50 Types of Propaganda

50 Types of Propaganda 50 Types of Propaganda 50 Types of Propaganda By Mark Nichol Are you a propagandist? If you write nonfiction intended to persuade, yes, by a broad definition, you almost certainly are. Here are fifty terms for, and definitions of, forms of propaganda, at least one of which such writers will likely employ in a given piece of content. Propaganda (the word is from a New Latin term meaning â€Å"propagating,† synonymous in this connotation with publicizing) has been defined as â€Å"communication intended to shape perceptions, manipulate cognition, and direct behavior.† That’s a broad definition a narrower one would limit propaganda to willful, prejudicial manipulation of information but it helps writers and readers understand that because almost any content can be considered propaganda, they must be alert to the subtext of almost any content they produce or consume. 1. Ad hominem: attacking opponents rather than opponents’ ideas or principles 2. Ad nauseam: repeating ideas relentlessly so that the audience becomes inured to them 3. Appeal to authority: use of authority figures (or perceived authority figures such as celebrities) to support ideas 4. Appeal to fear: exploitation of audience anxieties or concerns 5. Appeal to prejudice: exploitation of an audience’s desire to believe that it is virtuous or morally or otherwise superior 6. Bandwagon: exploitation of an audience’s desire to conform by encouraging adherence to or acceptance of idea that is supposedly garnering widespread or universal support 7. Beautiful people: depiction of attractive famous people or happy people to associate success or happiness with adherence to an idea or cause or purchase of a product 8. Black-and-white fallacy: presentation of only two alternatives, one of which is identified as undesirable 9. Classical conditioning: association of an idea with another stimulus 10. Cognitive dissonance: using a favorable stimulus to prompt acceptance of an unfavorable one, or producing an unfavorable association 11. Common man: adoption of mannerisms and/or communication of principles that suggest affinity with the average person 12. Cult of personality: creation of an idealized persona, or exploitation of an existing one, as a spokesperson for an idea or a cause 13. Demonizing the enemy: dehumanizing or otherwise denigrating opponents to sway opinion 14. Dictat: mandating adherence to an idea or cause by presenting it as the only viable alternative 15. Disinformation: creating false accounts or records, or altering or removing existing ones, to engender support for or opposition to an idea or cause 16. Door in the face: seeking compliance with a request by initially requesting a greater commitment and then characterizing the desired outcome as a compromise or a minor inconvenience 17. Euphoria: generating happiness or high morale by staging a celebration or other motivating event or offer 18. Fear, uncertainty, and doubt: disseminating false or negative information to undermine adherence to an undesirable belief or opinion 19. Flag waving: appealing to nationalism or patriotism 20. Foot in the door: manipulation by encouraging a small gift or sacrifice, which establishes a bond that can be exploited to extract more significant compliance 21. Glittering generalities: applying emotionally appealing but vague and meaningless words to an idea or cause 22. Half-truth: making a statement that is partly true or only part of the truth, or is otherwise deceptive 23. Inevitable victory: assurance of uncommitted audience members and reassurance of committed audience members that an idea or cause will prevail 24. Join the crowd: communication intended to persuade the audience to support an idea or cause because it is or will be the dominant paradigm 25. Labeling or name-calling: using euphemistic or dysphemistic terms to encourage a positive or negative perception of a person, an idea, or a cause 26. Latitudes of acceptance: introducing an extreme point of view to encourage acceptance of a more moderate stance, or establishing a barely moderate stance and gradually shifting to an extreme position 27. The lie: false or distorted information that justifies an action or a belief and/or encourages acceptance of it 28. Love bombing: isolation of the target audience from general society within an insular group that devotes attention and affection to the target audience to encourage adherence to an idea or cause 29. Managing the news: influencing news media by timing messages to one’s advantage, reinterpreting controversial or unpopular actions or statements (also called spinning), or repeating insubstantial or inconsequential statements that ignore a problem (also called staying on message) 30. Milieu control: using peer or social pressure to engender adherence to an idea or cause; related to brainwashing and mind control 31. Obfuscation: communication that is vague and ambiguous, intended to confuse the audience as it seeks to interpret the message, or to use incomprehensibility to exclude a wider audience 32. Operant conditioning: indoctrination by presentation of attractive people expressing opinions or buying products 33. Oversimplification: offering generalities in response to complex questions 34. Pensà ©e unique (French for â€Å"single thought†): repression of alternative viewpoints by simplistic arguments 35. Quotes out of context: selective use of quotations to alter the speaker’s or writer’s intended meaning or statement of opinion 36. Rationalization: use of generalities or euphemisms to justify actions or beliefs 37. Red herring: use of irrelevant data or facts to fallaciously validate an argument 38. Reductio ad Hitlerum: persuasion of an audience to change its opinion by identifying undesirable groups as adherents of the opinion, thus associating the audience with such groups 39. Repetition: repeated use of a word, phrase, statement, or image to influence the audience 40. Scapegoating: blaming a person or a group for a problem so that those responsible for it are assuaged of guilt and/or to distract the audience from the problem itself and the need to fix it 41. Selective truth: restrictive use of data or facts to sway opinion that might not be swayed if all the data or facts were given 42. Sloganeering: use of brief, memorable phrases to encapsulate arguments or opinions on an emotional rather than a logical level 43. Stereotyping: incitement of prejudice by reducing a target group, such as a segment of society or people adhering to a certain religion, to a set of undesirable traits 44. Straw man: misrepresentation or distortion of an undesirable argument or opinion, or misidentifying an undesirable persona or an undesirable single person as representative of that belief, or oversimplifying the belief 45. Testimonial: publicizing of a statement by an expert, authority figure, or celebrity in support of an idea, cause, or product in order to prompt the audience to identify with the person and support the idea or cause or buy the product 46. Third party: use of a supposedly impartial person or group, such as a journalist or an expert, or a group falsely represented as a grassroots organization, to support an idea or cause or recommend a product 47. Thought-terminating clichà ©: use of a truism to stifle dissent or validate faulty logic 48. Transfer: association of an entity’s positive or negative qualities with another entity to suggest that the latter entity embodies those qualities 49. Unstated assumption: implicit expression of an idea or cause by communication of related concepts without expressing the idea or cause 50. Virtue words: expression of words with positive connotations to associate an idea or cause with the self-perceived values of the audience Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Farther vs. FurtherA While vs Awhile35 Synonyms for Rain and Snow

Beowulf An Epic Hero English Literature Essay

Beowulf An Epic Hero English Literature Essay While reading the epic poem of â€Å"Beowulf† the most important character is Beowulf which has the personality of an epic conqueror by performance of skills and bravery, durable reputation, and royal duty. In Beowulf it shows strange and nearly external ability and bravery at the assassination of Grendel, the Troll Wife, and the Dragon. Due to the brave killing of the useless creature Beowulf also becomes familiar to the idea of being fames. Beowulf as a model he must defend his people as a imperial responsibility. The poem starts with the slaughter of Grendel. In the slaughter of the unusually huge being Beowulf shows significant skills and bravery. Beowulf shows odd skill and bravery which this shows the beginning of an epic hero. Beowulf show bravery and ability by slaughter Grendel hand without a sword or a shield. The cause why Beowulf chooses to kill Grendel with no body armor to him it felt that he must not have any advantages over the monster of Grendel. By defeating Grendel without any armor Beowulf prove to the people that he really is brave and clever. Beowulf shows great skills and bravery when he supposedly defeats the Troll Wife which is the mother of Grendel. After killing all the Thanes in the Mead Hall to make a point to Beowulf say he was able to kill her with the Hrunting. After stabbing the Troll Wife and winning the battle. Once again Grendel demonstrates the personality of an epic hero. Beowulf also shows his bravery and skill while he was slaughtering the Dragon. In the killing of the Dragon, Beowulf was ready to give up his own live in order to slay the Dragon. In additional Beowulf traits shows him as an epic conqueror by taking care of his royal duty. Before the king kills himself he gave Beowulf his kingdom so he became the king when he died. Beowulf realizes his responsibility to rule and defend his kingdom, with his royal duties. Although he aged over time when he slaughter the dragon he must defend his people from it, itâ €™s is responsibility now that he is the king. In the next paragraph from Beowulf, Beowulf clarify why he have to carry out his royal duties. Hygelac offer Beowulf his family sword, as a way to repay him from the battle. The king decided to give Beowulf his land, because his sword as served him well. By means of his hands and tough sword blade, while Beowulf is delicate and aged once the Dragon came. Beowulf understands that he will repay his people by slaughter the Dragon. Beowulf believes that he was giving so much throughout his people and being able to kill the dragon was his royal duties to protect his kingdom. The slaughter of Grendel, the Troll wife, and the Dragon was including in his royal duty. Beowulf as well turns into adapting to the idea of endure reputation by taking royal obligation. Beowulf shows another trait of an epic hero during the idea of lasting reputation. The traits of enduring fame come about when Beowulf slaughters Grendel, The Troll Wife, and the Dra gon. Following the killing of Grendel and The Troll Wife Beowulf is looking upon as a hero by numerous of Thanes. When Beowulf murder Grendel, Beowulf stumble upon Heorot where he reward Beowulf with gold. While having a banquet in tribute of Beowulf, they told him to put on riches with true superior determination this will increase and do well and establish your strength. Beowulf has received the respect as a hero. Fate showed hold on life when it comes to an end. Beowulf also becomes familiar to the thought of endure reputation with the land that is given to Beowulf to rule. Beowulf receives tribute when he dies. At the ending of the heroic poem, Beowulf’s people are sad, and keep on being sad while promising that his kingdom will always remember him as an epic hero Beowulf. The entire trait mentioned early proves Beowulf as an epic hero. Beowulf shows ability and bravery, lasting fame, and caring out his royal duties; all these personality show that Beowulf is an epic hero . By slaughter Grendel, and the Dragon, Beowulf demonstrate ability and bravery to his people by demonstrate his force and survival. As a result of slaughter the Dragon even while Beowulf knows that the ending will possibly show the way to the death he shows the traits of his royal duty. The king offer Beowulf his kingdom to rule it as a result of his great reputation. All these are personality of an epic hero, which Beowulf was a great epic hero.

Why starting a franchise is better than starting a new business Essay

Why starting a franchise is better than starting a new business - Essay Example As a matter of fact, there is a vast array of different available alternatives and opportunities such that it is often difficult to decide on the best plan to follow. After choosing the best path, one would require help starting the business, hence the need to appreciate the differences between starting a business and franchising opportunities, as well as choosing which plan is the most applicable (Bradach 99). Although franchising is similar to starting one’s own business in various aspects, these business initiatives are inherently quite dissimilar. This paper will examine the reasons why it is better to start a franchise rather than a new business. Broadly speaking, franchising refers to the means of operating a commercial operation through the use of certain elements or aspects of other businesses, for instance, its products, brand and name. Previously, this entailed licensing agreements where business operators had the right to sell certain products in certain markers, di stribution deals that work on the same basis or other form of agency agreement in which one runs part of a greater business. However, today, franchising refers to the granting of licenses to trade under similar names as the parent companies and to make use of all or most of the aspects, which make these businesses successful to enable one’s venture to strive. ... Such support, however, runs for the duration of the franchise agreement. The contract entails the franchisee agreeing to pay the franchisor for the privilege to use such support and business tools. In most instances, such payment is made upfront although the franchisee has to pay numerous staged payments as the business develops (Libava 81). However, it is evident that certain franchise agreements stipulate that franchisees have to make additional payments if the business grows to be exceedingly successful, but, in most cases, this amount is a regular flat rate. Although in most cases the startup cost of starting a franchise is quite large, this cost is substantially lower than the cost of starting the same business from scratch. Some of the most notable franchises include, among others, Subway, Hampton Hotels, 7-Eleven Inc, Anytime Fitness, Supercuts and McDonald’s and Pizza Hut Inc. These businesses are quite profitable and their brands are widely acclaimed all over the worl d. Starting such a business from scratch can cost quite a lot. However, franchising allows business owners to pay low costs in order to start these businesses. For instance, in order to start franchises such as McDonald’s, one only requires between $1.07 million and $1.89 million, to start a Subway franchise one needs between $85,200 and $260,350. On the other hand, in order to start a Hampton Hotel franchise, one must pay the franchisor between $3.7 million and $13.52 million. These figures go to show that starting a franchise is way cheaper than establishing such a massive company. Perhaps one of the most attractive aspects of franchising is the reduction of risk. The business is not essentially a new

Wireless Networking Essay Example | Topics and Well Written Essays - 1000 words

Wireless Networking - Essay Example Individuals with desktop computers connected to Wide Area Networks (WANs) and Local Area Networks (LANs) in their places of work may need to be connected while away, which is literary impossible with the concept of wiring. Here is where wireless networking comes in. A wireless network is a system that receives and transmits radio signal through the air from one point to another. The term wireless network often refers to a Wi-Fi or 802.11 networking, from the protocols that control the wireless network concept (Kumar, Manjunath & Kuri 2). Wireless networks are consistently proving their worth in today’s world, with coverage of important services like FM radio, AM radio, satellite television, broadcast television, and satellite internet, which all form a basic part of our lives. The history of wireless networking discovery takes us back to 1888 when Heinrich Herz discovered the first radio wave. In the years that followed, other scholars were further developing the radio frequen cy concept. Marconi was the first known man to successfully transmit and receive a message using radio waves in a distance of two miles, labeling him the â€Å"father of radio†.... The resultant second generation WLAN was upgraded and was four times faster, with an operational speed of 2Mbps. Further developments led t the design on the third generation WLAN, which are in use currently (Kumar, Manjunath & Kuri 23). The Institute of Electrical and Electronic Engineers (IEEE) 802 committee in 1990 set up the 820.11 Working Group that would be the foundation of the WLAN standard. Among the specifications of the standard was an operating frequency of 2.4GHz ISM band, and consequently approved the IEEE 802.11 to be the first WLAN standard with frequency of between 1and 2 Mbps. Building a wireless network will require an access point, which receives and sends radio signals, as well as acting like a repeater. Another vital device required in all the devices in the wireless network is the wireless network card. A desktop computer usually has an internal card, and may or may not have antennas. Notebooks have a PCMCIA extension slots for the card, if not installed from t he manufacturer. There are two basic forms of configuration for a wireless network: infrastructure and Ad-Hoc. An infrastructure wireless configuration constitutes more than one access point connections to an already existing single wireless network. This will enhance the sharing of resource among the devices in the network, like the internet and printers. Here, a computer acts like a hub that provides connectivity for the other computers in the network, hence connecting a wireless LAN to a wireless LAN (Kumar, Manjunath & Kuri 54). On the other hand, an Ad-Hoc wireless network configuration connects one device directly to another device on the network, hence the common reference to peer-to-peer network. All devices can connect directly to each other, but there must be one that is

First World War Poetry Essays -- The Great War Poems Poetry Literature

First World War Poetry ".......Above all I am not concerned with poetry. My subject is war, and the pity of war. The poetry is in the pity." -Wilfred Owen. The First World War, or The Great War, was fought over the period August 1914 to November 1918. Although this was fought in many locations, and on a number of continents, the Western Front was the scene of some of the most important and bloodiest battles of the War. The Western Front was a series of trenches running through Belgium and France that formed the front line between the Allied and German forces. Many of the WW1 poets saw action on the Western Front. The War was dehumanising and it brought home how quickly and easily mankind could be reduced to a state lower than animals. The First World War, with its mass volunteers and conscription of educated, non-professional soldiers, saw the appearance of a new phenomenon - the soldier-poet. For the first time, war poetry appeared designed to educate its audience to the horrors of war. The First World War provides a unique moment in the twentieth-century in which literate soldiers, plunged into inhuman conditions, reacted to their surroundings by writing poetry. In fact, as subsequent years have proved, those poems have gone on to give a vision of this historical event to the public which otherwise would probably have gone unknown since it was a period of time when there was no reporting as we know it, in terms of front line war correspondents for newspapers, radio or television. Rupert Brooke Brooke was born in 1887 at Rugby where his father was a housemaster. One of the many ironies of the war is that Rupert Brooke is remembered as a war poet because his actual war experience consis... ...because it only addresses the poet’s feelings of personal loss. It has similarities in tone to both The Soldier and In Flanders Fields because of its romantic nature. It is not at all alike Dulce et Decorum Est since that is purely relating to the horrors of War and Vera Brittain doesn’t directly discuss the issue of war in her poem at all and unless the reader knew she had lost someone in WW1 she might have been writing about the loss of anyone close to her who had died under any circumstance. My Favourite Poem I prefer Perhaps of all the poems because it is beautifully written and is very touching. When I read the poem for the first time I was genuinely affected by what she said and the way she said it. I could see the imagery in her words and feel her pain at the loss of her fiancà ©e. It is a sad poem but the words themselves are very beautiful. First World War Poetry Essays -- The Great War Poems Poetry Literature First World War Poetry ".......Above all I am not concerned with poetry. My subject is war, and the pity of war. The poetry is in the pity." -Wilfred Owen. The First World War, or The Great War, was fought over the period August 1914 to November 1918. Although this was fought in many locations, and on a number of continents, the Western Front was the scene of some of the most important and bloodiest battles of the War. The Western Front was a series of trenches running through Belgium and France that formed the front line between the Allied and German forces. Many of the WW1 poets saw action on the Western Front. The War was dehumanising and it brought home how quickly and easily mankind could be reduced to a state lower than animals. The First World War, with its mass volunteers and conscription of educated, non-professional soldiers, saw the appearance of a new phenomenon - the soldier-poet. For the first time, war poetry appeared designed to educate its audience to the horrors of war. The First World War provides a unique moment in the twentieth-century in which literate soldiers, plunged into inhuman conditions, reacted to their surroundings by writing poetry. In fact, as subsequent years have proved, those poems have gone on to give a vision of this historical event to the public which otherwise would probably have gone unknown since it was a period of time when there was no reporting as we know it, in terms of front line war correspondents for newspapers, radio or television. Rupert Brooke Brooke was born in 1887 at Rugby where his father was a housemaster. One of the many ironies of the war is that Rupert Brooke is remembered as a war poet because his actual war experience consis... ...because it only addresses the poet’s feelings of personal loss. It has similarities in tone to both The Soldier and In Flanders Fields because of its romantic nature. It is not at all alike Dulce et Decorum Est since that is purely relating to the horrors of War and Vera Brittain doesn’t directly discuss the issue of war in her poem at all and unless the reader knew she had lost someone in WW1 she might have been writing about the loss of anyone close to her who had died under any circumstance. My Favourite Poem I prefer Perhaps of all the poems because it is beautifully written and is very touching. When I read the poem for the first time I was genuinely affected by what she said and the way she said it. I could see the imagery in her words and feel her pain at the loss of her fiancà ©e. It is a sad poem but the words themselves are very beautiful.

Minorities Fall Victim to Achievement Gap

The studies do not Ill and give proof that there Is a problem occurring in American schools. A solution needs to be derived fast: and, a senior admissions officer at Harvard university believes he has a simple-?yet effective-?method to solve the problem. In the essay, â€Å"Paying Kids to Study? It's Not a Crazy Idea,† David L Evans believes we should give incentives to minorities in order to motivate them to strive for academic greatness.First, Evans explains that â€Å"Tiger Woods and Serene and Venus Williams† are at the top of their game and are minorities In their particular sport(11 Evans states that these athletes give minorities' a role model to look up to and a reason to feel good about being different. Tiger Woods and Serene and Venus Williams give students a reason to be leave in hard work and that perseverance pays off, explains Evans. When Woods and the Williams sisters win a match or tournament, they are rewarded with a trophy and/or money. Evans calls the se Incentives, which reward them for their hard work and dedication.Therefore, Evans believes that all minority students should receive incentives Like their favorite major athletes. Evans explains that we should do the same by giving â€Å"material rewards or monetary inducements to minority students as motivation to do well academically' (11). Further, Evans explains that this might seem like a crazy idea but that it is a very thought out plan. Evans explains that some of the most distinguished colleges have awarded student for their achievement. In the same manner, Evans explains that there are Insurance businesses that have discounts for students with good grade.Evans believes molesters should receive such incentives through individuals or groups that would give a couple hundred dollars away to students that have greatly improved their grades. Instead of money Evans says that students may receive â€Å"clothing, sneakers, invitations to fancy dinners tit famous personalities o r chauffeur-driven limousines to proms could serve the same purpose† (11). To continue, Evans explains that even though there were many obstacles for Tiger and the Williams sisters to overcome, they still managed to Decode â€Å"emailed role models In a society Tanat Is In constant pursuit AT material rewards† (11).To conclude, Evans states that we should recognize academic success and reward students with more than Just the usual â€Å"pat on the back† (11). Even though, Evans' idea of giving rewards-?material or monetary-?to minority students is a great idea on paper, but fails when faced with the real world. Evans fails to see the consequences that could arise and he fails to realize that this will not work for every minority student, for everyone is different.Evans should have thought how peer pressure from â€Å"Acting White† really affects students, how moral values and material rewards do not mix, how damages intrinsic values and will not increase s elf-esteem, and how professional athletes as role models can increase academic difficulties. Furthermore, the achievement gap is the gap between minority students and non- minority students academically. As stated above, the achievement gap can be seen wrought â€Å"test scores, grades, drop-out and graduation rates, and almost every relevant indicator of academic performance† (Encourage).Although there are probably hundreds of contributing factors, some are family problems, low-incomes, social problems, and learning problems. Many researchers, reformers, and educators often use the achievement gap compare the gap between White and African-American students, it is also use to compare the gap between Latino students. The achievement gap is also caused by students who have certain disadvantages and attend schools that are unable to understand their particular needs and only hurt hem even more.Another example that shows the achievement gap are the results of the 2006 California Standards Test, which showed that 60. 3% of Whites, 29% of African-Americans, and 27. 4% of Hispanics scored proficiency in English-Language Arts and 53% of Whites, 24. 9% of African-Americans, and 29. 8% of Hispanics scored proficiency in Math (O'Connell). Peer pressure in school can affect many aspects of a students' life and among them is academic achievement. As explained by Evans, â€Å"Acting White† is when an African-American student â€Å"stand[s] apart from the crowd† (11). â€Å"Acting White† by Roland G.Fryer, an assistant professor of economics, explains that acting white can be characterized by the â€Å"academically inclined, but allegedly snobbish, minority students who were shunned by their peers† (53). What Fryer means that they are the minority students who excel in school-?often the richer-?and are separated from their peers because of all the pressure they receive for acting white. To be precise, Fryer explains that for this essay, act ing white refers to â€Å"a set of social interactions in which minority adolescents who get good grades in school enjoy less social popularity than white students who do well academically' (53).Further, acting white â€Å"is most prevalent in racially integrated public schools,† where there is a greater ratio of white to black (54). Fryer explains that there are many variations to the definition of what acting white is, but all show a similar â€Å"reference to situations where some minority adolescents ridicule their minority peers for engaging in behaviors perceived to be characteristics of whites† (54). Fryer also says that since â€Å"reading a book or getting good grades might be perceived as acting white that makes the topic a matter of national concern† (54).As black students Gaps increase above a 3. Level, â€Å"they tend to have fewer and fewer friends† (56). Fryer found through his research that black students did not have the peer pressure of acting white when attending an all Dalai cocoons, out 010 when attending an Integrated cocoons. He also salsa TN African American students that went to a private school had more friends and more â€Å"cross-ethnic friendships† (58). In the essay, â€Å"The Significance of Race in the Racial Gap in Academic Achievement,† Pedro A.Encourage, a professor in the graduate School of Education at Harvard University, and Anti Oakum, a doctoral student in Sociology at he University of Pennsylvania, explain that even when a minority student makes the particular requirements for advanced placement(AP), they will often decline the offer because they do not want to lose their friends. Further, Encourage and Oakum explain that this is also true will other things such as â€Å"the school band, newspaper, debating team or honors society. Acting white plays a huge role in a students' peer group; they want to be in the popular group or the sports group and despite their parents words o f advice they would rather listen to their peer group, which could lead them the wrong way. While Evans goes about his idea of giving rewards to minority students who show improvement in their academics, he makes the assumption that all minorities will participate. Although, incentives might sound good to an African- American student or Hispanic student, it still does not erase the peer pressure students feel from their peers when they excel in school.The feeling of being accepted in a group is greater than that of an education. In the essay â€Å"Money for Mortality [sic],† Mary Argues, a freelance writer living in Reading, PA, explains that rewards can damage the â€Å"virtues of honesty and kindness. â€Å"A reward is a gift; any gift should at least be met with the presumption of genuine gratitude on the part of the giver,† explains Argues. To show how our society believes a good deed must end with a reward, Argues tells a story about a young boy who found an enve lope full of money and returned it to its right-full owner.When the boys school heard of his great deed, they persisted to say that some sort of reward was required and that they $3 he received was cheap. To make things worse, the school presented him with a $1 50 savings bond. Argues believes that his mined the boys sense of self-gratitude. When Argues' son came to her asking for $10 for every A she said, [d]owing well is its own reward. The A Just confirms that. † Argues makes clear that she does praise her son but Just not with money or other incentives.She explains that it is â€Å"not meant to reward or elicit future achievement, but rather to express my genuine delight in the satisfaction he feels at having done his best. † Argues' main point is that rewards cause us to lose sight of our virtues, leaving us â€Å"incapable of feeling a genuine sense of inner peace. † In the essay, Studies Find Reward Often No Motivator,† Life Cohn, a Cambridge, MA wri ter, explains that many people believe that â€Å"rewards promote better performance. Cohn explains that psychologists have â€Å"been finding that rewards can lower performance levels, especially when the performance involves creativity. † â€Å"[T]he sense that something is worth doing for its own sake†¦ Declines when someone is rewarded for doing it† (Cohn). Cohn said that when he studied a group of young children that were rewarded for drawing, they became less likely to draw by themselves than that of children who would draw because they enjoyed it.Cohn explains two reasons why rewards hurt performance: first, â€Å"rewards encourage people to focus narrowly on a task, to do it as quickly as possible and to take few risks;† second, â€Å"people come to see themselves as being controlled by the reward. † Evans fails to realize the difference Detente reward Ana award. A reward Is â€Å"something glen In return Tort something done† and an a ward is â€Å"given after being Judged. † Evans confuses the two when he is explaining how major athletes receive rewards when they win a game or a math or a tournament.Argues and Cohn both see the affects rewards-?creativity and titivation-?can have on a child or a student. Argues sees it through every day things such as reading the newspaper; whereas, Cohn sees it through things such as research. Rewards can ultimately damage intrinsic values and will not increase self-esteem. Steven Rises, a professor of psychology at Ohio State University, explains intrinsic motivations as â€Å"doing something because you want to† and extrinsic motivations as â€Å"seeking a reward. Rises explains that money can be an effective motivator and so can grades, and that everyone is different, therefore, people will have different ways f being motivated. Rises continues to say that â€Å"some people are very curious and enjoy spending a great deal of time learning on their own,† but there are also people that â€Å"don't enjoy learning for its own sake. † Rises explains that many people might not be intrinsically motivated because of the â€Å"negative feelings they cause, such as performance anxiety. In the article â€Å"The Feel-good Trap,† Richard Westbound believes that a students' ability to learn does not deal with rewards or acting white, but that they have no â€Å"confidence in their ability to learn† (12). Westbound explains hat the self-esteem movement believes that â€Å"[r]gassing their self-esteem would boost their achievement† (12). Westbound disagrees with the self-esteem movement and says â€Å"[s]elf-esteem has little or no impact on academic achievement, or on drug use, violence or any other serious problems (12). Even if schools were to raise students' self-esteem levels they would be unable to â€Å"manage humiliation or maturity' (12).Westbound believes â€Å"too much unconditional praise produces not s elf-confidence but cynicism about adults and doubts about themselves† (12). Further, Westbound explains that while focusing on self-esteem â€Å"teachers dumb down curricula, inflate grades and avoid discussing real academic problems with parents† (13). Westbound believes schools need to drop the idea of self-esteem completely and â€Å"should instead set high expectations of children, cultivate in them a wide range of competencies, coping strategies and ethical sensibilities, and show them the value of these abilities† (13).Adults need â€Å"to spend more time with children† and not take the â€Å"short cut† by constantly praising children and giving them their â€Å"time and attention† that they so need and deserve. (13). Westbound believes parents should be more involved in school and help out more at home, in order to fix the achievement gap. On the opposite side, Evans believes rewards will motivate minority students because they will no t themselves and that self-esteem issues will be resolved be rewards and improved academics.In comparison, Rises believes that rewards work only for certain people; different people are motivated by different things. Also, Westbound believes that no reward or motivator will ever affect a students' self-esteem because the issue is set deep within the brain, which rewards will fail to fix. In the essay, â€Å"The Significance of Race in the Racial Gap in Academic Achievement,† Encourage and Oakum see how looking up to major league athletes as role models can affect a students' attitudes towards school.Encourage and Oakum explain that â€Å"many young people believe that they have a greater chance of Decoding a mainly pal tinplate or rap artist than an engineer, doctor or steward programmer. † Even though, the odds of being in a major league sport are very few, students will still set their lives primarily on sports not leaving adequate time for academics. Differing from Encourage and Oakum, Evans believes professional athletes would become the basis of all role models for minority students. Evans fails to realize that this could have major affects on a students' academic achievement.To conclude, Evans makes a whole bunch of assumptions that were not supported by proper evidence. â€Å"Acting White† is much more than standing out in the crowd; it is about minority students feeling socially obligated to decline sports or academics, so they will not lose the friends they have. When a child is growing up they are learning at a rapid pace and then there moral values are screwed up by material rewards, Hereford learning to become dependent on a reward in order to do something; once a student receives a reward for a good grade, they will not have the same feelings toward school as before.Rewards can damage intrinsic values by giving people the perception that they can only complete or do something if they are rewarded for their efforts; further, se lf-esteem is not something that can be fixed by rewards, due to the fact that is requires much more. Lastly, professional athletes are not role models worth looking up to because they can only twist and tangle students attitudes awards school; they feel they have a better chance of making it in a major league sport than in any academically required profession.

Dantes Inferno, Up on Your Feet Passage Essay - 566 Words

Dante Says Up (A critique on Dante’s The Inferno, Up On Your Feet Passage) As the great Norman Vincent Peale once said, â€Å"The trouble with most of us is that we would rather be ruined by praise than saved by criticism.† In Dante’s The Inferno, he creates a vivid image of what his version of hell looks like. Hell isn’t the typical hell, which they talk about in movies. You have to put everything else away when you start to read about Dante’s The Inferno. In Canto XXIV, circle eight, the passage, â€Å"Up On Your Feet,† lives. This passage is a passage that is full of inspiration, and drives a person to be their very best. In Dantes, The Inferno, specifically the â€Å"Up On Your Feet,† passage (pg.207) can be critiqued in many ways, three of these†¦show more content†¦You are the only person that is control of your body. No one can make you do anything that you don’t want to do. It is your own fault if you make the bad choices, but you have to have the strength the choose the right ones. Once you know that you are strong enough to pick the right choices then you are strong enough to do anything. Lastly, within the â€Å"Up On Your Feet,† passage the final thing you see in the passage while critiquing it is understanding. Understanding that no one is exactly perfect. Everyone is fighting their own battles just like you. â€Å"There is a ladder long enough to climb: this much is not enough.† Basically what this line within the passage is trying to say is that, everyone has their problems, and once you face one problem another one is coming. Life is a never ending string of problems, but with those problems comes a million blessings. The understanding within this passage that Dante says is the words that everyone wants to say, but is too scared to say. Facing your fears is one of the scariest things that you will ever have to face, but once you conquer your fear, its also the most rewarding. Overall, there are many things that you could critique about the â€Å"Up On Your Feet,† passage. First, in the â€Å"Up On Your Feet, passage, there are many lines that go within the inspiration category during the critique. Next, self drive is an extreme theme within this passage of Dante’s The Inferno while you are critiquing the passage itself. Thirdly, withinShow MoreRelatedEssay on A Critique of Lines 46-57 of Dantes Inferno706 Words   |  3 PagesThe ‘Up on your feet’ passage is a famous excerpt from Dante’s Inferno. It is quite inspirational, for good purpose; the passage is half directed at Dante the pilgrim, and half at Dante the poet (his self). He needed just as much inspiration to finish writing the dang thing as his fictional self needed inspiration to make it through hell. That is where Virgil’s brief monologue comes in. 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