Free Essays on Carnival Cruises

, they will be flexible. Therefore, today’s organisation stand in sharp contrast to the typical bureaucratic organisations that have many vertical levels o... Free Essays on Carnival Cruises Free Essays on Carnival Cruises Introduction : Nowadays, many organisation are outsourcing their non- core activities to an external agents. Distribution is one of these activities as distribution consider as a non-core activity for many firms. Although, there are many advantage for outsourcing, there are also risks and disadvantage in this process. In this essay I would explain the term outsourcing and explain why organisations are preferring to outsource some of its functions in today’s environment. Also, in this essay it has been tried to analysis the advantage and disadvantage of the outsourcing process and its risks towards the organisation. The word outsourcing could be described as the contractual relationship with a specialised outside service provider for work traditionally done in-house. Outsourcing could also be defined as the use of external agents to perform one or more organisational activities. In the last decade or so there has been a trend, particular among large scale companies, to hand over the whole or part of the distribution function to the external agents. One should emphasis that outsourcing is an issue that is not specific to distribution. Many other organisational functions, such as information system, building maintenance, etc†¦, have been outsource for many years in organisations. There are different reasons for organisations outsourcing their distribution function. More and more organisations today face a dynamic and changing environment. This, in turn, is requiring these organisations to adapt. Competition is also changing. The global economy means that competitors are likely to come from across the ocean as from across town. Successful organisations will be the ones that can change in response to the competition and changing environment. In other words, they will be flexible. Therefore, today’s organisation stand in sharp contrast to the typical bureaucratic organisations that have many vertical levels o...

The Hardest ACT Reading Questions Ever

The Hardest ACT Reading Questions Ever SAT / ACT Prep Online Guides and Tips If you’re aiming for a top score on the ACT Reading section, you probably want to know what the hardest questions look like so you’re prepared for everything the test throws at you. In this article, I’ll walk you through the answers to some of the toughest questions I’ve seen on the ACT Reading section. Why exactly are they so hard? How do you tackle them? How well will you do? Challenge yourself for that top score. Detail Questions Detail Questions will ask you to paraphrase or analyze a specific part of the passage.These questions can be difficult because they require a strong understanding of the author's specfic viewpoint and a high level of reading comprehension. Here’s one of the hardest detail questions about the narrator’s point of view that I’ve come across on the ACT: In the last paragraph, a comparison is made between "diminished excellence" and "flawed competence." From the narrator's point of view, the conditions are different because the one is: F. a source of sorrow while the other is a source of pride.G. based in the family while the other is based in the self.H. inherent in the environment while the other is inherent in the individual.J. a sign that the individual can improve the world while the other is a sign that the individual can't. This is the comparison the question refers to: We plan makers are accustomed to things turning out not-quite-as-good-as-we-had-in-mind. Our world view includes the â€Å"diminished excellence† component. Diminished excellence is a condition of the world and therefore never an occasion for sorrow, whereas flawed competence comes out of character and therefore is frequently the reason for the bowed head, the furrowed brow. How do we go about solving a question like this? First, we need to establish what the narrator is saying about the difference between diminished excellence and flawed competence. What is diminished excellence, according to the passage? It’s a â€Å"condition of the world† and â€Å"never an occasion for sorrow†.Diminished excellence is not something to be sad about because it’s out of our control and exists naturally in the world. Ok, how about flawed competence? In contrast, flawed competence â€Å"comes out of character† and is a reason for â€Å"the bowed head†.Flawed competence is a part of the individual, not an immutable condition of the world, so it can be cause for distress. Ok, we know the difference. Now let’s examine the answer choices. Choice F:a source of sorrow while the other is a source of pride Well, one of them is a source of some degree of sorrow (flawed competence), but neither is a source of pride, so this doesn’t work. Nope, this is an irrelevant answer! Choice G:based in the family while the other is based in the self Again, this is sort of half-correct in that flawed competence is based in the self. However, diminished excellence is not based in the family - it’s based in the world at large. Nothing in this answer choice describes diminished excellence. Cross this one out too! Choice H:inherent in the environment while the other is inherent in the individual This seems likely.Diminished excellence is described as a â€Å"condition of the world†, so it’s inherent in the environment.Flawed competence â€Å"comes out of character†, so it’s inherent in the individual. Keep this one! Choice J:a sign that the individual can improve the world while the other is a sign that the individual can’t This is a confusing answer choice, because we don’t see either of the conditions described as signs of anything in the passage.Diminished excellence could be interpreted as a sign that the individual can’t improve the world, but flawed competence certainly isn’t any kind of sign that an individual CAN improve it. This answer is a weird concept jumble - get rid of it! Choice H is our answer! This question was tough because it asked us to consider and compare two complicated ideas in the passage.We had to grapple with abstract concepts as well as be very specific with our answer choice. You can see, however, that when we closely examine the direct evidence and definitions provided, it becomes very clear which answers should be eliminated. If you come across unfamiliar concepts in the passage that you need to understand to answer a question, sometimes it's helpful to write down their definitions in a simpler form next to the question so you can stay focused. Sometimes you have to look at things from the author's point of view on the ACT, even if you can tell he's someone who wears ugly glasses and stares off into the sunset wondering why he wasted the best years of his life. Development and Function Questions Development and function questions ask about the structure of the reading passage and how certain lines or paragraphs contribute to its meaning.These questions can be difficult because you have to have a strong understanding of the argument presented in the passage and how each piece of the passage fits into that argument. Here’s one of the hardest ACT questions I’ve seen in this category: The author uses the events listed in lines 77-79 primarily to: F. show how weather-related disasters threatened the survival of Western civilization.G. criticize subsistence-level agriculture as being too dependent on the weather.H. illustrate how environmental determinism operated in the Little Ice Age.J. suggest the part that climate shifts may have had in producing modern Europe. Here are is the paragraph we need to reference: Consider, for instance, the food crises that engulfed Europe during the Little Ice Age - the great hunger of 1315 to 1319, the food dearths of 1741, and 1816, "the year without a summer" - to mention only a few. These crises in themselves did not threaten the continued existence of Western civilization, but they surely played an important role in the formation of modern Europe. Some of these crises resulted from climactic shifts, others from human ineptitude or disastrous economic or political policy; many from a combination of all three. Environmental determinism may be intellectually bankrupt, but climate change is the ignored player on the historical stage. I have the whole paragraph copied here, rather than just the lines in the question, because it’s necessary to read beyond the lines to get the right answer. That’s part of what makes this question difficult. All right - how do we solve this? First, let's figure out what the question is asking. What is the primary purpose of lines 77-79?It’s important not to miss the world "primary" in this question because some of the answer choices are tricky.They might support the author’s point, but they’re not her primary reason for using those lines. Now let’s go through the answer choices and see which one works. Choice F:show how weather-related disasters threatened the survival of Western civilization If you just read the lines mentioned in the question, you might think this answer was plausible.This is why it’s important to make sure to read the whole paragraph surrounding the lines to get the context.In the next sentence, the author specifically says these crises â€Å"did not threaten the continued existence of Western civilization†. This is an opposite answer - get rid of it! Choice G:criticize subsistence-level agriculture as being too dependent on the weather Hmm - it does seem based on these lines that subsistence-level agriculture was too dependent on the weather.But was that the primary point the author was trying to make by citing these crises?No, this answer misses the larger point even if it makes sense on a factual level. Eliminate it! Choice H:illustrate how environmental determinism operated in the Little Ice Age This answer choice would be easier to understand if you had the whole passage to look at, but the Little Ice Age is a time period of climate instability that was described earlier in the passage.These crises did occur during that time period, so that part makes sense. But is the author trying to support environmental determinism?She says it’s â€Å"intellectually bankrupt† at the end of the paragraph. This answer is slightly off - cross it out! Choice J:suggest the part that climate shifts might have had in producing modern Europe This seems right.The paragraph says the crises â€Å"surely played an important role in the formation of modern Europe†, so that's a pretty close paraphrase of this answer choice. This one’s a winner! Choice J is our answer! You’ll notice that the correct answer choice was the last one, so this question could be particularly difficult if you were rushing on the test.Some of the other choices also seem partially right at first glance. That’s why reading carefully and making sure every part of an answer makes sense is so important. That guy on the right is SO done with everyone he knows dying from malnutrition. Inference Questions Perhaps the most difficult ACT Reading questions are those that ask you to make inferences about the passage.This requires more developed extended reasoning skills and a deep understanding of the points being made by the author. Meaning in context questions are a subset of inference questions. They will ask you to look at specific lines in a passage to infer and then paraphrase their meaning. Here is an example of a very difficult meaning in context question on the ACT: Which of the following statements best paraphrases lines 5-8? A. The imagination lacks value and should be ignored in favor of paying attention to the actual world.B. Reason can enhance the imagination but at the expense of experience in the actual world.C. Rather than become isolated, the imagination should connect to the actual world at least occasionally.D. Reason, not the imagination, is the best way to appreciate and enrich the actual world. Here are the lines we’ll need to reference: A mind risks real ignorance for the sometimes paltry prize of an imagination enriched. The trick of reason is to get the imagination to seize the actual world - if only from time to time. This question is so difficult because the lines it references deal with a somewhat confusing and high-level concept. The answer choices also combine a lot of different concepts that are included in the lines but don't necessarily answer the question correctly. Ok, time to solve this. First, let’s try and understand what the lines are saying. What does the first sentence mean? A mind risks real ignorance for the sometimes paltry prize of an imagination enriched. It seems like it's saying that people often gain an enriched imagination at the expense of their knowledge of the real world.â€Å"Real ignorance† is the price they pay for an â€Å"imagination enriched†. Ok, how about the second sentence? The trick of reason is to get the imagination to seize the actual world - if only from time to time. It's saying that in order to overcome the problem in the first sentence, you have to get your imagination to connect with or â€Å"seize† the real world sometimes. It seems like we have a pretty good understanding of the sentiment in the passage: imagination can make you lose touch with the real world if you don’t bridge the gap between the two sometimes. Now let's go through the answer choices. Choice A:The imagination lacks value and should be ignored in favor of paying attention to the actual world. Hmm this sounds pretty extreme. Even though the author does say that you shouldn’t totally lose yourself in imagination, there’s no mention of ignoring it.She says imagination should â€Å"seize the actual world†, so the two are compatible. Imagination doesn’t â€Å"lack value†. This answer is incorrect! Choice B:Reason can enhance the imagination but at the expense of experience in the actual world. This is definitely an opposite answer. How can reason enhance your imagination if you are sacrificing real world experience?The author’s point is that reason should allow you to enhance your imagination by occasionally putting imagination in the context of your experiences in the real world. Eliminate this one! Choice C:Rather than become isolated, the imagination should connect to the actual world at least occasionally. Looking promising. The author definitely says that the imagination shouldn’t be isolated from the real world or the imaginer â€Å"risks real ignorance†.She also says imagination should â€Å"seize the actual world - if only from time to time†. This seems synonymous with connecting â€Å"to the actual world at least occasionally†. Keep this one! Choice D:Reason, not the imagination, is the best way to appreciate and enrich the real world. This is a plausible interpretation of what the author says, but it’s still not correct.It seems like she does believe that imagination can cause you to lose touch with the real world, so it might not be the best way to appreciate or enrich the real world.However, that’s not the point specifically being made in these sentences. Eliminate this one! Choice C is our answer! These answer choices were very difficult because almost all of them included a plausible element, even though only one was close enough to the meaning of the lines to answer the question correctly.This is common with inference or meaning in context questions, which is why reading the question carefully and being ruthless about eliminating answers that aren’t a perfect match is so crucial! What is the "actual world" anyway? How do we know our imaginations aren't, like, just as real? Duuuude. Review The hardest questions on the ACT Reading section ask you to analyze abstract concepts and paraphrase complex viewpoints expressed in passages. Often the answer choices provided will seem plausible or provide a statement that is true but does not directly answer the question being asked. No matter how difficult or confusing a question seems, you can always find the answer by referring to direct evidence from the passage.If you read carefully and don’t stray from the information you are given, you will get all of these questions right every time! What's Next? Read these articles for tips on how to approach ACT Reading passages and to learn more about the four types of passages you'll see on the test. Do you keep running out of time on the ACT Reading section? Learn about how to avoid the time crunch. If you're already achieving high scores on the Reading section and want to know how you can take it to the next level, check out our article on how to get a 36 on ACT Reading. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

SS310 unit 6 DB Research Paper Example | Topics and Well Written Essays - 250 words

SS310 unit 6 DB - Research Paper Example The civil rights movement also coincided with the women’s movement which had the same aspirations and ambitions that civil rights strove for but focused on the female population and their rights (MacLean, 2006). The successes that were achieved by the civil rights movement helped the Women’s rights as well and enabled them to gain the equality that they had been struggling so hard to gain over the years. A number of the successes that were achieved affected the women as well and thus in this way it can be said that both movements were connected in their fight to achieve their goal of equality(English, 2009). A good example would be the passage of the 1963Equal Pay Act that can be related to the Greensboro sit-ins in 1960. The sit ins were staged in protest of the racial segregation policies that were practiced by Woolworth in the southern states whereby the white employees received better treatment and pay than their African American counterparts (English, 2009). The sit-ins were able to gain a lot of media coverage and can be said to be part of the reason that the equal pay act was eventually passed in 1963 and abolished pay disparities which affected the women as well. Through these two connections one can see that the civil rights movement did serve a part in increasing the momentum of the women’s movement and the rights that they were fighting for as they took into consideration all groups that were discriminated against including the female population(MacLean,

Effect of Taxation on the Investment Decision in Firms Research Paper

Effect of Taxation on the Investment Decision in Firms - Research Paper Example The government dishes out sops to specific sectors and fulfills its task of generating enough growth in high risk sectors. The investment decision of firms depends upon various factors like the political will and stability, the infrastructure and the tax regime. The taxes levied on corporate investments also have a direct bearing on the profitability of these firms; hence they become a vital factor while taking any investment decisions. This therefore makes tax rates an important instrument with governments who manipulate it to ensure economic growth of a country. This paper examines the effect of taxes on investment decisions of the firms. It explains the various factors that affect firms functioning in the high risk taking sectors and the various instruments available with the government by which they can assist these firms to attain a better economic growth both for the firms and the country. In the end a case study of the steps taken to promote investments in the European Union amplifies the points made in the paper. The profits that a firm earns are directly affected by the rate of taxes that are levied on its produce. This has a bearing on its investment capacity. The poor infrastructure and institutional facilities combined with high tax rates can make any country a poor investment destination for firms. The tax system is an effective tool in the hands of the government to encourage those sectors which require investments of long gestational periods or poorly developed sectors where there is a need of capital investment. By altering the tax rates governments can shift the investments from more lucrative to high risk sectors by giving cuts in corporate tax and accelerated depreciation so as to increase the post tax profitability of the firm. This will lead to long run growth of the business as well as the economy. The effects of the proposed tax cuts like the capital gain tax, import duty exemption or local indirect taxes should be measured in relation to the expenditure change that they can offset. Such reductions in tax rates increase the firm's investment capability. Lower taxes help to reap a higher profit by the firms. The role of the government The government hands out large incentives to firms that are keen to invest in high risk sectors but which are good for the overall growth of the country. These sops can be in the form of tax holidays, import duty exemptions, exemption from custom duties etc. The firm's investment decision is greatly influenced by these tax exemptions. Other major factors that also affect the investments are the political and economic stability of the nation, infrastructure facilities, transport system, roads etc. These factors have an important bearing as they make the environment more conducive for investment, tax rebates are important but cannot be the sole incentive for investment. Especially in the case of MNC and FDI, studies reveal that the investors are mostly influenced by the market, political factors and tax rebates which are being offered. The government attracts foreign investment in targeted high risk

Its Time to End Pet Misery Year 11 Draft Essay Example for Free

Its Time to End Pet Misery Year 11 Draft Essay In the opinion piece ‘Let’s End Pet Misery’, featured in the Herald Sun on the 21st of July 2009, writer Susie O’Brien responds to the issue of animal cruelty in Victoria. In an outraged tone, the writer pleads with pet lovers and everyone else alike to support a new bill that aims to make animal desexing compulsory, reducing the rates of unwanted offspring and acts of animal cruelty committed against these animals. The writer begins her argument with the use of alliteration paired with a cliche. â€Å"A single stroke of the pen can save †¦ pets from a short life of misery. † The alliteration of the two words ‘single’ and ‘stroke’ draws more focus to the cliche; ‘a single stroke of a pen’. This emphasises how easily the problem could be solved, angering the reader due to the little that has been done to solve the problem. This technique also works to instil guilt within the reader, making it more likely for them to take action in assisting the cause, thereby supporting the writer’s contention to support the compulsory desexing of pets. One technique the writer uses is a frightening statistic that has been juxtaposed in a larger text. â€Å"In Victoria alone, 300 dogs are put down every day. That’s †¦ more than 100,000 a year. † This unbelievably shocking statistic is a perfect technique to support the writer’s contention. It is able to appeal to the fear and concern of pet lovers and all other citizens alike. This statistic works very well to draw the reader’s attention, due to its intelligent position just below the heading, and works to ‘recruit’ more people to the cause, as most would be unable to stop reading after being confronted with such a statistic. Additionally, it would inspire more people to support the writer’s contention and take action to stop all this death. One of the writer’s strongest persuasive technique is the use of a widely known anecdote paired with strong, emotive language. â€Å"In a devastating attack, someone †¦ hacked off his ears and tail and then left him to die in pain. † Through the use of the well-known story about Buckley, an eight week old Victorian puppy, the writer’s argument is strengthened in the eyes of many readers, as a majority of them would have heard of the story, and resented the horrific act of animal cruelty. Her argument is again reinforced by several instances of colourful language. Phrases like ‘hacked off’ and ‘die in pain’ don’t exaggerate the malevolence of the crime, but instead work to give the reader a clearer image of the vile act. This then makes the reader feel more strongly about the issue, making it more likely they do something about it. The strong use of visual media paired with the article is successful in giving the story an even greater effect; working as the figurative ‘icing’ on the argument. The largest image; that revealing the extent of Buckley’s shocking injuries, is a perfect accompaniment to the text, giving the reader a true idea of the result of his terrible wounds. Additionally, the images of pets behind bars, with their innocent eyes, and somewhat fearful expression makes the reader compare them to prisoners whom have been wrongly accused; forced to live a life of confinement for another’s crimes. These elements make readers wish to take action; ending the injustice, and is effective in supporting the writer’s contention. The opinion piece, â€Å"Let’s End Pet Misery,† is effective in persuading readers to support the author’s pledge to introduce a law making the desexing of pets compulsory. Whilst using a highly angered tone, the writer uses alliteration in conjunction with a cliche to give readers a greater idea of how appalling the government’s inaction is. The writer also shocks her readers through the use of an alarming statistic, revealing the true magnitude of the deaths of unwanted animals. Furthermore, the use of a terrifying anecdote used together with colourful language, as well as the images in the piece alert readers to the severity of the situation and appeal to one’s empathy, ultimately encouraging us to share an equally outraged view.

Evil Spirits - Short Story :: Papers

Evil Spirits - Short Story A number of years ago, as a poor student, I was renting the top 2 floors of a house with 7 other school friends. We thought ourselves lucky to get the house for such a low rent, plus all utilities paid for. With eleven of us, we each paid about $75.00 a month. The house had its fair share of windows facing east and west, so it should be a brightly lit house in the daytime, but, somehow, the house was always rather dark and dim. We could never figure this out. Often at night, we'd hear bumps and creaks; we always put it down as the old 100-125 year old Victorian style house settling down until one night... It was a Friday night, just around spring, exams were done with, and winter was almost over. We were all really overjoyed and happy. We felt that we did well in our exams. That evening, six of us went to the movies, had dinner. After the dinner, we headed home. The celebration continued. We were drinking coke; some of the guys were drinking beer. We were all laughing and joking in the kitchen, when we heard the door open, and footsteps coming up the stairs. We thought, Jenny and Sue were home, they had opted to go to a fellowship rather than join us at our celebration. We called out to the 2 sisters to join us, when we recieved no answer, Tom poked his head outside the kitchen, the dim hallway was empty. We figured, incredible as it sounds, they probably did not hear us, so, Tom went upstairs to the girls' room. A few minutes later, he came back downstairs looking very puzzled. The girls weren't home, yet, we heard someone open the front door and come up those stairs. We shrugged it off as the house settling down or a streetcar coming by shaking the house. A week later, as I was sleeping, I woke up quite suddenly. Unsure what woke me up, I switched on the light.

Problems of the Past Essay

Usually, when one’s past problems are pushed away and neglected, they grow in size until they are too much to handle. The two short stories The Swimmer by John Cheever and A Rose for Emily by William Faulkner portrays how a reluctance to accept or let go of one’s past can lead to many problems and difficulties. This is emphasized through the development and actions of the characters, Neddy and Emily, the aspects of southern life and American suburbia, and the irony and structure of the plots. Throughout their lives, Neddy and Emily inevitably experience change despite their attempts to disregard and ignore it. The actions and characteristics of Neddy and Emily illustrate and give insight about their past, their crutches, and the archetypal change they ultimately face. The American suburbia and Southern town that Neddy and Emily reside in directly symbolizes their problems, emphasizes the changes they face, and possible sources that fuel their reluctance to let go of their past. The irony, structure and conflict of the plots illustrates the futility of Neddy and Emily’s reluctance to accept and let go of their past, the overall damage of their problems, and other sources that fuel their problems. The actions and personality of people can give insight about their life. Firstly, Neddy and Emily’s characteristics and actions illustrate their problems and past. For example, in The Swimmer, after Neddy visits the Halloran’s pool and Mrs. Halloran expresses her condolence towards Neddy’s misfortunes, Neddy says â€Å"My misfortunes? (†¦) I don’t know what you mean† (25). The fact that Neddy seems unaware of his problems shows how Neddy is reluctant to accept his past, so much so that it made him lose grip on his life. Similarly, Emily, after her father’s death, becomes secretive and â€Å"people hardly [see] her at all† (12). This shows how Emily clings to her past because she spends all her time confined in her house, avoiding the present. Additionally, â€Å"when the next generation, with its more modern ideas, became mayors and aldermen†, Emily refuses to pay taxes and says, â€Å"I have no taxes in Jefferson† (12). This emphasizes how she does not want to change from her past ways and conform to the new ideas of the town. Secondly, Neddy and Emily’s characteristics and actions illustrate the crutches that they use to forget or hold on to their past. For example, in The Swimmer, Neddy drinks a lot of alcohol and naturally accepts it from numerous houses he visits. This shows how he cannot cope with reality and his past so he uses a crutch, in this case alcohol, to make him wash away his reality and forget his underlying problems. Moreover, when Neddy decides to swim across the county, it shows how he is possibly using the idea as a way to keep his mind off his past. Likewise, in A Rose for Emily, Emily keeps her father’s body â€Å"for three days† after he dies (13). This reveals Emily’s desire to control another and her refusal to accept the fact of death. Her desire to control is her crutch and it shows how she does not want to let go of her past since her father, before he died, controlled her, so she â€Å"[had] to cling to that which had robbed her† (14). Lastly, the actions and personalities of Neddy and Emily signify the archetypal change that they ultimately face. For example, in The Swimmer, after completing his journey, Neddy â€Å"[cries for] (†¦) probably the first time in his adult life† (27). When compared to Neddy’s first description of being very happy, youthful, with â€Å"[nothing] confining in his life,† it emphasizes the change that Neddy faces despite his attempts to avoid it (21). In contrast, in A Rose for Emily, Emily does not go through any change as she stays confined in her house, with â€Å"the only sign of life about the place being the Negro man (†¦)going in and out with a market basket† (12). Her lack of change as a person while the â€Å"newer generation became the backbone and the spirit of the town†, illustrates her dislike towards change as a whole (16). This also emphasizes her reluctance to let go of her past because it would involve change, which she clearly loathes. Ultimately, the characters’ actions and personalities create irony because their problems are expressed through them, despite their efforts to forget about it. The setting one resides in could be a factor that influences one’s actions and characteristics. The setting that one resides in can give insight about their way of life. Firstly, the American suburbia and Southern town that Neddy and Emily reside in directly symbolizes their problems. For example, the setting in The Swimmer is illustrated to be an American suburbia full of wealthy and privileged adults who spend all their time drinking and having parties. This is symbolic of Neddy who considers himself energetic and having â€Å"especial slenderness of youth† with very few problems (21). However, just like the suburbia, under Neddy’s apparent happiness and bloated comfort lie growing family and economic problems. Similarly, A Rose for Emily portrays the setting to be a southern town with ignorant views and rumours. This is representative of Emily’s ignorance towards change because despite many messages from the mayor and sheriff asking for change, â€Å"[Emily] would not listen to them† (16). Secondly, the societies and settings that Neddy and Emily are in emphasize the possible sources that fuel their reluctance to let go or hold on to their past. For example, the society in The Swimmer makes Neddy act like everyone else where people have parties, fun, and are â€Å"honored to give [Neddy] a drink† (26). This illustrates how Neddy’s problem with accepting his past could have rooted from his town’s society where he is expected to live in apparent happiness. Similarly, the society that Emily is in expects her to act like others, like when Emily is expected to marry someone. This shows how Emily’s necrophilia and use of her father’s controlling ways was caused by the society because she was expected to marry someone, but since Homer was not a â€Å"marrying man†, she killed him so she could be with him and be in control (15). Lastly, the settings that Neddy and Emily reside in emphasize the changes they face. For example, in The Swimmer, as Neddy begins his journey and is unaware of his problems, the setting is described as a â€Å"midsummer Sunday† where everything seems peaceful and perfect (15). As Neddy continues his journey and his problems and past begin to dawn on him, the weather changes and a thunderstorm occurs. By the end, â€Å"the place [is] dark† and gloomy and Neddy is hit with the full realization of his problems (28). This pathetic fallacy is symbolic of the change that Neddy goes through because the setting and weather are directly connected to his emotions, changing depending on how he feels. Similarly, in A Rose for Emily, as the town changes constantly, Emily’s house stays, â€Å"lifting its stubborn and coquettish decay† (11). The fact that her house is described to be stubborn and decaying is symbolic of Emily, who is also stubborn towards change and is decaying metaphorically, as she lives in her past, confined from the outside world. Ultimately, it is shown that the setting one resides in can heavily influence the decisions and choices one makes. The setting of a story is closely linked to the plot as it has influence on it. The plot of a story connects the characters and settings to the problems and difficulties at hand. Firstly, the irony of the plots illustrates the futility of Neddy and Emily’s reluctance to accept and let go of their past. For example, The Swimmer is ironic because Neddy drinks alcohol in order to forget about his past but it ends up sharpening his unhappiness and problems. The irony emphasizes how Neddy’s attempt at forgetting his past is pointless and futile because it ends up coming back to him. Likewise, A Rose for Emily is ironic because Emily buys arsenic and the town thinks, â€Å"she will kill herself† with it, but Emily ends up using it to poison Homer (15). This shows how Emily did not chose death as a way out of her past but succumbed to her father’s controlling ways. She resorted to necrophilia in order to control Homer, emphasizing how her reluctance to let go of her past is useless because in reality, she can never go back to her past. All she can do is pretend to still be in the past by dwelling on her father’s old ways. Secondly, the structure of the plots emphasizes the overall damage that Neddy and Emily face. For example, The Swimmer ends with Neddy looking at his abandoned and broken down house. The fact that there is no falling action shows how Neddy’s disregard for his past upscale his problems to the point of no return. In contrast, A Rose for Emily does not follow a regular beginning to conclusion structure since it begins with Emily’s death. The non-chronological and unnatural structure is symbolic of how Emily, who was once considered â€Å"tradition, a duty, and a care†, had succumbed to eccentric and unnatural ways (11). Lastly, the conflict of the plots illustrates additional sources that fuel Neddy and Emily’s problems. For instance, The Swimmer portrays the central conflict to be person vs. himself since Neddy always â€Å"[needs] a drink†, showing how he cannot control his urge (26). This emphasizes how his problems are deeply rooted in his alcoholism and are simply not from his family and economic problems. In contrast, the main conflict in A Rose for Emily is person vs. erson since Emily’s father was possessive and controlling of Emily. The town â€Å"[remembers] all the young men [Emily’s] father had driven away† illustrating how he kept Emily isolated from the community (14). This shows how Emily’s eccentric ways and hatred towards change stemmed and rooted from her father because of the way he treated her. Since he controlled her so much, Emily had no choice but to cling on to the past when he died because it was the only thing she was used to. Ultimately, the plot emphasizes how Neddy and Emily created more problems than they started out with by not letting go or accepting their past. In conclusion, the two short stories The Swimmer by John Cheever and A Rose for Emily by William Faulkner emphasize, through the development and actions of the characters, the aspects of the settings, and the structure and irony of the plot, how a reluctance to accept or let go of one’s past can lead to many complications and difficulties. Ultimately, when people with underlying problems reside in a society, whose views and traditions tempts them to forget or cling on to their past, end up losing their grip on reality and ruining their lives.

Phoneme Confusion Essay

An understanding of why students often confuse the phonemes /b/ and /d/ begins with understanding the fundamental difference between a phoneme and a grapheme. The term â€Å"phoneme† refers to a basic sound found within a language, such as the sounds that are represented by the letters /b/ and /d/. The grapheme represents the actual symbol used to denote those sounds (Reutzel & Cooter, 2004). In most Indo-European languages, the initial sounds of the words â€Å"ball† and â€Å"dog† are represented by these same symbols /b/ and /d/. The problem that children usually have with these sounds lies not in their confusion of the actual sounds or phonemes, but in the similarities between the two graphemes used to represent them (Goldstein, 2007). The problem that children usually have is in figuring out which sound goes with which letter—not actually in differentiating the sounds themselves (Macauslan & Quinn, 1976). This can be ascertained because it is often the case that children who make the mistake of mixing up the two sounds by reading usually manage to speak without replacing either phoneme with the other (Goldstein, 2007). It is usually the case, therefore, that the problem lies with the visual aspect of the grapheme itself. The letters /b/ and /d/ are both very similarly constructed: each is made up of a circle with a stick attached. When trying to differentiate between /b/ and /d/, children forget which side the stick should be on. Even in the phonologically aware child, each symbol sometimes succeeds in calling to mind both the sounds associated with the two letters (Goldstein, 2007). However, the child has a problem assigning the correct sound to the proper letter not because of an inherent â€Å"reading† problem, but because of an inability to properly orient the form of the letter in order to make the decision (Macauslan & Quinn, 1976). There as several formal and informal methods of dealing with this form of confusion. One method is simply to teach the letters separately. By teaching the phoneme-grapheme /b/ initially, the student is allowed to become thoroughly familiar with the letter and its formation. This familiarity will also extend itself to the sound or phoneme that is to be associated with it. Once the student can distinguish that this (b) is the letter â€Å"b† (â€Å"bee†), then that child will be less likely to confuse it with the other. Then, one it is established that the child knows /b/ and can distinguish it from all other letters and forms, the phoneme/grapheme /d/ can be introduced. Other methods of dealing with this issue exist to deal with a confusion that has already surfaced. Some teachers use mnemonic devices such as the formation of the letter with the hand. By holding the middle finger and the thumb together while allowing the forefinger to stand straight up, one can approximate the formation of /b/ on the left hand and /d/ on the right. By assigning a name to each formation such as â€Å"bull† to the left and â€Å"dog† to the right, the child might be prompted to remember which letter goes with each sound by listening to the onset of each word. It may also be helpful to point out the similarity between the lower and upper-case B’s. By reminding the student that the lower-case /b/ is merely a â€Å"B† with the upper semicircle missing, it might serve to remind him/her which letter corresponds with what sound. However, this may not prove generally helpful at the early ages, at which stage children are often likely to reverse all letters (including uppercase B) without readily noticing the difference. The child who is phonologically aware may still demonstrate confusion of the phonemes represented by the symbols /b/ and /d/ because of the similarity in the appearance of the two. These children may be otherwise quite able to perform the psychological and physical actions necessary to become good readers. However, such otherwise good readers may persist in confusing the two for quite a few years. The problem is not usually a great one and may be overcome using several mnemonic devices that serve to reinforce the distinction in the appearance of the two graphemes.    References Goldstein, E. B. (2007). Cognitive psychology: connecting mind, research and everyday   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   experience. Belmont, CA: Wadsworth Publishing. Macauslan, A. & V. Quinn. (1976). â€Å"The rotation of confusable letters in the writing of depressed children.† Child: Care, Health and Development. 2(6): 379-386. Reutzel, D. R. & R. B. Cooter. (2004). The essentials of teaching children to read: what every    teacher needs to know. Upper Saddle River: Pearson Merrill Prentice Hall.

High Blood Preasurre essays

High Blood Preasurre essays What is high blood pressure? High blood pressure means that your heart is working harder than normal to force blood into the arteries and through the circulatory system. For an adult a blood pressure reading greater that 140 over 90 is considered as high. Normally, the pumping of the heart creates a pulsing of blood along and against the walls of the blood vessels, which are flexible enough to dilate or contract. Sometimes, however, for a variety of reasons, the blood vessels may lose their flexibility, or the muscles surrounding them may force them to contract. As a result, the heart must pump more forcefully to move the same amount of blood through the narrowed vessels into the capillaries, thereby increasing the blood pressure. How it affects the body and the mind: High blood pressure doesnt affect your mind but it can coarse a lot of damage to your bodys organs when the blood flow isnt consistent, this can damage the heart, liver, kidney failure, stroke and loss of vision from damage to the retina at the back of your eye. Causes: Approximately 30 % of cases of essential hypertension are attributable to genetic factors. For example, in the United States, the incidence of high blood pressure is greater among blacks than among whites or Asians. Yet, this increased peripheral artery resistance is present, as well, in those people whose essential hypertension is associated with genetic factors, obesity, lack of exercise, overuse of salt, and aging. Treatment of the disease and dietary modifications: There are many tablets that doctors prescript to you to lower your high blood pressure. Also it is encouraged that you eat healthy and exercise at least 30 min a day, 5 days a week. It is wise to also keep off too much salt as it hardens your blood vessel that stops them from being able to stretch and contract leaving the heart to pump harder to get blood through. And last is to reduce the intake of al ...

Ethos, Pathos, Logos, Kairos The Modes of Persuasion and How to Use Them

Ethos, Pathos, Logos, Kairos The Modes of Persuasion and How to Use Them SAT / ACT Prep Online Guides and Tips Ethos, pathos, logos, and kairos all stem from rhetoric- that is, speaking and writing effectively. You might find the concepts in courses on rhetoric, psychology, English, or in just about any other field! The concepts of ethos, pathos, logos, and kairos are also called the modes of persuasion, ethical strategies, or rhetorical appeals. They have a lot of different applications ranging from everyday interactions with others to big political speeches to effective advertising. Read on to learn about what the modes of persuasion are, how they’re used, and how to identify them! "Yes, Alexander, this will be on the test." What Are the Modes of Persuasion? As you might have guessed from the sound of the words, ethos, pathos, logos, and kairos go all the way back to ancient Greece. The concepts were introduced in Aristotle’s Rhetoric, a treatise on persuasion that approached rhetoric as an art, in the fourth century BCE. Rhetoric was primarily concerned with ethos, pathos, and logos, but kairos, or the idea of using your words at the right time, was also an important feature of Aristotle’s teachings. However, kairos was particularly interesting to the Sophists, a group of intellectuals who made their living teaching a variety of subjects. The Sophists stressed the importance of structuring rhetoric around the ideal time and place. Together, all four concepts have become the modes of persuasion, though we typically focus on ethos, pathos, and logos. If Einstein says it, it must be true. What Is Ethos? Though you may not have heard the term before, ‘ethos’ is a common concept. You can think of it as an appeal to authority or character- persuasive techniques using ethos will attempt to persuade you based on the speaker’s social standing or knowledge. The word ethos even comes from the Greek word for character. An ethos-based argument will include a statement that makes use of the speaker or writer’s position and knowledge. For example, hearing the phrase, â€Å"As a doctor, I believe,† before an argument about physical health is more likely to sway you than hearing, â€Å"As a second-grade teacher, I believe.† Likewise, celebrity endorsements can be incredibly effective in persuading people to do things. Many viewers aspire to be like their favorite celebrities, so when they appear in advertisements, they're more likely to buy whatever they're selling to be more like them. The same is true of social media influencers, whose partnerships with brands can have huge financial benefits for marketers. In addition to authority figures and celebrities, according to Aristotle, we’re more likely to trust people who we perceive as having good sense, good morals, and goodwill- in other words, we trust people who are rational, fair, and kind. You don’t have to be famous to use ethos effectively; you just need whoever you’re persuading to perceive you as rational, moral, and kind. Sad imagery is an example of pathos, which appeals to emotion. What Is Pathos? Pathos, which comes from the Greek word for suffering or experience, is rhetoric that appeals to emotion. The emotion appealed to can be a positive or negative one, but whatever it is, it should make people feel strongly as a means of getting them to agree or disagree. For example, imagine someone asks you to donate to a cause, such as saving rainforests. If they just ask you to donate, you may or may not want to, depending on your previous views. But if they take the time to tell you a story about how many animals go extinct because of deforestation, or even about how their fundraising efforts have improved conditions in the rainforests, you may be more likely to donate because you’re emotionally involved. But pathos isn’t just about creating emotion; it can also be about counteracting it. For example, imagine a teacher speaking to a group of angry children. The children are annoyed that they have to do schoolwork when they’d rather be outside. The teacher could admonish them for misbehaving, or, with rhetoric, he could change their minds. Suppose that, instead of punishing them, the teacher instead tries to inspire calmness in them by putting on some soothing music and speaking in a more hushed voice. He could also try reminding them that if they get to work, the time will pass quicker and they’ll be able to go outside to play. Aristotle outlines emotional dichotomies in Rhetoric. If an audience is experiencing one emotion and it’s necessary to your argument that they feel another, you can counterbalance the unwanted emotion with the desired one. The dichotomies, expanded upon after Aristotle, are: Anger/Calmness Friendship/Enmity Fear/Confidence Shame/Shamelessness Kindness/Unkindness Pity/Indignation Envy/Emulation Note that these can work in either direction; it’s not just about swaying an audience from a negative emotion to a positive one. However,changing an audience's emotion based on false or misleading informationis often seen as manipulation rather than persuasion. Getting into the hows and whys requires a dive into the ethics of rhetoric, but suffice to say that when you attempt to deceive an audience, that is manipulation. If you really want to get an audience fired up about something, you can inspire righteous anger, which may or may not be manipulation. If somebody is offended that you’ve asked them for something, you can try making them feel sorry for you by turning indignation into pity- that’s manipulation. Seems trustworthy, right? What Is Logos? Logos comes from a Greek word of multiple meanings, including â€Å"ground,† â€Å"speech,† and â€Å"reason.† In rhetoric, it specifically refers to having a sense of logic to your persuasion; logos-based rhetoric is founded in logic and reason rather than emotion, authority, or personality. A logic-based argument appeals to a person’s sense of reason- good logos-based rhetoric will persuade people because the argument is well-reasoned and based in fact. There are two common approaches to logos: deductive and inductive arguments. Deductive arguments build on statements to reach a conclusion- in effect, the conclusion is reached in reverse. A common method is to propose multiple true statements which are combined to reach a conclusion, such as the classic method of proving that Socrates is mortal. All men are mortal, and Socrates is a man, therefore Socrates must be mortal. That’s not really a case that needs to be argued, but we can apply the same framework to other arguments as well. For example, we need energy to live. Food gives the body energy. Therefore, we need food to live. All of this is based on things we can prove, and results in a conclusion that is true, not just theorized. Deductive reasoning works on the assumption that A = B, B = C, so therefore A = C. But this also supposes that all the information is true, which is not always the case. Sometimes the conclusions you reach with deductive reasoning can be valid, as in the reasoning makes sense, but the conclusion may not be necessarily true. If we return to the Socrates argument, we could propose that: All men eat apples. Socrates is a man. Therefore, Socrates must eat apples. The problem is that we can’t prove that all men eat apples- some do, some don’t. Some might eat an apple once but never again. But based on our arguments, the conclusion that Socrates must eat apples is valid. A strong deductive argument for logos-based reasoning will be composed of provable facts that can reach a provable conclusion. However, a valid but not entirely sound argument can also be effective- but be wary of shifting from persuasion to manipulation! Another approach to logos-based rhetoric is inductive reasoning, which, unlike deductive reasoning, results in a probable argument rather than a definite one. That doesn’t mean that it is less effective- many scientific concepts we accept as truth are inductive theories simply because we cannot travel back in time and prove them- but rather that inductive reasoning is based on eliminating the impossible and ending in an argument that is based in sound logic and fact, but that may not necessarily be provable. For example, all people with a cough have a cold. Kelly has a cough. Therefore, Kelly likely has a cold. Our conclusion is likely, but not absolute. It’s possible that Kelly doesn’t have a cold- not because she doesn't have a cough, but because there are other possible causes, such as having allergies or having just breathed in some dust. The conclusion that she has a cold is likely based on data, but not absolute. Another example would be that Kelly picks her nose. Kelly is a woman, therefore all women must pick their nose. Inductive reasoning is based on generalizations. The first example, in which Kelly likelyhas a cold, makes sense because it’s based on something provable- that a sampling of people who have a cough have colds- and followed up with a likely conclusion. In the second example, this is a less sensible conclusion because it’s based on extrapolation from a single reference point. If we reverse the claim and say that all women pick their noses, and Kelly is a woman, therefore Kelly must pick her nose, that would be more sound logic. Still not necessarily true- not all women pick their noses- but a more sound example of inductive reasoning. Inductive reasoning can still be incredibly effective in persuasion, provided that your information is well-reasoned. Inductive reasoning creates a hypothesis that can be tested; its conclusion is not necessarily true, but can be examined. As always, be wary of venturing into manipulation, which is more likely to be based on erroneous or misleading facts. Kairos is all about the right time and place. What Is Kairos? Kairos is the Greek word for the opportune moment, which is precisely what it means in rhetoric. According to this principle, the time in which an argument is deployed is as important as the argument itself. An argument at the wrong time or to the wrong audience will be wasted; to be effective, you must also consider when you are speaking and to whom. In effect, kairos means choosing the correct rhetorical device to match the audience and space in which you’re attempting to persuade. If you wanted to persuade people to go vegetarian, the middle of a hot dog-eating contest is probably not the right time. Likewise, you’re probably not going to persuade a room of data-driven scientists of something by appealing to pathos or ethos; logos is probably your best bet. In essence, kairos asks you to consider the context and atmosphere of the argument you’re making. How can you deploy your argument better considering time and space? Should you wait, or is time of the essence? As Aristotle famously said, â€Å"Anybody can become angry- that is easy, but to be angry with the right person and to the right degree and at the right time and for the right purpose, and in the right way- that is not within everybody's power and is not easy.† The goal of kairos is to achieve exactly that. Effective use of kairos strengthens your persuasion ability by considering how people are already feeling based on context. How can you influence or counteract that? Or maybe pathos isn’t the right approach- maybe cold hard facts, using logos, is more suited. Kairos works in conjunction with the other modes of persuasion to strengthen your argument, so as you’re putting a persuasive piece together, consider how and when it’ll be deployed! Do a little detective work to figure out which mode of persuasion you're seeing. How to Identify Ethos, Pathos, Logos, and Kairos Understanding how the modes of persuasion work can make you better at identifying and picking them out. Not only is a better understanding of them useful for composing your own arguments, but it’s also beneficial when seeing other people’s arguments. When you understand how ethos, pathos, logos, and kairos work, you’re less susceptible to them. Advertising is one of the places we see the modes of persuasion most often. Looking at each of these advertisements, you can see how they use each mode of persuasion to convince audiences to convince an audience of something. Ethos Using celebrities is a classic example of ethos, which uses authority or recognition to convince an audience of something. In this case, celebrities like Michelle Obama, Lin-Manuel Miranda, and Janelle Mone discuss the importance of voting. It doesn’t matter that they’re not politicians or political scientists; audiences find themappealing and genuine. When they speak of the importance of voting, audiences listen because they like what these figures have to say. If talented, famous people like this are taking the time to vote, it must be important! Historians or those well-versed in politics might make different arguments about why audiences should vote, but in this case, the goal is to inspire people. When we see people we admire doing things, we want to do them too; hence the reason that ethos works so well. Pathos ASPCA’s commercials are some of the most infamous examples of pathos in advertising. Sarah McLachlan’s â€Å"Angel† plays over footage of abused animals in shelters, encouraging viewers to donate money to support the organization. It’s not hard to understand why it works; both the song and the imagery are heartbreaking! You can’t help but feel sad when you see it, and that sadness, when followed up by a prompt to donate, encourages you to take immediate action.And these ads are effective- the campaign raised millions of dollars for ASPCA. By appealing to our emotions and making us feel sad, this advertisement encourages us to act. That’s a classic use of ethos- it influences our feelings through the one-two punch of sad music and imagery, encouraging us to perform the desired action. Logos In some cases, emotion and authority aren’t the right tactic. Logos often appears in tech advertisements, such as this one for the iPhone XS and XR. Notice how the advertisement focuses on product shots and technological terms. Most audiences won’t know what an A12 bionic neural engine is, but it sounds impressive. Likewise, that â€Å"12 MPf/1.8 wide-angle lens, with larger, deeper 1.4 micron pixels† is pretty meaningless to most people, but the numbers suggest that this phone is something special because it uses scientific-sounding language. It doesn’t matter whether audiences really understand what’s being said or not. What matters is that they feel confident that the ad is selling them something they need- in this case, impressive technological specifications that make this phone an improvement over others. Kairos Kairos should ideally factor into all uses of the modes of persuasion, but timeliness can also be a big selling point. In this Christmas-themed MMs advertisement, the company uses timely humor to forge a connection between the holidays and MMs. Because these commercials have been running for such a long time, there’s also a nostalgic attachment to them. Just as people look forward to new Budweiser advertisements during the Super Bowl, others look forward to seeing MMs or the Coca-Cola polar bear during the holidays. Though this commercial doesn’t go out of its way to tell you the benefits of MMs, it does forge a connection between MMs and Christmas, encouraging people to purchase them around the holidays. Enhance your persuasion by better understanding ethos, pathos, logos, and kairos. Examples of the Modes of Persuasion Now that you’ve had some exposure to how ethos, pathos, logos, and kairos function and what they can do, you can test your ability to recognize them using the images below! There are a few things to notice about this image: The anonymous figure The language The use of a statistic Can you figure out which mode of persuasion this represents? The fact that the figure is anonymous tells us it’s probably not ethos. While we might be influenced by a person who’s in shape, there’s not really an appeal here based on the person- they’re just an image to support the ad. â€Å"DOMINATE† is a pretty loaded word, suggesting that this may have elements of pathos. However, take a look at that statistic. Whether it’s true or not, a hard statistic like that suggests that this ad is using logos to appeal to viewers. You can draw out an argument from there- 75% of users lose weight within weeks. You’re a user. Therefore, you will likely lose weight within weeks. What do you notice about this image? The photo The way the text frames the woman’s body The name of the perfume The color choice What mode of persuasion is this? Again, we don’t know who the model is, and perfume isn’t going to make us look like her, so we can count ethos out. The ad seems pretty intent on making us look at certain things- the woman’s lips and chest in particular. What is it trying to make us feel? â€Å"FORBIDDEN FRUIT† has a connotation of sensuality. Red is a color commonly associated with passion. When you combine the photo, the framing, the perfume name, and the color, you get a strong sense of sex appeal from the advertisement. This makes it an example of pathos- the ad is trying to make us feel a certain way. If we buy this perfume, maybe we would feel attractive, too. How about this advertisement? A serious-looking photo Text promising â€Å"no more back pain† â€Å"Doctor recommended.† Seeing a doctor might make you tempted to think the answer is logos, but there’s no appeal to logic here. â€Å"No more back pain,† is a nice promise, but there’s no attempt to appeal to emotions, so it can’t be pathos. What’s important in this image is the combination of the doctor in the image and the line â€Å"doctor recommended.† This doctor might not be famous, but he does have authority, making this an example of ethos. Our confidence in this treatment grows because we trust that a doctor understands how to address back pain. What mode of persuasion is this?Think about: The framing The model The text She does look fashionable and the ad mentions stylists, so it’s possible that this is ethos. There are no statistics or arguments being made, so the answer probably isn’t logos. Pathos is possible, but despite having a heavily made-up model, this ad is far less about sex appeal than the previous one. But the text mentions a specific holiday- New Year’s- suggesting that this is kairos. Kairos can, and often should, be combined with all the modes of persuasion to be even more effective. In this case, the model’s appearance could suggest either ethos or pathos in addition to kairos. The message here is that you should act now, at the beginning of the year, to take advantage of the deal and to start the year off with a new style, much like the one the model is sporting. A crying child is almost certainly pathos. Key Tips for Identifying Ethos, Pathos, Logos, and Kairos Now that you know the difference between all the modes of persuasion, you’ll have a much easier time identifying them. If you run into trouble, you can always ask questions about what you’re seeing, hearing, or reading to understand what mode of persuasion it’s using. #1: Is It Related to a Specific Time? If the argument is based on a specific day or context, such as Valentine’s Day or appealing only to a select group of people, such as people with dogs, it’s more likely to be kairos. #2: Does It Involve a Celebrity or Authority Figure? Celebrities are often a dead giveaway that an argument is using ethos. But authority figures, such as doctors, dentists, or politicians, can also be used to appeal to ethos. Even regular, everyday people can work, particularly when combined with pathos, to appeal to you based on a mutual connection you have. #3: Does It Involve Statistics? Statistics are a huge clue that an argument is using logos. But logos can also just be a logical argument, such as that if plants need water, and it’s hard to remember to water them, you should buy an automatic plant waterer. It makes perfect sense, making you more likely to buy it, rather than changing your habits to remember to water your plants more frequently. #4: Does It Influence Your Emotions? If an argument tries to change your emotions, whether by making you sad, happy, angry, or something else entirely, it’s a good indicator that it’s using pathos. Sex appeal is one of the biggest examples of pathos in advertising, appearing everywhere from makeup ads to car commercials to hamburger advertisements. What’s Next? Need help understanding the historical context forThe Great Gatsby to perfect your kairos-based argument? You can always combine the modes of persuasion with literary devices to make your arguments even stronger! Learn how to say "good morning" in Japanese! Even if it's not a mode of persuasion, it's just good manners. Have friends who also need help with test prep? Share this article! Tweet Melissa Brinks About the Author Melissa Brinks graduated from the University of Washington in 2014 with a Bachelor's in English with a creative writing emphasis. She has spent several years tutoring K-12 students in many subjects, including in SAT prep, to help them prepare for their college education. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Research Purpose Statement Development Essay Example | Topics and Well Written Essays - 1000 words

Research Purpose Statement Development - Essay Example universities.† This purpose statement explains and justifies the intent of the future research; it sets the objectives and clarifies the main idea of the research study. The NCU Proposal and Dissertation Review Form (DRF) serves as a source reference for additional information regarding purpose statement requirements and appropriate documentation. A series of questions explored the research problem before explaining and justifying the proposed purpose statement. Various sources are utilized in this paper, including different published research materials and Internet articles. The impact of foreign students on the educational industry in America can’t be ignored both in terms of the financial aspects and the diversity these students bring to American colleges and universities (Institute of International Education (IIE), 2010). However the response to this growing number of international students has been at best apathetic. While there has been a range of different studies completed in the last ten years on concepts such as student stress, cultural stress and other identified stresses that international students contend with when they commence their educational journey in America the reports seem to be unable to find a practical solution to the problem. This lack of educational model, one that could increase international student success and satisfaction in studying in American institutions, could negatively impact the future of this so far growing business. Given that the IIE (2010) reported that international students contribute almost $20 billion dollars through their tuition expenses and living costs more efforts should be made to ensure that the educational experience for international students is positive and meets their needs. The research conducted to date has focused on identifying key stresses that international students face when they study in America. While this author has found a wealth of material about international students and the

Theories of Teaching and Learning through Mentoring Essay

Theories of Teaching and Learning through Mentoring - Essay Example This can be within the context of education as a societal institution or more broadly as the process of human existential growth, i.e. how it is that our understanding of the world is continually transformed via physical, emotional, cognitive and transcendental experiences. Plato is the earliest important educational thinker. He saw education as the key to creating and sustaining his Republic. He advocated extreme methods: removing children from their mothers care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavour. For Plato the individual was best served by being subordinated to a just society. Platos belief that talent was distributed non-genetically and thus must be found in children born to all classes moves us away from aristocracy, and Plato builds on this by insisting that those suitably gifted are to be trained by the state so that they may be qualified to assume the role of a ruling class. What this establishes i s essentially a system of selective public education premised on the assumption that an educated minority of the population are, by virtue of their education (and inborn educability), sufficient for healthy governance. Plato should be considered foundational for democratic philosophies of education both because later key thinkers treat him as such, and because, while Platos methods are autocratic and his motives meritocratic, he nonetheless prefigures much later democratic philosophy of education. This is different in degree rather than kind from most versions of, say, the American experiment with democratic education, which has usually assumed that only some students should be educated to the fullest, while