Saturday, November 16, 2019
Metaphysics and Nominalism Essay Example for Free
Metaphysics and Nominalism Essay Metaphysics shares a breadth of problems concerning ‘universals’. One view that addresses these problems is nominalism. Nominalism is the position that universals do not exist outside the mind. There are different sects of nominalism that expresses various stances about the problem at hand. Austere nominalism, metalinguistic nominalism, and trope theory are the various types of nominalism that refute the claim of realism. Each of these types of nominalism contain their own respective views towards universals and have their own strengths and weaknesses. Austere nominalism, metalinguistic nominalism, and trope theory have many similarities and differences as well as strong points that support the nominalist perspective. Austere nominalism takes the stance that the only things that exist are concrete particulars. These concrete particulars are a category of individuals like individual persons, individual objects, individual animals, or various other individual materials. â€Å"What the austere nominalist wants to claim is that an ontology of concrete particulars provides the resources for dealing with all the phenomena the metaphysical realist claims presuppose an ontology of multiply exemplifiable entities†(Loux 53). The austere nominalist refutes the realist claim that universals are necessary and serve as handling the phenomena of attribute agreement. Rather the austere nominalist’ claim is that the issue needn’t be explained at all. Nominalists believe that realism does not contain more explanatory power than nominalism. Thus, it is much wiser to adopt nominalism because it is much simpler without universals. The leading issue with austere nominalism is that the proponent of universals and attribute agreement are to be ignored without much explanation. The notion that they are unnecessary complications may not seem like a sufficient enough explanation to combat the ideals of realists. However, the benefit to the austere nominalist theory offers a very simplistic approach towards the ideas of attributes and predication. Overall, austere nominalism offers an ontologically simpler metaphysical explantion, but realism may be explanatorily simpler. Metalinguistic nominalism takes into consideration the usage of language when addressing the issue of universals. Metalinguistics nominalists see universals as references about language and not objects. They want universality to be understood linguistically using predicativity for example, when referencing ‘humanity’ the reference is towards human individuals. It is in this view that abstract referencing takes on a different form. It disguises itself as an object language sentence, but is actually a claim about a linguistic expression. This beholds the idea that abstract references like ‘triangular’ is a shape predicate. Metalinguistic nominalism presents a couple problems in its ideology. The fact that the linguistic expressions are talked about in the terms of ‘types’, this notion would make them universals as well. This is unfortunate since the metalinguistic nominalist is trying to eliminate universals altogether. In addition to this problem, another issue arises with the subjectivity of language. The theory does not take into account the possibility of other languages. When an English speaker is talking, they are referring to an English word. Two words of equivalent meaning would not be referenced in the same way according to metalinguistic nominalism. Rather they would both be considered two different words. However, in light of metalinguistic nominalism it does offer a workaround to address the issues of multiple languages. Sellars devised a punctuation that would focus on the equivalent meaning of the word to be addressed rather than the word itself. The punctuation came in the form of a single dot placed on both sides of the word being addressed. Metalinguistic nominalism also offers a bit of clarity in the issue of referring to multiple individuals through the use of distributive singular terms. In the issue of addressing multiple concrete particulars it utilizes a singular term to take possession for all individuals being referenced. For example, ‘American citizen’ in â€Å"The American citizen has freedom of speech†is the distributive singular term. Trope theory is unlike austere and metalinguistic nominalism in the essence that trope theory allows for the use of attributes in its ontology. However, this is not like the belief realist hold which also possesses that attributes are multiply exemplifiable. Trope theorists believe in the opposite. They believe that attributes are not only not multiply exemplifiable, but that they are also particulars. It is believed in trope theory that it is impossible for anything else to possess the same attribute as another. A concerning attribute of trope theory is the fact that it may not sufficiently address the similarity between two different attributes. Trope theorists will argue that two different tropes may be similar and may be the reason why two concrete particulars may appear similar. This doesn’t however, bridge a connection between commonalities between two similar objects. However, tropes offer an elegant approach to the issue of properties. While lacking zero properties themselves, they help define an object without the ontology of particulars and universals. This makes tropes a possibly powerful tool for a nominalist. In contrast to each other, austere nominalism, metalinguistic nominalism, and trope theory are differing forms of nominalism that contain various differences. Whilst all combatting the problems and complexities of universals, they each have ways in which they combat it. Austere nominalists are able to address the issue of universals by denying the existence of them and the notion that they have to be dealt with altogether. This is a very simplistic approach and avoids the need to addressing the phenomena of addressing attribute agreement. Metalinguistic nominalism is able to do the same by changing the phrase of universals into a linguistic reference. This viewpoint also avoids addressing the existence of universals and states that they are just disguised as linguistic expressions. Syntactical and grammatical tools allow for predicativity on several different objects to be used as universality. Lastly, trope theory takes a unique position against universals. Tropes almost seem to take on the appearance of universals in their ability to describe and object, but stray away in the notion that they are particulars themselves. While still being able to provide the descriptive nature of universals, tropes are still very different and add to the nominalist box of tools. Most intriguing of the forms of nominalism is metalinguistic nominalism. While eliminating the problem with universals, it seems to combat the issue in the least aggressive way. Terms that would be considered to be ‘universals’ still have their place in metalinguistic nominalism since they mostly come to be predicates. In addition to the problems that metalinguistic nominalism brings about with the issue of multiple languages, it combats it with a useful punctuation created by Sellars. Each of the forms of nominalism all focus around the problem of universals and realist theory. They combat them through the usage of very different means. Altogether they bring an alternate view aside from realism in three different perspectives. In address to the realist view Alan Watts stated, â€Å"The menu is not the meal†.
Thursday, November 14, 2019
Mark Twain and the Lost Manuscript of The Adventures of Huckleberry Fin
Mark Twain and the Lost Manuscript of Huckleberry Finn     On November 30, 1835, Samuel Langhorne Clemens was born in the town of Florida, Missouri. He had four siblings, three were older than him and one was younger. When Clemens was four, his family moved to the town of Hannibal, Missouri. Hannibal was a town located on the Mississippi river and would later become the setting for most of his stories ("Twain"). In 1847, when Clemens was twelve his father died. Clemens grew up in an educated family (Works of Twain: Biographical Sketch). At age twelve he was apprenticed to a printer and at age sixteen he worked under his brother, Orion who was a newspaper publisher in Hannibal. Clemens made an early attempt at writing by sending comical travel letters to the Keokuk Saturday Post in Iowa under the pen name Thomas Jefferson Snodgrass. These letters contained purposely inserted errors typical of Clemen's later work. When he was twenty-two he fulfilled a childhood dream by becoming apprenticed to a riverboat pilot named, Horace Bixby. After his apprenticeship, he worked as a river boat pilot for four years.  The Civil War stopped riverboat traffic in 1861. Clemens was out of work for several weeks before he traveled with his brother Orion to Nevada. Orion had aspirations of becoming Territorial Secretary of Nevada. Clemens became a reporter and later a feature editor for the Virginia City Territorial Enterprise, a Nevada newspaper. During his reporting of the Nevada Constitutional Convention, Samuel Langhorne Clemens officially adopted for himself the pen name "Mark Twain" (Works of Twain: Brief Account).... ... Simon and Schuster, Inc., 1990.  Outline  Thesis Statement: An original draft of Mark Twain's The Adventures of Huckleberry Finn exists containing material excluded from the first printing of the book.  I. Twain's biographical information      A. Childhood      B. Education      C. Professional life            1. Jobs            2. Literary works            3. Financial conditions      D. Personal life            1. Life style            2. Family life II. Original manuscript of The Adventures          of Huckleberry Finn      A. General information            1. Discovery information            2. How the manuscript was lost      B. Legal battle for printing rights      C. Difference from the first publishing III. Conclusion
Monday, November 11, 2019
Principles of economics: understanding monopoly Essay
| |Refer to the diagram below for a non-discriminating monopolist and answer the following questions 1 to 7: | | | |[pic] | | |1. |The profit-maximizing output for this firm is M. |T / F | |2. |At the profit-maximizing output the firm’s economic profit will be BAFG. |T / F | |3. |At output R economic profits will be zero. |T / F | |4. |At output Q production will be unprofitable. |T / F | |5. |The profit-maximizing price for this firm is J. |T / F | |6. |At output M total cost will be 0CHM. |T / F | |7. |If the government regulates the monopolist so that it charges the socially optimal price, the monopolist will |T / F | | |produce output Q. | | |8. |A monopoly is an industry with a single firm in which the entry of new firms is blocked. |T / F | |9. |If entry of new firms is prohibited in a pure monopoly industry the monopolist may be able to earn normal profit in|T / F | | |the long run. | | |10. |The pure monopolist’s demand curve is the industry demand curve. |T / F | |11. |A monopolist sets the price at which marginal revenue equals marginal cost. |T / F | |12. |When a monopolist incurs a loss it will produce as long as its total revenue covers its total variable costs. |T / F | |13. |Natural monopolies result from extensive economies of scale in production. |T / F | |SECTION B | |1. |[pic] | | |Refer to the diagram above. Determine the: | | | | | | |i. |Price equilibrium | | |ii. |Quantity equilibrium | | | | | | |At equilibrium, calculate the: | | | | | | |iii. |Total variable costs | | |iv. |Total costs | | |v. |Total fixed costs | | |vi. |Total revenue | | |vii. |Total profit/loss | |2. |The following diagram shows the costs and revenues for the producer of Company DeMassa. | | | | | | | |[pic] | | | | AR = average revenue | | | | MR = marginal revenue | | | | AC = average cost | | | | MC = marginal cost | | | | | | | | | | |a. |At what output and price will the producer maximize its profits? Explain | | | | | | |b. |How much profit/loss will be made? Should the firm continue production? | | | | | | |c. |Would you categorize Company DeMassa’s market structure as perfect competition or imperfect competition? | | | |Explain. | | | | | | |d. |List four characteristics of the market structure above. | | | | | | |e. |Based on part a, calculate the total fixed cost of the firm. | | | | | | SECTION C 1. Explain the various price discrimination practices. Price discrimination is bad for the public. Do you agree with this statement? 2. List four types of barriers to entry. 3. Explain the advantages and disadvantages of monopoly. MC AC AVC 9 10 11 12 AR Quantity (million, unit) MR Price, $ 7 6 5 4 Quantity (‘000) MR AR 22 20 17 16 14 Price (RM) MC AC AVC 160 185.
Saturday, November 9, 2019
Leaders vs Managers Essay
According to many scholars, management is a basically the implementation of already established processes such as planning, staffing, measuring performance and budgeting thereby enabling an organization to do well. On the other hand, leadership is entirely different. It can be described as taking an organization to the future, exploring and successfully exploiting opportunities that come up. Leadership is about having vision, empowerment and most importantly providing useful change in the organization. The main differences between leaders and managers are: the relationship between the followers and managers and leaders, how leaders and managers solve problems, and the difference in emotional intelligence between leaders and managers. Leaders and managers have a difference in emotional intelligence. A leader is an individual who strategizes a visionary and most importantly someone who inspires other people to greatness. In order to achieve this, while leading one must share their vision with the staff or people brought together to solve a problem or create a strategy. Leaders serve as role models, motivate their staff, inspire cooperation and create a community both inside and outside of the organization. They mostly follow their intuition which in most cases benefits the company and in most cases they gain followers who become loyal to them and the organization. This is a direct contradiction to managers who carry out their instructions by the book and follow the organization’s policy to the letter and as a result the staff may or may not be loyal to them. Even when the idea of a divinely appointed leader prevailed, there existed a contrary view that the leader was actually empowered by followers, this theory was analyzed by Thomas Paine â€Å"Titles are but nicknames†¦it is common opinion only that makes them anything or nothing . . . . [A]body of men, holding themselves accountable to nobody, ought not to be trusted by anybody†(1944, pp. 59-60, 63). Another major difference between leaders and managers is how their duties and relationship with their followers differ. A leader creates or rather innovates whilst the manager administers , meaning that the leader is the individual who comes up with fresh ideas in order to move the bulk of the organization into a new direction that is more beneficial and profitable. He has to come up with new strategies and tactics by keeping his focus on the horizon constantly. It is important for him to be updated on the latest trends as well as studies and the skill sets. Contrary to this, a manager simply maintains a system that has already been established and is in use. It is his duty to maintain control and ensure that things run normally and everyone in the staff is pulling their weight and contributing fully and effectively. One of the distinguishing characteristics of a typical manager is how dependent he is on the activities of a variety of other people to perform his job effectively. (Kotter, 1983, p. 360). He is rigid and unable to be creative in carrying out his duties, thereby barring him from being considered a business leader. According to Richard Rosenberg, (1992) one of the most profound examples of the difference between leaders and managers is how computers create significant changes in any organization. He illustrates how information is able to travel from top to bottom effectively without the intervention of managers somewhere in between. This shows how the difference between leaders and managers which is that managers are easily replaceable and in some cases they are not required at all to some extent. Leaders inspire greatness and effectiveness unlike managers who more or less rely on control. In other words, leadership is not what one does but actually how they respond to you. If people do not choose to join your cause then you cannot really be considered as a leader since they have inspired no one. If people do indeed join your cause then it would mean that you have inspired them, thereby creating a bond with them and the company, which is very important particularly if the organization or business is changing rapidly and needs people who believe in it to support its mission. Leaders and managers handle and prepare for problems in a different ways. Managers prepare themselves for turbulent times and during these times the primary task is to make sure that the organization’s capacity to survive and to ensure that the it maintains its structural strength as well as is capacity to survive failure and adapt as quickly as possible in the shortest time period (Peter D., 1980). Business leaders instill a staff loyalty that a manager cannot be able to because of his rigid methods and lack of spontaneity. In the case of managers, their primary job is to control their staff by aiding them to develop their assets and discover their greatest talents. In order to do this they have to know the people working for them and understand their abilities and interests. G. Lumsden (1982) describes how middle managers model themselves on top managers in a form of hierarchical mimicry: what happens is that the behavior inheritance persists. As it is passed down deeper in the organization, sans power, such behavior begins not to work so well. And at lower levels it gets muddied even further because it’s being used on individuals who don’t understand it, aren’t impressed by it, or are downright opposed to it. (p. 8) A leader focuses on the reasons why to make certain decision whereas a manager considers how and at what times decisions are made. Managers prefer to execute plans accordingly and maintain the status quo without deviating even when failures are experienced. If the company experienced failures, then a leader would learn from it and use it as a clarification point in order to get better and avoid losses in future. Levine and M. Crom (1993) in their book â€Å"The leader in you†highlight an example of leadership changes and state that â€Å"Good human relation skills have the ability to transform people from managing others to leading them. People can learn how to move from directing to guiding, from competing to collaborating and from operating under secrecy to one of sharing all of the information required, from a mode of passivity to a mode of risk taking, from one of regarding people as an expense to one of viewing people as an asset,†(P.15) In conclusion, management and leadership are not necessarily mutually exclusive. They are however different in that leadership entails inspiration as well as steering an organization whereas management is simply overseeing and delegating.
Thursday, November 7, 2019
Community Psychology to Homelessness Essays
Community Psychology to Homelessness Essays Community Psychology to Homelessness Paper Community Psychology to Homelessness Paper One of the goals of the City of Chicagos Health Department is to develop ways to decrease teenage drug use. Since the number of adolescents who use illegal drugs is growing rapidly, new and innovative prevention methods must be experimented with in order to solve the problem. Approaching the issue of teenage drug use from Gerald Caplans prevention perspective will bring about the new and innovative results needed to effectively address this issue. Gerald Caplan (1964) is known as the individual who used the term prevention as a specific program in the mental health lexicon. According to Caplan, there are three distinct types of prevention; primary, secondary and tertiary. In this essay I will use the three main types of prevention as described by Caplan in the textbook Community Psychology Linking Individuals and Communities to develop three prevention programs that the Health Department could use to address the issue of teenage drug use. The first type of prevention to be addressed in this essay is primary prevention. The basic ideal behind this intervention is to stop the problem before it becomes a problem. At the primary level intervention is given to entire populations when they are not in need or distress. This is usually done to prevent the occurrence of new cases, especially when the problem is considered to be an epidemic. Before a problem or circumstance has the ability to cause harmful effects on a community, a community psychologist will take a proactive approach and intervene to reduce the chance of future difficulties. Another way to look at primary prevention is to consider it intervention given to all people in a particular setting regardless of the need for the intervention. Examples of primary prevention would be to vaccinate all children for polio and other common diseases even though the children have not shown any signs of the disease and may not have a particularly high chance of contracting these diseases. Similarly, a school may require that all graduating seniors students take a seminar that prepares them for the transition from high school to college. This is considered to be primary prevention especially if the community has had no known problems concerning a students transition from high school to college. Taking a look specifically at the core issue, which is teenage drug use in Chicago, I would suggest the following program to alleviate the problem at the primary prevention level. The Health Department could implement a drug awareness program called D. A. R. E (Drug Abuse Resistance Education) in the Chicago Public Schools to teach children about the physical, emotional and psychological dangers of drug use and importance of saying no to drugs. The targeted population would be young children and pre-teens between the ages of seven and twelve. Since the main concern of the Health Department are teenager, a community psychologist using the primary prevention model would want to lower the rate of new drug use by educating a population of non-user. Primary prevention would be a proactive step toward decreasing the actually number of teenager in Chicago who use drugs. By using a program such as D. A. R. E the Health Department can drastically reduce the number of incidents in which more teenagers experiment with using drugs since young children and pre-teens would have already been educated on the importance of saying no. The next type of prevention to be addressed in this essay is secondary prevention. Secondary prevention is also called early intervention because the action is taken in populations showing the early signs of disorder of difficulty. It would be considered a secondary prevention method to put those graduating senior who have shown signs such as poor study habits, lack of time management and lack of maturity in a seminar the prepares them for the transition from high school to college. At the secondary prevention level, community psychologist have a standard to which at risk persons are identified as being predisposed to a particular problem of disorder. The main concern with this approach is the reliance on stereotypes in order to identify those individuals who need the assistance. There is also the potential to stigmatize individuals because with the secondary prevention method, community psychologist are placing labels on people who currently have no problem or disorder and may never develop the particular problem. While a program such as D. A. R. E extremely effective for kids who have never thought of using drugs, it would not be as effective at the secondary prevention level. As stated above, the targeted population at this level would be those persons who are at risk if becoming a drug abuser. A community psychologist may want to implement a mentoring program such as Big Brother Big Sister in which at risk youths could be pared with an adult who could be a positive influence. Those youth who would be considered at risk would meet a specific predetermined set of criteria that shows an increase likelihood of drug use in the future. Such factors may include being a member of a minority group e. g. African American or Latino, family income below the poverty line, minute gang involvement, academic difficulty and depression. When individual are identified as possessing two or more of the risk factors for drug abuse, they will be pared with a distinguished member of the community who can assert a positive influence over the life of the youth in an effort to steer them away from drug use as an adolescent. Secondary prevention focuses on early intervention and targeting specific populations that are at risk to problems such as drug abuse. The Chicago Health Department could benefit by using a mentoring program to sway the negative influence of drugs with the positive influence of caring members of the community. The third and final prevention method as described by Caplan is tertiary prevention. At the tertiary level of prevention, the targeted populations are individuals who currently have the problem or disorder. The intentions of community psychologist who work with this method are to reduce the intensity and duration of the disorder. The goal is to prevent re-occurrences and additional complications. If an individual is currently a victim of drug abuse the Health Department may want to establish a program in which medical facilities and drug rehabilitation facilities are readily available within Chicago. Teacher, community members and families may need to be educated about how to deal with teenagers who use drug and conventional methods on how to persuade those individuals to seek help. Another aspect of this program may be counseling and educational assistance for those teenagers who need help staying off of drugs. The tertiary program may initially appear to be treatment oppose to prevention however, when a teenager is already addicted to drugs, preventing them from using drugs in not a logical option in itself. What we want to prevent, at this stage this the future re-occurrence of drug use once the individual is rehabilitated and the prevention of additional complications that come along with a drug program such as violent criminal activity or lose of health. Finally I would like to take the opportunity to interject my personal opinion by recommending the specific prevention problem that I believe is best suited to solve the issue of teenage drug use in the Chicago land area. Drug use among teenagers in urban communities such as Chicago is a serious and complicated issue that would be impossible to solve by using one single method. Attacking the problem at multiple levels is the only way in which the Health Department would be able to progress toward a drug free adolescence population. While the primary prevention method is certainly important in educating young children about the dangers of drug use, 100 percent success cannot realistically be expected. Such methods as the secondary and tertiary prevention plans as described above should be in place as a safety net to prevent the escalation of additional problems in those teenagers who did not get the message. The primary prevention would be the ideal method since it is cost effective and eliminates the long-term effects that come along with drug use. The secondary method is also a good method because it can be used as a tool to intervene before an at risk youth develops a drug problem. The main problem with this of course it that all teenagers who decide to use drugs may not fit in the at risk categories and all those the fit the description may not ever experiment with drugs. The tertiary prevention model is extremely costly and maybe even inefficient due to the difficulties and struggles evolved with becoming a drug free person. However this option must be available for those who sincerely want to change their lives to not be neglected. As a result of examining all of the factors that must be addressed with all three types of prevention, I would suggest using a combination all the three as the most effective way of preventing drug use among teenagers in Chicago. Since one of the goals of the City of Chicagos Health Department is to develop ways to decrease teenage drug use, new and innovative prevention methods such as primary, secondary and tertiary prevention must be experimented with in order to solve the problem. At the primary level intervention is given to entire populations when they are not in need of it. Using a program such as D. A. R. E would effectively satisfy community psychologist at this level because it stops the problem before it becomes a problem. Secondary prevention is also called early intervention because the action is taken in populations showing the early signs of disorder of difficulty. At the secondary prevention level, community psychologist have a standard to which at risk persons are identified as being predisposed to a particular problem of disorder. The main concern with this approach is the reliance on stereotypes in order to identify those individuals who need the assistance. The tertiary program may initially appear to be treatment oppose to prevention however, at this stage the prevention is of future re-occurrence of drug use once the individual is rehabilitated and the prevention of additional complications. Together all three of these preventions models can be profoundly effective in decreasing drug use among adolescences.
Monday, November 4, 2019
Business and Professional munication Management
Reflection report helps analyse and develop particular skills in relation to a particular course. Any transfer of learning or skills gained is identified by thorough analysis of personal skills and knowledge level. The course that I attended was well designed that attends to future careers of students. Hence, this reflection journal helps understand the particular skill levels gained during the course work. There are three relevant areas of knowledge gained during the course, MAT10706, Quantitative methods with economic, MKT00075, Marketing principles and 00207 munication in Organization. A critical assessing of knowledge gained against each areas have been ascertained. While undertaking coursework during graduation there are several attributes that I have gained. The analysis of each attribute against each course and levels of expertise makes difference in relevant areas (Burda & Wyploss, 2013). I have gained tremendous intellectual rigor in field of Quantitative methods with economic. I have b e capable in analyzing various scholarly articles and developing a critical review for the same. While the field of this discipline is vast I have learned the attributes from a large number of self-help books that was available in the library. This field of knowledge has given me ethical practice guidelines which made me adopt high ethical standards in professional and social practice.     The discipline of Marketing principles have provided me with several creative attributes, that allowed me to effectively respond to intellectual, professional and social challenges (Blythe, 2008). I feel I have b e proficient in this domain from my practices of multiple case studies and real life situational analysis. There has been high transfer of learning pertaining to the discipline as well which allowed a smooth transition which contributed to munal and professional areas. Communication in organization is a necessary domain that needs to be learnt by each and every individual undertaking this course. munication forms the basis for personal and professional success. This domain has the attributes of providing life-long learning opportunities that enables individual capabilities to change (DeVito, 2007). It e passes a reflective process through information literacy, self-managed learning and being autonomous. I have conducted self-analysis for this domain which reflects that I am a novice in the field. munication allows interacting with individual, teams and professional through munity settings. Being employed in a professional field in any organization allows for capability to attend to diversified cultural settings. munication will enable me to interact with Indigenous as well as other people from a varied background. Though I have made attempts to learn and develop my skills pertaining to all disciplines within my course but critical analysis reveals certain gaps in knowledge. For Quantitative methods with economics I have developed capabilities but I needs to further resort to self-help books and journals for a guided learning experience (Baye, 2006). All professors in this course provided various important and versatile theories. But I have not been able to develop my knowledge and skill for this area of expertise. For Marketing Principles I have been highly proficient in multiple numbers of ways. I feel I have developed professional attitude with respect to the domain of marketing with highly creative skills. I feel I can easily develop this area of knowledge further to b e an expert in the domain (Armstrong, 2014). I need to take help from my professors and friends who have excelled in these disciplines to guide me for developing relevant concepts related to marketing strategies. I can easily prepare marketing plans and analyse cases but I face difficulty in catering to diversified field of developing marketing strategies. Which can be easily be developed by means of learning ways, methods and procedures that contemporary organization use.     Communication is the most relevant field of study in personal as well as professional life. In order to develop my novice to being a proficient person in munication, I plan to undertake a small course in munication for professionals (DiSanza, 2016). I will regularly maintain a journal and note my areas of improvements by means of feedback from friends and colleagues. This will allow me to develop my skills in an organized manner. Self-reflection is a way and method that enables addressing of short falls in areas of knowledge, skills and expertise. Through analysis of my own self I was able to diagnose area of expertise in which I lag and need to improve. The steps of improvements will be applied over the next month such that I am able to emerge as a professional in an organization. Through maintain of personal journal in areas of expertise and levels of experience I will reach my goals of developing an expertise knowledge and emerge as a highly professional executive. Armstrong, G. A. (2014). Principles of marketing. Pearson Australia. Baye, M. a. (2006). Managerial economics and business strategy (Vol. 5). New York, NY: McGraw-Hill. Blythe, J. (2008). Essentials of marketing. . Pearson Education. Burda, & Wyploss. (2013). Macroeconomics. Glassgow, Gret Britain: Bell&BrainLtd. DeVito, J. A. (2007). Interpersonal munication Book. The, 13/E. New York, NY: Pearson International. DiSanza, J. R. (2016). Business and professional munication: Plans, processes, and performance. Pearson.
Saturday, November 2, 2019
The Rhetorical Tradition Term Paper Example | Topics and Well Written Essays - 2500 words
The Rhetorical Tradition - Term Paper Example By defining this, there was also the ability to understand the power of rhetoric and both the good and harmful aspects of this. The belief which Plato held was that through true rhetoric, truth and justice could be found; however, this had to be without the intent of manipulation or power, as approached from the Sophists. The first concept which Plato introduces in his work comes from the indictment of rhetoric in Gorgias. The analysis which Plato condemned in terms of the Sophists and Gorgias was based on how rhetoric and philosophy was not able to create crucial or persuasive forces when speaking. Plato stated that the rhetoric used was not defined by finding truth, but instead was based on the other intentions behind the persuasion. â€Å"Because Plato so successfully anticipates the major issues that attend rhetoric throughout its long history – issues like power, the potential for manipulation, and rhetoric’s relationship to truth – Gorgias has long been vi ewed as a valuable treatment of the Sophists in particular and rhetoric in general†(Herrick, 2009, p. 57). The approach which Plato takes toward Gorgias, as well as the Sophists, is based on the concept that manipulation and power were the basis of the intent of speaking and persuasion. This was done instead of working to solutions or finding the truth of a given situation. Plato points out that the politicians as well as others in power had the most use for this, specifically because the rhetoric could be used to persuade others to move in a different manner. The concept of the rhetoric used for power and manipulation was combined with the question of what rhetoric should be used for and how this could change the intent of one speaking for persuasion. The concept which Plato uses is one that shows that there is a need to question the purpose of rhetoric, what it is used for and the intent behind the individual who is speaking. The question was based on what the nature of per suasion was used for and why it was used. â€Å"In Gorgias, Plato addresses major questions attending rhetoric throughout its history†¦What was the nature of rhetoric? Does rhetoric by its very nature tend to mislead? What happens to a society when persuasion forms the basis of law and justice?†(Herrick, 2009, p. 58). The concept that Plato was challenging was based on the intent of rhetoric. If the rhetoric is used for power, then it becomes untrue and doesn’t provide a sense of persuasion. When looking at rhetoric one could define that the nature of persuasion was one which was either for justice or was for power and manipulation. The nature then became dependent on the intent of persuasion as well as the way in which the rhetoric was used. The underlying problem which Plato challenged with the rhetoric of the Sophists became the one which questioned the persuasion as the form of law and justice. If the persuasion was used as a way to convince others of somethi ng of justice and truth, then it could be considered fair. However, Plato’s argument was that the Sophists used the persuasion to form law and justice. This was not based on justice, truth or fairness, but was instead based on persuasion and manipulation that could be used to form power and wealth among politicians and others. The concept that Plato defines is the art of rhetoric, in which one could create the belief that the persuasion was
Subscribe to:
Posts (Atom)