Hypocorisma

Hypocorisma Hypocorisma Hypocorisma By Maeve Maddox When Dick Cheney said, â€Å"We’re in deep doo-doo,† he was expressing himself with hypocorisma. Hypocorisma is a type of euphemism derived from a Greek word meaning â€Å"pet name.† The English word hypocorism may be defined as â€Å"the diminutive or otherwise altered version of a given name.† Sometimes the original name is clear in the hypocorism: Johnny < John Chris < Christopher Millie < Millicent Pat, Patty Sometimes the hypocorism differs from the original name: Kit < Christopher Hal < Henry Ned < Edward Meg, Peggy < Margaret Molly, Polly Hypocorisma also applies to the diminutives of ordinary words like television and â€Å"nursery words†: words used by adults in speaking to young children. Here are examples of diminutives of ordinary words often used by adults: telly < television undies < underwear hanky < handkerchief comfy < comfortable Here are some typical nursery words. Several are euphemisms. Several are completely different in appearance from the words they represent: doggy, bow-wow for dog horsey, gee-gee for horse choo-choo for train pee-pee, wee-wee, number one for urine doo-doo, poo-poo, poop, number two for feces grown-up for adult scaredy-cat for easily frightened person The use of diminutives and pet names is usually an indication of affection or intimacy, but sometimes hypocorisma is used to diminish, infantilize, or insult. For example, the same words used as endearments by family members and close friends are seen as insulting when they come from strangers. Some people don’t seem to mind being called honey, sweetie, or babe by store clerks or other service personnel, but others feel emotions ranging from annoyance to fury: I have walked out of restaurants after being called honey [or] babe. Dear Abby said it is sexual harassment. I HATE being called honey. Newington police arrested a man they said became angry when a store clerk called him honey and then punched her in the face. A friendly â€Å"Hon† to frequent customers in a local restaurant is one thing, but in the workplace in general, employees, customers, and healthcare workers would be wise to avoid terms of endearment, especially when dealing with a segment of the population that is bombarded with such empty endearments. People in their seventies and above are so often addressed in nursery language that researchers have a word for this type of hypocorisma: elderspeak. According to Becca Levy, an associate professor of epidemiology and psychology at Yale University, the way elderly people are talked to affects their health. A University of Kansas study of the effects of elderspeak on people suffering from mild to moderate dementia found that when staff spoke to patients as if they were children, saying such things as â€Å"Good girl!† and â€Å"How are we feeling?† the patients were more aggressive and less receptive than if they were spoken to adult-to-adult. The study concluded that elderspeak sends a message that the patient is incompetent and â€Å"begins a negative downward spiral for older persons, who react with decreased self-esteem, depression, withdrawal and the assumption of dependent behaviors.† Words matter. So does context. Terms of endearment are probably best reserved for the people we hold dear. 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 Expressions category, check our popular posts, or choose a related post below:Inquire vs Enquire75 Idioms and Expressions That Include â€Å"Break†English Grammar 101: Prepositions

Caffeine affects blood pressure Term Paper Example | Topics and Well Written Essays - 750 words

Caffeine affects blood pressure - Term Paper Example It is categorized as a psychoactive drug, but its consumption is legal. The substance has several pharmacological actions peripherally and also centrally. It is an antagonist of adenosine, a neuromodulator, blocking the actions of adenosine which are inhibitory (Hartley et al, 2001). Thus, caffeine has a stimulatory effect on the central nervous system. Typical doses of caffeine in day to day consumption are less than 500mg, while the toxic doses are more than 10 grams (James, 2004). Consumption of caffeine can have both negative and positive side effects and is predominantly individual and dose based. Positive effects include protection against Parkinson's disease. Negative side effects include disruption of sleep, elevated blood pressure and elevated heart rate. Caffeine effects on blood pressure are a much controversial topic and several studies have been conducted to ascertain its role in elevating blood pressure and contribution to cardiovascular disease. This effect merits impo rtance, because caffeine is consumed by many people worldwide and this includes populations who have hypertension. In this essay, the effects of caffeine on blood pressure will be discussed. Discussion Caffeine is an adenosine antagonist. Adenosine is a neuromodulator and inhibition of adenosine causes increased activity of various other hormones like adrenaline, dopamine, cortisol and endorphins. At higher doses, caffeine can also cause inhibition of GABA neurotransmission leading to insomnia, anxiety and increased respiratory rate and heart rate. It crosses the blood-brain barrier and placental barrier readily because it is water soluble. In the brain, it acts as a non-selective adenosine antagonist because of its structural similarity to adenosine (Dunwiddie and Masino, 2001). Some studies have shown that administration of caffeine in doses comparable to those consumed everyday can lead to acute elevation in blood pressure by 5-15 mmHg of systolic pressures and 5-10mmHg of diasto lic pressures (James, 2004).. The effects pertaining to elevated blood pressures can last several hours in both sexes and in individuals of all age groups. Another important finding in these studies is the fact that the effect is additive to that caused by other factors like smoking and stress. Effect of caffeine on blood pressure varies from individual to individual and elevations in blood pressure may be an individual susceptibility. Individuals who already have hypertension or borderline hypertension may be even more susceptible. Caffeine can also have synergistic action on blood pressure in times of psychological stress exaggerating the increase in blood pressure. Thus, indirectly caffeine can contribute to cardiovascular disease (James, 2004). One interesting aspect is that the effects on blood pressure are inversely proportional to the number of portions consumed on a particular day. For instance, the initial portion of caffeine produces the greatest hemodynamic effect when co mpared to later portions (James, 2004). According to a study by James (2004), there is extensive evidence over the fact that consumption of caffeine in dietary doses increases blood pressure. However, it is unclear whether this has an impact on cardiovascular disease because habitual use of caffeine leads to tolerance and epidemiologic findings regarding the impact of caffeine on cardiovascular disease is confusing. . Several experimental and epidemiologic studies have proven the impact of dietary caffeine on blood

Watch film and then write the critical views of the film Essay

Watch film and then write the critical views of the film - Essay Example The Future of Food tends to explain in a systematic and organized manner as to how the much praised Green Revolution had a debilitating influence on the small farmers and how it benefitted the large corporations. The objective of the Green Revolution was to facilitate a massive increase in the overall production of crops in the poor or developing nations by promoting an extensive use of high yielding varieties of crops, chemical pesticides and artificial fertilizers (Belasco 116). The basic objective of Green Revolution was to make way for a larger production of food crops that could help the poor nations deal with the long pending issues like hunger and mal-nutrition. However, it is sad to say that though Green Revolution did help the developing nations to some extent, yet the economics of Green Revolution was primarily hijacked by the big multinational pesticide and fertilizer producers. The high yield varieties of crops were so modified that they worked only when treated with spec ific fertilizers and pesticides (Belasco 116). Thereby, this approach towards Green Revolution eventually ended up filling the coffers of large multinational corporations dealing in pesticides and fertilizers. However, it will be true to say that The Future of Food was very constrained about how Green Revolution did benefit large number of hungry and mal-nourished people around the world. The other ironic revelation extended by The Future of Food is that going by the fact that the economics of Green Revolution was skewed in favor of powerful multinational corporations and rich farmers, it negatively impacted the small framers the world over and diluted their role in the larger food economics (Belasco 116). Though, industrial farming aimed to produce massive quantities of crops, on a large scale by resorting to the usage of modern technology and by influencing the economics and politics of food at an international level, yet, actually speaking

I can't believe that this was once a syllabus Essay

I can't believe that this was once a syllabus - Essay Example This system was firmly rooted on the belief that, for a successful learning and teaching to be aptly upheld, scientific study methods must be put into consideration. Through the application of these scientific methods by Tyler on students in various primary, college and tertiary levels, he singled out the critical evaluation of these students’ behaviours. The principles of the curriculum and instruction was later portrayed as the most appropriate and effective way of educational achievement and failure within students. This was brought into existence by this great qualitative and quantitative researcher after as well into appraisals and records of the students’ performance. This research paper explains the basic principles of curriculum and instruction by Ralph W. Tyler. It also illustrates the new knowledge, validity of his research as well as the application of the recommendations of this syllabus in the contemporary American social settings. The settings are in relat ion to the macro-society based on the educational institutions new knowledge in regard to Ralph syllabus. The new knowledge in the contemporary world, while considering Tyler’s principles and instructions provides a valid evidenced based research by students. It as well enhances effectiveness regarding the progress of students towards educational objectives appropriately and in a well organised manner. The American history of curriculum though started from a primitive syllabus has over the years developed into a more complex one. The curriculum in the contemporary America has developed various considerations into the education system where all the students express their views in terms of what they feel is good for them career wise. This is one of the education techniques Tyler advocates for in his principles of curriculum and instructions. He believes every student is entitled to the profession of his/her choice, therefore, argues that the selection of an evaluation technique should be made in relation to the suitability and not inappropriateness of the technique or the kind of behaviour in the appraisal system. The learning techniques major determinant in the new knowledge generation in the United States is majorly students’ behaviour and attitude towards a subject or even the entire system of education. This was the initial belief of Tyler while putting down his research work on the basic principles of curriculum and instructions for the primary, secondary and tertiary education systems in the United States. In the contemporary American society, the education system is objective based. This is where the students are given freedom by the curriculum based on the selection of their subjects’ career wise. This is one of the greatest milestones covered towards the implementations of Ralph’s curriculum and instructions in the American education system. The new knowledge in America, in continuation, is of the following basic principles b rought into existence by Ralph: the principle of establishment of a useful learning experience and the principle of defining effective and appropriate learning objectives. The other principle includes the evaluation of the curriculum and revising the aspects of the syllabus that have not been effective throughout the whole academic year. Lastly the principle of the organisation of the learning skills to be in line with at least a maximum cumulative effectiveness is among

Romeo And Juliet Quote Essay :: essays research papers

Act 2; Scene 2; Lines 36-39 and 41-52 36  Ã‚  Ã‚  Ã‚  Ã‚  O Romeo, Romeo wherefore art thou Romeo?   Ã‚  Ã‚  Ã‚  Ã‚  37  Ã‚  Ã‚  Ã‚  Ã‚  Deny thy father and refuse thy name, 38  Ã‚  Ã‚  Ã‚  Ã‚  Or, if thou wilt not, be but sworn my love, 39  Ã‚  Ã‚  Ã‚  Ã‚  And I’ll no longer be a Capulet.   Ã‚  Ã‚  Ã‚  Ã‚   41  Ã‚  Ã‚  Ã‚  Ã‚  ‘Tis but thy name that is my enemy. 42  Ã‚  Ã‚  Ã‚  Ã‚  Thou art thyself, thou not a Montague. 43  Ã‚  Ã‚  Ã‚  Ã‚  What’s Montague? It is nor hand, nor foot, 44  Ã‚  Ã‚  Ã‚  Ã‚  Nor arm, nor face, [nor any other part] 45  Ã‚  Ã‚  Ã‚  Ã‚  Belonging to a man. O, be some other name! 46  Ã‚  Ã‚  Ã‚  Ã‚  What’s in a name? That which we call a rose 47 By any other word would smell as sweet. 48 So Romeo would, were he not Romeo called, 49 Retain that dear perfection which he owes 50 Without that title. Romeo, doff thy name, 51 And, for thy name, which is no part of thee, 52 Take all myself. Lines 36-39 and 41-52 of Act 2; Scene 2, are significant to me because they have distinct levels of understanding and meaning to the play. Line 41 goes back to the original conflict that Romeo and Juliet are from feuding houses, the Capulets and the Montagues. It shows that Juliet does not want her family to fight the Montagues, and that she believes it is ridiculous because it is not the people they hate and fight it is their name, Montague. The section I chose reveals that the kids, Romeo and Juliet, feel that they can not have what they want because of the parents’ feuds. It makes you feel as helpless as they are, because you know that with their parents’ permission to get married, they would be happy.   Ã‚  Ã‚  Ã‚  Ã‚  William Shakespeare uses an analogy in the line “It is nor hand, nor foot, nor arm, nor face, [nor any other part] belonging to a man.'; to say that Montague is not any part belonging to a man, and that it is just a name. In the line “That which we call a rose by any other name would smell as sweet'; there is a metaphor for explaining why the name is not important, that it is the person or thing that is what counts. These are both examples of imaging used in the lines I chose.   Ã‚  Ã‚  Ã‚  Ã‚  This excerpt affects Juliet because she is finally admitting that her parents are not always right, mostly about the feuding, but also about selecting her a husband. She is showing an indication of rebellion in the line “Deny thy father and refuse thy name'; by saying “deny thy father';.

John Proctor and comment Essay

The first opening scene is of some girls in the woods using magical rites to get the man of their dreams. The girls are mentioning the names of men they want and throwing what looks like herbs into a cauldron one girl gives a chicken to a black girl called Tituba who is at the side of the cauldron, and at this point she looks like the leader in these magical rites. The girls all shout at Tituba to make a spell to make the boys fall in love with them. One girl asks Abigail who she likes and another replies ‘John Proctor’ and then Abigail whispers something to Tituba who doesn’t seem to like what is being asked of her. Abigail then grabs the chicken from Tituba and throws it on the floor and then puts the blood of the chicken on her mouth. The girls are suddenly alerted to a man spying on them he even sees one of the girls naked they become hysterical and the next day we find that two of the younger girls have gone into a trance-like state probably because they were frightened of the consequences of their actions. The watcher’s daughter Betty Parriss was one of the girls in a trance. The watcher was none other than Reverend Samuel Parriss who is also the uncle of Abigail Williams. Reverend Parriss is terrified by what he has seen. He is quite hysterical as he knows that if a witch was to live within his own home the fingers of the village of Salem would point towards him and his days in the Church would be over, but even worse they could hang him. The Reverend questions Abigail in Betty’s bedroom, whilst she is in the trance like state,on what he has witnessed in the woods and he warns her that his whole life depends upon her answering ‘truthfully’. He knows he has many enemies in the village and needs Abigail to tell him the ‘truth’. This would of course be the truth that he wished to hear and it appears from his hysteria that he wants anything but the truth. At this point Abigail actually answers quite truthfully and tries to explain to her Uncle that they were only messing about by saying ‘it were sport, uncle. ‘

Teaching Essay Online For Free - Free Essay Example

Sample details Pages: 3 Words: 1008 Downloads: 6 Date added: 2017/06/26 Category Education Essay Type Essay any type Did you like this example? Personal Statement for application to P.G.C.E in Teaching I would like to study a P.G.C.E as I embrace teaching as an opportunity to engage pupils in subjects about which I am passionate. I am confident that I am suited to study a PGCE because this particular course of study allows developing teachers to apply their specialist subject(s) in a creative way. Having researched the P.G.C.E course content I have found it to be dynamic, engaging, and of great value to teaching expertise and personal development. I look forward to engaging with children and young people and receiving and developing their ideas. Indeed, one of my greatest strengths is my ability to communicate. I convey my ideas and thoughts to students succinctly and enthusiastically, while appreciating the ideas of the pupils themselves, ensuring that they are listened to and understood. An enthusiastic and friendly disposition is essential to encourage interrelations between pupils and teachers. I am passionate about finding the most effective ways of stimulating and s ustaining creative development, and it is important to me to optimize student engagement and success. I am currently studying my BA in English and Media studies, and work as a Teaching Assistant in a secondary school. Studying at undergraduate level has taught me to schedule my time well, and I credit myself on being punctual and reliable. I enjoy working to deadlines, finding that working under pressure sharpens my focus. I understand that a P.G.C.E is a full time occupation and will require considerable periods of preparation time, before teaching in a classroom. I keep an organised and balanced home environment, designed to maximise the benefits of my home study time. Indeed, my home environment when younger was particularly supportive of my interest in teaching, which has been cultivated from an early age. I appreciate the value of acquiring behaviour management skills. Although I have had experience in dealing with difficult situations in the classroom, I look forwa rd to developing these skills during a P.G.C.E where I will be introduced to children of varying ages and abilities. As demonstrated throughout my BA I am an able public speaker, not afraid to speak in front of groups of people, and am confident that during a further year of study and experience I will become competent in controlling, and challenging, difficult behaviour. I believe that I can contribute creatively to existing methods and theories in the practise of teaching. While I understand that conventional teaching methods must be respected, I believe that the development of a creative teaching style ultimately rests with the individual. I look forward to studying the national curriculum and applying it in a classroom environment, while at the same time relating it to the design of my own lessons to meet the standards which it sets. My work experience in a school environment has made me aware of the importance of school rules, and that teaching places great emphasis on the enforcement of these rules. I understand that it is sometimes extremely hard work to manage pupils who do not want to apply themselves and am willing to invest substantial time and energy into the challenging situations which might arise during a P.G.C.E. The theory and practice of teaching should ideally be integrated. I am an independent thinker, a quick learner, and adept at applying myself to the different facets of teaching. Yet I also work well with others, and enjoy sharing and cultivating new ideas in both the theory and practice of teaching. I believe that study within the Humanities can help students acquire confidence in their own abilities and can expand their experience of the world. I aim to help pupils develop the skills needed to work independently and competently, while encouraging them to enjoy and gain the most that they can from their studies. During my time teaching at secondary level, I have seen that classroom study can be complemented and enri ched by practical activities, such as excursions to museums and lessons in using library resources. Furthermore, while the classroom environment remains crucial to students assimilation of ideas and knowledge, the interpretation of these ideas that can be encouraged through critical study projects and even extra-curricular projects aimed to stimulate and perpetuate creativity. During my work as a Teaching Assistant I have developed a good rapport with the students. Already I have begun to develop a reputation as being kind, enthusiastic, and dedicated. Aspects of my character which I will carry into a P.G.C.E are patience, conscientiousness, affability, and efficiency. Throughout my University career I have shown that I am competent at organising. While always handing my own work in on time I have helped to organise extra-curricular activities for students in the Humanities departments, such as workshops and seminar programs. The development of my own education is important to me. I have taken additional courses to complement the BA course program. I would like to continue developing my own knowledge and skills throughout my proposed career in teaching, as I believe that progress and time management are key components to establishing my identity as a teacher. Furthermore, during my experience as a Teaching Assistant I have learnt the value of continually refining teaching practices and have recognised the importance of growing as a teacher. It is crucial that teachers recognize the influence inherent in their role and are self-reflective about their actions. I am keen to share my knowledge of English and Media within the Humanities, and feel that I could make a substantial contribution to your department which enjoys a high reputation. The School is clearly very successful with a creative and stimulating approach to education, and I would be honoured to be a part of this. As part of a P.G.C.E I envisage that further professional training and experience would be extremely valuable to me, and I look forward to applying my creative and personal skills in an academic environment. Don’t waste time! Our writers will create an original "Teaching Essay Online For Free" essay for you Create order