...DIRECT AND INDIRECT APPROACHES In writing letters, memos, and e-mail messages (the focus of Chapters 2 and 3), one issue that you'll need to consider is whether your message is one that is likely to be well-received or one that may encounter resistance or ill-will--a "bad news" message of some type. Searle’s spends a good bit of time in Chapter 1 discussing tone and making sure to use a reader-centered perspective that utilizes a "you" approach and positive wording. In addition to a reader-centered perspective, however, you also should consider the difference between what is called a direct and an indirect approach when organizing letters, memos, and e-mail messages, especially ones that convey bad news. DIRECT APPROACH The direct approach anticipates no resistance to its message--for instance, "you've been hired," "your order is being shipped today," or even "the project will be done in one week." In this case, organizing your message is simple. Searle’s mentions that memos and letters should have some kind of brief introduction, sometimes as its own paragraph. If you're using the direct approach, this introduction is simply a straightforward statement of the main point of the message. For instance, if you are writing a letter to confirm an order, simply begin by stating, "We have received your order for part #23-B-4439 and are shipping it today." Then the rest of the letter can provide details like shipping time, cost, etc. Whenever possible, use the direct approach...
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...Changing views of the contribution of popular Spanish resistance to victory in the Peninsular War. The guerrillas have been viewed in a variety of different ways in the historiographical record of the Peninsular War. Until relatively recently, according to Tone, “historians have paid them scant attention” putting the focus on, according to Esdaile “great men, great armies and great battles”. This essay will explore some aspects of the guerrillas that have been the subject of debate in the historiography, focussing first on exploring who the guerrillas were and what their impact was on the war. Tone, in a study of the English language historiography and that of France and Spain identified that there was a difference in the way each treated the guerrillas. He summarised that while the British ignored the guerrillas’ role, the French overplayed the role of the church and the Spanish tended to portray the popular resistance as comprising the whole of the population. It could be argued that this reduction of three historiographic traditions to just three simple ideas is an oversimplification, but there is some justification for at least one of these ideas. To illustrate, and explain the British view, Tone cites Napier’s 1882 history of the Peninsular War as discussing the guerrillas, or partidas (the name given to guerrilla bands by the Spanish themselves) in less than glowing language. Reading the rest of the Napier, it is true that there are very few mentions of the guerrillas...
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...the ideas of others or to an entire situation occurring. These ideas lead to groups of individuals who have similar opposing ideas to what some call the norm, these are called resistance groups. These groups are usually hidden and show their own twist on the ideas altering from the countries beliefs. Naomi Klein and Barry Lopez are two boisterous authors when it comes to resistance. Barry Lopez was not the one to sit back and let something he believed to be not right go on without voicing his opinion. Therefore he creates the multiple short story book “Resistance” to show his readers how he believes the world is not healthy. Naomi Klein on the other hand takes her own approach to resistance and puts it into a more straightforward subject of excessive branding and globalization. “No Logo” created by Naomi Klein, focuses in on four parts of the excessive branding going on in the world today, “No Space", "No Choice", "No Jobs", and "No Logo." () These four confrontational ideas that Klein speaks about throughout “No Logo” are the basis to her resistance. “I was an angry bystander. I'd no power to intervene, and had no intention of dropping the work I was already committed to, not in order to raise someone else's awareness, promote greater indignation, or organize.” (Resitance) Lopez begins resistance with the short story “Apocalypse,” () a key short story to the complete book. Apocalypse tells a story of a man who receives a letter from the “Office of Inland Security” arranging...
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...Does Disciplinary Power enforce good or bad behaviour from students in York University Accommodation? Introduction When looking at Foucault’s concept of disciplinary power, we looked at our own expectations compared with our actual experiences of living in university run accommodation. With most students coming to university, it is the first time that they will live on ‘their own’, without the rules and restrictions that they had when living at home with their parents, therefore a degree of freedom and independence was expected. However, we noticed that our actions were restricted by the rules imposed on us due to the acceptance of the university run accommodation. From our own experiences, we witnessed students displaying bad behavioural characteristics through resistance. This led our group to investigate the impact that the rules have on students’ behaviours and the universities use of disciplinary power to ‘control’ students’ behaviour. We also wanted to determine from the student’s perspective, the impact these controls had on their behaviour. Methodology There has been a lot of research conducted to study the behaviours of students and their resistance to authority, however they were not written in the students’ perspective. By investigating the behaviours of students from their perspective, it allows us to have a more accurate account of their experiences and the impact that the university’s restrictions has on them. It also enables us to determine why students either...
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...The term resistance to change simply means that individuals are set in his or her ways and often don’t want to modify his or her routing. However, this change resistance doesn’t just occur when individuals who like their jobs are asked to make a change. Resistance even happens when individuals are chronically upset with their working conditions. For them, the known evil is preferable to the unknown. For anyone to resist a change, there obviously has to be a change. These new conditions are the events that occur around us every day. And these events, big or small, good or bad, invariably lead to some result. However, it is important to distinguish between the symptoms of resistance to change, and the causes behind it. These behaviors fall into two categories -- active-resistance or passive-resistance. Symptoms of active resistance occur where individuals are taking specific and deliberate action to resist the change. It may be overt, with such as public statements and acts of resistance, and it may be covert, such as mobilizing others to create an underground resistance movement. Overt active resistance, although potentially damaging, is at least visible and you have the option of using formal disciplinary actions (although more positive methods should normally be used first). When it is covert, you may also need to use to covert methods to identify the source and hence take appropriate action Passive resistance occurs where people do not take specific actions. At meetings...
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...swelling. Had to go to infirmary and be operated on. Evacuation, Leaves with his father well recovering from foot (People in the infirmary were told they could stay, and would be fine/not killed, some didn’t believe that). Chapter 6; Page 85: March through a Blanket of Snow and Death. Eli, his father, and the rest of the prisoners began their march. Any who stopped or slowed down were killed. Zalman (young boy from Poland who was marching behind eli, worked in the electrical material depot in Buna) collapsed and died. Eli wanted to stop, to no longer feel anything and die. His father was the only thing that stopped him from doing so (he responsible for his father, and thought it was selfish to him) [“We were masters of nature, masters of the world. We had transcended everything – death, fatigue, our natural needs. We were stronger than cold and hunger, stronger than the guns and the desire to die, doomed and...
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...When the war began there was an extremely high demand for jobs to produce wartime materials, and when the men were shipped off to war, the women stepped up and took their place. Women also did various other things from victory gardens to rationing goods. But, arguably their most important role was to keep a positive attitude and high moral on the Home Front. War can be a very scary time but women did all they could to make their children, and others feel safe. During WWII, life on the Home Front was a significant part of the war effort and had a major impact on the outcome of the war, and no one had a more significant role on the Home Front than women. This document is a personal account of Mourine Merrow, she describes her early life and her life throughout the wars. It also includes a photo of Mourine and her husband working together at the Aircraft Training School. Mourine Merrow was born in Michigan in 1916 and she lived there throughout the war. Mourine felt many impacts of the war in her daily life, and rather than complain or get upset, she took things into her own hands and did all she could to support the war. She supported the war by rationing foods and goods, by volunteering at various places, wrote letters to troops to boost moral, planted a victory garden, and she even enrolled in the Aircraft Training School. This story was intended for all U.S citizens, to show everything that she did, and you can do, in your life to be a good American and support the war. This...
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...The lives of people on the home front were greatly changed by evacuation during World War II. How useful and reliable are these sources in explaining how people's lives were changed by evacuation during World War II. During World War II, children were moved to places such as the countryside due to area's being at risk of being bombed by the Germans. Pregnant women, teachers and the disabled were also evacuated. They all had to leave behind their families at home to move to area's where they were at lower risk of the bombing. All the evacuations took place on the 1st of September 1939, the evacuation was named 'Operation Pied Piper'. Over one million evacuees left London by train, all the children would have a label attached to them with their destination they would be staying at. The aim of this essay is to see why the lives of many people were changed due to the evacuations. I will be analysing a range of primary and secondary sources to decide how reliable and useful they are to she how they changed people's lives. In Source A1, it informs people that the government have made plans for the removal from what are 'evacuable' area's to safer area's known as 'receptional' area's, the source tells you that this for school children, children who are too young for school as long as they are accompanied by their mothers and also for the blind people. This source is reliable as it was written in 1939 when the bombings were about to take place, it was also written by the government...
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...History CASS During the Second World War, Britain’s civilians faced a major number of problems due to the amount of bombs falling continuously night after night during the 8 months of the Blitz in 1940 – 1941. I am going to use three criteria in my assessments of these representations to determine a judgement of which is ‘best’ for describing the reaction of civilians. Representation 1 is not complete in it’s analysis of the civilians reaction as it fails to mention certain key points. One would be that there is no mention of any civilians showing high spirits for the Blitz, this article for example, shows the vast amount of devastation, disenchantment and suffering caused by the Blitz but they all had to continue with their ordinary lives and bounce back as quickly as they could in order to restore their homes and I am aware that people ripped up their fences for the use of metal to construct planes to support the soldiers, however there is no mention of this at all in Representation 1. Another key point would be that there is only mention of bombs and the ruin they caused however there is no mention of evacuation of children and how it affected the families in the process or how many people had to ration throughout the Blitz in order to survive with the little amount they had. Representation 1 is not objective as the author (Craig Stewart-Hunter) is clearly trying to break the idea of positivity. The article is modern (2011), therefore there should be some objectivity as...
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...imbeds a plot twist. For example, as stated in, Understanding Comics, McCloud simply states, “Comics were those bright, colorful magazines filled with bad art, stupid stories and guys in tights” (McCloud 2). Yet, we observe nothing of this sort of depiction either through imagery or language. Within this graphic novel, there are harsh depictions of Jews, Poles and Germans. The careful detail to language and cruel words are loaded with intense tone. As the readers, we encounter several historical points-of-view that Vladek Spiegelman presents: the pre-Holocaust, the Holocaust, and the post-Holocaust that he unearths, layer by layer. He engages his readers through his vivid traumatic encounters along with the sad misfortunes that took place during the Holocaust. Art Spiegelman’s audience can be directed towards those who are engaged by historical autobiographies and, equally so, an audience who seeks to revel in the pain and suffering of others; also he provides a way to understand catharsis. Art Spiegelman invites those who dare to unravel one man's dark and heart wrenching past to read this book. Notably, Art Spiegelman appeals to those intrigued by historical autobiographies through the use of the power of language and its metaphorical use of illustrations to explore the Nazi era. On the cover of the graphic novel is a Nazi symbol along with subtitles...
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...Horst Seibt COMPENDIUM OF CASE STUDIES OF INTERNATIONAL HUMANITARIAN LAW Horst Seibt Legal expert, German Red Cross COMPENDIUM OF CASE STUDIES OF INTERNATIONAL HUMANITARIAN LAW Translated and adapted from German by the International Committee of the Red Cross International Committee of the Red Cross 19 Avenue de la Paix 1202 Geneva, Switzerland T +41 22 734 6001 F +41 22 733 2057 E-mail: icrc.gva@icrc.org www.icrc.org Original German title: Es begann in Solferino ISBN 2-88145-058-X # International Committee of the Red Cross Geneva 1994 FOREWORD The ICRC takes pleasure in presenting this compendium of case studies of International Humanitarian Law (IHL), a collection of some 60 cases in which IHL is applicable, taken from a work entitled Es begann in Solferino by Mr. Horst Seibt, IHL expert, of the German Red Cross. With his kind permission, the ICRC has translated it and adapted it to the general plan of one of its recent publications, Basic Rules of the Geneva Conventions and their Additional Protocols. The analysis of case studies is (if I may be allowed the metaphor) a sort of obstacle race over IHL territory. It is the rider who, on completing his circuit faultlessly, realizes the majesty and beauty of horsemanship. And it is by overcoming all the difficulties of these cases that the importance of IHL, and its applicability to present conditions, will be realized and IHL better understood. The cases are admittedly difficult, but they can be an...
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...American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or |All sets are repeatable and| | |or the acquisition of the object |and measuring | |reproducible | |African |Member-Member |Affective |Diunital...
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...Korean War Korean War The Korean War (25 June 1950 - armistice signed 27 July 1953[1] ) was a military conflict between the Republic of Korea, supported by the United Nations, and the Democratic People's Republic of Korea, supported by the People's Republic of China (PRC), with military material aid from the Soviet Union. The war was a result of the physical division of Korea by an agreement of the victorious Allies at the conclusion of the Pacific War at the end of World War II. The Korean peninsula was ruled by Japan from 1910 until the end of World War II. Following the surrender of Japan in 1945, American administrators divided the peninsula along the 38th Parallel, with United States troops occupying the southern part and Soviet troops occupying the northern part.[2] The failure to hold free elections throughout the Korean Peninsula in 1948 deepened the division between the two sides, and the North established a Communist government. The 38th Parallel increasingly became a political border between the two Koreas. Although reunification negotiations continued in the months preceding the war, tension intensified. Cross-border skirmishes and raids at the 38th Parallel persisted. The situation escalated into open warfare when North Korean forces invaded South Korea on 25 June 1950.[3] It was the first significant armed conflict of the Cold War.[4] The United Nations, particularly the United States, came to the aid of South Korea in repelling the invasion. A...
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...conducted and orally presented By ………………………………………………………………………………. Brianne Buckner, Student We hereby certify that this DRP submitted by Brianne Buckner conforms to acceptable standards, and as such is fully adequate in scope and quality. It is therefore approved as the fulfillment of the requirement of the degree of Hospitality and Tourism Management, MBA Approved:_________________________________________ Supervising Faculty__________________________________ Peer Review/Technical Advisor________________________ TABLE OF CONTENTS Page APROVAL PAGE………………………………………………………………………...i ABSTRACT………………………………………………………………………………ii TABLE OF CONTENTS...................................................................................................iii LIST OF TABLES AND FIGURES………………………………………………….….iv CHAPTER 1: INTRODUCTION TO THE STUDY………………………………….….6 Context of the Problem……………………………………………………………6 Statement of the Problem………………………………………………………….7 Main Research Question and Sub-questions………………………………………7 Significance of the Study…………………...…………………………….……….8 Research Design and Methodology………...……………………………...….......9 Organization of the Study………………...…………………………….………..10 CHAPTER 2: REVIEW OF RELATED LITERATURE………………………………..11 CHAPTER 3: SOUTH CAROLINA...….…………………………………..…………...16 Overview……………………………………………………………..………..…16 Military Installations…...
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...Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600 .....
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