...The Rhetorical Triangle Unit 1 IP Kevin Heer American InterContinental University The Rhetorical Triangle In getting to know the Rhetorical Triangle one must understand the three parts and how they are used in presentations. The following text uses two videos as examples of presentations and how the triangle fits within each one. For some time I have been searching for a new helmet that has many features for a great price. Motorcycle Superstore (MS) offer all lines of helmets at reasonable prices with videos and reviews that describe many of them. The speaker in this video was Mr. Harry McPherson, a sales representative for Nolan Helmets. Overall he did a great job in convincing me that he had knowledge of the product by presenting it with a strait foreword and informative presentation with little stutter or mistakes. He was wearing a professional looking shirt that gave off a knowledgeable sense of the product from the start. The vocabulary used in describing the product was top notch and very commanding. The situation in this case was describing the features, manufacturer and nature of a helmet that was in a room setting that gave focus on the product with no other items to take the attention away from it. The situation in this presentation included some close-ups that caught my attention. With myself being the audience, or any prospective buyer, had no trouble interpreting the message being conveyed by the speaker. Each element fit together very well and the video...
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...PSP111-1001A-02 Presentation Essentials Assignment Name: Unit 1 Individual Project Deliverable Length: 2-page paper Details: Choose and view videos of two good presentations on topics related to a career. For each, discuss in-depth the three parts of, and the relationship among the parts of, the Rhetorical Triangle as described in the Unit 1 online Course Materials: speaker, audience, and situation. Explain why each element was successful or not successful in the presentation. Then compare and contrast the two presentations: Tell which one is more effective and explain the reasons why. Include citations and references for your videos. Please submit your assignment. (I HAVE UPLOADED THE 2 VIDEOES I HAVE CHOSEN) Unit 1 IP: 125 possible points can be earned in accordance with the following rubric: Please read the required Chapters 1 and 2 in the textbook. The optional “Critical Thinking” exercises can focus your thinking about the “speaker” element of the Rhetorical Triangle. Please note that you will find career-related video resources required for the Unit 1 IP if you click on “Library” . . . “Find Web Resources” . . . “General Studies” . . . “Business Presentations.” NOTE: WIKIPEDIA MAY NOT BE USED AS A SOURCE FOR ANY OF OUR PROJECTS BECAUSE IT IS NOT A RELIABLE ACADEMIC RESOURCE. Choose two GOOD career-related videos. These should include general information about a career rather than specific procedures from a specific company. Do not choose videos about specific...
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...The Rhetorical Triangle Unit 1 IP Romeo McIver AIU Online University Abstract This paper will discuss the effectiveness and the differences of the two videos I viewed; “The Heart Truth for Women” and “Create the Life You Love” by BeautiControl. I will explain whether or not they were successful or not successful in their presentation, provide examples why one video presentation was more effective. The term rhetoric is used to describe the effectiveness of language and how incorporating certain aspects into writing and speech can lead to improved clarity and persuasion. If used correctly, rhetoric should include ethos, pathos, and logos, also known as the rhetorical triangle, in order to have a well rounded argument. Although opinions on the 'real' definition of rhetoric differ, overall it means correct usage of structure, argument, and support to create an overall understanding of the point the writer or speaker is trying to convey. Both videos were very informative; Create the Life You Love speaker was very clear on the subject of flexibility and financial freedom of women creating their own destiny with opportunities that are truly limitless. The video was very successful because the speaker...
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...Writing is a form of communication with an intent of efficient delivery of a desired message to the audience to achieve a particular purpose. Any barriers in the key elements of the wringing rhetorical triangle will lead to communication breakdown. The first thing I will do as a writer to avoid this disruption and maintain the logical flow of information is understanding the purpose of writing. Knowing what type of information that one need to pass across will help in searching the details that a piece of paper will contain and planning on how best to forward the information to the audience. The purpose is the critical issue in any form of communication. In my writing, I will stick to the purpose that I intend the audience to receive. Secondly,...
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...When I was looking for public service ad to analysis, I saw a poster that is magical and very interestingly propagandist. This poster seemed similar to World War II Soviet Union and Nazis propaganda posters. It has very distinct style and very mind boggling title that you never going to understand, unless you make some research on it. After seeing the poster, I felt that I had to know the meaning behind this puzzling design, and most importantly the message of the poster and the reasons why the author including the things that are hard to analysis and explain. To do the analyzing, I will use Rhetorical triangle and Toulmin analysis. Rhetorical triangle analysis consists of the text (Logos), author (Ethos), and audience (Pathos). The Toulmin analysis consists six parts: claim, data, warrant, qualifier, backing, and rebuttal....
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...People have many perceptions of the term “rhetoric,” most of them relating to political subversion and deception. While this negative connotation is one way the term can be defined, Merriam-Webster also defines rhetoric as “the art or skill of speaking or writing formally and effectively especially as a way to persuade or influence people.” In essence, rhetoric is simply a means of expressing ones viewpoint in a manner that may or may not have an influence on others; but rhetoric isn’t simply about speech, it’s far more complex than that. Joshua Johnson’s video on the subject offered a simple, easy to follow basic guideline, introducing the idea of Pathos, Logos and Ethos as the “rhetorical triangle.” Further reading expands on those ideas and introduced Telos and Kairos, as well as offering a broader understanding of the concepts....
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...50 Keys To CAT Arithmetic, Algebra, Geometry and Modern Mathematics A collection of 50 very important formulae for Quantitative Ability Section of CAT from the pioneers of online CAT training ▪ EASY ▪ EFFECTIVE ▪ PERSONALISED 1. Averages 2. Mean For two numbers a and b, 3. Percentage Change For two successive changes of a% and b%, 4. Interest Amount = Principal + Interest © 2008 Enabilon Learning Pvt. Ltd. All rights reserved. 1 5. Population Formula [Here, P = Original population, P’ = population after n years, r% = rate of annual change] 6. Depreciation Formula [Here, P = original value, P’ = final value after n years, r% = rate of annual depreciation] 7. Growth Absolute Growth = Final Value – Initial Value [Here, S. A. G. R. = Simple Annual Growth Rate, A. A. G. R. = Average Annual Growth Rate and C. A. G. R. = Compound Annual Growth Rate] 8. Profit and Loss Profit = SP − CP Loss = CP − SP © 2008 Enabilon Learning Pvt. Ltd. All rights reserved. 2 9. False Weights If an item is claimed to be sold at cost price, using false weights, then the overall percentage profit is given by 10. Discount Discount = Marked Price − Selling Price Buy x and Get y Free If articles worth Rs. x are bought and articles worth Rs. y are obtained free along with x articles, then the discount is equal to y and discount percentage is given by Successive Discounts When a discount of a% is followed by another discount of b%,...
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...Simple Interest | Amount=Principal+Interest Where: | Amount | Final Amount | | Principal (P) | Amount invested | | Interest | Simple Interest (I) | Indices a6+a6=2a6 a6×a6=a12 a6÷a6=a0 a0=1 e.g.1 14h8÷2h3=14h82h3=7h8h3=7h5 e.g.2 x23=x6 e.g.3 2a53=2×2×2×a5×3=8a15 Pie Charts Constructing pie charts using protractor and calculate the angle: SectorTotal×360 Angles of Polygons Sum of Interior Angles S= n-2×180° Where S is the sum of the interior angles n is the number of sides of the polygon e.g. octagon 8 Pythagoras Theorem hyp2=opp2+adj2 Used when wanting to find a missing side in a right angled triangle Sequences Example: 1st term | 2 | 2nd term | 4 | 3rd term | 6 | 100th term | 100 x 2 = 200 | nth term | 2n | Circles Circumference C= 2πr Where: | C | Circumference | | π | π | | r | Radius | Area of a circle A= πr2 Where: | A | Area | | π | π | | r | Radius | Area of sector A= θ360×πr2 Where: | A | Area | | π | π | | r | Radius | | θ | Theta (angle of sector) | Length of arc Length of arc= θ360×2πr2 Where: | π | π | | r | Radius | | θ | Theta (angle of sector) | | | | Perimetre All the length of the shape Ratios Example: The ratio of biscuits is butter, sugar and flour 2:1:4. The total mass...
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...Running head: Pythagorean Quadratic Pythagorean Quadratic Sharlee M. Walker MAT 221 Instructor Xiaolong Yao December 2, 2013 Pythagorean Quadratic Ahmed’s half of the map doesn’t indicate which direction the 2x + 6 paces should go, we can assume that his and Vanessa’s paces should end up in the same place. I did this out on scratch piece of paper and I saw that it forms a right triangle with 2x + 6 being the length of the hypotenuse, and x and 2x + 4 being the legs of the triangle. Now I know how I can use the Pythagorean Theorem to solve for x. The Pythagorean Theorem states that in every right triangle with legs of length a and b and hypotenuse c, these lengths have the formula of a2 + b2 = c2. Let a = x, and b = 2x + 4, so that c = 2x + 6. Then, by putting these measurements into the Theorem equation we have x2 + (2x + 4)2 = (2x + 6)2. The binomials into the Pythagorean Thermo x2 + 4x2 + 16x + 16 = 4x2 + 24x + 36 are the binomials squared. Then 4x2 on both sides of the equation which can be (-4x2 -4x2) subtracted out first leaving the equation to be x2 + 16x + 16 = 24x + 36. Next we should subtract 16x from both sides of equation, which then leaves us with: x2 +16 = 8x + 36. The next step would then be to subtract 36 from both sides to get a result of. x2 -20= 8x. Finally we need to subtract 8x from both sides to get x2 – 8x...
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...Buried Treasure Allen Raikes MAT 221 DR. Steven Flanders Ahmed and Vanessa has a treasure that needs to be located. It’s up to me and to help find it, I will do that by using the Pythagorean quadratic. On page 371 we learned that the Ahmed has a half of the map and Vanessa has the other half. Ahmed half in say the treasure is buried in the desert 2x+6 paces from Castle Rock and Vanessa half says that when she gets to Castle Rock to walk x paces to the north, and then walk 2x+4 paces to the east. So with all the information I have I need to find x. the Pythagorean Theorem states that in every right triangle with legs of length a and b and hypotenuse c, which have of a relationship of a2+b2=c2. In this problem I will let a=x, and b= 2x+4, and c=2x+6. So know it time to put the measurements into the Theorem equation; 1) X2+ (2x+4)2=(2x+6)2 this is the Pythagorean Theorem 2) X2+4x2+16x+16 = 4x2+ 24x+36 are the binomials squared 3) 4x2 & 4x2 on both sides can be subtracted out. 4) X2+16x+16 = 24x +36 subtract 16x from both sides 5) X2+16 = 8x+36 now subtract 36 from both sides 6) X2-20 = 8x 7) X2-8x-20=0 this is the quadratic equation to solve by factoring using the zero factor. 8) (x-)(x+) Since the coefficient of x2 is 1 we have to start with pair of () is the 20 in negative there will be one + and one – in the binomials. 9) -2, 10: -10,2: -5,4; -4, -5 10) Looks I’m going to use -10 and 2 is...
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...1. N/a 2. using Law of Sines and Law of Cosines. You get two different triangles. The one combination you can't have is where A is opposite the b. Maybe your notation already specifies this, but I don't think so, otherwise there is no problem. If you try to construct a triangle with the 70 degree angle opposite the side of length 5, the Law of Sines would give sin x = (7/5)sin 70 = 1.316, which is impossible. With angle A = 70 opposite the side of length 7, the Law of Sines gives sin x = (5/7)sin 70, which is a lot more reasonable. using the inverse sine function to solve (on your graphing calculator) you get x = 42.16 degrees as the angle opposite side b = 5. The remaining angle is now 67.84 degrees since all three add up to 180 degrees. Now you have two sides and an included angle and you can use the Law of Cosines to solve for the third side. If 70 degrees were the included angle between sides of 7 and 5, this makes a triangle and we can solve for the third side with the Law of Cosines. If we call the third side c we have c² = 7² + 5² - 2(7)(5)cos 70°. Again, using your graphing calculator you get c = 7.075. Now you can get the remaining angles in this triangle, using the Law of Sines. 3. Let x be the base of the triangle between the perpendicular and AB; which projects 53 dgrees at B and 62 degrees at a point 300 yards from B on the opposite bank of A x*tan62=(x+300)*tan53 = the perpendicular x = 300*tan53/(tan62-tan53)=719.0295 yd AB=(x+300)/cos53=1019...
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...Score: ______ / ______ Name: ______________________________ Student Number: ______________________ | 1. Elsie is making a quilt using quilt blocks like the one in the diagram. a. How many lines of symmetry are there? Type your answer below. b. Does the quilt square have rotational symmetry? If so, what is the angle of rotation? Type your answers below. | | 2. Solve by simulating the problem. You have a 5-question multiple-choice test. Each question has four choices. You don’t know any of the answers. What is the experimental probability that you will guess exactly three out of five questions correctly? Type your answer below using complete sentences. | | 3. Use the diagram below to answer the following questions. Type your answers below each question. a. Name three points.b. Name four different segments.c. Write two other names for FG.d. Name three different rays. | | 4. Charlie is at a small airfield watching for the approach of a small plane with engine trouble. He sees the plane at an angle of elevation of 32. At the same time, the pilot radios Charlie and reports the plane’s altitude is 1,700 feet. Charlie’s eyes are 5.2 feet from the ground. Draw a sketch of this situation (you do not need to submit the sketch). Find the ground distance from Charlie to the plane. Type your answer below. Explain your work. | | _____ 5. Jason and Kyle both choose a number from 1 to 10 at random. What is the probability that both numbers are odd? Type...
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...RAFFLES GIRLS' PRIMARY SCHOOL SEMESTRAL ASSESSMENT 1 MATHEMATICS (PAPER 1) PRIMARY 5 Name: ( ) Form Class: P5 Banded Math Class: P5 Duration: 50 min Date: 10 May 2011 Your Score (Out of 100 marks) Your Score (Out of 40 marks) Parent's Signature INSTRUCTIONS TO HAMninATFS 1• Do not turn over this page until you are told to do 2. Follow all instructions carefully. so. 3. Answer ALL questions and show all working clearly. 4. NO calculator is allowed for this paper. Pagel of 12 SECTION A (20 marks) Questions 1 to 10 carry 1 mark each. Question 11 to 15 carry 2 marks each. For each question, four options are given. One of them is the correct answer. Make your choice (1, 2, 3 or 4). Shade your answer (1, 2, 3 or 4) on the OAS provided. All diagrams are not drawn to scale. 1. How many ten-dollar notes make up $201 010? (1) (2) (3) (4) 10 20 2 010 20101 2. What is the product of 83 * 700? (1) (2) 581 5 810 (3) 58100 (4) 581 000 Page 2 of 12 3. Find the volume of the cuboid shown below. 28 m (1) (2) 84 m3 140 m3 (3) (4) 168 m3 840 m3 What is the missing number in the box? • 9 d) 6 2 3 (2) (3) (4) 8 14 15 ->• k txpress — as a mixed number. c 38 (D (2) 3* 4 4 (3) (4) 94 9! 2 Page 3 of 12 6. Which of the following figures cannot be tessellated? (D (2) (3) (4) ( ) 7. In 43.21, which digit is...
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...particles, of mass 5.0 x 10-27 kg, moves along the positive y-axis with a speed of 6.0 x 106 m/s. Another particle of mass 8.4 x 10-27 kg, moves along the positive x-axis with a speed of 4.0 x 106 m/s. Determine the third particle’s speed and direction of motion. (Assume that mass is conserved) Write down what you know mnucl = 17 x 10-27 kg m1 = 5.0 x 10-27 kg m2 = 8.4 x 10-27 kg m3 = mnucl – (m1 + m2) = 17 x 10-27 kg – (5.0 x 10-27 kg + 8.4 x 10-27 kg) = 3.6 x 10-27 kg vnuci = 0 m/s v1 = 6.0 x 106 m/s @ y-axis v2 = 4.0 x 106 m/s @ x-axis v3 = ? Draw a vector diagram of the momentum Solve for the momentum of the third particle and then find its velocity Right angled triangle so use Pythagorean Theorem P12 + P22 = P32 therefore: ( (P12 + P22) = P3 ( ((m1v1)2 + (m2v2)2) = P3 ( ((5.0 x 10 –27 kg)(6.0x106m/s))2 + (8.4 x 10-27kg)(4.0 x 106 m/s))2 = P3 ((2.0 x 10-39 kg2m2/s2) = 4.50 x 10-20 kgm/s = P3 v3 = P3 / m3 = 4.50 x 10-20 kgm/s / 3.6 x 10-27 kg = 12.5 x 106 m/s Use...
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...Write your name here Surname Other names Pearson Edexcel GCSE Centre Number Candidate Number Mathematics A Paper 2 (Calculator) Foundation Tier Friday 13 June 2014 – Morning Time: 1 hour 45 minutes Paper Reference 1MA0/2F You must have: Ruler graduated in centimetres and millimetres, protractor, pair of compasses, pen, HB pencil, eraser, calculator. Tracing paper may be used. Total Marks Instructions Use black ink or ball-point pen. Fill in the boxes at the top of this page with your name, centre number and candidate number. Answer all questions. Answer the questions in the spaces provided – there may be more space than you need. Calculators may be used. If your calculator does not have a button, take the value of to be 3.142 unless the question instructs otherwise. Information The total mark for this paper is 100 The marks for each question are shown in brackets – use this as a guide as to how much time to spend on each question. Questions labelled with an asterisk (*) are ones where the quality of your written communication will be assessed. Advice Read each question carefully before you start to answer it. Keep an eye on the time. Try to answer every question. Check your answers if you have time at the end. Turn over P43380A ©2014 Pearson Education Ltd. 5/5/6/c2/ *P43380A0132* GCSE Mathematics 1MA0 Formulae: Foundation Tier You must not write on this formulae page. Anything you write on this formulae...
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