The arts (painting, music, literature etc.) reveal the otherwise hidden ideas and impulses of a society.

The arts (painting, music, literature etc.) reveal the otherwise hidden ideas and impulses of a society. Arts is needed to make nation a better place for humans overall. Many times, it is the arts through which hidden ideas and impulses of the society are revealed. The various forms of arts like painting, music and, literature depicts the invisible aspects of our society.Consider one of the cardinal forms of art, paintings: the source through which artist elaborate reality of the world, that cannot be seen through open eyes. Consider the frescoes of Fra Angelico and others monks and nuns of medieval period, who sought primarily through their representations of Madonna and Child to reassure and be reassured about the messages of Christian redemption and salvation. Moreover, the paintings during the Renaissance period mainly focus on other Christian images and themes, especially those involving crucifixion and apocalyptic notions of judgment and damnation. Thus, in dealing with sensitive things in society like woman injustice, poverty and , cruelty arts plays vital role.Charlotte and Susa n Cushman (the Cushman sisters) ...Other form of art , that is music, is also important in expressing one's hidden feelings. Through music, we can express our sorrows as well as joys. There are many songs written to reflect the true feelings about patriotism, for example, when the great Indian leader Veer Sawarkar, was in jail for protesting against British government, he wrote a very beautiful poem which expressed his deep love about his country. Thus, music is also one of media, which reveals hidden ideas and impulses of society.Literature, which includes stories, dramas, poetry and prose, disclose the unspoken ideas and impetus of the society. There are many thrilling, suspense, romantic dramas are written that touches our heart. When we talk about dramas, none other than the renowned Shakespear comes into our mind. He has blessed world with so many wonderful dramas and poetry that still people are in...

Matthews Is a Patronymic Surname Meaning Son of Matthew

Matthews Is a Patronymic Surname Meaning Son of Matthew Matthews is a patronymic surname meaning basically son of Matthew. The given name Matthew, from which it is derived, means gift of Yahweh or gift of God, from the Hebrew personal name  Matityahu.  In Hebrew, the name was also known as Mattathaigh which translates to the gift of Jehovah. Mathis is the German version of the surname while Matthews with a double t is more popular in Wales. Facts About the Surname The name Matthew  was one of Jesuss apostles as well as the  author of the first Gospel in the New Testament.Popular modern-day celebrities with the last name Matthews include Dave Matthews (musician), Cerys Matthews (Welsh singer) and Darren Matthews (professional wrestler).Thousands of settlers, some of which included the family surname Matthews, migrated to North America in order to escape political and religious issues from their homeland.The earliest public record of lands and resource of the late 11th century England is known as the Domesday Book (1086), which includes the first origin of the surname Matthews in the form of Mathiu and Matheus.The surname has origins in English and Greek and has over 10 alternate surname followings. Alternate Surname Spellings MathewMathewsMatthewMathisMatthisMatthiasMatheu (Old French)Mateo (Spanish)Matteo (Italian)Mateus (Portuguese) Genealogy Resources Common Surname Search TipsTips and tricks for researching your Matthews ancestors online.Matthews Family Genealogy ForumThe free message board is focused on descendants of Matthews ancestors around the world.FamilySearch - Matthews GenealogyFind records, queries, and lineage-linked family trees posted for the Matthews surname.Matthews Surname Mailing ListA free mailing list for researchers of the Matthews surname and its variations includes subscription details and searchable archives of past messages.Surname Finder - Matthews Genealogy Family ResourcesFind links to free and commercial resources for the Matthews surname.Cousin Connect - Matthews Genealogy QueriesRead or post genealogy queries for the surname Matthews, and sign up for free notification when new Matthews queries are added.DistantCousin.com - Matthews Genealogy Family HistoryFree databases and genealogy links for the last name Matthews.MyCinnamonToast.com - Matthews Genealogy in All RegionsCentralized search results f or family trees and other genealogy info on the Matthews surname. References: Surname Meanings and Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David. Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph. Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H. A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

Push and pull factors in Syrian migration Essay Example | Topics and Well Written Essays - 750 words - 1

Push and pull factors in Syrian migration - Essay Example Thus, the key factor that pushes Syrian citizens to migrate is a war which brings â€Å"daily violence and a dramatic deterioration in living standards† (Wolfe, 2014). â€Å"The wars raging in Syria and Iraq are clearly big drivers of migration† (Peter, 2015). For example, one Syrian citizen speaks on a subject in next terms, â€Å"We no longer have any hope in Syria, and there is nothing here except fear and death† (Hashash, 2015). The economic and infrastructure of most of the Syrian cities are ruined by the war. "In terms of infrastructure, major parts of Syria have effectively been bombed back to Ottoman times," says Ammar Abdul-Hamid, a Syrian activist (FoxNews, 2012). Therefore, there are no jobs, no appropriate health care, and generally, no good living conditions. Most of the citizens are left without even basic human rights (Wolfe, 2014). Being brutal to each other, opponents continue to keep the field on territories which once were private and public do mains, homes and schools. â€Å"A Syrian army officer moved into my house†¦ He likes my home, apparently†, says Khaled, a refrugee from Syria, ironically (Rollins, 2014). At least half a million homes have been destroyed in Syrian conflict already by 2013. According to estate expert Ammar Youssef’s study, it means that â€Å"about 700,000 families, or nearly 2.8 million people†, literally have no place to return (Haydar, 2013). Thus, Syrians are forced to seek for a shelter, for a better life. For the past three years of brutal conflict, about â€Å"9.6 million people have fled their homes for safety† (IRC, 2014). According to UNHCR, â€Å"approximately 7.2 million people have been forced to flee their homes within Syria, and 3.3 million have become refugees abroad† (Wolfe, 2014). In comparison to around 22 million population of Syria in prewar times, it’s about 50% of general population of the country. The situation is already called â€Å"the biggest humanitarian emergency of our era† (Wolfe,

Rimsky-Korsakov Essay Example | Topics and Well Written Essays - 750 words

Rimsky-Korsakov - Essay Example The Russian composer Rimsky-Korsakov in 1888 set one of these wonderful stories, the tale of Schaherazade to music. It should be noticed that "based on The Book of One Thousand and One Nights, this orchestral work combines two feature common to Russian music, and of Rimsky-Korsakov in particular in particular: dazzling, colorful orchestration and an interest in the East, which figured greatly in the history of Imperial Russia". Through all the movements of the suite run the theme of gorgeous women and wonderful teller, Schaherazade. Emotional, sensuously winding and full of inscrutability melody for violin solo, which is accompanied by harp, perform this theme. This is not just some excerption from an ancient eastern melody. It was composed by Rimsky-Korsakov himself, in the way that it is really seems the melody combines all the enchantment and inviting mystique of eastern lyrics. The same may be said about all other themes: orchestral, lyric-singing etc. They all synthesize eurhyth mics, figuration, and diversity of color of eastern music. Rimsky-Korsakov is best known for his mastership to paint beautiful pictures in music by using the colors of sound made by each instrument of orchestra. He had a color ear for music, and perceived the notes associating them with particular colors2. Note C D Eb E F G A Color white yellow dark bluish-grey sparkling sapphire green rich gold rosy colored The whole first movement depictures the sea, which appears again in the ending section of the final. In such way the composer margined his suite with glaringly blue, and sparkling sapphire colors. The theme of sea is falling from the theme of overbearing Sultan. The theme of Sultan is built on four notes of the describing whole tone scale. Immediately following this theme, almost interrupting it, is the gentle and passionate violin solo of Scheherazade. This is one of the loveliest melodies ever penned. "Listening to these two themes, and the sweeping music of Schaherazade's tales that transports us bodily into the magic of the 1001 Tales of the Arabian Nights, one can only wish that Rimsky-Korsakov had had the time to produce settings for the other 997"3. Some time after we forget about fearful governor as Allegro starts painting the picture of the sea. Accordingly changes the character of the first movement: now it sounds stately and on an even keel. This calmness is underlined with figuration of accompaniment, in which we hear decuman ocean waves. The main theme of the first movement is added by two accessory themes. One of them is a theme of Sinbad's ship. The other one is a theme of Scheherazade, Sultan's wife, who used to please her husband with the marvelous stories. It is remarkable that the wavy accompaniment, which appears as an essential element of the main part, disappears just for a while and then comes again, sounding almost throughout whole first movem

Marlow Lie Essay Example for Free

Marlow Lie Essay Victorian  viewpoint,  and  often  paints  them  as being  the  embodiment  of  the  more  pure  and  gentle  aspects  of  human  nature. Conrad  makes many  references  to  a  belief  that  women  live  in  an  ideal  world  which  is  separated  from  the  evil side  of  human  nature  explored  in  the  story,  emphasizing  that  they  must  be  protected  from  this darkness  at  all  costs. This  theme  can  be  justified  by  many  details  within  {em  The  Heart  of Darkness},  but  at  the  same  time  there  are  a  number  of  points  in  the  story  which  stand  in  stark contrast  to  this  portrayal  of  women  as  noble  and  exalted  creatures. One  of  the  first  incident  where  Conrad  discusses  women  in  an  idealized  manner  occurs  in  the very  beginning  of  {em  The  Heart  of  Darkness},  as  Marlow  is  about  to  depart  for  Africa. During his  final  meeting  with  his  aunt,  she  talks  to  him  of  how  noble  she  feels  the  Companys  attempts to  civilize  the  African  natives  are:  an  opinion  which  makes  her  nephew  rather  uncomfortable. Its  queer,  he  says,  how  out  of  touch  with  truth  women  are. They  live  in  a  world  of  their  own, and  there  has  never  been  anything  like  it,  and  never  can  be. It  is  too  beautiful  altogether,  and  if they  were  to  set  it  up  it  would  go  to  pieces  before  the  first  sunset.   Marlow  believes  that  women cannot  perceive  the  horrors  that  men  are  capable  of  because  they  are  so  distant  from  them  by virtue  of  their  sex. Another  graphic  example  of  this  attitude  comes  when  Marlow  makes  a reference  to  Kurtzs  fiancee,  known  as  his  Intended. He  says  of  her:  Oh,  she  is  out  of it ­Ã‚ ­Ã‚ ­completely. They ­Ã‚ ­Ã‚ ­the  women,  I  mean ­Ã‚ ­Ã‚ ­are  out  of  it ­Ã‚ ­Ã‚ ­should  be  out  of  it. We  must  help  them

The Exploration of Literature :: College Admissions Essays

The Exploration of Literature An English degree is about self development and education through the exploration of literature. A student who chooses English will never be expected to learn information by rote, or recycle the views of academics. Developing a unique creativity in relation to the course is the apotheosis of literary study. A degree in English encourages the challenge of critical views, and a communication of new opinions. Students are given freedom to construct a degree programme based on personal interests and strengths. The structure of any individual degree course is likely to centre around the benefits of personal academic choice. A host university will provide support and resources to enable effective tuition, but the significance of the award rests with the enthusiasm and motivation of a student. Tutors and lecturers can supply expert guidance in the themes and ideas which might appeal to individual academic acumen, but ultimately the degree is a personal achievement. An English degree is the production of the student, not the teacher. Lecture programmes are constructed to offer useful background knowledge, and will often allow fascinating scope for expert opinion. Students are given the opportunity to work with the most current literary views, delivered by the country’s foremost academics. However, individual research of selective material is just as valid — if not more so. Students will become adept at mapping a path through critical theories and ideas. No one English student is like another, and even students from the same university will refine their approaches to be radically individual. An English degree will encourage the discussion of academic interests with other students — refining areas of investigation by discussion and debate. Teaching oneself is a fascinating and liberating practice. Similarly, the construction is a two way process. As students piece together, and assemble ideas and literature of personal interest, so the aspects to which they are drawn will construct them as critics.

Excerpt from Ignor Stravinsky Essay

In this passage, Stravinsky discusses orchestra conductors, making observations and conclusions concerning their true necessity. He seemingly has carefully studied conductors’ behavior and effectively conveys his view to the reader. To present his point of view clearly, Stravinsky makes use of diction, satirical statements, and comparisons. Stravinsky manipulates his diction throughout the passage. He often uses quotations to place emphasis on certain words. His placement of quotes around the words â€Å"great† and â€Å"style† encourage the reader to look into the word for added meaning. Throughout, Stravinsky’s overall diction and statements seem rather rash and bold. He does not hesitate to present his feelings about the subject. For instance, he boldly states that â€Å"the incidence of ego disease is naturally high to begin with.† In doing so he presents the reader with the feeling of confidence. In turn, the reader doesn’t question Stravinsky’s overall knowledge of the subject matter. Also this creates a sense of informality. Throughout the passage, it seems as though Stravinsky is simply conversing with his audience. He uses parentheses and dashes within statements to create somewhat of an aside with the reader as in lines 9 and 31-34. Using this technique makes the reade r feel more comfortable and therefore better relate to the ideas being presented. Stravinsky also employs satire to attack the necessity of conductors in orchestras. Opening, Stravinsky states that conductors’ careers are not dependant on music ability, â€Å"but on the society women (including critics).† Through this statement, Stravinsky communicates that a career dependent on the ideas of women contradicts a career in music. Continuing, he speaks of ego as a natural trait in all men, and as an uncontrollable disease. In this, Stravinsky attacks how the conductors are merely concerned with their status rather than the quality of the music they render. The quotations around the words â€Å"great† and â€Å"style† also serve to create a satirical emphasis on the words’ accompanying connotations. For instance, conductors are often revered as great but for various reasons. According to Stravinsky, this status is not acquired through the creation of â€Å"great† music, but through making the former seem to be true. Also the conductor’s â€Å"style,†Ã‚  according to Stravinsky, is not a genuine technique in conducting, but merely a series of fabricated gestures that make them unique from other conductors. Several comparisons to conducting also serve to express Stravinsky’s overall point of view and desired message. First, he relates conducting directly to politics. He regards conducting as â€Å"more for the making of careers and exploiting personalities.† Conductors must manipulate people just as politicians do; they must be a â€Å"complete angler.† Through the manifestation of the relationship between politics and conducting, Stravinsky depicts conducting as a dishonest and manipulative affair. Stravinsky then speaks of conductors’ ego and relates it to a disease, a â€Å"disease that grows like a tropical weed under the sun of a pandering public.† This comparison demonstrates how conductors’ egos control their actions and provide the social faà §ade of â€Å"greatness.† Stravinsky relates conductors to actors as well. He mentions that conductors must play a role to appear great. Also expressed in the passage is that most audiences know very little about the music being performed, therefore allowing the conductor to merely show the audience how to feel and react. In conclusion, Stravinsky attacks the actual necessity and overall role of orchestra conductors. Throughout he effectively uses distinct rhetorical devices and language and, in turn, successfully conveys his inclusive perception of them.

European Factory Workers and Urban Artisans Essay

In the eighteenth century much of Europe was experiencing an industrial production, furthering toward a more industrial society. Many people were supporting the new society, while others were criticizing it. From 1845-1847 Europe was experiencing poor harvests, which caused the Irish famine. Irish peasants died from starvation, while others migrated. Artisans and factory workers were undergoing a process called proletarianization. It was where an owner would pay a wage and the worker would lose all ownership of production. If the factory ran smoothly, then it would be a better chance that the workers would have a safe workplace, but if that wasn’t the case then the workers may have to work in poor work conditions. Urban artisans experienced the process a little differently than the factory workers. Metal workers and craftsmen saw an increase in demand for their work. Artisans were working for masters, first as apprentices, then as journeymen. The master owned the equipment and the workers owned the small tools used. The journeymen would later become masters. The guild system allowed the factory to run smoothly. Liberals did not like the labor or guild systems and they tried to make them illegal. Masters were very competitive. They began to follow confection, which is where they make everything standard instead of individualistic. This made the artisan less valuable. Unskilled workers would come from the countryside to work. It became more difficult for journeymen to become masters, in turn artisans would become wage labors for life. Nineteenth-Century European Women Women in the Early Industrial Revolution The revolution had a great impact on the home and family life for women. Women could depend on the male’s wages. Children would follow the roles of their parents. This occurred within the middle and lower class families. Women were also allowed to work and make their own wages to support themselves if they had the desire to do so. The skills required to work were lowered when women started working. Textile production played a big role in the industrial revolution, so women were involved from the start. Women did the majority in the textile production until it was moved to factories, then the men replaced the women. In the 1820’s unmarried women rapidly became employed in factories. Most of the women working in factories were usually unmarried or widowed because it was less likely for them to become pregnant or get influenced by their husband to quit. At midcentury, the women accounted for less than half of all employment. In France, the working women continued to work on the land. In England, they were domestic servants. Women’s working conditions were almost always harsh and they were always exposed to exploitation. Social Disabilities Confronted by All Women During the early nineteenth century women suffered from social and legal property rights, family law, and education. By the end of the century improvements were being shown in those areas. Europeans were classified into ranks and women were inferior to men. In the late nineteenth century married women could finally own their own property in their own name. Women had no standing with the law. The reform of women’s property rights came slowly. By 1882 Great Britain allowed married women to own property. In France, a married woman could not even open a savings account in their name until 1895. In 1907, they were allowed to receive their own wages. In 1900 Germany allowed women to work without their husbands’ permission. Similar laws began to strike in Europe. The law also worked against women, for example legal codes made wives obey their husbands. The Napoleonic Code and the Roman law made women legal minors throughout Europe. Everything was more difficult for women including; divorce, keeping their children, contraception, and abortion. Women were controlled by men. Women had less access to education and they were only educated enough for the domestic careers that they were expected to follow. The percentage of illiterate women outnumbered that of women. The more professional education remained reserved for men until the third quarter of the century. Italian women had a better chance with education. Keeping women from school helped keep women out of social and economic events. School teaching became a profession for women. As things progressed women worked more and the jobs required little or no skill.

Postal Service Wants to Offer Payday Loans

Postal Service Wants to Offer Payday Loans Even though it loses massive quantities of it every year, the U.S. Postal Service (USPS) wants to loan you money. Short-term â€Å"payday† loans are just one of the financial services the USPS has proposed offering though Post Offices in order to serve the scores of American â€Å"unbanked† individuals and families, while protecting them from predatory payday lenders and, of course, bettering its own dismal financial status. According to a report from the USPS’ inspector general, one in four U.S. households lives at least partially outside the financial mainstream without bank accounts or using costly services like payday lenders – and spends an average of $2,412 each year just on interest and fees for such alternative financial services. â€Å"Many of the 34 million financially underserved households - representing 68 million adults - are treading water very close to the economic edge,† wrote the inspector general. â€Å"Unexpected expenses can push them over the brink into homelessness or bankruptcy, which come with broad social and economic costs.† The inspector general estimates the USPS could bring in almost $9 billion a year by capturing just 10% of the $89 billion spent on alternative financial services in the U.S. every year. â€Å"Postal financial services may appeal to many customers who feel abandoned by major financial institutions,† states the report. â€Å"Postal organizations have an unmatched ability to reach consumers from diverse backgrounds.† As the report notes, many international postal services are already garnering significant new revenue by offering financial services. Of course, the USPS also hopes to make money by charging interest on these short-term loans, but at a far lower rate than those charged by traditional payday lenders. USPS Brand Payday Loan vs. Traditional Payday Loans The USPS inspector general suggests the Postal Service could offer short-term – payday – loans with interest rates of 28%, compared to the average interest rate of 391% charged by traditional payday lenders. For example, a person borrowing $375 from a traditional payday lender would end up having to pay back a total of about $896, including $521 in interest and fees. The same $375 borrowed from the USPS would end up costing only $423, including $48 in interest and fees. â€Å"That single loan from the Postal Service could effectively put $472 back into a consumer’s pocket, which he or she could then use on more economically productive expenses,† stated the report. â€Å"If even one-tenth of the 12 million Americans who take out a payday loan each year got this hypothetical Postal Loan instead, they could collectively save more than half a billion dollars a year in fees and interest.† In addition, says the inspector general, short-term Postal Service loans would allow the estimated 10 million unbanked U.S. households which cannot afford high-interest rate payday loans to borrow the money they need. â€Å"There is a wide range of consumers who need access to small-dollar credit, and the Postal Loan could strongly appeal to these different types of borrowers,† noted the inspector general. â€Å"For example, people whose income varies throughout the year, consumers with no other avenues to credit, families with unexpected expenses, and others.† Finally, contends the report, affordable Postal Service loans would help people break the â€Å"cycle of debt,† that forces them to borrow more money to make payments on existing loans. According to a 2104 report from the Consumer Financial Protection Bureau, more than 80% of payday loans are either extended or followed by another loan less than two weeks later. While the â€Å"average† interest rate for traditional payday loans may be 391%, the Consumer Federation of America (CFA) has warned consumers of online payday lenders charging interest rates of 650% USPS Vows Not to Compete with Banks If you own a bank, don’t worry. The inspector general makes it perfectly clear that the USPS has no intention of becoming a bank or even competing with banks. Instead, says his report, in offering small short-term loans and other financial services, the Postal Service would â€Å"greatly complement† the services offered by banks. Correctly noting that banks are closing branches in inner city low-income and rural areas nationwide, the inspector general says the USPS would help banks â€Å"fill the gaps in their efforts to reach the underserved.† And remember, â€Å"The Postal Service also is among the most trusted companies in America, and trust is a critical element for implementing financial services,† he added. Also See: Postal Services Wants to Deliver Groceries

S - Glossary of the First World War

S - Glossary of the First World War SAA: Small Arms Ammunition. Sablatnig SF-Types: Series of German reconnaissance floatplanes.Sac terre : Sandbag.St. Étienne Gun: French machine gun used when production of the standard Hotchkiss gun couldn’t meet demand. Originally used a thirty round magazine; withdrawn in 1916.Salient: Any ‘bulge’ or projection out from a battle line.Sallies / Salvoes: Salvation Army Officers; ran relief operations behind the lines.Salmson 2: French armed reconnaissance biplane used in 1918.SAML: Italian reconnaissance biplane.S ammunition: Spitz-Munition, the normal German bullet.Sammy: French slang for Americans.Sandbag: Bags filled with earth or sand and used in the construction of defences.San fairy ann: British expression of fatalism.Sangar: Wall to defend against small arms fire.Sap / Sapping: In trench warfare, the practice of digging small ‘sap’ trenches at roughly ninety degrees out from existing lines and then digging a new trench line at the front of the saps. A slow, but relat ively safe, way of moving forward.Sapper: Royal Engineer. Sarg: Slang for the Hansa-Brandenburg D1 airplane.Sausage: Captive barrage balloons.Sausage Hill: ‘To go to Sausage Hill’ was to be captured by Germans.SB: Stretcher Bearer.Scharnhorst: Class of German armoured cruiser.‘Schlanke Emma’: Skinny Emma, a 305mm howitzer built by Austria-Hungary and famously (and very effectively) used by Germany in 1914.Schusta: Schutzstaffeln (below).Schutzstaffeln: German unit protecting reconnaissance aircraft.Schà ¼tzen: German Rifle Corps.Schà ¼tzengrabenvernichtungaautomobil: Tank.Schà ¼tte-Lanz: A type of German airship.Schwarze Marie: German slang for a heavy naval gun.Schwarzlose: The standard machine gun of the Austro-Hungarian army; fired 8mm bullets.Scran: 1. Food, 2. Rubbish.SD: Sanitts-Departement, Medical Department of the German War Ministry.SE-5: British fighter biplane used after 1917.Sea Scouts: British observation airships.Seaplane Carriers: Ships which carried seaplanes; these could sometimes take off from the deck of the carrier, but couldn’t land; instead they used floats to land in the sea and where winched back on. Selective Service Act: Law requiring all US males between 21-30, later 18-45, to register for possible conscription.Sepoy: Indian private of infantry.Shashqa: Cossack Sabre.Shell dressing: A dressing larger than the field dressing.Shell Shock: Psychological damage/trauma caused by exposure to warfare.Shinel: Russian Greatcoat.Short 184: British floatplane torpedo bomber.Short 320: British floatplane torpedo bomber.Short 827: British reconnaissance floatplane.Shrapnel: Officially balls carried by certain artillery shells to cause maximum damage to infantry, but often used to describe all shards/damage causing pieces from artillery shells.SIA: Societ Italiana Aviazione, Italian manufacturer of aircraft.SIA-9B: Italian reconnaissance biplane of 1918.Siemens-Schuckert D-I: German fighter plane, a copy of the Nieuport 17.Siemens-Schuckert D-IV: German fighter plane of 1918.Siemens-Schuckert R-Type: Large German bombing plane.Sigarneo: Okay.Signalese: The phonetic alphabet.Sikorski IM: Rus sia heavy bomber. Silent Percy: Slang for a gun firing at such range it couldn’t be heard.Silent Susan: High velocity shells.Silladar: System where Indian cavalryman owned their own horse.Sister Susie: Women doing army work.SIW: Self Inflicted Wound.Skilly: Very watery stew.Skite: ANZAC slang for a boaster.Slack / Spoil: Debris caused by an explosion.SM: Company Sergeant Major.Smasher: Felt slouch hat.SmK: German armour piercing ammo.SMLE: Short Magazine Lee-Enfield.Snob: A soldier who repaired boots.Soldier’s Friend: Type of boot polish.Sopwoth Baby: British floatplane.Sopwith Camel: British fighter biplane used from July 1917 to the war’s end.Sopwith 5F-1 Dolphin: British fighter/ground attack biplane.Sopwith ‘Pup’ / Scout: Officially called the Sopwith Scout or Type 9901, the Pup was a single seat fighter.Sopwith TF-2 Salamander: British ground attack biplane.Sopwith Schneider: British floatplane.Sopwith 7F-1 Snipe: British fighter biplane.Sopwith 1 1/2 Strutter: B ritish fighter biplane used by many of the Allies. Sopwith Tabloid: British scout and light bombing plane.Sopwith Triplane: British fighter plane with three wings.SOS: 1. The firing of colour coded rocket from the front line to call down supporting fire. 2. Service of Supply.Sotnia: Russian cavalry squad.Sotnik: Cossack lieutenant.Souvenir: To steal.South Carolina: American class of battleships.Sowar: Indian cavalry soldier.SP: Section de parc, French mechanical transport.SPAD: French manufacturer of aircraft originally called Socià ©tà © Provisoire des Aà «roplanes Deperdussin, but replaced in 1914 by Socià ©tà © pour l’Aviation et ses Dà ©rivà ©s.Spad A-2: French armed reconnaissance biplane, used mainly on the Eastern front.Spad S-VII: French fighter biplane.Spad S-XIII: French fighter biplane used by most allies after summer 1917.Spad S-XVII: French fighter released in 1918.‘Spandau’ Gun: Allied name for the German 7.92mm Maschinengewehr, derived from a confusion of official names (the Allies thought th e gun was called a Spandau, not produced by them). ‘Spider’s Web’: A system of floatplane patrols targeting submarines in the North Sea after May 1917.Splash: Either bullet fragments which pass through a tanks observation slits or splinters of metal knocked off the outside of a tank by bullet impacts.Springfield: Standard rifle of the US army.Spud: 1. Potatoes 2. Anyone called Murphy 3. Iron devices attached to tank tracks to improve grip. Squaddy: Soldier. SR: Scottish Rifles, the Cameronians. SRD: ‘Service Rum, Dilute’, label on rum jars. SS: Section sanitaire, French field ambulance. Stabsoffizier: German field officer. Stand down: The end of a stand-to (see below). Standschà ¼tzen: The reserve mountain troops of Tirolea. Stand To: Manning trenches to repel at attack, always done at least as dawn and dusk. Starshina: Lieutenant-Colonel of the Cossacks. Starski unteroffizier: Russian sergeant. Stavka: The central command of the Russian army. Stellenbosch: Being relieved of command and sent home. Stick-bomb: Hand grenade with a handle. Stinker: Winter goatskin jerkin. Stinks: Soldiers handling gas. Stomag: Stabsoffizier der Maschinengewehre, German staff officer of machine gun units. Stosstruppen: Storm troops. Stoverm: Stabsoffizier der Vermessungswesens, German staff officer of surveying. Strafe: 1. A bombardment/clump of fire. 2. To be told off. Straight: Truth. Stranbaus Horn: Gas alarm. Stunt: 1. An attack. 2. Something clever. Sturmpanzerkraftwagen: Tank. Sturmtruppen: Storm troops. Subedar: Indian lieutenant of infantry. Submarine: British nickname for the bloater fish. Suicide club: A bombing party. SVA: Savoia-Verduzio-Ansaldo, Italian manufacturer of aircraft. Swaddy: Private soldier. Swagger-stick: Cane carried by off duty soldiers. Systà ¨me D: French slang for confusion. : French slang for confusion.

Sociology can be a potent tool for the emancipatory youth worker Essay

Sociology can be a potent tool for the emancipatory youth worker discuss - Essay Example "It is never localized here or there, never in anybody's hands, never appropriated as a commodity or piece f wealth" (1980a, p. 98). Although discourse and practice pre-exist us, we learn to harness them to our own end. The notion f power being located within rules and regulations which are continually adopted and transformed by individual agents is central to Giddens' structuration theory f power (1984,p. 14). Foucault is known for his work analyzing changes in the discourse and practice f discipline and punishment, particularly in relation to education (1977a) but, with the exception f Dwyer's (1995) study f post-compulsory education in Australia, his theories have not had any major impact in adult education (Westwood, 1992). To understand the notion f empowerment and emancipation, we must begin with an analysis f power. This leads immediately to a fundamental problem: If power dictates or produces truth, how do we recognize true statements about power More fundamentally, is truth possible beyond power We may believe, with Habermas, that there is a realm f truth which exists beyond power and which is central to authentic human being, communication, and voluntary social order. Habermas (1984) argues that the "orientation to reaching understanding" is a universal feature f human communication which is central to overcoming self-interest and the domination f economic and political power in our lives (p. 286). This is also the fundamental assumption underlying Mezirow's (1994; 1995) theory f adult learning. Foucault, however, insists that there is no truth without power (1980a, p. 131). It is in and through power that what is known, what is said, what is taken for granted, and what is regarded as the truth a re constituted. The tensions between these two positions are central to the following discussion. It is argued that for people to become emancipated it is important first to be able to distinguish social action deriving from power as opposed to, for example, love and affection. It is also important to distinguish different types f power. This is something which is missing in Mezirow's work. Within a Habermasian framework, understanding how power works is crucial if people are to prevent the colonization and technization f the lifeworld by power and money and develop a society based on free, undistorted communication (Habermas, 1987, p. 183). It is argued here, that for emancipatory learning to reach its full potential, there is a need to go beyond an analytical realist typology f power to a Foucauldian structuralist analysis which helps people understand how they are limited and controlled by discourses and practices (Honneth, 1993; Kelly, 1994). The central tenet f this paper is that empowerment involves people developing capacities to act successfully within the existing system and structures f power, while emancipation concerns critically analyzing, resisting and challenging structures f power. The first section begins with an analysis f empowerment. Empowerment used to be associated with a wide variety f radical social movements (Bookman, 1988; Davis, 1988; Hanks, 1987; Inglis, 1994; Kieffer, 1984; O'Sullivan, 1993; Solomon, 1976; Villerreal, 1988). In more recent years, however, it has been appropriated by organizational