Country Music

Country Music Purpose: The purpose and goal of this speech is to inform my classmates of the Country music and its importance. Thesis: In order to understand the impact of Country music on the very music we listen to today, we need to understand its history, the artists who made the genre what it is today, and the country artist who have found success today. Organizational Pattern: Chronological I. Introduction a. Attention Getter: Who here listens to music? In the survey I’d say almost all of you have filled out, I was surprised to see six people had answered country music as their favorite genre.That made it the highest chosen, next to Pop. b. Relevance: So all of you here listen to music at some point in any given day, it should be fairly obvious how any kind of music could be relevant to you and your present life. c. Credibility: Being a fan of Country music myself, and after several weeks of conducting research on the subject, I have been very much interested in the artis ts Country music since I reluctantly began listening a little over a year ago. d.Thesis: In order to understand the impact of Country music on the very music we listen to today, we need to understand its history, the artists who made the genre what it is today, and the country artist who have found success today. e. Preview: So first, we will learn about and understand where Country began and how it evolved. Then I’ll tell you about the artists who made the genre popular. And finally wrap things up by speaking about the Country artists who are successful and popular today. Transition: So I’ll start with the roots of country music and how it evolved into the country songs we hear today.II. Body f. First, Country music’s origins will be discussed i. In the book Country Music, U. S. A. , written by Bill C. Malone and published in 1985, he says that Country music is â€Å"older than the South itself. † Which means, as far back as it goes, the more music it ha s inspired, and influenced in the future years. ii. Country music was recognized by the beats, use of fiddles, and steel guitars and in the twentieth century, society began to urbanize and people flocked to big cities like Chicago and New York, which then created anti-rural feelings.Southern Grassroots bridged the gap between urban and rural. 1. This occurred right around the same time as the radio becoming popular. The radio made it much easier for urban influence to reach far out farm homes in the boonies. This was extremely important in Country music’s discovery and refinement into the genre we know today. iii. During the war years Country music had flourished and changed drastically 2. Pre-World War One the music industry was mostly a sheet music business. However, during the war years it evolved into a political tool for rallying the country together. . Jumping to the next World War, after the attack on Pearl Harbor patriotism in the country has soared, and the rural pop ulation which produced most of the nation’s country music, had ‘liberated by war’ as stated by the previous source mentioned. iv. After the Second World War, there was a boom in Country music’s popularity. This also began the movement of Country artist performing ‘crossovers’. Which was music that was 4. This is the type of music that was produced by legends like Elvis Presley and Chuck Berry.A few years later in the 50’s artists like Johnny Cash also emerged. I should also mention this genre was coined ‘Rockabillies’ being a mix of Rock and Hillbilly music. 5. This also caused a huge boom of music produced in Nashville, which then became known as the capital of Rock and Roll, and remains to be until this day. And from Nashville the music continued to evolve into the Country music we listen to, or hear about today. Transition: Speaking of the artists I have just mentioned above, I’m going to now talk about the artist s who have inspired music as we know it. . As I’ve previously mentioned, and some of you may have been surprised by Elvis’ name mentioned along with other Country artists. His style and music had begun influencing not only country music but an entire generation of future artists. v. He was one of the first artists to be considered very popular in the ‘rockabilly’ genre. His captivating voice and bad-boy hairstyle and clothing was the absolute most exciting thing for teens in the 50’s, and influenced music as we know it. vi. Another artist that came about in this time is Johnny Cash.He is more of a true country artist than most would consider Elvis because he stuck more to bluegrass and blues type roots. vii. Johnny Cash lived a literal rock and roll out of control life. He went through marriages and drugs like it was as vital to him as air. Continuing to make music until the 2000’s. One of his final songs released was a cover of Nine Inch Nai ls, ‘Hurt’ that according to Nine Inch Nails singer Trent Reznor in a VH1 interview, â€Å"It sounded as though my version was the cover, and the song was written for Cash. Transition: Now that you know more about the artists who made country popular, let’s talk about those who make country as we know it popular. h. I realize that not everyone here likes or enjoys country music, but I have no doubt that almost every person here can name at least one country artist. viii. Country music concerts sell out all across the United States, and even the big country music festival, Country Thunder, attracts hundreds of people every year as it continues to grow. ix. Artists like Taylor Swift, Jason Aldean, and Carrie Underwood are artists who continue to be successful country music artists in the music industry today.They continue to top Billboard Charts and sell out their own concerts. Transition: (cue visual aid) Now that we’ve seen Country artists both past and p resent who have been successful in making Country popular, we have a better understanding of the genre. III. Conclusion i. Thesis/Summary: It holds true that the same research done with Country music here, can be repeated with any genre, and we would still find a long history filled with artists who have been inspired, and inspire generations of artists, as well as finding current artists within the genre today. j.Memorable close: Even though Country might not be your favorite, but musicians like Elvis Presley and Johnny Cash had laid the foundation for the very music you listen to today. Refrences Malone, Bill C. Country Music U. S. A. ; a Fifty-year History,. Austin: Published for the American Folklore Society by the University of Texas, 1968. Print. Lynskey, Dorian. 33 Revolutions per Minute: A History of Protest Songs, from Billie Holiday to Green Day. New York: Ecco, 2011. Print. Holt, Fabian. Genre in Popular Music. Chicago: University of Chicago, 2007. Print. Petrusich, Amand a.It Still Moves: Lost Songs, Lost Highways, and the Search for the next American Music. New York: Faber and Faber, 2008. Print. Campion, James. â€Å"Elvis Presley – The Bad, The Sweet And The Boogie – Author James Campion Rates the King's Effect on the 20th Century. † Elvis Presley – The Bad, The Sweet And The Boogie – Author James Campion Rates the King's Effect on the 20th Century. N. p. , July-Aug. 1996. Web. 04 Oct. 2012. <http://www. jamescampion. com/elvis. html>. â€Å"Johnny Cash Biography. † CMT: Country Music Television. N. p. , n. d. Web. 04 Oct. 2012. <http://www. cmt. com/artists/az/cash_johnny/bio. jhtml>.

Differences Between Female Japanese and English Mill Workers Essay

Despite the fact that Japan and England had many similarities with female mill workers, they still had a few differences. They basically had young children and women working in big dangerous factories making thread or in mines. So how were their experiences different? Female Japanese workers had to work more, they got paid less, and they accepted the role that their society gave them. Compared to English women mill workers, Japanese women worked more. English female workers only worked about 74 hours a week and Japanese female workers worker 91 hours a week (Document 5). This was because the Japanese workers worked longer each day, had less holidays, and worked on weekends (Document 8). English female workers had more breaks, worked shorter hours each day, and did not work on weekends. This is a big difference between female English and Japanese mill workers. Even though in both England and Japan women got pair less than men, Japanese women got paid even less than English women. This is a reason why they had so many workers. Since they paid them less they would be able to hire more workers and increase their production rate. Even though they got paid less, it was for the same reason. Why would they want to pay women less? They paid women less because the women needed money and they would accept any amount given to them (Document 8). Japan and England have different ways they treat women and because of that the Japanese women accepted almost everything they went through in the mills. In Japan the women were treated a little less fairly. Japanese women were more willing to accept their role in society because they couldn’t do much about it (Document 8).This is the reason that female Japanese mill workers got low pay and worked more hours. In their society the men were respected more and had more freedom. Female Japanese workers had to work more, they got paid less, and they accepted the role that their society gave them. Although their situations were almost the same, the different cultures had a big part to do with the way women were treated while working. England treated their women with more respect while Japan just thought that women needed to support their families by working all the time. This is important because it was a way for people to discriminate against women and make them work at bad places with low pay and many working hours.

Post revolution cinema in Soviet Union Dissertation

Post revolution cinema in Soviet Union - Dissertation Example Soviet cinema in the twentieth century and beyond is particularly important because film reaches far more people than other literary and narrative forms. In 1917 Russia, this was more important than at any other time during the 20th century. In 1917, Russia’s large expanse was comprised of a people of diverse cultures and languages and with different economic, social and political statuses. A majority of the population was illiterate with little, if any political participation. Communications were limited since newspapers and books were useless to a predominantly illiterate population. It is therefore hardly surprising that the Bolsheviks would immediately grasp the potential for cinema to communicate with the masses. In 1919, the film industry was nationalized, given expression to the Bolsheviks’ efforts to control ideology and culture. This fact together with the chaos of the Civil War forced talented filmmakers to flee. When the war ended and the economy improved und er the New Economic Policy, theatres houses began to open up around the country and new film producers began to rejuvenate the film industry in the Soviet Union. However, this period of creativity ended when Stalin intervened in 1928. Socialist Realism commanded that the films were produced for the masses. Thus Soviet cinema â€Å"entered a new and terrible phase in its history†. ... films provide information both on a conscious and an unconscious level, Soviet cinema both before, during and after the revolution is a valuable source of raw evidence of the socio-political experiences of the Soviet Union in the period preceding the revolution, during the revolution and more especially after the revolution. Soviet cinema in the twentieth century and beyond is particularly important because film reaches far more people than other literary and narrative forms. In 1917 Russia, this was more important than at any other time during the 20th century. In 1917, Russia’s large expanse was comprised of a people of diverse cultures and languages and with different economic, social and political statuses. A majority of the population was illiterate with little, if any political participation. Communications were limited since newspapers and books were useless to a predominantly illiterate population. It is therefore hardly surprising that the Bolsheviks would immediately grasp the potential for cinema to communicate with the masses.2 In 1919, the film industry was nationalized, given expression to the Bolsheviks’ efforts to control ideology and culture. This fact together with the chaos of the Civil War forced talented filmmakers to flee. When the war ended and the economy improved under the New Economic Policy, theatres houses began to open up around the country and new film producers began to rejuvenate the film industry in the Soviet Union. However, this period of creativity ended when Stalin intervened in 1928. Socialist Realism commanded that the films were produced for the masses. Thus Soviet cinema â€Å"entered a new and terrible phase in its history†.3 It is alleged that Lenin declared that â€Å"of all the arts† in the Soviet Union, â€Å"cinema is the

Reading response Essay Example | Topics and Well Written Essays - 500 words - 35

Reading response - Essay Example Speaking of ideological structure, she mainly focuses on feminism. In that direction, she uses the metaphor of a cyborg to urge women including feminists to transcend beyond the limitations and also as the main example to explain the power of the cyborgs. In that direction, A Cyborg Manifesto can be considered as a socialist-feminist analysis of womens condition in the contemporary and advanced technological world. At the outset itself, Haraway criticizes the established notions of feminism, particularly how feminist movements and feminists focuses mainly on identity politics. So, as above-mentioned, she suggests the feminists to overcome the limitations brought on by traditional gender roles, inflexible feminism, and identity politics. Instead, she proposes an acceptable model of cyborg or cybernetic woman, in which machine and woman combine. Under this techno-social assemblage or combination, women can transcend the polarizing binary concepts of gender. Instead of discussing it as a conceptual model, Haraway provides real-life aspects to show how this combination or cyborg is a possibility. For example, she talks about how certain technologies such as virtual avatars, sex-change medical procedures, and others can blur the tradition al markers that are used to determine gender. So, when these traditional markers of gender, particularly that of women, collapse and new fusion forms of sexuality emerges, then the above-mentioned cyborgs are a possibility. In a way, Haraway seems to have given a technological and political solution for a seemingly difficult socio-feminist issue. â€Å"We are all chimeras, theorized and fabricated hybrids of machine and organism; in short, we are cyborgs† (Haraway 291). Apart from her main focus on the women issues, Haraway also criticizes Oedipal narratives and Christian origin myths, particularly regarding the Genesis. Taking a critical stance regarding Genesis and Garden of Eden, Haraway states, â€Å"The cyborg

Business policy & strategy Case Study Example | Topics and Well Written Essays - 1000 words

Business policy & strategy - Case Study Example McDonald should also consider adding healthy options. For instance, they should focus on healthy fruit juices instead of Pepsi and Coca-Cola. Deals in their menus right now offer the standard cold drink along with Fries and burgers. The restaurant should consider offering fresh juices in their deals also. McDonalds should launch a campaign focusing on the steps it has taken to combat environmental claims against the company. An image of caring company should be developed and fostered in such campaigns. Consumers are aware of what McDonalds is offering in terms of product, now the campaign should focus on what the company offers in terms of emotional value. McDonald should open more of its McCafes and expand these cafes internationally. McDonald’s has a strategy of aligning its product with the local tastes and culture of the country in which they expand. Considering this, McDonald should pursue the same strategy when opening its cafes in other regions. For instance, in India, breakfast consists of chutneys along with the main breakfast. McDonald should therefore offer chutney in its breakfast menu in India. McDonald should continue expanding into new geographical regions and adapt menus to serve the local tastes of the consumers. It should focus on eating as a family by offering a wide range of products such as baked potatoes along with fried potatoes. The organization chart illustrates the divisional structure. Divisional structures are usually organized based on geographic areas, markets or products (Phillips and Gully, 2011). In the case of McDonalds, the division is based on geographic area with each division responsible for their own area. In this structure, it is easy to evaluate which regions are most profitable and this makes accountability easier. Marketing, Finance, Human Resource are separate divisions that help develop a unitary policy for the company in terms of their marketing, finance and human resource

Critique of a research paper qualitative in nature Assignment

Critique of a research paper qualitative in nature - Assignment Example The sample sizes of GPs and care home professionals were 3 and 8 respectively. Sample sizes of care home residents and family members were 23 and 2 respectively. On introspection from an academic researchers’ point of view, these sample sizes leave some ambiguity regarding the procedure adopted in selecting the sample. The researcher has not clarified which scientific method of sampling was adopted in selecting this sample. This raises a doubt about the authenticity and validity of this study. One definition of validity in research is that â€Å"we have reached the goal of validity when our statements or conclusions about empirical reality are correct† (Engel and Schutt, 2005, p.18). This research exercise is ambivalent, when considered from the angle of â€Å"measurement validity, generalizability, and causal validity,† which are the three aspects of validity as far as social science research is concerned (Engel and Schutt, 2005, p.19). This is so because no pro per measurement has been made by this research exercise, it has very limited generalizability because of the erratic sampling and also the cause of change has not been properly identified in terms of dependent variables other than the adoption of LES. There could be locally specific and institution-specific causal factors. Another matter of concern is that the sample size seems to be too small to be in agreement with the existing social science research norms. It has been observed, â€Å"you would need a very large sample in order to have a chance of finding an impact of social work† (Gorard, 2003, p.61). Though this notion has been somewhat changed after approval for qualitative research with smaller sample sizes grew, the extremely small sample size (with no consistency while selecting respondents from each category) in this research limits its scope of application to the narrow geographical area in which it is conducted. And it has to be reminded, â€Å"by convention, [â € ¦] thirty comprises the magic number for the allowable minimum sample size† (Seidman, Seidman and Abeyesekere, 2001, p.174). In this research, it can be seen that no sample from any of the categories of respondents chosen by the researcher meets this criteria. The researcher has said that, the â€Å"interviews were [†¦] open-ended and required participants to reflect on their general experiences of GPs and the ease of accessing support, and comment on any improvements to the service† (Briggs, 2011, p.6). Though open-ended questions are more suitable for small sample sizes, it has to be remembered, â€Å"open-ended questions are far more difficult to code† (McNabb, 2010, p.118). The researcher in this particular study has not given any information on the data collection procedure and also the coding of the data thus collected. This has badly affected the credibility of this study. At the same time, the research has fulfilled the ethical conditions require d in such a venture, by following the â€Å"established procedures† as prescribed by the British Sociological Association (Briggs, 2011, p.6). The researcher has maintained transparency by admitting that the â€Å"review [that was carried out] was not commissioned as research and therefore ethical approval was not required† (Briggs, 2011, p

Reflection of Gender and Power in the Salem Witchcraft Trials Essay

Reflection of Gender and Power in the Salem Witchcraft Trials - Essay Example An analysis of the event, with reference to the cultural norms prevalent during the era, reveals that gender is one among the salient factors that contributed to the culmination of the Salem Witchcraft Trials. In colonial New England women were considered as promiscuous and female children were assigned the lowest social status. Thus, it transpires that in a male dominant society, through implicating women in witchcraft, men have actually attempted to demonstrate their power within a patriarchal system by punishing the hapless females from the lower strata of society in the name of the Salem Witch Trials. During the trials, many including Constable Joseph Herrick deposed that they either had seen or were informed that one of the main accused, Sarah Good, had gone â€Å"barefoot and bare-legged† and â€Å"afflicted† Elizabeth Hubbard and other young girls (Godbeer 77). This contention has also been substantiated by the afflicted Elizabeth Hubbard, who testified that she had seen Sarah Good’s apparition â€Å"afflicting the body† of other girls (75). It transpires that the neighbors of the accused had malevolent intentions towards her and in connivance with the governing class that held the power, she was implicated in witchcraft. In this context, it needs to be recalled that Puritans held the notion that the native inhabitants of New England â€Å"belonged to the Devil† until the arrival of the Protestants and that religion had exercised power over the government (17). Thus, women like Sarah Good have been falsely implicated with witchcraft, tried and executed in Salem, which is a reflection of misuse of power during that regime. Another major factor to be considered is that religion has played a crucial role within the society in colonial America and religious leaders had a dominating presence due to which their â€Å"advice extended beyond spiritual matters† and, hence, they had a say in â€Å"economic and political c oncerns, as well as gender relations† (Parrillo 52). Thus, in the absence of a â€Å"civil government of its own† religion assumed the power in governance, which it could use in any manner to attain its objectives (Godbeer 19). Such was the power of the church that the affected young girls actually believed that they were possessed and were â€Å"fighting a war against their inner demons† (23). Under the circumstances, the afflicted persons, who believed that their neighbors caused the problem, had to choose between the options of either spiritual retribution or taking legal action against them. Thus, the decision of â€Å"subjecting a supernatural crime to judicial scrutiny† was taken, for which strong evidence is required. However, since religion wielded a higher power than logic, women who were assigned a lower social status within the social system were tried and put to death by the powerful church, to restore the faith of more prominent citizens. Anot her major factor to be considered in Salem Witchcraft Trials is that for a mysterious occurrence in a village, the entire community implicated members of one gender as if women were to be blamed for all that was bad and men to be praised for all the good. This notion stems from the patriarchal system in the society, which never wanted to recognize the significance of women within in the familial and social contexts. For the powerful church and male chauvinists as well the government it was an easy way out to blame women from the lower social strata like Sarah Good and

Read 2 steps in the book and study a case then answer questions Essay

Read 2 steps in the book and study a case then answer questions - Essay Example THESIS STATEMENT The assignment intends to give a detailed account of the learning obtained from step 7 and step 8 explained by Kotter and Cohen (30). Subsequently, taking the example of GE’s change leadership strategies practiced by John Welch, the discussion henceforth will aim at identifying the key issues related to the practical implementation of the steps mentioned. DISCUSSION a) Learning and ideas obtained from steps 7 and 8: The most interesting point in the step 7 was observed in relation to the fact that the leaders of large scale do not try to achieve all their determined goals at once. Instead, they make frequent changes until the ultimate vision is obtained successfully through a step-by-step procedure. Additionally, the information revealed by Kotter and Cohen (30) in step 7 that people who attempt to accomplish the goal at once, tend to quit too early, which increases the chances of strategic failure (Kotter and Cohen 30). Correspondingly, step 8 connotes an int eresting view that the tradition is a strong force. This step focuses that the successful changes made within the organization are often very delicate than imagined. The most important learning obtained with reference to this step explained that if the changes are not properly made in the organization, it will result to a great loss for the business, which essentialises nurturing organizational culture (Kotter and Cohen 30). b) Difficulties in the implementation of the steps 7 and 8: During the implementation of the step 7, the major problem that would arise is the proper scheduling of tasks on the basis of priority owing to the influences of multiple factors including resource requirements, barriers as well as complexity. Preparing a well planned schedule may therefore be quite difficult in the implementation of step 7. Again, according to step 8, changes within an organization should be implemented in alliance with the prevailing organization culture, by continuously nurturing new values and principles, which in turn shapes the new culture (Kotter and Cohen 30). However, from a generalized point of view, it can be argued that initially aligning the new vision with the existing culture and steadily cultivating a fresh culture might prove quite time consuming as well as a costlier approach to change implementation. Hence, implementing skillful employee orientation through an emotive motivational approach and simultaneously, avoiding disregard to the existing culture might prove quite challenging and thus, require high quality leadership competencies. c) Discussing how Jack Welch effectively addressed the steps in his management of change at GE with examples: John Welch, after being absorbed as the Corporate Executive Officer (CEO) of GE, strategized a chain of innovations in the business in the technical and the operational dimensions primitively. Welch thus emphasized increase in productivity and continuous

SIMPLIFIED ACQUISITION PROCEDURES Research Paper

SIMPLIFIED ACQUISITION PROCEDURES - Research Paper Example The whole process is often inefficient due to several documentation procedures that are often involved. The slow procurement processes are often disadvantageous to the government departments like the Department of Defense whose operations can be delayed with significance negative impacts on its mission attainment. In relation to this, the government through the congress intervened to develop procurement procedures that could be more efficient and cost-effective for relatively smaller purchases. The program was initiated in the early 1990s and has hard various improvements since then. The US General Accounting Office (GAO) has provided various reports that focus on the effectiveness of the program. This paper focuses on a 2001 report by GAO on the benefits of these new procurement procedures. The report indicated that the benefits of the procedures were not clearly demonstrated even though the executives believed in their effectiveness. Similar results were provided in another 2003 re port by GAO. 2. Simplified Acquisition by the Federal Acquisition Regulation (FAR) The Simplified Acquisition Procedures (SAPs) are procurement procedures authorized by the Federal Acquisition Regulations to speed up the procurement process to the benefit of the two or more parties involved. The SAPs allow for quick procurement procedures through accelerating the evaluation and selection of the contracting officers and removing unnecessary documentation procedures that can slow the procurement process (US GAO, 2001, p.2; GAO, 2003, p.2). The use of these procedures was authorized in 1994 by the Congress and at this time, it only applied for the purchases not more than $100,000. Further adjustments were made on the simplified acquisition procedures in the subsequent periods. In 1996, the Congress allowed an extension of these procurement procedures to the purchases up to $5 million worth of products or services (GAO, 2003, p.3). The program removed some of the procedural requirements involved in procurement when purchasing products worth this value in a bid to improve the operations at the business organizations and the federal agencies. The program was instituted to serve the government and the business industry in a number of ways. Firstly, the program aims at reducing the administrative costs at the federal agencies due to the improved procurement process (Straight, 2004, p.1). Various personnel involved in the usual procurement procedures make the agencies incur some huge operations costs. Secondly, the programs are aimed at improving efficiency and economy in contracting. The initiatives enable small business organizations to have a better access to the government contract since the tedious and costly procedures are not involved (Straight, 2004, p.1). The program ensures that the burden on the contracting agencies is reduced. 3. The conditions for use of simplified acquisition procedures according to the FAR It has been stated that the simplified acquisiti on procedures were extended to the purchase of items no not exceeding $5 million in order to improve the efficiency and economy of the procurement process. It is then inappropriate to apply the procedures in the situations that these desired objectives cannot be met. For instance, it will not be economical to apply the procedures for a procurement exceeding the stated value. Section 13.003 of the Federal Acquisition Regulation stipulates the federal agenc

How would the Foreign Corrupt Practices Act come in toplay in terms of Essay

How would the Foreign Corrupt Practices Act come in toplay in terms of Globalized Ethics - Essay Example ell as organizations residing within the US or in any other country from paying or accepting bribes from foreign nationals in return for governmental favors or in order to expedite a particular process. This provision also applies to foreign firms and nationals residing within the US and who are caught in the act of bribery. The act includes issuers whose securities are registered in the US even of the person or the organization is outside the US territory (Osajda, 2010; Glynn, Kobrin & Naim, n.d; Foreign Corrupt Practices Act). Thus the FCPA has a broad reach both within and outside the US and is striving to bring an end to corruption on the global front. The main focus of the act is the purpose for which the money is being transacted. While the act does not interfere with payments made for undertaking routine governmental duties, it imposes heavy fines on those who indulge in corruption (Foreign Corrupt Practices Act). In order to prohibit such illegal laundering of money in other world countries the US appealed to the Organization of Economic Cooperation and Development (OECD) to issue a recommendation on anti-bribery to its constituent countries. Though the move was initially opposed by the Germans, French and British, it has over the years gained support from these countries who have also adopted suitable measures to combat bribery within their countries. In addition adopting legislative measures to prohibit bribery the OECD has further taken several initiatives to urge countries around the word to pass laws on criminalization of bribery that would help them to achieve zero-tolerance against corruption (Glynn, Kobrin & Naim, n.d). 2. Glynn, P., Kobrin, S. J., & Moises Naim. (n.d). The Globalization of Corruption. Institute for International Economics, Publications. Retrieved Jan 8, 2013, from

Supply Chain Management and Lean Production Essay Example for Free

Supply Chain Management and Lean Production Essay Abstract The system of interconnected businesses used to push a product from supplier to consumer is defined as a supply chain. Supply chain management focuses on managing the supply chain in an effort to improve the quality and time it requires to manufacture a product. In addition to implementing supply chain management, a helpful lean production practice called Just-in-time can be used to remove any waste present along the supply chain. The marriage of lean production and supply chain management creates lean supply chain management, which provides a much leaner and more economical supply chain for the product to flow through. Supply Chain Management and Lean Production Much uncertainty about what supply chain management entails is present in today’s society. Many people treat supply chain management as being synonymous with logistics, which is the management of the flow of goods from the origin to the consumers However, supply chain management encompasses much more than the purchasing or management of goods to the consumer. Supply chain management (SCM), as defined by Lambert (2008), is the management of relationships across the supply chain, which includes a network of interconnected businesses involved in providing a product or service to the consumer. The management of the relationships between businesses on the supply chain is significant to ensure successful and efficient processes are used in providing products and goods to the customer. Definition of Supply Chain Management (SCM) What is a supply chain? A supply chain is defined as a system of organizations, as well as people and information, which are directly involved with the manufacture and delivery of a product (Phelps, Smith, Hoenes, 2004; â€Å"Supply Chain,† 2008). The supply chain includes the transformation of raw materials at the site of the supplier to finished goods that can be used by the consumer, as shown in Figure 1. The path the product travels is similar to that of a river. A river, when properly banked, is flowing in one direction towards a goal (Tompkins, 2000). Mark Twain stated that â€Å"Without banks the river is just a puddle. † A supply chain, like a river, needs communication and integration as its banks to create a force towards the destination, which is the consumer. Without the presence of the banks, the river would go nowhere and therefore be merely a puddle. Effective communication in business relationships that cross over different departments, as displayed by the arrows in Figure 1, is necessary to provide quality products to the consumer. What is supply chain management? Lambert (2004) defines supply chain management as â€Å"the integration of key business processes from the end user through original suppliers than provides products, services, and information that add value for customers and other stakeholders. † An illustration of supply chain management is displayed in Figure 2. This figure represents a basic supply chain network structure, as well as the flow of information and the product. The eight supply chain management processes, which integrate various tasks within the organization across the supply chain, can also be found in Figure 2 (Lambert, 2008). The implementation of the eight supply chain management processes is necessary to manage the relationships between various departments and tasks across the supply chain. Supply chain management is ultimately about the management of relationships within the network of businesses in the supply chain. Lambert (2008) expresses that the management of a supply chain is managed â€Å"link-by-link, relationship-by-relationship, and the organizations that manage these relationships best will win. † Role of Supply Chain Management (SCM) Overview of the role Supply chain management places attention along the entire supply chain, from raw materials at the supplier to finished goods in the hands of the customer. One role that supply chain management plays within a company is producing more efficient, quality products, which creates a competitive advantage among other companies. Today, management of the supply chain can be completed through the use of supply chain management software, such as E2Open. Supply chain management allows a company to document and track data pertaining to the supply chain. Benefits of the supply chain management Supply chain management places importance on managing the customer relationship, as well as the supplier relationship. By effectively managing these relationships, the company can become more competitive, while increasing the quality of the product to the customer. Placing emphasis on the supplier relationship and the businesses along the supply chain increases product efficiency and quality. The importance placed on the customer relationship focuses on the demands and needs of the customer. Through effective communication within the relationships along the supply chain, a basic balance of supply and demand is established.

Cannabis Misuse Effects on Wellbeing

Cannabis Misuse Effects on Wellbeing How does cannabis misuse impact on the health and well-being of young people between the ages of 11-17 in England? Introduction The major focus of this research will be to explore how the misuse of cannabis can affect the health and wellbeing of young people in England and who are between the ages of 11 – 17 years. Gaining understanding on the impacts on the impacts on health and well being of these young people within the age group will help the researcher to make informed and evidence based recommendations on the appropriate health promotion interventions to tackle the health issue. Therefore, the research will involve an extensive review of journals that have specific relevance to the cannabis misuse among young people between the ages 11 – 17; and the review will be followed by critical discussions on the key themes that will arise from the results of the literature review. Also the discussions will be drawn from the activities of a Non Governmental Organisation (NGO) that is involved in tackling cannabis misuse among young people in the UK. Background and Rationale for Study Cannabis is from flowering plant known as cannabis sativa and it produces both euphoria and reduces anxiety (Naftali et al, 2013; Moore, 2007). The drug can be used occasionally by individuals without causing significant social or mental problems but heavy users or addicts may experience anxiety and disturbed sleep after withdrawal from its use (Schaub et al, 2013; Moffat et al, 2013). In the year 2009, the UK Government reclassified cannabis from being Class C drug to Class B making it illegal for anyone in possession of supply quantity (Health and Social Care Information Centre, 2011). The reclassifying of cannabis represents Government intervention to discourage poor lifestyle choices especially among young people who have been found to be indulged in cannabis abuse and also to promote healthy lifestyles. The 2011 data from the Health and Social Care Information Centre revealed that the â€Å"prevalence of young adults ever having taken drugs has decreased from 48.6% in 1996 to 40.1% in 2010/11; and in 2009/10 lifetime prevalence was 40.7%. The number receiving help for primary cannabis use has increased by more than 4,000 since 2005/06 to 13,123 in 2009/10. The number of under- 18s treated for problem drug use associated with primary use of heroin and crack is 530, less than half the number in 2005/06† (Health and Social Care Information Centre, 2011). Furthermore the data reveals that number of young people receiving help for primary cannabis use has increased by more than 4,000 since 2005/06 to 13,123 in 2009/2010. This increase in the number of young people receiving help for cannabis use is a major concern and this has prompted the decision to choose this topic. The concern here is that cannabis the misuse of cannabis health risks and which will widen the gap in the inequalities in the health of the population in the UK. According to Moffat et al (2013) the use of cannabis affects the nervous system and causes anxiety and this has the potential to affect the health and wellbeing of the individual in the long term especially where the body metabolism is not able to resist those effects. Another rationale for choosing to research on cannabis misuse among the young people of this age group is that, though there is recorded decrease in the use of cannabis based on the data by the Health and Social Care Information Centre (2011), th e 2013 report shows that â€Å"as in previous years cannabis was the most widely used drug among pupils in 2012 with 7.5% reporting they had taken it in the last year† (Health and Social Care Information Centre, 2014). The data suggests that the cannabis use among pupils is becoming a lifestyle and that if appropriate and adequate behavioural interventions are not implemented to cause a significant change of behaviour, this lifestyle may become a way of life of the 7.5% of the population of pupils. The wider implication of this unhealthy lifestyle is that the 7.5% of pupils may likely experience inequalities in health and also exclude them from maximising potentials. Health inequality simply means lack of uniformity in health or differences in health and this is often caused by various factors among which is the lifestyle of the population (Naidoo and Wills, 2011). This clearly suggests that the social distribution of health is linked to the differences in the risk behaviours of the individuals and that a change of risky behaviour reduces the differences in health (Naidoo and Wills, 2011). Aim and Objectives of the Research The aim of the research is examine the effectiveness of the interventions in reducing cannabis misuse among young people in England. To achieve this aim, the following 4 objectives have been set: To examine the prevalence of cannabis misuse among young people in England To explore the implication of cannabis misuse on the health and wellbeing of young people in England To identify a relevant organisation, justify its election and critically analyse one of its programme intervention in relation to cannabis misuse among young people in England To identify and critically discuss the effectiveness of interventions in responding to cannabis misuse in England. Literature Search Strategy The literatures will be searched electronically. The electronic search will involve the use online subject- specific databases to assess academic library. The use of the electronic to search literatures is due to the argument that computerised databases contain huge subject indexes of journal articles from which the research can choose subject-specific articles (Aveyard, 2010). The electronic databases from which journals will be sources from are PubMed; CINAHL; and others. The inclusion and exclusion strategy will be used because it will enable the researcher to identify the specific literatures that will be helpful in answering the research question and achieving the four research objectives (Aveyard, 2010). The first instance in the literature is to identify keywords that capture the essence of the research. The key words that will be used are: statistics of cannabis misuse in England; cannabis and young people aged 11-17 years; health risks and cannabis; and cannabis misuse and U K government interventions. Both quantitative and qualitative articles will be selected. The quantitative articles will include randomised controlled trials, cohort and case controls and cross-sectional studies (surveys/questionnaires); and qualitative studies will include grounded theory, ethnography and action research. Furthermore, only articles written within the past 10 years, that is, 2004 to 2014 will be included and articles that do not meet this criterion no matter how relevant and specific will be excluded. Ethics and anti-oppressive practice considerations It is important for the researcher to observe the main ethical issues relevant to the research process. This is because Bowling (2009) explains that those who agree to participate in the research process should be protected in relation to their privacy and manipulation and as such these participants should be shielded from any form of harm. The main ethical forms of protection for the participants are in terms of confidentiality; anonymity and informed consent (Bowling, 2009). Confidentiality and anonymity are the protections for the participants so that the information that they provide are not related to them and that their identities are not revealed. Informed consent is the protection which ensures that the participant is given appropriate and adequate information about the research topic and to seek his or her consent to enable an informed decision as to whether to participate or not to participate (Bowling, 2009). These ethical issues are mostly appropriate when carrying out pr imary research and not secondary research which does not involve contact with research participants (Bowling, 2009). Also the research will not be affected by other ethical principles of justice, non-maleficence, veracity and fidelity because it is a secondary research. However, this researcher will comply with the relevant ethical issues on secondary research. Therefore, the ethical issues such as informed consent, anonymity and confidentiality will not be considered since the research will not involve primary research. However, the research will comply with the requirements by the Internal Ethics Committee when it comes to plagiarism by ensuring that proper referencing is carried out so that the work of others will not be represented as those of this research. Research structure The research will be arranged in 4 chapters The chapter 1 will give a brief background of the research and the aims and objectives. The chapter 2 will analyse the results of the literatures that will be included from the literature search. Chapter 3 will briefly analyse the interventions by the UK Government and a chosen Non Governmental Agency (NGO). The analysis will be followed by critical discussion using relevant theories of Health Promotion to evaluate the extent to which the interventions have been effective in achieving the desired objective of health and well being for young people between the ages 11 – 17 years. The final part of the research will entail writing a reflective essay to critically evaluate what I have learnt through the processes of the essay and the relevant of the learning to my future career as a health and social care professional. Project Time Table Given below is the timetable for the project. This timetable is flexible considering the fact that there may be changes in the University timetable and also the constraints in getting feedback from the supervisor who has very tight academic schedule References Aveyard, H. (2010) Doing a literature review in health and Social Care. A practical guide. New York, NY Open University Bowling A (2009) Research Methods in Health Investigating health service 3rd edition, Open University Press, England McGraw-Hill Moore TH, Zammit S, Lingford-Hughes A, Barnes TR, Jones PB, Burke M, Lewis G (2007). Cannabis use and risk of psychotic or affective mental health outcomes : a systematic review. Lancet 370, 319–328. Moffat BM, Jenkins EK, Johnson JL; Weeding out the information: an ethnographic approach to exploring how young people make sense of the evidence on cannabis. Harm Reduct J. 2013 Nov 27;10(1):34. Naidoo J. and Will J. (2011) Public Health and Health Promotion: Foundation for Health Promotion. Bailliere Tindall, Elsevier Naftali, T,Bar-L. Schleider. L,Dotan. I,Lansky E.P,Sklerovsky B. F, and Konikoff F.M. (2013) Cannabis induces a clinical response in patients with Crohns disease: a prospective placebo-controlled study. Clin Gastroenterol Hepatol.2013 Oct; 11(10):1276-1280.e1. doi: 10.1016/j.cgh.2013.04.034. Epub 2013 May 4. Schaub MP, Haug S, Wenger A, et al; Can reduce the effects of chat-counseling and web-based self-help, Web-based self-help alone and a waiting list control program on cannabis use in problematic cannabis users: a randomized controlled trial. BMC Psychiatry. 2013 Nov 14; 13(1):305. Health and Social Care Information Centre (2011) Statistics on Drug Misuse: England, Available at:www.hscic.gov.uk/catalogue/PUB12994/drug-misu-eng-2013-rep.pdf. Accessed on 04/12/2014 1

Role Of Community Radio Cultural Studies Essay

Role Of Community Radio Cultural Studies Essay In this study, the researcher is intended to unveil the impact of community radio on social development in Pakistan. The work at hand will measure the role of existing three community radios RASTA FM 88.6 launched by Punjab Traffic Police in November 2010, PUFM 104.6 launched by Institute of communication studies, University of Punjab in June 2004 and UAF FM 100.4 launched by Agriculture University, Faisalabad in August 2012, out of thirty four. Community has been defined as a group of interacting people living in a common location (Wikipedia, 2012). Sub-continent, of which Pakistan forms a major chunk, is a part of earth where different religious, ethnic, economic and cultural groups, say communities, are living together at sizeable social distances since long. Before the world shaped itself into Global Village with help of new inventions in the field of media and technologies as Marshal McLuhan declared it in 1964, these groups never had a chance to interact with each other freely, thus giving rise to differences and sense of alienation among them. Pakistan emerged on the map of the world gaining independence from British rule in 1947 and nascent state could not help its communities reduce gap among them. The main factor that kept crippling the nation factor was state-controlled communication that served general masses, but did not voice for the genuine need of variety of communities to come closer to create homogeneity. A s a result, Pakistan faced the first jerk in 1971 when it lost Bangladesh, the then East-Pakistan (Umm-e-Habiba, (2002). The remaining area of Pakistan bears same cultural distribution of people as it had before 1971 as the East Pakistan was a separate part of land of the nation. This diversity in population has turned into serious threat for national integration for the land in recent years as the differences are emerging at a rapid pace in some parts like Baluchistan and Saraiki belt aggrieved by the policies of the ruling class and absence of fora like community radio. Radio by and for the community, be that a physical one or a community of interest, quotes Mary Myers after years of experience and expertise in international media development (CIMA, 2008). He stresses upon the participation of community transforming itself in all aspects. UNESCO report (2001) on Community Radio defines radio as follows; (Cammaerts, 2010). Community broadcasting is a non-profit service that is owned by a particular community, usually through a trust, foundation, or association. Media Act 1995 of Hungry states community radio as non-profit broadcasters and defines its duties in the words to follow that it agrees to serve national, ethnic or other minority goals, cultural aims or a disadvantaged group, or intends to serve as the public life forum of a community, provided it uses financial profit generated by the broadcasting, as recorded separately, solely for the maintenance and development of the broadcasting (Act 1 of 1996, Article 2) (Hungarian Federation of Free Radio, 1992). This definition clears the position of community radio as non-profit entity dedicated to serve a specific group of a geographic location. Right from its origin, community radio is a tool to bridge the gaps between people and their surroundings, whether it is another group or their government. In this scenario, researcher intends to study whether the concept of community radio can help combat these problems where such type of radio in addition to Public Radio and Commercial Radio is invented to serve the stated purpose. For this reason, researcher is keen to explore the impact of already on-aired community radios in different cities of Pakistan. If it is a successful experiment so far, it can save Pakistan from getting into more troubled waters in terms of the exploding factional differences and glue the society together through provision of the highly needed local ventilation of their deep concerns. Objective of the Study: Objectives of the study are; To gauge the role of community radios in educating people towards a healthy society. To study the context and contents of programs being on-aired for the purpose of promoting the sense of social co-existence. To measure the penetration of community radios in serving infotainment needs of listeners. To compare and explore the difference of educational approach of selected community radios. To explore the level of participation of people towards selected community radios. To measure the satisfaction level of listeners of selected community radio. To measure the difficulties faced by selected community radios in terms of technical and financial resources in their effort to educate society. Rationale for the study: The aim of the study is to analyse the efforts of community radios of selected areas of Pakistan in educating people to build a healthy and peaceful society by feeding the need of people for information and right direction by providing them with the desired outlet at local levels. As it is clear from the definition of community radios, it has capacity to change the minds of people in positive direction by serving them and enabling them to know their rights and responsibilities. Cultural preservation, language protection, education of individuals, reducing religious differences, ethnic problems, gender discrimination, digital divide and extremism, enhancing women empowerment, helping disaster management can be done through community radio. It also enhances peoples participation in community development that directly increases their sense of responsibility. It is high time for Pakistan to make its people realize their worth as a member of society where every individual can play a vital role in strengthening the roots of democracy and rule of law. Thus, the role of community radios, if it be run-on philosophical lines behind its emergence, can change the future of country, the reason researcher intends to study and measure the role of selected existing community radios in Pakistan. Scope of Study: Scope of the study is broad based and far reaching. It contemplates deep implications as the concept of community radio can play vital role in fostering social development among the deprived and digitally divided parts of Pakistan. As a developing state, Pakistan needs to address many grave issues out of which educating minds of people towards their role in social development and responsibility towards state are sublime and the most immediate ones. It can be done by airing the voice of the voiceless and broadcasting for grass root level. This study will help evaluate the current scenario of community radios as well as measure community mobilization through them. It will also help media practitioners design future strategy for setting up effective community radio. Literature Review: A literature review is a systematic search and analysis of published information that the scholars and researchers have written on a topic (8). It helps to reduce the chances of duplication along with indicating the direction of your research scope to maximize the reward of research. The study at hand intends to examine the role of community radios in social development of Pakistan. The researcher has planned to explore the following possible sources to sharpen the conceptual and theoretical dimensions of the study. Research Journals Theses Books Online Articles Online books, newspaper magazine articles etc Sharma. K.J. (2003) in his book Digital Broadcasting journalism studies the evolution of community radio in the world. He stresses upon the need of more number of community radios in order to bring people together. He gives example of Radio Mahaweli of Sri Lanka established in 1979 by UNESCO and DANIDA after the launch of construction plan of hydroelectric dam in the area. It helped local community move efficiently to new homes. The six year broadcast of mobile radio played a vital role in smooth and successful movement of a great number of populations. He argues that third world countries specially the African and Asian need to improve the structure of community radios for fighting the hardships and bringing about better growth rate. Tahir. N. S. (2010) in her article Community Radio Still a Tool of Social Change. Still a Far Cry in Pakistan studies the history of radio in Pakistan and discusses the current development of community radios. She calls government dictorial regime of media responsible for slow development of community radios. She fears local ethnic and extremist authorities to misuse these community stations for illegal operations. She concludes that it is right time for the Pakistan to realize the importance of community radios and establish as vast network of the same as possible to curb social evils like extremism corruption. The question of misuse does not stand authentic anymore when a proper authority in the form of PEMRA exists to make sure a well directed and regulated use of community radios. Kanayama. T. (no. 29, 2007, Keio Communication Review highlights the role of community radio. In his research article Community Ties and Revitalization: The Role of Community Radio in Japan he tells how community radio plays a role in revitalizing local community in Japan. With the localism movement, most influential of all in the Japanese campaign for community broadcasting (Radio) was the government information policy in late 1980, which eventually enforced the community broadcasting law in 1992 to provide local information to local people via community radio, also community FM. Since the earth quake of 1995, importance of balanced and timely information of community radio has been realized. Community radio has also played a vital role in motivating people for the construction of new system after the collapse of existing one. It played a role of revitaliser for the community of Japan. Zahid. M. (2007) in his research Role of Radio in Disaster Management. the case study of PUFM 104.6 at Muzafarabad studies the role of radio in disaster management. He takes example of PUFM 104.6 which, after earth quake of 2005, started its services for feeding the information needs of disaster hit people. He concludes his study by declaring radio a successful tool to help fight crises and disasters. He also favours this idea by calling it economical and the quickest way to bridge communication gap in disaster management. Information for development, an international research journal of India that encompasses the role and relevance of ICT (information communication technology) in various development sectors such as rural development, gender, governance, micro-finance, education, health, wireless communication, ICT for poor, local content, culture and heritage and many more published a report on community radio in Pakistan in 2008. This report took into account the history of community radio in Pakistan before and after the establishment of PEMRA. It takes into account the reasons for slow development of community radio in Pakistan and questions PEMRA about it. This report also describes the role of already established commercial and campus radios for training media students. It also highlights the problem of pirates who had been running illegal radio stations in Baluchistan and Azad Jammu Kashmir. It urges PEMRA to play more efficient role in establishing more number of community radios for the welfar e of society. Once again in 2010, AMARC and Pakistan Press Foundation appealed for setting up community radio in flood affected areas in Pakistan. In the statement they said, the authorities have been asked to be flexible and responsive to proposals for the establishment of community based broadcasting mechanisms so that any information gap that exists among the affected people is fulfilled and relief operations are made highly effective. They also acknowledged the role of radio in disaster management and crisis in earth quakes of Haiti and floods of Indonesia. Further, in the advocacy of their appeal they added, There is a need to complement these efforts by bridging the gaps of information at the very local levels and among displaced people. This can be effectively achieved by setting up emergency community radio stations. This appeal was heard and UNESCO, with help of local authorities, established radio stations at the cost of $400,000/-. (15) Pakistan Press Foundation (2012) organised a three days workshop for the training of media professionals to work for the betterment of society. They invited experts and scholars of the time to train media professional to play active role in community development. It was agreed that community radio are playing vital role in improving gender justice and women empowerment. Thus, vowing to spread and strengthen the network of community radios to rural areas as early as possible. IFEX report (2010), reviews the role of its partner foundation of Pakistan called Pakistan Press Foundation (PPF). The report takes into account all activities of PPF to establish visible and effective network of community radios since the Pakistan faced first huge natural calamity of the present century in 2005 in the form of earth quake. IFX appreciates the policies of PPF to help bridge information gap of disaster hit population after they lost all infrastructure of sources of information. Furthermore, this report believes that change is gaining ground after the struggle of PPF and deprived areas and people are now able to receive required information to be useful part of community. It stresses upon the continuity of this effort to maximize it to the maximum possible limit. Theoretical Framework: Stephen Littlejohn Karen Foss (2008) define theory as any organized set of concepts, explanation and principles of some aspects of human experience. (Cited in Baran Davis, 2009, p.11) Theory and research are interrelated to each other in a way that theory is important to conduct a research to provide basic guideline, whereas research helps in constructing, building, modifying or testing theories. The theories used to support this study are the democratization or democratic participant theory. It emphasizes and supports following namely; The medias multiplicity; Local nature of media; Usage of the media in small scale; De-institutionalizing media; Reciprocal part of recipient or communicator; Horizontal media; Involvement and interaction. Democratization / Democratic Participant Media Theorys stapleprinciples are summarized by Mc Quail, in the year 1987. The principles are mentioned below: Minority-groups and individuals must be capable of enforcing the claims made by them for: Freedom of approaching to media. Freedom of asking for the service against the needs, demanded by them, to the media. Medias organization and message content should be designed in such a way that it is not affected by the bureaucratic and political control. Existence of media should be proved in respect of the interests and need of the recipients should not be justified in respect of interests and needs of media entity, professional workers of media or the advertisers. Communities, organizations and groups must own media individually. Participatory, small-scale and interactive types of the media have been considered of more profit in comparison to unidirectional and large-scale media. The latter are taken into use only by professional-media-workers. Generally, needs of the society are not taken into consideration by the well established media. Democratic Participant Media Theoryconsiders communication or mass media as very important and should be managed by the professionals. Democratic-participant theory is in the support of following points: Freedom to associated local data. Freedom for answering back Freedom for using new communication means for the purpose of interaction Freedom of taking social-action in community, subcultures and interest-groups small-scale settings of subcultures and interest group. Research Question Methodology: Research Questions: Do community radios educate people in Pakistan? If so, to what extent? What is level of participation of communities in achieving goals of community radios? Do community radios have enough resources to carry out their functions in Pakistan? Do community radios fulfil infotainment needs of listeners? If so, the extent of fulfilment and loopholes if any. Does content of community radios promote the sense of social co-existence in Pakistan? Hypotheses: H.1. Community radios are efficient tools for educating people of Pakistan. H.2. Community radios are helping bridge gap of infotainment needs of listeners. H.3. Content of community radios is promoting the sense of social co-existence in Pakistan. H.4. Communities are participating in achieving goals of community radios. H.5. Community radios do not have enough resources and facilities to carry out their functions in Pakistan. Methodology: Methodology is a research strategy that translates ontological and epistemological principle into guidelines that shows how research is to be conducted. (Sarantakos, 2005, p.30) To study the the role of community radio in social development in Pakistan. A case study of RASTA FM 88.8, UAF FM 100.4 PUFM 104.6, the researcher will use the survey research method and content analysis. The researcher will make an effort to test the research questions and hypotheses by selecting universe and drawing out an appropriate sample, followed by measurement rules, data presentation and analyses. Methodology: The researcher selects the survey method for the study. Surveys are methods of data collection in which information is gathered through oral or written questioning. Oral questioning is known as interviewing and written questioning is accomplished through questionnaire, which are administered to the respondents by mail or handed to them personally by the researcher in their homes, at work, at school or any other place they are returned to the researcher after completion. These are also known as self-administered or self-completion questionnaire. (Sarantakos, 2005, p.239). The researcher has selected questionnaire as a tool for the collection of data. The proposed research study contains two kinds of questions. Open-ended questions Close-ended questions Open-ended question requires respondents to generate their own answers. (Wimmer Dominick, 2011, p.187). In Close-ended question respondents select an answer from a list provided by the researcher. (Wimmer Dominick, 2011, p.188). The researcher also intends to use the content analysis method as well. Ole Holsti (1969) offers a broad definition of content analysis as any technique for making inferences by objectively and systematically identifying specified characteristics of messages. (Holsti, 1969) According to Dr. Klaus Krippendorff (1980 and 2004), six questions must be addressed in every content analysis: Which data are analyzed? How are they defined? What is the population from which they are drawn? What is the context relative to which the data are analyzed? What are the boundaries of the analysis? What is the target of the inferences? The researcher plans to analyze the programs of selected community radios in order to test the hypothesis and research questions to reach final conclusion. Universe: To define the universe is to specify the boundaries of the content to be considered. (Wimmer Dominick, 2003, p.145). The universe of present study is the community radios of Pakistan. Sample: A sample is a subset of the population that is representative of the entire population. (Wimmer Dominick, 2003, p.84). The sample of the present study is listener of selected community radios of Pakistan. The researcher selected three community radios of Pakistan that are following: RASTA FM 88.8, Lahore PUFM 104.6, Lahore UAF FM 100.4, Faisalabad The researcher has selected these radios because Lahore is the capital of Punjab, And Faisalabad is the hub of business of Pakistan where students have better opportunities for educational and all the educational institutes are well equipped with technology, and community radios of these areas are considered efficient in their working for the mobilization of community. Also, the community of these areas is well educated as compared to those of other parts of country and people of these areas are considered to be more efficient and active to play their role for their society. Listeners will be selected through simple random sampling which is a type of probability sampling. Simple random sampling is a sampling, where each subject or unit in the population has an equal chance of being selected. (Wimmer Dominick, 2006, P.82) Sample size: The sample of the present study are listeners community radios of Pakistan and the sample size would be 100 respondents from each radio station, so the total sample size would be of 300.

Effective Teaching Practices in the Writing Classroom Essay -- English

"While I had thought initially to matriculate into the English Department, it seems to be more heavily weighted toward theory than application, whereas the pedagogical training that I consider necessary for teaching is available through ETAP." So I had thought and so I wrote in my application for admission to the doctoral program. At the same time, realizing that I still would need a solid grounding in my subject area to teach composition and rhetoric, my goal for pursing a Ph.D., I co-matriculated the next semester into the English Department's M.A. program on the writing sequence. Returning to school from a corporate background meant that, while I had trained individuals and small groups in the workplace, I had had no classroom experience with teaching writing. As well, the sun has risen so many times on my memories of learning to write myself that those memories are fairly well bleached out by now. Yet, after almost two years worth of education and English courses, I have learned little about effective teaching practices in the writing classroom. I’ve read about issues of culture and diversity (Apple, 1996; Banks, 1997; Bruner, 1996; Freire, 1998; hooks, 1994) and I’ve been exposed to the history of composition and different approaches to teaching writing (Berlin, 1987; Durst, 1999; Elbow, 1973; Haswell, 1991; Herrington & Curtis, 2000; Lindemann, 1995; Miller, 1993, for example). The better part of class time has been spent discussing racism and feminism and sexism and classism and Marxism and structuralism and expressionism and post-colonialism until the appearance of "ism" makes my eyes glaze over. The teaching of anything concrete or structured, such as the specific formats put forth by current-traditional rhetoric or gr... ...000). Persons in Process: Four Stories of Writing and Personal Development in College. Urbana, IL: National Council of Teachers of English. hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge. Lindemann, E. (1995). A Rhetoric for Writing Teachers (Third ed.). New York: Oxford University Press. Miller, S. (1993). Textual Carnivals: The Politics of Composition. Carbondale and Edwardsville, IL: Southern Illinois University Press. Richlin, L. (Ed.). (1993). Preparing Faculty for the New Conceptions of Scholarship (Vol. 54). San Francisco: Jossey-Bass. Sosnoski, J. J. (1991). Postmodern Teachers in Their Postmodern Classrooms: Socrates Begone! In P. Harkin & J. Schilb (Eds.), Contending with Words: Composition and Rhetoric in a Postmodern Age (pp. 198-219). New York: The Modern Language Association of America. Effective Teaching Practices in the Writing Classroom Essay -- English "While I had thought initially to matriculate into the English Department, it seems to be more heavily weighted toward theory than application, whereas the pedagogical training that I consider necessary for teaching is available through ETAP." So I had thought and so I wrote in my application for admission to the doctoral program. At the same time, realizing that I still would need a solid grounding in my subject area to teach composition and rhetoric, my goal for pursing a Ph.D., I co-matriculated the next semester into the English Department's M.A. program on the writing sequence. Returning to school from a corporate background meant that, while I had trained individuals and small groups in the workplace, I had had no classroom experience with teaching writing. As well, the sun has risen so many times on my memories of learning to write myself that those memories are fairly well bleached out by now. Yet, after almost two years worth of education and English courses, I have learned little about effective teaching practices in the writing classroom. I’ve read about issues of culture and diversity (Apple, 1996; Banks, 1997; Bruner, 1996; Freire, 1998; hooks, 1994) and I’ve been exposed to the history of composition and different approaches to teaching writing (Berlin, 1987; Durst, 1999; Elbow, 1973; Haswell, 1991; Herrington & Curtis, 2000; Lindemann, 1995; Miller, 1993, for example). The better part of class time has been spent discussing racism and feminism and sexism and classism and Marxism and structuralism and expressionism and post-colonialism until the appearance of "ism" makes my eyes glaze over. The teaching of anything concrete or structured, such as the specific formats put forth by current-traditional rhetoric or gr... ...000). Persons in Process: Four Stories of Writing and Personal Development in College. Urbana, IL: National Council of Teachers of English. hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge. Lindemann, E. (1995). A Rhetoric for Writing Teachers (Third ed.). New York: Oxford University Press. Miller, S. (1993). Textual Carnivals: The Politics of Composition. Carbondale and Edwardsville, IL: Southern Illinois University Press. Richlin, L. (Ed.). (1993). Preparing Faculty for the New Conceptions of Scholarship (Vol. 54). San Francisco: Jossey-Bass. Sosnoski, J. J. (1991). Postmodern Teachers in Their Postmodern Classrooms: Socrates Begone! In P. Harkin & J. Schilb (Eds.), Contending with Words: Composition and Rhetoric in a Postmodern Age (pp. 198-219). New York: The Modern Language Association of America.

Power Is Money; Money Is Power :: essays research papers

Power is Money; Money is Power   Ã‚  Ã‚  Ã‚  Ã‚  Power is money and money is power. There are many more examples of this now than anytime in the past.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most obvious examples is politics. Ross Perot was an unkown multimillionaire and his money is the only reason that he made it into the presidential election. If a man who earned a standard salary wanted to run for president, he would have almost no chance at all unless he was backed by people with money.   Ã‚  Ã‚  Ã‚  Ã‚  Every four years when the U.S. Presidential election is held, hundreds of millions of dollars are spent. The more money a candidate has, the farther he can get. Although the richest competitor doesn't always win, the president is usually a very wealthy man. Wealth paves the road to a good education. If the presidential candidate is rich, he either inherited it or was educated enough to make it.   Ã‚  Ã‚  Ã‚  Ã‚  OJ Simpson's trial is another example of money changing everything. If OJ Simpson had not been a retired professional football player, then the trial would have been completely different. Because OJ was rich, he was able to afford a very good team of lawyers. An average person would have had much less of a chance at being found innocent, especially considering the weight of the evidence. Supported by his money OJ's case became a media event.   Ã‚  Ã‚  Ã‚  Ã‚  When OJ had the trial, there was no way it could be completely fair. It was unlikely that there was not going to be a fan of OJ on the jury. Also, because he was rich, OJ was given better privileges. If OJ had been a poor man with a criminal record, he would have probably been found guilty because of representation by an over-worked public defender.   Ã‚  Ã‚  Ã‚  Ã‚  Power and Money also affects the average person with expenses of college. An average â€Å"B† student is going to have a much harder time getting into a good school than a wealthy kid. With money, all the rich student needs to do is maintain an average grade. When a student has money, he/she does not have to work as hard to succeed in life, usually because he/she is given a higher position to start thanks to references from his university's alumnae or from aquaintances of his wealthy relatives. Money and power do not just apply to college. A child who has a wealthy family is going to have an easier job getting good grades. One of the main reasons is that the parents probably got a good education and know how important education is in life.

Implication for the Retail Industry Essay example -- essays research p

Thomas, Ryan, â€Å"The Right Mix: Brands versus Private Labels,† Apparel, Feb’04, p. 30-33 Overview of Article   Ã‚  Ã‚  Ã‚  Ã‚  Department stores that may want to develop or expand private labels to replace lagging national brands should be aware of the downfalls as well as the benefits.   Ã‚  Ã‚  Ã‚  Ã‚  Private labels increase margins from 6-10% higher than national brands. They also allow for fashion garments to be reproduced the following season if they are still in demand. However, department stores risk opposition from national brands if such private labels create too much competition.   Ã‚  Ã‚  Ã‚  Ã‚  If private labels are to be expanded, they should be of higher quality than the norm. They should also be offered in a wide range of categories, to decrease advertising costs. Article Summary   Ã‚  Ã‚  Ã‚  Ã‚  Department stores have traditionally used private labels on the selling floor as a way to provide a low-cost alternative to consumers. However, they may be expanding and developing more private labels to replace those national brands that have been falling behind.   Ã‚  Ã‚  Ã‚  Ã‚  Private labels are helpful to department stores because they increase margins. On average, private label margins are 6-10% higher than national brands.   Ã‚  Ã‚  Ã‚  Ã‚  Another benefit of private labels is one not offered by brand manufacturers. If a fashionable garment sells out fast in any particular season, ...

Language and translation Essay

Language is the basic tool people use to communicate with each other, including verbal language and non-verbal language. Language is used to announce, to persuade, to queries, to express emotions, to transmit complicated ideas or even to hurt people. Generally speaking, using the language correctly allows people to communicate better, compared with animals. However, we live in a big world, which has more than 6 billion people now. With the existence of many different languages, the issues of translation are generated. After reading Alberto Rios essay – Translating Translation: Finding the Beginning, I know Rios understands languages and translation in complex and stratified ways, from cultures and manners. He writes â€Å"Language is more than what we say – it’s also how we say it, and whether or not we even understand what we are saying. † in his short essay (508). It can be understood easily why Rios pays so much attention to languages and translation. He grew up on the southwestern borderlands, having a Mexican father and an English mother. (504) The place he grew up is a place where cultures of the United States and Mexico meet and collide. Based on his own experience of dealing with different cultures and different languages, he points out how to say is more significant than what we say. The elements making his essay to be persuasive and compelling is worth to be analyzed, such as his personal background, the examples of his experience he gives, the way he arrange the examples and the his unique writing style. Rios’ personal background not only determine the topics he prefers to write about languages, but also make his writing on these topics become more convincing because he experiences many problems of languages and cultural conflicts by himself and it cannot been denied. As I mentioned before, he grew up in a place where cultures of the United States and Mexico meet and collide. â€Å"My father was born in Mexico, on the border of Guatemala, and my mother was born in England. I had languages. †(506) We can see that, because of his parents, he is doomed to face a lot of bi-languages problems. In order to understand both people speaking Spanish and people speaking English, he has to know how they say in different way rather than just know what the words mean in Spanish and English. He needs to understand the ways of how people say for getting the real meanings beyond the simple words. Because of his experience of languages differences, he has special interests in figuring out how people use languages in different ways. That’s also why he is fond of topics on languages and translations between different languages. Due to the special background Rios has, he has some interesting experiences of translation problems. All three examples Rios gives help to make his writing persuasive since the examples are typical and are related to his idea of importance of how we say perfectly. Through those three examples, Rios tries to demonstrate that translation incorporates understanding what it says and how it say, instead of explaining what is translation and how to move from one language to another. In order to claim his viewpoint, he picks up three typical examples. In the first example: â€Å"My mother when asked what color she wanted the kitchen, said to the workers who were all Mexican, and who spoke very little English, limon. But when we came back the next day, the kitchen was painted bright green, like a small jungle. Mexican limones, my mother found out, are small and green that color exactly, no mistake. † (506) Rios’s mother asks the workers to paint their kitchen in the color of limon, but the workers understand it as limones, which is different from limon. It’s a small understanding in the communication. The misunderstanding happens because author mother’s wrong pronunciation but the workers do not really understand what she wants. It’s quite normal for a new leaner to have incorrect pronunciations. But in native speakers’ ears, they will think that may be another word. This is a small example that different understandings of words cause misunderstand between people who speak different languages. The second example tells a story that a man, who was arrested for illegally crossing the border from Mexico into the United States was arrested, and then was left in the jail without anyone coming to see him from a Thursday to a Saturday because of lack of understanding between the man and his jailers. (507) In that situation, everyone is supposed to say something even yell out when finding their own are forgotten by the jailers. But the man didn’t because he had manners. This example let me think of an observation of mine. Americans say â€Å"can I have a†¦Ã¢â‚¬  when they order in the restaurant, but most Chinese are accustomed to say â€Å"I want a †¦Ã¢â‚¬  when ordering. This difference cannot jump to the conclusion that Chinese are impolite. The expression difference happens due to the difference manners of language. This kind of case is more complicated than the first example. People have the same understanding of words but different manners still cause misunderstandings. Rios select this example to tell people if you want to understand other completely, the manner behind word cannot be ignored. The third example is interesting. The conversation took place between Rios and one of his students. â€Å"Hey,ese,† he said to me, with a small pointing of the right hand. â€Å"Hey† I said. He nodded his head. â€Å"You really like this poetry shit. † He asked. â€Å"Yes. † I said. And then he followed with the very best thing I could ever hoped for. †So how many fights you had? † (508) A student of Rios asks Rios â€Å"how many fights you had? † Rios understands the student is using his way to communicate. The boy was just looking for an equation for something to understand instead of embarrassing the teacher. If at that time, Rios didn’t understand what the boy really tried to do, Rios would be mad at the boy. This example perfectly shows that language is more than what we say, it’s also how we say it. If Rios just cares about the language that the boy says from his mouth, he will misapprehend the boy and have very bad impression of the boy. When we try to understand what others say, how can we only understand the words others say? We also should try to dig out the original meanings of the speaker in order to avoid the misunderstandings of verbal communication. The author, Rios, tries to illustrate the idea that language is more than what we say and we need to understand the way of how we say it by these three examples step by step. There is a point deserved to highlight. Rios does not arrange these examples randomly. Rios organizes the examples in a progressive relation rather than choose three examples in the same layer. He puts his mother’s example in the first place because it was very small example but it’s also enough to let people have the first understanding of what translation problem can happen between different languages. Compared with first example, the second example doesn’t only lead people to consider the issues of words, but also manners behind the words that different cultures hold. The progressive relation can be noticed here easily. The focus is moving from simple misunderstanding of words to misunderstand of manners because of different cultures. The feature of third example is more obvious. Rios add many action descriptions. For example, â€Å"Hey,ese,† he said to me, with a small pointing of the right hand. (508) Languages include body languages. By adding action description, Rios leads the focus move again, to a higher layer – action expression. Perhaps â€Å"pointing of the right hand† shows nervous in this case, so Rios notices that his student was looking for an equation but he just didn’t know how to do that and felt nervous. Rios arranging the examples in this order makes his essay persuasive because readers can reach the main idea of the essay step by step which helps his main idea to be more acceptable. Apart from adopting three appropriate examples to express his idea, Rios also has his own unique writing style to make his essay compelling. In an interview, he said â€Å"I would say that I write in Spanish – it just looks like English. †(504) I found the entire interview from Internet, he says† I do occasionally write in Spanish, but when I do it’s from another time, from childhood, often, I listen hard for how ideas come to me, in what container they are being delivered, and I try to be true to it. Sometimes that container is Spanish. † (Twenty-Four Questions: A conversation with Alberto Alvaro Rios) It means Rios sometimes form his ideas in Spanish although he writes in English. As a non-English speaker who but lives in an English speaking country, I got a deep feeling for this. Although I live in America where I listen English and speak English everyday, I still think in Chinese. I form my ideas in Chinese way and then say it from my mouth in English. Rios grew up in a Spanish speaking environment, and he used to think in Spanish. As he says, Spanish sometime is the container which holds his ideas in his mind. So his poems and stories are written in English but flavored by the sensibilities of his first language, Spanish. As Rios writes in his essay, â€Å"I often talk about the duality of language using the metaphor of binoculars, how by using two lenses one might see something better, closer, with more detail. †(506) We can see Rios regards the duality of language as a significant part of translation. Rios claims that the body itself speaks a language differently, so that moving from one language to another is more than translate words. (506) He changes the expression method rather than just translate the words from Spanish to English in order to keep the original meanings expressed in Spanish. Compared with other writers, this specialty of his writing makes his writing compelling. Language is the bridge of communication. According to Alberto Alvaro Rios, just understanding what we say is not enough. It’s necessary to know how we say it if we need to really understand what other say. Misunderstandings take place easily because of the unsuccessful translation of language or act. When a person says something or do something, but the listener misunderstand the person, it’s a unsuccessful translation. Especially in different languages, unsuccessful translations happen more frequently due to the different cultures. Therefore, when we listen to others, we should consider the different cultural background, different manners and different way of using language. That’s also what Rios means by â€Å"Language is more than what we say – it’s also how we say it. † Work Cited Bartholomae, David, and Tony Petrosky. â€Å"Short Talks. † Ways of Reading: An Anthology for Writers. Boston, MA: Bedford/St. Martins, 2011. 264. 67. Print. â€Å"Twenty-Four Questions: A Conversation with Alberto Alvaro Rios. † Alberto Alvaro Rios. N. p. , n. d. Web. 25 Oct. 2013.

Logic: American Association of State Colleges and Universities and Subsequent Rights Restrictions

Sequenced. Precise. Elegant. Clear. Hurley’s A Concise Introduction to Logic, 11th Edition How to Make an Origami Crane Make your own origami crane using these instructions and the perforated sheet of paper included in your book. 1. Start with a square piece of paper, colored side up. Fold in half and open. Then fold in half the other way. 2. Turn the paper over to the white side. Fold the paper in half, crease well and open, and then fold again in the other direction. 3. Using the creases you have made, bring the top 3 corners of the model down to the bottom corner.Flatten model. The iconic red crane on the cover of this new edition of Hurley’s, A Concise Introduction to Logic symbolizes the qualities that make it the most successful logic text on the market. We have chosen origami to symbolize this text’s careful sequencing, precision, elegance, and clarity. About the Cover 4. Fold top triangular flaps into the center and unfold. 5. Fold top of model downwards, crease well and unfold. 6. Open the uppermost flap of the model, bringing it upwards and pressing the sides of the model inwards at the same time. Flatten down, creasing well.Couple an icon steeped in tradition with a clean, modern design, and you will quickly get a sense of the qualities that make this new edition of Hurley the best yet. Along with instructions, each new text includes a sheet of red paper so that you can bring the cover to life. This exercise serves as a metaphor for the process of learning logic. It is challenging, requires practice, but can be fun. Ideas for other ways to create your own origami can be found at www. origami-resource-center. com. 7. Turn model over and repeat Steps 4-6 on the other side. . Fold top flaps into the center. 9. Repeat on other side. 10. Fold both ‘legs’ of 11. Inside Reverse Fold the â€Å"legs† model up, crease along the creases very well, then you just made. unfold. Finished Crane. 12. Inside Reverse Fold one si de to make a head, then fold down the wings. Source: www. origami-fun. com Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. A C O N C I S E I N T R O D U C T I O N TO Logic Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience.Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. A C O N C I S E I N T R O D U C T I O N TO Logic ELEVENTH EDITION PATRICK J. HURLEY University of San Diego Australia †¢ Brazil †¢ Japan †¢ Korea †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience.The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www. cengage. com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party co ntent may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. A Concise Introduction to Logic, Eleventh Edition Patrick J. Hurley Publisher: Clark Baxter Senior Sponsoring Editor: Joann Kozyrev Development Editor: Florence Kilgo Assistant Editor: Nathan Gamache Editorial Assistant: Michaela Henry Media Editor: Diane Akerman Marketing Manager: Mark T.Haynes Marketing Coordinator: Josh Hendrick Marketing Communications Manager: Laura Localio Content Project Manager: Alison Eigel Zade Senior Art Director: Jennifer Wahi Print Buyer: Paula Vang Production Service: Elm Street Publishing Services Internal designer: Yvo Riezebos Cover designer: Jeff Bane of CMB Design Partners Cover image: Courtesy of Getty Images: Red origami crane on white table (image numbe r 85592979) Compositor: Integra Software Services Pvt. Ltd.  © 2012, 2008, 2006 Wadsworth, Cengage Learning ALL RIGHTS RESERVED.No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706 For permission to use material from this text or product, submit all requests online at www. cengage. com/permissions. Further permissions questions can be emailed to [email  protected] com. Library of Congress Control Number: 2010924757 Student Edition: ISBN-13: 978 -0-8400-3417-5 ISBN-10: 0-8400-3417-2 Wadsworth 20 Channel Center Street Boston, MA 02210 USA Cengage Learning is a leading provider of customized learning solutions with o? e locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local o? ce at: international. cengage. com/region Cengage Learning products are represented in Canada by Nelson Education, Ltd. For your course and learning solutions, visit www. cengage. com. Purchase any of our products at your local college store or at our preferred online store www. cengagebrain. com. Printed in the United States of America 1 2 3 4 5 6 7 14 13 12 11 10 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. To: All of the instructors, past and present, who have taught logic from this book. It is wrong always, everywhere, and for anyone, to believe anything upon insufficient evidence. –W. K. Clifford Nothing can be more important than the art of formal reasoning according to true logic. Gottfried Wilhelm Leibniz Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Brief Contents Preface xiii PART I  Ã‚  INFORMAL LOGIC 1 2 3 Basic Concepts 1 Lang uage: Meaning and De? ition 78 Informal Fallacies 119 PART II  Ã‚  FORMAL LOGIC 4 5 6 7 8 Categorical Propositions 197 Categorical Syllogisms 259 Propositional Logic 310 Natural Deduction in Propositional Logic 380 Predicate Logic 442 PART III  Ã‚  INDUCTIVE LOGIC 9 10 11 12 13 14 Analogy and Legal and Moral Reasoning 509 Causality and Mill’s Methods 529 Probability 554 Statistical Reasoning 571 Hypothetical/Scienti? c Reasoning 593 Science and Superstition 615 Appendix: Logic and Graduate-Level Admissions Tests 644 Answers to Selected Exercises 655 Glossary/Index 697 vi Copyright 2010 Cengage Learning. All Rights Reserved.May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Contents Preface xiii PART I? INFORMAL LOGIC 1 Basic Concepts EXERCISE 1. 1 7 1 1 14 33 1. 1 Arguments, Premises, and Conclusions 1. 2 Recognizing Arguments EXERCISE 1. 2 25 1. 3 Deduction and Induction EXERCISE 1. 40 1. 4 Validity, Truth, Soundness, Strength, Cogency 44 EXERCISE 1. 4 53 1. 5 Argument Forms: Proving Invalidity EXERCISE 1. 5 63 57 1. 6 Extended Arguments EXERCISE 1. 6 70 64 2 Language: Meaning and De? nition 2. 1 Varieties of Meaning EXERCISE 2. 1 83 78 78 88 2. 2 The Intension and Extension of Terms EXERCISE 2. 2 92 2. 3 De? nitions and Their Purposes EXERCISE 2. 3 99 93 2. 4 De? nitional Techniques EXERCISE 2. 4 108 102 111 2. 5 Criteria for Lexical De? nitions EXERCISE 2. 5 115 vii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial revi ew has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 3 Informal Fallacies 3. 1 Fallacies in General EXERCISE 3. 1 121 119 122 138 119 3. 2 Fallacies of Relevance EXERCISE 3. 2 133 3. 3 Fallacies of Weak Induction EXERCISE 3. 3 149 3. 4 Fallacies of Presumption, Ambiguity, and Grammatical Analogy 156 EXERCISE 3. 4 170 . 5 Fallacies in Ordinary Language EXERCISE 3. 5 185 178 PART II? FORMAL LOGIC 4 Categorical Propositions 197 4. 1 The Components of Categorical Propositions 197 EXERCISE 4. 1 200 4. 2 Quality, Quantity, and Distribution EXERCISE 4. 2 204 200 4. 3 Venn Diagrams and the Modern Square of Opposition 205 EXERCISE 4. 3 216 4. 4 Conversion, Obversion, and Contraposition EXERCISE 4. 4 225 217 4. 5 The Traditional Square of Opposition EXERCISE 4. 5 234 227 4. 6 Venn Diagrams and the Traditional Standpoint 239 EXERCISE 4. 6 245 4. 7 Translating Ordinary Language Statements into Categorical Form 246 EXERCISE 4. 254 viii Contents Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 5 Categorical Syllogisms 259 5. 1 Standard Form, Mood, and Figure 259 EXERCISE 5. 1 264 5. 2 Venn Diagrams EXERCISE 5. 277 266 280 288 292 5. 3 Rules and Fallacies EXERCISE 5. 3 286 5. 4 Reducing the Number of Terms EXERCISE 5. 4 291 5. 5 Ordinary Language Arguments EXERCISE 5. 5 294 5. 6 Enthymemes 295 EXERCISE 5. 6 297 5. 7 Sorites 301 EXERCISE 5. 7 304 6 Propositional Logic EXERCISE 6. 1 319 310 6. 1 Symbols and Translation 310 6. 2 Truth Functions EXERCISE 6. 2 332 323 6. 3 Truth Tables for Propositions 335 EXERCISE 6. 3 341 6. 4 Truth Tables for Arguments EXERCISE 6. 4 347 344 6. 5 Indirect Truth Tables 350 EXERCISE 6. 5 358 6. 6 Argument Forms and Fallacies EXERCISE 6. 6 371 360 Contents ixCopyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 7 Natural Deduction in Propositional Logic 380 7. 1 Rules of Implication I 380 EXERCISE 7. 1 386 7. 2 Rules of Implication II 391 EXERCISE 7. 396 7. 3 Rules of Replacement I 401 EXERCISE 7. 3 407 7. 4 Rules of Replacement II EXERCISE 7. 4 419 414 7. 5 Conditional Proof EXERCISE 7. 5 430 427 7. 6 Indirect Proof EXERCISE 7. 6 436 432 438 7. 7 Proving Logical Truths EXERCISE 7. 7 440 8 Predicate Logic 442 8. 1 Symbols and Translation 442 EXERCISE 8. 1 449 8. 2 Using the Rules of Inference EXERCISE 8. 2 460 451 8. 3 Change of Quanti? er Rule EXERCISE 8. 3 467 464 468 8. 4 Conditional and Indirect Proof EXERCISE 8. 4 472 8. 5 Proving Invalidity EXERCISE 8. 5 479 474 481 8. 6 Relational Predicates and Overlapping Quanti? ers EXERCISE 8. 6 489 . 7 Identity 492 EXERCISE 8. 7 501 x Contents Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions r equire it. Part III INDUCTIVE LOGIC 9 Analogy and Legal and Moral Reasoning 509 9. 1 Analogical Reasoning 9. Legal Reasoning 9. 3 Moral Reasoning EXERCISE 9 520 509 512 516 10 Causality and Mill’s Methods 10. 2 Mill’s Five Methods 531 10. 3 Mill’s Methods and Science EXERCISE 10 546 529 529 10. 1 â€Å"Cause† and Necessary and Sufficient Conditions 540 11 Probability 554 11. 1 Theories of Probability 11. 2 The Probability Calculus EXERCISE 11 567 554 557 12 Statistical Reasoning 571 12. 1 Evaluating Statistics 571 12. 2 Samples 572 576 12. 3 The Meaning of â€Å"Average† 12. 4 Dispersion 578 12. 5 Graphs and Pictograms 12. 6 Percentages 586 EXERCISE 12 588 583 13 Hypothetical/Scienti? c Reasoning 593 13. The Hypothetical Method 593 13. 2 Hypothetical Reasoning: Four Examples from Science 596 Contents xi Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, som e third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 13. 3 The Proof of Hypotheses EXERCISE 13 607 02 13. 4 The Tentative Acceptance of Hypotheses 604 14 Science and Superstition 14. 2 Evidentiary Support 14. 3 Objectivity 14. 4 Integrity EXERCISE 14 615 615 14. 1 Distinguishing Between Science and Superstition 616 621 625 630 631 14. 5 Concluding Remarks Appendix: Logic and Graduate-Level Admissions Tests 644 Answers to Selected Exercises Glossary/Index 697 655 xii Contents Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that an y suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Preface The most immediate benefit derived from the study of logic is the skill needed to construct sound arguments of one’s own and to evaluate the arguments of others. In accomplishing this goal, logic instills a sensitivity for the formal component in language, a thorough command of which is indispensable to clear, e? ective, and meaningful communication.On a broader scale, by focusing attention on the requirement for reasons or evidence to support our views, logic provides a fundamental defense against the prejudiced and uncivilized attitudes that threaten the foundations of our democratic society. Finally, through its attention to inconsistency as a fatal ? aw in any theory or point of view, logic proves a useful device in disclosing ill-conceived policies in the politic al sphere and, ultimately, in distinguishing the rational from the irrational, the sane from the insane. This book is written with the aim of securing these bene? s. Every Book Has a Story When I ? rst began teaching introductory logic many years ago, I selected a textbook that was widely used and highly regarded. Yet, my students often had a hard time understanding it. The book tended to be overly wordy and the main points were often lost amid a welter of detail. Also, I found that much of the book’s content was only peripherally related to the central concepts of logic. Using this book provided the happy and unanticipated result that my students always came to class so they could hear me explain the textbook.But after I tired of doing this, I decided to write a textbook of my own that would address the de? ciencies of the one I had been using. Speci? cally, my goal was to write a book in which the main points were always presented up front so students could not possibly mis s them, the prose was clear and uncomplicated, and excess verbiage and peripheral subject matter was avoided. To accomplish these and other related goals, I incorporated the following pedagogical devices: †¢ Relevant and up-to-date examples were used extensively throughout the book. †¢ Key terms were introduced in bold face type and de? ed in the glossary/index. †¢ Central concepts were illustrated in graphic boxes. †¢ Numerous exercises—today there are over 2,600—were included to perfect student skills. †¢ Many exercises were drawn from real-life sources such as textbooks, newspapers, and magazines. †¢ Typically every third exercise was answered in the back of the book so students could check their work. xiii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial re view has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. †¢ Chapters were organized so that earlier sections provided the foundation for later ones. Later sections could be skipped by instructors opting to do so. †¢ Important rules and tables were printed on the inside covers for ready access. In its ? rst edition, the book was so well received that plans were quickly begun for a second edition.With the completion of that and later editions, the book grew to incorporate many new features: †¢ Venn diagrams for syllogisms were presented in a novel and more e? ective way using color to identify the relevant areas. †¢ Dialogue exercises were included to depict the commission of fallacies in real life. †¢ Predicate logic was extended to include relational predicates and identity. †¢ The Emin ent Logicians feature was introduced to enhance the human element: it presented the lives of historically prominent logicians. †¢ â€Å"Truth Trees† and â€Å"Critical Thinking and Writing† were written as supplements. Learning Logic, a multimedia program that includes an additional 2,000 exercises and that practically teaches the course by itself, was included in the package. †¢ A series of videos dealing with topics that students ? nd di? cult, including the concept of validity, indirect truth tables, and natural deduction, were o? ered with the last edition. I am convinced that with each successive edition the book has become a more e? ective teaching tool. I am also convinced that the current, eleventh edition, is the best and most accurate one to date. New To This Edition †¢ Five new biographical vignettes of prominent logicians are introduced.The new logicians include Ruth Barcan Marcus, Alice Ambrose, Ada Byron (Countess of Lovelace), Willard Van Orman Quine, and Saul Kripke. †¢ Six new dialogue exercises are introduced to help a? rm the relevance of formal logic to real-life. They can be found in Sections 5. 6, 6. 4, 6. 6, 7. 3, 7. 4, and 8. 2. †¢ The end-of-chapter summaries now appear in bullet format to make them more useful for student review. †¢ Many new and improved exercises and examples appear throughout the book. †¢ In Section 1. 4, the link between inductive reasoning and the principle of the uniformity of nature is explained.Cogent inductive arguments are those that accord with this principle, while weak ones violate it. Such violations are always accompanied by an element of surprise. xiv Preface Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially aff ect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. The connection between the Boolean Standpoint and the Aristotelian standpoint is explained more completely. †¢ The existential fallacy as it occurs in immediate inferences is explained in greater detail. All inferences that commit this fallacy have a universal premise and a particular conclusion. The meaning of â€Å"universal† and â€Å"particular† are extended to cover statements that are given as false. †¢ A new exercise set is introduced in Section 4. 5 that involves testing immediate inferences for soundness. †¢ An improved de? nition of the â€Å"main operator† of a compound statement is given. A new subsection is introduced in Section 6. 5 giving preliminary instruction on how to work backward from the truth values of the simple propositions to the truth values of the operators. A ne w exercise set provides practice with this technique. †¢ Section 7. 1 has been rewritten, emphasizing the strategy of trying to â€Å"? nd† the conclusion in the premises. †¢ Margin of error in Chapter 12 is now explained in terms of level of expectation. A more informative table illustrates this change. A complete list of all improvements is given at the beginning of the Instructor’s Manual.Note to the Student Imagine that you are interviewing for a job. The person across the desk asks about your strengths, and you reply that you are energetic, enthusiastic, and willing to work long hours. Also, you are creative and innovative, and you have good leadership skills. Then the interviewer asks about your weaknesses. You hadn’t anticipated this question, but after a moment’s thought you reply that your reasoning skills have never been very good. The interviewer quickly responds that this weakness could create big problems. â€Å"Why is that? † you ask. Because reasoning skills are essential to good judgment. And without good judgment your creativity will lead to projects that make no sense. Your leadership skills will direct our other employees in circles. Your enthusiasm will undermine everything we have accomplished up until now. And your working long hours will make things even worse. † â€Å"But don’t you think there is some position in your company that is right for me? † you ask. The interviewer thinks for a moment and then replies, â€Å"We have a competitor on the other side of town. I hear they are hiring right now. Why don’t you apply with them? †The point of this little dialogue is that good reasoning skills are essential to doing anything right. The business person uses reasoning skills in writing a report or preparing a presentation; the scientist uses them in designing an experiment or clinical trial, the department manager uses them in maximizing worker e? ciency, the law yer uses them in composing an argument to a judge or jury. And that’s where logic comes in. The chief purpose of logic is to develop good reasoning skills. In fact, logic is so important that when the liberal arts program of studies was formulated ? fteen hundred years Preface v Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ago, logic was selected as one of the original seven liberal arts. Logic remains to this day a central component of a college or university education.From a more pragmatic angle, logic is important to earning a good score on any of the several tests required for admission to graduate professional schools—the LSAT, GMAT, MCAT, and so on. Obviously, the designers of these tests recognize that the ability to reason logically is a prerequisite to success in these ? elds. The appendix in the back of the book contains sample questions and cues on answering them. Also, logic is a useful tool in relieving what has come to be called math anxiety. For whatever reason, countless students today are terri? ed of any form of reasoning that involves abstract symbols.If you happen to be one of these students, you should ? nd it relatively easy to master the use of logical symbols, and your newly found comfort with these symbols will carry over into the other, more di? cult ? elds. To improve your performance in logic, I strongly urge you to take full advantage of a multimedia program called Learning Logic. This is an interactive tutorial that teaches the essentials of this textbook in a very user-friendly way. However, your computer mu st be equipped with loudspeakers or headphones, because the audio component is essential.Learning Logic is available both on CD and online at the Logic CourseMate site. If the CD version or a passcode for the website did not come with your textbook, it can be purchased separately through your campus bookstore if your instructor has ordered it. You can also order it directly at www. cengagebrain. com. In addition to Learning Logic, an eBook and other quizzes and self-study material are available on the Logic CourseMate site. Also available online through the Logic CourseMate site are brief video lectures on key topics. The videos include pointers on how to work the pertinent exercises in the textbook.They cover topics such as the concept of validity, conversion, obversion, and contraposition, indirect truth tables, and natural deduction. If, as you work through the content of this book, you encounter a subject that you have trouble understanding, one of these videos may solve the pro blem. Additionally, a set of audio summaries for each chapter in the book is available. These are designed so that you can download them onto your iPod, mp3 player, or computer and listen to them before taking a test. Because pro? ciency in logic involves developing a kill, it helps to work through the practice problems in Learning Logic and the exercises in the textbook more than once. This will help you see that good reasoning (and bad reasoning, too) follows certain patterns whose identi? cation is crucial to success in logic. As you progress, I think you will ? nd that learning logic can be lots of fun, and working with the online resources should enhance your overall learning experience. Note to the Instructor With this eleventh edition, Learning Logic is available both on CD and online. The CD comes free if  ordered with a new book, or it can be ordered separately at www. engagebrain. com. Online, Learning Logic it is available through the Logic CourseMate site, a password p rotected website (www. cengage. com/sso). This website o? ers the bene? t of being able to check a student’s â€Å"time on task,† that is, how much time the student has spent using a particular supplement. â€Å"Critical Thinking and Writing† and â€Å"Truthtrees† are available free on the website, and they can also be selected as modules in a custom version of the textbook. The videos, which cover topics students often have trouble with, are also available on Logic CourseMate.This edition also features Aplia, one of the Cengage Learning CourseMaster digital solutions. Aplia established a name for itself in the ? eld of economics, where it o? ers interactive online homework xvi Preface Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed cont ent does not materially affect the overall learning experience.Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. assignments with continuous feedback to students. Providing automatic grading, Aplia increases student effort and keeps students accountable for course material while adding no additional paperwork to the instructor’s workload, leaving instructors with more time to prepare lectures and work with students. As Aplia expands its o? erings to include additional subjects, it has won widespread acclaim from thousands of instructors across numerous disciplines. Now, Aplia o? ers its signature bene? s to logic students and instructors with a program speci? cally designed to enhance student engagement. The Aplia assignments build on the exercises in this textbook, and they conform to the language, style, and structure of the book. Let me now turn to alternate ways of approaching the textbook. In genera l, the material in each chapter is arranged so that certain later sections can be skipped without a? ecting subsequent chapters. For example, those wishing a brief treatment of natural deduction in both propositional and predicate logic may want to skip the last three sections of Chapter 7 and the last four (or even ? e) sections of Chapter 8. Chapter 2 can be skipped altogether, although some may want to cover the ? rst section of that chapter as an introduction to Chapter 3. Finally, Chapters 9 through 14 depend only slightly on earlier chapters, so these can be treated in any order one chooses. However, Chapter 14 does depend in part on Chapter 13. Type of Course Traditional logic course Recommended material Chapter 1 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Sections 7. 1–7. 4 Informal logic course, critical reasoning course Chapter 1 Chapter 2 Chapter 3 Chapter 4 Sections 5. 1–5. Sections 5. 5–5. 6 Sections 6. 1–6. 4 Section 6. 6 Chapter 9 Chapter 12 C hapter 13 Chapter 14 Writing Supplement Section 5. 4 Section 5. 7 Section 6. 5 Chapter 10 Chapter 11 Course emphasizing modern formal logic Chapter 1 Sections 4. 1–4. 3 Section 4. 7 Sections 6. 1–6. 5 Chapter 7 Chapter 8 Truth Tree Supplement Optional material Chapter 2 Sections 7. 5–7. 7 Chapters 9–14 Chapter 3 Sections 4. 4–4. 6 Sections 5. 1–5. 2 Section 5. 7 Section 6. 6 Preface xvii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Acknowledgements For their reviews and suggestions leading to this eleventh edition I want to thank the following: Kevin Berry Scott Calef Gabriel Camacho Loren Cannon Victor Cosculluela Thompson Faller Thomas J.Frost Paul Gass Alexander Hall Courtney Hammond Merle Harton Anthony Hanson Ron Jackson William Jamison Sandra Johanson Richard Jones Russel Jones William Lawhead Stephen Leach Keane Lundt Erik Meade Ian MacKinnon Allyson Mount Seyed Mousavian Madeline Muntersbjorn Herminia Reyes Frank Ryan Eric Saidel Stephanie Semler Janet Simpson Aeon Skoble Joshua Smith Paula Smithka Krys Sulewski Brian Tapia William Vanderburgh Mark Vopat David Weise Shannon Grace Werre Katherine D.Witzig Stephen Wykstra Ohio University Ohio Wesleyan University El Paso Community College Humboldt State University Polk State College University of Portland Biola University/Long Beach City College Coppin State University Clayton State University Cuyamaca College Edward Waters College West Valley College Clayton State University University of Alaska Anchorage Green River Community College Howard University Uni versity of Oklahoma University of Mississippi UTPA Massachusetts College of Liberal Arts Southern Illinois University–Edwardsville The University of Akron Keene State College University of Alberta University of Toledo San Diego State University Kent State University George Washington University Radford University Su? olk County Community College Bridgewater State College Central Michigan University University of Southern Mississippi Edmonds Community College Foothill College Wichita State University Youngstown State University Gonzaga University Edmonds Community College Southwestern Illinois College Calvin College Of course any errors or omissions that may remain are the result of my own oversight. xviii Preface Copyright 2010 Cengage Learning. All Rights Reserved.May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppresse d content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Those who have contributed reviews and suggestions leading to the ten previous editions, and to whom I express my continued thanks, are the following: James T. Anderson, University of San Diego; Carol Anthony, Villanova University; Joseph Asike, Howard University; Harriet E.Baber, University of San Diego; Kent Baldner, Western Michigan University; James Baley, Mary Washington College; Jerome Balmuth, Colgate University; Victor Balowitz, State University of New York, College at Buffalo; Ida Baltikauskas, Century College; Gary Baran, Los Angeles City College; Robert Barnard, University of Mississippi; Gregory Bassham, Kings College; Thora Bayer, Xavier University of Louisiana; David Behan, Agnes Scott College; John Bender, Ohio University, Athens; James O. Bennett, University of Tennessee, Knoxv ille; Victoria Berdon, IUPU Columbus; Robert Berman, Xavier University of Louisana; Joseph Bessie, Normandale Community College; John R. Bosworth, Oklahoma State University; Andrew Botterell, University of Toronto; Tom Browder, University of Nevada, Las Vegas; Kevin Browne, Indiana University Southeast; Harold Brown, Northern Illinois University; KenBuckman, University of Texas, Pan American; Robert Burch, Texas A&M University; Keith Burgess-Jackson, University of Texas, Arlington; Michael Byron, Kent State University; James Campbell, University of Toledo; Joseph Keim Campbell, Washington State University; Charles Carr, Arkansas State University; William Carroll, Coppin State University; Jennifer Caseldine-Bracht, IUPU Fort Wayne; John Casey, Northern Illinois University; Greg Cavin, Cypress College; Robert Greg Cavin, Cypress College; Ping-Tung Chang, University of Alaska; Prakash Chenjeri, Southern Oregon University; Drew Christie, University of New Hampshire; Timothy Christion, U niversity of North Texas; Ralph W. Clarke, West Virginia University; David Clowney, Rowan University; Michael Cole, College of William and Mary; Michael J. Colson, Merced College; William F. Cooper, Baylor University; William Cornwell, Salem State College; Victor Cosculluela, Polk Community College; Mike Coste, Front Range Community College; Ronald R. Cox, San Antonio College; Houston A. Craighead, Winthrop University; Donald Cress, Northern Illinois University, DeKalb; Jack Crumley, University of San Diego; Linda Damico, Kennesaw State University; William J.DeAngelis, Northeastern University; Joseph DeMarco, Cleveland State University; Paul DeVries, Wheaton College; Jill Dieterle, Eastern Michigan University; Mary Domski, University of New Mexico; Beverly R. Doss and Richard W. Doss, Orange Coast College; Paul Draper, Purdue University; William A. Drumin, King’s College, Pennsylvania; Clinton Dunagan, Saint Philips College; Paul Eckstein, Bergen Community College; Anne M. Ed wards, Austin Peay State University; Lenore Erickson, Cuesta College; Michael Epperson, California State University, Sacramento; Cassandra Evans, San Diego City College; Evan Fales, University of Iowa; Lewis S. Ford, Old Dominion University; Gary Foulk, Indiana State University, Terre Haute; LeAnn Fowler, Slippery Rock University; Thomas H. Franks, Eastern Michigan University; Bernard D.Freydberg, Slippery Rock University; Frank Fair, Sam Houston State University; Timothy C. Fout, University of Louisville; Craig Fox, California University of Pennsylvania; Dick Gaffney, Siena College; George Gale, University of Missouri, Kansas City; Pieranna Garavaso, University of Minnesota at Morris; Joseph Georges, El Camino College; Kevin Gibson, University of Colorado; Victor Grassian, Los Angeles Harbor College; J. Randall Groves, Ferris State University; Shannon Grace, Edmunds Community College; James Granitto, Santiago Canyon College; Catherine Green, Rockhurst University; James Greene, Nort hern Michigan University; Harold Greenstein, SUNY Brockport; Shahrokh Haghighi, California State University; Alexander W.Hall, Clayton State University; Dean Hamden, Montclair State University; Ken Hanly, Brandon University; Larry Hauser, Alma College; Deborah Heikes, University of Alabama in Huntsville; Ronald Hill, University of San Diego; Lawrence Hinman, University of San Diego; Preface xix Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Dale Lynn Holt, Mississippi State University; John B.Howell, III, Southwestern Baptist Theological Seminary; R. I. G. Hughes, University o f South Carolina, Columbia; Lynn Holt, Mississippi State University; Peter Hutcheson, Texas State University; Debby D. Hutchins, Boston College; William H. Hyde, Golden West College; Sandra Johanson, Green River Community College; Gary Jones, University of San Diego; Glenn C. Joy, Texas State University, San Marcos; Olin Joynton, North Harris County College; Grant Julin, St. Francis University; Glen Kessler, University of Virginia; Charles F. Kielkopf, Ohio State University; Moya Kinchla, Bakersfield College; Bernard W. Kobes, Arizona State University; Keith W.Krasemann, College of DuPage; Richard La Croix, State University College at Buffalo; Sandra LaFave, West Valley College, Saratoga, California; Richard Lee, University of Arkansas; Lory Lemke, University of Minnesota, Morris; Robert Levis, Pasadena City College; Chenyang Li, Monmouth College, Monmouth, Illinois; Ardon Lyon, City University of London; Scott MacDonald, University of Iowa; Krishna Mallick, Salem State College; Tho mas Manig, University of Missouri, Columbia; James Manns, University of Kentucky; Dalman Mayer, Bellevue Community College; Larry D. Mayhew, Western Kentucky University; Leemon McHenry, California State University, Northridge; Robert McKay, Norwich University; Rick McKita, Colorado State University; Phillip McReynolds, Pennsylvania State University; Noel Merino, Humboldt State University; Kenneth R.Merrill, University of Oklahoma; Thomas Michaud, Wheeling Jesuit College; Dolores Miller, University of Missouri, Kansas City; George D. Miller, DePaul University; Richard Miller, East Carolina University; Frederick Mills, Bowie State University; Jeff Mitchell, Arkansas Tech University; John Mize, Long Beach City College; Dwayne Mulder, California State University, Fresno; John D. Mullen, Dowling College; Henry Nardone, Kings College; Theresa Norman, South Texas Community College; David O’Connor, Seton Hall University; Len Olsen, Georgia Southern University; Elane O’Rourke, Moorpark College; Brendan O’Sullivan, Rhodes College; Linda Peterson, University of San Diego; Rodney Peffer, University of San Diego; Robert G.Pielke, El Camino College; Cassandra Pinnick, Western Kentucky University; Nelson Pole, Cleveland State University; Norman Prigge, Bakersfield State University; Gray Prince, West Los Angeles College; R. Puligandla, University of Toledo; T. R. Quigley, Oakland University; Nani Rankin, Indiana University at Kokomo; Robert Redmon, Virginia Commonwealth University; Bruce Reichenbach, Augsburg College; David Ring, Southern Methodist University; Tony Roark, Boise State University; Michael Rooney, Pasadena City College; Phyllis Rooney, Oakland University; Beth Rosdatter, University of Kentucky; Michelle M. Rotert, Rock Valley College; Paul A. Roth, University of Missouri, Saint Louis; Daniel Rothbart, George Mason University; Robert Rupert, University of Colorado, Boulder; Sam Russo, El Camino College; Kelly Salsbery, Stephen F.Austin State University; Eric Saidel, George Washington University; Paul Santelli, Siena College; Stephen Satris, Clemson University; Phil Schneider, Coastal Carolina University; Philip Schneider, George Mason University; James D. Schumaker, University of North Carolina at Charlotte; Stephanie Semler, Radford University; Pat Sewell, University of North Texas; Elizabeth Shadish, El Camino College; Joseph G. Shay, Boston College; Dennis L. Slivinski, California State University, Channel Islands; Arnold Smith, Youngstown State University; JohnChristian Smith, Youngstown State University; Paula Smithka, University of Southern Mississippi; Eric W.Snider, University of Toledo; Bob Snyder, Humboldt University; Joseph Snyder, Anne Arundel Community College; Lynne Spellman, University of Arkansas; David Stern, University of Iowa; James Stuart, Bowling Green State University; John Sullins, Sonoma State University; John Sweigart, James Madison University; Clarendon Swift, Moorpark College; Wayne Swindall, California Baptist College; Bangs Tapscott, University of Utah; Ramon Tello, Shasta College; Jan Thomas, University of Arkansas at Little Rock; Phil Thompson, Eastern Illinois University; Richard Tieszen, San Jose State University; Larry Udell, West Chester University; Ted Ulrich, Purdue xx Preface Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. University; Robert Urekew, University of Louisville; William Uzgalis, Oregon State University; Thomas H. Warren, Solano Colleg; Andrew J.Waskey, Dalton State University; Roy Weatherford, University of South Florida; Chris Weigand, Our L ady of the Lake University; David Weinburger, Stockton State College; Paul Weirich, University of Missouri, Columbia; Robert Wengert, University of Illinois, Urbana/Champaign; Gerald Joseph Williams, Seton Hall University; Frank Wilson, Bucknell University; W. Kent Wilson, University of Illinois, Chicago; Stephen Wykstra, Calvin College; Marie Zaccaria, Georgia Perimeter College; Jeffrey Zents, University of Texas; Finally, it has been a pleasure working with philosophy editor Joann Kozyrev, development editor Florence Kilgo, project manager Alison Eigel Zade, project editors Emily Winders and Amanda Hellenthal, and editorial assistant Michaela Henry. Preface xxi Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 1 Basic Concepts 1. 1 1. 2 1. 3 1. 4 1. 5 1. Arguments, Premises, and Conclusions Recognizing Arguments Deduction and Induction Validity, Truth, Soundness, Strength, Cogency Argument Forms: Proving Invalidity Extended Arguments 1. 1 Arguments, Premises, and Conclusions Logic may be de? ned as the organized body of knowledge, or science, that evaluates arguments. All of us encounter arguments in our day-to-day experience. We read them in books and newspapers, hear them on television, and formulate them when communicating with friends and associates. The aim of logic is to develop a system of methods and principles that we may use as criteria for evaluating the arguments of others and as guides in constructing arguments of our own.Among the bene? ts to be expected from the study of logic is an increase in con? dence that we are making sense when we criticize the arguments of others and when we advance arguments of our own. An argument, in its most basic form, is a group of statements, one or more of which (the premises) are claimed to provide support for, or reasons to believe, one of the others (the conclusion). All arguments may be placed in one of two basic groups: those in which the premises really do support the conclusion and those in which they do not, even though they are claimed to. The former are said to be good arguments (at least to that extent), the latter bad argu ments.The purpose of logic, as the science that evaluates arguments, is thus to develop methods and techniques that allow us to distinguish good arguments from bad. As is apparent from the given definition, the term argument has a very specific meaning in logic. It does not mean, for example, a mere verbal ? ght, as one might  have with one’s parent, spouse, or friend. Let us examine the features of this de? nition in Additional resources are available on the Logic CourseMate website. 1 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 1 greater detail. First of all, an a rgument is a group of statements. A statement is a sentence that is either true or false—in other words, typically a declarative sentence or a sentence component that could stand as a declarative sentence. The following sentences are statements: Chocolate truffles are loaded with calories. Melatonin helps relieve jet lag. Political candidates always tell the complete truth.No wives ever cheat on their husbands. Tiger Woods plays golf and Maria Sharapova plays tennis. The first two statements are true, the second two false. The last one expresses two statements, both of which are true. Truth and falsity are called the two possible truth values of a statement. Thus, the truth value of the ? rst two statements is true, the truth value of the second two is false, and the truth value of the last statement, as well as that of its components, is true. Unlike statements, many sentences cannot be said to be either true or false. Questions, proposals, suggestions, commands, and exclama tions usually cannot, and so are not usually classi? ed as statements.The following sentences are not statements: Where is Khartoum? Let’s go to a movie tonight. I suggest you get contact lenses. Turn off the TV right now. Fantastic! (question) (proposal) (suggestion) (command) (exclamation) The statements that make up an argument are divided into one or more premises and one and only one conclusion. The premises are the statements that set forth the reasons or evidence, and the conclusion is the statement that the evidence is claimed to support or imply. In other words, the conclusion is the statement that is claimed to follow from the premises. Here is an example of an argument: All film stars are celebrities. Halle Berry is a film star.Therefore, Halle Berry is a celebrity. The ? rst two statements are the premises; the third is the conclusion. (The claim that the premises support or imply the conclusion is indicated by the word â€Å"therefore. †) In this argument the premises really do support the conclusion, and so the argument is a good one. But consider this argument: Some film stars are men. Cameron Diaz is a film star. Therefore, Cameron Diaz is a man. In this argument the premises do not support the conclusion, even though they are claimed to, and so the argument is not a good one. One of the most important tasks in the analysis of arguments is being able to distinguish premises from conclusions.If what is thought to be a conclusion is really a premise, and vice versa, the subsequent analysis cannot possibly be correct. Many  arguments 2 Chapter 1 Basic Concepts Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to r emove additional content at any time if subsequent rights restrictions require it. contain indicator words that provide clues in identifying premises and conclusion.Some typical conclusion indicators are therefore wherefore thus consequently we may infer accordingly we may conclude it must be that for this reason so entails that hence it follows that implies that as a result 1 Whenever a statement follows one of these indicators, it can usually be identi? ed as the conclusion. By process of elimination the other statements in the argument are the premises. Example: Tortured prisoners will say anything just to relieve the pain. Consequently, torture is not a reliable method of interrogation. The conclusion of this argument is â€Å"Torture is not a reliable method of interrogation,† and the premise is â€Å"Tortured prisoners will say anything just to relieve the pain. † Premises Claimed evidence Conclusion What is claimed to follow from the evidenceIf an argument does not contain a conclusion indicator, it may contain a premise indicator. Some typical premise indicators are since as indicated by because for in that may be inferred from as given that seeing that for the reason that in as much as owing to Any statement following one of these indicators can usually be identi? ed as a premise. Example: Expectant mothers should never use recreational drugs, since the use of these drugs can jeopardize the development of the fetus. The premise of this argument is â€Å"The use of these drugs can jeopardize the development of the fetus,† and the conclusion is â€Å"Expectant mothers should never use recreational drugs. In reviewing the list of indicators, note that â€Å"for this reason† is a conclusion indicator, whereas â€Å"for the reason that† is a premise indicator. â€Å"For this reason† (except Section 1. 1 Arguments, Premises, and Conclusions 3 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 1 hen followed by a colon) means for the reason (premise) that was just given, so what follows is the conclusion. On the other hand, â€Å"for the reason that† announces that a premise is about to be stated. Sometimes a single indicator can be used to identify more than one premise. Consider the following argument: It is vitally important that wilderness areas be preserved, for wilderness provides essential habitat for wildlife, including endangered species, and it is a natural retreat from the stress of daily life. The premise indicator â€Å"for† goes with both â€Å"Wilderness provide s essential habitat for wildlife, including endangered species,† and â€Å"It is a natural retreat from the stress of daily life. These are the premises. By method of elimination, â€Å"It is vitally important that wilderness areas be preserved† is the conclusion. Some arguments contain no indicators. With these, the reader/listener must ask such questions as: What single statement is claimed (implicitly) to follow from the others? What is the arguer trying to prove? What is the main point in the passage? The answers to these questions should point to the conclusion. Example: The space program deserves increased expenditures in the years ahead. Not only does the national defense depend on it, but the program will more than pay for itself in terms of technological spinoffs.Furthermore, at current funding levels the program cannot fulfill its anticipated potential. The conclusion of this argument is the ? rst statement, and all of the other statements are premises. The a rgument illustrates the pattern found in most arguments that lack indicator words: the intended conclusion is stated ? rst, and the remaining statements are then o? ered in support of this ? rst statement. When the argument is restructured according to logical principles, however, the conclusion is always listed after the premises: P1: P2: P3: C: The national defense is dependent on the space program. The space program will more than pay for itself in terms of technological spinoffs.At current funding levels the space program cannot fulfill its anticipated potential. The space program deserves increased expenditures in the years ahead. When restructuring arguments such as this, one should remain as close as possible to the original version, while at the same time attending to the requirement that premises and conclusion be complete sentences that are meaningful in the order in which they are listed. Note that the ? rst two premises are included within the scope of a single sentence in the original argument. For the purposes of this chapter, compound arrangements of statements in which the various components are all claimed to be true will be considered as separate statements.Passages that contain arguments sometimes contain statements that are neither premises nor conclusions. Only statements that are actually intended to support the conclusion should be included in the list of premises. If, for example, a statement 4 Chapter 1 Basic Concepts Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. erves merely to introduce the general topic, or merely makes a pas sing comment, it should not be taken as part of the argument. Examples: The claim is often made that malpractice lawsuits drive up the cost of health care. But if such suits were outlawed or severely restricted, then patients would have no means of recovery for injuries caused by negligent doctors. Hence, the availability of malpractice litigation should be maintained intact. Massive federal deficits push up interest rates for everyone. Servicing the debt gobbles up a huge portion of the federal budget, which lowers our standard of living. And big deficits also weaken the value of the dollar. For these reasons, Congress must make a determined effort to cut overall spending and raise taxes.Politicians who ignore this reality imperil the future of the nation. 1 In the ? rst argument, the opening statement serves merely to introduce the topic, so it is not part of the argument. The premise is the second statement, and the conclusion is the last statement. In the second argument, the ? nal statement merely makes a passing comment, so it is not part of the argument. The premises are the ? rst three statements, and the statement following â€Å"for these reasons† is the conclusion. Closely related to the concepts of argument and statement are those of inference and proposition. An inference, in the narrow sense of the term, is the reasoning process expressed by an argument.In the broad sense of the term, â€Å"inference† is used interchangeably with â€Å"argument. † Analogously, a proposition, in the narrow sense, is the meaning or information content of a statement. For the purposes of this book, however, â€Å"proposition† and â€Å"statement† are used interchangeably. Note on the History of Logic The person who is generally credited as the father of logic is the ancient Greek philosopher Aristotle (384–322 b. c. ). Aristotle’s predecessors had been interested in the art of constructing persuasive arguments and in techniques for refuting the arguments of others, but it was Aristotle who ? rst devised systematic criteria for analyzing and evaluating arguments.Aristotle’s chief accomplishment is called syllogistic logic, a kind of logic in which the fundamental elements are terms, and arguments are evaluated as good or bad depending on how the terms are arranged in the argument. Chapters 4 and 5 of this textbook are devoted mainly to syllogistic logic. But Aristotle also deserves credit for originating modal logic, a kind of logic that involves such concepts as possibility, necessity, belief, and doubt. In addition, Aristotle catalogued several informal fallacies, a topic treated in Chapter 3 of this book. After Aristotle’s death, another Greek philosopher, Chrysippus (280–206 b. c. ), one of the founders of the Stoic school, developed a logic in which the fundamental elements were whole propositions.Chrysippus treated every proposition as either true or false and developed rules for determining the truth or falsity of compound propositions from the truth or falsity of their components. In the course of doing so, he laid the foundation for the truth functional interpretation of the logical connectives presented in Chapter 6 of this book and introduced the notion of natural deduction, treated in Chapter 7. Section 1. 1 Arguments, Premises, and Conclusions 5 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 1 For thirteen hundred years after the death of Chrysippus, relatively little creative work was done in logic. The physician Galen (a. d. 129†“ca. 199) developed the theory of the compound categorical syllogism, but for the most part philosophers con? ned themselves to writing commentaries on the works of Aristotle and Chrysippus. Boethius (ca. 480–524) is a noteworthy example. The ? rst major logician of the Middle Ages was Peter Abelard (1079–1142). Abelard reconstructed and re? ed the logic of Aristotle and Chrysippus as communicated by Boethius, and he originated a theory of universals that traced the universal character of general terms to concepts in the mind rather than to â€Å"natures† existing outside the mind, as Aristotle had held. In addition, Abelard distinguished arguments that are  valid because of their form from those that are valid because of their content, but he held that only formal validity is the â€Å"perfect† or conclusive variety. The present text