Definitions and Examples of Rhetors

Definitions and Examples of Rhetors Definition In the broadest sense of the term, a rhetor is a  public speaker or writer. According to Jeffrey Arthurs, in the  classical rhetoric  of ancient Athens,  the term rhetor had the technical denotation of a professional orator/politician/advocate, one who actively participated in the affairs of state and court (Rhetoric Society Quarterly, 1994). In some contexts, a  rhetor was roughly equivalent to what we would call an attorney or a lawyer.   In addition, the term rhetor is sometimes used interchangeably with rhetorician to refer to a teacher of rhetoric  or a person skilled in the art of rhetoric.  Rhetor  has fallen out of popular usage and is generally used in more formal or academic language in the modern world. However, the rhetors art is still taught as part of many educational and professional courses of study, particularly for persuasive professions such as politics, law, and social activism. See Examples and Observations below. Also see: Classical RhetoricComposition StudiesEloquenceEthosOratorRhetorical SituationRhetoric and RhetoricianSophistVoice (Rhetoric)What Is Rhetoric? Etymology From the Greek, orator The word  rhetor  has the same roots as the related term  rhetoric,  which refers to the art of using language to have an effect (usually persuasive) on audiences. Although it is used more often in the context of spoken language, rhetoric can also be written.  Rhetor  derives from  rhesis, the ancient Greek word for speech, and  rhema, which specifically defined that which is spoken. Examples and Observations Since [Martin Luther] King was the ideal rhetor at a critical moment to pen the Letter [from Birmingham Jail], it transcends the Birmingham of 1963 to speak to the nation as a whole and to continue speaking to us, 40 years later.(Martha Watson, The Issue Is Justice. Rhetoric and Public Affairs, Spring 2004)The Sophist as Rhetor-  How next can we define the rhetor? Essentially, he is a man skilled in the art of rhetoric: and as such he may impart this skill to others, or exercise it in the Assembly or the law courts. It is of course the first of these alternatives that interests us here; for . . . the sophist qualifies for the title of rhetor in this sense should one choose to describe him in purely functional terms.(E.L. Harrison, Was Gorgias a Sophist? Phoenix, Autumn 1964)The Aristotelian Rhetor vs. the Neo-Aristotelian RhetorEdward Cope recognized the cooperative nature of rhetorical argument in his classic commentary on Aristotle, noting that the rhetor is dependent upon the au dience, for in ordinary cases he can only assume such principles and sentiments in conducting his argument as he knows will be acceptable to them, or which they are prepared to admit. . . .Unfortunately, under the influence of the nominalistic individualism of the Enlightenment, the neo-Aristotelian left behind the community framework inherent in the Greek tradition to focus on the rhetors ability to work his will. This rhetor-centered approach led to such oxymorons as considering a community destroyer like Hitler to be a good rhetor. Whatever accomplished the rhetors purpose was taken to be good rhetoric, regardless of its consequences for the ecosystem as a whole. . . . [T]his rhetor-centered approach blinded itself to the value implications of reducing the criteria of rhetorical practice to mere effectiveness in achieving the rhetors purpose. If pedagogy follows this idea of competence, then the neo-Aristotelian teaches that whatever works is good rhetoric.(James A. Mackin, Jr., Community Over Chaos: An Ecological Perspective on Communication Ethics. University  of Alabama Press, 1997) The Role of the Rhetor in the Humanist Paradigm of RhetoricThe humanist paradigm is based on a reading of classical texts, especially those of Aristotle and Cicero, and its governing feature is the positioning of the rhetor as the generating center of discourse and its constitutive power. The rhetor is seen (ideally) as the conscious and deliberating agent who chooses and in choosing discloses the capacity for prudence and who invents discourse that displays an ingenium and who all along observes the norms of timeliness (kairos), appropriateness (to prepon), and decorum that testify to a mastery of sensus communis. Within such a paradigm, while one does recognize the situational constraints, they are, in the last instance, so many items in the rhetors design. The agency of rhetoric is always reducible to the conscious and strategic thinking of the rhetor.(Dilip Parameshwar Gaonkar, The Idea of Rhetoric in the Rhetoric of Science. Rhetorical Hermeneutics: Invention and Interpretation in the Age of Science, ed. by Alan G. Gross and William M. Keith. State University of New York Press, 1997) Emerson on the Power of EloquenceHim only we call an artist, who should play on an assembly of men as a master on the keys of a piano; who, seeing the people furious, shall soften and compose them; should draw them, when he would, to laughter and to tears. Bring him to his audience, and, be they who they may- coarse or refined, pleased or displeased, sulky or savage, with their opinions in the keeping of a confessor or with their opinions in their bank safes- he will have them pleased and humoured as he chooses; and they shall carry and execute that which he bids them.(Ralph Waldo Emerson, The Conduct of Life: Fate, December  22, 1851) Pronunciation: RE-tor

Biography of Jack Kilby, Inventor of the Microchip

Biography of Jack Kilby, Inventor of the Microchip Electrical engineer Jack Kilby invented the integrated circuit, also known as the microchip. A microchip  is a set of interconnected electronic components such as transistors and resistors that are etched or imprinted onto a tiny chip of a semiconducting material, such as silicon or germanium. The microchip shrunk the size and cost of making electronics and impacted the future designs of all computers and other electronics. The first successful demonstration of the microchip was on September 12, 1958. The Life of Jack Kilby Jack Kilby was born on November 8 1923 in Jefferson City, Missouri.  Kilby was raised in Great Bend, Kansas. He earned a B.S. degree in electrical engineering from the University of Illinois and a M.S. degree in electrical engineering from the University of Wisconsin. In 1947, he began working for Globe Union of Milwaukee, where he designed ceramic silk-screen circuits for electronic devices. In 1958, Jack Kilby began working for Texas Instruments of Dallas, where he invented the microchip. Kilby died on June 20, 2005 in Dallas, Texas. Jack Kilbys Honors and Positions From 1978 to 1984, Jack Kilby was a Distinguished Professor of Electrical Engineering at Texas AM University. In 1970, Kilby received the National Medal of Science. In 1982, Jack Kilby was inducted into the National Inventors Hall of Fame. The Kilby Awards Foundation, which annually honors individuals for achievements in science, technology, and education, was established by Jack Kilby. Most notably, Jack Kilby was awarded the 2000 Nobel Prize for Physics for his work on the integrated circuit. Jack Kilbys Other Inventions Jack Kilby has been awarded more than sixty patents for his inventions. Using the microchip, Jack Kilby designed and co-invented the first pocket-sized calculator called the Pocketronic. He also invented the thermal printer that was used in portable data terminals. For many years Kilby was involved in the invention of solar powered devices.

Article Critique Essay Example | Topics and Well Written Essays - 500 words - 8

Article Critique - Essay Example The difference can show as if they belong to different individuals (Bergner, 2009). Sexual response occurs mainly to the sexual organs that are the genitals (clitoris in females and penis in males) which are engorged with blood because of stimulation. The vagina becomes lubricated making it easy for penetration reducing the possibility of getting hurt during copulation. On the other hand, the penis of the male swells as it is stimulated and hardens enabling it to penetrate the vagina. Males are mostly stimulated while watching heterosexual movies and lesbian (Bergner, 2009). Both males and females are mostly sexually aroused while watching movies from an opposite gender as compared to those of the same gender. Sigmuid Freud states that a persons underlying sexual problems, for example, sexual assault contributes a great deal, on how women respond sexually (Bergner, 2009). Heiman (1990) suggests that women are turned on physiologically by so many stimuli as compared to men who bring the question whether men are inhibited or are bound by their own culture (Bergner, 2009). Females mind and genitals arousal according to Chivers shows discordant in that they are not directly related. This is also shown during rape where during the assault the genitals get aroused which can lead to orgasm irrespective of the individuals willingness. They lubricate to reduce discomfort and injuries that might occur during penetration that can lead to illnesses, death or even loss of fer tility, which can be transmitted, from one generation to the other. The article mostly assumes that the individual reviewed are sexually active. This is vivid in the tone in which the article is written because the author assumes that the reader understand what sexuality is and the processes involved both in theory and out of experience. Another assumption is

Spiritual Belief Essay Example | Topics and Well Written Essays - 1000 words

Spiritual Belief - Essay Example In patience recovery, faith is important in contributing to the beliefs of the individual thus their ability to recover. The spiritual needs assessment of a relative to a patient helped reveal several demographic factors that may help devise proper psychological therapies for the patient thereby resulting in faster recovery. The assessment revealed that the patient had ardent faith in the Christian faith and was a staunch catholic. His beliefs were founded in the teachings of the Roman Catholic and so was his family’s. As a Christian ascribing to the doctrines of the faith, the respondent neither drinks nor smokes. Additionally, he portrays a social and loving personality often assisting those he interacts with whenever possible thus validating his support for the patient. The patient portrayed strong belief in the teachings of the faith thereby opting to live as per the demands of the Catholic Church. From the assessment, it became evident that one’s spiritual beliefs are important in determining their subsequent personalities. Religious beliefs contribute to the development of a personality within an individual as the interview portrayed. Most of the questions in the assessment tool sought to investigate the relationship between the faith and the social life of the individual. The respondent’s responses revealed a close relationship with the faith greatly influencing the social lives of the respondent (Reilly, 2011). Since the respondent is a catholic and that, the catholic teachings abhor alcoholism and cigarette. The respondent thus selects his social groupings carefully always avoiding smoker ad alcoholics. His religious beliefs thus influence the type of respondent’s lifestyle, such toxic substances as alcohol and cigarette affect health. By avoiding such for whichever reasons, one reduces chances of infections (Manent, 2011). Religious beliefs and the degree of beliefs in the teachings of a faith is a key factor that helps inf luence the type of lifestyle an individual leads. In this relation, religious beliefs thus influence the propensity of an individual being susceptible to certain lifestyle diseases such as those caused by alcohol, cigarettes and other religious contrabands. The assessment went well thereby revealing several important factors of religion that affect the health of an individual. Just as stated earlier, religion influences the relationship among people. The respondent’s belief in his faith that discourages discrimination resulted in an objective interaction between the respondent and the interviewer. The interaction was free and extremely interactive with the respondent opting to take the opportunity to pass some of his teachings to the respondent. The personal interaction between the respondent and the interviewer portrayed advanced development and maturity thereby leading to free flow of information from both sides. Such thereby contributed to the effectiveness of the study, w hich revealed several important facts about the relationship between religious belief, and lifestyle that is an important determinant of lifestyle diseases. Besides the personal relations between the respondent and the interviewer, communication between the two was effective a factor contributed to by several factors. The effectiveness of the interview ensured that the interviewee responded to all the questions and exhibited sincerity that improved the effectiveness of the study. The respondent owing to his inclination to his faith committed to the study and provided detailed answers to the questions in the tool. The free flow of information between the two permitted the respondent to provide examples of some of the issues he raised thereby developing factual relationship betw

Higher education Essay Example for Free

Higher education Essay As I see you beaming with pride and eagerly waiting to enter a higher education, I am reminded of the words of the German Philosopher Friedrich Nietzsche who says, â€Å"On the mountains of truth you can never climb in vain: either you will reach a point higher up today, or you will be training your powers so that you will be able to climb higher tomorrow. Just like the mountains of truth, you have made a tremendous effort to climb the ladder that will take you to a greater height of success. You all deserve to be here today. Some may be clouded with sadness as you leave your alma mater while reminiscing the unforgettable days with your batchmates and teachers. This is the day that you will always cherish and the time has come for you to assert your inner glow, shine and be the light of our school. In the number of years of being with us, we have journeyed together, earned success and have learned from our mistakes. Each tiny steps that we have taken, made us better, stronger and wiser. Each of you has contributed to our success and we are so proud of you. When you participated in the Rizal competition, a competition that has showcased your creative writing, chess, art and other talents, you have earned honors for your alma mater. This may be a game of fun for many competitors like you because of the talent, interest and enthusiasm that you take with you in every competition that you have participated in. Our academic and non-academic activities and competitions have honed your skills and made you discover the innate talents that you have. This school serves as the avenue that has paved the way in enriching your minds, polishing your skills, and making you understand the importance of discipline and education. How could we forget the fire drills that we had that would prepare you to any similar disaster that may or may not happen in your life? This is an important preparation in light of some unavoidable or unexpected disasters that are happening in many parts of our country. In this drill, you have also shown others the value of being of help to your fellowmen regardless of who they are. This is a giant step in understanding the value of saving lives and in being big brothers and big sisters to one another. You have also made a great effort in our water conservation campaign. We must be thankful for the abundance of water that we are enjoying in our community and in our country. However, being blessed with a life giving water resources must not come with its careless and abusive usage. Each of you has learned to become vigilant to dripping faucets and excessive use of water for our daily needs. It is now our task to continue this practice in our homes and in our communities. These are few of the many programs and activities that we have undertaken together and without your help and effort, we will never succeed in our undertakings. With that, allow me to personally say, â€Å"Thank You† to the graduating class and their parents. To all the teachers and staff, I salute you for the many hours that you have spent in helping your students learn and succeed. You have worked beyond school hours and have supported me in implementing our programs. Although there are talks about the possibility of closing this school amidst all our challenges, rest assured that we are working hard and doing everything we can to keep this school open and functioning well so new students can enroll, and old students can continue their studies and eventually graduate similar to the current batch who are right before me today. I would like to conclude my speech not with a farewell to the graduates and their parents but with a reminder that in being a light for your alma mater, you can serve someone other than yourself and serve something bigger than yourself. God bless you and your families.

Comparing the Themes of Vincenzio Bellini’s Norma and Euripedes Medea

Comparing the Themes of Vincenzio Bellini’s Norma and Euripedes' Medea Vincenzio Bellini’s opera Norma is considered by many to be a reworking of Euripedes' classic Greek tragedy Medea. Both plots have many identical elements of Greek tragedy such as a chorus, unity of location, and a human decision and action culminating in tragedy. Richard Wagner greatly admired Greek tragedies, believing them to be â€Å"The highest point ever reached in human creative achievement†¦Ã¢â‚¬  (Wagner 1). In his essay Theories of Art, Wagner gives five reasons for this â€Å"artistic perfection:† 1. It represented a successful combination of the arts-- poetry, drama, costumes, mime, music, dance and song-- and as such had greater scope and expressive powers than any of the arts alone. 2. It took its subject matter from myth, which illuminates the human experience in universal terms. (â€Å"The myth is true for all times.† (Wagner 2)) 3. Both the content and the occasion of performance had religious significance. 4. It was a religion of humanism and a celebration of life, even in death. 5. The entire community took part. Medea also deals heavily with the themes of female jealousy, its capabilities, and infanticide, as does Norma. Norma exhibits not only the embodiment of these themes, but also exhibits Wagner’s theories of effectiveness of Greek tragedy, therefore qualifying Bellini’s opera to be as effective in portraying the classic ideals of Greek tragedy as its counterpart, Medea. Wagner believed that as time went on, Greek art slowly disintegrated, each individual art going a separate way, developing alone—instrumentals without words, poetry without music, drama without either, etc. He believed it further disintegrated with the introduction of Christiani... ...s; Medea; Trans. Rex Warner. The Harcourt Brace Anthology of Drama: Third Edition. Orlando: Harcourt, 2000. Georgousi, Fotini; Tragic Women: Plotting and Transgressing; Minnesota University Press; 2001. McIver, Barbara Basore, B.A., M.A.; Good Girls, Bad Girls and Heroines; Models from Myth; University of Akansas Press; 1968. Plunka, Gene A. Ed. Antonin Artaud and the Modern Theater; New Jersey: Associated UP, 1994. Romani, Felice; Norma (libretto) trans. Olcese, Stefano, 2000. Romani, Frederico; Alexandre Soumet and his Three Muses; Minnesota Opera Pubs. 2003. Schumacher, Claude and Brian Singleton. Eds. Artaud on Theatre; London: Methuen, 1989. Sferro, Nuccio; Norma Libretto Notes; Stanford University Press, 2000. Wagner, Richard; Bellini: A Word in Season; trans. William Ashton Ellis; Wagner’s Prose Works Vol. 8 pp. 67-69, 1899.

Food Memoir Essay

During my early twenties, I developed a passion for cooking. The deeper I delved into the art of cooking quality food, the more I realized the amalgamating properties it held. Little did I know, this hobby was something my new wife Jenn and I did not share. The first indication that there might be a problem in the kitchen occurred with a simple request one evening after work: â€Å"Honey, I would like some bacon,† I said. To my astonishment, my bride declared, â€Å"I don’t know how to cook bacon, I don’t even like bacon! † I knew this woman for seven years—my high school sweetheart—and I never knew she didn’t like bacon. â€Å"Who doesn’t like bacon anyway? It’s un-American! † I said. No wife of mine would ever dislike bacon. And even if you didn’t like it, how could you not know how to cook it? Exasperated, I explained how you begin with a cold pan, as not to scorch it. I continued, showing her how not to overlap the bacon, but not to leave too much space either. The conversation continued and I took jabs where I could. She contended that she did not like bacon because of its texture; I argued it was because she did not know how to cook it right. I couldn’t really blame her though, she came by it honestly. My mother-in-law cannot cook—at all. She has a rotation of three to four meals that come from a can or a package. Hamburger Helper was commonplace growing up in that house. A simple meal such as spaghetti is a botched experiment in â€Å"homemade cooking. † Her recipe consists of un-doctored, canned sauce poured onto over-cooked, mushy noodles, that she stirs the entire time they are boiling. Sometimes, she’ll even add a couple of frozen meatballs from a bag. To our delight, most of our meals with the mother-in-law take place in a restaurant, where it’s safe. We are able to enjoy the occasion of food and family, while actually being able to stomach the food. It is the aforementioned reasons that my wife could not cook when we first got married; she simply was not taught or even exposed to the practice of cooking. She was also rather close-minded when it came to new things. After-all, Hamburger Helper only came in so many varieties. It was up to me to change all this—to teach her to cook, and open her mind to new flavors. I grew up with real home-cooked meals. My dad, now an engineer, was once the chef at a local restaurant in our hometown of Marion, Illinois. He imparted in me an appreciation for real food, and dispelled the myth in my mind, that â€Å"mom† was responsible for putting dinner on the table. Years later, dad is a still a major influence in my relationship with food, which in turn strengthens my relationship with him. For the past ten years, going to dad’s house for Sunday dinner has been tradition—first me, then my wife, and now our three children. Dad and I haven’t always seen eye-to-eye on certain things, but there is an emulsifying, unifying power that quality food possesses, that helped heal our relationship. Even before the modern days of Sunday dinner began, my dad was my inspiration to learn to cook, and I aspire to be the same for my children. One factor that enhanced my appreciation for cooking was the time I spent in my early twenties watching the Food Network. There, I watched Emeril Lagasse cook up his latest masterpiece with a â€Å"BAM! † I attempted to emulate many of his dishes, some even with success. It was in this time period that I actually began to develop some culinary skill. My mother was my faithful and willing test subject. Her only complaint was the disaster I left in my wake. I could cook, but would somehow manage to destroy the entire kitchen in the process. One of my favorite dishes I picked up in this time period was a simple bologna recipe I picked up from Emeril, which became an oft-requested Super Bowl staple. Emeril’s Favorite Brown Sugar-Crusted Baked Bologna1: An all-beef bologna, smothered in Dijon mustard and brown sugar, and slow-cooked for five hours. The resulting deliciousness is served on fresh, white bread with yellow mustard. I never would have thought bologna could become gourmet, and it was with this dish I learned it is often the simpler recipes that have the most impact. This taught me that delicious cuisine doesn’t necessarily take hours of preparation alongside fancy ingredients. Sometimes, all a simple recipe needs is a creative twist to turn it into something incredible. It took some time, but Jenn came around. The more I encouraged her to try new things, the wider her horizons became. She began to cook, and found she was actually a natural in the kitchen. And how did I finally get her to eat bacon? While she was pregnant with our first son, she would eat anything. I would come home from work to find family-size boxes of macaroni and cheese decimated. I knew this was my chance. I started sneaking bacon into dishes, and onto sandwiches—anywhere I remotely thought I could fit it in. Lo and behold, she found she actually liked it! Now that we both have a healthy appreciation of cooking, we keep a strong focus on it in our day to day lives. Despite our busy schedules, it is a priority of ours to eat together as a family whenever possible. Because of our passion for a unique blend of health and great taste in our diets, our children are always trying, and usually liking, new foods. We can already see in them an appreciation for good food, and an affinity for family meal time. What’s the number one request for just about any meal? Bacon, of course.

How the Cold War Started Essay

The USA and the USSR were allies during World War Two, however they were not natural allies. The seeds of hostility between the USA and the USSR began after World War Two, the period that followed is known as the Cold War. The reason for it being called a ‘cold’ war is due to the fact that no physical war took place between the two countries. Many factors fuelled the tension between the USA and USSR, all of which can divide into three categories: the arms race, Eastern Europe and ideologies. An arms race is a competition between nations for superiority in the development and accumulation of weapons. Historians believe that the arms race was the most prominent factor causing tensions. The significant turning point of the USA and USSR’s relationship, and trigger event to the arms race, was the bombing of Japan. In August 1945, the USA dropped two atomic bombs on Japan. Hiroshima and Nagasaki were destroyed and thousands of people died. The bombs were the most powerful weapons invented. The fact that the USA had not informed their ally, the USSR, before dropping the bombs created suspicion from the USSR. Russia did not have any bombs and this meant that the USA could potentially attack the Soviet Union and they could not do a thing to prevent it. Adding to the tensions, both the USA and USSR have contradicting views on the reasons behind the bombs. In the USA’s perspective, â€Å"any weapon that would bring an end to war and save a million casualties among American boys was justified†¦ the A-bomb would be successful† says the US secretary of state James Byrne. However, the USSR thought that â€Å"the purpose of the bombings was to intimidate other countries†, in the view of Russian historian Vadim Nekrasov. This opposing view reflects their mutual feelings for each other. The USSR felt the need two surpass the USA on arms and so in August 1949, the USSR have their own A-bomb. The increase in weapons and competition over military might was initially begun by the USA to contain communism. The USSR saw the increase in weapons and competition as a threat and felt the need to match or even surpass it. One nation felt the need that if the other were to have nuclear weapons of mass destruction, they should be able to counteract any possible action with their own stockpiles of weapons. The two countries had contrasting viewpoints and could never see eye to eye. This lack of trust and continuous suspicion created unnecessary tension and further disabled any relationships to be fixed. In April 1949, the North Atlantic Treaty Organisation was created. It was a military alliance of the US, Canada and nations of Western Europe against the threat of communist expansion. The USSR saw this as a threat and so in response, six years later, the USSR created an ‘antidote’ to this, being the Warsaw Pact. The Warsaw Pact was a mutual defence treaty between eight communist states in Europe. The USSR saw NATO as a threat as Article 5 of the charter mentioned â€Å"The parties agree to an armed attack against one or more of them in Europe or North America shall be considered an attack against them all†. In response, the USSR’s Warsaw Pact stated â€Å"in the event of an armed attack in Europe, one or several states†¦ render the state(s) immediate assistance by all the means it may consider necessary including the use of armed forces†. Both the nations saw these as threats as they showed that each opposing nation was ready to attack when necessary. This heightened the climate of suspicion between them. Within the cold war, things almost turned hot. In 1950, the Korean War took place. The North Koreans (backed by the Soviets) invaded South Korea (backed by the USA). This event was a war between the Capitalists and Communists but took place between two –almost- puppet nations with the USA and USSR pulling the strings in order to avoid war with each other. The Korean War as a complete breakdown in communication between the two and led to even more tension. The fact that both nations felt the necessity to surpass the other was evident in the Space Race. In October 1957, the USSR launched the Sputnik satellite into orbit around the earth. The USA required reassurance of their power and threat level as they realised if the USSR could send technology into space, it would be easy for them to send technology (possibly nuclear weapons) around the globe. They matched the USSR by putting a satellite into orbit in January 1958. This desire to surpass one another and going to extreme lengths to prove their worth showed the other that they were not willing to give up and were highly persistent to be the best nuclear power in the world. The arms race was a seemingly never ending competition between the USA and the USSR as both nations needed to show off to the other and be the ‘last nation left standing’. As their persistence grew, so did their tensions. Others argue however, the Eastern European factors were the main cause of tension. Some could argue that initial tensions began at the Yalta and Potsdam conferences (1945) with the superpowers discussing and deciding the fates of the defeated nations of World War Two. The conferences themselves increased tensions as the powers disagreed over what should happen to Europe and Germany. The Soviets wanted to move Poland’s borders to the West so that the USSR’s borders could move into Poland. Stalin wanted to create a buffer zone so that Russia would be a satellite state and they could also react if ever attacked. Churchill expressed his views on Stalin’s motives to Roosevelt by saying â€Å"The Soviet Union has become a danger to the free world. A new front must be created†¦ as far east as possible†¦ before the armies of democracy melt.† There were a lot of disagreements at Potsdam over what to do about Germany. Stalin left his troops occupying Eastern European countries. The USA disliked this as they detested communism, but now that â€Å"the war had left them holding lots of land in Europe- much too much land† (Clement Atlee, Britain’s Prime Minister), it would make it difficult for the USA to contain communism with the potential of communist expansion through Europe. The conferences sparked the tensions between the two, however, in June 1948, tensions rapidly increased. The Soviets cut off road and rail routes to West Berlin in hope that the allies would be forced to leave Berlin and that the capitalist toxin in Eastern Europe would be removed. The US saw this as the USSR’s attempt to expand European communism and decrease European confidence in America. The USA counteracted this act by supplying necessities via airlift and moving their nuclear bomber force to England as a threat to Russia. Truman justified his actions in 1949 by saying â€Å"We would act when freedom was threatened†, and therefore undermined the USSR’s actions as picturing it as a form of entrapment. The USSR and the USA both claimed their parts of Germany through dividing it. The Western allies turned their occupied zones into the Federal Republic of Germany and the Soviets set up the German Democratic Republic. Germany and Berlin were both divided between the nations. Both the countries wanted to claim their land and used it to show how they were better. The need to show off created tensions as now the two nations were using land and the people in it to prove their worth. In 1961, tensions escalated to a new height. The USSR took their might a step further and built the Berlin Wall to stop communists escaping to the west. The wall was the final straw of tension between the two nations. In an attempt to justify his decisions, Khrushchev stated â€Å"we had no choice to build the wall in order to maintain the freedom of East Berlin. There are more spies in West Berlin than anywhere else in the world†¦causing sabotage and riot.† However, from an outside and unbiased perspective into the Berlin wall, a modern world textbook states â€Å"the Wall was built to prevent the loss of many well educated East Germans. This was bad publicity for the East and Communism.† This shows how far the USSR would go to make sure Capitalism does not interfere with the Communist beliefs. He used his people and ‘entrapped’ them in order to make Communism look good. Kennedy however, did not counteract Khrushchev as much as Truman and Roosevelt as he said â€Å"It’s not a nice solution, but a wall is a hell of a lot better than a war†. Kennedy did not like what happened, but appeased. Contrary to the popular belief, tensions initially ignited as far back as 1917 during the Russian Civil War. Russia’s ruler Tsar was overthrown and so a provisional government was set up, however the Bolshevik party overthrew the government. The Bolshevik party faced oppositions known as the whites and there was a civil war. Foreign states including the USA got involved in order to stamp out the communist Bolsheviks and Russia saw this as an invasion of private affairs. The USA was Capitalist and believed in private ownerships and social mobility. The USSR was Communist and believed in complete equality for everyone and no private ownership. The two nations had highly contrasting ideologies and the difference in beliefs is what started the tensions in the first place. Churchill flagged up the problems with communist Russia through his Iron Curtain Speech in 1946. He stated â€Å"an iron curtain has descended across the continent†¦ Cities and populations lie in†¦ The Soviet sphere and all are subject, not only to Soviet influence, but to a very high and, in many cases, increasing measure of control from Moscow†. Stalin simply said he was â€Å"anxious for its (Soviet Union) future safety†. The Western allies had a fear for the Communist expansion throughout Europe and wanted to contain communism. Truman stated â€Å"it must be the policy of the United States to support free nations against direct and indirect communist aggression† in reference to the Containment Policy. The Truman Doctrine was the USA’s initial attempt of containing communism. Greece and Turkey were each going through a civil war; the policy provided military and economic aid to Greece and Turkey as they were threatened by communist governments. In reference to the Truman Doctrine, Truman says â€Å"Greece must have assistance if it is to become a self-supporting and self-sustaining democracy. If we falter in our leadership, we may endanger the peace of the world.† The fact that the Truman Doctrine aided the two countries made it less likely the countries would have communist governments. Russia could not control Turkey and Greece, thus not allowing them to expand their communist empire throughout Europe. In 1948, the Marshall Plan was introduced The state of Europe post World War Two combined with the coldest winter on record reduced Europe to starvation. The USA became Europe’s hero as Marshall promised that Americans would do â€Å"whatever it is able to do to assist in the return of normal economic health in the world† Marshall Aid took the form of fuel, raw materials, goods, loans, food, machinery and advisors and was only available to those nations willing to cooperate. The Soviets feared that turning down Marshall Aid would cause unrest in their satellite countries and recognised that the USA were somewhat ‘selling’ their ideologies to the nations. The Cuban Missile Crisis in 1962 however was the most tension-dense event. Cuba was influenced by the USA and was a trading nation with them until Fidel Castro, a communist took over. He set up a communist government which scared the USA into stopping trade with them. Castro increasingly sought help through the Soviet Union. President Kennedy allowed supporters of Batista (Cuba’s previous leader) to attack Cuba but failed to gain support and were defeated by Castro’s men. Shipments of arms were sent to Cuba and the USA saw potential in attacks. Kennedy did not want to use weapons against Cuba, but did not want to appear weak and so he decided to place a naval blockade around Cuba. This significantly heated tensions as the possibility of nuclear attack was at a new level and the nations were close to a war. The Soviet Foreign Minister, Gromyko saw the USA’s attempts as â€Å"an unrestrained anti-Cuban propaganda campaign†. Once again, the two nations lacked the capability of seeing eye to eye and had miscommunication faults. It could be argued that the contrasting ideologies were the underlying cause of tension and kept tensions alive and healthy throughout the 17 year period. The change in presidents and leaders changed the level of tensions. As opposed to Stalin, Khrushchev wanted to improve relations and opposed to Truman and Roosevelt, Kennedy was fairly passive (e.g. Berlin Wall). Without the initial friction created from the differences in ideologies, there would not have been an arms race or competition for control over Eastern Europe. Both countries aimed for peace, but their methods for peace were constantly viewed as threats due to the hatred of the opposing ideologies. Khrushchev believed â€Å"the main thing is to argue without resort to arms† and Kennedy believed â€Å"a wall is a hell of a lot better than a war†, showing that neither wanted to end up going to war and so both nations were in an arms race solely to prove their ideologies’ worth. The knowledge that the opposing nation wanted to expand their ideologies blinded the other and created them ignorant, hiding their ignorance through control over Europe and accumulation of nuclear arms. Overall, the contrast in ideologies was the factor which, throughout the cold war, created the foundation of and was the heart of tensions between the USA and USSR.

Workplace Discrimination Prohibited by Title VII Laws

Workplace Discrimination Prohibited by Title VII Laws Title VII is the portion of the Civil Rights Act of 1964 which protects an individual from employment discrimination on the basis of race, color, religion, sex, or national origin. Specifically, Title VII prohibits employers from hiring, refusing to hire, firing, or laying off an individual due to those factors. It also makes illegal any attempt to segregate, classify, or limit the opportunities of any employees for reasons related to any of the above. This includes promotion, compensation, job training, or any other aspect of employment. Title VIIs Significance to Working Women With regard to gender, workplace discrimination is illegal. This includes discriminatory practices that are deliberate and intentional, or those that take on a less obvious form such as neutral job policies which disproportionately exclude individuals on the basis of sex and that are not job related. Also illegal are any employment decisions based on stereotypes and assumptions regarding the abilities, traits, or the performance of an individual on the basis of sex. Sexual Harassment and Pregnancy Covered Title VII also offers protection to individuals who encounter sex-based discrimination that takes the form of sexual harassment including direct requests for sexual favors to workplace conditions that create a hostile environment for persons of either gender, including same sex harassment. Pregnancy is also protected. Amended by the Pregnancy Discrimination Act, Title VII prohibits discrimination on the basis of pregnancy, childbirth and related medical conditions. Protection for Working Mothers According to the Georgetown University Law Center: Courts have ruled that Title VII prohibits employer decisions and policies based purely on an employer’s stereotyped impression that motherhood...are incompatible with serious work. Courts have found, for example, that the following conduct violates Title VII: having one policy for hiring men with preschool aged children, and another for hiring women with preschool aged children; failing to promote an employee on the assumption that her childcare duties would keep her from being a reliable manager; providing service credits to employees on disability leave, but not to those on pregnancy-related leave; and requiring men, but not women, to demonstrate disability in order to qualify for childrearing leave. LGBT Individuals Not Covered Although Title VII is wide-ranging and covers many workplace issues faced by women and men, it is important to note that sexual orientation is not covered by Title VII. Thus lesbian/gay/bisexual/transgender individuals are not protected by this law if discriminatory practices by an employer occur that are related to perceived sexual preferences. Compliance Requirements Title VII applies to any employer with 15 or more employees in both the public and private sector including federal, state and local governments, employment agencies, labor unions, and training programs.

35 Troublesome Irregular Verbs

35 Troublesome Irregular Verbs 35 Troublesome Irregular Verbs 35 Troublesome Irregular Verbs By Mark Nichol In English, many verbs adapt simply to the past tense with the attachment of either -d or -ed, as in walk/walked or brake/braked. These are called regular verbs. Many other verbs, however, undergo more significant alterations to transform from references to present-tense actions to those representing actions performed in the past. Such words are called irregular verbs. The simple past, the tense form that describes what has previously occurred, is fairly straightforward once one assimilates the forms for each irregular verb. But complications set in when the past participle a verb assisted by an auxiliary verb, or a past-tense form of the verb to be is employed. Some past-participle forms are easily distinguished from their simple-past counterparts, as in the case of ate/eaten, for example, or saw/seen (â€Å"I ate already†/â€Å"I had eaten already†; â€Å"We saw the movie†/â€Å"We had seen the movie†). Others, however, often literally give writers pause. Many of them are presented below in sample sentences with simple-past usage for comparison: 1. â€Å"A problem arose.† â€Å"A problem had arisen.† 2. â€Å"They beat the odds.† â€Å"They had beaten the odds.† 3. â€Å"She bore it well.† â€Å"She had borne it well.† 4. â€Å"He broke the record.† â€Å"He had broken the record.† 5. â€Å"My friend drank three beers already.† â€Å"My friend had drunk three beers already.† 6. â€Å"You forsook us.† â€Å"You had forsaken us.† 7. â€Å"The boy hid the ball.† â€Å"The boy had hidden the ball.† 8. â€Å"I lay on the floor for a moment.† â€Å"I had lain on the floor for a moment.† 9. â€Å"We rode far.† â€Å"We had ridden far.† 10. â€Å"The phone rang.† â€Å"The phone had rung.† 11. â€Å"She rose to the occasion.† â€Å"She had risen to the occasion.† 12. â€Å"She sang.† â€Å"She had sung.† 13. â€Å"He shook it loose.† â€Å"He had shaken it loose.† 14. â€Å"The shirt shrank when I dried it.† â€Å"The shirt had shrunk when I dried it.† 15. â€Å"We strode along merrily the entire way.† â€Å"We had stridden along merrily the entire way.† 16. â€Å"The team strove to come back from behind.† â€Å"The team had striven to come back from behind.† 17. â€Å"I swore that I had not taken it.† â€Å"I had sworn that I had not taken it.† 18. â€Å"They swam to the other end and back.† â€Å"They had swum to the other end and back.† 19. â€Å"He took her back home.† â€Å"He had taken her back home.† 20. â€Å"My sister tore the paper up.† â€Å"My sister had torn the paper up.† Hanged and Hung The past-participle form of hang is a special case. When referring to an object, hung is employed for both simple past and past participle: 21. â€Å"They hung the stockings with great care.† â€Å"They had hung the stockings with great care.† In reference to execution by hanging, however, hanged is often (but not always) used in both forms: â€Å"The horse thief was summarily hanged.† â€Å"The horse thief had been summarily hanged.† Hung in the latter sense is more likely to appear in a more casual context, as in a jocular usage or when referring to hanging in effigy: â€Å"I’ll be hung by my feet over an open fire if I don’t finish this in time.† Choices Many other verbs offer writers alternative forms for past tense, past-participle tense, or both: 22. â€Å"I awaked (or awoke or awakened) to a deafening hum.† â€Å"I had awoken (or awaked or awakened) to a deafening hum.† 23. â€Å"She forgot to call back.† â€Å"She had forgotten (or forgot) to call back.† 24. â€Å"The swimmer quickly dove (or dived) into the pool.† â€Å"The swimmer had quickly dived into the pool.† 25. â€Å"I got nothing in return.† â€Å"I had gotten (or got) nothing in return.† 26. â€Å"She lighted (or lit) another cigarette.† â€Å"She had lit (or lighted) another cigarette.† 27. â€Å"He proved that I was right.† â€Å"He had proven (or proved) me right.† 28. â€Å"The boat sank.† â€Å"The boat had sunk (or sank).† 29. â€Å"She showed him the door.† â€Å"She had shown (or showed) him the door.† 30. â€Å"The medallion shined (or shone) in the sunlight.† â€Å"The medallion had shone (or shined) in the sunlight.† 31. â€Å"I sneaked (or snuck) out last night.† â€Å"I had snuck (or sneaked) out last night.† 32. â€Å"The tiger sprang (or sprung) noiselessly.† â€Å"The tiger had sprung noiselessly.† 33. â€Å"The car’s interior stank (or stunk) of stale fast food.† â€Å"The car’s interior had stunk of stale fast food.† 34. â€Å"My dog waked (or woke) me up.† â€Å"My dog had woken (or waked) me up.† 35. â€Å"My aunt weaved (or wove) the scarf.† â€Å"My aunt had woven (or weaved) the scarf.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Direct and Indirect ObjectsWhat's a Male Mistress?Sit vs. Set

Changing employees attitudes Essay Example | Topics and Well Written Essays - 500 words

Changing employees attitudes - Essay Example Why do managers want to change their employees’ attitudes? The answer is simple. Managers want to change their employees’ attitudes because it affects their productivity. Employees are increasingly important for organizational success and competitiveness Wallace (2006, pp.1-3) states that employees must not only be trained, they should be developed for results. Wallace quotes Linda L. Martin and Dr. David G. Mutchler in their book, â€Å"Fail-Safe Leadership† when they stated â€Å"in business, and in life, attitudes directly determine whether an individual turns a problem into an opportunity – or a crisis† (2006, pp.1-3). Organizations hire employees because of their skills and qualifications. They also design training programs to further improve the quality of work of the individuals and eventually improve their productivity. Wallace (2006, pp.1-3) points out however, that organizations put too much emphasis on improving the skills of the employee while majority of termination in companies are due to attitude problems of the employees. This just shows how important it is for a manager to be able to change the behavior of its employees. Before changing an employee’s attitudes, we must first understand that attitude has three components namely, the cognitive, affective and behavioral (Macalinao, 2009). Cognitive is the opinion or belief segment of an attitude. The affective component is the emotional or feeling segment of an attitude while behavioral is the intention to behave in a certain way toward someone or something.