Remarks On 40th Anniversary Of D Day

Remarks On 40th Anniversary Of D Day Remarks on the 40th Anniversary of D-Day by Ronald Reagan delivered in Normandy is a sample of a effective and persuading speech, where the speaker uses different stylistic devices to increase the impact of his words and speech on the audience. As the matter of fact, the speech focuses on the historical events related to World War II but Ronald Reagan attempts to intertwine the historical events of the past with the present moment. Moreover, he shows the close link between the past heroic deeds of Americans and the need to unite efforts of all democratic countries in the new struggle against their common enemy. In general, the speech is quite successful due to the use of various stylistic devices, logical and emotional presentation of key ideas and the appeal to the authority, such God, which makes the speech closer to minds and souls of the audience and make people feel sympathetic and follow the lead of Ronald Reagan. In actuality, the speech Remarks on the 40th Anniversary of D-Day opens with the reference of the author to the past and to the heroic struggle of American and European soldiers against their common enemy the Nazi regime in Germany, which spread its influence all over Europe and threatened to the freedom of the US as well: We stand on a lonely, windswept point on the northern shore of France. The air is soft, but forty years ago at this moment, the air was dense with smoke and the cries of men, and the air was filled with the crack of rifle fire and the roar of cannon. (Reagan). In such a way, the author uses the contrast between the present calmness of the place and the past heroic struggle and turbulent events that accompanied the D-Day in 1944. Actually, Ronal Reagan shows that the past was full of tragic events and the D-Day has changed the calm environment of Normandy and its quiet and powerful nature. The D-day is depicted as something abnormal, as a challenge to the nature and as an attempt of Americans and their allies to restore the natural order, when democratic nations united their efforts in the struggle against Nazi Germany, which threatened to their freedom and fundamental values. The use of contrast by Ronald Reagan has a profound impact on the audience because it is obvious that the audience can be shocked by the present calmness of the place and the past turbulent events, which cost thousands of lives to Americans and their allies. In such a way, Ronald Reagan engages the audience with the help of the contrast. At the same time, he attempts to strengthen the impression from his speech on the audience and to increase its persuasive power by appealing to the authority. IN this regard, Ronald Reagan abundantly refers to God as the highest authority and it is according to Gods will he attempts to act and to appeal to the authority of God, who, as Ronald Reagan attempts to show, defined the outcome of the war and justified actions of Americans and their allies in the course of World War II and does so in the present time. IN fact, he attempts to show that all actions and events are ruled by God: This world He created is of moral design. Grief and tragedy and hatred are only for a time. Goodness, remembrance and love have no end, and the Lord of life holds all who die and all who mourn (Reagan). Such an appeal to the authority of God helps Ronald Reagan to gain attention of the audience and to show that what he is saying is not just his own ideas and beliefs but what he says is grounded on his fi rm belief in God and His will and power to determine the life of people and guide people to the virtuous and good life. In such a context, Ronald Reagan derives from material values and draws the attention of the audience to fundamental spiritual values: As weve been assured, neither death nor life nor angels nor principalities, nor powers nor things present nor things to come nor height nor depth can separate us from Gods love. May He bless the souls of the departed. May He comfort our own. And may He always guide our country (Reagan). This is another manifestation of the appeal to the authority, which shows that people should not focus on their material life but there are more important values. At the same time, along with the appeal to authority and the use of contrast and other stylistic devices, Ronald Reagan develops his speech logically and reasonably but often he refers to emotions and moral values of the audience. In this regard, it is possible to trace the effective and systematic use of pathos in the speech of Ronald Reagan. For instance, her refers to the veterans of World War II as follows: These are the men who took the cliffs. These are the champions who helped free a continent. And these are the heroes who helped end a war (Reagan). Obviously, the use of pathos contributes to the persuasion of the audience because it evokes basic moral values in the audience, such as the respect to the elder generation and to veterans of World War II, who were true heroes and Reagan stresses their heroic struggle and deeds, which cost so many lives for the US and its allies. In addition, Ronald Reagan appeals to emotions of the audience and feelings of veterans as well as other people listening to his speech. In this regard, it is possible to refer to the story of Bill Millin of the 51st Highlanders. In fact, this story is the manifestation of ethos in Remarks on the 40th Anniversary of D-Day, which Ronald Reagan uses to evoke strong emotions in the audience. While evoking strong emotions in the audience, the speaker can direct listeners and persuade them in his righteousness. At any rate, when the audience is emotionally affected, people readily accept the message of the speaker without even thinking about what he is actually saying. In such a context, the regular reference to the past are particularly effective in the course of the speech: Yet you risked everything here. Why? Why did you do it? What impelled you to put aside the instinct for self-preservation and risk your lives to take these cliffs? What inspired all the men of the armies that met here? We look at you, and somehow we know the answer. It was faith and belief. It was loyalty and love (Reagan). Obviously, such use of ethos can hardly keep the audience, especially veterans of World War II, indifferent to what Reagan is saying. In stark contrast, such reference to the past and emotions of the audience make people follow the lead of Ronald Reagan. People start thinking over questions the speaker poses and they can hardly think clearly over these questions because Ronald Reagan provides immediately the answer to the questions he poses. Thus, he provides the audience with the answer giving them practically no time to consider over possible alternative answers to the questions. Furthermore, Ronald Reagan uses ethos to strengthen the heroism of American soldiers and allies in World War II: They are the names of people who faced death and in their last moments called home to say, be brave and I love you (Reagan). At the same time, this sample of ethos shows the effective way in which Reagan has linked closely the tragic events that took place in Europe and sufferings of people in the US. Thus, he revealed the fact that World War II was the tragedy for all people all over the world. However, Ronald Regan steadily and logically leads to the audience from the past to the present time. In this regard, he uses logos to make his speech reasonable and persuading: Were bound today by what bound us 40 years ago, the same loyalties, traditions, and beliefs. Were bound by reality. The strength of Americas allies is vital to the United States, and the American security guarantee is essential to the continued freedom of Europes democracies. We were with you then; were with you now. Your hopes are our hopes, and your destiny is our destiny (Reagan). At this point, Ronald Reagan uses logos to draw attention of the public to the current problems the US, all Americans and democratic people face. In fact, he uses the events of the D-Day that occurred forty years ago as the background to the present threats to the democracy and the US and its allies. He uses skillfully logos to show that threats of the past persist and today Americans still face numerous problems and threats, whi ch can put under a threat their freedom and fundamental values. In such a way, he logically concludes that Americans and their allies should unite their efforts in the struggle against new threats that emerge in the contemporary world. Moreover, in the end of his speech he refers again to the authority of God to complete his speech and back it up with the authority of God. Thus, Remarks on the 40th Anniversary of D-Day is a persuasive and effective speech delivered by Ronald Reagan in 1984. The speech has proved to be quite successful due to the skillful use of stylistic devices, logos, ethos and pathos. Ronald Reagan has managed to show the heroic deeds of Americans and their allies in the past and, what is more, he has managed to intertwine those deeds and past threats with the present situation to show that threats persisted and Americans should be aware of existing threats to their freedom and traditional values. In such a way, the speech Remarks on the 40th Anniversary of D-Day is the sample of the logical and emotionally strong speech that persuades the audience.

Human Perception :: Psychology Essays

Human Perception: An Intimate Look Into The Most Intriguing Aspect of Modern Psychology. It determines what we see, what we do, what we feel. It controls our emotions, our thoughts, and our conscience. What is this remarkable element of the human mind? It is called perception. Perception as defined in the Merrian- Webster Dictionary as the following- 1 a : awareness of the elements of environment through physical sensation b: Physical sensation interpreted in the light of experience 2 a : quick, acute, and intuitive cognition : APPRECIATION b : capacity for comprehension Perception. As hard as it is to define it, it is impossible to correctly conceive a "correct" or "right" way to use it. Perception varies with not only humans, but with virtually all other animals as well, whether through instinct or with conscious thought. Let us take this a step farther. When a bee looks at a flower that is meant for feeding from, they do not only notice the colors the human mind sees. The bee sees a yellow "run-way" directly into the core of the flower, guiding it into the source of nectar. This brings us to the question- "is what we see real, or is what we see our own reality?". What the human mind sees is only three dimensions. Since Albert Einstein first conjured the scientific possibility of a fourth dimension, human beings have longed to see it. Many people assume that it does not exist simply because they cannot see it. They are not able to see the yellow "run-way" into the heart of a flower, but to the bee and an ultraviolet light, that "run-way" is certainly real. People's physical use of their own perception is very limited, as such noticeable in the "tunnel-vision" effect. A good example of the Tunnel Vision effect is a perception or thought such as "if I cannot see it, it simply does not exist". We as humans are limited not only to what we can sense, but how we perceive what we sense. Such is a formidable question. What if that fourth dimension does exist, what if we can see it , only our brain cannot perceive it being there, therefor it never exists in the first place. I would consider that as a paradox. Where does perception come from? Is it a result of the upbringing and surroundings of an individual (animal or human), or is it a result of genetics? Certainly I would believe that conditioning has a great impact on an individual's perception. An example to that would be as such : A dog is abused, Human Perception :: Psychology Essays Human Perception: An Intimate Look Into The Most Intriguing Aspect of Modern Psychology. It determines what we see, what we do, what we feel. It controls our emotions, our thoughts, and our conscience. What is this remarkable element of the human mind? It is called perception. Perception as defined in the Merrian- Webster Dictionary as the following- 1 a : awareness of the elements of environment through physical sensation b: Physical sensation interpreted in the light of experience 2 a : quick, acute, and intuitive cognition : APPRECIATION b : capacity for comprehension Perception. As hard as it is to define it, it is impossible to correctly conceive a "correct" or "right" way to use it. Perception varies with not only humans, but with virtually all other animals as well, whether through instinct or with conscious thought. Let us take this a step farther. When a bee looks at a flower that is meant for feeding from, they do not only notice the colors the human mind sees. The bee sees a yellow "run-way" directly into the core of the flower, guiding it into the source of nectar. This brings us to the question- "is what we see real, or is what we see our own reality?". What the human mind sees is only three dimensions. Since Albert Einstein first conjured the scientific possibility of a fourth dimension, human beings have longed to see it. Many people assume that it does not exist simply because they cannot see it. They are not able to see the yellow "run-way" into the heart of a flower, but to the bee and an ultraviolet light, that "run-way" is certainly real. People's physical use of their own perception is very limited, as such noticeable in the "tunnel-vision" effect. A good example of the Tunnel Vision effect is a perception or thought such as "if I cannot see it, it simply does not exist". We as humans are limited not only to what we can sense, but how we perceive what we sense. Such is a formidable question. What if that fourth dimension does exist, what if we can see it , only our brain cannot perceive it being there, therefor it never exists in the first place. I would consider that as a paradox. Where does perception come from? Is it a result of the upbringing and surroundings of an individual (animal or human), or is it a result of genetics? Certainly I would believe that conditioning has a great impact on an individual's perception. An example to that would be as such : A dog is abused,

Analyse Communication Methods and Assess their Effectiveness in a Care Settings

Analyse communication methods and assess their effectiveness in a care settings. Health and social care professionals have to develop effective communication skills in order to work with the diverse range of people who use and work within care services. The two contexts, or types of circumstances, in which communication and interaction occur are one-to-one and group contexts.One-to-one communication occurs when one person speaks with or writes to another individual. Examples of one-to-one communication in health care could be a patient talking to his/her doctor, a doctor talking to a patient’s family and a doctor breaking sensitive news to a patient. Effective communication and interaction play an important role in the work of all health and social care professionals.For example, care professionals need to be able to use a range of communication and interaction skills in order to: Work inclusively with people of different ages and diverse backgrounds, respond appropriately to the variety of care-related problems and individual needs of people who use care services, obtain clear, accurate information about a person’s problems, symptoms or concerns. Group communication follows slightly different ‘rules’ to communication in one-to-one situations. There is often more going on in a group, with a number of different people trying to speak, get their point across and their voice heard.These work better when the group is small as the leader can interact better than working with large groups. As a communication context, groups can have a number of benefits for participants: a group can be an effective way of sharing responsibilities and groups can improve decision-making and problem-solving because they draw on the knowledge and skills of a number of people However, groups can also limit the effectiveness of communication if: people find it hard to speak and contribute effectively or to challenge aspects of the group’s thinking or pract ices.This can lead to poorly thought-out, unquestioned decisions being made. Care professionals need to understand how communication and interpersonal interaction occur in both formal and informal contexts. Knowing when to communicate formally and when to use informal communication improves the effectiveness of a care professional’s communication and interactions. Formal communication is the interaction between two or more people, which does adhere to the rules of formal communication. Formal communication requires appropriate verbal and non-verbal skills.Other  examples of formal communication are: formal letter or email. Informal communication is more relaxed, more personal and ‘looser’ than formal communication. People use informal language when they speak with or write to their family, friends or close relatives. Care professionals have to learn to assess each person’s communication needs and preferences and to understand the different contexts in wh ich formal and informal communication is appropriate. Developing this understanding and flexibility enables a care professional to be respectful, sensitive and effective whenever they are communicating with others.Care professionals communicate and interact with colleagues, other professionals and the people who use care services by using a variety of word-based (verbal) and non-word-based (non-verbal) methods of communication. Verbal and non-verbal communication can be explored separately but occur simultaneously. Effective verbal communication occurs when one person speaks (writes) and at least one other listens to (reads) and understands the message. Talking with service users, their relatives and with colleagues is a frequent, everyday occurrence for care professionals.For example, verbal communication skills are needed to: respond to questions asked by people who use services, their families and friends; discuss the worries, concerns and distress of people who use care services ; ask questions when carrying out needs assessments or reviewing progress. Services user’s records, organisational policies and procedures, official letters and memos, emails and text messages between care practitioners are all examples of verbal, or word-based, communication in written form.People who have hearing (or dual hearing and sight) impairments sometimes communicate through the use of specialist forms of nonverbal signing. Sign languages are often taught and used in settings where service users have limited ability to use verbal language due to learning disabilities. In situations where people speak different languages or prefer to use different communication systems – such as British Sign Language or Makaton – effective communication may only be possible if assistance is provided by a third party.Care organisations and agencies may use one or more of the following human aids to ensure that communication are effective in these circumstances. As a profe ssional, it is your responsibility to make sure that your communication skills meet the needs of the people you support. We don’t have to talk to other people to communicate or interact with them. We also communicate non-verbally through body language, the way we dress and sometimes through the activities we take part in.As we will see, body language, art, drama and music, as well as specialist techniques such as signing, are all non-verbal methods of communication that are used within care settings. The human face is very expressive and is an important source of nonverbal communication. Care practitioners can use their understanding of postural messages to read a person’s mood and feelings. This can give useful information during assessment interviews and in one-to-one counselling sessions. Nonverbal communication, just like language, varies across cultures. These differences can sometimes lead to misunderstandings.Nonverbal communication is communication through mean s other than language, facial expressions, personal space, and eye contact, use of time, conversational silence and cultural space. Care professionals communicate effectively when they are able to ‘connect’ directly with other individuals. To be able to do this well, a care professional must adapt to the communication and language needs and preferences of others. This includes people who are unable to use spoken language and people who have sensory impairments that limit their communication and interaction abilities.Care professionals may also encourage some people to make use of technological aids, such as electronic communicators, hearing aids and videophones, to overcome specific communication problems. These kinds of technological aids are specifically designed to help individuals who have difficulty sending or receiving the messages that form their communication with others. Getting your message across, and correctly interpreting the messages communicated to you, a re vital to effective communication.

Victim-Blaming Rape Myths

Question: What are Rape Myths - Why Do Myths About Rape Often Blame the Victim? Answer: Rape myths are assumptions about the act of rape and the victims of rape that frequently reduce empathy for -- and even shift blame to -- the victim. Often unproven or downright wrong, rape myths are nonetheless widely accepted. A concept first introduced by sociologist Martha R. Burt in 1980, rape myths are defined as prejudicial, stereotyped, or false beliefs about rape, rape victims and rapists. Rape myths can lead us to justify acts of sexual violence by rationalizing that the victim did something wrong and therefore is at fault. When women believe rape myths, they frequently separate and/or distance themselves from the victim by saying, That would never happen to me because.... The following are common rape myths: Its not rape if theyre datingthere was no force/violence involvedshe didnt fight itshe went home with himshe wasnt aware of what was happeningshe said no but really meant yesshes a prostitute She wouldnt have been raped if she wasnt drinking alcoholwearing tight/sexy clothingleading him onslutty/a bad girl/sleeping aroundasking for ityoung and attractivein the wrong place at the wrong time the LA Weekly blog described her The tendency to take a judgmental view of rape victims is s direct result of viewing this violent crime through the lens of rape myths. Sources:Beere, Carole A. Sex and gender issues: a handbook of tests and measures. Pages 400-401. Greenwood Publishing Group. 1990.Raja, Sheela. Rape Myths Persist - Reactions to the Assault on Lara Logan. WomensMediaCenter.org. 17 February 2011.Wilson, Simone. Lara Logan, CBS Reporter and Warzone It Girl, Raped Repeatedly Amid Egypt Celebration. Blogs.LAWeekly.com. 16 February 2011.