...Despite the unethicality of the lottery, the villagers’ unconscious fear of life without one prompts them to uphold the tradition of a yearly lottery. As the villagers began to stone her, Tessie Hutchinson screamed, “It isn’t fair, it isn’t right.” In addition to expressing her belief in a flawed lottery, Mrs. Hutchinson also reveals an opinion suppressed but unconsciously acknowledged by the other villagers: the immorality of the lottery. The unconscious desire to terminate the lottery is evident in a girl’s desire that one of Tessie’s children remain safe, nervousness and apprehension throughout the selection process, and the success of nearby villages in terminating it. However, the fear of life without a lottery, voiced by Old Man Warner...
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...Not what it appears In life everyone comes across things that are not really what they seem. “ The Lottery,” by Shirley Jackson is a great example of this. As the people get ready for the yearly lottery, it's a beautiful day, kids are playing around, and people gather as the lottery organizer comes. Everything is fine and dandy… or is it? In “ The Lottery,” Shirley Jackson misleads the reader into thinking this is a normal lottery, yet she uses comparison, descriptive details, and repetition to foreshadow that the lottery is not what it seems. First of all Shirley Jackson uses comparison in the first page, fifth paragraph, “ the present box had been made with the pieces of the box that had preceded it,” one effect from this craft move, is...
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...conflict, etc. Moreover, whenever I stated my idea, I displayed it with a loud and clear voice and kept my points short and concise when explaining it to the group. Lastly, my attitude towards the group was good without interrupting, talking over someone, actively listening, not distracting others, and giving the talker my full attention. The fields that I’m going to improve for the coming discussion is reading the passage and annotate carefully. I didn’t do a great job with precise comments on the side of my annotations, causing me to misinterpret the whole passage and occasionally going off topic. For example, I stated that Tessie (the mother) in The Lottery wasn’t aware of what was the lottery, which was why she was so excited. It turns out that everybody knew what The Lottery as they all got nervous when they were near the lottery box. Moreover, when giving my opinions, I should read off the real quotation from the passage. Instead, I summarized what the quote explained, which didn’t make my dialogue effective nor persuading, but...
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...P(1) The Survival Lottery is morally required to ensure the maximum amount of people’s survival. P(2) Patients Y and Z are dying and need organs. P(3) Doctors are morally required to treat dying patients. So(4) It is morally required for doctors to treat patients Y and Z. P(5) Killing innocent person A for his organs will save patients Y and Z’s lives. P(6) Killing A will ensure the survival of the maximum amount of people than not killing A. P(7) Institute of survival lottery is morally required. The argument in The Survival Lottery is about saving two or more people by killing an innocent person and using his or her organs to save other people. Harris talks about why it is okay to kill one person in order to save multiple people. He...
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...chance to watch it. The topic of it is something that I am extremely passionate about and was eager to learn more about. So I happily watched the documentary and quickly whipped out a first draft (rough rough draft) without even really having to think about it- the words just poured out. However, when writing my real rough draft, I tried to focus a bit more on the rhetorical appeals. My revision process on Inquiry Two was much more rigorous than my typical revision process. At my meeting with Bridget for my conference on my rough draft of Inquiry 2, she had me read my paper aloud. Reading it out loud made me realize how focused the paper really was on my thoughts and my opinions on the topic of the documentary. There was way too much emphasis on my thoughts on the public school systems of America, and not nearly enough rhetorical analysis of the documentary. I wrote what felt like millions of drafts and printed them all out and scribbled all over them. I also used Bridget as resource and took her ideas and comments into considering my final draft. Overall, I tried to focus the paper much more on a rhetorical analysis of the film instead of my own opinions on the issue (those can come in Inquiry Three!). Waiting for “Superman” Waiting for “Superman” examines one of the most heated debates in today’s political society: the question of what to do about public school systems in America. Most of the public schools in the country are funded based on local property taxes. This system...
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...Rhetorical Analysis of Waiting for “Superman” The movie Waiting for “Superman” is conducted in an effective and efficient manner which gave supported facts throughout the film. This documentary follows Anthony, Francisco, Bianca, Daisy, and Emily who are all from different families, in different areas, and shows what they must go through in hopes for a better education. In addition to following each child, the viewer will see how some kids must got through what’s called “The lottery” in order to be admitted into a school of higher education. The director of the film, Davis Guggenheim, argues that America’s schools are in desperate need of attention in order to improve our education system. Guggenheim supports this with the use of logos, ethos, pathos, and visual rhetoric throughout the film. Guggenheim uses logos in conjunction with juxtaposition to provide a fine argument over the fact that America’s public school system is significantly failing in numerous areas. Guggenheim supports this argument with numerous statistics throughout the film. One statistic given is “when students in America were tested in reading, most scored between 20-35% of grade level” (Guggenheim). With that stat alone, Guggenheim really puts into perspective how bad students are lacking general proficiencies in school. Another given fact is the amount the United Sates spends to send a someone to prison for 4 years, vs a student to private school for 13 years. “The cost for one prisoner is approximately...
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...Mostly Harmless Econometrics: An Empiricist’ Companion s Joshua D. Angrist Massachusetts Institute of Technology Jörn-Ste¤en Pischke The London School of Economics March 2008 ii Contents Preface Acknowledgments Organization of this Book xi xiii xv I Introduction 1 3 9 10 12 16 1 Questions about Questions 2 The Experimental Ideal 2.1 2.2 2.3 The Selection Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Random Assignment Solves the Selection Problem . . . . . . . . . . . . . . . . . . . . . . . . Regression Analysis of Experiments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II The Core 19 21 22 23 26 30 36 38 38 44 47 51 51 3 Making Regression Make Sense 3.1 Regression Fundamentals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1.1 3.1.2 3.1.3 3.1.4 3.2 Economic Relationships and the Conditional Expectation Function . . . . . . . . . . . Linear Regression and the CEF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Asymptotic OLS Inference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saturated Models, Main E¤ects, and Other Regression Talk . . . . . . . . . . . . . . . Regression and Causality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.2.1 3.2.2 3.2.3 The Conditional Independence Assumption . . . . . . . . . . . . . . . . . . . . . . . . The Omitted Variables Bias Formula . ....
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...A Pragmatic Analysis of English Humor in jokes Abstract Looking back at the history, humorous language and behaviour had been treated as frivolous, ludicrous, and even evil. However, with the development of social civilization, people have gradually realized that humour actually is indispensable for our monotonous and regular life. Humour is embodied in operas, movies, writings, conversations, etc. And the most common type is humorous conversations. In many pragmatics books, lots of humorous conversations can be found, which are employed to analyze pragmatics. So we can see that humour and pragmatics are closely connected. However, papers about humorous language with a pragmatic view are comparatively only a few. Besides, most of them only focus on certain aspects of pragmatics, for example, cooperative principle. Based on the main parts of pragmatics, this paper does a comparatively detailed research on the humorous language in English conversations. At the beginning of the thesis, some popular definitions of humour are compared and a conclusion is made. Then humour is classified into four types and its functions in the social interaction are specified. Key Words: English Humour; Conversational implicature; Violation; Humorous effects 摘 要 回望历史，幽默的语言和行为都被视为琐屑无聊，很可笑，和甚至邪恶。然而，随着社会文明的发展，人们逐渐认识幽默实际上是为我们的单调和定期生活不可或缺。幽默被体现在歌剧、 电影、 文字、 对话等。最常见的类型是幽默的交谈。 在许多语用学书籍，大量的幽默对话可以被发现，是用来分析语用学。所以我们可以看到幽默和语用学紧密相连的。然而，关于幽默的语言与语用的视图文件是相对较少。此外，绝大多数人只专注于某些方面的语用学，例如，合作原则。基于语用学的主要部分，本文做了较为详细的研究在英语会话幽默的语言。 ...
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...RESEARCH and WRITING CUSTOM EDITION Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener ISBN 0-558-55519-5 Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. New York, New York 10036 To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. Copyright © 2006 by Pearson Custom Publishing All rights reserved. Permission in writing must be obtained from the publisher before any part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING ...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...Abstract The aim of this dissertation, which is based on secondary research involving analysing a range of books, journal articles, Government publications, newspaper articles and videos, is to critically examine the position of the victim in the criminal justice system. The paper looks at the role of political interests in establishing victimfocus policies and the direction towards their placement at the heart of the justice system. This includes the managerialistic values, modernization of the Government and covering-up of punitive measures taken against the offender that all point to the political rhetoric around the centeredness of the victim. Furthermore, the view of traditional justice is accounted for in order to get a grasp of the many underlying factors that can be attributed to the so called rebirth and the consequent concentration on the victim. The paper firstly discusses characteristics of victims, the impact of crime on victims and also their needs for a better understanding of who they are and what can be done to help them. Particular attention is drawn to stereotypes associated with victims and constructions of the ideal victim. Secondly, the adversarial nature of English justice and implications for victims are discussed, as well as some tensions between the interests of the offender and the victim, and the opposed nature of the two. Procedural and service rights especially play an important role in defining whether victims are given appropriate...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...Chapter 1: Introduction This project is undertaken to find out the pre-purchase and post-purchase behaviour of iPod users in the consumer market. Consumer behaviour includes the actions a person takes in purchasing and using products and services, including the mental and social processes that precede and follow these actions. The pre-purchase behaviour is determined by the expectation a customer develops in his/her mind before purchasing a product. Pre-purchase behaviour depends on various factors like 1) Financial stability of the customer 2) Reach by material which may be competition from the products of the same range like mobile, digital camera or by people, basically the peer factor.3) Advertisement 4) Competitive Advantage 5) Past experience buying from the seller. Post-Purchase behaviour is defined when after purchasing a product, the customer compares the product with the expectations he had developed in his mind about the product before buying, whether he is satisfied or unsatisfied with the product. Satisfaction or unsatisfaction affects consumer value perception. Post-purchase behaviour depends on various factors like 1) Easy to handle 2) Lack of Performance 3) Frequency of use. The six stages of consumer buying process will be included in determining the post-purchase behaviour of iPod. They are 1) Need Recognition 2) Information Search 3) Evaluation of Alternatives 4) Purchase Decision 5) Purchase 6) Post Purchase behaviour. 1.1 What is iPod iPod is a...
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...HOW TO Prepare Your Curriculum Vitae Revised Edition Acy L. Jackson and C. Kathleen Geckeis Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. 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. 0-07-142626-4 The material in this eBook also appears in the print version of this title: 0-07-139044-8 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 eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212) 904-4069. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”) and its licensors reserve all rights in and to the work. Use of this work is subject to these terms. Except as permitted under the Copyright Act of 1976 and the right to store and retrieve...
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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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