102 Critical Reading and Bias Professor Ramos Blog

102 Critical Reading and Bias Quick Write Quick Write Write for 3 minutes on this quote. Bias We have talked about some important concepts concerning critical thinking. Ignorance Egocentric Thinking Intellectual Empathy Integrity Hypocrisy We are going to add  Bias  to that list. What is Bias? Bias  Ã¢â‚¬â€œ prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. So what exactly is bias and how does it connect to our class? Critical Reading Chapter 2 was an introduction into critical reading. Critical reading is very important to critical thinking and writing. The two main points are: One should read carefully Making a summary helps one grasp an argument. While these may seem obvious, they are also often ignored by students. Knowledge begins with reading carefully. Students that struggle with critical writing and argument usually have a difficult time because they failed to read carefully. DO NOT ASSUME  you know what they are talking about. You need to put in the time to read, follow, and understand others arguments in order to become a critical thinker and writer. Writing a summary of a reading or an argument helps us to make sure that we understood it correctly. I ask you to summarize in your weekly journals, because I am looking for how you are reading something, if you are reading it correctly and understanding it. It is very easy to miss read something. Chapter 3, Critical Reading: Getting Deeper into Arguments takes us further into critical reading. It is much more in depth and thorough. Persuasion  is to convince someone else to accept or adopt your position, which can be accomplished in a number of ways (80). Argument writing or critical writing focuses more on the logos, or appeal to reason. Logos: appeal to reason Pathos: appeal to emotions Ethos: appeal to credibility or trustworthiness Argument  represents only one form of persuasion, one that relies on the cognitive or intellectual capacity for reason (80). An argument doesn’t require two speakers or writers with opposing positions. They may, but you can write an argument, using appeals to reason with out setting it up as a dispute. Dispute  is a special kind of argument in which two or more people express views that are at odds (81). Reason v Rationalization Reason:  the power of the mind to think, understand, and form judgments by a process of logic. We can reason through induction and deduction. Deduction  takes beliefs and assumptions and extracts their hidden consequences/conclusions (106). For Example: Premise: Humans are mortal Premise: Socrates is human Conclusion: Socrates is mortal. This statement is a  syllogism. premise + premise = Conclusion Sound Arguments All premises must be true The syllogism must be valid, premises support the conclusion. Then, the argument is said to be  sound. Fallacies  are kinds of invalid arguments. Induction  uses information about observed cases to reach a conclusion about unobserved cases. For Example: If we see the train arrive at six am, several days in a row, we can reason that it will arrive at six am tomorrow. Unlike deduction, induction yields conclusions that go beyond the information contained in the premises used in their support. Rationalize  means to devise a self serving reason. We can come up with reasons and justifications to make ourselves feel better, but that does not mean that we are using reason. This is where the struggle will always be. We can’t be sure we are not rationalizing, but we can seek to think critically, examine our beliefs, scrutinize out assumptions, look for counter evidence, and think if it’s reasonably possible to draw different conclusions (92). We need to have sufficient sample size in order to reason effectively. Definitions Definition by Synonym: pornography is obscenity Definition by Example: a book is seen as obscene Definition by Stipulation: to bargain or agree on a definition Statement of Sufficient and Necessary Conditions: â€Å"Something can be called pornography is and only if it presents sexually stimulating material without offering anything of redeeming social value.† Let’s define what â€Å"Good Writing† is. Assumptions Assumptions can be stated or unstated, explicit or implicit. Implicit assumption  is one that is not stated but, rather, is taken for granted. An  explicit assumption  is one that is stated and given as evidence, also known as a premise. Evidence Evidence: facts or information indicating whether a belief or proposition is true or valid. Different disciplines use different kinds of evidence. We can use a text, field research, or experiments as evidence. Experimentation: science involves the systematic study of claims tested, designed to yield particular observations. Examples: a previous sample used as evidence. Real events drawn from history. Artificial or hypothetical cases cannot be used for evidence but can be used for persuasion. Analogies: a kind of comparison that asserts things that are alike in some ways are alike in others. Authoritative Testimony: citation or quotation of authorities. Statistics: numbers and data used to support claims. Graphs, Tables, Numbers Statistics can be misused and can be seen as misleading. Unreliable statistics, looks impressive but is insubstantial or irrelevant. Nonrational Appeals Satire: witty ridicule Irony: contrasts what is said and what is meant Sarcasm:  the use of irony to mock or convey contempt. Humor: being amusing or comical in writing or speech. Emotional Appeals In arguments we appeal to reason. Sometimes emotional appeals can be used effectively to aid the reason. Appeals to emotions can distract from the facts of the case, but they can also make the audience care about the evidence. Are emotional appeals fallacious? You should focus on the facts and offer reasons, but you may also provoke appropriate emotions in the readers. Be careful. Do not falsify Do not distract attention from the facts Do think ethically about how emotional appeals may affect the audience. Does All Writing Contain Argument? No, but most does. Most writing uses reason to get the reader to agree with what the writer is saying. In college, you should be using reason and evidence to support what you are saying. There should be a clear purpose and reason to your writing, hence it should be an argument. Problem Solution Example â€Å"The Danger of a Single Story† by  Chimamanda Adichie. To quote a  CNN article on the Danger of a Single Story: Nigerian author Chimamanda Adichie believes in the power of stories, and warns that hearing only one about a people or nation leads to ignorance. She says the truth is revealed by many tales. She illustrates this with a story about coming to the United States, as a middle-class daughter of a professor and an administrator, and meeting her college roommate. Adichie says that her roommate’s â€Å"default position toward me, as an African, was a kind of patronizing, well-meaning, pity. My roommate had a single story of Africa. A single story of catastrophe.† Adichie also tells how growing up in Nigeria reading only American and English children’s books made her deaf to her authentic voice. As a child, she wrote about such things as blue-eyed white children eating apples, thinking brown skin and mangos had no place in literature. That changed as she discovered African writers, particularly the Nigerian Chinua Achebe. This is a great quote that highlights some of the moves we need to do in our article. It summarizes her topic, problem she is addressing, and solution; including examples she uses. Topic:  Many people do not realize that they are getting only one story. A single story is incomplete and she says dangerous. Problem:  Having a single story about an issue or group of people leads to stereotypes and incomplete information. Solution:  To look for multiple stories of whatever issue or topic you are hearing. She recommends we get our news and stories from multiple perspectives. Reasons and evidence:  She gives examples from her personal life to highlight that she has a personal connection. Background:  She gives background information, citing quotes and examples that place her issue in a historical context. She also uses current examples to place the issue in a contemporary context. Creating Structure Structure is very important to making an argument. It needs to be deliberate and well organized. You cannot come across as being all over the place. An argument needs order in order for the audience to follow along. Here is one possible outline to use to build your paper: Position (thesis) Background Reason with evidence Reason with evidence Reason with evidence Reason with evidence Counterargument with refutation Conclusion with so what question addressing audience Homework Rough Draft (2 pages typed for points)

What Is a Good ACT Score A Bad ACT Score An Excellent ACT Score

What Is a Good ACT Score A Bad ACT Score An Excellent ACT Score SAT / ACT Prep Online Guides and Tips If you've taken the ACT and gotten your ACT test scores back, you probably want to know how you did. Or you might be planning for the ACT and want to know what ACT composite score to aim for. So what is a good ACT score? In this article, we'll discuss what makes a good ACT composite score. We also give you a step-by-step guide to figuring out what a good ACT score is for you personally, depending on the colleges you plan to apply to. We’ll also provide ACT score ranges for 38 popular schools and discuss what you can do if you fall short of your goal score. Aside: Are you looking for SAT standards instead? If so check out our SAT good score guidelines. What Is a Good ACT Score Overall? The ACT score range is from 1-36. As you might imagine, the higher your score, the better you did.But is there a certain cutoff that delineates a â€Å"good† ACT score? To answer this question, it’s important to understand how ACT scores work. Your composite score from 1-36 corresponds to a percentile that compares how you did to the general population of ACT test-takers. A higher percentile means you scored higher than that percent of students. (So, a 55th percentile score means your score was higher than 55% of students). Exclusive Free Bonus: Click here to download a free step-by-step guide on finding your personal ACT score target. Once you go through these steps, you'll know exactly what ACT score you need to aim for. ACT test scores are set up to follow a normal distribution. This means that student performance tends to cluster around the middle of the scale- most test-takers score a somewhere between a little below and a little above the average score. Far fewer test-takers score towards the higher and lower end of the scale. The average ACT score is 20.8. If you’ve scored 21, then you’ve scored higher than 50% of test-takers. That’s pretty good, depending on your frame of reference. A 24 places you at the 74th percentile- better than  ¾ of test-takers! Here’s an abbreviated chart with ACT score percentiles for the class of 2018 to help you figure out how your scores position you among the overall student test-taker population: Score ACT English Percentile ACT Math Percentile ACT Reading Percentile ACT Science Percentile Composite Percentile 1 1 1 1 1 1 5 1 1 1 1 1 10 6 1 3 2 1 13 18 3 13 10 9 16 36 31 28 25 27 18 44 48 38 37 40 20 53 57 49 50 52 22 64 65 60 64 64 24 75 74 70 77 74 26 82 83 77 86 82 28 86 91 82 90 88 30 90 95 87 94 93 34 96 99 97 98 99 36 99 99 99 99 99 In terms of benchmarks for ACT score percentiles, a score of 16 places you at the 27th percentile, meaning you’ve scored better than about a quarter of test-takers. This isn’t a very strong score. We’ve already noted that a 20.8 is an average ACT score, at the 50th percentile. A score of 24 means you’ve scored better than about 74% of students. A 28 means you’ve scored better than 88% of students, and a 30 means you’ve scored better than 93% of them! Anything 35 or above is in the 99th percentile- a truly phenomenal score. You can also see that not many people score near the bottom and the top of the scalebecause there’s so little percentile change between scores here. Composite scores in the 1-8 range are all in the 1st percentile, and composite scores from 35-36 are all in the 99th percentile! By contrast, around the middle of the scale at 20, where most test-takers are clustered, a bump of a few points makes a big difference: going from 18 to 22 moves you from the 40th to the 64th percentile- a whopping 24 percentile points! But a similar 4-point bump from 24 to 28 only takes you from the 74th to the 88th percentile. That’s just a 14-percentile bump. And from 30 to 34 is only a 6-percentile increase. You may notice that section percentiles are a little different than the composite scale. However, the same general score distribution holds. So, to recap, compared to all test-takers: ACT score 16 = bottom 25% ACT score of 21 = right in the middle! (average score) ACT score of 24+ = top 25% ACT score of 29+ = top 10% ACT of 31+ = top 5% ACT score of 35+ = top 1% of test-takers If you get a 34 or higher, you've ascended ACT mountain. What's a Good ACT Score for You? We’ve discussed how your ACT score compares to all the other test-takers. But what’s more important is what makes a good ACT score for you personally, based on the schools you are interested in. A 29 places you in the top 10% of test-takers, and it’s a strong score for admission to schools like Texas AM, Penn State, Virginia Tech, and Baylor. But a 29 would actually be a very low score for super-selective institutions like the Ivies, Duke, MIT, Stanford, and the University of Chicago. By contrast, a 29 would be an incredibly high score for less selective schools,like CSU Long Beach (average ACT score 21), CSU Northridge (average ACT score 20) and University of Southern Indiana (average ACT score 22). If those were your goal scores, you wouldn’t need a 29; aiming for a score a little above average (in the 21-22 range) would be adequate. So, what makes a good ACT score for you is all relative, and mostly based on where you are trying to get into college. Of course, it’s also worth noting that the higher your standardized test scores, the more likely you are to get offered merit scholarships.We’re going to focus primarily on figuring out the score you need for admission in this guide, but it’s something to keep in mind. Another thing to consider is that a higher ACT or SAT score can help you if you have a lower GPA than a schoolis looking for. (However, this won’t help you so much at particularly selective institutions- they’ll expect applicants with pretty high marks across the board.) How to Find Your Goal Score So how do you find out what makes for good ACT scores for the colleges you’re interested in? In this section, we’ll walk you through a quick five-step process for figuring out the best goal score for you. Step 1: Download This Worksheet To work through the following steps, we'll be filling out a worksheet for all the schools you're planning to apply to. Click here to download it, or click the image below. I recommend you print it out so that you can write on paper and keep it next to your work space. Step 2: Fill in the Schools You Want to Get Into on the Left Fill in all the schools you're sure you want to apply to already in the leftmost column. If you don't know what schools you're aiming for yet, feel free to use ones that have been suggested to you, or schools that your friends are interested in. I recommend that you take the time to research schools first, though, so that you have a realistic target score.Because your goal score should be targeted to the schools you are actually interested in applying to, the more accurate of an idea you have of the schools you want to apply to, the more accurate your goal score will be. Step 3: For Each School, Google "[Name of School] PrepScholar ACT" For example, if I'm interested in U Alabama, I'll do the following search: Click on the the ACT and GPA post (or the Admission Requirements post, they’ll both have the information) and scroll down to find the 25th and 75th percentile composite ACT scores for admitted students. For University of Alabama, the 25th percentile score is 23. As a quick reminder, the 25th percentile means that 25% of admits have a score at or below that number. So 23 would be a below average score for admitted students for U Alabama. The 75th percentile score for University of Alabama is 32. That means that students with that composite score scored better than 75% of all the other admits. So scoring at that level or above puts you in the top quarter of admits score-wise- a very competitive score! In summary, the 25th/75th percentile range describes the scores of the middle 50% of all students admitted to a particular school. If you score at the 75th percentile for any school, you have a great chance at getting in (assuming your other credentials are appropriate for the school). If you're at the 25th percentile, you'll need to have a particularly strong application to boost your odds of getting in. For each school on your list, google the PrepScholar ACT score information and write down the 25th and 75th percentile scores in the appropriate row for that school on your goal score sheet. Step 4: Calculate Your Final ACT Target Score To calculate your target ACT goal score, look at the 75th percentile column. Find the highest score in that column. That’s your composite score goal. If you score at the 75th percentile level for the most competitive school on your list, you’ll be competitive at all your schools for test scores. Another advantage of choosing a high goal score is that if you end up falling 1-2 points short, it’s not a huge deal because you’ll still be competitive for most of your schools. You might be thinking- hey, wait! Why did I fill out that entire sheet if I was just going to pick the highest 75th percentile score? Well, the advantage of filling out all that information is that you now have it handy as a reference. You’ll be able to check your ACT score against all your schools of interest as soon as you have it! Step 5: Share Your Target Score As a last step, I suggest that you do two things with your score target: Share it with your parents. This will be a helpful conversation around your personal goals and how you want to achieve your target ACT score. Plus, they can help keep you accountable throughout the preparation process! Tape it to your wall. This will keep your goal in mind, which will help keep you motivated to prepare. Keep your goals in sight! Good ACT Scores for Popular Schools To make determining your goal score a little easier, here is an ACT score chart with the 25th-75th percentile composite ACT test scores for 2018 for 35 popular schools.I’ve also provided the acceptance rate and current U.S. News ranking to give you additional reference points as to how selective the school is. School 25th Percentile ACT 75th Percentile ACT US News Ranking (National Universities) 2018 Acceptance Rate Princeton University 32 35 1 6% Harvard University 33 35 2 5% University of Chicago 32 35 3 9% Yale University 32 35 3 6% Columbia University 33 35 3 6% MIT 34 35 3 7% Stanford University 32 35 7 4% University of Pennsylvania 33 35 8 8% Duke University 32 35 8 10% Johns Hopkins University 33 35 10 5% Northwestern University 32 34 10 9% Dartmouth College 31 35 12 9% Brown University 31 35 14 7% Vanderbilt University 32 35 14 11% Cornell University 32 34 16 11% University of Notre Dame 33 35 18 17% University of California, Los Angeles 28 33 19 16% Georgetown University 30 34 22 15% University of California, Berkeley 29 35 22 18% University of Southern California 30 34 22 13% Carnegie Mellon University 32 35 25 17% University of Virginia 31 34 25 27% Wake Forest University 28 32 27 28% University of Michigan 31 34 27 24% New York University 29 33 30 19% University of North CarolinaChapel Hill 29 33 30 22% Boston College 31 33 38 27% Boston University 30 33 42 22% University of Georgia 28 33 46 48% Villanova University 31 34 49 29% Ohio State University 28 32 56 48% Penn State University 28 32 59 51% Clemson University 27 31 66 47% Texas AM University 25 30 66 61% What If My Score Is Too Low? If you take the test and you get lower than your goal score, what should you do? Don’t panic; you have a few options. We’ll go over them here and help you figure out when you should consider them. Strategy 1: Retake the Test If you have the time to prepare for the test and re-take it, this is probably your best strategy if you are really set on all your schools. (Unless you were only 1 or maybe 2 points under, in which case it might actually be a poor use of time toretake the test- see strategy #2). You’ll want to be sure to do targeted prep of your weaknesses to have the best chance of actually improving your score. You should also make sure you actually prepare for enough hours to make the meaningful difference in score that you need. Here are our rough estimates for how many hours of prep it will take for you to improve your composite score by a certain amount: 0-1 ACT Composite Point Improvement: 10 hours 1-2 ACT Point Improvement: 20 hours 2-4 ACT Point Improvement: 40 hours 4-6 ACT Point Improvement: 80 hours 6-9 ACT Point Improvement: 150 hours+ Strategy 2: Don’t Worry About It If you only missed your goal score by 1-2 points, depending on the schools you’re applying to, you might not need to do anything. Let’s say you were going for a 35, but you got a 34. You could retake the test, but you don’t necessarily have to. If your 34 still puts you towards the top of the 25th-75th percentile range for your schools, it might make more sense to use the time and energy you would spend prepping for and retaking the test on other parts of your application. However, if you were more than two points short of your goal score, you should consider strategies 1 or 3. And if you’re applying to very selective schools, even two points might make a retake worth it. Strategy 3: Adjust Your List of Schools If you are 3+ points short of your goal score and you don’t have time to retake the test, your best strategy is to adjust your list of schools. While you can (and should) still apply to your dream schools as reach schools, you’ll need to make sure that you have enough strong match and safety schools for your scores. Let’s say you were going for a 32, but you got a 28. You may have had Boston University(middle 50% 29-32)as a match, but now it’s more of a reach. And maybe you had Hofstra University (middle 50% 24-29) as a safety school but now it’s closer to a match. So add some safety schools for your score, like SUNY Albany (middle 50% 22-26) and Pace University (middle 50% 22-27).You can see more on choosing appropriate safety, match, and reach schools here. Safety (schools) are very important in the college application process. Review: What Is a Good ACT Score? So what is a good ACT score? Well, your composite ACT score corresponds to a percentile ranking that tells you how you did compared to all other test-takers. 20 is a 50th percentile, or average score. However, it’s more important to consider what’s a good ACT score for you personally. And a good score is one that makes you competitive for the programs you are interested in! We went over a 5-step process for determining a goal score. We also provided ACT score ranges for 38 popular schools. Finally, we provided some advice for what to do if you miss your goal score. You can prepare and retake the test, do nothing (if you were pretty close to your goal), or adjust your list of schools. Remember, the most important thing is figuring out what are good ACT scores for you personally! You won’t necessarily need the same scores as some of your friends and peers. What's Next? Got ACT questions? We've got answers! See ourACT FAQ. We can also help you figure out how hard the ACT will be for youand why you might need to take the ACT. We can help you figure out how important the ACT is for the college admissions process. And what's the minimum ACT score for college? Do you wantto improve your ACT score? Check out our top guides: ACT Prep Guide:Practice Test, Critical Info, and Section Info How to Get a Perfect ACT score, by a 36 Scorer How to Get a 36 in ACT Reading, ACT Math, and ACT English Check out our online ACT prep program. We have a 4 point improvement guarantee - if you don't improve your score by 4 points, you get every penny of your money back. Plus, you get a 5-day free trial, so if you don't feel that it's helping you, you can cancel at any time.

Setting of Farewell of Arms Research Paper Example | Topics and Well Written Essays - 1250 words

Setting of Farewell of Arms - Research Paper Example The setting of weather in A Farewell to Arms has been manipulated by Hemingway through the symbols of dryness and cold, frost and rain. Different war conditions have been described through these meaningful metaphors. Weather and War At the start of the novel, the writer describes the situation as cool and calm as â€Å"there was not the feeling of storm coming† (3). But with the arrival of the rain, the country has become â€Å"wet and brown and dead with autumn† (4). This happens as the fight grows. Hence the change in the weather has also changed the situation of war. The impending dangers of death and annihilation have been emphasized through the deadness of the autumn. Now from the very beginning of the novel, the reader gets the impression that weather and war will go side by side. The calamities of war will be further aggravated through weather condition of rain and wetness. With rain came cholera which has claimed seven thousand lives. It is obvious from the desc ription that the weather has proved more deadly than war, and its capacity of taking lives is even greater than the war itself. The agents of the weather like rain have been shown as the entities which are not in human control and their presence during war is â€Å"permanent†. Rain as an Omen of death Rain traditionally is used in a positive sense, and it symbolizes growth and fertility. But Hemingway has inverted the connotative meaning of this traditional symbol. In A Farewell to Arms the rain has been constantly portrayed as a symbol of death. It portends Catherine’s death. Catherine is afraid of rain, and she asks Henry to come out of the rain. Hence, the use of rain in war setting is ironic. It forebodes death and destruction. â€Å"The treatment of bad weather as a portentous mood-setter is a good indication of Gothic literature† (Shoomp Editorial Team 60). Hemingway also has manipulated this technique. The weather has been related to the war and human moo ds. Catherine Berkley is so afraid of rain that she thinks that the rain would part them from each other. She gets assurance from Henry that rain would not mitigate his love for him. She asks, "And the rain won't make any difference?" "No." When Henry reassures her that the rain would have no effect on their love, she says, "That's good. Because I'm afraid of the rain" (134). When asked by Henry why she is afraid of rain, she is not able to explain the cause of her fears. She tells Henry, "I don't know, darling. I've always been afraid of the rain." But at the insistence of Henry she blurts out: "All right. I'm afraid of the rain because sometimes. I see me dead in it." "No." "And sometimes I see you dead in it." (135). Rama (2007) observes the following in this connection: There appears some association in Hemingway’s mind between â€Å"Cat in the rain† and Catherine of A Farewell to Arms (called Cat by Henry). Cathrine sometimes sees herself and Henry dead in the rai n. Hemingway uses rain as an important symbol first time in â€Å"Cat in the Rain† and, later, as a major symbol in A Farewell to Arms (59). Hemingway has also used the symbol and setting of snow and frost in his story. The same metaphor has been used differently in various situations. Hemingway again has betrayed the traditional symbolical connotations of this metaphor. At first, the snow is the symbol of inertia. No development is made during snow time. Henry remarks, â€Å"looking out of the window of the bawdy house, the house of officers, where I sat with a friend and two

Why might one argue that the use of labour is the main component of a Coursework

Why might one argue that the use of labour is the main component of a firm's profit strategy - Coursework Example Human capital advantage is the ability to get exceptional human talent into the firm. The human advantage is achieved through combination of processes such as innovation, learning and cooperation. It is important to develop employees and teams in order to create a firm that is able to learn within and out of industry cycles. The supporters of Resource based view argue that human labour are resources that offer above normal returns and not assets bought and traded. This is because physical assets are usually purchased and are available in the market, therefore, competing firms having the free discretion to acquire the assets and be at par (Bowman 2003). The resources that offer competitive advantage are the ones that are not easy to duplicate. Human resources have specialized skills or talents that are embedded in the routines of a particular firm. These resources are difficult to duplicate or export from one firm to another. Thus, most firms have used human labour as the strategy for improvement in their profits and competitive advantage. Barney and Porter illustrate how it is hard to duplicate human labour strategy by saying that even if one firm was to steal researchers from one company to theirs, they will not reap the maximum benefits from these scientists because the environment and business strategies differ. Labour as the Main Component of a Firm’s Profit Strategy In business organizations, both the undertakings and behaviours those of value to the firms’ routines, social structure, and cultures of the firm, and directing and using these resources in combination with other inputs, are all the activities done by employees in the firm. This means that firms profits comes from the activities of employees’ labour that transforms other inputs into goods and services. This leads the proponents of resource based view to conclude that resources that produce more profits are human resources than inert or physical resources. RBV also state tha t in order to get maximum output from the human resource, a strategy must be put forward to achieve this. They refer this as the creation of the resource. An example of this is a producer who uses a new invention before it is adopted by other firms, will sell more than his competitors and gets surplus profits. RBV argues that it is the manipulation or use of physical assets by the workers that are a source of profits. The assets as stated earlier, are available and each firm is free to acquire them. However, the main constraint is their price. They are not taken as a resource in resource based view because they are not unique. However, labour that is employed is unique and taken as the most crucial resource. If the prices of these assets necessary for production of commodities were to go down, then individuals or groups would take over scale production without requiring to be employed by the capitalists. An example is that if the prices of car parts were within the reach of the mass es, then capitalists would abandon this industry (Bowman, 2003). The reasoning behind this is that the financial power is what enables capitalists to purchase physical assets and employ talented and skilled workers to produce commodities for them at a profit. The assets are not unique but the unique factor that enables them to get profits is the use of human resource or labour. In addition to labour, RBV also categorises inert inputs such as special equipments as resources. However, these resources are just used in some stage of production and moreover they are also produced by human labour. RBV supporters argue that if the workers are used to create resources for the firm, then the current deployment of the resource is greater than the price originally

Sample Speech To Persuade Essay Example for Free

Sample Speech To Persuade Essay I. Body The problem that we are facing is the deadly intersection of H Street an Laurel Avenue. This intersection is dangerous to us all because it has no stop light. According to a summary of Lompoc City Police reports filed within the last 14 months, there have been 19 collisions at the corner of H Street and Laurel Avenue. Of these, 19 collisions, 11 were attributed to the failure of East/West Laurel Avenue traffic to stop at H Street. The remaining 8 accidents were attributed to motorist traveling North and South on H Street, striking cars in the rear that had just turned on to H street from Laurel Avenue. An analysis of Lompoc traffic accidents was prepared by Mr. J. T. Brown of the California Department of Motor Vehicles Mishap Investigation Division, and published February 22nd,1996. In this analysis, the underlying cause of these specific 19 traffic accidents was listed as the lack of adequate traffic control at the intersection of H Street and Laurel Avenue. The analysis further went on to site the installation of a traffic signal as the recommended solution. I have copies of both the Summary of Lompoc City Police reports and Mr. Browns analysis If you would care to review them for yourself later. Well, now that weve examined the nature of the threat we are facing lets take a look at what has been done so far t defend against this threat. II. Debate by city officials and increased patrols by law enforcement have not solved the problem. The Lompoc City Council has debated installing a traffic signal. During the last two City Council meetings held in January and February of this year, the council acknowledged the need for a traffic signal but concluded that the cost of $127,000.00 would take away from funds needed for other city projects. Police increased patrol of this dangerous area from October to December of 1996. 6 of the 19 accidents occurred during this three month period. Police can not be permanently assigned to observe one intersection. Manning just wont permit that. According to Patrolman Danny Glover, a Lompoc City Policeman who was involved in the additional patrol of the H Street and Laurel Avenue intersection area (and I quote) While Police were present and visible, people were normally more careful, but when no police were present it was business as usual. So weve taken a look at what has been done so far, now lets look at what we can do to further protect ourselves. III. In order to protect ourselves and those we love, we can drive defensively, but most importantly, we must demand a traffic light be installed without further delay. Driving defensively is always a good idea. Just being aware of a dangerous situation will naturally make us more alert. The more attentive we are anywhere, but particularly at this dangerous intersection, the more apt we are to avoid an accident. but driving defensively is just not enough. We must have that traffic signal and we must have it NOW!!! When we get this traffic signal installed we will all be safer. Tragedies will be prevented. The city council must hear our voices. Remember, 27 people have already been seriously injured and 4 have died at this intersection. $127,000.00 may be a lot of money but can we afford not to spend it on a traffic signal for the intersection of Laurel Avenue and H Street? How long will it be before you and I are one of those accident victims? How often do you use this Intersection? Will you use this intersection tonight when you leave class? We cant wait any longer !!!!! If we do not act now and demand the installation of this traffic signal then we will be contributing to the injuries and deaths and pain to surviving families because of our lack of action. We must act now!! The next City Council meeting will be held April 12th, next Thursday at 7:00 p.m.. The agenda includes comments and a call to vote on this traffic signal issue. The more of us who attend that council meeting and support immediate installation of a traffic signal, the better the chance we will have of getting it. Ladies and Gentlemen, attend that meeting with me and with me, demand this traffic signal be installed immediately!!! Conclusion 1. Summary: Well, tonight we took a look at the nature of a serious problem we are all facing. The Intersection of Laurel Avenue and H Street is a disaster waiting to happen to you and me and those we love. Remember the two separate documents which point to the lack of a traffic signal at this dangerous intersection as a prime contributing factor in the accidents which occurred there. Remember the 27 injured and 4 who were killed there, not one block from where we are right now. Then we discussed what has been done so far by both city officials and law enforcement to deal with this problem. We saw that the City Council has been debating installing a traffic signal. We saw that the Police Department tried increased patrol of the area. But remember the words of Patrolman Glover, when he said that as soon as police were not immediately present it was business as usual. And finally, We looked at what we can do to further protect ourselves from the threat posed by the serious problem of no traffic signal at the corner of H Street and Laurel Avenue. Remember, driving defensively is always a good idea. But most importantly, we saw that the immediate installation of a traffic signal is our best defense against this threat and we need to let our City Council know that we cant wait any longer. 2. Purpose Statement: So, ladies and gentlemen, now you have the information that can literally save your life. And so the time for action is here. I urge you to go to the City Council meeting with me next Thursday at 7:00 p.m. and demand a traffic signal be installed at the intersection of Laurel Avenue and H Street immediately!!! 3. Closure: If you need a ride to the meeting or if you have any questions, see me after class. Ill be happy to talk with you.

The Problem of Symbol in Philosophy :: Symbolism Religion Essays

The Problem of Symbol in Philosophy missing works cited "The man of the world" is indivisible from the point of view of the consciousness. The categories of space and time are disposed outside his mind, out of the limits of his conscience. "The wanderer everywhere" is a metaphysical hero; traveling along the landscape of thought, he moves absolutely freely, notwithstanding the national or temporal forms it (that is, the thought) takes. For all these are living forms, and the traveler is metaphysically alive. Therefore - Mamardashvilli and Montaigne, and Pascal, and Descartes, and Rousseau. And Proust, at last.... Listening attentively to "The Lectures about Proust", we find the talk of the doubles and cannot distinguish between the observer and the prototype. In the final layers of the French novel there glimmers the mind of the Georgian philosopher. The idea of the artist (in regard to the idea of the artist) arises in the soul of the thinker. The intellectual impression is impossible without the spiritual predisposition, without the inner catastrophe of the spirit. The spirit is understood as a principle of reviving of the soul, its coming into contact with the secret of the existence. The spirit is the unique and ideal substance, the objective foundation of the ontos that we survive at the highest point of the thought or passion. "I am a thinking thing... It is something doubting, understanding, asserting, denying, willing, unwilling and having imagination and feelings." The great "dualist" Descartes! You were the only one to understand the oneness of the being. The existence is a subjective experience of the reality of meanings, so the substance and the existence (but not the being) are on the opposite poles of the universal, like two pointed ends of the needle, which one can neither seize, nor break. Between them there lies the ideal infinity of abstract intentions; they are abstract in the sense that not a perceptive object, clear without any words, opposes it, but just the spirit, the mere idea. Otherwise the death. We cannot feel it, but we can symbolize it. Put it into shape by means of the intentional movement. The symbol arises there and then, where and when the existence and the spirit mingle in one and only point. The substance and its life are not broken into categories. They (that is, the substance and life) break the intellectual structures, keeping the intellect, which is capable to exist outside any plans, definitions and even explanations.

Night World : The Chosen Chapter 8

Well?† Daphne said. â€Å"I think it's the slave trade.† And, Rashel thought, I think I was right-this is something big. The Night World slave trade had been banned a long time ago-back in medieval days, if she remembered the stories correctly. The Council apparently had decided that kidnapping humans and selling them to Night People for food or amusement was just too dangerous. But it sounded as if Quinn might be reviving it, probably without the Council's permission. How very enterprising of him. I was right about killing him, too, Rashel thought. There's no choice now. He's as bad as I imagined- and worse. Daphne was goggling. â€Å"They were going to make me a slave?† she almost yelled. â€Å"Sh.† Rashel glanced at the man behind the doughnut counter. â€Å"I think so. Well-a slave and a sort of perpetual food supply if you were sold to vampires. Probably just dinner if you were going to werewolves.† Daphne's lips repeated werewolves silently. But Rashel was speaking again before she could ask about it. â€Å"Look, Daphne-did you get any idea about where you might be going? You said they mentioned a boat. But a boat to where? What city?† â€Å"I don't know. They never talked about any city. They just said the boat was ready†¦ and something about an aunt-clave.† She pronounced it ont-clave. â€Å"The girl said, ‘When we get to the aunt-clave†¦'† Daphne broke off as Rashel grabbed her wrist. â€Å"An enclave,† Rashel whispered. Thin chills of excitement were running through her. â€Å"They were talking about an enclave.† Daphne nodded, looking alarmed. â€Å"I guess.† This was big. This was†¦ bigger than big. It was incredible. A vampire enclave. The kidnapped girls were being taken to one of the hidden enclaves, one of the secret strongholds no vampire hunter had ever managed to penetrate. No human had even discovered the location of one. If I could get there†¦ if I could get in†¦ She could learn enough to destroy a whole town of vampires. Wipe an enclave off the face of the earth. She knew she could. â€Å"Uh, Rashel? You're hurting me.† â€Å"Sorry.† Rashel let go of Daphne's arm. â€Å"Now, listen,† she said fiercely. â€Å"I saved your life, right? I mean, they were going to do terrible things to you. So you owe me, right?† â€Å"Yeah, sure; sure, I owe you.† Daphne made pacifying motions with her hands. â€Å"Are you okay?† â€Å"Yes. I'm fine. But I need your help. I want you to tell me everything about that club. Everything I need to get in-and get chosen.† Daphne stared at her. â€Å"I'm sorry; you're crazy.† â€Å"No, no. I know what I'm doing. As long as they don't know I'm a vampire hunter, it'll be okay. I have to get to that enclave.† Daphne slowly shook her blond head. â€Å"What, you're going to, like, slay them all? By yourself? Can't we just tell the police?† â€Å"Not all by myself. I could take a couple of other vampire hunters to help me. And as for the police†¦Ã¢â‚¬  Rashel stopped and sighed. â€Å"Okay. I guess there are some things I should explain. Then maybe you'll understand better.† She raised her eyes and looked at Daphne steadily. â€Å"First, I should tell you about the Night World. Look, even before you met those vampires, didn't you ever have the feeling that there was something eerie going on, right alongside our world and all mixed up in it?† She made it as simple as she could, and tried to answer Daphne's questions patiently. And at last, Daphne sat back, looking sick and more frightened than Rashel had seen her yet. â€Å"They're all over,† Daphne said, as if she still didn't believe it. â€Å"In the police departments. In the government. And nobody's ever been able to do anything about them.† â€Å"The only people who've had any success are the ones who work secretly, in small groups or alone. We stay hidden. We're very careful. And we weed them out, one by one. That's what it means to be a vampire hunter.† She leaned forward. â€Å"Now do you see why it's so important for me to get to that enclave? It's a chance to get at a whole bunch of them all at once, to wipe out one of their hiding places. Not to mention stopping the slave trade. Don't you think it should be stopped?† Daphne opened her mouth, shut it again. â€Å"Okay,† she said finally, and sighed. â€Å"I'll help. I can tell you what to talk about, how to act. At least what worked for me.† She cocked her head. â€Å"You're going to have to dress differently†¦.† â€Å"I'll get a couple of other vampire hunters and we'll meet tomorrow after school. Let's say six-thirty. Right now, I'm taking you home. You need to sleep.† She waited to see if Daphne would object, but the other girl just nodded and sighed again. â€Å"Yeah. You know, after some of the things I've learned, home's starting to look good.† â€Å"Just one more thing,† Rashel said. â€Å"You can't tell anybody about what happened to you. Tell them anything-that you ran away, whatever-but not the truth. Okay?† â€Å"Okay.† â€Å"And especially don't tell anyone about me. Got it? My life may depend on it.† â€Å"Elliot's not here.† The voice on the telephone was cold and as hostile as Rashel had ever heard it. â€Å"Vicky, I need to talk to him. Or somebody. I'm telling you, this is our chance to get to an enclave. The girl from the warehouse heard them talking about it.† It was Friday afternoon and Rashel was phoning from a booth near her school. Vicky was speaking heavily. â€Å"We staked out that street for days and didn't see anything, but you just happened to be in the right place at the right time to help a girl escape.† â€Å"Yes. I already told you.† â€Å"Well, that was convenient, wasn't it?† Rashel gripped the handset more tightly. â€Å"What do you mean?† â€Å"Just that it would be a very dangerous thing, going to a vampire enclave. And that a person would have to really trust whoever was giving them the information about it. You'd have to be sure it wasn't a trap.† Rashel stared at the phone buttons, controlling her breathing. â€Å"I see.† â€Å"Yes, well, you don't have much credibility around here anymore. Not since letting that vampire get away. And this sounds like just the sort of thing you'd do if you were in on it with them.† Great, Rashel thought. I've managed to convince her that I really am a vampire sympathizer. Aloud she said, â€Å"Is that what Nyala is telling everybody? That I'm working with the Night World?† â€Å"I don't know what Nyala is doing.† Vicky sounded waspish and a little uneasy. â€Å"I haven't seen her since Tuesday and nobody answers at her house.† Rashel tried to make her voice calm and reasonable. â€Å"Will you at least tell Elliot what I'm doing? Then he can call me if he wants to.† â€Å"Don't hold your breath,† Vicky said, and hung up. Great. Terrific. Rashel replaced the handset wondering if she wasn't supposed to hold her breath until Elliot called, or until Vicky passed on the message. One thing was clear: she couldn't count on any help from the Lancers. Or any other vampire hunters. Nyala could be spreading any kind of rumors, and Rashel didn't dare even call another group. There was no choice. She'd have to do it alone. That night she went to Daphne's house. â€Å"Well, she's grounded,† Mrs. Childs said at the door. She was a small woman with a baby in one hand, a Pampers in the other, and a toddler clutching her leg. â€Å"But I guess you can go upstairs.† Upstairs, Daphne had to chase a younger sister out of the bedroom before Rashel could sit down. â€Å"You see, I don't even have a room of my own,† she said. â€Å"And you're grounded. But you're alive,† Rashel said, and raised her eyebrows. â€Å"Hi.† â€Å"Oh. Hi.† Daphne looked embarrassed. Then she smiled, sitting cross-legged on her bed. â€Å"You're wearing normal clothes.† Rashel glanced down at her sweater and jeans. â€Å"Yeah, the ninja outfit's just my career uniform.† Daphne grinned. â€Å"Well, you're still going to have to look different if you're going to get into the club. Should we start now, or do you want to wait for the others?† Rashel stared at a row of perfume bottles on the dresser across the room. â€Å"There aren't going to be any others.† â€Å"But I thought you said†¦Ã¢â‚¬  â€Å"Look. It's hard to explain, but I've had a little problem with the vampire hunters around here. So I'm doing it without them. It's no problem. We can start now.† â€Å"Well†¦Ã¢â‚¬  Daphne pursed her lips. She looked different from the disheveled wild creature Rashel had rescued from the street last night. Her blond hair was soft and fluffy, her cornflower blue eyes were large and innocent, her face was round and sweet. She was fashionably dressed and she seemed relaxed, in her own element in this normal teenager's room. It was Rashel who felt out of place. â€Å"Well†¦ do you want to just take along a friend or something?† Daphne asked. â€Å"I don't have a friend,† Rashel said flatly. â€Å"And I don't want one. Friends are people to worry about, they're baggage. I don't like baggage.† Daphne blinked slowly. â€Å"But at school†¦Ã¢â‚¬  â€Å"I don't stay at schools more than one year at a time. I live with foster families, and I usually get myself sent to a new city every year. That way I stay ahead of the vampires. Look, this isn't about me, okay? What I want to know-â€Å" â€Å"But†¦Ã¢â‚¬  Daphne was staring at the mirror. Rashel followed her gaze to see that the reflecting surface was almost completely covered by pictures. Pictures of Daphne with guys, Daphne with other girls. Daphne counted her friends in droves, apparently. â€Å"But doesn't that get lonely?† â€Å"No, it doesn't get lonely,† Rashel said through her teeth. She found herself getting rough with the lacy little throw pillow on her lap. â€Å"I like being on my own. Now are we done with the press conference?† Looking hurt, Daphne nodded. â€Å"Okay. I talked with some people at school and everything at the dub is going on the same as usual-except that Quinn hasn't been there since Sunday. Ivan and the girl were there Tuesday and Wednesday, but not Quinn.† â€Å"Oh, really?† That was interesting. Rashel had known from the beginning that her greatest problem was going to be Quinn. The other two vampires hadn't seen her-she didn't think they even realized that Daphne had run off with a vampire hunter last night. But Quinn had spoken to her. Had been†¦ very close to her. Still, what could he have seen in that cellar, even with his vampire vision? Not her face. Not even her hair. Her ninja outfit covered her from neck to wrist to ankle. All he could possibly know was that she was tall. If she changed her voice and kept her eyes down, he shouldn't be able to recognize her. But it would be easier still if he weren't there in the first place, and Rashel could try her act on Ivan. â€Å"That reminds me,† she said. â€Å"Ivan and the girl- are their little groups into death, too?† Daphne nodded. â€Å"Everybody in the whole place is, basically. It's that kind of place.† A perfect place for vampires, in other words. Rashel wondered briefly if the Night People owned the dub or if some obliging humans had just constructed the ideal habitat for them. She'd have to check into that. â€Å"Actually,† Daphne was saying, a little shyly, â€Å"I've got a poem here for you. I thought you could say you wrote it. It would sort of prove you were into the same thing as the other girls.† Rashel took the piece of notebook paper and read: There's warmth in ice; there's cooling peace in fire, And midnight light to show us all the way. The dancing flame becomes a funeral pyre; The Dark was more enticing than the Day. She looked up at Daphne sharply. â€Å"You wrote this before you knew about the Night World?† Daphne nodded. â€Å"It's the kind of thing Quinn liked. He used to say he was the darkness and the silence and things like that.† Rashel wished she had Quinn right there in the room, along with a large stake. These young girls were like moths to his flame, and he was taking advantage of their innocence. He wasn't even pretending to be harmless; instead he was encouraging them to love their own destruction. Making them think it was their idea. â€Å"About your clothes,† Daphne was going on. â€Å"My friend Mamie is about your size and she lent me this stuff. Try it on and we'll see if it looks right.† She tossed Rashel a bundle. Rashel unfolded it, examined it doubtfully. A few minutes later she was examining herself even more doubtfully in the mirror. She was wearing a velvety black jumpsuit which clung to her like a second skin. It was cut in a very low V in front, but the sleeves reached down in Gothic points on the backs of her hands almost to the middle finger. Around her neck was a black leather choker that looked to her like a dog collar. She said, â€Å"I don't know†¦Ã¢â‚¬  â€Å"No, no, you look great. Sort of like a Betsey Johnson ultra model. Walk a little†¦ turn around†¦ okay, yeah. Now all we have to do is paint your fingernails black, add a little makeup, and-â€Å" Daphne stopped and frowned. â€Å"What's wrong?† â€Å"It's the way you walk. You walk like-well, like them, actually. Like the vampires. As if you're stalking something. And you don't ever make a noise. They're going to know you're a vampire hunter from the way you move.† It was a good point, but Rashel didn't know what to do about it. â€Å"Um†¦Ã¢â‚¬  â€Å"I've got it,† Daphne said brightly. â€Å"We'll put you in heels.† â€Å"Oh, no,† Rashel said. â€Å"There is absolutely no way I'm going to wear those things.† â€Å"But it'll be perfect, see? You won't be able to walk normally.† â€Å"No, and I won't be able to run, either.† â€Å"But you aren't going there to run. You're going to talk and dance and stuff.† Hands on her hips, she shook her head. â€Å"I don't know, Rashel, you really need somebody to go there with you, to help you with this stuff†¦.† Daphne stopped and her eyes narrowed. She stared at the mirror for a moment, then she nodded. â€Å"Yeah. That's it. There's no other choice,† she said, expelling her breath. She turned to face Rashel squarely. â€Å"I'll just have to go with you myself.† â€Å"What?† â€Å"You need somebody with you; you can't do this all alone. And there's nobody better than me. I'll go with you and this time we'll both get chosen.† Rashel sat on the bed. â€Å"I'm sorry; this time you ‘re crazy. You're the last person the vampires would ever choose. You know all about them.† â€Å"But they don't know that,† Daphne said serenely. â€Å"I told everybody at school today that I didn't remember anything that happened from Sunday on. I had to tell them something, you know. So I said that I never got to meet Quinn; that I didn't know what happened to me, but I woke up last night alone on this street in Mission Hill.† Rashel tried to think. Would any of the vampires believe this story? The answer surprised her. They just might. If Daphne had begun to come out of the mind control while she was in the truck†¦ if she had jumped out and started running, only to become fully conscious a little while later.. .. Yes. It could work. The vampires would assume that she'd have amnesia for the whole period she was in a trance, and maybe for a little before. It could work†¦. â€Å"But it's too dangerous,† she said. â€Å"Even if I let you go to the club with me, I could never let you get chosen.† â€Å"Why not? You already said I must be resistant to their mind-control thingy, right?† Daphne's blue eyes were sparking with energy and her cheeks were flushed. â€Å"So that makes me perfect for the job. I can do it. I know I can help you.† Rashel stood helplessly. Take this fluffy bunny of a girl to a vampire enclave? Let her get sold as a slave to bloodsucking monsters? Ask her to fight ruthless snakes like Quinn? â€Å"I like to work alone,† she said in a hard voice. Daphne folded her arms over her chest, refusing to be intimidated. â€Å"Well, maybe it's time you tried something different. Look, I've never met anyone like you. You're so independent, so adventurous, so–amazing. But even you can't do everything by yourself. I know I'm not a vampire hunter, but I'd like to be your friend. Maybe you should try trusting a friend this time.† Her eyes met Rashel's, and at that moment she didn't look like a fluffy bunny, but like a small, confident, and intelligent young woman. â€Å"Besides, it was me who got kidnapped,† Daphne said, shrugging. â€Å"Don't you think I should get to pay them back a little?† Rashel caught herself almost grinning. She couldn't help liking this girl, or feeling a glow of warmth at her praise. But still†¦ She drew in a careful breath and watched Daphne closely. â€Å"And you're not scared?† â€Å"Of course I'm scared. I'd be stupid not to be. But I'm not so scared I can't go.† It was the right answer. Rashel looked around the cluttered lacy room and nodded slowly. At last she said, â€Å"Okay, you're in. Tomorrow's Saturday. We'll do it tomorrow night.†

Civil War †American Civil War Essay

The Civil War, which divided the Northern and Southern states in the bloodiest conflict in U.S. history, raged on when Abraham Lincoln was re-elected as President. Lincoln Knew that all the tragedy and casualties had to come to an end. When delivering his Second Inaugural Address, he chose to send a message of reconciliation and healing to both sides instead of focusing on politics, slavery, and state’s rights. Through the use of allusion, diction, and syntax Lincoln creates a common ground to unify the North and South. Lincoln uses allusion to justify the war and its purpose, which was to end slavery. In his speech, he alludes to the Bible, quoting, â€Å"Woe unto the world because of offenses come, but woe to that man by whom the offense cometh,† to show that the war was caused by God’s wish and was inevitable. America as a whole had committed theâ€Å"offense† of slavery, not just the South but the North as well because they were involved at the beginning of the slave trade and did nothing to end it. Lincoln suggests that the tragedy wrought by the war was a divine punishment to America for possessing slaves to fulfill their greedy desires, saying that God may will that the war continue † until every drop of blood drawn with the lash shall be paid by another drawn with the sword†, and that the war was America’s †woe due†, so both sides were to be blamed for their actions. He again alludes to the Bible, and says, â€Å"the judgments of the Lord are true and righteous altogether† demonstrating that the meaning of the war was for the North and South to see the consequences of their failings, and to learn to become better people, and through that a better nation, calling for all Americans to â€Å"strive on to finish the work we are in, and to bind the nation’s wounds† alluding to a passage of the Book of Psalms, which states that God heals the broken hearted and wounded. Lincoln uses diction to create a unifying tone throughout his speech that will set the direction of the nation’s path of recovery. When he says, â€Å"let us strive on to finish the work we are into bind up the nation’s wounds,† and, â€Å"and cherish a just and lasting peace among ourselves, and with all nations,† he uses specific verbs such as â€Å"strive,† to encourage the nation to fight vigorously toward their goal of unity, â€Å"bind,† to establish a bond between both sides of the nation, and â€Å"cherish† to ask the people to care for one another, including for people on opposite sides, for everyone once belonged to the same great nation. This is so that the people will take notice of the actions that Abraham Lincoln wants the people to do, and remember the emphasized words clearly. Also throughout his speech, he uses the word â€Å"both† in quotes such as, â€Å"Both read the same Bible and prayed to the same God,â⠂¬  and, â€Å"He gives to both North and South this terrible war,† to address both the North and South’s similarities and involvement in starting the war. He wants to portray the two parties as equals, neither better nor superior in the eyes of their Almighty God, and both to blame in the war. Lincoln uses syntax to create a formal and ministerial tone in his speech to engage his religious audience. Lincoln asks the audience a rhetorical question, â€Å"He now wills to remove, and that He gives to both North and South this terrible war as the woe due to those by whom the offense came, shall we discern therein any departure from those divine attributes which the believers in a living God always ascribe to Him?† to make them think about God’s reasons for letting a bloody and terrible war divide them. The audience, who believe that God is an all-knowing and righteous God, will start to see that while they will never really understand God’s purposes, they can discern that the reason war came was to end a cruel and harsh treatment of slaves and that the war is a punishment to all those whose wealth and security came at the expense of brutal and inhumane cruelty. He then uses parallel structure to emphasize the reasons for why the war started. Lincoln states , â€Å"To strengthen, perpetuate, and extend [slavery] was the object for which the insurgents would rend the Union, even by war,† to show why the South seceded from the United States. They wanted to spread slavery into newly acquired parts of the West, including New Mexico and Utah territories. But God, Lincoln said, decided that slavery would continue no more, and began the war to end it. He again uses parallel structure when he says, â€Å"With malice toward none, with charity for all† to summarize the actions that he wants his fellow countrymen to accomplish in order to heal and reunite the two sides of the nation. He wants the audience to remember these specific words so that they are reminded to strive toward their goal of unifying the states. Lincoln uses the combined power of religious allusion, syntax, and diction to show that both sides carry blame in the war through God’s justice, and use that as a bonding agent to recombine the United States so that they can â€Å"achieve and cherish a just and lasting peace among [themselves] and with all nations.†

buy custom Theories of Terrorism essay

buy custom Theories of Terrorism essay Introduction The threats imposes by the terrorists has increased with time while their recorded activities are reducing. In an effort to define terrorism, three points are noted down. It is politically motivated, directed towards noncombatants and is committed by a sub national group. Charles L. Ruby added that it is meant create an extreme fearful state of mind. He recognizes the role of behavior in the study. Theories to explain how individuals become terrorists include the political, psychological, cultural, rational choice and religious theories. The psychological theories are based on: the mental processes, person-group relationship and abnormal psychopathological disorders (Newman B1). This theory is based on some propositions as I will discuss in the next paragraphs. Pathological Terrorist Personalities The theories in this category try to look t the effects of poor upbringing of children. They include: Pathological Narcissism- due to lose of both parents, Paranoia Personality Disorder due to distrust of the leader and Authoritarian Personality resulting from harsh and punitive child rearing practices. Non-psychoanalytic psychological theories: Cognitive Theory The variations in the style of thoughts, feeling, and other aspects of lifestyle lead one into joining a terror group. Frustration- Aggression Theory This proposition suggests that violence is a result of frustrations and feelings of aggressiveness (Ted C1). Psychoanalytic psychological theories: Narcissistic Rage Theory This theory observes the terrorist as mentally-ill persons who would do anything while out of mind. It associates the terrorist with characteristics such as arrogance and lacking regard for others. Negative Identity theory This theory suggests that the terrorist take a negative personality to become terrorists. When denied the desires of the heart, an individual feels helpless and low thereby sorting to identify with terrorists as a result of lack of an alternative. Absolutist/Apocalyptic Theory This theory looks at terrorists from the constructive view. It suggests that those who join and practice terrorism have an idea of transforming the society into a pure new social order. They claim to be moralists who only work to be reformists neglecting the fact that they could be causing some disorders. Terrorist Motivation The main focus is on the nature of terrorist way of thinking, their causes and costs, and their implications on the recruitment process, philosophy, leader-disciple affairs, organization, resolution making concerning the targets and strategy, boom of sadism, and attempts made by disheartened terrorists to find their way out of the terrorist group. The process of joining the terror group The psychological theories suggest that individuals who join terrorism are normally unemployed, socially alienated persons who have been dropped by the society. Those who have little or no education are terror recruits as a result of being idle. To escape their boredom, they choose to have themselves recruited into the terror groups. Studies sshow that most of these people are youth age between 17 to 35 years of age. In Most western countries, persons who become terrorists are scholarly and idealistic. Potential members normally start off as sympathizers of the group. They normally feel that the group is suffering from a pressure and is alienated and afterwards find their way into it. Other recruits come from support organizations such as student activist groups and prisoners. Most have a bad past experience with the police or other governmental official thus join to act against their stalkers. However others join as a result of being overwhelmed by the performance of a group. They t hink that the group is really achieving. Based on the psychological theory of terrorism, I have come up with two propositions as will discuss in the next paragraphs. In the conscious defense theory, I denote that some individuals had by accident committed crime. An attempt to live this experience secretly leads them in a situation in which they think and thereafter overlook themselves as criminals. This kind of mindset leads them into the need to repeat the same crimes. Henceforth, they become terrorists. This is related to Newmans direct conditions. It applies to an individual. The second theory, the emulation theory is based on the kind of people one admires from the youthful stage. It fits well in Newmans catalytically conditions. Its based on the fact that one often wants to live what he or she likes from childhood. Therefore a child who has admired a terrorist can finally become one. This applies to both individual and society. The first proposition can help us understand more on Newmans horizontal conditions while the second one will help us understand the leader conditions that make individuals join terror groups. The end result will help to curb terrorism. Buy custom Theories of Terrorism essay

Chemistry Abbreviations Starting With the Letter P

Chemistry Abbreviations Starting With the Letter P Chemistry abbreviations and acronyms are common in all fields of science. This collection offers common abbreviations and acronyms beginning with the letter P used in chemistry and chemical engineering. P - PetaP - Phosphorusp - picoP - PressureP - ProtonPA - Phosphatidic AcidPa - PascalPa - ProtactiniumPA - Proton affinityPA # - PolyAmide polymer numberPAA - PolyAcrylic AcidPABA - ParaAminoBenzoic AcidPAC - Pharmaceutically Active CompoundPAC - Polycyclic Aromatic ContentPAC - Powdered Activated CarbonPAEK - PolyaryletherketonePAGE - PolyAcrylamide Gel ElectrophoresisPAH - Polycyclic Aromatic HydrocarbonPAI - PolyAmide ImidePAO - PolyAlphaOlefinPASA - PolyAmide, Semi-AromaticPb - LeadPB - PolyButylenePBB - PolyBrominated BiphenylPBD - PolyButaDienePBI - PolyBenzImidazolePBN - PolyButylene NaphthalatePBS - Phosphate Buffered SalinePBT - PolyButylene TerephthalatePC - PolyCarbonatePC - Pyruvate CarboxylasePCA - Pyrrolidone Carboxylic AcidPCC - Pyridine Chloro ChromatePCE - TetrachloroethylenePCR - Polymerase chain reactionPCV - Pressure control valvePd - PalladiumPD - Positive displacementPD - Potential differencePE - PhycoErythrinPE - PolyethylenePE - Potential energyPEA - PolyEster Amine PEEK - PolyEtherEtherKetonePEG - PolyEthylene GlycolPEK - Poly Ether KetonePEL - Permissible exposure limitPERC - TetrachloroethylenePES - PolyEtherSulfonePET - Polyethylene TerephthalatePETP - Polyethylene terephthalatePEX - Cross-linked PolyEthylenePFC - Perfluorocarbonpg - picogramPG - Propylene GlycolPG - ProstaglandinPGA - 3-PhosphoGlyceric AcidPGA - PolyGlutamic AcidPGE - Platinum group elementsPGM - Platinum group metalspH - measurement of H ions in aqueous solutionPH - Phenol functional groupPHA - PolyHydroxyAlkanoatePHB - PolyHydroxyButyratePHC - Petroleum HydroCarbonPHMB - PolyHexaMethyleneBiguanidePHT - PHThalatePI - Phosphate IonPI - PolyImidePIB - PolyIsoButylenepK - Measurement of the dissociation constantPLA - Polymerized Lactic AcidPLC - PhosphoLipase-CPM3 - Parameterized Model number 3PM10 - Particulates smaller than 10 ÃŽ ¼m.PM - Particulate MatterPM - Photo Multiplierpm - picometerPM - Plasma MembranePM - Powder MetallurgyPm - PromethiumPMA - PhosphoMolybdic AcidPM A - PolyMethyl Acrylate PMID - PubMed IDentifierPMMA - PolyMethylMethAcrylatePMO - PolyMethylene OxidePNPA - PolyNucleotide Phosphorylase APNPB - PolyNucleotide Phosphorylase BPo - PoloniumPOC - Polar organic contaminantpOH - Measurement of OH- ions in aqueous solutionPOL - Petroleum, oils, and lubricantsPOP - Persistent organic pollutantPORC - PorcelainPPA -PhenylPropanolAminePPA - PolyPhthalAmidePPB - Parts per billionPPM - Parts per millionPPO - PolyPhenylene OxidePPS - PolyPhenylene SulfidePPT - Parts per trillionPPT - PolyPyrimidine TractPPT - PrecipitatePr - PraseodymiumPRV - Pressure relief valvePSI - Pounds per square inchPSV - Pressure safety valvePt - PlatinumPTFE - PolyTetraFluoroEthylenePu - PlutoniumPU - PolyUrethanePV - Parity ViolationPV - Pressure VolumePVC - PolyVinyl ChloridePVT - Pressure, volume, temperaturePXY - Para-XYlene

E-Commerce Essay Example | Topics and Well Written Essays - 500 words - 2

E-Commerce - Essay Example and use a variety of e-commerce applications, which make their businesses more efficient and help them to meet the most sophisticated customer needs. Generally, e-commerce applications cover a variety of systems and techniques, which businesses and entrepreneurs can use to meet their business and consumer objectives. Supply chain management, e-tailing and procurement, auction, commercial websites, and search engines are widely used to promote the popularity and efficiency of online businesses. In this context, a supply chain is, probably, the most popular and well-known form of e-commerce application. A supply chain can be generally defined as â€Å"a set of relationships between a number of companies who have a symbiotic relationship with each other in that one company supplies commodities or services to other companies which, in turn, supply commodities or services to other companies, and so on† (Kalakota & Robinson, 2005). That e-businesses all over the world apply to the benefits of supply chains is not surprising, for the latter have already become a conventional form of making business and an efficient instrument of establishing close relationships between suppliers and customers, as well as between them and their partners. However, supply chain management solutions would not suffice, to bring e-commerce to the current point of evolution: today, businesses and entrepreneurs online can use a variety of other applications, including e-tailing and procurement. E-tailing is a popular form of making business online, which implies the use of archetypal solutions similar to those at Amazon.com. E-tailing is the general form of selling goods online, and is often treated as a synonym to e-commerce, e-business, and business-to-customer transactions online. Amazon is, probably, the brightest example of how e-tailing works in practice: Amazon encompasses a variety of different applications and solutions that allow customers making purchases online, tracking their

Management Problem Solving - Facquier Gas Company Case Study

Management Problem Solving - Facquier Gas Company - Case Study Example After making inquiries from the design engineer, Pat Wilson, it became evident to Murphy that the new project would require pipes of different specifications from those used in previous projects. In his opinion, Murphy considered the time span from January to June sufficient in conformity to the mill’s lead-time. However, Murphy had not received such details in April, although the project was scheduled to commence in June, and due for the conclusion in September. The supply management, construction and design organizations were under the headship of the vice-president of operations. The design engineer, Pat Wilson and construction engineer Sam Law fail to approve the pipe specifications in good time, compelling Murphy to inquire from Wilson, only to realize that the pipes required were of different specifications. Time had lapsed until April 14, leaving Murphy worried about the limited time for the procurement process of the materials required in a bid to meet the June deadline, the scheduled time for the onset of the project. One of the possible solutions would involve Murphy consulting with Clive Byers, the project manager and highlighting that the specifications were yet to be communicated. This would compel Murphy to schedule a meeting with Byers as soon as possible. Byers would then inquire from Sam Law and Pat Wilson. After receiving information from them, he would strive to ensure that the specifications are communicated to Murphy. In this solution, Murphy would have acted wisely by not overreaching Byers, since he heard the initial information about the project from him. Byers has the capacity to inquire from the Wilson and Sam Law because he is the project manager, and has the mandate of ensuring that execution of projects occurs within the set timelines. Moreover, this would serve to solve the problem at the lower level without involving higher authority. Alternatively, Murphy would approach the Charlie Buck, the design superintend, and inquire from him.