...Garett Reppenhagen the writer of the essay titled, “I was an American sniper and Chris Kyle’s war was not my war,” is trying to make a point to his audience. Garett’s purpose is to ensure that no one makes the mistake of thinking the hit movie The American Sniper depicts what Iraq and the war are all about. This article was first published on Salon, a website that has an audience favoring liberals more than conservatives. This article also has an audience of a younger generation that follows hit movies. Garett Reppenhagen served as a Cavalry Scout Sniper with the 1st Infantry Division in the US Army, and is also a veteran advocate and social justice organizer. Garett’s background has a lot of relevance to this topic. I would say he is credible towards this whole subject. He is qualified to make judgment and criticize the way this movie is trying to depict Iraq. Garett’s extrinsic ethos is that he has served in the military. He has made a profession of being a real life sniper so he knows most of the scenarios that go on in the movie. He could also describe what goes on as you enter a war zone and how each and every person reacts. Garett states, "But viewing the war only through his eyes gives us too narrow frame." I believe this quote shows he cares about the audience because he wants to share that the frame of Iraq is not narrow, in fact it is on the contrary. Iraq is full of hospitality, proud history, and old-soul wisdom. This quote also shows virtue and goodness because he...
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...However, the writer | | |needs to explain in more detail how both characters are similar and different. | | | | | |Also writer did not include a introductory paragraph explaining her main point | | |in the essay or thesis statement. | |Do supporting paragraphs support the thesis statement? |Writer could improve the essay by providing clear reasons as what is her thesis| |What, if any, suggestions do you have for rewording? |statement. | |Are transitions appropriate? Does the paper flow from one |Both in Death of an American Sniper and To Kill a mocking bird both characters | |sentence to another and from one paragraph to another? |are described in detail by the use of good adjectives and each sentence flowed | | |with the use of transitional wording. | |Are sentence types varied? |Writer could tweak sentence type...
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...Introduction The purpose of this thesis is to show Islamic stereotypes in American movies made before and after the attacks on 9/11 and this was inspired by the movie, American Sniper, and the backlash and the response that the movie got and it begs the question why did people react the way they did and way they did it. After the movie came out, the people who saw it had a strong opinion about it, either that it was a patriotic movie or that it was offensive to Muslims. Many Americans have grown up in a post 9/11 world and don’t remember what the world was like before that fateful day and as a consequence have grown up with the “War on Terror” and trying to find the people responsible for the attacks on that infamous day in September. After...
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...Militarization of Police Introduction Attention: A police officer climbs out of a military vehicle in front of you carrying an automatic weapon, wearing a helmet, bulletproof vest, and combat boots. Law enforcement says this shows a strong presence in their community, but is this supposed to make their citizens feel safe when statistics show it creates a higher rate of violence against American citizens? I believe that police should not constantly use military equipment for day to day situations. Thesis: The rate of police militarization increased in recent years. Police officers are intended to be public servants, but with the use of military equipment, it appears that law enforcement is at war with the communities they serve. Body A. Steadily on the rise in...
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...Gun Control Concealed Weapons Laws in Arizona Vernon Daniels Jr. Com 220 Jewel Jackson “Gun Control” Concealed Weapons Laws in Arizona Arizona has some of the least restrictive gun laws in the nation. It also has one of the highest rates of gun deaths in the country. But, how closely are guns and violence connected? The answer, like much involving guns in America, is complicated. Even though there is a right to bear arms, gun control laws in Arizona are in need of some work. There have been various shootings that have attributed to this need, adding the fact that carrying a concealed weapon is open to just about anyone only intensifies this need. “Arizona Fired Up Over Year-Old Weapons Law” is an article from 1995 in the Christian Science Monitor that discusses the stance that Tiffany Williams took regarding concealed weapons. Tiffany Williams is one of some 31,000 Arizonans who had decided that their safety hinged on toting guns, and thus had completed a 16-hour firearm-safety course required at that time to carry a concealed gun. Non-supporters of concealed weapons laws worried that as guns continue to show up in more hands, the greater the chance of violent incidents while supporters of concealed weapons laws argued that allowing people to carry firearms - openly or not - is a basic right, and gives people a greater sense of security. Tiffany...
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...CHAPTER 2 Identifying Arguments The starred items are also contained in the Answer Key in the back of The Power of Logic. Exercise 2.1 Part A: Arguments and Nonarguments *1. 2. 3. *4. 5. 6. *7. 8. 9. *10. 11. 12. *13. 14. 15. *16. 17. 18. *19. 20. 21. *22. 23. 24. 25. Nonargument (explanation). Nonargument (conditional statement). Nonargument (report). Argument. Conclusion: Waging war is always wrong. Nonargument (explanation). Argument. Conclusion: Today the principal threat to America is America’s public education establishment. Argument. Conclusion: Without us, light does not exist. Nonargument (conditional statement). Nonargument (report). Nonargument (explanation). Nonargument (explanation). Argument. Conclusion: The population of the world has grown both steadily and rapidly since 1950. Nonargument (report). Argument. Conclusion: James died because he was hanged. Argument. Conclusion: Not all mob bosses avoid prison. Nonargument (illustration). Nonargument (conditional). Nonargument (illustration). Nonargument (conditional). Argument. Conclusion: The U.S. policy of nuclear deterrence was immoral. Nonargument (conditional). Argument. Conclusion: The good don’t always die young. Nonargument (explanation). Argument. Conclusion: Some metals are liquids at room temperature. Argument. Conclusion: Stealing is wrong simply because society disapproves of it. Exercise 2.2 Part A: Identifying Arguments *1. 1. The defendant is insane. So, 2. The defendant is not guilty...
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...When American schoolchildren are educated about Europe between the years 1936 through 1975, they are taught about the aftereffects of World War I and about World War II. Europe, in high school history classes, ceases to exist after 1945 and the close of World War II unless, of course, one is learning about the Cold War and the Berlin Wall may be mentioned. They do not learn, however, that World War II era Spain—because Spain was neither an ally or a foe during the war—went through enormous conflict of its own. The three-year Spanish Civil War and the fascist dictatorship that followed are largely kept out of the American history books. Yet, the world is privy to much of its legacy through literature, art, film, and personal memory. Spain certainly remembers three hellish years of war and thirty six years of repression under Generalisimo Fransisco Franco, but how is General Franco remembered by the rest of the world? What legacy did he leave internationally? 2 It is a confused and varied one: to those closest to him he was a husband, father, and statesman; to Hitler, he was an obstacle on the road to world domination; to the Jews who fled from Hitler he was a hero; but to the many Spanish minorities and to his opponents in the Spanish Civil War he was a monster. 3 The answers to the questions posed are addressed in a variety of sources. One of these sources is the book Hitler Stopped by Franco, by Jane and Burt Boyar, who write a relatively straightforward book that explores many...
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...TM5563: Public Health Leadership and Crisis Management | The key challenges to providing leadership during public health crises.Assignment One | Samantha Leggett: SN 12494652 | 9/16/2011 | TM5563 Public Health Leadership and Crisis Management Assignment One Introduction This assignment will define leadership and explore the traits and qualities that are deemed to be inherent to effective leadership and an explanation given for why leadership matters in times of crisis. The key challenges to leadership in both sudden and expected crises will be explored and potential solutions to these key challenges offered. Examples will be provided throughout using recent public health crises to illustrate. Leadership can typically be defined by the traits, qualities and behaviours of a leader. It has also been described as a process with a shifting locus of control in which leaders are not seen as individuals in charge of followers but as members of a “community of practice” where everyone involved in the activity is assumed to play an active role in leadership. However, even with an advanced team, there is still a need for distinct leadership to enable the whole team to be optimally successful. 1-3 It would appear that there are a number of key traits that good leaders possess, however the literature provides little concrete agreement on a finite number of these: Kambil et al. (2009) found that leaders have five key traits: Curiosity; courage - in willingness to face uncertainty...
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...MINISTERUL EDUCATIEI CERCETARII TINERETULUI SI SPORTULUI CERTIFIED ENGLISH Hillary Diane Rodham Clinton ORADEA, 2012 Hillary Diane Rodham Clinton CONTENTS INTRODUCTION.....................................................................................................4 CHAPTER I: EARLY LIFE AND EDUCATION..................................................5 I.1 EARLY LIFE.....................................................................................................................5 I.2 COLLEGE..........................................................................................................................5 I.3 LAW SCHOOL..................................................................................................................8 CHAPTER II: FAMILY, LIFE AND FIRST LADY OF ARKANSAS............................9 II.1 FROM THE EAST COAST TO ARKANSAS..................................................................9 II.2 EARLY ARKANSAS YEARS........................................................................................10 II.3 LATER ARKANSES YEARS.........................................................................................11 CHAPTER III: FIRST LADY OF THE UNITED STATES............................................13 III.1 ROLE AS A FIRST LADY............................................................................................13 III.2 HEALTH CARE AND OTHER POLICY INITIATIVES.........
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...Hogeschool-Universiteit Brussel Faculteit Taal & Letteren Studiegebied toegepaste taalkunde Bachelor in de toegepaste taalkunde Hoe Russisch is Russisch? Een onderzoek naar de Engelse leenwoorden in de Russische taal Bachelorproef aangeboden door Lieze HARDY tot het behalen van de graad van Bachelor in de toegepaste taalkunde Promotor: Martine VAN GOUBERGEN Academiejaar 2012 – 2013 Voorwoord Voor een studente van de opleiding Bachelor in de Toegepaste Taalkunde is deze bachelorproef een hoogtepunt en een mooi sluitstuk van deze driejarige bacheloropleiding. In dit onderzoek kon ik zowel mijn interesse voor Engels als voor Russisch uitdrukken. Het heeft veel tijd en energie in beslag genomen, maar ik denk dat ik er best fier op kan zijn. Graag zou ik enkele personen willen bedanken, aangezien zij bijgedragen hebben aan de realisatie van deze bachelorproef. Eerst en vooral zou ik mijn promotor Martine Van Goubergen willen bedanken. Ik wil haar bedanken voor alle hulp die ik tijdens het schrijfproces van haar heb gekregen. Zonder haar begeleiding en bijsturing had ik dit nooit kunnen schrijven. Vervolgens wil ik mijn medestudente, Eveline Bosmans, bedanken. Zonder haar hulp en zonder haar adviezen was het nooit gelukt. Ook al schreven we elk een aparte bachelorproef, toch kunnen we hier spreken van hechte samenwerking. Ten slotte wil ik mijn ouders en mijn vriend bedanken voor alle steun en begrip tijdens het schrijfproces. Zij, die in uitzichtloze en inspiratieloze tijden...
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...Contents Preface Acknowledgments Introduction 1 BRAIN POWER Myth #1 Most People Use Only 10% of Their Brain Power Myth #2 Some People Are Left-Brained, Others Are Right-Brained Myth #3 Extrasensory Perception (ESP) Is a Well-Established Scientific Phenomenon Myth #4 Visual Perceptions Are Accompanied by Tiny Emissions from the Eyes Myth #5 Subliminal Messages Can Persuade People to Purchase Products 2 FROM WOMB TO TOMB Myth #6 Playing Mozart’s Music to Infants Boosts Their Intelligence Myth #7 Adolescence Is Inevitably a Time of Psychological Turmoil Myth #8 Most People Experience a Midlife Crisis in | 8 Their 40s or Early 50s Myth #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility Myth #10 When Dying, People Pass through a Universal Series of Psychological Stages 3 A REMEMBRANCE OF THINGS PAST Myth #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurate Events We’ve Experienced Myth #12 Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to...
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...Licensed to: iChapters User Licensed to: iChapters User 6e FIFTH EDITION COMMUNICATION in Our Lives LINEBERGER DISTINGUISHED PROFESSOR OF HUMANITIES CAROLINE H. AND THOMAS S. ROYSTER DISTINGUISHED PROFESSOR OF GRADUATE EDUCATION THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Australia . Brazil . C anada . M exico . Singap ore . Spain . Uniited Kingdom . United States Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Licensed to: iChapters User This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. ...
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...Contents Preface to the First Edition Introduction Part 1. Thought Control: The Case of the Middle East Part 2. Middle East Terrorism and the American Ideological System Part 3. Libya in U.S. Demonology Part 4. The U.S. Role in the Middle East Part 5. International Terrorism: Image and Reality Part 6. The World after September 11 Part 7. U.S./Israel-Palestine Notes Preface to the First Edition (1986) St. Augustine tells the story of a pirate captured by Alexander the Great, who asked him "how he dares molest the sea." "How dare you molest the whole world?" the pirate replied: "Because I do it with a little ship only, I am called a thief; you, doing it with a great navy, are called an Emperor." The pirate's answer was "elegant and excellent," St. Augustine relates. It captures with some accuracy the current relations between the United States and various minor actors on the stage of international terrorism: Libya, factions of the PLO, and others. More generally, St. Augustine's tale illuminates the meaning of the concept of international terrorism in contemporary Western usage, and reaches to the heart of the frenzy over selected incidents of terrorism currently being orchestrated, with supreme cynicism, as a cover for Western violence. The term "terrorism" came into use at the end of the eighteenth century, primarily to refer to violent acts of governments designed to ensure popular submission. That concept plainly is of little benefit to the practitioners of state terrorism...
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...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...
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...fourth EDItION Critical Thinking A student ' s Introduction Ba ssha m I I rwi n I N ardon e I Wal l ac e CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM TM Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011, 2008, 2005, 2002. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN: 978-0-07-340743-2 MHID: 0-07-340743-7 Vice President, Editorial: Michael Ryan Director, Editorial: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pam Cooper Managing Editor: Nicole Bridge Developmental Editor: Phil Butcher Project Manager: Lindsay Burt Manuscript Editor: Maura P. Brown Design Manager: Margarite Reynolds Cover Designer: Laurie Entringer Production Supervisor: Louis Swaim Composition: 11/12.5 Bembo by MPS Limited, A Macmillan Company Printing: 45# New Era Matte, R. R. Donnelley & Sons Cover Image: © Brand X/JupiterImages Credits: The credits section for this book begins on page C-1 and is considered...
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