Monday, February 25, 2008
Rhetorical Analysis Reflection
“One must have chaos in one to give birth to a dancing star” – Nietzsche. The power comes from not hanging your head down but picking yourself up and striving to do the best you can. The way you learn is from your mistakes and when you pull through you realize the power within yourself. Every great thing you do starts with disappointment. In order to do the best you can you have to keep your head high. I believe the saying “You learn something new every day.” I think I have learned a lot of important lessons from this single paper. I will take each mistake into consideration and improve it on my synthesis paper. There is room for improvement and now I know and am able to understand what Nick is looking for within writing, and within a paper. I am a little disappointed with my grade because I know I can do better, although that just motivates me to try harder. The thing I need to work on the most is writing clearly instead of getting fancy with my writing. I tend to focus too much on elaborating on a subject and not stating what I want to say clearly. My sentences tend to be wordy and very in depth, and I need to cut down on my sentences and make them less wordy. It seems he is looking for a more factual form of writing in order for it to be clear and precise. If I focus more on a writing style such as this, I believe I will receive the grade I am looking for. Also, I need to constantly revise my paper for grammatical errors. I need to be careful on commas and quotations. Something that might help is having someone other than Nick also read my paper to check for errors. The writing center may possibly be a useful source. I have never been there personally, although I have heard it is very helpful. Even though my paper had flaws I also had some very good quotes to support what I was trying to say. All of my quotes were cited properly. I also made sure to really focus on the audience and keep them in mind throughout my entire paper. It is important to focus on you reader so they are aware at all times what you are talking about. I have always thought of myself as a decent writer and I know that in this class I will exceed. I’m excited to see the grades I will receive on my next papers after learning from my mistakes. I will continue to try my hardest to get the grades I want and hopefully they will continue to rise. I want an A in the class and to do this I will work hard. The effort I put into my paper from here on out will show. I know I will be proud of whatever I do because I know I will be trying my hardest.
Wednesday, February 20, 2008
"Allegory" and "Banking Concept"
Palo Freire’s essay “The Banking Concept of Education,” and Plato’s “Allegory of the Cave,” both make the point that very often students as well as others believe what they are told. It becomes a concept in their mind of what is right and wrong and what is factual in this world. Throughout Freire’s essay the teacher is the supreme authority who knows everything, while the students are to learn from and trust the teacher. Plato’s essay talks about ignorance and learning explaining you can’t go through life with a closed mind. The understanding comes from what you perceive and your senses. There is no authority telling you what to think. The point that both authors portray is there are authority figures in life who we believe tell us the facts and there is what we as people perceive from our senses. It is for us to decide what is right and wrong, and who is correct.
Palo Freire’s banking concept of education consists of the students receiving the information, repeating it, and memorizing it. They then repeat the process again. This concept limits the ability of a student to think freely on their own. It’s controlling their thought process and altering their ability to learn in a critical way. Humanists highly agree with this idea that students will eventually be alone in this world and they need to know how to handle it themselves. The students taught using the banking of education method will not be prepared for what is to come, and they will be unable to think on their own.
Plato’s “Allegory of the cave,” argues and different point of view. He portrays the students are full of knowledge, while the teachers are there to help guide and act as a support system. Plato’s ideas come from what you perceive as factual. He believes we learn through reasoning and this is the correct path to take in order to do so. With an open mind and learning through reason students will be prepared for situations to come.
Through the eyes of a student the teacher is authority. Although it is not factual that the teacher is better than the student. Students simply need to participate to their ability while learning. Believe it or not the teacher also learns from the student. It works both ways. We need to seek learning and not let this perception get in the way of our education. It is a thought perceived by many. The best thing to do is be active and learn from others.
Palo Freire’s banking concept of education consists of the students receiving the information, repeating it, and memorizing it. They then repeat the process again. This concept limits the ability of a student to think freely on their own. It’s controlling their thought process and altering their ability to learn in a critical way. Humanists highly agree with this idea that students will eventually be alone in this world and they need to know how to handle it themselves. The students taught using the banking of education method will not be prepared for what is to come, and they will be unable to think on their own.
Plato’s “Allegory of the cave,” argues and different point of view. He portrays the students are full of knowledge, while the teachers are there to help guide and act as a support system. Plato’s ideas come from what you perceive as factual. He believes we learn through reasoning and this is the correct path to take in order to do so. With an open mind and learning through reason students will be prepared for situations to come.
Through the eyes of a student the teacher is authority. Although it is not factual that the teacher is better than the student. Students simply need to participate to their ability while learning. Believe it or not the teacher also learns from the student. It works both ways. We need to seek learning and not let this perception get in the way of our education. It is a thought perceived by many. The best thing to do is be active and learn from others.
Monday, February 11, 2008
The Evolution of Unemployment Relief in Great Britain - Synthesis
The article “Evolution of Unemployment relief in Great Britain,” is about the unemployment insecurity of British workers during the nineteenth century. In Britain, business downturn was occurring every five to eight years, and not only was this affecting worker’s lives personally, but it also had a huge impact on the economy. Unemployment lasting longer than a few weeks lead to “acute financial” distress. This forced them to rely on other sources such as the government or charities as a form of income. The author focuses on Britain although this is happening too many of us in today’s society. Unemployment has been in existence and a big issue for a long time. It’s something the government is trying to fix, but it continues to occur. Do you think the problem of unemployment will ever diminish?
In this article, the main evaluation is that little has been written about unemployment relief during the period between the Poor Law Amendment Act in 1834 and the adoption of national unemployment insurance in 1911. Public assistance was more generous to the unemployed then they probably should have been. This was a huge problem, and in 1870 cities throughout Britain cut the payment of relief to able-bodied males, while many skilled workers received unemployed benefits from their trade union. This showed no improvement to those who didn’t work in the union or from preventing unemployment.
This lead to the adoption compulsory unemployment insurance in 1911, paid for by a government subsidy. The controversy remained between the Poor Law Amendment Act, and compulsory unemployment insurance. This is true because the Poor Law Act still remained an important income for those who were unemployed. It also had a way of deciding who would pay the unemployment rate. They can be divided into three groups: factory owners, workers, and the remaining ratepayers (merchants, shopkeepers, landlords, tradesmen, etc.). In total they would contribute twenty 20 to 46 percent. The Poor Law was able to cover most everyone, but the increases in the poor rate tended, causing further increases in the default rate. The good news is, both public and private charity would take a lead on the few turndowns the law could not afford. It had its “ups” and “downs,” but it helped. This information is key to understanding the main idea of the article as well as what the author is trying to come across.
This particular article related closely to the film “Roger & Me,” each author working to portray similar messages to the citizens as well as the world. Both authors use of persuasive research combined with relevant information proves their point and gains the respect they needed. The citizens of Flint, Michigan were going through extremely hard times, many being unemployed. It relates to the fact that in both places they were unemployed but they had the help of others. In Britain’s case it was the Poor Act being passed which was established by the government with the help of charity. In Flint’s case it was the support of the community and the help of those who were successful in the community such as Miss Michigan. Although, the authors posses the same subject matter they also have their differences. In the documentary “Roger & Me,” Moore leaves out the government while Boyer talks a lot about the governments support. Moore does this in order to distract his audience in order to focus more on the people. Boyer’s goal is to focus on the government, and the many laws passed. Each author takes a different approach allowing the audience to comprehend the two pieces differently. When you narrow your views, all of these factors come down to one thing and that is to preserve the place in which they live, and to protect their economy.
In this article, the main evaluation is that little has been written about unemployment relief during the period between the Poor Law Amendment Act in 1834 and the adoption of national unemployment insurance in 1911. Public assistance was more generous to the unemployed then they probably should have been. This was a huge problem, and in 1870 cities throughout Britain cut the payment of relief to able-bodied males, while many skilled workers received unemployed benefits from their trade union. This showed no improvement to those who didn’t work in the union or from preventing unemployment.
This lead to the adoption compulsory unemployment insurance in 1911, paid for by a government subsidy. The controversy remained between the Poor Law Amendment Act, and compulsory unemployment insurance. This is true because the Poor Law Act still remained an important income for those who were unemployed. It also had a way of deciding who would pay the unemployment rate. They can be divided into three groups: factory owners, workers, and the remaining ratepayers (merchants, shopkeepers, landlords, tradesmen, etc.). In total they would contribute twenty 20 to 46 percent. The Poor Law was able to cover most everyone, but the increases in the poor rate tended, causing further increases in the default rate. The good news is, both public and private charity would take a lead on the few turndowns the law could not afford. It had its “ups” and “downs,” but it helped. This information is key to understanding the main idea of the article as well as what the author is trying to come across.
This particular article related closely to the film “Roger & Me,” each author working to portray similar messages to the citizens as well as the world. Both authors use of persuasive research combined with relevant information proves their point and gains the respect they needed. The citizens of Flint, Michigan were going through extremely hard times, many being unemployed. It relates to the fact that in both places they were unemployed but they had the help of others. In Britain’s case it was the Poor Act being passed which was established by the government with the help of charity. In Flint’s case it was the support of the community and the help of those who were successful in the community such as Miss Michigan. Although, the authors posses the same subject matter they also have their differences. In the documentary “Roger & Me,” Moore leaves out the government while Boyer talks a lot about the governments support. Moore does this in order to distract his audience in order to focus more on the people. Boyer’s goal is to focus on the government, and the many laws passed. Each author takes a different approach allowing the audience to comprehend the two pieces differently. When you narrow your views, all of these factors come down to one thing and that is to preserve the place in which they live, and to protect their economy.
Sunday, February 10, 2008
The Evolution of Unemployment Relief in Great Britain
This article is about the unemployment insecurity of British workers during the nineteenth century. Business downturn was occurring every five to eight years, and not only was this affecting worker’s lives personally, but it also had a huge impact on the economy. Unemployment lasting longer than a few weeks lead to “acute financial” distress. This forced them to rely on other sources such as the government or charities as a form of income.
The main evaluation is that little has been written about unemployment relief during the period between the Poor Law Amendment Act in 1834 and the adoption of national unemployment insurance in 1911. Public assistance was more generous to the unemployed then they probably should have been. This was a huge problem, and in 1870 cities throughout Britain cut the payment of relief to able-bodied males, while many skilled workers received unemployed benefits from their trade union. This showed no improvement to those who didn’t work in the union or from preventing unemployment.
This lead to the adoption compulsory unemployment insurance in 1911, paid for by a government subsidy. The controversy remained between the Poor Law Amendment Act, and compulsory unemployment insurance. This is true because the Poor Law Act still remained an important income for those who were unemployed. It also had a way of deciding who would pay the unemployment rate. They can be divided into three groups: factory owners, workers, and the remaining ratepayers (merchants, shopkeepers, landlords, tradesmen, etc.). In total they would contribute twenty 20 to 46 percent. During most of the downturns the Poor Law was able to cover everyone, but the increases in the poor rate tended caused further increases in the default rate. The good news is, charity both public and private would take a lead on the few turndowns the law could not afford. It had its ups and downs but it helped out so much and meant a lot to the unemployed workers. The citizens of Britain went through extremely hard times and managed to pull through. Their economy remained strong and everyone worked together to make it happen.
This particular article related closely to the film “Roger & Me.” The citizens of Flint, Michigan were going through extremely hard times, many being unemployed. It relates in the fact that in both places they were unemployed but they had the help of others. In Britain’s case it was the Poor Act passed established by the government with the help of charity. In Flint’s case it was the support of the community and the help of those who were successful in the community such as Miss Michigan. All of these factors come down to one thing and that is to preserve the place in which they live, and to protect their economy.
http://wf2la5.webfeat.org/
The main evaluation is that little has been written about unemployment relief during the period between the Poor Law Amendment Act in 1834 and the adoption of national unemployment insurance in 1911. Public assistance was more generous to the unemployed then they probably should have been. This was a huge problem, and in 1870 cities throughout Britain cut the payment of relief to able-bodied males, while many skilled workers received unemployed benefits from their trade union. This showed no improvement to those who didn’t work in the union or from preventing unemployment.
This lead to the adoption compulsory unemployment insurance in 1911, paid for by a government subsidy. The controversy remained between the Poor Law Amendment Act, and compulsory unemployment insurance. This is true because the Poor Law Act still remained an important income for those who were unemployed. It also had a way of deciding who would pay the unemployment rate. They can be divided into three groups: factory owners, workers, and the remaining ratepayers (merchants, shopkeepers, landlords, tradesmen, etc.). In total they would contribute twenty 20 to 46 percent. During most of the downturns the Poor Law was able to cover everyone, but the increases in the poor rate tended caused further increases in the default rate. The good news is, charity both public and private would take a lead on the few turndowns the law could not afford. It had its ups and downs but it helped out so much and meant a lot to the unemployed workers. The citizens of Britain went through extremely hard times and managed to pull through. Their economy remained strong and everyone worked together to make it happen.
This particular article related closely to the film “Roger & Me.” The citizens of Flint, Michigan were going through extremely hard times, many being unemployed. It relates in the fact that in both places they were unemployed but they had the help of others. In Britain’s case it was the Poor Act passed established by the government with the help of charity. In Flint’s case it was the support of the community and the help of those who were successful in the community such as Miss Michigan. All of these factors come down to one thing and that is to preserve the place in which they live, and to protect their economy.
http://wf2la5.webfeat.org/
Tuesday, February 5, 2008
"Passing Before Life's Very Eyes"
This story compares to nothing I have ever read before. It caused me to think and analyze the pictures in order to understand the story. You would infer from the title of the story: “Passing Before Life’s Very Eyes,” that the pathos would portray an emotional image. Although, the pictures and the choice of words the author chose to use portrays a sense of humor throughout the entire story.
The images depict a sense of humor. You can observe this through the x’s representing the man’s eyes showing he is dead, and the many hectic objects around them. The x’s serve as a symbol to help differentiate life and death, and this is understood as he is taken back in time to view his life before he dies. It is as if his life flashes before his eyes. Also what I have observed is that he is dying from smoking. Even though this was the possible cause of his death the author brings in humor by showing him smoking throughout all of his pictures during his flashback.
You not only can see the sarcasm but the language also expresses it. For example, it is hard for people to accept death, and not many do. Towards the end of the story he gets scared. Instead of making it serious they make a joke about death by saying “So what do we do now, just sit around and wait for everything to turn black?” (Wolfgang 230). This is only one example but there are many during the story.
The author did a great job appealing to emotions seen through sensory description and objects of emotion such as symbols. The story clearly portrays a sense of humor unlike anything you have ever read. Through elaborate pictures and few words you are able to unmistakably depict the pathos.
The images depict a sense of humor. You can observe this through the x’s representing the man’s eyes showing he is dead, and the many hectic objects around them. The x’s serve as a symbol to help differentiate life and death, and this is understood as he is taken back in time to view his life before he dies. It is as if his life flashes before his eyes. Also what I have observed is that he is dying from smoking. Even though this was the possible cause of his death the author brings in humor by showing him smoking throughout all of his pictures during his flashback.
You not only can see the sarcasm but the language also expresses it. For example, it is hard for people to accept death, and not many do. Towards the end of the story he gets scared. Instead of making it serious they make a joke about death by saying “So what do we do now, just sit around and wait for everything to turn black?” (Wolfgang 230). This is only one example but there are many during the story.
The author did a great job appealing to emotions seen through sensory description and objects of emotion such as symbols. The story clearly portrays a sense of humor unlike anything you have ever read. Through elaborate pictures and few words you are able to unmistakably depict the pathos.
Roger and Me
In the movie Roger and Me, Michael Moore uses expert testimony in which he had reasoning behind to appeal to his audience. It is a documentary on the struggle of a small town in Flint, Michigan to try to overcome the economy and the low it has hit. General Motors shut down their factory lying off 30,000 employees. This caused distress throughout the community. This is where expert testimony played a key role. Michael Moore spends time interviewing people who have recently lost their jobs, each one struggling to make a living. An example of logos is when he interviewed such people as the General Motor lobbyist, and Mr. Chevrolet. Both of whom were of much importance. These people provided us with valuable insight on the controversy that was occurring. He used pathos to draw you into each employee’s stories, and then logos providing the audience with insight on their life stories. I believe after watching the movie and hearing all the different perspectives, his reason behind making the movie was to show the audience the dilemma and sacrifice of the ex-employees of Flint, Michigan. I was able to observe this through the many examples of logos throughout the film.
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