Speech Essays - Cosmetics, Facial Hair, Eye, Eyelash Extensions

Speech Essays - Cosmetics, Facial Hair, Eye, Eyelash Extensions Applying makeup is an art that anyone can achieve, with this information it is practiced on a daily basis. Contouring and highlighting helps to enhance and define facial features, without the plastic surgeon and needles. Also our eyes are constantly making a statement. We can frame the windows to our soul with beautiful eyelashes. Consequently, the following will reveal how to apply makeup in the ramifications of contouring, highlighting, and applying false eyelashes. Facial contouring consists of highlighting places you want to stand out, and shading places you want to reciede. To start a general guideline would be to imagine an upside down triangle centered on the face. The side of the triangle that is parallel to the floor, would be aligned with the eyebrows following the point of the triangle to the chin. The triangle should include eyebrows, eyes, cheekbones, nose, mouth and the center of the chin. This step is important because the triangle shows the focus of the face, which should be highlighted. Choose a concealer that is 1-2 shades lighter than your skin tone. Begin to apply to the highlighted areas inside the imaginary triangle. Then, blend the highlighted areas with a synthetic brush or a damp cosmetic sponge. Both tools will help absorb any excess makeup in case application is too heavy-handed. Set the areas with a powder to ensure the longevity of the makeup. After that we can now look into shading the areas we want to slim down. Cont ouring is a technique that will help create the appearance of chiseled cheekbones, jawline and a slimmer nose. Choose a contour shade that is 3 to 4 shades darker than your skin tone. Be mindful of your type of skin tone whether it is cool, neutral, warm, red, or olive. The next step is to find where to place that contour. Keep in mind everyones face shape varies, the general guideline is an imaginary number three. Therefore hugging the perimeter of the face, the three is starting from the forehead, then curving underneath the cheekbone, and the last curve would be tracing the jawline. After those regions have been shaded in with the contour product we can now blend it with a synthetic brush or cosmetic sponge. It is important to blend within the imaginary three and not to stray away from those areas. Now that the face is defined, we can go ahead and define our eyes. Whether it is a workplace, presentation, school day, or party, defining your eyes with false lashes can accentuate the eyes wherever you go. Choose a style of lashes you wish to wear, there are millions of options from natural to drama even costume/drag queen lashes. Next, pick up the last strip with a pair of tweezers or fingers and measure to the eye shape. Start from the beginning placing the lash strip 3 millimeters away from the inner corner of the eye. Often times the lash band can poke and irritate the tear duct area if it is too close. Trim the extra length hanging from the end. Begin to apply a thin layer of eyelash glue to the lash band, make sure to wait 30 seconds for the glue to become tacky. If the glue is too wet it can cause difficulty because the false eyelashes will start to slide all over the eyelid. Tilt the head up and place the mirror to angle upwards to get a better view of the application. Lay the eyelash strip on top of your eyelashes to mimic the angle of na tural lashes. Press the middle of the lash strip with the tweezers onto lash line, then secure the front of the lash strip by the inner corner and lastly secure the end of the lash strip. To help blend the false lashes with the real lashes, pinch the lashes along the lash line together. Apply mascara to better camouflage the false lashes. If the false lash band is showing then add black eyeshadow tightly to give the illusion of a thicker lash line. Makeup is not for everyone, which is okay. My interest in makeup first came about because of my insecurities. However, makeup has taught me it isnt about fixing our

How to use GoToWebinar - Emphasis

How to use GoToWebinar How to use GoToWebinar On Wednesday 23 November, Emphasis CEO Rob Ashton will be holding an online seminar: How to supercharge any sentence in 60 seconds. Here is some information for participants. When you join the session, you will see a control panel on the right side of your screen that looks something like this: To watch and hear the presentation, you shouldnt need to do anything just listen through your headset and watch the screen. If you have any questions, you can raise your hand to ask a question by pressing the raise hand button: When Rob is ready to take your question, he will un-mute your microphone. You can also ask a question by typing it into the box, as shown below: We look forward to seeing you there. If you missed the session but would like to watch a recording of it, you can do so here.

Complusory Insurance bill Essay Example | Topics and Well Written Essays - 3000 words

Complusory Insurance bill - Essay Example Whilst participation consent is implied in respect of injuries falling within the ambit of inherent risks in the game, the extent of this "consent" has become contentious in practice with negligence liability arising for non-contact sport in addition to contact sport. For example, in the case of Condon v Basi ([1985] 1 WLR) it was asserted that an "inherent risk" in the game for the purpose of determining implied consent was essentially a question of fact, dependent on the circumstances of the game, including the regulations, the rules and customs and the inherent dangers. It was further stated that this was an objective test. Accordingly, the parameters of liability have remained uncertain with regard to who the appropriate tortfeaser is, along with the extent of liability for both professional and amateur players bringing claims in negligence. For example, in the leading case of Smoldon v Whitworth (1997] PIQR 133) it was determined that a referee of the Rugby Union match was liable for injuries suffered by a rugby player by another player as a result of a collapsed scrum. In this particular case, the referee had failed to enforce the rules of the International Rugby Board as applied to a rugby game, in which there were more than 20 collapsed scrums. Furthermore, there had also been complaints from certain players, a warning from one of the touch judges and shouts from the spectators. Furthermore, in the more recent case of Vowles v Evans ([2002] EWHC 2612), the Court of Appeal asserted that at all levels of sport a referee owed a duty to take reasonable care for the safety of players. Legal commentators have suggested that these cases by analogy point towards potential liability of coaches for failing to take reasonable care for the safety of their players. However, the liability of coaches remains ambiguous as it has been untested, however in light the Smoldon decision, the categories of potential defendants has clearly widened in sports injury claims. It is also important to mention that the relevant organisation putting on the game could also be liable for the player's injuries. For example, in the case of Watson v British Boxing Board of Control [2001]2 WLR 1256, it was held that the Board owed Watson a duty of care to provide appropriate resuscitation equipment and a person or persons qualified to use such equipment at the ringside. The Court made it clear that it was the duty of the Board and of those advising it on medical matters to be proactive in accounting for foreseeable risks and to seek competent advice as to how a recognised danger could be combated. Firstly, in the case of Condon v Basi ([1985]) the Court of Appe

US taxes Essay Example | Topics and Well Written Essays - 250 words

US taxes - Essay Example Ruane William reported that income tax is excluded for foreign income that is less than $ 95, 100 but in mid-December 2011, a minimum tax was imposed on foreign currencies that these companies earn from all the outsourced jobs and other operations (18). Tax increase on wealthy U.S citizens is intended to create a cash reserve for creating jobs for millions of unemployed American youths. This concept will prevent another recession that hit the U.S. in 2010 where a large number of citizens especially in the middle class lost their jobs, unemployment rose drastically and small businesses folded. In the past, the wealthy citizens paid less that 28% of their total earnings as tax while the middle class paid more tax. Job creation using tax reforms will improve the economy of the U.S and that of each household. American companies that outsource their jobs and operations to foreign countries because of cheap labor will be forced to create jobs in the U.S because they will incur losses because of reduced tax on foreign money that they earn. Americans require companies that outsource jobs to foreign countries to create jobs in the U.S and improve both income and working

Learning Technology Essay Example for Free

Learning Technology Essay Due to their nature, a lot of possibilities are opened up in virtual worlds that are not present in the real world. These can make it highly conducive to learning new things. For instance, students that are separated by geography can share a class. A virtual environment ensures that procedures or demonstrations normally limited by scope or expense can be repeated, observed and redone as often as necessary. The very idea that is entertainment, and not just another â€Å"day in class† provides a stimulus to education that real schools often lack. The greater opportunity for collaboration, relative safety and convenience provided by online gaming certainly makes it a solid platform capable of delivering the lessons of the future. Cons of Using Second Life as a Learning Technology Some aspects of learning can never be completely replaced however. While Second Life may offer a greatly enhanced experience and rapid transfer of information, it is still nothing like face-to-face interaction. A wholly automated method of teaching is still prone to disruption and malicious griefing, especially in an online game like Second Life. And virtual objects will never be a substitute for tangible things, making it difficult for educational applications that require hands-on training. Overall, the pros outweigh the cons, and many institutes of higher learning are already aware of this fact. Utilizing Second Life as a Educational Tool for the Real World Learning a new language is an effort that can be greatly enhanced by interaction with elements that are connected to the culture in some way. There a quite a few themed regions in Second Life that are almost perfect replicas of their real-world counterparts, complete with native speakers to boot. Virtual tourism is the perfect way to learn and remember commonly-used phrases before the real trip. References Kock, N. , Verville, J. , Garza, V. (2007). Media naturalness and online learning: Findings supporting both the significant- and nosignificant-difference perspectives. Decision Sciences Journal of Innovative Education, 5(2), 333-356.

Frankenstein Vs. The Monster Essay -- English Literature

Frankenstein Vs. The Monster At this point in the novel, I sympathize with the monster even though he has become a terrible person. As his creator, Victor Frankenstein should have cared for the monster despite his disgusting appearance. Frankenstein failed to provide the monster with any type of parental guidance and instead ran away from his responsibilities. In the first few hours of his birth, the monster is faced with rejection, even from his creator. If Frankenstein would have guided and nurtured him, then the monster would have never sought revenge on Frankenstein and his family. However, I sympathize mostly with the monster because he is no the one to blame. I believe with most instances that the parent is the one to blame. The parent influences a child the most in that child's life. If a child lives in a bad or corrupt family that child will live with a damaged past. All that child knows is the failure of a family. Therefore, there is a continuation of this through family generations. Without a home or any place to go, the monster is forced to live in t...

Pro- Cell Phones and Ipods in School Essay

Alex Hightower Cell phones are taking over high schools, let’s face it. In this day and age cell phones and mp3 players are almost a necessity. Have you ever been sitting in the middle of class and you hear a cell phone go off? The common reaction is to look and see whose phone it was, then you lose focus and the teacher has to repeat what they were saying. This gets most teachers mad and many students upset. Students believe that teachers taking their phones away are not fair, when really you should have been paying attention to the lesson instead of distracting another student from learning. The teachers do not want to take the  cell phone  or mp3 players away from you but it is part of their job duties. They just want what is best for you and they want you to succeed in life. Many school administrators have taken the position that school rules should prohibit the use of  cell phones  and mp3 players during class, tests, and exams and in the bathroom. I disagree. I think that they should allow cell phones and mp3 players in school. For one, it is safer to let children have their phones so they can contact their parents during the day, that way the parents know that their child is safe at school. If there is an emergency or accident the parents would want to know about it and if everyone is okay. The school board can only send out a voicemail so quickly and it would have all the information that their child would. It also wouldn’t give specific information pertaining to the child. It would send them into a panic, worrying that their kid is injured. If they were allowed to use their phones, they would call their parents and tell them that everything is okay. That would also relieve the stress of the school board about having to tell the parents because the kids would have already done it. Most kids these days have low attention spans. Those same kids also listen to music in their spare time. For example, while they read or do homework and likely concentrate better while doing this. So if we let them listen to music on their iPods or mp3 players during silent work, they would talk to other class mates less and they would finish their work more accurately and faster. Using iPods in class during silent work would help the kids do their work more accurately. Another concern is that a class mate might steal another class mate’s cell phone or mp3 player. This can happen but might be less likely if the student is allowed to use it. If the student is allowed to text in class he or she is going to check their phone or mp3 player more often than they would if they weren’t allowed to text or listen to music in class. Cell phone and mp3 players can be distracting in class, while teaching, but that’s why, rather than banning them, there should be a guide line set. The cell phone or mp3 player doesn’t need to be out the entire day or the entire class period but they also don’t need to be banned altogether. They should be used appropriately throughout the school day and emergencies. They also shouldn’t be taken if the student is caught with a cell phone or mp3 player. The ones that get caught are usually the ones contacting a parent because they are sick and not paying attention to the teacher. Having the phone sit in the office makes the school directly responsible for whether or not the cell phone is stolen or broken, which could result in a law suit, depending on the parents and the type of cell phone. Whoever pays the bill for the cell phone wouldn’t be happy if they can’t get to it because they have to work and it just sits in the office, causing them to pay for something that’s not being used. There is no real downside to letting students have their cell phones mp3 players in class. It’s better for parents who may need to contact their kids during school hours. It’ll help kids concentrate in class. It could make them use their phones less; we are more likely to do something were not allowed to do. That’s why we should allow cell phones and mp3 players in school.

Achilles as the Anti-Hero in Homer’s “Iliad” Essay

From beginning to end of Homer’s The Iliad, Achilles is portrayed as a man stagnant in his ways. He is arrogant, impatient, unforgiving, vengeful, and extremely stubborn, and these awful attributes never cease. Achilles’ lack of compassion perplexes the present situation involving the Achaens and the Trojans by making it difficult to figure out which side is truly good and evil–both sides have good reason to fight. Even though Achilles is set in his ignorant ways, he does manage to do some good at the end of the story. However, even though he displays this act of unselfishness, the fury within Achilles causes him to remain the unchanging, selfish man that he truly is. Agamemnon has just insulted Achilles in front of all the Achaeans, and, because of this incident, Achilles decides to return home rather than stay and fight with his own people. Returning to his tent, Achilles calls upon his mother, Thetis, a goddess, to beg Zeus for one favor: ‘Persuade him, somehow, to help the Trojan cause, / to pin the Achaeans back against their ships, / trap them round the bay and mow them down. / So all can reap the benefits of their king– / so even mighty Atrides can see how mad he was / to disgrace Achilles, the best of the Achaeans!’ (1.485-490). Rather than put his anger aside and continue to help in the battle, Achilles, being the best warrior, not only stops fighting, he summons his mother to ask Zeus to make his people suffer. His pride and arrogance overrun his rational thinking, and his attempt to make his own people suffer as he watches makes his disgusting behavior incomprehensible. Zeus complies with Thetis’ request, and the Trojans eventually force the Achaeans back to their ships. After many great losses, Agamemnon sends messengers to Achilles to ask the great warrior to rejoin the battle. Reviewing the gifts of Agamemnon, Achilles replies, â€Å"‘I say no wealth is worth my life!'† (9.488). Although this is a noble statement, Achilles answers more out of anger and haste. His inability to listen to reason and understand the full scope of the Achaean’s dreadful situation allows a transparent look inside the workings of a mind consumed with revenge. Achilles begins The Iliad with anger, and that anger within him never ceases. After hearing Achilles’ pitiful excuses for not returning to battle, Ajax retorts, â€Å"‘Achilles– / he’s made his own proud spirit so wild in his chest, / so savage, not a thought for his comrades’ love– / we honored him past all others by the ships. / Hard ruthless man'† (9.768-71). Ajax’s words represent the solidity of Achilles’ ways. Due to his stubbornness, Achilles has now lost the respect of the men that once worshipped him like a god. Ajax concludes his speech to Achilles: ‘You–the gods have planted / a cruel, relentless fury in your chest! All for a girl, / just one, and here we offer you seven–outstanding beauties– / that, and a treasure trove besides. Achilles, / put some human kindness in your heart’ (9.778-81). This statement by Ajax is extremely important because he draws upon the fact that Achilles is the offspring of the immortal goddess, Thetis. Although Achilles is mortal he exudes god-like qualities that are envied and worshipped by his friends and enemies. The fact that Ajax has to remind Achilles to act human focuses the attention to the irrational behavior of the gods themselves. Achilles’ actions are no more irrational than those of the gods, and he continues to emulate their vengeful behavior until his demise. The most important turning point in The Iliad is the loss of Achilles friend, Patroclus. After plunging his spear into Patroclus, Hector mocks the orders of Achilles: ‘Now don’t come back to the hollow ships, you hear?– / Patrolclus, master horseman– / not till you’ve slashed the shirt around his chest / and soaked it red in the blood of man-killing Hector!’ / So he must have commanded–you maniac, you obeyed (16.482-86). Although Hector believes that Achilles sent Patroclus to drive the Trojans back to their city walls, some truth lies within his statement. Achilles  realizes that the Achaens need his presence and fighting ability in order to win the war over the Trojans, but once again he stubbornly refuses to assist in what he views as Agamemnon’s war. He agrees to lend his armor to Patroclus instead, and by not parting with his vengeful feelings against Agamemnon and joining the fight, he becomes responsible for the death of his friend at the hands of Hector. The death of Patroclus forces Achilles to put his differences with Agamemnon aside and fight once more. The acts of Achilles after the death of Hector offer a glimpse inside his horrible nature: So he triumphed / and now he was bent on outrage, on shaming noble Hector. / Piercing the tendons, ankle to heel behind both feet, / he knotted straps of rawhide through them both, / lashed them to his chariot, left the head to drag / and mounting the car, hoisting the famous arms aboard, / he whipped his team to a run and breakneck on they flew, / holding nothing back (22.465-72). Realizing he was about to die, Hector begs Achilles to allow his body to remain with his people for proper burial. Achilles shockingly mocks and scorns Hector, then, after brutally killing him, drags his naked body at the walls of Troy for all Trojans to witness. Although it is common for armies to take their dead enemies and display them as a sign of victory, the fact that Hector takes a moment to ask Achilles to be respectful of his dead body reveals much about the two warriors. Achilles is now being compared to Hector, whose deep feelings for family and love greatly contrast the shallow concerns of Achilles. Even after he agrees to give Hector’s body back Troy, for a price of course, Achilles remains as he did in the beginning of the story–uncompassionate to the human condition. The Iliad is the story of Achilles’ fury, but Homer’s attempts to show character development and maturity fail, and what is left is a broken shell of a man who chooses to die on the battlefield rather than marry, settle down, and be content with himself. Achilles’ feeble attempt to show compassion for Hector’s father, Priam, is an act that is spawned only by the  threats and commands of the gods. If Achilles had made the decision by his own free will to do an act of decency, perhaps then some sympathy for him would be in order. The Iliad offers insight into the mentality of men who are driven by greed, lust, anger, and revenge–themes that will run throughout the course of history until this very day.

Demeter and the Abduction of Persephone

Demeter and the Abduction of Persephone The story of the abduction of Persephone is more a story about Demeter than it is about her daughter Persephone, so were starting this re-telling of the rape of Persephone beginning with her mother Demeters relationship with one of her brothers, her daughters father, the king of the gods, who refused to step in to help- at least in a timely manner. Demeter, goddess of the earth and grain, was sister to Zeus, as well as Poseidon and Hades. Because Zeus betrayed her by his involvement in the rape of Persephone, Demeter left Mt.Olympus to wander among men. Hence, although a throne on Olympus was her birthright, Demeter is sometimes not counted among the Olympians. This secondary status did nothing to lessen her importance for the Greeks and Romans. The worship associated with Demeter, the Eleusinian Mysteries, endured until it was suppressed in the Christian era. Demeter and Zeus Are Parents of Persephone Demeters relationship with Zeus had not always been so strained: He was the father of her much-loved, white-armed daughter, Persephone. Persephone grew up to be a beautiful young woman who enjoyed playing with the other goddesses on Mt. Aetna, in Sicily. There they gathered and smelled the beautiful flowers. One day, a narcissus caught Persephones eye, so she plucked it to get a better look, but as she pulled it from the ground, a rift formed... Demeter had not been watching too carefully. After all, her daughter was grown. Besides, Aphrodite, Artemis, and Athena were there to watch- or so Demeter assumed. When Demeters attention returned to her daughter, the young maiden (called Kore, which is Greek for maiden) had vanished. Where Was Persephone? Aphrodite, Artemis, and Athena didnt know what had happened, it had been so sudden. One moment Persephone was there, and the next she wasnt. Demeter was beside herself with grief. Was her daughter dead? Abducted? What had happened? No one seemed to know. So Demeter roamed the countryside looking for answers. Zeus Goes Along With Persephones Abduction After Demeter had wandered for 9 days and nights, searching for her daughter as well as taking out her frustrations by randomly torching the earth, the 3-faced goddess Hekate told the anguished mother that while she had heard Persephones cries, she had not been able to see what had happened. So Demeter asked Helios, the sun god- he had to know since he sees all that happens above the ground during the day. Helios told Demeter that Zeus had given their daughter to The Invisible (Hades) for his bride and that Hades, acting on that promise, had taken Persephone home to the Underworld. The imperious king of the gods  Zeus  had dared to give  Demeters daughter Persephone away to Hades, the dark lord of the Underworld, without asking! Imagine Demeters outrage at this revelation. When the sun god  Helios  insinuated that  Hades  was a good match, it added insult to injury. Demeter and Pelops Rage soon reverted to great sorrow. It was during this period that Demeter absentmindedly ate a piece of Pelops shoulder at a banquet for the gods. Then came depression, which meant Demeter couldnt even think about doing her work. Since the goddess wasnt providing food, soon no one would eat. Not even Demeter. Famine would strike mankind. Demeter and Poseidon It didnt help when Demeters third brother, the lord of the sea,  Poseidon, turned against her as she wandered in Arcadia. There he tried to rape her. Demeter saved herself by turning into a mare grazing along with the other horses. Unfortunately, horse-god Poseidon easily spotted his sister, even in mares form, and so, in stallion form, Poseidon raped the horse-Demeter. If ever she had given a thought to returning to live on Mt. Olympus, this was the clincher. Demeter Wanders the Earth Now, Demeter was not a heartless goddess. Depressed, yes. Vengeful? Not particularly, but she did expect to be treated well- at least by mortals- even in the guise of an old Cretan woman. Gecko Killing Pleases Demeter By the time Demeter reached Attica, she was more than parched. Given water to drink, she took the time to sate her thirst. By the time she had stopped, an on-looker, Ascalabus, was laughing at the gluttonous old woman. He said she didnt need a cup, but a tub to drink out of. Demeter was insulted, so throwing water at Ascalabus, she turned him into a gecko.Then Demeter continued on her way about another fifteen miles. Demeter Gets a Job Upon arriving at Eleusis, Demeter sat down by an old well where she began to cry. Four daughters of Celeus, the local chieftain, invited her to meet their mother, Metaneira. The latter was impressed with the old woman and offered her the position of nurse to her infant son. Demeter accepted. Demeter Tries to Make an Immortal In exchange for the hospitality shed been extended, Demeter wanted to do a service for the family, so she set about to make the baby immortal by the usual immersion in fire and ambrosia technique. It would have worked, too, if Metaneira hadnt spied on the old nurse one night as she suspended the ambrosia-anointed infant over the fire. The mother screamed. Demeter, indignant, put the child down, never to resume the treatment, then revealed herself in all her divine glory, and demanded that a temple is built in her honor where she would teach her worshipers her special rites. Demeter Refuses to Do Her Work After the temple was built Demeter continued to reside at Eleusis, pining for her daughter and refusing to feed the earth by growing grain. No one else could do the work since Demeter had never taught anyone else the secrets of agriculture. Persephone and Demeter Reunited Zeus- ever mindful of the gods need for worshipers- decided he had to do something to placate his raging sister  Demeter. When soothing words wouldnt work, as a last resort Zeus sent  Hermes  to  Hades  to bring the daughter of Demeter back up to the light. Hades agreed to let his wife Persephone go back, but first, Hades offered Persephone a farewell meal. Persephone knew she couldnt eat in the Underworld if she ever hoped to return to the land of the living, and so she had diligently observed a fast, but Hades, her would-be husband, was so kind now that she was about to return to her mother Demeter, that Persephone lost her head for a second- long enough to eat a pomegranate seed or six. Perhaps  Persephone  didnt lose her head. Perhaps she had already grown fond of her implacable husband. At any rate, according to a covenant among the gods, the consumption of food guaranteed that Persephone would be allowed (or forced) to return to the Underworld and Hades. And so it was arranged that Persephone could be with her mother Demeter for two-thirds of the year, but would spend the remaining months with her husband. Accepting this compromise, Demeter agreed to let seeds sprout from the earth for all but three months a year- the time known as winter- when Demeters daughter Persephone was with Hades. Spring returned to the earth and would again every year when Persephone returned to her mother Demeter. To further show her goodwill to man, Demeter gave another of Celeus sons, Triptolemus, the first grain of corn and lessons in ploughing and harvesting. With this knowledge, Triptolemus traveled the world, spreading Demeters gift of agriculture.

Rankle

Rankle Rankle Rankle By Maeve Maddox A reader declares: I rankle Or get rankled when I hear someone, usually, an athlete, is under rated. What does this mean? The question asks about the term underrated, but this post will focus mainly on rankle. First, the verb underrate: underrate: to estimate at too low a value or worth. Ex. Research shows men tend to overrate themselves and women underrate themselves. Further explanation of underrate does not seem necessary. The reader is correct in the observation that the term is frequently used in reference to athletes. For example, a Google search brings up several lists of â€Å"the most underrated sports figures†: 10 Most Underrated Athletes of All Time The 25 Most Underrated Sports Superstars of All Time The List: Underrated all-time athletes 10 of the most underrated sports stars of all time The 5 Most Underrated Athletes The 25 Greatest Underrated NBA Players of All Time Now, to rankle. Taken into English from Old French, the verb rankle initially meant â€Å"to fester† or â€Å"to suppurate.† A wound that rankled was in the process of rotting. Over time, the word has dwindled in figurative use to mean to annoy or to irritate. Rankle conveys a sense of ongoing emotional hurt or bitterness. The verb may be used transitively or intransitively. Here are examples of current use: After less than three months on the job, LePage has already managed to rankle more constituencies with his bluntness than any Maine governor in recent memory.- Deseret News Christie’s Cowboys Support Rankles Some New Jersey Residents- Wall Street Journal My father didn’t get his due. That still rankles.- Shadaab Khan $10 bill change rankles descendant of Alexander Hamilton- New York Times [Rod] Serling was not just another freelancer and he rankled at the perceived affront to his work- Jeannot Szwarc Are you rankled by your cankles? A new liposuction treatment may help- Daily Mail Note: The word cankle is a new one on me. Word flags it as a misspelling. Cankle does not appear in the OED or on the Ngram Viewer, but Merriam-Webster offers a citation from The Philadelphia Inquirer dated 2001 and defines cankle as: a wide, thick, or fat ankle that appears indistinguishable from the lower calf. Cankle is a portmanteau: calf + ankle. As for rankle, It’s a good word to convey a festering annoyance of long duration. 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:30 Synonyms for â€Å"Meeting†Hyper and HypoUsing Writing Bursts to Generate Ideas and Enthusiasm

The effects of poverty in the development of children's thinking Research Paper

The effects of poverty in the development of children's thinking related to mathematics - Research Paper Example Children from economically challenged families appear to have a more difficult time in learning mathematical skills than do children from families with secure finances. While the body of research that exists on the topic has tended to focus on ethnicity as a component to the achievement gaps that are appreciated where learning mathematics is involved, it is more clearly evident that economic disparities create achievement gaps where expectations are not being met. Economic power asserts a certain level or propriety where knowledge is concerned, but this can be used where context is shown to be essential in learning mathematical knowledge. Putting math into context with real life situations appears to increase the ability to effectively use mathematical knowledge. Socialization appears to be the key to how learning is accomplished and learning math is affected when earlier socialization towards learning intangible concepts has not been established. The effect of economics on the gaps in achievement as observed between low and high income families is more likely due to the differences in socialization towards learning rather than in a disparity in income. There is a belief based upon research that children from African American and Latin ethnic origins, as well as those from low socio-economic areas have lowered scores on standardized tests than to those from Caucasian ethnic origins and with a higher level of socio-economic advantages. According to Flores (2007), â€Å"Specifically, data show that African American, Latino, and low-income students are less likely to have access to experienced and qualified teachers, more likely to face low expectations, and less likely to receive equitable per student funding â€Å" (p. 29). ... In the study done by Flores (2007) who also focuses on socio-economic status, the statistics concerned with ethnicity is also considered. Flores (2007) presents data concerning standardized tests still shows a disparity in regard to ethnicity. In African American students, 91% have not met the mathematics proficiencies expected by the eighth grade. For Latino students that figure is 87%. Asian American students, on the other hand, show that 53% are not meeting mathematical expectations and Caucasian students are at 63%. The first notable information from these statistics is that over half of all students are not meeting mathematical achievement expectations by grade eight. The discussion, when focused on socio-economic backgrounds, shows that while 38% of children from financially secure homes meet expectations in mathematics on standardized tests, only 13% of children from economically insecure families meet those expectations (Flores, 2007). Economic disparities also lead to cultur al disparities with families having members with minds that have been trained academically have a much easier time in transferring that type of learning discipline onto their children. As poverty and academic achievement are related, families in lower socio-economic levels are less likely to have achieved higher education; therefore their children are not taught how to pursue education nor to have an admiration for economic achievement. One of the other misconceptions where research has focused on culture and ethnic issues where learning is concerned is that there has been an association with culture and ethnicity. According to work done by Nasir and Hand

Popular culture 3 Assignment Example | Topics and Well Written Essays - 500 words - 1

Popular culture 3 - Assignment Example To me, the movie is unsuitable for children because if I were to watch it as a child, I would feel scared. There are a few scary scenes and ideologies. For instance, the action of the movie spans the theme of witchcraft. The baby was born out of witchcraft and the fact that Rosemary learns that his son was the spawn of Satan. According to me, such an event is unfortunate for all children considerably because their parents can choose to raise them in the manner that pleases them. It is perhaps for the fact that children do not have the ability of choosing what they want that makes parents misuse them. It makes me have a feeling that if I were to a child again, I would question my parents a lot about their relationship. The reason for such is the fact that the film portrays that the baby was not born out of love. The impression of its conception was rape, which is a confirmation that the baby was an outcast. Therefore, my queries would concern if my parents loved and cared for me while I was a baby. There are restrained relationships in the film, which enhance the theme of evil in its competition for virtues. The movie depicts much of the sociopolitical child-raising environments of the time. There is a considerable effect that the film creates concerning why parents want to have children (Schur 373). For instance, there is the impression that some of the parents wanted to have kids because of material gain. They therefore did not have much concern about the manner in which the babies would grow up. The desire for wealth using false means is one of the contributors to the successful depiction of witchcraft in the movie. A trick in the film resulted in Rosemary falling a victim of satanic forces through the influence of a former Satanist, Steven Marcato. In conclusion, the fiction in the plot of the movie serves as a way of suggesting that what children of the generation X grow to become depends