Ukrainian Folklore Essays - Ukrainian Studies, Ukrainian Dance

Ukrainian Folklore Purposes of Ukrainian-American Folklore The relatively large Ukrainian community in the United States has many traditions and customs, most of which stem from a feeling of Ukrainian nationalism. As Ukraine was being overtaken by Russia, Ukrainians were immigrating by the thousands to the US. Ukrainians moving to the new world were leaving behind a disappearing culture and moving to a completely different land. Immigrants were proud of their heritage, and many of the traditions that were started in America exist to preserve this heritage and to pass it on to future generations. The Ukrainian Boy Scouting program is one such tradition. Ukrainians in America started this program in the early 1900's to train their young to return to Ukraine and drive the Russians out. This began as resistance to Russian rule over Ukraine. All boys and girls participate in this intermittently throughout the year, starting at age seven and continuing for life. Ukrainian Boy Scouts is very different from the typical American view of Boy Scouts, in that it involves a more rigorous wilderness-training program. This is because the program was essentially started as a military training program, and although it exists now only for fun and tradition, many of the subjects and ideas taught to the youths remain the same. People who are involved in the program put their children through it, as an attempt to preserve Ukrainian culture. When Ukrainians turn eighteen they become counselors, and at age thirty-five they become seniors and run the program. This program, along with a handful of similar programs, was started for various reasons. To begin with, Ukrainian youths had trouble adjusting to American society. They (Ukrainian youth programs) are helping to solve some of the social problems of the ?second generation' that does not seem to be able to find its way into American society or does not feel at home there. Ukrainian youths were out of place in America with no sense of identity, and these programs made the adjustment less difficult. These programs also serve to maintain youth interest in Ukrainian heritage. The adults are perplexed at the indifference of the American-born youth to such worthy institutions (Ukrainian-American organizations). The youth programs involve American-born Ukrainians at a young age, insuring that they will grow up to preserve Ukrainian heritage and culture. A third reason for these programs is that, at the time of their creation, the Ukrainian community in America was divided into two groups. One of them represented independent Ukrainian nationalism and the other, being stimulated by funds from Russia, was pro-Russian. The nationalist group was responsible for these programs. In addition to the other functions, they started these programs to compete with the pro-Russian faction and ensure the survival of Ukrainian culture. These programs exist today to ensure the future of Ukrainian culture, essentially serving the same function it always has. The Red Flower is a traditional Ukrainian song. It also comes from Ukraine's history with Russia, and although it is sung in Ukrainian, The chorus goes as follows in English: Down in the valley A flower wilted And our sacred country Went to ruins The flower in the song is a metaphor for Ukraine, and when Russia took control of Ukraine, the flower wilted. This is a somber song, which is sung at serious gatherings such as funerals or church. It is also sung often during the Boy Scouts training, to teach the young to sing it. Clearly this song serves as a source of nationalism, because the words remind those who hear it of Ukraine's sad past. The song also reminds Ukrainians of why it is important to preserve their culture, to restore Ukraine to glory. The Hopak is a traditional Ukrainian dance, which is performed frequently by Ukrainians in America. Outsiders often refer it to as the Russian Dance, but it is actually a Ukrainian dance. The dancer is a man wearing leather boots, loose fitting red silk pants, and a white shirt with colored embroidering down the middle. His hair is shaved to the scalp except for a small circle on the top of his head, where the hair is about half a foot long. He squats down low, and kicks his feet out with his body upright and his arms folded.

Using The Best Essay Samples To Improve Your Essays

Using The Best Essay Samples To Improve Your EssaysWhen writing an essay, you will have a variety of essay samples to choose from. Many people choose the simplest essay sample possible because they think that it is the easiest way to go.If you are one of those people who believe this, it is actually the easiest way to write an essay and your essay samples might be the ones that are giving you this bad of an impression. People who make the mistake of using the most simplistic or easy to follow essay samples are not writing quality essays. These people are not able to effectively express themselves to their readers.In order to be successful with your essay, you must be able to use the best essay samples that you can find. In this article, I will show you how to improve your essays using essay samples.The first thing that you should consider when using essay samples is how to structure your essay. In order to learn this technique, you need to know what you are about to write. After you know the topic that you are writing about, the next step is to learn the structure that you should use for your essay.There are many different kinds of structures that you can use in order to write an essay. The most basic one is a linear structure. You start with a premise and then you follow it through to the conclusion.However, this style of writing does not work if you are writing an essay about an unusual topic. These types of essays are much more difficult to write because the end tends to be left open ended. Since you are not exactly sure what you want to say, it makes sense to use a variation of a nonlinear structure.There are two major types of nonlinear structures that you can use. They are nested structures and contrast structures. Both of these essay samples will help you to keep your thoughts together and to make them flow easier and smoother.Look for essay samples that include all three of these structures. This will give you a great idea of what you need to do to stru cture your essay. Then you will be able to write with ease!

Definition and Examples of Inflectional Morpheme

Definition and Examples of Inflectional Morpheme In English morphology, an inflectional morpheme is  a suffix thats added to a word  (a noun, verb, adjective or an adverb) to assign a particular grammatical property to that word, such as its  tense, number, possession, or comparison. Inflectional morphemes in English include the  bound morphemes  -s (or -es); s (or s); -ed; -en; -er; -est; and -ing. These suffixes may even do double- or triple-duty. For example, - s can note possession (in conjunction with an apostrophe in the proper place), can make count nouns plural, or can put a verb in the third-person singular tense. The suffix -ed can make past participles or past-tense verbs.   Kristin Denham and Anne Lobeck, authors of Linguistics for Everyone, explain  why theres overlap:  This lack of distinction in form dates back to the  Middle English  period (1100–1500 CE),  when the more complex inflectional affixes found in  Old English  were slowly dropping out of the language.(Wadsworth, 2010) Contrast With Derivational Morphemes Unlike derivational morphemes, inflectional morphemes  do not change the essential meaning or the  grammatical category of a word. Adjectives stay adjectives, nouns remain nouns, and verbs stay verbs. For example, if you add an -s to the noun carrot to show plurality, carrot remains a noun. If you add -ed to the verb walk to show past tense, walked is still a verb. George Yule explains it this way: The difference between  derivational  and inflectional morphemes is worth emphasizing. An inflectional morpheme never changes the  grammatical category  of a word. For example, both  old  and  older  are adjectives. The  -er  inflection here (from  Old English  -ra) simply creates a different version of the adjective. However, a derivational morpheme can change the grammatical category of a word. The verb  teach  becomes the noun  teacher  if we add the derivational morpheme  -er  (from Old English  -ere). So, the suffix  -er  in  modern English  can be an inflectional morpheme as part of an adjective and also a distinct derivational morpheme as part of a noun. Just because they look the same (-er) doesnt mean they do the same kind of work.  (The Study of Language, 3rd ed. Cambridge University Press, 2006) Placement Order When building words with multiple suffixes, there are rules in English that govern which order they go in.  In this example, the suffix is making a word into a comparative: Whenever there  is  a derivational suffix and an inflectional suffix attached to the same word, they always appear in that order. First the derivational (-er) is attached to  teach, then the inflectional (-s) is added to produce  teachers. (George Yule, The Study of Language, 3rd ed. Cambridge University Press, 2006) Linguistics for Everyone lists additional examples to drive home the point about placement order of the affixes: For example, the words  antidisestablishmentarianism  and  uncompartmentalize  each contain a number of derivational affixes, and any inflectional affixes must occur at the end:  antidisestablishmentarianisms  and  uncompartmentalized. (Kristin Denham and Anne Lobeck. Wadsworth, 2010) The study of this process of forming words is called  inflectional morphology.

Nursing Informatics Assignment Example | Topics and Well Written Essays - 250 words

Nursing Informatics - Assignment Example The Heisenberg crashes the software and takes time and effort to debug. The Heisenberg might occur when users use uninitialized variables. On the other hand, the Bohrbug is easy to detect and maintains its behavior (Dodd, 2013). Users can easily predict and reproduce the Bohrbug by running computer software with similar conditions. The Mandelbug is very violent and derives from complex causes. Users can find the Mandelbug in the computer software. The bug relies on scheduling. It is very challenging to repair or debug this software bug (Dodd, 2013). Ultimately, we have the Schrà ¶dinbug that relates to Erwin Schrà ¶dinger (Dodd, 2013). The Schrà ¶dinbug manifests itself as a problem in a code where the problem should have prevented the code from working from the beginning (Dodd, 2013). The software bug can make the software to work or crash when a user decides to change the outcome of the problem in the code. Apparently, computer bugs disrupt or malfunctions computer operations. The disruption of computer programs and operations jeopardizes the effectiveness of nursing

Best Buy business problem and technology solution Essay

Best Buy business problem and technology solution - Essay Example This paper also details technological solutions to enable and to augment the proposed business solutions to get Best Buy back on its feet financially and strategically. These technological solutions are the use of an ERP system or the enhancement of the existing ERP system to make the supply chain more efficient; and the use of data analytics to better understand buyer behavior and preferences (Crosby, 2014; McIntyre, 2014; Zacks Equity Research, 2014; Google, 2014). Best Buy is a retailer of electronics products for consumers, products for computing and for cellular communications, related products for entertainment, home appliances, and the services that are tied to their merchandise. Best Buy is a multinational concern. Aside from owning physical retail outlets spread out in its key geographic markets, Best Buy also has several web properties as well as call centers. Its e-commerce platforms include The Phone House, Future Shop, Magnolia Audio Video, Geek Squad, Pacific Sales, Best Buy Mobile, Five Star, The Carphone Warehouse, and Best Buy. The company divides its operations as a multinational between the United States market on the one hand, and the international market on the other, with the latter made up of its combined operations in Mexico, Europe, China and Canada. In these different latter markets Best Buy employs different subsets its stable of brands. For instance, in China, Best Buy makes use of its Five Star Brand, while in Europe Best Buy has traction as The Carphone Warehouse, Geek Squad, and The Phone House. The US market is comprised of six product segments or categories, namely mobile telephony and computing, services, electronics for consumers, the appliances segment, entertainment products segment, and the others segment. The entertainment division offerings include digital downloads of media, as well as DVD and CD sales, together with Bluray sales. Services include after sales and

Value of Philosophy Essay Example for Free

Value of Philosophy Essay In the introductory lecture notes to this course I stated that we would start with a working definition of philosophy as being the â€Å"love of wisdom. † I have found, though, that just about every other definition attempted has many shortcomings. No one definition seems adequate to define what it means to engage in philosophy. Consequently, I think it is best to think of the philosopher in the somewhat imprecise term of a lover of wisdom. Someone who is continually in search of the truth. Though he/she might be ridiculed for pursuing the unobtainable, this search for truth/ knowledge can yield enormous benefits. It provides the tools to critically evaluate the world around us and the information we are given about that world. This ability to critically evaluate ideas is especially important given the role that such knowledge affects and shapes our lives—as we saw in the sections on B. F. Skinner, Positive Freedoms, and the Philosophy of Science. Furthermore, the changes in our society necessitate that we re-examine fundamental questions periodically. For example, advances in medical science have posed new ethical questions. Ethical judgments concerning genetic engineering (engineering certain characteristics into or out of our genetic make-up) calls into question fundamental ideas concerning freedom and individuality. Without some understanding of these subjects how can we frame answers to such questions? Even if we examine these questions, is our approach critical, authentic? Or do we choose to accept the answers given to us by society? Are we not then acting in a kind of Sartrean â€Å"Bad Faith? † How much of our humanity and freedom are we abdicating by not engaging in some kind of philosophical activity? Though we pride ourselves on being â€Å"rational† people, how rational are our thoughts and actions even if they are â€Å"proven? † Or, do we live up to Soren Kierkegaard’s remark in The Journals, â€Å"There are many people who reach their conclusion about life like schoolboys: they cheat their master by copying the answer out of a book without having worked the sum out for themselves. † Many of the great philosophers have attempted to justify and extol the virtues of the study of philosophy. I have put together a series of quotes of what I think are some of the more important passages addressing  philosophy’s role in education and our lives. As you read these quotes, consider whether or not philosophy practiced in this fashion and as it was studied throughout this course can actually lead one to be a lover of wisdom and help us—if not answer—at least understand some of the fundamental questions we have considered. Philosophy’s Role in Education Even the poor student studies and is taught only political economy, while that economy of living which is synonymous with philosophy is not even sincerely professed in our college. . . . Our inventions are wont to be pretty toys, which distract our attention from serious things. They are but improved means to an unimproved end, an end which it was already but too easy to arrive at . . .. While civilization has been improving our houses, it has not equally improved the men who are to inhabit them. It has created palaces, but it was not so easy to create noblemen and kings. Henry David Thoureau, Walden It is better to be a human being dissatisfied than a pig satisfied; better to be Socrates dissatisfied than a fool satisfied. And if the fool, or the pig, are of a different opinion, it is because they only know their own side of the question. John Stuart Mill, â€Å"The Utilitarian Calculus of Pain and Pleasure† You want to know my attitude towards liberal studies. Well, I have no respect for any study whatsoever if its end is the making of money. Such studies are to me unworthy ones. They involve the putting out of skills to hire, and are only of value in so far as they may develop the mind without occupying it for long. Time should be spent on them only so long as ones mental abilities are not up to dealing with higher things. They are our apprenticeship, not our real work. Why liberal studies are so called is  obvious: it is because they are the ones considered worthy of a free man. . . . Why then do we give our sons a liberal education? Not because it can make them morally good but because it prepares the mind for the acquisition of moral values. Just as that grounding in grammar, as they called it in the old days, in which boys are given their elementary schooling, does not teach them the liberal arts but prepares the ground for knowledge of them in due course, so when it comes to character the liberal arts open the way to it rather than carry the personality all the way there . . .. Words need to be sown like seed. No matter how tiny a seed may be, when it lands in the right sort of ground it unfolds its strength and from being minute expands and grows to a massive size. Reason does the same; to the outward eye its dimensions may be insignificant, but with activity it starts developing. Although the words spoken are few, if the mind has taken them in as it should they gather strength and shoot upwards. Yes, precepts have the same features as seeds; they are of compact dimensions and they produce impressive resultsgiven, as I say, the right sort of mind, to grasp at and assimilate them. The mind will then respond by being in its turn creative and will produce a yield exceeding what was put into it. Seneca, Letters from a Stoic Philosophy and the Uncertainty of our Answers to Fundamental Questions The value of philosophy is, in fact, to be sought largely in its very uncertainty. The man who has not tincture of philosophy goes through life imprisoned in the prejudices derived from common sense, from the habitual beliefs of his age or his nation, from convictions which have grown up in his mind without the co-operation or consent of his deliberate reason. To such a man the world tends to become definite, finite, obvious, common objects rouse no questions, and unfamiliar possibilities are contemptuously rejected. As soon as we begin to philosophize, on the contrary, we find . . . that even the most everyday things lead to problems to which only very incomplete answers can be given. Philosophy, though unable to tell us with certainty what is the true answer to the doubts which it raises, is able to suggest many possibilities which enlarge our thoughts and free them from the tyranny of custom. Thus, while diminishing our feeling of certainty as to what things are, it greatly increases our knowledge as to what they may be; it removes the somewhat arrogant dogmatism of those who have never traveled into the region of liberating doubt, and it keeps alive our sense of wonder by showing familiar things in an unfamiliar aspect. Bertrand Russell, The Problems of Philosophy Philosophy, then, is not an empirical study: not the critical examination of what exists or has existed or will exist—this is dealt with by common-sense knowledge and belief, and the methods the natural sciences. Nor is it a kind of formal deduction, as mathematics or logic is. Its subject-matter is to a large degree not items of experience, but the ways in which they are viewed, the permanent or semi-permanent categories in terms of which experience is conceived or classified. . . . These models [categories] often collide; some are rendered inadequate by failing to account for too many aspects of experience, and are in their turn replaced by other models which emphasise what these last have omitted, but in their turn may obscure what the others have rendered clear. The task of philosophy, often a difficult and painful one, is to extricate and bring to light the hidden categories and models in terms of which human beings think (that is, their use of words, images an other symbols), to reveal what is obscure or contradictory in them, to discern the conflicts between them that prevent the construction of mare adequate ways of organizing and describing and explaining experience (for all description as well as explanation involves some model in terms of which the describing and explaining is done); and then, at a still ‘higher’ level, to examine the nature of this activity itself (epistemology, philosophical logic, linguistic analysis), and to bring to light the concealed models that operate in this second-order, philosophical, activity itself. . . . The perennial task of philosophers is to examine whatever seems insusceptible to the methods of he science or everyday observation, for  example, categories, concept, models, ways of thinking or acting, and particularly ways in which they clash with one another, with a view to constructing other, less internally contradictory and (though this can never be fully attained) less pervertible metaphors, images, symbols and systems of categories. it is certainly a reasonable hypothesis that one of the principle causes of confusion, misery and fear is, whatever may be its psychological or social roots, blind adherence to outworn notions, pathological suspicion of any form of critical self-examination, frantic efforts to prevent any degree of rational analysis of what we live by and for. Berlin, â€Å"The Purpose of Philosophy† Philosophy’s purpose is to illuminate the ways our soul has been infected by unsound beliefs, untrained tumultuous desires, and dubious life choices and preferences that are unworthy of us. Self-scrutiny applied with kindness is the main antidote. Besides rooting out the soul’s corruptions, the life of wisdom is also meant to stir us from our lassitude and move use in the direction of an energetic, cheerful life. Epictetus, The Art of Living, 84 Philosophy and the Enlightened Character Who can doubt . . . that life is the gift of the immortal gods, but that living well is the gift of philosophy? . . . They [the Gods] have given no one the present of a knowledge of philosophy, but everyone the means of acquiring it. For if they had made philosophy a blessing given to all and sundry, if we were born in a state of moral enlightenment, wisdom would have been deprived of the best thing about herthat she isnt one of the things which fortune either gives us or doesnt. As things are, there is about wisdom a nobility and magnificence in the fact that she doesnt just fall to a persons lot, that each man owes her to his own efforts, that one doesnt go to anyone other than oneself to find her. What would you have worth looking up to in philosophy if she were handed out free? Seneca, Letters from a Stoic Let no one put off studying philosophy when he is young, nor when old grow weary of its study. For no one is too young or too far past his prime to achieve the health of his soul. The man who alleges that he is not yet ready for philosophy or that the time for it has passed him by, is like the man who says that he is either too young or too old for happiness. Therefore, we should study philosophy both in youth and in old age, so that we, though growing old, may be young in blessings through the pleasant memory of what has been; and when young we may be old as well, because we harbor no fear over what lies ahead. We must, therefore, pursue the things that make for happiness, seeing that when happiness is present, we have everything; but when it is absent, we do everything to possess it. Epicurus, Letter to Menoeceus I tell you . . . let no day pass without discussing goodness and all the other subjects about which you hear me talking and examining both myself and other is really the very best thing that a man can do, and that life without this sort of examination is not worth living . . .. Plato, Socrates Defense (Apology). In other occupations, the reward comes with difficulty after their completion, but in philosophy delight coincides with knowledge. For enjoyment does not come after learning, but learning and enjoyment come together. Epicurus, Vatican Sayings Philosophy, likewise, tells all other occupations: Its not my intention to accept whatever time is left over from you; you shall have, instead, what I reject. Give your whole mind to her. Sit at her side and pay her constant court, and an enormous gap will widen between yourself and other men. Youll end up far in advance of all mankind, and not far behind the gods themselves. Seneca, Letters From A Stoic 3

Apophatical Metaphysics of a Subject :: Philosophy Philosophical Essays

Apophatical Metaphysics of a Subject ABSTRACT: In this paper, the inevitability of the metaphysics of a subject for the philosophical understanding of a person’s being in the world is established, and the apophatic character of this type of metaphysics is discussed. Analysis of the categories of being and non-being which allow the interpretation of a subject as transcendent and as transcendental being that is characterized by uniformity, spontaneity and irreversibility is also mentioned. The suggested interpretation of a subject discloses both the rational sense of the classical points of view on the absolute, unconditional, timeless and spaceless character of the subject of knowledge, and the compatibility of the notions of the absolute character of a subject and the ontological condition of a human being in society and culture. The main idea of the suggested conception of a subject is the fact that the subject’s being cannot be "housed" into the world, nor can it be characterized as impossible existence for the world. The world can be understood only from the point of view of being impossible (symbolic) existence. The discussion of the problem of identification of a subject shows that the presumption of a subject as one of the existing structures of the world leads to paradoxes and contradictions in the interpretation of the processes taking place in the world. To understand the process of education, it is necessary to bear in mind that it is not only cognitive, but also moral: education is the process of the formation of a subject of knowledge through identification with transcendental symbolic existence, which fact demands making efforts to be on the part of the thinking person. I. Introduction Some schools of modern philosophy buried the notion of a subject in oblivion. Criticism of the classical reason that began in the second half of the XIX century has come to an end in postmodemism of the XX century with the declaration of the principles of pluralism, relativism, contextuality and decentration. These principles are incompatible with the classical view on a subject, an object, truth and objectivity of cognition. The characteristic feature of the classical conceptions criticism of the 1-conceptions was the fact that it was aimed at opposing the consequences of the classical conceptions. These consequences include theories of the ideological forms of consciousness, theory of social progress, scientism, understanding of truth as a function of power, violence, etc. We must not understand this criticism of consequences as sufficient ground to reject the notion of subject.