The Vikings Barbaric and Gentle essays

The Vikings Barbaric and Gentle essays The Vikings lived in large family groups. Children, parents and grandparents lived together. When the eldest son took over the family farm, he became the head of the family and responsible for the well-being of them all. He had to provide the food the family needed. His wife, the lady of the household, had to see to it that the food lasted during the long, dark winter. She made butter and cheese, dried and smoked meat and fish for storage and she was also expected to know about herbs for making medicine and care for the sick and wounded. The farm animals were also her responsibility and when her husband went trading, went Viking, or hunting she also ran the farm in his absence. In rich families she would have servants and slaves to help her. As a visible sign of her authority and power the lady of the household wore the keys to the food chests at her waist. When the men travelled abroad raiding, trading, or had gone hunting or fishing, the women were in charge of the work on the farm. This lead to that the women played an important part in society. Girls were married at the age of 12 -15. They were then expected to run a household. Let's hope they got some help from the older women in the family! The marriage was agreed between families and was regarded as an alliance between the two families for mutual help and protection. The girl herself had little to say in the matter. The bride brought cloth of linen and wool, a spinning wheel, a loom and a bed as part of her dowry. Women from richer families could also have jewellery of silver and gold, farm animals and even farms as a part of their dowry. Everything she brought into the marriage remained her personal property and did not fully become part of her husband's estate. Her children would in turn inherit this property as part of their maternal inheritance. The woman did not fully become part of her husband's family when she married. She continued to be a part of her own famil...

Competir Conjugation in Spanish, Translation, Examples

Competir Conjugation in Spanish, Translation, Examples The Spanish verb competir is a cognate of the English compete and typically has the same meaning. In some contexts, it is better translated as to compare with, to rival, or to fight for. Below youll find tables with the complete conjugation of competir.   How to Conjugate Competir in Spanish? Competir is a stem-changing verb, in this case meaning that in some situations the e in the stem becomes an i. The stem always changes when the second syllable is stressed. For example, I compete is compito instead of the regular competo. This change  based on stress occurs in most of the indicative present, all of the subjunctive (present and preterite), and most of the imperative (or command) forms. Additionally, the compet- stem becomes compit- in the third-person indicative preterite and the gerund, even though the change occurs in an unstressed syllable. All these forms are shown below, along with the forms that follow the regular pattern for -ir verbs- the imperfect indicative, future indicative, and the conditional indicative. The past participle also is regular. About two dozen verbs follow this pattern. Among the most common are impedir (to prevent), repetir (to repeat), servir (to serve), and vestir (to dress). Competir Present Indicative Possible translations for the Spanish present tense include, in addition to compete, variations such as is competing and does compete. Yo compito I compete Yo compito por mi pas. T compites You compete T compites en el campeonato de Uruguay. Usted/l/ella compite You/he/she competes Ella compite por increbles premios. Nosotros competimos We compete Nosotros competimos para ser los mejores. Vosotros compets You compete Vosotras compets con otras mujeres. Ustedes/ellos/ellas compiten You/they compete Ellos compiten en la Copa Mundial. Competir Preterite The preterite (sometimes spelled preterit) is the equivalent of the simple past tense in English. It refers to actions that were completed at a definite time. Yo compet I competed Yo compet por mi pas. T competiste You competed T competiste en el campeonato de Uruguay. Usted/l/ella compiti You/he/she competed Ella compiti por increbles premios. Nosotros competimos We competed Nosotros competimos para ser los mejores. Vosotros competisteis You competed Vosotras competisteis con otras mujeres. Ustedes/ellos/ellas compitieron You/they competed Ellos compitieron en la Copa Mundial. Imperfect Indicative Form of Competir The imperfect tense is used for past actions that arent seen as being complete at a definite time. Common translations are was/were verb -ing and used to verb. Yo competa I was competing Yo competa por mi pas. T competas You were competing T competas en el campeonato de Uruguay. Usted/l/ella competa You/he/she was competing Ella competa por increbles premios. Nosotros competamos We were competing Nosotros competamos para ser los mejores. Vosotros competais You were competing Vosotras competais con otras mujeres. Ustedes/ellos/ellas competan You/they were competing Ellos competan en la Copa Mundial. Competir Future Tense As in English, the future tense of Spanish verbs can be used not only for future actions but also as a type of extremely emphatic command. Thus, for example, competirs can be not just a statement of fact about future competing but also as a way of forcefully telling someone to compete. Yo competir I will compete Yo competir por mi pas. T competirs You will compete T competirs en el campeonato de Uruguay. Usted/l/ella competir You/he/she will compete Ella competir por increbles premios. Nosotros competiremos We will compete Nosotros competiremos para ser los mejores. Vosotros competiris You will compete Vosotras competiris con otras mujeres. Ustedes/ellos/ellas competirn You/they will compete Ellos competirn en la Copa Mundial. Periphrastic Future of Competir The periphrastic future in Spanish is the equivalent of the going to verb future construction in English. It is less formal than the standard future tense. Yo voy a competir I am going to compete Yo voy a competir por mi pas. T vas a competir You are going to compete T vas a competir en el campeonato de Uruguay. Usted/l/ella va a competir You/he/she is going to compete Ella va a competir por increbles premios. Nosotros vamos a competir We are going to compete Nosotros vamos a competir para ser los mejores. Vosotros vais a competir You are going to compete Vosotras vais a competir con otras mujeres. Ustedes/ellos/ellas van a competir You/they are going to compete Ellos van a competir en la Copa Mundial. Competir Conditional Indicative Yo competira I would compete Yo competira por mi pas, pero no tengo el puntaje necesario. T competiras You would compete T competiras en el campeonato de Uruguay si no estuvieras enferma. Usted/l/ella competira You/he/she would compete Ella competira por increbles premios si estuviera en el concurso. Nosotros competiramos We would compete Nosotros competiramos para ser los mejores, pero no tenemos rivales. Vosotros competirais You would compete Vosotras competirais con otras mujeres si hubieran ms equipos. Ustedes/ellos/ellas competiran You/they would compete Ellos competiran en la Copa Mundial, pero no clasificaron. Competir Present Progressive/Gerund Form The Spanish gerund is much like the -ing verb form in English. It can be used with estar in forming the progressive or continuous tenses. Gerund of Competir:  compitiendo  (competing) Ella est compitiendo por increà ­bles premios.   Past Participle of Competir Past participles are used with haber in forming the perfect tenses. Participle of  Competir:  competido  (competed) Ella ha competido por increà ­bles premios. Present Subjunctive of Competir The subjunctive mood is used considerably more in Spanish than in English. It can be used in dependent clauses, often to indicate reactions to or specify causes for the stated action. Que yo compita That I compete El gobierno demanda que yo compita por mi pas. Que t compitas That you compete Es buena idea que t compitas en el campeonato de Uruguay. Que usted/l/ella compita That you/he/she compete Antonio quiere que ella compita por increbles premios. Que nosotros compitamos That we compete Es importante que nosotros compitamos para ser los mejores. Que vosotros compitis That you compete Estamos felices de que vosotras compitis con otras mujeres. Que ustedes/ellos/ellas compitan That you/they compete Me alegra que ellos compitan en la Copa Mundial. Competir Imperfect Subjunctive The two choices below are used in the same way, although the first is more common. Option 1 Que yo compitiera That I competed El gobierno demandaba que yo compitiera por mi pas. Que t compitieras That you competed Era buena idea que t compitieras en el campeonato de Uruguay. Que usted/l/ella compitiera That you/he/she competed Antonio quera que ella compitiera por increbles premios. Que nosotros compitiramos That we competed Era importante que nosotros compitiramos para ser los mejores. Que vosotros compitierais That you competed Estbamos felices de que vosotras compitierais con otras mujeres. Que ustedes/ellos/ellas compitieran That you/they competed Me alegraba que ellos compitieran en la Copa Mundial. Option 2 Que yo compitiese That I competed El gobierno demandaba que yo compitiese por mi pas. Que t compitieses That you competed Era buena idea que t compitieses en el campeonato de Uruguay. Que usted/l/ella compitiese That you/he/she competed Antonio quera que ella compitiese por increbles premios. Que nosotros compitisemos That we competed Era importante que nosotros compitisemos para ser los mejores. Que vosotros compitieseis That you competed Estbamos felices de que vosotras compitieseis con otras mujeres. Que ustedes/ellos/ellas compitiesen That you/they competed Me alegraba que ellos compitiesen en la Copa Mundial. Imperative Forms of Competir The imperative mood is used for direct commands. Imperative (Positive Command) T compite Compete! Compite en el campeonato de Uruguay! Usted compita Compete! Compita por los increbles premios! Nosotros compitamos Lets compete! Compitamos para ser los mejores! Vosotros competid Compete! Competid con otras mujeres! Ustedes compitan Compete! Compitan en la Copa Mundial! Imperative (Negative Command) T no compitas Dont compete! No compitas en el campeonato de Uruguay! Usted no compita Dont compete! No compita por los increbles premios! Nosotros no compitamos Lets not compete! No compitamos para ser los mejores! Vosotros no compitis Dont compete! No compitis con otras mujeres! Ustedes no compitan Dont compete! No compitan en la Copa Mundial!

RELIGION, SCI-FI & FANTASY Essay Example | Topics and Well Written Essays - 1750 words

RELIGION, SCI-FI & FANTASY - Essay Example These beliefs caused them to develop religions that worshipped these strange beings. These ancient civilizations worshiped many of these beings as gods. Most importantly, these religions formed doctrines and views about the cosmos based on their understanding of these beings. Pantheism, pluralism and universalism define these religions affecting the way its adherent’s process thought. In present day America and around the world, cults are using media such as television, movies and the Internet to manipulate the minds of people (Singer & Lalich, 1995). The Bible theory of creation is strictly creational, which makes it impossible to allow for speculation about the nature of the universe (Gen. 1-3). Other Abrahamic religions such as Islam and Judaism are also strictly creational in theology and therefore do not entertain the possibility of life forms existing beyond that which has been outlined in their holy books of revelation. The fascination with beings from other planets, a spiritual world in our own world, demons, angels, gods and the devil are as old as mankind. Human beings are social beings and this makes them gravitate towards the group’s ways of thinking (Kassin, Fein, & Marcus, 2013). This could be the reason why humans are in a constant search for other living beings in the universe even when it does not presently affect their lives on earth. The Aztec, Mayan, Egyptian and Hindu civilizations were very advanced and evolved in science as well as in the arts. They left depictions in their art and writings that closely resemble many of the extra-terrestrial beings that are the subjects of many science fiction works. The Bible condemns the idols and other deities as demons (Deut. 32:17; Ps. 106:37) The technology of making film has evolved exponentially especially with the advent of special effects technology, which have and

Morrisons Supermarket Essay Example | Topics and Well Written Essays - 2000 words

Morrisons Supermarket - Essay Example These are backed up by hundreds of special offers each time (Morrison's, 2006 and Wikipedia, 2006) from discounts to "buy one take one" topped by the wide range of goods offered from their own label "Bettabuy" and "Farmer Boy" to branded ones such as the overtaken and now defunct Safeway (BBC News, 2005) upmarket group products called "The Best." Morrison's is generally acknowledged to cater to "the lower end of the mainstream supermarket sector, offering value above choice and premium quality," of which executive chairman Sir Ken Morrison was quoted as saying "I don't know what a middle class shopper is," (Wikipedia, 2006). Morrison's manages its own commercial operation in-house from buying, packing, to distributing its fresh fruits and vegetables, meat products and fish, with their own temperature controlled warehouses, meat processing and fleet of transport. The company now employs about 130,000 members of staff in stores, factories, distribution centres, and head office administrative functions. They also enjoy a chunk of about 10 million weekly shoppers with their 360 stores across the nation. Morrison was founded in 1899 with a stall in Bradford Market selling egg and butter with its founder William Morrison inspired at innovating to lead the way in supermarket retailing. In 1958, the first town centre shop was opened, followed in 1961 by "Victoria" the first supermarket with 5,000 sq/ft of retail space selling fresh meat, green grocery, among other provisions, with a free parking. By 1967, it went public, with the shares over-subscribed at 174 times. 80,000 investors cashed in. In 1971, the Hilmore House head office was opened and by 1976, new produce Cutler Heights depot became operational after taking over Whelan Stores. By 1980, Morrison opened its "Farmer Boy" factory and in 1988, the Wakefield distribution centre opens. In 1988, Erith Greater London store opened and by 1999, the centennial store at 100th opens at Nelson. In 2001, Morrison Supermarket joined the FTSE 100 and by March 2004, it merged with Safeway (Morrison, 2006). Marketing and Communications: Employing the Market Street format that presents skilled butchers, bakers, fishmongers, pizza makers, among other well-versed staff to address its clientele, Morrison have successfully integrated among other marketing strategies a home-based service to its customers. Other stand-out marketing offers include returns for volume orders, and bell ringing announcement of newly baked goodies. Morrison's maintain its own website for the internet-using consumers, clients and the public that can be viewed at

The Characterization within Hamlet Essay -- GCSE English Literature Co

The Characterization within Hamlet      Ã‚   This essay will inform the reader regarding the characterization found in Shakespeare’s tragedy Hamlet – whether the dramatis personae are three-dimensional or two-dimensional, dynamic or static, and other aspects of the character portrayal.    John Dover Wilson in What happens in Hamlet tells how the Bard is capable of even bringing realism to a ghost:    Shakespeare’s Ghost is both a revenge-ghost and a prologue-ghost, that is to say from the technical point of view it corresponds with its Senecan prototype. But there the likeness ends; for it is one of Shakespeare’s glories that he took the conventional puppet, humanised it, christianized it, and made it a figure that his spectators would recognize as real, as something which might be encountered in any lonely graveyard at midnight.[. . .] The Ghost in Hamlet comes, not from a mythical Tartarus, but from the place of departed spirits in which post-medieval England, despite a veneer of Protestantism, still believed at the end of the sixteenth century. And in doing this, in making horror more awesome by giving it a contemporary spiritual background, Shakespeare managed at the same time to lift the whole ghost-business on to a higher level, to transform a ranting roistering abstraction into a thing at once tender and majestical. (56-57)    The genius of the Bard is revealed in his characterization. Brian Wilkie and James Hurt in Literature of the Western World examine the universal appeal of   Shakespeare resulting from his â€Å"sharply etched characters†:    Every age from Shakespeare’s time to the present has found something different in him to admire. All ages, however, have recognized his supreme skill in inv... ...tts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.    Wilson, John Dover. What happens in Hamlet. New York: Cambridge University Press, 1959.    Wright, Louis B. and Virginia A. LaMar. â€Å"Hamlet: A Man Who Thinks Before He Acts.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Tragedy of Hamlet, Prince of Denmark. Ed. Louis B. Wright and Virginia A. LaMar. N. p.: Pocket Books, 1958.      

Naming of Parts Essay

1. What is the ‘naming of parts’ that the title of the poem refers to? The naming of parts refers to the riï ¬â€še lesson in the poem, with the soldiers being taught about the parts of the riï ¬â€še. 2. The ï ¬ rst stanza identiï ¬ es the timeframe of this poem. Explain why ‘yesterday’, ‘today’ and ‘tomorrow’ might be signiï ¬ cant. This talks about the past, present and future, which is why it is signiï ¬ cant. 3. Explain the simile that compares Japonica to coral (lines 4-5). Japonica is a pink ï ¬â€šower that blossoms in bunches on trees in the spring. The poem compares the colour of the japonica to coral, and how it glows and shines. It talks about the beauty of the ï ¬â€šowers, and compares it to that of the coral. 4. In which lines is the title line repeated? What is the effect of this repetition? The line is repeated four times in the whole poem, three times in the ï ¬ rst stanza and once in the last. The effect of the repetition is that it ties the poem together, and it puts emphasis on the title. 5. Who do you think is speaking in this poem and who do you think is being addressed? Give reasons for your answer. I think that the speaker in this poem is a soldier that has just been recruited, and is being taught about how to use his riï ¬â€še. In my opinion, the poem is addressing the soldier himself, or maybe the world, and people in war. 6. In the second stanza, what is meant by the metaphor concerning the branches, and what is meant by the description of them as making ‘silent, eloquent gestures’? I think that Reed is describing the simple beauty of nature, and perhaps how the branches can be compared to human limbs, with gestures that are elegant and expressive. 7. Why do you think the poet has drawn attention to the piling swivel, â€Å"Which in our case we have not got† (line 12)? I presume that Reed has drawn attention to the piling swivel to show that the soldiers are in training, and have not yet received their own riï ¬â€šes, and therefore do not have the piling swivel. 8. The word ‘ï ¬ nger’ is used in two different contexts in the third stanza. What is the meaning of each, and what do you think is the effect of using both in close proximity? The ï ¬ rst mention of the word is a literal context, meaning that they need to use their thumb to release the safety catch, and not their ï ¬ nger. The second seems to me as if it is a comparison of the instructor and the blossoms of a plant. I think that it is so because the soldier has drifted off, and is looking at ï ¬â€šowers while listening to the instructor talk about not using ï ¬ ngers. 9. The fourth stanza begins with the word ‘And’ (line 19). What is the effect of this? It seems like it is a continuation of another sentence, or something that the instructor has said before. It gives us a way to link the ï ¬ rst part of all the stanzas together, as if the nature part of the previous stanza was something completely different. 10. In the same stanza, the phrase ‘easing the spring’ is used twice with two different meanings. What effect is created when these two ideas are considered side by side? The ï ¬ rst meaning is to ease the spring in a riï ¬â€še, a mechanical and literal reference. In the second mention however, the word spring is capitalized, and is referring to the season. When these two are compared to each other, the ï ¬ rst seems like a comparison to war and destruction because of the riï ¬â€še’s use to do so, and the second contrasts with references to reproduction and giving life. It makes a contrast between giving and taking life. 11. There is a lot of imagery associated with sexual reproduction. Give some examples of these words and explain how this language might contribute to the theme of the poem. The â€Å"easing of the spring,† where Reed writes â€Å"rapidly backwards and forwards,† could be associated with sexual reproduction. 12. In contrast, what ideas in the poem evoke the idea of death and destruction? The instructor’s mechanical and almost cynical explanation of how to use the riï ¬â€še, or how to kill and destruct in the war, evokes this idea very clearly. 13. Comment on the phrase: â€Å"..and the point of balance, / Which in our case we have not got†¦Ã¢â‚¬  (lines 27-28). Perhaps this is talking about how the soldier feels that their lives have been thrown out of balance, or how the world is out of balance, engaging in warfare instead of appreciating the beauty of nature around them. 14. Why do you think the poet drew attention to the silence of the almond blossom? (line 29). I do not see any other reason than him wanting to draw attention to the incredible beauty of nature, and how this contrasts with the destructive warfare going on. 15. In your opinion, what is the main theme or message of this poem and how effectively has the poem communicated it? In my opinion, this poem is about the contrasts between the beauty of nature and war. I think this poem communicates this in a very good way once one has read it a few times and identiï ¬ ed the contrasts and metaphors that are hidden. 16. Lastly, write some comments about how your interpretation of the poem has developed since you ï ¬ rst encountered it. Don’t forget to reï ¬â€šect on your artistic interpretations last week – how did they help (or hinder) your growing understanding? Since I ï ¬ rst heard the poem, I have understood more and more of the meaning behind it. At ï ¬ rst, I only grasped the fact that it talks about a riï ¬â€še lesson, and that it probably had a connection to soldiers and war. I did not comprehend the relationship between war and nature that I interpret as the underlying theme now. I didn’t get very much out of the artistic interpretation last week, other than exploring the nature/war relationship more. The destructive versus growth aspect was also explored, and this helped me grasp the meaning of some of the metaphors.

Prison Models - 861 Words

Prison Models There are three models of prisons that have been prominent in American since the early 1940’s: custodial, rehabilitative, and reintegration. Each model is designed differently based on its overriding goal, and this affects the physical design, policies, and programs that are implemented within each of the models. Custodial Model Archaic Purpose: Control, focus is on maintaining security and order. Goal: Punishment, this is the best way to provide deterrence against future crime. Focus: Prisoners must be punished for their wrongdoings and prison life must be made so unpleasant so that offenders will hesitate to commit any new crimes upon release. Theory: Classical, belief that humans operate under†¦show more content†¦Theory: Social disorganization, a lack of education and resources causes community social controls have broken down causing a criminal culture to emerge. By providing an education and allocating the proper resources to inmates to re-enter these communities, you are combatting the forces that keep communities disorganized. Offenders will learn new ways and have better resources and will not look to re-emerge into the criminal culture they came from. Design: Campus, this allows for a more college-like atmosphere so inmates can focus on education, learning new skills, and how to adapt back into society. Management Style: Academic, prison staff and administration are there to teach and guide inmates on the skills and resources needed to reintegrate into society. It is up to the inmate to take advantage of services and programs offered. Inmates are allowed to take an active role in the decision making process, and are encouraged to question processes and procedures. Inmates openly and freely express their opinions. Administrative Style: Responsibility Model, prison administration maintains order by placing limitations but inmates are allowed to self-govern within the restricted environment. Communication is informal and inmates are allowedShow MoreRelatedPrison Socialization And The Correctional Institution1188 Words   |  5 PagesIntroduction Academics have endeavoured to research and identify models of imprisonment connected with variations in prisoner behaviour within the correctional institution. (Cao, Zhao, Dine, 1997). In corrections institutions there have been two established, yet divided viewpoints which are the â€Å"importation and deprivation† models of imprisonment. Sometimes, in overcrowded prison systems, managing harmony and continuity is vital for both correctional officers and inmates. A disciplinary actionRead MorePrisons Are A Violent Dangerous And Hospitable Place For Any Person1666 Words   |  7 Pages Prisons are a violent, dangerous and hospitable place for any person. 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