Deductive Essay Sample on Vaccination

Deductive Essay Sample on Vaccination A deductive essay is a specific type of writing that supposes the logical development of clues and facts to a particular conclusion about the object. There are three main elements of the deductive reasoning to perform a deductive essay example: premise, evidence, and conclusion. A premise is a common fact or a set of certain circumstances that becomes a basis for further reasoning. The evidence is a piece of particular information or proof that the writer has to correlate with premises. Finally, a conclusion is a logical balance between the premise and the evidence or final analysis of the situation counting all available information. An example of a simple logical chain is the following: as all flowers are plants (premise) and roses are flowers (evidence), then roses are plants (conclusion). Writing a deductive essay demands some clearness and specificity on the logical path. Nevertheless, people use deductive reasoning in everyday life to make assumptions and conclusions about many things they encounter. It is essential to keep a focus on the chain between premises, evidence, and appropriate conclusion for academic writing. In this regard, it is necessary to state the premise and fundamental ideas that are the basis for further reasoning. Pieces of evidence could be represented by scientific findings or personal observations that prove the writer’s presumption. There can be more than one premise or evidence for the argument, but the writer should clearly connect them to formulate a distinct conclusion. Therefore, the conclusion is the most probable logical inference based on the evidence of the initial premise. Deductive reasoning is a frequent pattern of detective stories or articles in life-sciences. Simultaneously, a deductive essay is an excellent approach to evaluating knowledge in many disciplines, as it demands a robust analysis of the theme. There is an example of the deductive essay. ‘Vaccination as a Controversial Public Good’ Essay Sample Medical progress aims to protect a growing number of people from diverse diseases and harmful agents that influence human lives. Today, the most efficient way to decrease the impact of many infectious diseases is vaccination or immunization. This method implicates the administration of specific antigens for stimulating the immune system to develop a fast immune reaction for further meeting these pathogens. Vaccines can induce significant protection against many viral and bacterial infections. Specific material used for immunization frequently contains vivid attenuated or inactivated pathogens, purified native or artificial antigens of viruses or bacteria, preservatives, and excipients like stabilizers and adjuvants. According to the World Health Organization, timely vaccination saves 2-3 million children lives annually. International health authorities consider vaccines as the public good that averts millions of deaths worldwide. However, there is a growing number of people who refus e to vaccinate their children because of the unsafety and adverse effects of vaccines. Almost 200 years of immunization history gathered different pieces of evidence about controversial helpfulness of vaccines for saving the health of human populations. Scientists assert that global immunization can eradicate some infectious agents in the natural environment. The most known is an example of a successful fight with the pathogen that causes smallpox, which is fatal in 30% cases. Due to the global vaccination program, the last natural case of this disease was in Somalia in 1977. The WHO declared that smallpox was eradicated all over the world in 1980 and no longer occurs naturally. Only two special laboratories in the world obtain remaining stocks of the variola virus that causes smallpox. There is no treatment for smallpox, and only timely immunization can prevent the development of disease if it occurs in the laboratory or from unknown places. The next eradicated diseases could be polio and measles, but small outbreaks of these diseases occur in different regions with a high level of refusing immunization. Vaccination through the communities can protect even unimmunized people and eliminate some diseases. Thus, total immunization of 95 % members of a population in a particular region can prevent disease in that 5% of people who cannot achieve vaccines due to their health conditions. In this regard, some regions eliminated measles, mumps, and rubella by using multivalent MMR vaccines. However, local elimination of polio or other infections cannot prevent an external reintroduction of pathogens from unvaccinated travelers. Conversely, collective immunity is inefficient when a part of society refuses to vaccinate themselves or their children. Such actions create a natural pool for spreading infection and frequently lead to the outbreaks even among vaccinated adults. Many diseases are considered to be light childhood illnesses, but they are much more severe for adults and can cause different complications. In this regard, low compliance with the immunization plan leads to an increased risk for society and particular personalities. Frequently parents refuse to vaccinate children because of the potential adverse effect of vaccines that appears more dangerous than the disease consequences themselves. Any vaccination means contaminating the organism with external pathogens and chemical substances that cause an immune reaction. In most cases, the first reaction is typical, local and less harmful, like redness or swelling in the injection site. Common side effects also may include fever, shivering, fatigue, or headache. All these symptoms are nonspecific reactions of the immune system on meeting new antigen besides hundreds of antigens it meets every day. However, in rare cases, vaccines can cause a severe allergic reaction, anaphylactic shock. This state is dangerous and life-threatening, and it is one of the contraindications for further usage of specific vaccines for such individuals. Simultaneously, severe side effects are rare, unpredictable, and depend on individual health grounds of particular patients. Medic al authorities and manufacturers of vaccines register every adverse case for further investigation and possible enhancement of the vaccine. Another essential reason to refuse vaccines is their components that are considered harmful. Frequently, material for immunization contains aluminum salts, such as adjuvants, formaldehyde, and thimerosal as additives or preservatives. American health authorities as Food and Drug Administration (FDA) and the Centers for Disease Control and Prevention (CDC) note that aluminum adjuvant vaccines demonstrated their safety for more than 70 years of immunization. Thimerosal, which is used as a preservative in multi-dose vials of vaccines, contains low doses of ethyl mercury that is easily eliminated from the human body. Small doses of formaldehyde are used for inactivation of viruses and detoxification of bacterial toxins in some types of vaccines for a long time. Conversely, only licensed vaccines undergo rigorous reviews and clinical trials before considering safe and available to use. Inappropriate storage and appliance of vaccines are much more harmful than their components. Modern medicine is evidence-based, and the benefits and risks of vaccination can also be estimated in many scientific investigations. However, the only reliable evidence about vaccination with the blind comparison of two groups of vaccinated and unvaccinated patients is hard to perform correctly. Hence, the scientific base of immunization is mostly the long live observation of possible adverse effects of the most researched vaccines. As usual, there is no evidence of complete safety or unsafety of particular popular vaccines. In this regard, rare severe cases of adverse vaccine consequences are only statistical errors for a numerous population. However, these few cases are also lives of certain people, and none wants to become a unique regrettable case among millions of saved lives. In conclusion, a medical breakthrough like vaccination appeared to become public good behind individual problems. Many vaccines proved their efficacy for decades of years in different regions and countries all over the world. Global immunization allowed eradicating in full measure smallpox in natural conditions. Effective and comprehensive vaccination eliminated some dangerous diseases in particular areas of the world. High levels of immunization within a specific population create collective immunity that protects unvaccinated people. Vaccination can prevent many infectious diseases or weaken their complications. In this regard, immunization is a public good that saves many lives every year. Conversely, misuse of vaccines, improper storage, or using doubtful vaccines that include high levels of harmful components can lead to severe adverse reactions. Moreover, individual sensitivity to the compounds of even licensed vaccines can cause critical damages or death after vaccination. Hen ce, public good may be dangerous for particular individuals in rare cases. Therefore, vaccination is more likely a significant medical benefit and public advantage that permanently develops to cover present individual disadvantages. This essay sample is more complicated than the illustration of deductive reasoning provided in the description of the deductive essays. Thus, the particular essay consists of three main parts: introduction, body paragraphs, and conclusion. The introduction contains the background of the issue and two basic premises about vaccination. The first premise is that using vaccines is a public good that saves millions of lives, and the second is that immunization is an unsafe and dangerous practice. The thesis states that there is evidence of the controversial nature of vaccination. Further, the body paragraphs describe different sub-points of the premises and scientific evidence that vaccination causes eradication and crucial elimination of serious illnesses. Conversely, the potentially harmful effect of vaccines is also described in separate paragraphs with the available evidence base. The final part of the essay contains the general conclusion about the issue that vaccination is not defin itively good or bad for people. Moreover, the conclusion briefly restates and summarizes the information mentioned in body paragraphs. Hope that this sample will be a helpful illustration for further deductive essay writing on different topics. The provided deductive essay sample includes three main elements of deductive writing: premise, evidence, and conclusion. Furthermore, these elements are logically involved in the typical essay structure of introduction, body, and conclusion. The topic sentence of each body paragraph describes the problem that will be investigated. Clear and accurate pieces of evidence support all premises that allow formulating appropriate inference. Simultaneously, suitable in-text citations of reliable sources make evidence more reasonable. The conclusion is based on the balancing of premises and used evidence, and it does not contain new information. Using several premises and specific pieces of evidence allows performing a comprehensive analysis of one topic. Moreover, deductive reasoning helps to create a logical chain to demonstrate the full understanding of the issue by the writer. References Bulletin of the World Health Organization. (2011, March 04). Vaccination greatly reduces disease, disability, death and inequity worldwide. Retrieved from https://www.who.int/bulletin/volumes/86/2/07-040089/en/ CDC. (2017). Vaccine Safety. Retrieved from https://www.cdc.gov/vaccinesafety/index.html NHS. (2016). How vaccination saves lives. Retrieved from https://www.nhs.uk/conditions/vaccinations/vaccination-saves-lives/ U.S. Food and Drug Administration. (2018). Vaccines. Retrieved from https://www.fda.gov/biologicsbloodvaccines/vaccines/default.htm

8+ Free Old Official SAT Practice Tests

8+ Free Old Official SAT Practice Tests SAT / ACT Prep Online Guides and Tips In March2016, the SAT underwent a completeredesign, concentrating more on testing reasoning skills than on obscure vocabulary knowledge. So how do you study for theSAT now thatthere just aren't that many practice tests available? After all, there’s nothing quite like taking actual official SAT tests to get you ready for the real thing. The good news is that many of the questions that appeared on the old SAT format are still completely relevant and a great resource for practicing your skills! In this article, I'll tell you all about which old-format questions to seek out and which to skip. Then I'll give you a huge list of the best places to find free official SAT tests to use for studying. Feature Image:Ed Schipul/Wikipedia What’s the Difference Between the â€Å"Old† and New SAT? Big-Picture Changes The SAT no longer tests your knowledge and skills in isolation. Instead, the College Board has madecontext and reasoning matter much more for questions. For example, instead of testing whether you know a grammar rule by giving you several unrelated sentences, multiple grammar questions now come from a single passage. Also, there areno â€Å"trick† questions - in other words, questionswith purposefully confusing wording meant totrip you up even if you did actually know the skill being tested. To see a detailed explanation of all the changes, check out our extensive guide to the new SAT. Small-Scale Changes On a more granular level, although each SAT section has been redesigned, different sections have been changedin different degrees.This is great news!For many new SAT sections, old SAT question are still a relevant and useful study resource. In the restof the article, I will go through each section and explain which old SAT questions you can use to study. But first, I have some general advice about how to get the most benefit out of the old SAT as you prepare for your SAT exam. It's the small things that make up the big things. Like the yellow flowers in that bouquet. (E.mil.mil/Wikipedia) Can You Really Use the Old SAT to Study for the CurrentOne? However you end up studying for the SAT (check out our guide to finding the best testing strategy for you), you will certainly use these two techniques: boosting weak skills by practicing many questions that test those skills simulating testing conditions by taking a full SAT test in one sitting Because the format and timing of the old test arefairly different, it can't really help you with test-day conditioning – use the currentSAT tests for that. But since many of the questions and question types remain the same, the old tests are excellent for honing individual skills. As much as possible, you should use official SAT tests from the College Board rather than those written by other companies. Because they have gone through the same writing and editing process as the questions you'll encounter on the actual test, these old tests come closest to reproducing what you will encounter on test day. Also, because they have been officially released by the College Board, there is no question about their quality. On the other hand, it's not always clear whether another company can sufficiently mimic the College Board's approach, style, or wording. By sticking with the official tests, you don’t have to worry about evaluating third-party work. Finally, please note: the SAT underwent a big redesign in 2005 as well. So when talking about the old tests below, I will say "pre-2005" and "post-2005" todifferentiate between the two old versions of the SAT. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Which Sections of Old SATs Should I Use to Study? Here’s a breakdown of all of the SAT sections, in order from least to greatest difference between the old and currenttests, as well as explanations abouthow you can effectively use older tests to study. Math Section The math section is the most unchanged. There is less geometry on the current SAT than on the old ones, and some basic trigonometry has been added. Also, there's now a no-calculator section. Current SATQuestion Types: a small number of trigonometry questions more questions about interpreting graphs and charts multiple-step questions based on a real-world scenario Old Questions to Study: Almost all math problems from old tests.There's no need to pick and choose very much, so feel free to study almost allmath questions you come across. Old Questions to Skip Entirely: Comparisons (pre-2005 tests).These are questions that ask you to compare the value of two boxes: Logic puzzles (all old tests).These are questions not directly based on math you learned in school. If you can confidently identify these types of questions, skip them because they donot appear on the currenttest. For example: After public resistance, the controversial new "do a long jump while computing the distance of your long jump" task has been tabled for now. Writing and Language Section The old Reading and Writing sections are now onesection called "Writing and Language." It still has questions about reading comprehension, grammar, and vocabulary. But all questions arepassage-based and rely on your ability to determine meaning from context. Current SAT Question Types: all reading questions are based on passages grammar and writing logic questions are also all passage-based some questions require interpreting data (in graph or chart form) Old Questions to Study: Passage-Based Reading (all old tests).The current-test version of these isnot exactly the same, but theyare still great practice for learning to quickly find the meaning and argument structure of a given passage. Improving Paragraphs (post-2005 tests). These ask you to read a passage and then edit its grammar and logic: Old Questions to Use to Brush Up on Key Concepts: The old isolated-sentence grammar and syntax questions are nowless helpful, but you can still use them to refresh your understanding of proper usage, grammar, and punctuation. Just don't use them as real test practice. Sentence Errors (post-2005 tests). These ask you to identify a grammar or punctuation mistake in an isolated sentence: Improving Sentences (post-2005 tests). These ask you to edit isolated sentences: Old Questions to Skip Entirely: Analogies (pre-2005 tests). These ask you to compare the relationships of paired words: Sentence Completions (post-2005 tests). These ask you to find the best words to fill blanks in sentences: Feel free to also skip any questions from the pre-1369 A.D. version of the SAT. The Essay Section The current essay is 50 minutes long, andit ismuch closer to the kind of analytical writing you've been doing in high school all along. The essay gives you a passage and thenasks you to write abouthow theauthor builds theargument.This is one place where the old tests simply will not help. Instead, you should brush up on your understanding of rhetorical devices, structure, and the uses of evidence. The study of rhetoric apparently involves both a book, an enormous fighting staff, and maybe... a feather on your head? You've been warned. Free Old Tests From the College Board Post-2005 Tests: SAT Practice Test (2013-2014)Test | Answers SAT Practice Test (2012-2013)Test | Answers SAT Practice Test (2007-2008)Test | Answers SAT Practice Test (2005)Test | Answers Pre-2005 Tests: SAT Practice Test (2004)Download | Answers SAT Practice Test (2003-2004)Download | Answers SAT Practice Test (May 2002)Download SAT Practice Test (October 2001)Download Other Potential Sources of Old SAT Tests The bookThe Official SAT Study Guide, Second Edition, which features 10 more official SAT tests from the College Board. The book is not free (it's currently $45 new on Amazon, though you can get it for much cheaper used). On the other hand, the internet is a vast and wondrous place, and you may be able to find slightly less authorized but nevertheless completely official old SAT tests if you poke around a little. Try searching for "free old SAT tests" and looking past the first couple of pages of Google results to the less commercial corners of the web. "Which corner isleast commercial?" asked the fly. "Try the middle," replied the spider. Conclusion Old SAT tests still have an important role to play as you study for the SAT. To simulate test-day conditions, definitelyuse currentofficial tests. Butold tests are perfect for extra practice with realistic reading passages and math questions. What’s Next? Wondering how best to study for the SAT? Download our dedicated guide to figuring out which SAT prep method is best for you. Worried that the SAT is not the right test for you altogether? Let us help you decide between the SAT and ACT by explaining which students should take which test. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Analyse the movie <The TrueMan show> Essay

Analyse the movie - Essay Example Truman Burbank is the main character who has an ordinary and routine life, and he seems to have all what is needed – a steady job which doesn’t bring happiness but is enough for a normal life; a close childhood friend who is near at the pivotal moments; beautiful wife who is always smiling and artificially happy; kind neighbors and a vague dream about Fiji which makes him alive. The truth is that everything what he has and knows is an invented delusion for a show that ultimately wins attention of the entire world, but he became a super star without his wish for that. Sooner or later each program can glitch and it became a reason of Truman’s suspicions about everything what surrounds him. That is the moment when his life starts crashing and only two variants are left, either to stay in the comfort zone or to fight the fear facing life which has always been under the curtain. Such a key point of the movie teaches that only mortifying the fear a person becomes an in dividual. Who is a real victim of "The Truman Show†? At first sight, looking at Truman, people could call him a victim of the events predefined by Christof. Even though it took thirty years to suspect something wrong, by questioning his reality, he finds the truth and enough of courage to make a step into the world which is unknown and enigmatic, while people watching after him don’t ask any questions. The audience is an actual victim of the situation which is proved by the following: One point seven billions were there for his birth. 220 countries tuned in for his first step. The world stood still for that stolen kiss. And as he grew so did technology. An entire human life – recorded on an intricate network of hidden cameras and broadcasted live and uninterrupted 24 hours a day, seven days a week, to an audience around the globe (The Truman Show). But among all of those people Christof was the most dependent on the show because, in hindsight, all his life was turning around

Case Study Example | Topics and Well Written Essays - 250 words - 24

Case Study Example The NLRB had a justifiable reason to protect the employees based on the labor relations Act (National Labour Relations Board, 2014). If the case happened at the workplace, employees discontented with the working conditions would have the courage to protest. By that decision, employees would be possible that the NLRB addresses their welfare concerns (Nairns, 2011). As long as employees accurately present their case, they would have protection for their welfare. Employee relations in the work place improved because of the NLRB decision to protect the rights of the five employees. The decision set precedent that employers will lose to the NLRB if such a case happens again (Twomey, 2012). Proper communication channels need to be established between employees and employers to allow them air their complaints. If such channels do not exist, then employees are justified to present their grievances through the social media, as long as they are accurate. If the social media is to be used by employees then the information disclosed should be objective, unbiased and be justified by NLRB under the labor relations Act. The requirements allow the employees to access justice justified by the

Theory of Knowledge Essay Example for Free

Theory of Knowledge Essay Art is a thing created by an individual using a rare, natural and creative talent. Some people say that it is impossible to define the meaning of art. They could be wrong as if it couldnt be defined, then the word art would have no value in our language. Since we use it all the time, it must have some meaning to it. Some people say art can be anything and everything. However, if everything is seen as art, then the word art is in danger of losing its meaning because it no longer distinguishes certain things from others. According to the Theory of Knowledge, there are three possible criteria of what is classified as an art; the creative intentions of the artist, the quality of the work and the response of spectators. Beyond this, everyones opinion about what art is compiled of differs from each other. An artist is basically a creator of his art. He also is said to create the meaning of his art. He sees an object with his eyes and reveals the beauty in everyday objects. Besides that, he also tells a particular story through his work of art, whether they are his emotions, experiences or maybe his opinions. However, we should truly take into account that it is also possible that the artist refuse to create meanings within his art. As he is the creator of his art, he is the one who decides what he wants in his work. It is likely that he, in the first place, constructed his artwork without wanting to engage any meaning or substance in it and also, possibly, as an act of spontaneity. In a closer scrutiny, many people believe that an art has to have a meaning. Basically, it starts with the artists intention(s), whether he wants to convey a message to his viewers, express his thoughts and feelings through his art in many ways, such as through paintings on a piece of canvas, music with a pleasing melody, or even a well-crafted rhyme. For instance, take a simple sketch of beautiful butterflies on a notebook. As we, the spectators respond by scrutinizing the artists intention(s) based on the art, it will somehow evoke various emotions in our minds such as freedom, beauty or perhaps also, fragility and gracefulness. That is the meaning of an art. Another constructive example would be Vincent van Gogh, who did not consider himself an Impressionist as his artworks were all symbolic and has deep meanings in them. Basically, his art exploited nature to reflect his inner vision and emotional state through lines, colours, spatial composition, distortion and exaggeration. These methods were all manipulated to create a meaning in his art. Similarly to Van Gogh, another famous artist Picasso is another good example. For many years people criticized Picassos work of art, described it as devilish and -well insane. The main reason was that his art simply looked rather unnatural in its ways. However, they are still universally known around the world just because of the meanings implied within his artworks as it provokes thoughts and feelings. On the contrary, what if a piece of work of an artist does not have a meaning within it? Is it still considered as an art? What if the artist refuses to provoke emotions, feelings and thoughts of the audience? Does it still make his piece of work an art? What if the artist wants his work to be meaningless? What if he has no message to convey to his viewers? Maybe that piece of work is constructed with the intention to spend the spare time that he has?  As we view from a different perspective, it can also be considered that as long as artists have a creative intention and the urge to produce a piece of art, their work is definitely believed as an art through qualities such as the excellence of the work and the various materials, methods and technical skills used to produce the art regardless of whether or not their work has a meaning. Through my own experience, a few years ago, I drew a simple sketch of butterflies during free period in my notebook as I wanted to just draw whatever that comes to my mind at that moment. To be honest, I never thought of conveying any messages such as independence, beauty, fragility and so on to my audience. I had never considered how the butterflies carried deep, fundamental meaning and how they could be represented as symbolisms. As I was the creator of my art, to me, they were just butterflies. All I wanted them to be were butterflies, without any meanings at all. However, it is still considered as an art because my intention while drawing those butterflies was to loosen up my mind, and besides that, the quality of the drawing was fairly beautiful and attractive as it reveals the beauty in everyday objects. Lastly, I also gained response from spectators with their opinions about my drawing. To emphasize on my point, again, according to the Theory of Knowledge, things are considered as art if they fulfil the three criteria stated above. Thus, my work was without a doubt an art, even though it has no meanings within it. In conclusion, it shows that there isnt a definite answer of Yes or No to the question given above. Through the study of Theory of Knowledge, we are encouraged to see things in a bigger perspective and to examine every angle of a situation. In this matter, from one point of view, art has to have meaning in much the same way as words written on paper have meaning considering how an artist intends to convey a message and to communicate emotions without words. On the other hand, art also does not have to be about anything to be good. In fact, the more people tried to scrutinize and understand the meaning of the artwork, the less interesting that work becomes as they are easily deciphered by the audience. It is also said that the greatest art takes a lifetime to understand; the slightest takes a moment. While more people tried to make their own meaning from a piece of art, it does not mean that it is the initial meaning that the artist intended. Sometimes, many tried hard to figure out the meaning of an art but it turns out that the artists intention does not want his art to have any meaning at all.  I believe it is open to interpretation whether does something have to have a meaning or if it does not, is it still considered as an art?

Taco Bells Response to Lawsuit Essay -- Case Study

Unexpected Event In January 2011, a class action lawsuit was filed against Taco Bell, alleging the restaurant chain used more meat fillers than real ground beef. Specifically, the suit claimed Taco Bell’s products were made with â€Å"taco meat filling,† which consisted of extenders and other non-meat substances. The complaint further pointed out that Taco Bell not only misled consumers but also violated federal requirements by labeling â€Å"taco meat filling† as beef. This incident was unexpected as Taco Bell was not informed before the lawsuit was publicized. In addition, the â€Å"beef fiasco† made national headlines and could seriously tarnish the Taco Bell brand. Taco Bell’s response to the â€Å"meat filling† charges was quick and direct. In an attempt to reassure both the customers and employees, Taco Bell launched an advertising campaign explaining the ingredients in its ground beef. The following analysis will discuss how Taco Bell used integrative thinking to combat the bad press and how the company applied Weick and Sutcliffe’s five HRO principles to reverse the negative sentiments generated by the lawsuit. I will also suggest small wins for Taco Bell in regards to the functionalities and implementation of the five HRO principles in order to manifest a more mindful and sustainable infrastructure in the wake of this event. Integrating IMC 457 Taco Bell could choose to remain silent in response to the charges and had its attorneys to negotiate on its behalf. However, silence from the company would mean to reluctantly agree with the accusations. Or, Taco Bell could stay aggressive and took legal action against the plaintiff for making allegedly false statements about its products. The implied trade-off here would be the risk of inviti... ...the five HRO principles must be implemented at all levels to develop a state of â€Å"mindfulness† and to meet customers’ expectations. Works Cited 1. http://adage.com/article/news/taco-bell-launches-ad-campaign-response-lawsuit/148552/ 2. http://www.prdaily.com/crisiscommunications/Articles/7297.aspx 3. http://www.prdaily.com/crisiscommunications/Articles/PR_crisis_averted_Lawsuit_targeting_Taco_Bells_bee_7980.aspx 4. http://mashable.com/2011/01/28/taco-bell-social-media-crisis/ 5. http://abcnews.go.com/Health/Wellness/taco-bell-defends-beef-legal-action/story?id=12785818#.T6r9046nS8U 6. http://www.mrmediatraining.com/index.php/2011/04/22/taco-bells-great-crisis-management/ 7. http://ww2.crisisblogger.com/2011/01/taco-bell-if-there-beef-is-as-good-as-their-crisis-management-theyre-looking-good/ 8. http://www.coneinc.com/taco-bell-manages-beef-crisis

Fathers and Sons †The Quarrel †Chapter 10 Essay

Chapter ten begins with Arkady and Bazarov discussing Nikolai and his ‘outdatedness’, Nikolai consulting his brother Pavel about the same issue follows this. These two events barely fit into the same chapter as the quarrel that occurs next. Bazarov and Pavel have not gotten along since they met and share different views on basically everything. Pavel loathes Bazarov’s nihilist attitude and Bazarov, being a nihilist doesn’t care much for Pavel’s aristocratic nature either. They have both been burning to have an argument, especially Pavel who was just waiting for a spark to start a flame. When the conversation drifted to one of the neighboring landowners Pavel noticed his chance and uses this as a catalyst to start the conversation about nihilism and their different viewpoints. As the two men begin dueling it is noticeable how both seem to be trained advocates. Their questions are brief and their answers to the point and don’t give away too much. Bazarov seems to not care less about what is happening whereas Pavel seems to be dripping with enthusiasm. Pavel acts as more of an interrogator than Bazarov and begins the argument by stating his opposing viewpoint of aristocratism which Bazarov mocks so plainly. Both men have their dignity at this point and although Pavel seems pressured not much tension is in the atmosphere. â€Å"I do not share the same opinion†, said Pavel igniting the debate. Bazarov then asks Pavel what can be proved about the supposed superiority of the aristocrats. Though Pavel does answer the challenge I feel Bazarov is trying to change the subject when he chooses to personalize the argument and begins to talk about what the point of all of Pavel’s trouble is. He implies that Pavel doesn’t achieve anything in his life and so his aristocratic way of life has been a useless one with no progress. Although this is clearly personal to Pavel I don’t feel as if Bazarov was purposely trying to attack Pavel’s life and ridicule it. Unsurprisingly Pavel is offended and retorts, losing some of his dignity. He makes another personal statement towards Bazarov saying that only ignorant or stupid people would live without the principals that aristocrats preach; he is directly implying that Bazarov is ignorant and stupid. This argument I feel was more of a personal statement made towards Bazarov rather than a good argument to debate over, however Bazarov retains his dignity and moves to another topic, naming a few words used in aristocracy and labeling them as utter nonsense. At this point I think Bazarov is winning the argument, as Pavel seems confused and temporarily overwhelmed by Bazarov’s questions. But Pavel does do the right thing next by asking Bazarov what he feels should be done about the situation, but again Pavel adds another personal statement at the end of his argument saying that if Bazarov’s views were put into effect the Russian people â€Å"shall find ourselves beyond the pale of humanity, outside human laws†. Next more of Pavel’s dignity is stolen as they describe to him exactly what a nihilist does and does not do. Turgenev clearly states that Pavel is overwhelmed by the definition of nihilism and what plans they have for Russia. In his view it is as if Pavel underestimated their ignorance. Bazarov says that at present time the most useful thing that can be done by the Russian people is to deny. To deny authority, principals, art, everything. I fail to understand how much can be gained by this, Bazarov’s theory is that all that has been built must be destroyed in order to construct a new life which the people want. Although I feel Bazarov is running a better argument I don’t agree with his philosophy and feel that instead of denying everything an attempt can be made at just trying to change what has been built instead of destroying it and reconstructing it from scratch. Pavel continues to lose his temper and his arguments get worse as he loses his dignity and begins acting childlike. To reply to Bazarov and Arkady’s description of the Russian people he says â€Å"No, no! I can’t believe that you young men really know the Russian people, that you represent their needs and aspirations! No, the Russian people are not what you imagine them to be. They hold tradition sacred, they are a patriarchal people, they cannot live without faith . . .† This sentence with its abundance of ‘no’s’ sounds very childlike and most of it seems as if Pavel is trying to tell himself rather than the others that what they say is not true. Bazarov still contains full dignity and as adultly as possible agrees to ease Pavel, but he still refuses to admit if he is wrong. Then he states that although Pavel may be right it still proves nothing. His next argument is basic, but effective, Pavel says that in that case Bazarov must be going against his own people and Bazarov replies with an analogy that implies that according to Pavel if the majority of the people do something utterly stupid he must do so as well. Pavel ignores the last argument made by Bazarov and instead chooses to retaliate by attacking Bazarov by saying he is not part of the Russian people after he opposes them in so many ways. Bazarov handles this argument simply by referring to the most Russian people he knows, the peasants, who have knowledge of the past peasants who have risen and become of higher status now. Bazarov, as we have seen earlier in the book, talks to the peasants and doesn’t mind answering their questions and talking to them. Although he may look down on them and not think much of them he still treats them like people and so they will obviously support him on this one so Pavel made bad move by challenging how Russian Bazarov is as he has more to show for it than Pavel. But again I do feel that comparing Pavel to himself was unnecessary and just made the argument more personal again. There is a short break in the chapter as Nikolai stands up and tries to cool the two down asking them not to make this personal. He is a bit late. With Nikolai’s interference Pavel has a chance to compose himself and regain some of the dignity he had had before. They start to discuss nihilism once again with a cooler and less tense atmosphere. Bazarov gives another definition for nihilism, this time focusing more on their actions as a group. They then begin to talk about the strength of the nihilists, which Pavel is proved to have underestimated. I agree with Bazarov’s view here that a large number is not needed, but rather a stronger faith or force in what they are doing as the truth to be stronger then a large number. Although slightly irrelevant Bazarov’s analogy to a single candle burning down the whole of Moscow, I feel was a strong argument. Pavel seems to lose his dignity along with the argument as he again starts acting restless and angered. Pavel then loses all dignity when he starts to be sarcastic saying â€Å"Bravo, bravo!† and trying to make what Bazarov is saying foolish by pretending to acknowledge it. His loss of dignity is made clear with Bazarov’s statement â€Å"You have departed from your praiseworthy sense of personal dignity† and with this Bazarov chooses to close the argument, but not without his closing sentence in which he asks Pavel to think of institutions where the aristocracy has had an outcome of no problems. Pavel attempts to name a few but is proven wrong by Bazarov for his attempts. Bazarov once again asks Pavel to take his time and think about it; with this he takes his leave and the discussion comes to an end. Bazarov is clearly a powerful advocate who can maintain his dignity even when he is criticized and although many people oppose his views he has managed to keep his views alive. Pavel, although a good attempt would make a weaker advocate, his weaknesses lie in his quick temper. Maintaining your cool is very important and Bazarov proved that, he left the argument with all his dignity and my vote as the winner whereas Pavel was left tongue-tied and labeled as the loser.

The Importance of Education to an Individual

Education involves a solid student/teacher relationship, as well as both student and teacher incorporating imagination into the teaching process. Both student and teacher must work together to reach an understanding of education in the classroom; this enables students to grasp full advantage of the material being taught by the teacher. Knowledge in most cases, allows you to see yourself, and to understand what you can produce. The most important aspect of education is change. Change is basically what education is; you are becoming educated and expanding your mind or in other words changing it. The more educated you become, the more able you are to approach the world, and the better off you are to introduce new thoughts to your society. A key example in demonstrating the teacher/student relationship and education as a whole, is explained by Sheldon Solomon. In Solomon's lecture on education, he discusses critical thinking and aesthetic awareness. Both, form creativity, and creativity equals change. Change, in the sense of altering ideas or approaching concepts from different angles as you become more educated and mature. Creativity allows you to take your ideas in any direction that you wish. When you start your education in elementary school you learn very easy concepts. As you proceed, you build upon early ideas with more advanced concepts. Your intuition increases through education and you have a broader background of facts and information to use. In addition to critical thinking, aesthetic awareness includes a change of your emotions. Deep visions start forming with all the information you have gathered through the years. Visions, in the sense of what the future will bring to one's life and what can be accomplished in the years to come. With these visions, students can determine what they want to do with the rest of their life. In addition, Professor Solomon includes a â€Å"dynamic interaction between active students and active teachers† (Solomon 9/9/99), as one of the five integral parts of a solid education. Students and teachers should work together to decide what and how they will be taught. The role of the professor is to keep the students interested, while the task of the students is to do what is asked of the professor. When students and teachers work together to find an effective and interesting way to learn material, the students don't have any excuse but take full advantage of the education that is being presented to them. To ensure student interest, a re-evaluation of the teaching methods should be reviewed every so often to keep the level of enthusiasm. One of the most important aspects of a person's education is the direction in which it takes you. The course the student wants to take is up to his or her imagination. As Alfred North Whitehead states, â€Å"imagination is not to be divorced from the facts: it is a way of illuminating the facts. It works by eliciting the general principles, which apply to the facts, as they exist, and then by an intellectual survey of alternative possibilities, which are consistent with those principles. In enables men to construct an intellectual vision of a new world, and it preserves the zest of life by the suggestion of satisfying purposes† (Whitehead, 15). Many individuals in my generation have very short attention spans. They can't be fully interested in school, without the freedom to express their own ideas and imagination. I believe that capturing student's interests involves acts of incorporating imagination in the classroom and being encouraged by the teacher. If this happens, students will use their talents to their fullest potentials â€Å"illuminating the facts. † Standard curriculum in schools can incorporate imagination as the key to students understanding boring information that they think they'll never use again in their life. An example of this is teaching mathematics, word for word, right out of the textbook in elementary school. The kids do the work mostly because they are required to do so rather than the desire to learn. If math is taught with objects on tables and a group interaction of the specific lesson is incorporated, a better understanding of the material will occur. These objects are the things that get you to imagine concepts and personal ideas. From an idea, imagination can spark the brain to open up to other possibilities and renditions of their original idea. A personal concept of an idea gives forth a creative personalized understanding. An excellent example of what a teacher should not aspire to is Gradgrind. I disagree with the narrow mind of Gradgrind, in Charles Dickens, â€Å"Hard Times for These Times. Teachers' should constantly doubt the credibility of the content and teaching methods. The idea of giving students a mass quantity of facts is very appealing because it will act in a way similar to an encyclopedia. However, Gradgrind failed to link these facts in an interesting, imaginative way. He was useless to his students and the students were useless to him. The clever point of this piece is the use of satire incorporated into Dickens' writing, clearly implying that the students should be incorporated into the teaching process. In no way, should they feel inferior, or feel like prisoners to the teacher. When a teacher dictates to students, they shut their brains and they become irritated by the teaching process. The teacher must provide encouragement plus interest with his or her students. Students want to accomplish work for themselves but also need the respect from their teachers to feel positive about their learning. When the teacher works at the level of the student it makes both feel equal, and better communication occurs, a friendship develops. Both student and teacher work together to reach this understanding of knowledge. My belief is that both students and teachers absolutely must work together to reach the ideal education. It is my experience that there will always be a disagreement of opinion about what and how students should learn, but in the end, I think that it is the responsibility of the students and their teachers to find this equality. If teachers weren't viewed as the dictators of life but rather education tools, I believe that students would get a little more out of the average education. Most importantly, teachers would be able to see the enjoyment of teaching, and find their jobs more rewarding.

How to Grow Crystal Spikes in the Sun

How to Grow Crystal Spikes in the Sun Most crystals take days or weeks to form. Use this technique if you have a sunny day and want crystals FAST! Crystal Spike Materials black construction paperpie or cake panwarm waterEpsom saltscissors Grow the Crystals First, a sunny day isnt required, but it will help! You want rapid evaporation of the water to form the crystals, so select a warm, dry place to grow crystals (sunny porch or window is great).Use the scissors to cut black (or another dark color) construction paper so that it will fit in the bottom of the pan.Add 1 tablespoon of Epsom salt to 1/4 cup warm water. Stir until the salt is dissolved.Put the construction paper in the pan and pour the salt solution over the paper.Put the pan in the place you have selected for crystal-growing. As the water evaporates, youll see lots of spiky crystals.Have fun! Use a magnifying glass to see your creations up-close. Useful Tips This is one of the fastest, least toxic methods of growing crystals. You can substitute regular salt for Epsom, but the resulting crystals wont be as exciting.Wash your hands after handling Epsom salts. Dont drink the solution and avoid spilling it on yourself.Experiment with adding water colors or food color to the salt solution.

Disrespect and Dr. Fell

Disrespect and Dr. Fell Disrespect and Dr. Fell Disrespect and Dr. Fell By Maeve Maddox I’ve always enjoyed this cheeky translation of Martial’s 32nd epigram: I do not like thee, Dr. Fell, The reason why, I cannot tell; But this I know, and know full well: I do not like thee, Dr. Fell It reminds me of the continuing outcry against the acceptance of disrespect as a verb in standard English. Like many speakers, I reacted to the use of disrespect as a verb with surprise and disapproval the first time I heard it. It still pushes my â€Å"sounds wrong† button when I hear it used in a formal context. Apparently this reader feels the same: Seriously peeved with the use of â€Å"disrespect† as a verb as in â€Å"He disrespected me†.   What is that?   Please make them stop. I had to smile at the â€Å"Please make them stop.† When it comes to usage, who can hold a fire in his hand By thinking on the frosty Caucasus? –Richard II A word that fills a need for millions of speakers will find its way into standard speech, despite such objections as these: Im fine with it [disrespect] being used in, for instance, meaning no disrespect. , but it drives me wild when I hear dont disrespect me or she disrespected my space. It makes me want to scream! As far as I’m concerned, the word disrespect should be treated as street slang and nothing else. Disrespect should be banned as a verb. Its a cultural thing, one to which I do not subscribe. Occasionally, someone counters objections to disrespect by citing the OED: Look in the Oxford English Dictionary. Disrespect has been used as a transitive verb since the early 1600s. This defense that disrespect is in the OED as a verb cuts no ice with true objectors: â€Å"Disrespect† as a verb or adjective, however old and prehistoric the word may be, make me cringe. I hate the word, and anyone using it in conversation with me is sure to receive no respect from me. â€Å"Disrespect† is indeed correct when used as a verb. But I still think it sounds wrong that way so I refuse to use it. Instead of You disrespect me, I would choose to say, You show me disrespect. The Google Ngram Viewer shows that the expression â€Å"disrespect me† was in moderate use earlier, but that it really took off in the 1980s, about the same time American hip hop music hit the mainstream and it became necessary to explain the word diss (as in â€Å"Diss me and don’t diss my daddy†). Like it or not, the use of disrespect as a verb is grammatically unobjectionable. If one may â€Å"respect one’s elders,† one may also â€Å"disrespect one’s elders.† If people are respected, they may be disrespected. The only justification I can see for the intense dislike felt for this usage by so many commenters is that–like the speaker in the Dr. Fell rhyme–they do not like it. For them I have written a manifesto: I do not like thee, Disrespect, Perhaps it is your sound effect, That causes me to so object And makes you sound so incorrect. But this I more than just suspect: I do not like thee, Disrespect. Related post: That Annoying New Verb â€Å"disrespect† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:7 Types of Narrative ConflictRules for Capitalization in TitlesHow Do You Determine Whether to Use Who or Whom?

Buyer behaviour mkt 2240 Essay Example | Topics and Well Written Essays - 3000 words

Buyer behaviour mkt 2240 - Essay Example "If a marketer can identify consumer buyer behaviour, he or she will be in a better position to target products and services at them. Buyer behaviour is focused upon the needs of individuals, groups and organisations." (Consumer Buyer Behaviour. 2007). Buyer behaviour is a result of the needs of the consumers. The behaviour of a buyer is his urge to satisfy his needs. The needs of a human being are classified into five by Abraham Maslow. The classification of needs by Maslow is Physiological, Security, Social, Esteem and Self Actualisation needs. According to him physiological need that is the need to satisfy his basic requirements such as food, water, cloth and shelter is the first need of a person. After that the need for safety arises and then the social, esteem and self actualisation needs arises. He says that person will show the urge for a particular need only when his lower level need is satisfied. There are also various other theories that speaks about buyer behaviour. There are many factors that constitute the behaviour of the buyers. Those factors are personality, culture, social groups, perception, attitude, social classes, reference groups etc. The needs of a person and the factors that affect the buyer behaviour are very closely related. If the marketers are really aware of what the needs of the consumers are they can launch their product in the market without any risk of slow movement of goods in the market. A careful and detailed market research will help the companies to understand the behaviour of the buyers properly. The basic motive behind all the buyer behaviour is to lead a better lifestyle. This research work looks into buyer behaviour on a different perspective. Here the interest of the persons for different modes of transport is studied in order to examine the different buyer behaviours. For this purpose of a sample of families from various background is taken to understand the factors that constitute various behaviours. The behaviour of the family is analysed on the basis of ego, attitude, reference groups, personality, attitudes, social classes and personality. Mode of transport is a good means to study how the behaviour of various persons changes at different situations. The choice of the mode of transport generally changes on the basis of the financial background and social status of the persons. Influence of the group that one belongs will also have very good influence on the choice of the mode of transport. Age is also a factor that leads to difference in the choice of mode of transport by different persons. Above all the ego of a person also influences his choi ce of the mode of transport. The different theories that are related to buyer behaviour are seen in brief in this report. Then the different factors that lead to the behaviour of the buyers are seen. After carefully analysing those factors and theories it is integrated into the case of the chosen families to study how the buyer behaviour and the choice of mode of transport are interrelated. Brief accounts of the demographic element of the families are also given later on in the report. Literature framework The main theory that explains the human needs and buyer behaviour theory is Abraham Maslow's 'Need Hierarchy Theory'. Abraham Maslow classified human needs into 5 levels. Beginning from the lower level it is classified as