Differences Between Compulsive and Impulsive Shopping

Differences Between Compulsive and Impulsive Shopping Addiction Addictive Behaviors Shopping Print The Difference Between Compulsive and Impulsive Shopping By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on June 01, 2015 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 09, 2020 Dan Dalton / Getty Images More in Addiction Addictive Behaviors Shopping Caffeine Internet Sex Alcohol Use Drug Use Nicotine Use Coping and Recovery Who doesnt love a great sale? Hitting the shops, looking for a bargain and buying things that are aesthetically pleasing may be considered a benign retail therapy by some, but for others, shopping can turn into an addiction, not unlike drug and alcohol addictions.   Compulsive Shopping vs. Impulsive Shopping Experts who have looked into the issue say that there is an important distinction between compulsive shopping and impulse buying and it lies with the internal motivation, or reason, for the making the purchase.?? While impulse buying is largely unplanned and happens at the moment in reaction to an external trigger â€" such as seeing the desired item in the shop â€" compulsive shopping is more inwardly motivated. A compulsive shopper will plan the shopping experience as a way to avoid or relieve uncomfortable internal feelings, such as anxiety. Compulsive shoppers are also more likely to experience negative consequences as a result of their shopping than impulse buyers, such as running into financial difficulties, having arguments with family members, and experiencing problems with work life.?? They are also more likely to fall into a pattern of addictive behavior, in which they shop more and more in an attempt to stave off stress and anxiety. This is how shopping addiction develops. Types of Shopping Addicts According to Shopaholics Anonymous, a support group to help shopping addicts recover, there are several different types of shopaholics. They include:   Compulsive shopaholics who shop when they are feeling emotional distressTrophy shopaholics who are always shopping for the perfect itemShopaholics who want the image of being a big spender and love flashy itemsBargain seekers who purchase items they don’t need because they are on saleBulimic shoppers who get caught in a vicious cycle of buying and returningCollectors who don’t feel complete unless they have one item in each color or every piece of a set Signs of Shopping Addiction Like those addicted to other substances and behaviors, shopping addicts often become addicted to the behavior because of the way they feel while shopping. For these people, the act of shopping releases endorphins and dopamine in the brain, creating pleasurable sensations that become addictive. Some experts estimate that 10 to 15 percent of the U.S. population may be predisposed to these feelings. Because shopping is an activity that everyone must engage in, to some extent, it can be difficult to tell when shopping has crossed the line into addiction. Many people love to shop and even spend more than they should, but these traits dont make them addicts. To tell whether your shopping or someone elses shopping has spiraled out of control, pay attention to these signs:   Hiding shopping or the amount spent during shoppingSpending more than you can affordShopping to console yourself when feeling angry or depressedShopping to avoid feeling guilty about a previous shopping spreeDistressed relationships due to spending or shopping too muchLosing control during shopping spreesDeclining financial health or high amounts of credit card debt Getting Help Treating shopping addiction often requires a multidisciplinary approach, involving professional therapy, medication when indicated, and peer support. While there is no cure for shopping addiction, many shopaholics are able to regain a sense of control and improve their finances and relationships as a result. Maintaining progress is essential since shopping is part of everyday life and cannot be avoided and, thus, the temptation is always present.

Examen Médico y Requisitos para la Residencia

Como parte del proceso para obtener la residencia hay que someterse a un examen mà ©dico que certifica que la persona no tiene enfermedades contagiosas ni va a convertirse en una carga para el estado si es que tiene alguna condicià ³n preexistente. El examen mà ©dico tiene lugar casi al final del tramite de los papeles, se està © dentro o fuera de los Estados Unidos, cuando las autoridades migratorias o consulares lo indican. A este hay que presentarse con certificados de vacunas y si es el caso, vacunarse de nuevo contra las enfermedades que haga falta. El examen lo realiza un mà ©dico autorizado por el gobierno. En Estados Unidos es muy fà ¡cil encontrar a los doctores que pueden realizar dicho examen, en linea (aqui) o llamando al Centro Nacional de Servicio al Cliente de la USCIS (1-800-375-5283). En el exterior tambià ©n es posible buscar un mà ©dico autorizado por la embajada o consulado. Una vez en la cita, el mà ©dico revisarà ¡ la documentacià ³n que se le presente y las cartillas de vacunacià ³n. Se realizarà ¡ un examen fà ­sico de ojos, oà ­do, nariz, garganta, abdomen, pulmones, nà ³dulos linfà ¡ticos, corazà ³n, piel, genitales, presià ³n arterial, peso y estatura, entre otros. Ademà ¡s, habrà ¡ extraccià ³n de sangre y un examen de rayos X. Los menores de 15 aà ±os podrà ­an no hacerse la radiografà ­a ni los exà ¡menes de sangre; las embarazadas podrà ­an posponerla hasta despuà ©s de haber dado a luz. Dentro de Estados Unidos, los resultados se entregan al solicitante en sobre cerrado que pasa a manos del oficial de inmigracià ³n el dà ­a de la entrevista. Si se està ¡ en otro paà ­s, el procedimiento a seguir depende del mà ©dico y/o del consulado.  ¿Quà © documentos hay que llevar a la cita mà ©dica? A esta cita hay que presentarse con: Cartilla de vacunas (paperas, rubeola, sarampià ³n, polio, tà ©tano, difteria, rotavirus, gripa o influenza, influenza tipo B, tos ferina (pertussis), varicela, neumococo, meningococo, hepatitis A y B). El especialista puede pedir vacunas adicionales contra cualquier enfermedad que el Comità © de de Prà ¡cticas de Inmunizacià ³n de los Centros de Control y Prevencià ³n de Enfermedades estime conveniente.Reportes sobre posibles discapacidades de aprendizaje o enfermedades mentales.Informe hecho por un mà ©dico que certifique, si el paciente tuvo tuberculosis, el progreso, tratamiento y duracià ³n de la enfermedad.Informe hecho por un mà ©dico que certifique, si el paciente tuvo sà ­filis, que la persona recibià ³ el tratamiento adecuado.Radiografà ­as del tà ³rax, si se tienen. Reportes mà ©dicos de historia clà ­nica de enfermedad mental (aplican los intentos de suicidio, violencia contra sà ­ mismo, otros, o animales) en los que se determine si estos fueron causados por problemas mà ©dicos, psiquià ¡tricos o generados por droga o alcohol.Reportes mà ©dicos de historia clà ­nica en caso de haber sido hospitalizado por drogas o alcohol (diagnà ³stico, tratamiento y duracià ³n).Reportes mà ©dicos si se està ¡ bajo alguna medicacià ³n de manera continua y las razones de la misma. El formulario I-693 para quienes està ©n en Estados Unidos. Estas son las enfermedades que podrà ­an excluir a una persona de la residencia: Sà ­filis, en estado contagiosoGonorreaTuberculosis tipo ALepraEnfermedades mentales acompaà ±adas de comportamientos considerados perjudiciales o daà ±inos Desde el 2010 el test de VIH ya no es parte de los requisitos para obtener la green card.  ¿Quà © pasa con condiciones preexistentes no contagiosas pero graves? En algunos casos la enfermedad que padece una persona puede convertirla en una carga al estado una vez esta se convierta en un residente permanente legal. Un ejemplo es una persona quien no puede trabajar por enfermedad o tiene un padecimiento que requiere de medicinas costosas por el resto de su vida. Dicha enfermedad puede ser fà ­sica o mental. En casos muy extraordinarios es posible que se pida al  patrocinador  econà ³mico, quien firma el affidavit of support o de sostenimiento, que muestre recursos financieros mà ¡s altos de los requeridos habitualmente para hacer frente a ese problema, o que el solicitante acredite tener un seguro mà ©dico que cubra dicha enfermedad. Si no aprueban la residencia por motivos mà ©dicos el primer paso es consultar a un abogado para solicitar un waiver. Este artà ­culo es informativo y no pretende ser asesorà ­a legal.

Effects Of Low Socioeconomic Status On Mental Health

Enormous amounts of research have linked socioeconomic status to mental health, especially in children and adolescents. Low poverty levels have been specifically identified as a key causal factor in developing mental health problems in children. There has been much discussion over the different theories as to why this is the case, but only two of these theories seem to hold a lot of evidence. Certain interventions and preventative measures can be employed in order to improve an individual’s mental health by altering socioeconomic status and they have proven to be successful. Low socioeconomic status has a profound impact on mental health in children; however, if the appropriate interventions and preventative measures are used, mental health outcomes can be drastically improved. â€Å"Socioeconomic status is a complex construct that is based on household income, material resources, education, and occupation, as well as related neighborhood and family characteristics, such as e xposure to violence and toxins, parental care and provision of a cognitively stimulating environment.† (Hackman et Al, 2010) Research has shown that low socioeconomic status has a huge impact on mental health in children and adolescents, primarily due to the associated stress and effects related to poverty. There are three primary factors or levels through which poverty affects children/adolescents: individual, relational, and institutional. The first of these levels, individual factors, are the factorsShow MoreRelatedSocioeconomic Status and Health Issues1380 Words   |  5 Pages Socioeconomic status (a measurement of income, education, and occupation) measures an individuals social standing in society. Low socioeconomic status is often linked to a depravity of essential material resources and heightened psychological stress variables. The importance of researching the effects is underlined by its association to a number of adverse health effects and the increasing p revalence of poverty within many countries in the world. Recent studies have investigated the possibleRead MoreA Brief Note On Aboriginal And Torres Strait Islander Health1590 Words   |  7 Pagesand Torres Strait Islander people experience social disadvantages which significantly impacts their physical, psychological, emotional, spiritual and social health. This essay analyses the impacts of the social determinants of health such as socioeconomic status, early life and psychological distress to Aboriginal and Torres Strait Islander health which causes the wide gap in the social disadvantages experienced by the Indigenous community. According to the assessment of a Productivity CommissionRead MoreThe Effects Of Stress From Socioeconomic Status And Postsecondary Educational Attainment1083 Words   |  5 Pages the effects of stress from socioeconomic status and postsecondary educational attainment. SAWAT PHANTHAVADY A Child cannot choose the life their born into. For some this means a life of poverty and uncertainty. This group is classified as having a low Socioeconomic Status (SES). Children are the once affected the most in this in this category. They are faced with negative caregivers, malnutrition, toxic environment and stress causing their brain structureRead MoreThe Effects Of Low Self Esteem On Adulthood Essay976 Words   |  4 Pagesmarital status of the parents. Boys esteem was lower than girls, citing that boys without fathers in the home tended to have no one to look up to (Mandara Murray, 2000, p. 485). Also, boys had the tendency to sight their family functions as more negative when the marital status of parents was single. Income had a significant effect on the self-esteem of adolescents as well. The higher the income of the home the higher the self-esteem of the adolescent. Families that had a higher income status tendedRead MoreThe Health And Academic Performance Of Children88 7 Words   |  4 Pagesacademic/professional, socioeconomic backgrounds and many other attributes that contribute to diversity as a whole. As an educator you need to be fully aware of these differences among your students, so you can provide a classroom where the students are comfortable interacting with different people, ideas and backgrounds within the physical school environment. Diversity can contribute to the effects on the health and learning of children and my aim will be to narrow the selection to socioeconomic status (SES) onRead MoreWang And Steven Model Of The Cumulative Impact Of Multiple Risk Factors951 Words   |  4 Pages Explain the Shi and Steven model of the cumulative impact of multiple risk factors? There are risk factors such as race/ethnicity, low socioeconomic status (SES), and lack of health insurance, which independently and strongly related with disparities (Shi Steven, 2005). These risk factors are barriers to access to health care, quality to care, and health status. The vulnerability of an individual increases with increases of risk factors, however there is an interaction among different risk factorsRead MoreBiopsychosocial vs. Biomedical Model Essay947 Words   |  4 Pagesare both representations of health commonly accepted in modern society. The biomedical model considers the absence of disease is physical wellness. This model is good practice but it has limitations. On the other hand, the biopsychosocial model takes into account the whole person which has led to extensive research in many aspects of wellness. It addresses more than physical well being as many people now are ill but they have no presence of disease. Socioeconomic status, race, ethnicity and gen erationalRead MoreThe Effects Of Obesity On Children And Non Minority Children1490 Words   |  6 PagesAmerica, include ethnic cultures, socioeconomic status, and psychological factors. Ethnicities that are heavily influenced by culture can have an effect on the outlook of their children’s weight. It is evident that there is a certain aesthetic that some ethnicities tend to lean towards when it comes to body image. They may not feel concerned with an overweight child because their culture prefers their children with more fat on their bodies. The Maternal and Child Health Journal concluded, â€Å"culturalRead MoreThe Factors Affecting Minority Groups Essay1539 Words   |  7 Pagesmany factors affecting minority groups in society due to racism. Racism can have direct and indirect effects on a minority population. All the groups listed are all known as minorities within the United States and their socioeconomic standards. Socioeconomic status, also known as (SES), is a way used to classify many American citizens into different classes depending on their income. Socioeconomic status classifications cause different types of racism, such as institutionalized di scrimination and segregationRead MoreThe Problem Of Tobacco Cessation And Its Effects On Health And Well Being Of The Community Essay1233 Words   |  5 Pagesintroduce new facets that build off of new or old projects. Domain four primarily deals with the State s Prevention Agenda on its intended influence to population-wide health. A specific project introduced in this domain focuses on promoting tobacco use cessation in low socioeconomic status populations and those with poor mental health. The objective of this prevention project is to decrease the prevalence of cigarette smoking in adults ages 18 and older, along with promoting the use of tobacco cessation

The Ways to Prevent Influences of Rock Music on Teenagers Free Essays

The subject of rock has been controversial and a source of conflict between parents and children ever since it first appeared on the scene in the mid 1950’s. When Elvis Presley performed on the Ed Sullivan Show for the first time in 1956, the cameras only showed him from the waist up, because adults were offended by the way he shook his hips. The kids loved it! When the Beatles arrived in the mid 1960’s, parents were shocked again this time by the mop-top haircuts. We will write a custom essay sample on The Ways to Prevent Influences of Rock Music on Teenagers or any similar topic only for you Order Now But young people were swept away by the infectious enthusiasm of their music. After the Beatles, more shocks were in store as groups like the Rolling Stones and the Animals popularized a more coarse, gritty, and vulgar style of blues-influenced rock. Rock and Roll has a major impact on our society and the way people acted. Early on the issues of cars, school, dating, and clothing, and the famous artists or bands that are singing them could really influence the minds of young kids. A lot of the songs would also talk about events or conflicts that people listening could relate too. Topics such as sex and drugs that were pretty much unacceptable in the 1950s were starting to be in songs in the 1960s and 1970s, and now today rock artists such as Marilyn Manson sings about everything. Eventhough rock music is one of the arts that promotes creativity and expression, it still has negative effects on our society today, especially among teenagers. The first effect that we can see are rock music is a genre of music that uses guitar, drum and bass, which contribute to its noisy music. Not only that, the most negative part of rock music is its heavy metallic sound, which unconsciously makes its listeners violent. Rock music can cause a phenomenon called nerve jamming which is similar to hypnosis. Rock music also an often-cited example in this case is that of a sixteen-year-old boy in Texas, U. S. A who was taken into a trance like state while listening to rock song that he became violent and unconsciously murdered his aunt. After hearing the negative effects of the rock music, do we as parents would just sit idly by and continue to let the youth drift with rock music that turned out to have an adverse effect on them? Parents always want the best for their children. Thereby, there are several ways to control and prevent this problem from becoming rampant in our society, especially the youth who always need guidance and advice. The first ways that you can do as a parents to prevent the problem is monitor your children’s music the same way you supervise their use of television, videos, and the Internet. Developmental psychologists and other researchers who study the effect of media on children have found that parents who are involved in all their children’s media choices have a great impact on taming its potentially destructive effects, such as encouraging aggressive behavior and reinforcing negative stereotypes about women and men. Luckily, as parents of young children, you are likely to be involved in buying the tapes or CDs, or borrowing them from the library, so music choices should be easy to monitor. But remember. The monitoring should be done on an ongoing basis. There are other ways you-can maintain control such as stay involved and listen to your child’s music choices with him. If you find something objectionable, clearly explain in specifics why you’re concerned so that he begins to understand that you’re not just being mean and also you have valid reasons and particular values that you’d like him to understand and adopt. Also, don’t make the mistake of dismissing your child to his room to listen in private to music you don’t like: The more privacy he has, the less control and awareness you have. You also must to make sure the rules apply to everyone. One way that young children are often exposed to music that may not be appropriate for their ears is through older siblings (and parents). If you don’t want your 6-year-old listening to music that offends you, you probably don’t want your older kids listening to it, either. Lastly, you can share your favorite selections with your child and make an effort to appreciate his music. Encouraging your child to explore different kinds of music is likely to benefit him in many ways. In fact, our research shows that children whose parents introduce them to, and encourage them to listen to, a variety of music do better in school. Teenagers tend to get their style of dress from musicians that they like. Singers and songwriters have always set the tone for fashion trends. The music and fashion industry have become so intertwined that recording artists are now using their fame to sell their own fashion line of clothing. The rock fashion including black nail polish, waist chains and black makeup fashions are from rock music. For example Sleeveless T-Shirts Rock Band became very popular sense awesome bands like AC / DC, Metallica, Poison, Ratt, Ozzy others made prototypes all the Rage. The band Nirvana brought the Grundge look to the masses in the 90’s. Although this look started out in the city of Seattle, USA, it quickly became a popular fad. Even now in our country, we can see that young children wearing head skin pants, leather jackets, cut rock hair style and so on, where they take advantage of clothing shows how the singer or bands that they like. Follow clothing trends favored artist directly cause teenagers tend to follow the development of the artist. Parents should better monitor and take care of what are their children wearing even where they are, especially the teenagers because this group is more likely to follow changes in fashion and always want up-to-date. Parents can control with a fashion review and selection of children’s clothes when they go out shopping. In other way, although the parents just give children pocket money for the teenagers to buy their stuffs or things that they want parents need to find out what fashion and how clothes and the bought by their teenage children. As a conclusion, rock music seems to be the most controversial but it also has many positive influences that should be taken in to consideration. There are some negatives that come with it, and those should be filtered out by the parents. So, the next time your child wants to listen to a song they like, instead of immediately refusing, listen with both ears. You will learn much of what your child likes and dislikes. You will gain insight into the thinking of your child. You will also learn what to absolutely deny your child. How to cite The Ways to Prevent Influences of Rock Music on Teenagers, Essay examples

Walt Whitman free essay sample

He is important to our literature first of all because he was a great poet. Three of his works such as â€Å" I Saw in Louisiana a Live-Oak Growing,† â€Å"When I Heard the Learn’d Astronomer,† and â€Å"A Noiseless Patient Spider† will be discussed to show his writing characteristics of a new type of literature, building a bridge between Transcendentalism and Realism. Second, as an artist he has the kind of courage and vision upon which new eras are found. He remains one of our most important poets because he announces and instructs a new age; but he is equally important as a defender of the central American idealism of the past. In the time period of which Whitman writes, the kind of brilliance which is uncommon sense makes known to him that the time has come for many barriers to fall; barriers to the welfare and the expression of the individual, which he values above all else. We will write a custom essay sample on Walt Whitman or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Thus, in the advance of the â€Å"new† psychology he insists on the unity of the personality and the significant importance of all experience. He celebrates the values of the common, the miracle of the mouse, the wholesome soundness of the calloused hand, the body’s sweat (Agamben). He attempts â€Å"to make illustrious† the â€Å"procreative urge of the universe,† or humans (Page). On the plane of political thought he is also an apostle of individualism and represents the nineteenth-century projection of Jeffersonian idealism. Continued from the historical perspective of the time period, in 1855 Whitman is the first voice of the revolution, which after 1870 sweeps over European literature and much later reaches the United States. But now he has in mind his great project. Shaken by the ominous shadows that gather over the country as â€Å" the irrepressible conflict† takes shape in the Mexican War, he conceives of a book to interpret American democratic idealism as he has experienced it (Page). It is to be a poem in a new form with which he has been experimenting since perhaps 1847. Whitman finally begins his famous poetry collection of Leaves of Grass, which contains his infamous use of free verse among the various characteristics he uses in his writings. Walt Whitman’s distinctiveness in his writing proves his given name as the â€Å"Father of Free Verse. † There is no set meter in free verse, and it is meant to emulate regular speech. Whitman also uses within free verse the repetition of images, symbols, and phrases. His use of rhythm as a fluid instrument of verse demonstrated a range of possibilities beyond that of conventional rhyme and regular meter. He writes symphonically, associating themes and melodies with great freedom and suggestiveness; he abandons conventional and stale poetic figures and draws his symbolism freshly from experience. Spiritually he springs from the tradition that Emerson represents, having the transcendental or intuitional nature that trusts the naturally spiritual intimations of the individual and makes the individual responsible to them (Agamben). The main aspect of the uniqueness in Whitman’s work is his bridge between Transcendentalism and Realism. He uses the uncommon and marvelous subject matter of nature, individualism, and intuition and combines them into the theme of everyday life and common experiences of realism. All of these characteristics are evident throughout works written by Whitman. The first work to look at is â€Å"I Saw in Louisiana a Live-Oak Growing,† where Whitman uses repeated images such as the leaves, twigs, and moss along with repeated phrases of â€Å"I saw, I wonder’d, I know,† etc throughout the lines, and the reoccurring â€Å"utter joyous leaves† (Whitman 52). There is also the contrast and parallelism in paired lines where he distinguishes ideas of having friends and not, between himself and the leaves of the trees. Yet, the importance of this poem is to show how Whitman bridges the gap between transcendental literature and realistic literature. Realism is shown through his use of an everyday setting in Louisiana with common experiences such as walking among nature in itself. The description of the leaves of dark green and glistening with moss hanging from the tree’s branches is a normal site in setting. However, the turn from realism to a transcendental aspect occurs when Whitman gives the tree and its leaves human like characteristics. He uses the uncommon and marvelous here by portraying the tree to be alone with its â€Å"utter joyous leaves,† but he wonders how it could be satisfied â€Å"without a friend or lover near† (Whitman 52). Whitman gives the idea that nature can teach us something through its appearance. Secondly, Whitman’s poem â€Å"When I Heard the Learn’d Astronomer,† displays his infamous characteristics as well. The typical use of his repetition using the anaphora â€Å"When I† is repeated at the beginning of the first few lines (Whitman 61). Once again the importance of his poem is shown through the connection of transcendentalism and realism. It does so by taking the realistic nature and setting of a lecture-room with students learning and working with charts. This shows the ordinary, everyday, common aspect of a student getting bored during his professor’s lesson of Astronomy. However, Whitman displays transcendentalism through the student walking out of the classroom and into nature itself. Instead of learning about astronomy, he wanders off into â€Å"the mystical moist night-air† experiencing the â€Å"perfect silence† of the stars in the sky for himself (Whitman 61). A message once more is learned through the magnificence of nature in everyday reality. Lastly, the work of â€Å"A Noiseless Patient Spider† by Whitman also expresses his distinctiveness as a poet. Though of course he displays his accustomed use of anaphoras and repetition as seen in the last stanza with phrases of â€Å"Till the† and â€Å"O my soul† (Whitman 67). He uses alliteration in the third line of the first stanza by including the words vacant and vast, and in line 4 by the use of forth and the word filament three successive times (Whitman 67). Nevertheless, Whitman’s significant standpoint of linking transcendentalism and realism is once again established. The poem metaphorically compares a spider to a human. Each creature tirelessly constructs bonds to its surroundings. A spider spins silken thread to span a void. A human builds ships, airplanes, bridges etc. Even though the poet is realistically just watching a lonely spider spin a web, an aspect of transcendentalism is brought forth by a human obtaining knowledge through nature. The quest, or exploration, for meaning and knowledge in the vastness of the universe and the courage to venture forth alone into unknown territory are evident themes present in this poem where Whitman remarkably uses everyday life to once again teach a valuable lesson. As one of the greatest writers from the nineteenth-century, Walt Whitman is notorious for his unique characteristics that aspire many to read his works. As the â€Å"Father of Free Verse,† Whitman is heavily influenced by both his transcendentalist and realist roots to become a rebel against traditional England influence. Whitmans connection to nature is clearly evident as he illuminates a lower-class societys appreciation for simplicity and naturalism. His first-person narration technique deviates from the traditional use of an idolized main character passing through an array of obstacles. Instead, all of what is written in the poems previous occurs within the mind and body of the main character as he or she embraces the natural world and a sense of completeness, also alluding to the transcendentalist value of societal unification, but individualism as well. Walt Whitman ultimately and profoundly bridges the gap between transcendentalism and realism by placing everyday life in nature before the reader, to then led them to an insightful discovery.

What Is Summer Institute for the Gifted Should You Join

What Is Summer Institute for the Gifted Should You Join SAT / ACT Prep Online Guides and Tips Want to challenge yourself this summer? Interested in showing colleges some of your academic interests? If so, you might heave heard about the Summer Institute for the Gifted. In this post, we'll explain what the Summer Institute for the Gifted is all about; cover logistics such as application materials, cost, and dates; and help you decide whether it's a good fit for you. Feature image:Alfred Hutter/Wikimedia What Is Summer Institute for the Gifted? The Summer Institute for the Gifted (SIG) is an academic summer program for the â€Å"gifted and talented† aged 5-17. "Gifted and talented" basically means that you have been placed in a gifted program in school or that you have tested above the 95th percentile on a nationally normed test (we'll go over the eligibilityinfo in more detail below). You don't have to take a special test or submit an elaborate application to be considered. The program consists of three-week sessions held on various campuses around the country. Some camps are residential (meaning you live on-campus for the entire session) but also allow for commuter students, whereas others are exclusively day programs. Each program has its own dates. The earliest programs begin in late June and run through mid-July, while the latest programs run from late July to mid-August. (See specific dates for the residential programs and day programson SIG’s website.) If you're in a residential camp, you take a series of courses during weekdays and participate in recreation during evenings and weekends. What Are SIG Classes Like? Your classes will be a mix of academic (in subjects from the humanities, science, and math) and recreational. Courses vary by location and are mostly separated by age level. So you might be in some academic classes with only students of your grade but in recreation classes with students of various ages. You sign up for your classes before you get there, but you can change your courses in the first two days. This gives you a chance to get a feel for different classes and hopefully come up with a schedule that’s a good balance for you. Schedule and Residential Life at SIG You take your classes during the day from 8:45 am to 4:15 pm with a lunch break, followed by a recreation period, dinner, and a study tutorial in the evenings. So in some ways it’s kind of like your schedule during the school year, but a bit more intense since you’re living with other students and taking more challenging classes. On the weekends, there are local excursions, planned activities, and free time. You live in a residence hall with students of your same age and gender, and also have a roommate (it’s possible to request a single room, but it’s a bit more expensive). While the layout and size will vary, you can expect your typical dorm room to have a bed, dresser, desk, and, of course, a roommate! The day programs consist of the academic portion of the program, but you don’t stay in a residence hall or have weekend activities. The day program could be a good option if you want the academic experience but have other extracurricular or social commitments over the summer. Locations for Summer Institute for the Gifted SIG has a variety of locations all across the country. The residential programs are housed at universities, and the day programs are housed at a mix of universities and local schools. See below for a complete list. Residential Program Bryn Mawr College (Pennsylvania) Emory University (Georgia) Northeastern University (Massachusetts) Princeton University (New Jersey)* University of California, Berkeley University of California, Los Angeles University of Chicago (Illinois) University of Miami (Florida) Yale University (Connecticut) *Does not allow for commuter students. Day Program Boston University (Massachusetts) Bryn Mawr College (Pennsylvania) California Lutheran University Chatham Day School (New Jersey) Echo Horizon School (California) Emory University (Georgia) Fairfield University (Connecticut) The Overlake School (Washington) Sarah Lawrence College (New York) Stuart Country Day School (New Jersey) University of Miami (Florida) The Woods Academy (Maryland) The Wesley School (California) How to Get Into SIG You can apply online or by mail for SIG. To apply, you'll need topay a $99 application fee and send in an application form. The application form is pretty straightforward - you give your personal and demographic info, say which program you want to attend, and list your course preferences. Finally, if it’s your first year, you must also submit eligibility info. You have to meet at least one of the following criteria: Score at the 95th percentile or higher in one of the major content areas of a nationally normed standardized test administered by your school (this includes a lot of state testing or the SAT/ACT). See a full list of tests here. Participate in an academic talent search. Be identified as gifted orparticipate in a local or school gifted program. Score at least two standard deviations above the mean, or at the 95th percentile level or higher, on any individual or group-administered, nationally normed standardized intelligence assessment. If none of the above are available for you (your district doesn't have a gifted program, you haven't taken any of the standardized tests listed by SIG, and there are no talent searches you can participate in), you can have two teachers at your school fill out letters of recommendation for you instead. You should apply early in the year as programs, especially the ones at Princeton and Yale, tend to fill up before summer.Admissions are rolling,so you need to apply to popular programs as early as possible. Less popular locations might still have open spaces through June. If you're interested in attending SIG in future years, try to apply as early as possible to maximize your chances of getting your first-choice location. Cost of SIG SIG costs between $3,000 and $5,800, depending on the location, for the three-week residential option. The day programs are cheaper: between $1,200 and $4,500. A chart of costs for the residential SIG camps, via the SIG Application Form. You can apply for financial assistance using this form. Try to apply early if you anticipate needing financial assistance, as funds for these types of programs tend to run out closer to the start dates. Is SIG Worth It? You can definitely get a challenging academic summer experience by doing SIG. Many former participants say good things about the experience on online forums and blogs. In particular, many participants say it can be rewarding for students to meet other academically gifted students and make friends from different parts of the country. That said, your time is very scheduled and the program is expensive, so you might want to consider other opportunities closer to home if you want more flexibility. You certainly won’t be penalized in the college admissions process for not doing a program like SIG. Especially if you live in a district where you have access to challenging classes or a gifted program, the benefits might not be that substantial. Other great summer options include participating in local music competitions, volunteering, doing research, or taking classes at local community colleges or universities. Explore both local options and programs like SIG before deciding what's right for you. The main goal is to use your time over the summer to dig deeper into an academic or extracurricular interest. SIG is one way to do that, but make sure you consider other possible options to get the most out of your summer! What’s Next? Curious about other summer programs? Learn about the programs at Johns Hopkins (CTY)and Stanford (EPGY). Read about a range of academic summer programs so you can decide which one might be right for you! Wondering when you should start studying for the ACT/SAT? Get a guide for both tests so you can maximize your score (click here for ACT and here for the SAT). Trying to decide which high school to attend? Learn about AP and IB programs to help you decide which is the best one for you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Horatius at the Bridge by Thomas Babington Macaulay

'Horatius at the Bridge' by Thomas Babington Macaulay An esteemed army officer in the ancient Roman Republic, Horatius Cocles lived in a legendary period of Rome during the late sixth century.  Horatius was known for defending one of Romes most famous bridges, the Pons Sublicius, during the war between Rome and Clusium.  The heroic leader was known for fighting against Etruscan invaders such as Lars Porsena and his invading army.  Horatius was known as a courageous and brave leader of the Roman army. Thomas Babington McAulay The poet  Thomas Babington McAulay  is also known as a politician, essayist, and  historian.  Born in England in 1800, he wrote one of his first poems at the age of eight called The Battle of Cheviot. Macaulay went on to college where he began to have his essays published prior to a career in politics.  He was best known for his work in History of England covering the period 1688–1702. Macaulay died in 1859 in London. Summary The story of Horatius is described in Plutarchs Life of Publicola. In the early 6th century BCE, Lars Porsena was the most powerful king in Etruscan Italy, who Tarquinius Superbus asked to help him take back Rome. Porsena sent a message to Rome saying they should receive Tarquin as their king, and when the Romans refused, he declared war on them. Publicola was the consul of Rome, and he and Lucretius defended Rome until they fell in battle. Horatius Cocles (Cyclops, so named because he had lost one of his eyes in the wars) was the keeper of the Gate of Rome. He stood in front of the bridge and held off the Etruscans until the Romans could put the bridge out of commission. Once that was accomplished, Horatius, wounded by a spear to his buttocks and in full armor, dove into the water and swam back to Rome.   Horatius was forced to retire as a result of his injuries and, after a protracted siege of the city, Lars Porsena captured Rome, but without sacking it. Tarquinius Superbus was to be the last of the kings of Rome. Macaulay's Horatius at the Bridge The following poem by Thomas Babington Macaulay is a memorable ballad that recounts the courage of Horatius Cocles in his battle with the Roman army against the Etruscans. Lars Porsena  of Clusium, by the Nine Gods he sworeThat the great house of  Tarquin  should suffer wrong no more.By the Nine Gods he swore it, and named a trysting day,And bade his messengers ride forth,East and West and South and North,To summon his array.East and West and South and North the messengers ride fast,And tower and town and cottage have heard the trumpets blast.Shame on the false  Etruscan  who lingers in his home,When Porsena of Clusium is on the march for  Rome! The horsemen and the footmen are pouring in amainFrom many a stately market-place, from many a fruitful plain;From many a lonely hamlet which, hid by beech and pineLike an eagles nest hangs on the crest of purple Apennine;From lordly Volaterrae, where scowls the far-famed holdPiled by the hands of giants for god-like kings of old;From sea-girt  Populonia, whose sentinels descrySardinias snowy mountain-tops fringing the southern sky;From the proud mart of Pisae, queen of the western waves,Where ride Massilias triremes, heavy with fair-haired slaves;From where sweet Clanis wanders through corn and vines and flowers;From where Cortona lifts to heaven her diadem of towers.Tall are the oaks whose acorns drop in dark Ausers rill;Fat are the stags that champ the boughs of the Ciminian hill;Beyond all streams Clitumnus is to the herdsman dear;Best of all pools the fowler loves the great Volsinian mere. But now no stroke of woodman is heard by Ausers rill;No hunter tracks the stags green path up the Ciminian hill;Unwatched along Clitumnus grazes the milk-white steer;Unharmed the water fowl may dip in the Volsinian mere.The harvests of Arretium, this year, old men shall reap;This year, young boys in Umbro shall plunge the struggling sheep;And in the vats of Luna, this year, the must shall foamRound the white feet of laughing girls whose sires have marched to Rome.   There be thirty chosen prophets, the wisest of the land,Who always by Lars Porsena both morn and evening stand:Evening and morn the Thirty have turned the verses oer,Traced from the right on linen white by mighty seers of yore;And with one voice the Thirty have their glad answer given:Go forth, go forth, Lars Porsena! Go forth, beloved of Heaven!Go, and return in glory to Clusiums round dome,And hang round Nurscias altars the golden shields of Rome.And now hath every city sent up her tale of men;The foot are fourscore thousand; the horse are thousands ten.Before the gates of Sutrium is met the great array.A proud man was Lars Porsena upon the trysting day.For all the Tuscan armies were ranged beneath his eye,And many a banished  Roman, and many a stout ally;And with a mighty following to join the muster cameThe Tusculan Mamilius, Prince of the Latian name.But by the yellow Tiber was tumult and affright:From all the spacious champaign to Rome men took their flight.A mile around the city the throng stopped up the ways:A fearful sight it was to see through two long nights and daysFor aged folks on crutches, and women great with child,And mothers sobbing over babes that clung to them and smiled. And sick men borne in litters high on the necks of slaves,And troops of sun-burned husbandmen with reaping-hooks and staves,And droves of mules and asses laden with skins of wine,And endless flocks of goats and sheep, and endless herds of kine,And endless trains of wagons that creaked beneath the weightOf corn-sacks and of household goods choked every roaring gate.Now, from the  rock Tarpeian, could the wan burghers spyThe line of blazing villages red in the midnight sky.The Fathers of the City, they sat all night and day,For every hour some horseman came with tidings of dismay.To eastward and to westward have spread the Tuscan bands;Nor house, nor fence, nor dovecote in Crustumerium stands.Verbenna down to Ostia hath wasted all the plain;Astur hath stormed Janiculum, and the stout guards are slain. I wis, in all the Senate, there was no heart so bold,But sore it ached, and fast it beat, when that ill news was told.Forthwith up rose the Consul, up rose the Fathers all;In haste they girded up their gowns and hied them to the wall.They held a council standing before the River-Gate;Short time was there, ye well may guess, for musing or debate.Out spake the Consul roundly: The bridge must straight go down;For since Janiculum is lost, naught else can save the town...Just then, a scout came flying, all wild with haste and fear:To arms! To arms, Sir Consul! Lars Porsena is here!On the low hills to westward the Consul fixed his eye,And saw the swarthy storm of dust rise fast along the sky,And nearer fast and nearer doth the red whirlwind come;And louder still and still more loud, from underneath that whirling cloud,Is heard the trumpets war-note proud, the trampling and the hum.And plainly and more plainly now through the gloom appears,Far to left and far to right, in broken gleams of d ark-blue light,The long array of helmets bright, the long array of spears. And plainly and more plainly, above that glimmering line,Now might ye see the banners of twelve fair cities shine;But the banner of proud Clusium was highest of them all,The terror of the  Umbrian; the terror of the Gaul.And plainly and more plainly now might the burghers know,By port and vest, by horse and crest, each warlike Lucumo.There Cilnius of Arretium on his fleet roan was seen;And Astur of the four-fold shield, girt with the brand none else may wield,Tolumnius with the belt of gold, and dark Verbenna from the holdBy reedy Thrasymene.Fast by the royal standard, oerlooking all the war,Lars Porsena of Clusium sat in his ivory car.By the right wheel rode  Mamilius, prince of the Latian name,And by the left false Sextus, who wrought the deed of shame.But when the face of Sextus was seen among the foes,A yell that rent the firmament from all the town arose.On the house-tops was no woman but spat toward him and hissed,No child but screamed out curses, and shook its little first .   But the Consuls brow was sad, and the Consuls speech was low,And darkly looked he at the wall, and darkly at the foe.Their van will be upon us before the bridge goes down;And if they once might win the bridge, what hope to save the town?Then out spoke brave  Horatius, the Captain of the Gate:To every man upon this earth, death cometh soon or late;And how can man die better than facing fearful odds,For the ashes of his fathers, and the temples of his Gods,And for the tender mother who dandled him to rest,And for the wife who nurses his baby at her breast,And for the holy maidens who feed the eternal flame,To save them from false Sextus, that wrought the deed of shame?Hew down the bridge, Sir Consul, with all the speed ye may!I, with two more to help me, will hold the foe in play.In yon strait path, a thousand may well be stopped by three:Now, who will stand on either hand and keep the bridge with me?Then out spake Spurius Lartius; a Ramnian proud was he:Lo, I will stand at thy right hand and keep the bridge with thee.And out spake strong Herminius; of Titian blood was he:I will abide on thy left side, and keep the bridge with thee.Horatius, quoth the Consul, as thou sayest, so let it be.And straight against that great array forth went the dauntless Three. For Romans in Romes quarrel spared neither land nor gold,Nor son nor wife, nor limb nor life, in the brave days of old.Then none was for a party; then all were for the state;Then the great man helped the poor, and the poor man loved the great.Then lands were fairly portioned; then spoils were fairly sold:The Romans were like brothers in the brave days of old.Now Roman is to Roman more hateful than a foe,And the Tribunes beard the high, and the Fathers grind the low.As we wax hot in faction, in battle we wax cold:Wherefore men fight not as they fought in the brave days of old.Now while the Three were tightening their harness on their backs,The Consul was the foremost man to take in hand an axe:And Fathers mixed with Commons seized hatchet, bar and crow,And smote upon the planks above and loosed the props below.Meanwhile the Tuscan army, right glorious to behold,Came flashing back the noonday light,Rank behind rank, like surges bright of a broad sea of gold.Four hundred trumpets sounde d a peal of warlike glee,As that great host, with measured tread, and spears advanced, and ensigns spread,Rolled slowly towards the bridges head where stood the dauntless Three. The Three stood calm and silent, and looked upon the foes,And a great shout of laughter from all the vanguard rose:And forth three chiefs came spurring before that deep array;To earth they sprang, their swords they drew, and lifted high their shields, and flewTo win the narrow way;Aunus from green Tifernum, Lord of the Hill of Vines;And Seius, whose eight hundred slaves sicken in Ilvas mines;And Picus, long to Clusium vassal in peace and war,Who led to fight his Umbrian powers from that grey crag where, girt with towers,The fortress of Naquinum lowers oer the pale waves of Nar.Stout Lartius hurled down Aunus into the stream beneath:Herminius struck at Seius, and clove him to the teeth:At Picus brave Horatius darted one fiery thrust;And the proud Umbrians golden arms clashed in the bloody dust.Then Ocnus of Falerii rushed on the Roman Three;And Lausulus of Urgo, the rover of the sea,And Aruns of Volsinium, who slew the great wild boar,The great wild boar that had his den amidst the re eds of Cosas fen,And wasted fields, and slaughtered men, along Albinias shore. Herminius smote down Aruns; Lartius laid Ocnus low:Right to the heart of Lausulus Horatius sent a blow.Lie there, he cried, fell pirate! No more, aghast and pale,From Ostias walls the crowd shall mark the track of thy destroying bark.No more Campanias hinds shall fly to woods and caverns when they spyThy thrice-accursed sail.But now no sound of laughter was heard among the foes.A wild and wrathful clamour from all the vanguard rose.Six spears lengths from the entrance halted that deep array,And for a space no man came forth to win the narrow way.But hark! the cry is Astur, and lo! the ranks divide;And the great Lord of Luna comes with his stately stride.Upon his ample shoulders clangs loud the four-fold shield,And in his hand he shakes the brand which none but he can wield.He smiled on those bold Romans a smile serene and high;He eyed the flinching Tuscans, and scorn was in his eye.Quoth he, The she-wolfs litter stand savagely at bay:But will ye dare to follow, if Astur clears the wa y?Then, whirling up his broadsword with both hands to the height,He rushed against Horatius and smote with all his might. With shield and blade Horatius right deftly turned the blow.The blow, yet turned, came yet too nigh;It missed his helm, but gashed his thigh:The Tuscans raised a joyful cry to see the red blood flow.He reeled, and on Herminius he leaned one breathing-space;Then, like a wild-cat mad with wounds, sprang right at Asturs face.Through teeth, and skull, and helmet so fierce a thrust he sped,The good sword stood a hand-breadth out behind the Tuscans head.And the great Lord of Luna fell at that deadly stroke,As falls on Mount Alvernus a thunder-smited oak.Far oer the crashing forest the giant arms lay spread;And the pale augurs, muttering low, gaze on the blasted head.On Asturs throat Horatius right firmly pressed his heel,And thrice and four times tugged amain, ere he wrenched out the steel.And see, he cried, the welcome, fair guests, that waits you here!What noble Lucumo comes next to taste our Roman cheer?But at his haughty challenge a sullen murmur ran,Mingled of wrath, and shame, and dr ead, along that glittering van. There lacked not men of prowess, nor men of lordly race;For all Etrurias noblest were round the fatal place.But all  Etrurias noblest felt their hearts sink to seeOn the earth the bloody corpses; in their path the dauntless Three;And, from the ghastly entrance where those bold Romans stood,All shrank, like boys who unaware, ranging the woods to start a hare,Come to the mouth of a dark lair where, growling low, a fierce old bearLies amidst bones and blood.Was none who would be foremost to lead such dire attack?But those behind cried Forward!, and those before cried Back!And backward now and forward wavers the deep array;And on the tossing sea of steel, to and fro the standards reel;And the victorious trumpet-peal dies fitfully away.Yet one man for one moment strode out before the crowd;Well known was he to all the Three, and they gave him greeting loud.Now welcome, welcome, Sextus! Now welcome to thy home!Why dost thou stay, and turn away? Here lies the  road to Rome.Thrice looked he at the city; thrice looked he at the dead;And thrice came on in fury, and thrice turned back in dread:And, white with fear and hatred, scowled at the narrow wayWhere, wallowing in a pool of blood, the bravest Tuscans lay. But meanwhile axe and lever have manfully been plied;And now the bridge hangs tottering above the boiling tide.Come back, come back, Horatius! loud cried the Fathers all.Back, Lartius! Back, Herminius! Back, ere the ruin fall!Back darted Spurius Lartius;  Herminius  darted back:And as they passed, beneath their feet they felt the timbers crack.But when they turned their faces, and on the further shoreSaw brave Horatius stand alone, they would have crossed once more.But with a crash like thunder fell every loosened beam,And, like a dam, the mighty wreck lay right athwart the stream:And a loud shout of triumph rose from the walls of Rome,As to the highest turret-tops was splashed the yellow foam.And, like a horse unbroken, when first he feels the rein,The furious river struggled hard, and tossed his tawny mane,And burst the curb, and bounded, rejoicing to be free,And whirling down, in fierce career, battlement, and plank, and pierRushed headlong to the sea.Alone stood brave Horatiu s, but constant still in mind;Thrice thirty thousand foes before, and the broad flood behind. Down with him! cried false Sextus, with a smile on his pale face.Now yield thee, cried Lars Porsena, now yield thee to our grace!Round turned he, as not deigning those craven ranks to see;Nought spake he to Lars Porsena, to Sextus nought spake he;But he saw on Palatinus the white porch of his home;And he spake to the noble river that rolls by the towers of Rome.Oh Tiber, father Tiber, to whom the Romans pray,A Romans life, a Romans arms, take thou in charge this day!So he spake and, speaking, sheathed the good sword by his side,And, with his harness on his back, plunged headlong in the tide.No sound of joy or sorrow was heard from either bank;But friends and foes in dumb surprise, with parted lips and straining eyes,Stood gazing where he sank;And when above the surges they saw his crest appear,All Rome sent forth a rapturous cry, and even the ranks of TuscanyCould scarce forbear to cheer.But fiercely ran the current, swollen high by months of rain:And fast his blood was flowing; and he was sore in pain,And heavy with his armour, and spent with changing blows:And oft they thought him sinking, but still again he rose. Never, I ween, did swimmer, in such an evil case,Struggle through such a raging flood safe to the landing place:But his limbs were borne up bravely by the brave heart within,And our good father  Tiber  bare bravely up his chin Curse on him! quoth false Sextus, will not the villain drown?But for this stay, ere close of day, we would have sacked the town!Heaven help him! quoth Lars Porsena, and bring him safe to shore;For such a gallant feat of arms was never seen before.And now he feels the bottom: now on dry earth he stands;Now round him throng the Fathers, to press his gory hands;And now, with shouts and clapping, and noise of weeping loud,He enters through the River-Gate, borne by the joyous crowd.They gave him of the corn-land, that was of public right,As much as two strong oxen could plough from morn till night;And they made a molten image, and set it up on high,And there it stands unto this day to witness if I lie.It stands in the Comitium, plain for all folk to see;Horatius in his harness, halting upon one knee:And underneath is written, in letters all of gold,How valiantly he kept the bridge in the brave days of old.And still his name sounds stirring unto the men of Rome,As the trumpet-blast that ca lls to them to charge the Volscian home;And wives still pray to Juno for boys with hearts as boldAs his who kept the bridge so well in the brave days of old. And in the nights of winter, when the cold north winds blow,And the long howling of the wolves is heard amidst the snow;When round the lonely cottage roars loud the tempests din,And the good logs of Algidus roar louder yet within;When the oldest cask is opened, and the largest lamp is lit;When the chestnuts glow in the embers, and the kid turns on the spit;When young and old in circle around the firebrands close;When the girls are weaving baskets and the lads are shaping bowsWhen the goodman mends his armour, and trims his helmets plume,And the goodwifes shuttle merrily goes flashing through the loom;With weeping and with laughter still is the story told,How well Horatius kept the bridge in the brave days of old.