Definition and Examples of Confirmation in Rhetoric

The Foreign Policy Of The United States - 1759 Words

Between 1918 and 1953 there was a major change regarding the foreign policy of the United States. At the end of the First World War, we practiced a foreign policy that was first established by George Washington in his Farewell Address back in 1796, which set a precedent of isolationism that was adopted until the beginning of World War II. Following Washington s Neutrality Proclamation, the US did not engage in many global affairs such as the French Revolution and remained neutral through all foreign affairs. At the end of World War I, we continued to practice isolationism by not engaging in foreign affairs and limiting military spending believing that by pursuing this policy we could maintain peace and avoid war. Unfortunately, this†¦show more content†¦As stated by Document B, many governmental employees, such as Senator Henry Cabot Lodge Sr., believed that after World War I we should stay out of foreign affairs such as the League of Nations. The League of Nations was an al liance system similar to the one that was present before World War I; the prior alliance system had ultimately played a role in the commencement of the war raising concern to many citizens. This isolationist perspective was prompted by the large amount of casualties and damages done from World War I, which led many to want to disengage from Europe completely and work on rebuilding our own country. By engaging in the League of Nations, as Woodrow Wilson had proposed, we would have created a second alliance system and this was contradictory of itself as a method of maintaining peace because the first alliance system was one of the key components that led to World War I. His perspective on the foreign policy topic was popular among the citizens, expanding the influences of isolationism. With this expanding concept, the government employed numerous strategies to maintain the peace. As displayed by Document A, one method that they employed was to reduce military spending to an extreme m inimum. As shown on the graph, the amount of military spending spiked from 1918-1920, this was due to our participation in World War I. Right after World War I, in the

AP vs Araby Free Essays

In this essay I hope to show differences between John Updike’s AP and James Joyce’s Arbay. Some of the things are that both of the authors talk about the same idea of a young boy’s growth for their adolescences. These boys need a lot more experience with the real world this comes with time, age and also experience. We will write a custom essay sample on AP vs Araby or any similar topic only for you Order Now What is it like for Sammy to grow up with his parents and arbay to grow up with his aunt and uncle? In these essays what would you do if you were in the same situation as these boys? How do these boys need to grow up and mature? Or do you think that their actions might be a little overboard Even though John Updikes’s and James Joyce differ in stories they both are talking about the same type of situation two boys that are growing up from their different situations from their adolesonces. This common ground becomes clear through the way both of the authors wrote their essays. In John Updike’s essay Sammy Works for Ap when he saw a group of girls come into the store while he was working right away he judged them on what they were wearing and how they looked not even to stop to think about anything about there personality’s. In James Joyce’s essay the author refers to the girl of his his dreams as Megan’s sister? What is her name does he know anything about her. You can see where these stories are starting to one another to relate to one another. In John Updike’s essay AP Sammy Is telling the story from his perspective witch makes the essay less interesting in my opinion. On the Other hand with James Joyce’s essay Arbay he is a little bit more Experienced and very articulate with his words witch makes the essay more interesting. Sammy from AP has become very aggravated at his job because the customers are very inconsiderate for many different reasons: As he mentions â€Å"She’s one of the these cash register witches† (227). That gave him hell beause he rang up a box of Hiho crackers two times by mistake. Sammy really got aggravated after that incident happened at work I think that really started to get him aggravated at that point he was really starting to think rationally and not in a mature manner. We see the author and main character of Araby as he battles with his adulthood Emotions as he tries to understand his feelings towards Megan’s sister every morning He follows her but hardly speaks to her Still â€Å"her name was like a summons to all my Foolish blood† (227). He is still a boy, since he is too scared to approach her but dealing With adult feelings which he does not understand? His anger is shown at the end of the Story, since the bazaar is closed and there is nothing he can get for her and he says â€Å"he Sees himself as a creature driven and derided by vanity† This again shows the battle of Hormones as he sees his feelings being based on how he can impress Megan’s sister. Both boys are going through growing into adulthood differently in their stories Sammy being at the AP sees his store as the average place where the boring, ugly Average people go the girls he sees come in represent a fantasy of his the better Merchandise that is better than average the main character of Araby also has a fantasy But in his turn to adulthood he tries to buy the girl of his dreams an object Therefore, It’s a subject shown as the boys are growing into adulthood it is frustrating to both Since the boy in Araby is unable to attain anything for the sister, and Sammy sees the Merchandise at AP as average and meaningless anyway Vanity is frustrating because a lot of girls like physical things and gifts from boys and for the boy in Araby he is not able to get this and therefore has failed in being able to impress the girl Sammy sees the AP as not being good enough for the bathing suit girls which maybe why he decides it is not good enough for him either. One thing I want to point out is that in AP we see the difference between omeone in adulthood and someone growing into it While Sammy wishes to see the girls in their bathing suits that come into AP, his manager scolds the girls, telling them they have too little clothing Sammy here represents one side of pre-adulthood, where in his mind the girls are better than the average woman who shop in AP, the ones who are â€Å"house slaves in pin curlers† and â€Å"women with six children and varicose veins mapping their legs† (64). His manager is the other side well into his adulthood who sees the girls as being indecent, and even says something about the next time they will ave to come in â€Å"with their shoulders covered† (64) Sammy is so angered at this he quits which shows the level of emotion in the theme of growing into adulthood His Hormones have gotten the best of his reason and he acts upon his emotions. Although there are definite differences in â€Å"Arabay† and â€Å"AP,† we see the same theme of growing into adulthood in both stories This is not an easy task Both Sammy and the boy from Arabay find themselves frustrated as they go through their thoughts Sammy is concerned with quality which is something he sees little of in the AP, in both his judgment of the AP and women that usually are shopping in it The author of Arabay is also concerned with quality on a different level He hopes to get a good present for his friend’s sister that is the girl he is feeling his adulthood directed on. He is unhappy when he comes to the bazaar, and sees that most of the things are gone and he is unable to provide something to the girl of his dreams that satisfies him. In both stories the boys share a common frustration with their feelings and change in attitudes, which show the inner turmoil of hormones, and their progress to adulthood. How to cite AP vs Araby, Papers

Program of Qualitative and Quantitative Research †Free Samples

Question: Discuss about the Program of Qualitative and Quantitative Research. Answer: Introduction: College life is one that comes with a lot of expectations and anxiety for most students joining college. This builds up as a result of the independence and fun enjoyed by the university students. But with the positives, university life comes with a bit of challenge (Essau, and Trommsdorff, 1996). For example, coping up with the changing friendships which are very frequent, dealing with new and advanced financial needs and of Couse the balancing of once social life and that of the academic life. One of the characteristics of most emotional and intelligent student is that they have excessive fear, which develops to withdrawal from other people, which is opposed to the university life where the student tend to interact within like a society. Starting from the hostels, playground, lecture halls to even the dining places. For this kind of environment, the emotional students will have allot of self-guilt and depression brought about by the fact that the can not blend in well with the rest. As a result of poor coping abilities (Dyson, and Renk, 2006.). Immaturity in another factor that comes along with emotional people, including the emotional intelligent student. For example, inappropriate crying and unreasonable tempers from small issues that other people deal with, and probably at the university, there is very little room for such characters that is if they exist. This is because of the independent and self-driven lifestyle where there are no people too concerned with the minor personal issues that one is dealing with; the university lectures never medal with ones life compared to the high school teachers who take the responsibility to mentor, motivate and guide such students. Also the housing problem. This is a major challenge for most university students by the fact that it is very hard to find accommodation in any nearer by places surrounding the school. This results to hostel accommodation, where at most not many students get the chance to choose their roommates. The challenge develops as the emotional student are very choosy and very specific to almost everything around them. For example, a situation where one is allocated a room with a drunkard or unclean people. Also, one is expected to understand the difference in lifestyle and preference of the other person. But of the intelligent emotional students, it would be a difficult situation to handle, and it may turn a negative perception from the student towards the university, where else it is their problem, that they cant handle the diversity (Andrews and Wilding, 2004.). The issue of homesick is a problem to most students in the university. As a result of the long distances, they cover to gain entry to a particular university, with some traveling from deferent states countries or even continents. And because to the traveling cost, one stays for long periods before they get back home. And as much as almost everyone faces the problem, for the emotional student, this can be a big blow to their life in the university. As the homesick problem would have a greater impact compared to the rest of the students (Pekrun, et al...2002). Another issue to support that emotional and intelligent student can not effectively deal with university life is the prime age at which this kind of life develops. While one is at the university, most people tend to make long-time friends, people who one can share their problems and personal achievement, and also people build relationships that last their lifetime there. With all the possibilities in building a life around another person, comes challenges like miss trust, break ups, unveiling other people's secrets with all these situations having a very high possibility of happening in the day to day life at the university. This kind of environment, would prove difficult for the emotional students, as everyone would expect them to take the blame, and move on like nothing ever happened, which is most defiantly an illusion for them (Caspi, et al. 2003). In the university, most of the bonding and social interactions happen in the co-curricular activities and the fun moments like parties. As expected the intelligent and emotional students happen to dislike this kind of events, and probably they would prefer doing some study or research in the comfort of their homes or the library. This results in accumulated loneliness, limited fun, and depression as they dont get to talk off their problem or just have a let it go moment. These situations develop them to be very dull and moody all their time in compass. Which is a waste in regards to their age, as it is the high time to enjoy life before real life reality streams in. Inability to deal with stress. University life pile, a lot of stressful situations like transportation, time management between academics and social life, study projects, complex units/topics that are hard to get and so on. By the fact that the problems are faced by everyone the emotional student will be mostly affected in dealing with all those issues, this is later motivated by the fact that the students are intelligent and the fear of failure is much high than the rest of the students, for example at the examination time With the developed pressure to fit in, and have a self-assurance the emotional disorder is under control and well managed. The student will start using abusing drugs and other illegal substances. With the move developing even to more problems like health issues, lack of discipline, poor learning trends and crime to sustain the use of the drug as a result of financial constraints (Beaudry, and Pinsonneault, 2010). How emotional and inteligent student have a better chance of dealing with the obstacles of university life The other side of the argument is that the emotional and intelligent aspects of the student would help them deal with the challenges in the university. For example by the fact that they are intelligent, lack of time management would be a non-issue. This is because while the rest of the students face difficulties in balancing the social and academic life, the student will have accommodated both situations and managed them lowering the pressure of things like exams. Financial constraints faced by university students would not be a problem to this kind of student, by the fact, the emotional and intelligent people are not much of social people, and things like parties and drinking sessions are not part of their a gender. With most of the university students spending a significant amount of their money in this activity and later having to deal with the financial problem (Dawda, D. and Hart, S.D., 2000) The student would also have a better chance of doing well in their profession based on the intelligent part of their character, as better learning skills, well-chosen friends, discipline and time management will be crucial in their focus in the university. And as a result, they would produce a better person of themselves. Also, the ability to be emotional and intelligent at the same time favors a lot in the university. For example, insensitive students are viewed to be careless, which leave the emotional student to attract concerned and genuine friends in their college life. On the other hand, the students never have arrogance as a character, which creates room to find more knowledge and improve ones self, as opposed to arrogant people who tend to think that they know it all (Mayer, et al. 2001) Intelligence and emission can develop one into a better person in ways like self-regulating. Where the student out of fear, they are able to work out of troublesome situations, based on the ground that their intelligence capacity will regulate them from involving in such situations in the university as part of its life. Conclusion The emotional and intelligent students have a lot of challenges compared to the benefits that are brought about by their character. That makes them fill much alienated, from other students in the university. So as to cope and bend effectively in the university life, the emotional part should be done away with, and instead, develop an open mind ready to deal with the challenges and benefits brought forth. This can be achieved by controlling stress in terms of not developing small issues into mountains, reaching out to friends and practicing in voluntary works which will improve the social skills. Then by this, the student will grow into an all round developed person after the university period. As the university prepares one to face and deal with real life situation at fast hand. Which related to the kind of problems university students face should not be viewed as problems but as conditions to build once resilience, develop better decision making processes, time management skills and self-drive. Reference Andrews, B. and Wilding, J.M., 2004. The relation of depression and anxiety to life?stress and achievement in students. British Journal of Psychology, 95(4), pp.509-521. Beaudry, A. and Pinsonneault, A., 2010. The other side of acceptance: studying the direct and indirect effects of emotions on information technology use. MIS Quarterly, pp.689-710. Caspi, A., Sugden, K., Moffitt, T.E., Taylor, A., Craig, I.W., Harrington, H., McClay, J., Mill, J., Martin, J., Braithwaite, A. and Poulton, R., 2003. Influence of life stress on depression: moderation by a polymorphism in the 5-HTT gene. Science, 301(5631), pp.386-389. Dawda, D. and Hart, S.D., 2000. Assessing emotional intelligence: Reliability and validity of the Bar-On Emotional Quotient Inventory (EQ-i) in university students. Personality and individual differences, 28(4), pp.797-812. Dyson, R. and Renk, K., 2006. Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of clinical psychology, 62(10), pp.1231-1244. Essau, C.A., and Trommsdorff, G., 1996. Coping with university-related problems a cross-cultural comparison. Journal of Cross-Cultural Psychology, 27(3), pp.315-328. Mayer, J.D., Salovey, P., Caruso, D.R. and Sitarenios, G., 2001. Emotional intelligence as a standard intelligence. Pekrun, R., Goetz, T., Titz, W., and Perry, R.P., 2002. Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), pp.91-105.