...12 Angry Men Separate Paragraphs Juror #3, is a strongly opinionated man who is extremely intolerant of other people's views and opinions, he obstructs the jury system. He is “accustomed to forcing his wishes and views upon others” through the use of strong words and force (1). While talking to juror #12, juror #3 decides to play tic-tac-toe during the trial and says “Your turn. We might as well pass the time” (13). The utter fact that juror #3 had the audacity to play a game during a life or death dependent court trial, is beyond disrespectful. It is more than apparent to the reader the juror #3 does not truly understand the importance of remaining focused and grasping all components of the case in order to make a well-educated decision....
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...12 Angry Men: An Illustration of Concepts of Organisational Behaviour Introduction In 1957 Sidney Lumet’s 12 Angry Men was published (Lumet, 1957). Now, 55 years later, the movie’s teachings still hold most of their truths. The events shown in the movie can be scientifically explained using concepts of organisational behaviour. Although some of these concepts did not even exist by the time the movie was made, the movie still is an excellent case to study and illustrate them. The reason for this is the isolation of the movie’s characters. All events in the movie are triggered by the characters only. There are no external influences nor is there the possibility for the characters to leave the scene. This essay will apply concepts of organizational behaviour to events of the movie. Particular attention will be paid to the concepts of perception, attribution biases, decision making, leadership and group dynamics. In order to do so, the essay will move along the plot of the movie and apply concepts where there are fit. None the less for the purpose of referencing a brief introduction to the movie and its characters is given here: The plot of 12 Angry Men describes the events that take place as a jury has come to a unanimous decision. The defendant is accused of homicide. If the jury decides upon a verdict of ‘guilty’ the judge will inevitably sentence the accused to death penalty. In the beginning all jurors but juror no. 8 are willing to verdict ‘guilty’ without debating. However...
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...The Psychology of Road Rage: A discussion of psychological explanations of road rage and policy implications. Name: Graeme Standing Candidate #: 002351 015 Subject: Psychology – Extended Essay Word Count : 3993 School: Collège du Léman Date: February 2007© Graeme Standing (graemestanding@hotmail.com) Contents Introduction ............................................................................................................................................1 Is Road Rage Just a Media Invention?..................................................................................................... 1 What is Road Rage? ................................................................................................................................2 Stress and Anger .....................................................................................................................................2 Are Some People More Susceptible to Road Rage? ............................................................................... 3 Gender Stereotypes................................................................................................................................4 Intermittent Explosive Disorder.............................................................................................................. 5 Driving Pathology....................................................................................................................................6 Solutions...
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...special features, which is why it should eventually occupy the place of the VCR in American households. Introduction I’d like to start things out by taking a survey. How many of you remember having a CD player in your house fifteen years ago? Not very many of you, I see. Of course, we all have CD players now. It took a little over a decade and some major price drops, but eventually we all threw out our old vinyl and cassettes and opted for the excellent sound quality and convenience of CDs. Just as the CD took the place of cassettes, many people believe the DVD, or digital versatile disc, will soon take the place of VHS tapes. Many of you may not even know what a DVD is, so before I go any further, let me show you what one looks like. (Take out DVD disc) It’s the same size as a CD, but it has two sides. Just like a VHS tape, it plays movies directly on your television. DVD video players were originally released in early 1997, and their first year sales were twice that of CD players, which is strong evidence that the DVD is here to stay. Why is the DVD so popular, and what makes it better than VHS? There are three main reasons: sound quality, picture quality, and special features exclusive to DVD. (Transition: Let’s start with the sound quality of DVD) Body I. The sound quality of DVD is far superior than that of VHS. A. DVD discs utilize digital technology, which is the same technology used by compact discs. 1. This means that you will...
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...narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern day person who has been shunned. Provide at least two research sources for the other person. (project grade) Reading: “Sinners in the Hands of an Angry God” Jonathan Edwards Analyzing: SOAPSTONE and cannons of rhetoric Reading: Teacher Introduction Essay Writing: Students and teacher...
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...Victor Frankl’s memoir Man Search for Meaning, Lawrence Langer’s memoir Holocaust Testimonies: The Ruins of Memory, and Adam Brown’s essay “Traumatic Memory and Holocaust Testimony: Passing Judgment in Representations of Chaim Rumkowski” discuss some of these effects that the Jews experienced when they re-entered “normal” society. In the Holocaust Testimonies: The Ruins of Memory Langer addresses the idea, presented by Charlotte Delbo “that the self who was in the camp [wasn’t her], isn’t the person who is here, opposite to you…and everything that happened to that other self, the one from Auschwitz, doesn’t touch me now, me, doesn’t concern me, so distinct are deep memory and common memory” (Langer 5). According to Langer, “Deep memory tries to recall the Auschwitz self as it was then; common memory has a dual function: it restores the self to its normal pre- and post camp routines…” (Langer 6). For instance, Celia, a nineteen-year-old girl, in 1942 fled the ghetto where she was living with her family to hide in the nearby woods with her younger sister. Germans soldiers made their way to the woods and by guaranteeing them work; persuaded the Jews who were hiding there to go back to the ghetto. Being only nineteen years old and feeling alone, Celia returned to the ghetto with her sister. When they arrived back at the camp they were greeted by their angry mother who told them to escape and never comeback. Celia’s mother persuaded a Polish peasant to hide her daughters in his farm and...
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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS ...
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...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
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...African American Stereotypes in Movies Media Research Methods CO 455 November 20, 2012 African American Stereotypes in Movies Introduction There once was a time when everyone expected the black man to be the first actor to die in every movie that possessed a black man in its cast. However, over time the assumption of the black man being the first to die has changed. Currently in the year 2012, there are progressively more movies in which black men portray leading roles. This change in black men as leading characters in movies is a welcome change. In the past, supporting or backup roles were considered the best role a black man could achieve. In this paper, the researcher will conduct information by means of content analysis. Content analysis is the most commonly used methodology because of its ability to measure human behavior, assuming that the verbal behavior is a form of behavior. This study will examine specific media products and define these products by determining smaller elements that complement these products. This document will address a wide view of concerns regarding the African American culture, and will provide assumptions on how this issue can be addressed in the future. The stereotype of African Americans in movies today, is the topic of this research paper. Why do African Americans face stereotypes in the media? Why do black actors and actresses have difficulty obtaining roles that are not stereotypical...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, 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 permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...Analyzing and Interpreting Literature 2012 Examination Guide These materials are owned and copyrighted by the College Board. They may not be posted on the Internet or on any other public document sharing site. The materials in these files are intended for PERSONAL USE ONLY. Violations of this policy may be subject to legal action including, but not limited to, payment for each guide that is disseminated unlawfully and associated damages. V isit our website at w ww.collegeboard.org/clep f or the most up-to-date information. © 2011 The College Board. College Board, CLEP, College-Level Examination Program, SAT and the acorn logo are registered trademarks of the College Board. inspiring minds is a trademark owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. Introduction This is the only official guide to the 33 College-Level Examination Program® (CLEP®) exams. CLEP exams are administered on computer test centers across the country. This Guide has been written mainly for adults who are making plans to enroll in college, but it contains information of interest to others as well. College-bound high school students, current college students, military personnel, professionals seeking certification and persons of all ages who have learned or wish to learn college-level material outside the college classroom will find the Guide helpful as they strive...
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...Introduction Mass culture would have most readers and viewers believing that the Post-modern American male is a simple creature. Common stereotypes margin male satisfaction in a minimal setting – a Lazyboy armchair in a lounge with a flat screen TV playing ‘the game’ along with primal banter regarding women. More often than not, this is washed down with a beer. With this array of comfort and leisure we are inclined to believe that male lifestyle has reached its peak on the timeline of satisfaction. This was until David Fincher took Chuck Palahniuk’s novel Fight Club and made it into a big budget Hollywood blockbuster. With the male demographic being the hardest to pinpoint in the literature sense, David Fincher’s adaptation helpfully put Palahniuk’s thoughts into the cinematic forefront. This increased the popularity of Palahniuk’s other works and placed him in the cannon of Post-modern American fiction. It is the issues of modern masculinity that grasps critics’ attention more so than any other Palahniuk themes. It is very apparent that masculinity has changed as a natural progression of modernisation. This dissertation will analyse masculinity as it is depicted in Palahniuk’s writings and explore Palahniuk’s intentions and beliefs. I will interpret the responses of select critics in order to gain some understanding of what Palahniuk deems to be the ideal model of masculinity in the modern world, beneath his post-modern twists, transgressive characterization and...
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...ambiguity 3. Identify the problems generality causes in language 4. Use definitions to increase precision and clarity and to influence attitudes 5. Understand the types of definitions 6. Acquire skills for writing an effective argumentative essay rom August 1987 until January 2007, Alan Greenspan was chairman of the Federal Reserve Board (“the Fed”). Because any remark he made about U.S. monetary policy could cause markets all over the world to fluctuate wildly, he developed a complicated way of speaking that came to be known as “Fedspeak.” Here’s an example: It is a tricky problem to find the particular calibration in timing that would be appropriate to 2/9/2016 12:17 PM 3 of 56 stem the acceleration in risk premiums created by falling incomes without prematurely aborting the decline in the inflation-generated risk premiums.* Greenspan has admitted that such remarks were not really intended to be understood. Asked to give an example by commenting on the weather, Greenspan replied, I would generally expect that today in Washington, D.C., the probability of changes in the weather is highly uncertain. But we are monitoring the data in such a manner that we will be able to update people on changes that are important.* Page 70 2/9/2016 12:17 PM This tells us nothing about the weather, of course, and was not intended to. Many times, though, we run across similarly complicated examples of speech or writing that do seem to be intended to inform us. For example, Allan Bloom, the...
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...which I command you today. Impress them upon your children. Recite them when you stay at home and when you are on the way, when you lie down and when you get up. Bind them as sign on your hand and let them serve as a symbol on your forehead; inscribe them on the doorposts of your house and your gates.” (Deut 6:6-9) The Shemah is not the most authoritative text in Judaism by mere coincidence, it contains the corner stone of our faith which is the transmission of the wisdom and knowledge received at Mount Sinai. In the introduction to his book Rabbi Shlomo Wolbe writes on the necessity of adequate educational methods when transmitting the Torah to ensure its appreciation and its affect on the continuity of the Jewish people. In this essay I aim to analyse the world of Jewish education; its history, challenges and efficiency, I also seek to evaluate the dangers of using the classroom as a laboratory for kiruv experiments and its consequences in the lives of the students exposed to such professionals. Education for Life Brief history The Talmud attributes formal Jewish schooling to the first century sage Yehoshua ben Gamla, prior to this, parents taught their children informally. The methodology used according to Judah ben Tema was: …“at five years the child is ready for studying the Bible, at ten for studying the Mishnah, at thirteen for fulfilling the mitzvoth, at fifteen for studying the Talmud.” (Avot 5:21). Rabbi Meir Simcha of Dvinsk, in his book Meshech Chochma...
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