What is Rhetoric Assignment Example | Topics and Well Written Essays - 250 words

What is Rhetoric - Assignment Example From an analysis of these three major definitions, I would say that rhetoric is a manner of speaking that helps a speaker convey a message effectively. As can be seen, rhetoric is a communication tool, so its importance arises from the ability of a speaker to manipulate its use to convey messages. Rhetoric is a tool that can be used by the speaker to influence the listener’s mindset, so it is important for convincing people of opinions that they should understand. However, rhetoric is a combination of the good and bad. Just like any tool, rhetoric can be used for negative and positive purposes. This means that rhetoric is a tool, a tool used in speech for different purposes. Rhetoric is a tool that can be used to build or destroy lives, depending on the way the speaker chooses to use it. For example, a speaker can choose to use to use rhetoric as a weapon, which is still an application of a

Racism all around

Racism all around Racism Most of us deal with it sometimes; you are just taking a walk outside, and see a group of ‘foreign people at the corner of the street (which you consider Turkish), just walking or cycling. Then suddenly your head make a little switch, and all sort of thoughts come in, like: ‘They are never doing anything useful. Or: ‘They are living in the Netherlands, and we all pay for their benefit. Or: ‘I have to watch out, they are dangerous!. But actually you do not know that. You cannot judge people on what they look like. When you do, that is called racism; judging people on their skin colour and roots. Its something that is not fair whatsoever. But what is it exactly? And why does it exist? Has racism always existed during human history? And what are the consequences? And what can you do to stop it? What is racism exactly and why does it exist? Mostly racism includes a (mostly negative) judgment on people with (as I mentioned in the introduction) different roots and races, different physical features or different abilities. It is mostly based on ideas and prejudices which are not proven to be true. It is mostly an incomplete idea of the reality which is (partly) wrong. Has racism always existed during human history? During the whole human history there has been racism. People always need to feel important. They need to feel ‘better than other people, and therefore they need people from which they can say: ‘They are less important than me. It is not likely for them to say that about people which they are related to, or which are like them. Because that would mean that they are just like them. No, they need people which are different. There are many horrible things that happened in history, as consequence of racism. I think the worst example of this is the World War II. During that was, millions of Jewish people were killed. Hitler, who was the cause of this horrible war, thought that people should preferably have blond hair and blue eyes. People should exactly be like he had them in his mind. This was one of the reasons that so many people were killed. During the war also a lot of disabled and Gypsies were murdered. By the way, all trough history (also before the Second World War) Jews were the target of racism. A lot of them were already killed before Hitler started the war. Before that, a lot of Africans and Asians were used as slaves. They were ‘owned by rich European people, and they were treated very badly. The Europeans saw them as some animals, who had to work for them. I consider that too racism. Because they would never let e.g. their little sister work for them like that. That is just a fact. I can even use what I recently learned in history class. The chapter was about the middle ages, and the people who had the same profession (which lived in the same city), formed a corporation. They worked together, do defend themselves from people who would stop their economy from being successful. After some time, they just didnt let new citizens in, into their corporation, even though they probably had great ideas for them to improve their trade and production. I also consider this an example of racism, because those people were from another city, they were not allowed to join the corporation and have a certain profession. Taking death penalty in the US as another example of racism; research pointed out that black skinned people, who had committed a crime and were to be executed,   were obviously executed earlier and more often than white skinned people. The same happens in e.g. Saudi Arabia. If a foreigner commits a crime (or is suspected to have committed a crime), there is no way he could defend himself. The local people can understand what the judge is saying, and they can have a lawyer. But as foreigner there is not really a chance that you will either understand the whole process, or will be able to defend yourself. So now you can see that racism is not something that just started to exist. It has always existed in times when humans were there. What are the consequences of racism? In the past, racism led to rules which concerned only a certain group of people. It caused a difference in rights of humans with a different skin colour, religion, or with differences in any other way. People were separated and segregation started (segregation in cities for example mean that there are different neighborhoods where the people from the same country/culture live close together. You can see this very clearly in some big cities in the US). Because of racism, people are ‘taught to consider a group of foreigners or immigrants to be ‘less important and ‘different. This can have different consequences. On individuals it can cause unhappiness and frustration because they are not being understood. This can result into physical problems. But here is my point; in the Netherlands there are many people who think foreigners and black people who live here, cause a lot more problems and use a lot more violence than normal Dutch people. When we see some Turkish boys walking on the street, we automatically link that to the bad reputation they have. I think I can partly understand them getting angry if people are looking at them like they are outsiders or strangers. Maybe, the few who do, just shout at us because they want to stand up for themselves. Because they do not want to be considered different. Probably it is also the media who is part of the blame. If some Moroccan boys have committed a crime, that is literally (Moroccan boys) in the newspaper, as if they are just not one of us. The strange thing is: I have never seen a newspaper which says: ‘Two Dutch boys stole a bike. People who are subjected to racism, are mostly held responsible for certain problems. They are sometimes said to be the reason for overcrowding in a country, and economical problems like unemployment and inflation. While, in fact, these people are often more effected by such problems then other people. They only suffer from them, instead of causing them. This process does not take place without a reason. Those people who suffer from racism, are mostly one of the weakest groups in the society. People can easily blame them for things without having big problems. And because of the fact that people think those groups are the cause of the problems, they are in a way kept ‘weak. They have a certain mark, and that makes their opportunity to take part in the society in a normal way, less probable. What can you do to stop racism? There are some things you can do about racism, but in peoples minds it will never go away, I guess. Its important to make universal rules about racism that everyone knows. At the moment there are a lot of countries in the world where racism is prohibited. They have made a law that it is not allowed to use racism. If you do, you are ‘guilty of racism. But the government cannot punish you. Often this law is part of the constitution of a country. This is because freedom of expression and freedom of speech are in most Western countries also a main part of the constitution. And you cannot punish someone for his or her thoughts and opinion in the modern world. This means racism is very difficult to stop. But still you can find the ‘law about racism being forbidden in the Treaty for the rights of Humans (I am not certain about this translation), which is set up by the European Union. So racism is the judgment of people from other races, who have other roots and look different. It has been occurring ever since the human population started existing. And even now it still happens that people use racism. As result of racism people get unsecure and unhappy. I can understand if they feel like people consider them as outsiders, they get a little angry inside. I think the media is part of the blame. Anyway, our constitution says racism is forbidden. Although it is hardly possible to punish people for it, due the freedom of expression, I think it should never happen!

The Romantic Movement :: Rationalism Romanticism Landscape

The Romantic Movement (1800-1850) Art as Emotion The goal of self-determination that Napoleon imported to Holland, Italy, Germany and Austria affected not only nations but also individuals. England's metamorphosis during the Industrial Revolution was also reflected in the outlook of the individual, and therefore in the art produced during the first half of this century. Heightened sensibility and intensified feeling became characteristic of the visual arts as well as musical arts and a convention in literature. Exposing Rationalism Romanticism in Landscape This tendency toward images of impassioned or poignant feeling cut across all national boundaries. Romanticism, as this movement became known, reflects the movement of writers, musicians, painters, and sculptors away from rationalism toward the more subjective side of human experience. Feeling became both the subject and object of art. Conscious of being propelled into the future, Europe began to take a long and wistful look at the past and embarked on a series of revivals. Classicism, which had gone in and out of style at regular intervals, was joined with revivals of Gothic art, Egyptian art, and the art of the Renaissance. The Classical Tradition By the mid-nineteenth century,much of Europe had become industrialized, and the generation of artists who had inaugurated the Romantic movement were dead. But much of the romantic spirit lived on. In their emphasis on individual genius and subjective experience, arts of the Romantic era handed future generations the basis for their own developement and provided a point of view that coloured their understanding of the past. Characteristics of Romanticism Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the romantic movements had in common only a revolt against the prescribed rules of classicism. The basic aims of romanticism were various: a return to nature and to belief in the goodness of humanity; the rediscovery of the artist as a supremely individual creator; the development of nationalistic pride; and the exaltation of the senses and emotions over reason and intellect.

Is College Worth the Cost

Is College Worth The Cost? College is getting more and more expensive as the years go on. The question is; is it worth the cost? In three different articles, authors will tell you their opinion and give evidence behind their reasoning. Derek Thompson writes â€Å"What’s More Expensive than College? Not Going to College,’ Amy Phillips writes â€Å"Is college worth the money? † and Justin Pope writes â€Å"College Costs: New Research Weighs the True Value of a College Education. † First, author Derek Thompson’s main claim is there is still something more expensive than going to school, very often that is not going to school.Thompson uses data and charts as evidence to prove his theory of the cost of college. This makes it very affective to his article because there are detailed charts helping to prove his opinion essay writer fast. His purpose for writing his article is to make sure the people who don’t know that not attending college can make you suffer in the real world with your job. The intended audience for his article is the people who don’t plan on going to college because they need to see what mistake they are making. In the chart in the article it shows us the unemployment rates from people with a Doctoral degree to people who only had less than a high school diploma.Obviously the rates for people who had less than a high school diploma were over 12 times the amount of a Doctoral degree. He also states within the article that college grads earn more than 80% than people who don’t go to school period. That’s a staggering amount of money that’s could be earned but people don’t chose to take it. I believe his evidence definitely supports Thompson’s main claim. Next, Amy Phillip’s main claim is that education is not worth the cost because to many people have a degree. Phillips uses sources to give her evidence behind her main claim.She claims that the saying â€Å"sp end more money to achieve a better standard of living† is wrong. She states that yes going to college does earn you more money but you also have student loans to pay for. And also the extra money is not promised because due to a released report by the Bureau of Labor and Statistics shows that one in five porters and bellhops have college degrees. Phillip’s goes on to talk about how if we really do know what we want our career’s to be, instead of forking out loads of money at a four or more year college we can attend vocational schools.To get our degrees faster and only learn that particular study. I believe her evidence is not very affective because the evidence she gives does not give a reinsurance to do the things that she is writing about. She is intending her audience to be to the people who are wasting their money in four or more year colleges. Her purpose for writing this was to stop the lying to a whole generation by telling them that obtaining a college d egree will make life better. Finally, Justin Pope took a different direction then his fellow writers.His first claim is that the middle-class is getting particularly squeezed with student loans in the pursuit of one. And his second claim is that students from middle income families rack up more in student loan debt on an average than other. With his first claim he gives data to support his evidence. The unemployment rate for all four-year graduates is 4. 5%. For recent graduates, it’s 6. 8%. For recent graduates trying to work with only a high school diploma, it’s nearly 24%. These statistics show that not going to school gives you a higher unemployment rate than most graduates.With his second claim the evidence is that federal grant aid targets the low-income families. Meaning that the high-income families have no problem with paying their tuition fees and with low-income the government is helping them but for the middle class families they don’t have enough mo ney to pay their whole tuition but they also don’t get assistance. So by time graduation middle class families have more student loan debt than anyone. The purpose for Pope writing this is to let the middle class know that he understands where they are coming from.I believe his examples are very affective because his evidence shows who is doing more of the suffering. And finally his intended audience is to the middle-income families. In conclusion, my opinion on college be worth the cost is, that yes I believe college is definitely worth the cost. The author that I think had the strongest argument was Derek Thompson. His way of explaining his evidence made me understand more of his main claim. Going to college not only means a lot to my mom but it does to me too.Yes, Amy Phillips does have a point with her main claim; with what I want to do when I am older I could easily go to vocational school and earn my degree a lot faster than going to a four-year college. But I think job s would hire people who have the extra education than the people with little education. Becoming a nurse is my main priority, since it is in the medical field there is more competition for jobs. So having that higher degree and longer time in college shows that I am more dedicated to becoming a nurse and it also gets me paid more than the people who just went to vocational school.

Wh Review

World History Semester Exam/CBA Review (1) History. The student understands traditional historical points of reference in world history.The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations; (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia; (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation; (E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; and (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (B) identify the characteristics of civilization; and (C) explain how major river valley civilizations influenced the development of the classical civilizations. (3) History.The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: (A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity; (B) explain the impact of the fall of Rome on Western Europe; and (C) compare the factors that led to the collapse of Rome and Han China. (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450.The student is expected to: (A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire; (B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy; (C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism; (D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa; (E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa; (G) explain h ow the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe; (H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia; (I) explain the development of the slave trade; (J) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade; and (K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world. (5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750.The student is expected to: (A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and (B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation. (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizatio ns. The student is expected to: (A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and (7) History. The student understands the causes and impact of European expansion from 1450 to 1750.The student is expected to: (A) analyze the causes of European expansion from 1450 to 1750; (C) explain the impact of the Atlantic slave trade on West Africa and the Americas; (D) explain the impact of the Ottoman Empire on Eastern Europe and global trade; (E) explain Ming China's impact on global trade; and (F) explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution. (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the hist orical development of a region or nation; and (16) Geography.The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history.The student is expected to: (A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his i deas found in The Wealth of Nations; (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. (20) Government.The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment; (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U. S. Constitution, and the Declaration of the Rights of Man and of the Citizen; C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supporting or changing their governments; (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (A) summarize the development of the rule of law from ancient to modern times; (23) Culture.The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: (A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and (B) identify examples of religious influence on various events referenced in the major eras of world history. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: (A) describe the changing roles of women, children, and families during major eras of world history; and (25) Culture.The student understands how the development of ideas has influenced institutions and societies. The student is expected to: (A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India; (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750.The student is expected to: (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties; (B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations; (C) explain the impact of the printing press on the Renaissance and the Reformation in Europe; (E) identify the contributions of significant scientists such as Archimedes, Copernicus, Era tosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.The student is expected to: (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence; (B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events; (C) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view; (D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (E) identify bias in written, oral, and visual material; (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; (H) use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs. (30) Social studies skills. The student communicates in written, oral, and visual forms.The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) interpret and create written, oral, and visual presentations of social studies information; and (D) transfer information from one medium to another. World History Semester Review 2012 Directions: Answer the following questions using definitions, examples and explanations of the importance of each term, person or idea. 1. How did the Neolithic Revolution change the development of human culture? ____________________________________________________________________ _________ _______________________________________________________________________________ 2.List the advancements in Early River Valley Civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. List the political structure of Early River Valley civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What is a monarchy? Why did this type of government develop? Give examples from Early & Classical civilizations of monarchies. ___________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ 5. What role did religion play in politics of ancient civilizations (theocracy)? Why is it important to understand the religion of ancient civilizations? Give examples of theocracies in ancient world. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. Explain the significance of the Code of Hammurabi. Who was Hammurabi? Why is this document considered a corner stone for societal development? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Who were the Ancient Hebrew s? What is the contribution to the development of ancient (and subsequent) societies? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. Compare and contrast Spartan and Athenian Society. Why were these two