12 More Military Terms Used in Civilian Contexts

12 More Military Terms Used in Civilian Contexts 12 More Military Terms Used in Civilian Contexts 12 More Military Terms Used in Civilian Contexts By Mark Nichol Following up on a post about words that originally pertained (or in one sense pertain) to military units but have developed nonmilitary connotations based on that sense, here are additional terms referring to military individuals or groups that have civilian senses as well. 1. captain: ultimately from Latin caput (â€Å"head†), originally referring to the leader of a war party and later to a military officer in command of a set unit or a ship; later, applied in general to a leader or head of a group or team. 2. cavalry: from Italian cavaliere (â€Å"horseman†), a body of soldiers mounted on horses (and later those assigned to mechanized units); by extension, from the clichà © in movie westerns of a US cavalry unit coming to the rescue of the protagonists, used in references to one or more people who bring aid to others. 3. lieutenant: from Old French lieu tenant (â€Å"in place of†), originally, an officer who was deputy to a captain but later also a specific military rank; in civilian usage, a right-hand man or woman or a subordinate. 4. muster: from Latin monstrare (â€Å"to show†)- interestingly, akin to monster- referring to an assembly of military personnel or serving as a verb synonymous with assemble, but also pertains to any assembly, collection, or inventory or to a sample or specimen. 5. picket: from French piquer (â€Å"pierce†), a group of soldiers assigned to guard a camp, or the action of doing so; in civilian usage, a distinct meaning of â€Å"protesting during a demonstration or strike† or a reference to a sharp stake, such as one that is part of a picket fence. 6. rank-and-file: from Old English ranc (â€Å"strong†) and Latin filum (â€Å"cord† or â€Å"thread), the arrangement of military personnel in rows and columns; by extension, a reference to ordinary employees or members as opposed to those in leadership roles . 7. reserve: from Latin reservare (â€Å"keep back†), one or more units of soldiers kept more or less in readiness in case they are needed as reinforcements; in general usage, anything kept in stock or kept apart from a general issue or supply. 8. scout: from Latin auscultare (â€Å"heed,† â€Å"listen†), a person, sometimes a local civilian- or a group called a scouting party- sent to explore, observe, or search to obtain information about the enemy; in entertainment or sports, someone who observes prospective performers or recruits. 9. sergeant: from Latin serviens (â€Å"servant†), originally referred to a servant but later applied to an experienced common soldier who supervised others under command of a nobleman or knight; the term now denotes an experienced soldier or police officer holding the rank of sergeant or (in the military) a variation of the rank such as staff sergeant. 10. task force: from taxare (â€Å"tax†), a unit formed temporarily to achieve a specific objective; the sense in civilian usage is the same. 11. troops: from Old French trope (â€Å"band,† â€Å"company†), also the source of troupe, collectively refers to soldiers (in singular form the name of a specific military unit, not a designation for a single soldier); in general usage, an informal reference to a company’s employees or an organization’s members (as in â€Å"Round up the troops for a meeting†). 12. wingman: originally a term for a pilot who supports the leader of a flying formation, now also slang for someone who backs up a person who seeks to approach potential romantic or sexual partners. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to use "on" and when to use "in""Certified" and "Certificated"20 Ways to Laugh

Swimming class at school Essay Example | Topics and Well Written Essays - 500 words

Swimming class at school - Essay Example The students who were waiting waited much longer for the next activity to start than they do during transition periods. This is because the class is not running for only one student. Also, they all will learn how to be patient until everyone finishes each exercise. And the teachers need to provide equity in making every student involved in learning the methods of freestyle and diving in the class.The teachers administrated the management of the class, which was a very small portion of the total time. They were not trying to rush them while teaching freestyle and diving in right manner because all the students have their own pace of learning how to swim. The only problems they control are the ones that are a threat to their safety in the water. The students are pretty young, so they don’t need to be taught how to swim like skilled and professional swimmers. It is just when the teachers feel that the students are getting in trouble such as signs of overactivity, accident, injury or drowning in the water, then they will call for the student’s attention to tell them to behave or to stop doing their activity to deal with their issues.The longest portion among the categories is practice, which was given to the students by the teachers. They organized, prepared, and distributed freestyle and diving techniques, as well as drills such as individual or group practice and self-initiated skill practice or they, give a test to them. Finally, the teachers asked their students to do a 7-minute warm up at the beginning of the class.

Using two historically different product design examples examine how Essay

Using two historically different product design examples examine how design has contrubuted to a particular stereotyping of Nature - Essay Example Designers are the translators of technological concepts and prototypes into marketable products. All types of products from foodstuffs to houses and landscapes; have undergone some kind of design. In fact design is the new engine of modern consumerism. First developed by Raymond Lowley, and later developed by US Government psychology â€Å"think tanks† such as Edward Berneys, in the 1930s to enable USA to experience economic growth; consumerism was a fundamental paradigm shift from product durability to product ephemerality. Ephemeral products are short lived thus encouraging people to go out and buy the â€Å"modern†, â€Å"latest†, â€Å"in vogue† or simply â€Å"new† products, while constantly disposing of old ones, Raizman, D (2003). The emergence and development of computers played a crucial role in the new culture of consumerism. As this culture grew; and played a key expediency role for government, encouraging people to concentrate on consumption, thus leaving the important role of running the state to the politicians from the 1950s onwards; computer design became its key component. With the advent of television in the 1960s, consumerism went global and thus dictated the way of life worldwide. Through advertising, television became a conduit of international communication and consumer culture. Guy Julier (2007) notes that design is currently dominated by the belief that the identity of the consumer is defined by the products they buy. Consumerism is undoubtedly well rooted in societal culture. Computer design soon took on aesthetics and ergonomics, which today dominate hypermarket shelves, glossy magazine covers, shop windows and homes. Claudia Dona (1980) noted that the world is overflowing with our own creations which besiege us and often distance us from one another physically and mentally. There is a social distance, which seems physical, between those who drive a certain design of car and those who don’t, even

Sheltered Instruction Observation Protocol Essay

Sheltered Instruction Observation Protocol - Essay Example It is also widely supported that, the use of sheltered instructions is very effective where the language used is a secondary language. Learners will be able to relate the display and presented concepts to the image and graphics shown and also relate it to terms in there first language. Each student will be conveyed the same message in varied form. Moreover, SIOP should be made adaptable to classes and topics where learners will be able to easily make relevant association to real life concepts. However, Freeman & Freeman (1998) indicate a number of shortcomings with SI: teachers often sacrifice academic content to meet the language needs of their students, teachers lack training in implementing sheltered instruction, students who do well in sheltered classes often flounder when mainstreamed, and students of differing ability levels are often relegated to the same sheltered class (pp. 39-40). It is to be understood that if the levels of the learners are varied that is a mixed ability class configuration the strategies should be hybrid in nature and SIOP may not be valid. Students will undeniably have varied levels though in the same class.

Pikionis Architect (Spanish) :: Spanish Language Essays

1- BIOGRAFIA 1887 Nace en El Pireo. Hijo de Petros Pikionis y Maria Syriotis. 1908 Se gradà ºa en la Universidad Tecnica Nacional, con el tà ­tulo de Ingieniero Civil. En Munich, estudia dibujo a mano alzada y escultura. Cezanne lo conduce a Paris. 1909/ Vive en Parà ­s 1912 Vuelve a Grecia. Pinta y completa su educacià ³n en Arquitectura. Realiza dibujos de la Arquitectura popular de Aegina. 1921 Construye su primera casa, intentando implementar as ideas que ha formulado en ese tiempo. Casa F.Moraitis, en –tzitzifies, Neo Faliro (posteriormente demolida). 1925 Construye su segunda casa. Casa Karamanos, en la calle Irakleiou 1 (posteriormente demolida). 1929 Pasa tres meses en el estudio sobre el terreno de la Arquitectura popular en Chios, con el proposito de producir un ensayo en francà ©s sobre la Arquitectura urbana de la isla. 1932 Obra: Escuela Primaria de Pefkakia, el Licabetto. 1935 Despuà ©s de este momento, ocurre un cambio en sus conceptos està ©ticos: piensa en las maneras de combinar un espà ­ritu universal con uno nacional. Todos sus proyectos arquitectà ³nicos estarà ¡n basados en este concepto. Obras: Escuela Experimental de Tesalà ³nica. Bloque de Apartamentos en la calle Heyden. 1935/ Publica el perià ³dico â€Å"El tercer ojo†, con Hatzikyriakaos-Ghikas. 1941 Nacimiento de su quinta hija, Agni, la menor. 1943 Es elegido como Profesor Titular de la Universidad Tà ©cnica nacional. 1949 Participa, junto a estudiantes de la Universidad, en un viaje educativo por Egipto. Obras: Casa y Estudio para la escultora F.Efthymiadou (calle Grypari 10, Patisia). 1950/ Participa, junto a estudiantes de la Universidad, en un viaje educativo por Constantinopla, Paris, Italia y Alemania. 1957 Aixioni: dibujos para un modelo de asentamiento griego de casas. Obras: Hotel Xenia Delfos. Residencia C. Potamianos, Filothei. Tratamiento del paisaje de à ¡rea arqueologica alrededor de la Acrà ³polis y de las colinas de Philopappus. Pabellà ³n del Turista, en San Demetrius Loumbardiaris. 1958 Se retira, despà ©s de haber eseà ±ado durante treinta y cinco aà ±os en la Universidad Tà ©cnica Nacional. 1961 Es elegido, por unanimidad, miembro de la Academia de Bella Artes de Munich. Obras: Casa A. Garis, Psychiko. Supervisià ³n de planos y de la Construccià ³n del Jardin de Juegos para nià ±os, Filothei. 1966 Pasa ocho meses en Estados Unidos, debido al estado de salud de su esposa. Reside en Boston y visita Nueva York. 1968 Muere en Atenas, 28 de Agosto. 2- TEORIA Y PENSAMIENTO La arquitectura de Pikionis esta determinada por el lugar y la historia. Pikionis entiende la arquitectura como la modificacià ³n de la naturaleza que el hombre produce al asentarse en esta, no pretende naturalizar las formas de la arquitectura sino una vinculacià ³n entre la arquitectura, pasado y paisaje. - PASADO E HISTORIA: frente a la ideologà ­a del movimiento moderno dominante de su à ©poca, Pikionis fue un arquitecto innovador que fue capaz de relacionar historia y tradicià ³n y ponerlas en valor en su à ©poca.

Importance of Friedns in Life Essay

Throughout the twenty-eight years of my life, I have had many friends, yet some of them would be called my admirable friends. No one of us can live without a friend. In truth, my friends can be divided into three types: honest friends, caring friends, and bibliophilic friends. My first exciting type of my friends is honest friends. Two of their prime traits are trustworthy and dutiful. They can tell me what the matters are with me even though they may not such good friends after telling. I remembered that when I had to evaluate my listening records, one of my friends said that my first record was terrible. She pointed out my weaknesses, so I could fix them. When I had difficult times, they helped me out and cheered me up. I was so appreciated another of my friends who I had lent money when I was unemployed in 2005. In addition, she spent time to drive me anywhere to look for jobs. This group of friends usually calls me to hang out with them, and we feel really happy together. I often go the mall with them at least once a week even though we cannot find out anything to buy. In short, this type of friends is wonderful for anytime. My second exciting type of my friends is caring friends. Two of their dominant traits are kind and sensitive. They know how to tell me what the problems are by the softest way. Last year, I got into a car accident. One of them came to see me right away after I called her. She had driven me to work and anywhere for two weeks. When my times are hard, they treated me kindly and helped me a lot. I will never forget another of my friends who had fed me for a couple weeks. I also borrowed her $200 at the time I had no job. However, she refused to take it back when I returned. This kind of friends is sensitive to my feelings, and they pay attention to me whether I am happy or sad. We often go out together for dinner or movie. As a result, they are delightful if I share or chat about my problems in my life. My third exciting type of my friends is bibliophilic friends. Two of their leading traits are awkward and intellective. They do not know how to observe on things delicately. By the time I asked my friend that how I dressed, she said that it was too ugly. They are sometimes with me when I have trouble although they are too busy in the libraries or work with their computers. They did not even know that I got into second accident in this January; however, they helped me out with homework from school. I remembered that when grandfather died in 2001, I had not gone to school for a week. One of them tried to write all of my lessons, and another one tried to explain to me those lessons. Nonetheless, they are not the kind of people who like to hang out with. They prefer staying the libraries to going shopping. To sum up, this group of people is satisfactory for a study, but they are not concordant with having fun. In conclusion, my truthful friends, my caring friends, and my bookworms have fulfilled my life with many significant things that they have done for me. I think it is important that we treat our friends well with respect and kindness just like they treat us. I am thankful to have those friends, and I will hold on them forever and ever.

10A2 UnitActivity 1 Essay - 670 Words

Unit 2: Critical Reading This Unit Activity will help you meet these educational goals: 21st Century Skills—You will employ online tools for research and analysis, use critical-thinking and problem-solving skills, and communicate effectively. Introduction Critical reading is a way of analyzing texts that involves an active examination of each argument in the text and the evidence supporting it. Critical reading helps to identify the ideas in the text, the position the writer takes on the issues discussed, and the underlying logic of the discussion. That is, critical reading helps to decipher the writer’s way of thinking. The first step in critical reading is to preview the text to grasp the main ideas. Next, you annotate and†¦show more content†¦To conclude your article, state your own opinion about the issue discussed in the three articles, providing sufficient evidence to support your viewpoints. Type your response here: __________________________________________________________________________ Evaluation Your teacher will use these rubrics to evaluate the completeness of your work as well as the clarity of thinking you exhibit. Task 1: Critical Reading Concepts Distinguished (4 points) Accurately identifies the arguments put forth by each writer Accurately identifies the evidence supporting the arguments Incisively assesses the credibility of the evidence provided Proficient (3 points) Identifies most of the arguments put forth by the writers Identifies most of the evidence provided to support the arguments Assesses the credibility of most of the evidence provided Developing (2 points) Identifies some of the arguments put forth by the writers Identifies some of the evidence provided to support the arguments Assesses the credibility of some of the evidence provided Beginning (1 point) Identifies a few arguments put forth by the writers Does not identify evidence to support the arguments Does not assess the credibility of the evidence provided in the articles Task 2: Summarize Your Ideas Concepts Distinguished (4 points) Accurately identifies and states the strengths and weaknesses of the analyses Consistently provides highly