery and in 1807 the Federal government put an end to the trading of slaves from Africa. Right through history, the people who held power tended to side track or marginalize the people who do not have any power. In the same way, they never failed to make use of the resources as well as the technologies of the people they dominate, but yet they have neglected to give due credit to them or even acknowledge them. This is mutual where Europeans and Indians are concerned. Before slavery was abolished, agriculture was the predominant occupation during the colonial period. Blacks as well as American Indian slaves were utilized to grow crops such as flax, apples and onions. They were also used in the production of dairy products, fish and whale oil which were very important commercial products and hence trade and commerce

Research paper on three plays Essay Example | Topics and Well Written Essays - 1000 words

Research paper on three plays - Essay Example an, narrates the story of a tragic character so engrossed in his false belief, that reality and illusion merge, resulting in an internal struggle that leads to his downfall. Each play portrays the internal battle of a man struggling to come to terms with his own, bitter reality and departing from his fantasy world. In selecting the frailty of illusion over the constancy of reality, the protagonists meet their inevitable disaster. From the start of Sophocles’ tragic play, Oedipus takes many actions and makes many choices leading to his own downfall. Oedipus selects to disregard numerous warnings, involving truth of his life and family background. Teiresias supplies Oedipus with everything he has to know regarding his fate by stating, â€Å"You, yourself, are the pollution of this country,† (634). Notwithstanding this evident assertion of truth, Oedipus chooses to delude in his comfortable fantasy, that he has escaped his inevitable fate. He chooses to ignore the prophecy of his fate to kill his father and marry his mother. Oedipus tries to resist the gods by escaping from his homeland, Corinth, but instead throws himself directly into the hands of fate. Oedipus ignores another warning of truth in ignoring the words of Teiresias. He thinks that he has successfully evaded his own destiny; however, he could not have been farther from the truth. Oedipus’ imprudent decisions finally lead to hi s ruin in the play. Oedipus’ most irrational choice succeeds throughout the play: the choice of illusion over reality in the end costs him his life. Similar to the Oedipus’ inability to accept the truth, Hamlet persists in blinding himself. Even after the ghost narrates to Hamlet how his father was killed, Hamlet has the players act it out, in order to be convinced. His obscurity of the truth remains consistent. Although the king gives himself away after seeing the replay of his brother’s murder, by yelling, â€Å"Give me some light. Away!† (79), Hamlet is still undecided.

Heraclites V. Parmenides Essay Example for Free

Heraclites V. Parmenides Essay Philosophy serves one purpose, bringing order to reason. This, on so many levels can organize ones way of thinking into a structured manner; therefore rendering it much easier for one to conclude solid conclusions, thereby avoiding error. There have been many independent streams of philosophy from several different parts of the world, such as China, and India. But the most popular school of thought that has created the most impact on the United States, without a doubt would have to be the ancient Greeks (who by the way started philosophy in a fashion of independent religion). Skipping straight ahead to two of philosophies great philosophers: Heraclitus (540-480 B. C), and one of the most miss-understood, Parmenides (515-440 B. C. ). These two philosophers took philosophy to a new level; from trying to understand our changing world, to trying to understand change itself. If the search for a fundamental substance was to ever progress, it would have to face the inevitable problem of change. In other words, what remains the same when everything else changes of a particular thing? Change appears to be a fundamental character in nature/life. Our experiences tell us that things are definitely in motion (moving) and changing (becoming different) every moment of every day. But however, the question still arrives, what remains the same throughout this process? The two key solutions (in my opinion one) comes from these two well thought philosophers. Like I said, only one has a solid conclusion in which I agree. Parmenides spoke deeply when he said, being is; and non-being, is not. Parmenides base philosophy was that change was simply an illusion. It was perfectly clear to him that the world appeared to be in a constant state of flux; more so though he believed that our senses deceived us. The fundamental substance is being. And in order to reconcile the perpetual change he perceived with his senses; he reasoned that nothing comes from nothing, and that all existing comes from something pre-existing. Parmenides took for granted that the world had always existed, therefore, being must have always existed, and ultimately will always exist. Being is an eternal state he said. Now comes Heraclitus with the philosophy that everything changes, and nothing stays the same. Diametrically opposed to that of which Parmenides stands for. Heraclitus firmly believed in his assumption that everything changed. He believed becoming was the root to all things. And one of his famous phrases was, one never steps into the same river twice. What he meant by this was, when a person interrupts the current of the river in any way form or fashion, he/she has changed the river from what it was to what it is. Even without interrupting the river and plainly observing the flow on can witness the change. And this can be applied to every day life on all levels. He states that if the consequences of a perpetually changing foundation into existence are profound, and the fundamental elements are inconsistent and unstable, how can there be any laws to govern them? This preference for consistent change led Heraclitus to his theory of fire being the basic element of all things, due to its consistent change in nature and its dynamics. When interpreting Heraclitus I see him as saying, since we know from our own experiences that change happens, this is no illusion by far, because one can physically experience the change. Heraclitus also points to his theory of fire, due to the fact that in so many words theres such an abundance supply of it in nature its the basic element for all things. I disagree with him. His views are flawless by far and one can still argue his points today. Parmenides on the other hand grasps my attention and holds so much stronger with solid conclusions, so much so that one can only think. Parmenides says, One can only think of what already exists, and can come into existence from the pre-existing. He argues that no one, and I quote, no one can speak on or even think about what does not exist or even come into existence from nothing. This is because nothing is simply that, nothing, and how can one truly make something out of nothing. For this reason is why I side with Parmenides on this topic.

Free YGB Essay: Historical and Biographical Impact of Hawthornes Young Goodman Brown :: Young Goodman Brown YGB

Young Goodman Brown: Historical and Biographical Impact So much for textual matters, paraphrasable content, and genre. What kind of historical or biographical information do we need in order to get the full impact of this story aesthetically and intellectually? Obviously, some knowledge of Puritan New England is necessary. We can place the story in time easily, because Hawthorne mentions that it takes place in the days of King William (that is, William III, who reigned from 1688 to 1702). Other evidences of the time of the story are the references to persecution of the Quakers by Brown's grandfather (the 1660s) and King Philip's War [primarily a massacre of Indians by colonists [1675-1676]), in which Brown's father participated. Specific locales like Salem, Boston, Connecticut, and Rhode Island are mentioned, as are terms used in Puritan ecclesiasticism and government, such as ministers, elders, meetinghouses, communion tables, saints fin the Protestant sense of any Christian), selectmen, and lecture days. But it is not enough for us to visualize a sort of "First Thanksgiving" picture of Pilgrims with steeple-crowned hats, Bibles, and blunderbusses. For one thing, we need to know something of Puritan religion and theology. This means at least a slight knowledge of Calvinism, a main source of Puritan religious doctrine. A theology as extensive and complex as Calvinism and one that has been the subject of so many misconceptions cannot be described adequately in a handbook of this type. But at the risk of perpetuating some of these misconceptions, let us mention three or four tenets of Calvinism that will illuminate to some degree the story of Goodman Brown. Calvinism stresses the sovereignty of God --- in goodness, power, and knowledge. Correspondingly, it emphasizes the helplessness and sinfulness of man. Man has been, since the Fall of Adam, innately and totally depraved. His only hope is in the grace of God, for God alone is powerful enough (sovereign enough) to save him. And the most notorious, if not the chief, doctrine is predestination, which includes the belief that God has, before their creation, selected certain people for eternal salvation, others for eternal damnation. Appearances are therefore misleading; an outwardly godly man might not be one of the elect. Thus it is paradoxical that Goodman Brown is so shocked to learn that there is evil among the apparently righteous for this was one of the most strongly implied teachings of his church.

The 4p’s of Nike Marketing Plan

The 4P’s Of Nike Marketing Plan (i)Product †¢Nike offers a wide range of shoe, apparel and equipment products, all of which are currently its top-selling product categories. †¢Nike started selling sports apparel, athletic bags and accessory items in 1979. Their brand Cole Haan carries a line of dress and casual footwear and accessories for men, women and children. †¢Nike’s foremost focus is athletic footwear and apparels designed for sports and everyday usage with the brand name. †¢The production facilities are located close to the raw material to have low labor prices. New product offerings under the name of brand include sport balls, timepieces, eyewear, skates, bats, and other equipment designed for sports activities. †¢The most famous product categories of Nike includes running, basketball, cross-training, outdoor activities, tennis, golf, soccer, baseball, football, bicycling, volley ball, wrestling, cheerleading, aquatic activities and oth er athletic and recreational use. †¢Moreover, they also utilize the auxiliary bodies to sell te sports related raw materials and products including Cole Haan Holdings, Nike Team Sports, and Bauer Nike Hockey. ii)Price †¢Nike’s pricing is designed to be competitive to the other fashion shoe retailers. The pricing is based on the basis of premium segment as target customers. Nike as a brand commands high premiums. Nike’s pricing strategy makes use of vertical integration in pricing wherein they own participants at differing channel levels or take part in more than one channel level operations. This can control costs and influence product pricing. †¢The company has designed its pricing structure in a way to make it competitive to other shoe sellers. The price of the products is variable depending on the type and the size for example a comfortable and good pair of shoes would cost from 70 to 150 dollars. (iii)Placement †¢Nike shoes are carried by multi- brand stores and the exclusive. †¢Nike has its individual stores and also available at major malls and departmental stores selling shoes all over the globe. †¢They have more than 20000 retailers in United States and also in other 200 countries. †¢The companies also sell its products through individuals, auxilianes and licensees. The company has its own production units, customer services and operational units in all over the world. †¢Nike sells its products through independent distributors, licensees and subsidiaries. Independent distributors need not adapt to local pressures because the 4Ps of marketing are managed by distributors. (iv)Promotion †¢The company has used electronic media (commercials, official website of Nike and newspapers) to promote their brand. †¢Promotion is largely dependent on finding accessible store locations. It also avails of targeted advertising in the newspaper and creating strategic alliances. Many well known athletes have a lso worked for the advertisement of brank like Brazilian Soccer Team. †¢Nike also sponsors events such as Hoop It Up and The Golden West Invitational. Nike’s brand images, the Nike name and the trademark swoosh; make it one of the most recognizable brands in the world. †¢Nike’s brand power is one reason for its high revenues. Nike’s quality products, loyal customer base and its great marketing techniques all contribute to make the shoe empire a huge success. †¢The brands swoosh logo and image played an important role in its advertisement.

Organizational Learning Essay

1. 0 Introduction The title of this journal is Organizational Learning Practices in the Project Management Environment. The author is Timothy G. Kotnour from University of Central Florida, Orlando, Florida, USA. This journal focuses on understanding how project managers continuously improve their project quality and performance by building knowledge through learning. Beside that, for the project organization to learn, organizational members must create, share and apply knowledge. The organizations members will create new knowledge for learning experiences. Learning-by-doing occurs when a problem solver associates plans and actions to accomplish positive results and avoid negative results (Anzai, 1987). While, the plan-duty-study-act (PDSA) cycle, is used to represent the learning process in a project environment. There have two learning cycle in this journal which is Inter-project learning cycle and Intra-project learning cycle. Inter-project learning is the combining and sharing of lessons learned across projects to apply and develop new knowledge. Tools to support inter-project learning include information technology tools and employee groups aimed at sharing knowledge across the organization provides a detailed example of an online system for recognizing, documenting, validating and making available lessons learned for an organization. While, intra-project learning is the creation and sharing of knowledge within a project. Intra-project learning focuses on tasks within a single project and supports the delivery of a successful project by identifying problems and solving them during the project. Learning take place when a project team members discuss approaches for completing a task or overcoming problems. The intra-learning occurs throughout routine reporting cycle such as weekly or monthly status and review meetings, project deliverables or major occurrences in the project. 2. 0 Research Methodology & Framework The research methodology involves a lessons learned oriented survey was completely by 43 project managers who were attending a chapter meeting of the Project Management Institute. The survey used to lesson learned terminology because it is more familiar to project managers than organization learning. The survey contained four question sets. The first set asked project manager their background in project management. The second set focused on how project managers produce lessons learned which is including when, what about, how know, what to produce a lesson learned about and what is included in a lesson learned. While, the third set asked respondent to describe, using five-point Likert scale ( 5 = strongly agree, 4 = agree, 3 = not sure, 2 = disagree, 1 = strongly disagree ), which is the degree to which they practice project management learning practices. Next the fourth set asked respondent to describe using a five-point Likert scale the degree to which their organization is achieving the learning outcomes. Factor analysis was performed on the third and fourth data sets. There are five general steps to factor analysis which is assessing applicability of the factor analysis process, determining the number of factors through factor extraction, grouping the variables into factors according to factor loading, producing weighted factor scores and lastly each factors reliability was computed using Cronbach’s alpha 3. 0 Framework, Independent Variable (IV) and Dependent Variable (DV) The learning framework offer an implications for a project manager to use in focusing the learning activities of a project team which is first, the opportunity for learning is an inherent part of the project management process. The project management process parallels the learning process. The steps in the process provide the foundation for learning. In a discussion with a project manager, most of the them viewed producing lessons learned as a valuable and important exercises. However, they felt that they did not have time to complete a formal lesson learned and viewed the learning as a separate activity. This situation showed that, there has a weak relationship between IV and DV. Second, the use of lessons learned can be conducted throughout a project life-cycle, not just at the end of the project. Using the intra-learning cycle, lesson learned can be produced for each cycle in a project to carry on learning to the next cycle and to the next project. And the lastly is the learning process can break down at any stage of the intra- or inter-learning PDSA cycle. For example, the break down can happened in the learning process if there have not using the project management process and tools in a systematic fashion on the model of intra- and inter-project learning. Other than that, the learning process also can fail in the â€Å"plan† step by not reviewing past plans and lessons learned to apply to the current project. In the â€Å"do† step, learning can break down as a result of the project team not following the plan or collecting data on the performance and changes to the plans. While learning also can fail in the â€Å"study† step by not analysing project performance with project tools and not competing lesson learned. Finally, in the act â€Å"step†, learning process can fail because there have no sharing with or incorporating lessons learned into the next project. 4. 0 Result of the Journal The results of survey analysis in this journal are divided into two areas. First, hypothesis testing is completed and second descriptive analysis is completed on how project managers produce lesson learned. Table III contains the result of regression analysis for hypothesis testing. [pic] 4. 1 Project Performance As shown in Table III, project management performance is positively associated with project knowledge. Having knowledge about what could be wrong, ways to ensure success and ways to avoid problems supports the organization in delivering better products and services and managing projects better regarding plan a project and meet cost, schedule and performance requirements. 4. 2 Project Management. As shown in Table III, intra- and inter-project learning practices are directly associated with project knowledge. Producing lesson learned is hypothesized to support the intra- and inter-project learning activities by providing a mechanism to reflect on the project and sharing the knowledge across the project. 4. 3 Learning Practices. Based on Table III, producing a lesson learned is related to inter-project learning. The important factor to increase inter-project learning is not just to produce a lessons learned but to conduct multiple activities for producing lesson learned. 4. 4 Learning Support According on Table III, learning support is needed for each of the learning activities such as inter, intra and lesson learned. Collecting data about the set of steps on a project supports intra-project learning by providing the data and information to compare against the plan and identify mistakes. Being willing to openly and honestly address the mistakes helps drive the learning for intra-project learning and produce lessons learned which can be shared across the organization through inter-project learning. 5. 0 Suggestion/Recommendation There have some recommendation for organizational practices in the project management environment. Project organizations are faced with continuously improving the quality and performance of their products and services to compete in the competitive environment. To learning such an integrated in the project management environments from project experiences to improve knowledge and performance, there must have provide a learning framework which defines the learning processes in a project management environmental. Beside that, analysing the survey result of practicing project manager’s perception on learning outcomes and practices. Other than that, by integrating and sharing the experiences and learning across project, the organizational will have a greater knowledge. While, project team members must need support for learning to enable them to learn from experiences. Next, for developed organizational practices in the project management environment, the factor analysis and reliability results for the project management learning practices should be provided. This included how project manager share knowledge from one project to next, how project managers create knowledge during a project and the action project managers take to support the learning process. There also recommend to provides the factor analysis and reliability results for the learning outcomes. There have 2 factors for learning outcome which is the increased knowledge by sharing lessons learned across projects and how to learning process helps the organization improve in managing a project and delivering products and services. 6. 0 Conclusions As a conclusion, project organization should focus on building knowledge because increased knowledge is associated with increased project performance. To support knowledge building the organization must focus on the learning both and between projects. However, the learning process needs to support by using management tools to plan and monitor results. There also needs to be supported with an environment which allows team members to admit mistakes and openly discuss solutions to problems. All of this needs to be completed to lead to project management success. 7. 0 References Kotnour, T. G. , Orr, C., Spaulding, J. and Guidi, J. (1997), â€Å"Determining the benefit of knowledge management activities†, 1997 International Conference on Systems, Man and Cybernetics, October 12-15, pp. 94-9. Anzai, Y. (1987), â€Å"Doing, understanding, and learning in problem solving†, in Klahr, D. , Langley, P. and Neches, R (Eds), Production System Models of Learning and Development, MIT Press, Cambridge, MA, pp. 55-98. Argyris, C. and Schon, D. A. (1978), Organizational Learning: A Theory of Action Perspective,Addison-Wesley, Reading, MA. Abdullah, H. S. Research Method Guide. Gido, C. Effective Project Management, 5th Edition.

36 Poetry Terms

36 Poetry Terms 36 Poetry Terms 36 Poetry Terms By Simon Kewin Poetry is an area of writing that has a language all of its own, as contributors to the recent poetry competition will be aware. The following are some of the terms specific to the writing of poetry : alliteration A repeated sound, usually applied only to consonants. anapest A metrical foot : two short/unstressed syllables followed by one long/stressed syllable (dee-dee-DUM – e.g. â€Å"energize†). assonance A repeated vowel sound. ballad A narrative poem in short stanzas, especially one that tells a popular story. blank verse Verse that doesn’t rhyme (often iambic pentameter). caesura A pause in the middle of a line, often indicated by punctuation clerihew A witty, biographical poem of four lines (two rhyming couplets). couplet A pair of successive lines of verse, especially when riming together and of the same length. dactyl A metrical foot : one long/stressed syllable followed by two short/unstressed syllables (DUM-dee-dee – e.g. â€Å"poetry†). doggerel A word applied to verse of irregular rhythm, trivial content and inappropriate diction. Much comic verse is deliberately written as doggerel. elegy A poem mourning the dead. elision Deliberate omission of unstressed syllables, typically in order to maintain a rhythm – e.g. â€Å"o’er† for â€Å"over†. enjambment the lack of a pause between two lines of a poem foot The unit of poetic rhythm; a pattern of stressed and unstressed syllables. free verse Verse that follows no particular form, metre or rhyme scheme. haiku Seventeen syllable poems, generally split into three lines of five, seven and five syllables, often with a theme related to nature. half rhyme A rhyme where two words have similar consonant sounds but different vowel sounds – e.g. â€Å"hell† and â€Å"hill†. Also called a slant rhyme or an imperfect rhyme. heroic couplet A rhyming pair of iambic pentameter lines. hexameter A poem in which the lines have six metrical feet. (And so forth : dimeter = 2 feet, trimeter = 3 feet, tetrameter = 4 feet, heptameter = 7 feet etc.) iamb A metrical foot : a short/unstressed syllable followed by a long/stressed syllable (dee-DUM – e.g. â€Å"today†). internal rhyme A rhyme within the words of a line. metre The rhythm of poetry; the pattern of stressed and unstressed syllables ode A dignified, lyric poem expressing praise or some other elevated notion. pastoral Poetry dealing with rural life. pentameter A line that has five metrical feet. quatrain A four line stanza. (And so forth : quintain, sestet, septain etc.) rhyme A repeated sound, usually at line endings. rhyme scheme The pattern of rhyming line-endings in a poem – e.g. â€Å"abab† means each stanza has four lines, with lines one and three rhyming with each other (rhyme â€Å"a†) and also lines two and four rhyming with each other (rhyme â€Å"b†) sonnet A 14 line poem, of which there are various forms (Shakespearean, Spenserian etc.) spondee A metrical foot : two long/stressed syllables (DUM-DUM – e.g. â€Å"heartbreak†). stanza A a group of metrical lines or verses, usually no fewer than four, arranged in a certain pattern. A stanza is often called a â€Å"verse†. strong ending A stressed syllable at the end of a line. tercet A set or group of three lines bound by rhyme. trochee A metrical foot : a long/stressed syllable followed by a short/unstressed syllable (DUM-dee – e.g. â€Å"poem†). weak ending Ending a line on an unstressed syllable. wrenched rhyme A rhyming word whose pronunciation is altered in order to force it into a rhyme scheme This is far from a complete list : an exhaustive glossary would fill many pages. But it does contain some of the main terms used by poets to discuss their work. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:75 Contronyms (Words with Contradictory Meanings)List of Greek Words in the English LanguageWoof or Weft?

Biography of Fred Hampton, Black Panther Party Leader

Biography of Fred Hampton, Black Panther Party Leader Fred Hampton (August 30, 1948–December 4, 1969) was an activist for the NAACP and the Black Panther Party. At age 21, Hampton was fatally shot alongside a fellow activist during a law enforcement raid. Activists and the broader black community considered the deaths of these men unjust, and their families ultimately received a settlement stemming from a civil lawsuit. Today, Hampton is widely remembered as a martyr for the cause of black liberation. Fast Facts: Fred Hampton Known For: Black Panther Party activist who was in a law enforcement raidBorn: August 30, 1948 in Summit, Illinois.Parents: Francis Allen Hampton and Iberia HamptonDied: December 4, 1969 in Chicago, IllinoisEducation: YMCA Community College, Triton CollegeChildren: Fred Hampton Jr.Notable Quote: â€Å"We always say in the Black Panther Party they can do anything they want to to us. We might not be back. I might be in jail. I might be anywhere.  But when I leave, you’ll remember I said, with the last words on my lips, that I am a revolutionary. Early Years Fred Hampton was born on August 30, 1948 in Summit, Illinois. His parents, Francis Allen Hampton and Iberia Hampton, were Louisiana natives who relocated to Chicago. As a youth, Fred excelled in sports and dreamed of playing baseball for the New York Yankees. However, he also excelled in the classroom. Hampton ultimately attended Triton College, where he studied pre-law in hopes of helping people of color fight back against police brutality. As a teen, Hampton became involved in civil rights by leading a local NAACP youth council. He helped to grow the councils membership to more than 500 members. Activism in the Black Panther Party Hampton had success with the NAACP, but the radicalism of the Black Panther Party resonated with him even more. The BPP had successfully launched a free breakfast program to feed children in a number of cities. The group also advocated for self-defense rather than nonviolence and took a global perspective on the black freedom struggle, finding inspiration in Maoism. A skilled speaker and organizer, Hampton quickly moved through the ranks of the BPP. He became the leader of Chicago’s BPP branch, then the chairmain of the Illinois BPP, and finally the deputy chair of the national BPP. He engaged in grassroots activism, working as an organizer, a peacemaker, and taking part in the BPP’s free breakfast program and people’s medical clinic. A COINTELPRO Target From the 1950s until the 1970s, the FBI’s Counterintelligence Program (COINTELPRO) targeted leaders of activist organizations like Fred Hampton. The program served to undermine, infiltrate, and spread misinformation (often through extrajudicial means) about political groups and the activists who belonged to them. COINTELPRO targeted civil rights leaders such as the Rev. Martin Luther King Jr. as well as radical groups like the Black Panther Party, the American Indian Movement, and the Young Lords. As Hampton’s influence in the Black Panthers grew, the FBI began to focus on his activities, opening a file on him in 1967. The FBI enlisted a man named William ONeal to infiltrate and sabotage the Black Panthers Party. ONeal, who had been previously arrested for car theft and impersonating a federal officer, agreed to the task because the federal agency promised to drop the felony charges against him. O’Neal quickly gained access to Hampton by becoming both his bodyguard and a security director in Hampton’s Black Panther Party chapter. As a Black Panther Party leader, Hampton persuaded Chicago’s black and Puerto Rican street gangs to call a truce. He also worked with white-dominated groups like Students for a Democratic Society and the Weather Underground. He called the multiracial groups he collaborated with his Rainbow Coalition. Following FBI director J. Edgar Hoover’s orders, O’Neal undid much of Hampton’s work to foster peace in the community, leading community members to lose confidence in the BPP. Fred Hampton's Killing Sowing discord in the community wasn’t the only way O’Neal attempt to undermine Hampton. He also played a direct role in his killing. On December 3, 1969, O’Neal secretly drugged Hampton by putting a sleeping pill into his drink. Shortly afterward, law enforcement agents initiated an early morning raid on Hampton’s apartment. Despite not having a warrant for weapons charges, they entered the apartment with guns firing. They mortally wounded Mark Clark, who was guarding Hampton. Hampton and his fiancee, Deborah Johnson (also called Akua Njeri), were asleep in their bedroom. They had been wounded but survived the gunfire. When an officer realized that Hampton hadn’t been killed, he proceeded to shoot the activist twice in the head. Johnson, who was expecting a child with Hampton, was not killed. The other seven Black Panthers present in the apartment were charged with several serious crimes, including attempted murder, armed violence, and multiple weapons charges. However, when a Department of Justice investigation revealed that Chicago Police had fired up to 99 shots, and the Panthers had only fired once, the charges were dropped. Activists considered the killing of Hampton to be an assassination. When the FBI’s Pennsylvania field office was broken into not long after, the COINTELPRO files found included a floor plan of Hampton’s apartment and documents that mentioned covering up the FBI’s part in Hampton’s killing. Lawsuit and Settlement The family members of Fred Hampton and Mark Clark sued the Chicago Police, Cook County, and the FBI for $47.7 million in 1970 for wrongfully killing the men. That case was thrown out, but a new case took place in 1979 after officials concluded that the law enforcement agencies involved had obstructed justice and refused to hand over relevant paperwork related to the killings. Three years later, the families of Hampton and Clark learned that they would receive a $1.85 million settlement from the local and federal agencies responsible for the men’s deaths. Although that sum was far less than what they’d sought, the settlement was an acknowledgement, to a degree, of wrongdoing. Had the Chicago Police not killed Fred Hampton, he would have been named chief of staff of the Black Panther Partys central committee, making him a key spokesman for the group. Hampton never got that opportunity, but he has not been forgotten. Soon after his death, the BPP filmed an investigation of his apartment, which police did not close off. The footage captured is seen in the 1971 documentary â€Å"The Murder of Fred Hampton.† An estimated 5,000 mourners turned up to Hampton’s funeral, during which the activist was remembered by civil rights leaders such the Rev. Jesse Jackson and Ralph Abernathy.  Although activists Roy Wilkins and Ramsey Clark characterized Hampton’s killing as unjustified, none of the officers or officials involved in the raid were convicted of wrongdoing. Legacy A number of writers, rappers, and musicians have referred to Fred Hampton in their writings or lyrics. The group Rage Against the Machine famously mentions the activist in its 1996 hit â€Å"Down Rodeo,† in which frontman Zack de la Rocha declares, â€Å"They ain’t gonna send us campin’ like they did my man Fred Hampton.† In the city of Chicago, December 4 is â€Å"Fred Hampton Day.† A public pool in Maywood, Illinois, where Hampton grew up, bears his name. A bust of Hampton sits outside the Fred Hampton Family Aquatic Center. Hampton, like other political activists, seemed keenly aware that his work would put his life in jeopardy. However, while he was alive, he expressed confidence in his own legacy: â€Å"We always say in the Black Panther Party that they can do anything they want to us. We might not be back. I might be in jail. I might be anywhere. But when I leave, you’ll remember I said, with the last words on my lips, that I am a revolutionary. And you’re going to have to keep on saying that. You’re going to have to say that I am a proletariat, I am the people.† Sources Ballesteros, Carlos. â€Å"Black Panther icon Fred Hampton’s boyhood home facing foreclosure.† Chicago Sun-Times, 16 October, 2018.â€Å"Fred Hampton.† National Archives, 15 December, 2016. Silva, Christianna. â€Å"Who Was Fred Hampton, the Black Panther Shot and Killed by Chicago Police 48 Years Ago?† Newsweek, 4 December, 2017.â€Å"Watch: The Assassination of Fred Hampton: How the FBI and Chicago Police Murdered a Black Panther.† Democracy Now! 4 December, 2014.

Ethics of Rationing Healthcare for the Aging Research Paper

Ethics of Rationing Healthcare for the Aging - Research Paper Example Over time, statistics designate that maximum life span has improved from 103 in 1978 to 122 years in 1997 (Vaupel, 2010). It is not indistinguishable with the natural life expectancy. In reality, natural lifespan is susceptible to infections, viciousness, or calamities while maximum lifespan depends on the proportion of aging. In ‘Just Health; Meeting Health Need Fairly’, Norman Daniels argues that age rationing is an ethically allowable approach to handle the complications society experiences, for instance, scarce resources. He argues that age rationing should not be paralleled to discernment. When there are limited alternatives, choices must be thought out appropriately. Habitually, such choices affect others positively and others negatively. Age rationing is one way of making these choices. However, detractors discard Daniels commonsensical lifespan account on grounds that it undercuts egalitarianism. She argues on the foundation of capability theory. In this theory, everybody capabilities should be maintained at threshold level that is satisfactory for all human beings. From this argument, life extending upkeep for those who have reached normal lifespan can be repudiated. Those who maintain that age percipience is not as good as to race discernment or any other system of discrimination consider that everybody will become timeworn sooner or later. This is the validation of age discrimination. For that reason, apportioning resources based on age will value everybody in the long run. With racial discrimination, there are no adequate reasons or justification of apportionment of resources to one race and refuting the other. Racial discrimination means that those who are victimized against will forever lose. In contrast, in age discrimination, everybody benefits ultimately. On the other hand, those who are strongly divergent to this perspective maintain that distribution based on full life