Definition and Examples of Invective in English

Lgbt And Indi Diversity - 2109 Words

LGBT and India Throughout India, diversity is embraced and accepted in many forms. It emerges from differences in nationality, ethnicity, religion, region, language, physical ability, sexual orientation and many other differing views and attributions among the population. While diversity can be determined from birth, it can also be determined by the social constructs a person grows up with or around. Diversity has many positive consequences, but diversity also isn’t without negative consequences. One of the most diverse cultures in India includes its’ LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer) community. This area of diversity in particularly isn’t without criticism, and faces many negative consequences such as prejudice, stereotyping and discrimination. A Look at Prejudice, Stereotypes, and Discrimination The terms prejudice, stereotyping and discrimination are often used interchangeably. Often they will be confused between one another when each word means something different entirely and with each words comes a new level of volatile beliefs. Stereotypes are widely held, but an oversimplified image or idea of a particular type of person or social group. They are the beliefs or expectations regarding what a certain social group is or should be like. Stereotypes also involve attributions. Stereotypes act as cognitive frameworks for organizing, interpreting, and recalling information (Kalra, Gurvinder, Bhugra, 2010). Stereotypes rely on the way one thinks, feels

Discussion On Classical Conditioning As An Explanation Of Learning Essay Example For Students

Discussion On Classical Conditioning As An Explanation Of Learning Essay We use the term classical conditioning to describe one type of associative learning in which there is no contingency between response and reinforcer. This situation resembles most closely the experiment from Pavlov in the 1920s, where he trained his dogs to associate a bell ring with a food-reward. In such experiments, the subject initially shows weak or no response to a conditioned stimulus (CS, e.g. the bell), but a measurable unconditioned response (UCR, e.g. saliva production) to an unconditioned stimulus (UCS, e.g. food). In the course of the training, the CS is repeatedly presented together with the UCS; eventually the subject forms an association between the US and the CS. In a subsequent test-phase, the subject will show the conditioned response (CR, e.g. saliva production) to the CS alone, if such an association has been established and memorized. Such Pavlovian conditioning is opposed to instrumental or operant, where producing a CR controls the UCS presentations. Therefore, classical conditioning involves learning by association where you simply learn by associating two events that often occur together. Conditioning, in general occurs more rapidly when the conditioned stimulus in unfamiliar rather than familiar. High order conditioning is when a CS can be used to produce a response from another neutral stimulus (can evoke CS). There are a couple of different orders or levels. Taking Pavlov’s dogs as an example, where light is paired with food. The food is a US since it produces a response without any prior learning. Then, when food is paired with a neutral stimulus (light) it becomes a Conditioned Stimulus (CS) the dog begins to respond (salivate) to the light without the presentation of the food. One of the principles of classical conditioning is extinction. If a CS is repeatedly presented without the unconditioned stimulus, the CR will disappear. In Pavlov’s case, if a dog learns to associate the sound of a bell with food and then the bell is rung repeatedly but no food appears, the dog will soon stop salivating to the bell. Another principle to classical conditioning is the spontaneous recovery. Supposing that a response is classically conditioned then extinguished. If a few hours or days later, the CS is presented again, the CR will probably reappear. As spontaneous recovery is a term used for this temporary return of an extinguished response after a delay. Thus, the elimination of a conditioned response usually requires more than one extinction lesson. Pavlov’s dog who was conditioned to salivate to the sound of a bell of one tone may well salivate to a similar sounding bell or a buzzer. Stimulus generalisation is the extension of the conditioned response fr om the original stimulus to a similar stimuli. The conditioned response to a similar stimulus is not as strong as the response to the original stimulus; the less similar the weaker the response. An animal or person can be taught to ‘choose’ between stimuli, that is to discriminate stimuli. For example, is a dog is shown a red circle everytime he is fed, then he will salivate at the sight of the red circle alone. However, the dog will usually generalise this response to that they may respond to circles of other colours. If we only feed the dog when it sees a red circle but not an orange one, then it will soon learn to respond to red but not orange. The dog would have learnt to discriminate between the two colours. Relating this to humans, we discriminate consistently, relying on everyday life. Such as knowing someone’s voice. John Watson and Rayner conditioned a baby (Albert) to be afraid of a white rabbit by showing Albert the rabbit and then slamming two metal pipes together behind Alberts head. The pipes produced a very loud, sudden noise that frightened Albert and made him cry. Watson did this several times (multiple trials) until Albert was afraid of the rabbit. Previously he would pet the rabbit and play with it. After conditioning, the sight of the rabbit made Albert scream then what Watson found was that Albert began to show similar terrified behaviours to Watsons face. What Watson realized was that Albert was responding to the white beard Watson had at the time. So, the fear evoked by the white, furry, rabbit had generalized to other white, furry things, like Watsons beard. In Poems The Man He Killed, Reconciliation, an EssayOperant conditioning can be defined as a type of learning in which voluntary (controllable, non-reflexive) behaviour if it is strengthened or weakened if it is punished (or not reinforced). Thorndike introduced the law of effect. This is where a response that is followed by pleasant consequences becomes more probable and a response that is followed by unfavourable consequences becomes less probable. Skinner based his work on Thorndike’s Law of Effect. He developed machines for operant conditioning, which are named ‘Skinner boxes. Rats and pigeons are most often used. In one experiment, when he placed a rat in a Skinner box, it had to press a lever to receive food, and thus obtain reinforcement in the form of food. The rat will then press the lever more often and this has become a conditioned response. Skinner expressed Thorndike’s law of effect in different terms involving reinforcement. â€Å"Behaviour which is reinforced tends to be repeated. Behaviour, which is not reinforced, tends to be extinguished†. Punishment is anything that decreases the probability that the event proceeding will occur again. Therefore, punishment is the opposite of reinforcement. The main point to punishment is that all reinforcement increases a behaviour, and all punishment decreases it. Skinner’s work has revealed that positive reinforcement (e.g. food, warmth, drin k) is far more effective than the punishment in regulating behaviour. Punishment has its problems therefore, as both punishment and negative reinforcement may take the subject hostile, fearful and anxious. These emotional side-effects may then generalise to the entire situation in which punishment occurs; the location, the person administering the punishment, the circumstances may all elicit anxious, fearful and angry responses through classical conditioning. This can create more problems than it solves. Punishment also indicates that a particular response is wrong, and doesnt indicate what action should be done correctly. A young toddler could still be clueless about how to use the potty, and still be smacked for messing himself. Adding to this, it can be in human nature to overreact to a response, such as shouting, physical violence. The recipient may see that the punishment would still not have its clarity to why the response was wrong. Punishment often has the opposite effect of that desired because it may involve a powerful reward in the form of attention. This is a particular problem in the classroom, as some children misbehave in order to receive extra attention from the teacher, rather than from the quieter students who behave appropriately in a classroom. Social learning theory is about learning by observation and imitation of others and by imagining what would happen if that behaviour were imitated. Social Learning Theory was formulated by Bandura. Unlike Watson, Skinner and any other behaviourists, social learning theorists concentrate mainly on human learning, especially the acquisition of social and moral behaviour. It is not that people act and copy everyone they see or every act they witness. Bandura has laid down the specific circumstances under which imitation occurs. Unlike the behaviourists, there is no scientific approach of the ‘cause and effect’ of learning, it is by learning through imitation and what motivates us would be the attraction of success, such as our media heroes or heroines, the same-sex parents and same-sex peers. The model that individuals imitate are likely to be attractive, successful, high status people, people who are similar to ourselves and with whom we are familiar. The social learning theorists take account of the cognitive aspects of learning. The emphasis on cognition is shown in other aspects of the theory. Bandura points out, that as children grow older they begin to guide their own behaviour rather than using others for guidance and they begin to reward and punish themselves. Children can also start believing on their characteristics and own abilities. Low expectations effect the way an individuals approach a task and this in turn affects performance. Psychology Essays

Two great speeches Aint I a Woman and Address to the People of the Free States Essay Example

Two great speeches: Aint I a Woman and Address to the People of the Free States Essay What do Ain’t I a Woman and Address to the People of the Free States by the President of the Southern Confederacy tell us about the divisions between people in United States during the 1860s? The 1860s were a tumultuous time in the history of the United States. Public discourse and debate centered on the economic, cultural and political divisions between the northern and southern states of the union. The two speeches in question were delivered in the context of an impending military implosion between the two sides. The speech titled Ain’t I a Woman was spontaneously delivered by Sojourner Truth – a slave woman from New York State – on 29th May, 1851. She makes a passionate appeal in her speech towards all Americans, to make a case for racial and gender equality for all black women. She implores the audience to think about the privileges and comforts enjoyed by white women and men that are not extended for blacks. When the speech got wider recognition during the Civil War, it caught the imagination of the general public and has since remained a classic piece of oratory. The rhetorical devices used by Sojourner Truth illustrate the condition of b lacks in the country. By using poetic language, her oration captures the essence of inequalities beween the sexes and the races that existed during the Civil War. For example, We will write a custom essay sample on Two great speeches: Aint I a Woman and Address to the People of the Free States specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Two great speeches: Aint I a Woman and Address to the People of the Free States specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Two great speeches: Aint I a Woman and Address to the People of the Free States specifically for you FOR ONLY $16.38 $13.9/page Hire Writer â€Å"I have as much muscle as any man, and can do as much work as any man. I have plowed and reaped and husked and chopped and mowed, and can any man do more than that? I have heard much about the sexes being equal. I can carry as much as any man, and can eat as much too, if I can get it.† (Truth, 1851) In contrast, the speech by Jefferson Davis titled ‘Address to the People of the Free States’ was given in his capacity as the President of the Southern Confederacy on 5th January, 1863. In this speech, he condemns some of the decisions taken by Northern leaders, including Abraham Lincoln, for seeking the co-operation of blacks as well as promising them freedom if the campaign succeeds. As a counter response to Lincoln’s generous promises, Davis showed some reactionary tendencies as he relegated free blacks in the South to slave-hood again. He also declared that any black Union soldiers captured during the course of the war would be imposed chattel status as would any black American taken prisoner. His address was full of vitriol and spite as he went as far as to praise the virtues of a slave society. He justified this assessment by claiming that blacks are an inferior race and their proper role in American society is to serve the interests of the white man. The terrifying tone of the address perhaps indicates desperation in the Confederates’ cause, as they suffered critical defeats at the time this speech was delivered. What Jefferson Davis’ speech undeniably reinforces is the deep-rooted prejudice and discrimination against African Americans. Sojourner Truth’s speech, on the other hand, is an effort to bring emancipation for blacks, especially women. Hence, the two speeches in discussion present opposing viewpoints on what the status of blacks should be. Both of them also represent the two camps in American politics during the time of the Civil War – those who are in support of granting blacks their freedom and those who are opposed to it. Works Cited: Jefferson Davis (President of the Southern Confederacy), An Address to the People of the Free States, delivered on 5th January, 1863, retrieved from Sojourner Truth, Ain’t I a Woman?, delivered 29th May, 1851, retrieved from Grace Hong’s essay titled ‘The Possessive Individual and Social Death: The Complex Bind of National Subjectivity’ offers numerous insights into historical social constructs. Focusing on the evolution of American history since the time of the Declaration of Independence, the author charts a cogent description of how the socio-polity resisted progressive changes. The book is focused on women of color feminism and the culture of immigrant labor. But prior to arriving at their specific discourse, a broader framework of understanding is laid out. Hereby, two important terms are introduced by the author. Possessive individual traces its origins to the framing of the constitution, whereby, only the propertied white males of the new country were accorded citizenship. Not only were blacks (who were slaves at the time) were excluded, but so were women and a large section of white male population. The privileged minority of propertied white men enjoyed laws that .

Biography of Black Bart Roberts, Successful Pirate

Biography of 'Black Bart' Roberts, Successful Pirate Bartholomew Black Bart Roberts (1682–Feb. 10, 1722) was a Welsh pirate and the most successful buccaneer of the so-called Golden Age of Piracy, capturing and looting more ships than contemporaries such as Blackbeard, Edward Low, Jack Rackham, and Francis Spriggs combined. At the height of his power, he had a fleet of four ships and hundreds of pirates to go with his organizational skills, charisma, and daring. He was killed in action by pirate hunters off the African coast in 1722. Fast Facts: Bartholomew Roberts Famous For: Highly successful pirateAlso Known As: Black Bart, JohnBorn: 1682 near  Haverfordwest, WalesDied: Feb. 10, 1722 off the Guinea coast Early Life Little is known of Roberts early life, other than that he was born near  Haverfordwest, Wales in 1682 and his real first name was possibly John. He took to sea at a young age, proving himself a competent sailor, as by 1719 he was second mate on the slave ship Princess. The Princess went to Anomabu, in present-day Ghana, to pick up slaves in mid-1719. That June, the Princess was captured by Welsh pirate Howell Davis, who forced several crew members, including Roberts, to join his band. Only six weeks after Black Bart was forced to join the crew, Davis was killed. The crew took a vote, and Roberts was named the new captain. Although he was a reluctant pirate, Roberts embraced the role of captain. According to contemporary historian Capt. Charles Johnson (who might have been Daniel Defoe), Roberts felt that if he must be a pirate, it was better being a commander than a common man. His first act was to attack the town where Davis had been killed in order to avenge his former captain. Rich Haul Roberts and his crew headed for the coast of South America to look for booty. After several weeks they found a treasure fleet bound for Portugal getting ready in All Saints Bay off northern Brazil. Waiting nearby were 42 ships and their escorts, two massive men-of-war with 70 guns each. Roberts sailed into the bay as if he were part of the convoy and took one of the ships without anyone noticing. He had the ships master point out the richest ship at anchor, then sailed up and attacked. Roberts captured the ship and both vessels sailed away; the escort ships couldnt catch them. Double-Crossed Soon after, while Roberts was chasing another prize, some of his men, led by Walter Kennedy, made off with the treasure ship and most of the loot. Roberts was infuriated. The remaining pirates devised a set of articles and made newcomers swear to them. They included payments for those injured in battle and punishments for those who stole, deserted, or committed other crimes. The articles excluded Irishmen from becoming full members of the crew, most likely because of Kennedy, who was Irish. Overwhelming Ships Roberts quickly added weapons and men to reach his former strength. When authorities in Barbados learned that he was nearby, they outfitted two pirate hunter ships to bring him in. Roberts saw one of the ships and, not knowing it was a heavily armed pirate-hunter, tried to take it. The other ship opened fire and Roberts was forced to flee. After that, Roberts was always harsh to captured ships from Barbados. Roberts and his men made their way north to Newfoundland in June 1720 and found 22 ships in the harbor. The crews and townspeople fled at the sight of the pirates flag. Roberts and his men looted the ships, destroying and sinking all but one, which they commandeered. They then sailed out to the banks, finding several French ships and keeping one. With this small fleet, Roberts and his men captured many more prizes in the area that summer. They then returned to the Caribbean, where they captured dozens of vessels. They changed ships often, selecting the best vessels and outfitting them for piracy. Roberts flagship was usually renamed  Royal Fortune, and he would often have fleets of three or four ships. He began calling himself the Admiral of the Leeward Islands. He was sought out by two ships of would-be pirates looking for pointers; he gave them advice, ammunition, and weapons. Roberts Flags Four flags are associated with Roberts. According to Johnson, when Roberts sailed to Africa, he had a black flag bearing a skeleton, representing death, that held an hourglass in one hand and crossbones in the other. Nearby were a spear and three drops of blood. Another Roberts flag  also was black, with a white figure, representing Roberts, holding a flaming sword and standing on two skulls. Beneath them was written ABH and AMH, standing for A Barbadian Head and A Martinicos Head. Roberts hated the governors of Barbados and Martinique for sending  pirate hunters  after him and was always cruel to ships from either place. When Roberts was killed, according to Johnson, his flag featured a skeleton and a man with a flaming sword, signifying defiance of death. The flag most commonly associated with Roberts  was black and displayed a pirate and a skeleton holding an hourglass between them. Deserters Roberts often faced discipline problems. In early 1721, Roberts killed one crew member in a brawl and was attacked later by one of that mans friends. This caused a division among the already disgruntled crew. One faction wanted out, convincing the captain of one of Roberts ships, Thomas Anstis, to desert Roberts. They did, setting out on their own in April 1721. Anstis proved to be an unsuccessful pirate. Meanwhile, the Caribbean had become too dangerous for Roberts, who headed for Africa. Africa Roberts neared Senegal in June 1721  and began raiding shipping along the coast. He anchored at Sierra Leone, where he heard that two Royal Navy ships, the  Swallow  and the  Weymouth, had been in the area but had left a month before. They took the  Onslow, a massive frigate, renamed her the  Royal Fortune,  and mounted 40 cannons. With a fleet of four ships and at the height of his strength, he could attack anyone with impunity. For the next few months, Roberts took dozens of prizes. Each pirate began amassing a small fortune. Cruelty In January 1722, Roberts showed his cruelty. He was sailing off Whydah, a well-known slaving area, and found a  slave ship, the  Porcupine, at anchor. The captain was ashore. Roberts took the ship and demanded a ransom from the captain, who refused to deal with pirates. Roberts ordered the Porcupine burned, but his men didnt release the slaves on board. Johnson describes the slaves miserable choice of perishing by fire or water, writing that those who jumped overboard were seized by sharks and tore limb from limb alive ... A cruelty unparalelld! Beginning of the End In February 1722, Roberts was repairing his ship when a large vessel approached. It turned to flee, so Roberts sent his consort vessel, the  Great Ranger, to capture it. The other ship was actually the  Swallow, a large man-of-war that had been looking for them under the command of Capt. Challoner Ogle. Once they were out of Roberts sight, the Swallow  turned and attacked the  Great Ranger. After a two-hour battle, the  Great Ranger  was crippled and her remaining crew surrendered. Ogle sent the  Great Ranger  limping away with the pirates in chains and went back for Roberts. Final Battle The  Swallow  returned on Feb. 10 to find the  Royal Fortune  still at anchor. Two other ships were there: a tender to the  Royal Fortune  and a trading vessel, the  Neptune. One of Roberts men had served on the  Swallow  and recognized it. Some men wanted to flee, but Roberts decided to fight. They sailed out to meet the  Swallow. Roberts was killed in the first broadside as grapeshot fired from one of the  Swallows cannons tore out his throat. Obeying his standing order, his men threw his body overboard. Without Roberts, the pirates lost heart and within an hour they surrendered. One hundred and fifty-two pirates were arrested. The  Neptune  had vanished, but not before looting the abandoned smaller  pirate ship. Ogle set sail for Cape Coast Castle on Africas west coast. A trial was held at  Cape Coast Castle. Of the 152 pirates, 52 Africans were sold back into slavery, 54 were hanged, and 37 were sentenced to serve as indentured servants and sent to the West Indies. Those who could prove they had been forced to join the crew against their will were acquitted. Legacy Black Bart Roberts was the greatest pirate of his generation: it is estimated that he took 400 ships during his three-year career. He isnt as famous as some contemporaries, such as Blackbeard,  Stede Bonnet,  or  Charles Vane, but he was a much better pirate. His nickname seems to have come from his dark hair and complexion instead of a cruel nature, although he could be as ruthless as any contemporary. Roberts owed his success to many factors, including his charisma and leadership, his daring and ruthlessness, and his ability to coordinate small fleets to maximum effect. Wherever he was, commerce came to a halt; fear of him and his men made merchants stay in port. Roberts is a favorite of true pirate buffs. He was mentioned in  Robert Louis Stevensons Treasure Island. Iin the movie The Princess Bride, the name Dread Pirate Roberts refers to him. He often appears in pirate video games and has been the subject of novels, histories, and movies. Sources Cordingly, David. .Under the Black Flag  Random House, 1996.Johnson, Capt. Charles (Defoe, Daniel?). A General History of the Pyrates. Dover Publications, 1972/1999.Konstam, Angus.  The World Atlas of Pirates.  Lyons Press, 2009.Bartholomew Roberts: Welsh Pirate. Encyclopedia Brittanica.

Promotion Research Paper Example | Topics and Well Written Essays - 750 words

Promotion - Research Paper Example Promotions always play a vital role for every organization. It is a way to communicate to the buyers about product and product policies. Through this, the buyers get an idea about product and its value to them. In others words, it provide information about product to the buyers. Promotion includes lots activities which aid to share knowledge about product and its policies to the buyer. Such activities are advertising, media communication, sponsorship, sales force and lots more. It is a major airline carrier in U.S.A. Headquarter of American Airline is in Fort Worth, Texas. It has huge network of domestic and international. The flights are schedule throughout U.S.A, Europe, the Caribbean and Asia. Promotion objectives for any organization are same. Promotion of product or service is done only to raise the sale of it in market. Others objectives are information about product or service to the buyers and its good features. The main objectives of American airline are to increase in sales and retention of customers. This is done through with good promotion activity, where they provide information about their services and features. They promote themselves with help of communication channels in large number. The communication channels are news releases (in this they tell about their financial reports, their new strategies), press kits (used to tell about their features and technology), multimedia library (eg. Television advertising, mms clips) and social media (eg. facebook, tweeter, LinkedIn, Google +, YouTube, instagram and lots more) The way of promotion is very unique, which attract the buyers. Even though, they have launched loyalty program for frequent flyer which is also attracting strategy of promotion. According to the Corporate Responsibility Report, The American Airline has done good work in social and economic aspects, which gives a good footprint into market. Delta Air Line, a big name in this

The Persuading Argument on the Other Face of Globalization Essay

The Persuading Argument on the Other Face of Globalization - Essay Example Deb returns in India as a journalist working in The Guardian. This book explores the New India and meets new individuals such as Arindam Chaudhuri, Esther, and the farmer. During his travel, he exposes the contradictions in the projection of New India and the real world. The author aims to project the deception that globalization creates in terms of its declaration of massive wealth, but secretly repels the class inequalities. Globalization impacts not only the cultural identity of Indians, but it also aggravates the social condition of the poor. The main thrust of this paper is to argue that the story is convincing because of the logical reasoning presented, accountability of the author, and appeal to emotions. Logical Reasoning Persuasive writing includes an appeal based on logic or reason. Logical writing tends to persuade readers to agree with the viewpoint of a writer. The book of Siddhartha Deb has logical reason because of the utilization of facts and observation to support hi s views that India is creating an illusion with the advent of globalization. According to Glenn and Gray, the method of â€Å"using a number of specific facts or observations† is called inductive reasoning wherein the writer formulates a reasonable judgment (126). Furthermore, logical reasoning comprises of the gathering of stories from different persons he met while travelling in the subcontinents of India, factual evidence based on its observation through defining it in a descriptive text and statistics. The description provided allows the connection of the narrator and readers through drawing an image of the working condition in India. The narrator’s description to the workers: â€Å"The men †¦ were infernal creatures, rags wrapped around their faces to protect themselves from the heat, inevitably dwarfed by the extremity of the place, with everything so large, so fast and so hot† (Deb, qtd. in Subramanian). Moreover, the balance in the story is achieved because Deb does not only focus on the poor individuals, which desire to be rich because of the promise of progress in New Delhi, but the subject of his story is a rich man who owns large business establishments. The description of the author to the steel workers in New Delhi depicts the miniscule in comparison with the gentrification of the city. Thus, the buildings are too immense, which signifies a progressive city. Along with gentrification is the lost of cultural identity of Indians, due to the invasion of the West. The invasion happens because the author has observed the modern buildings, products, and dress code. The traditional services and products are nowhere to be found. It means that the contemporary India is changing to a globalized India, but the labor condition remains the same. Deb supported his logical reasoning through a statistics that implies the income inequality among Indian workers. The Kirkus Reviews on The Beautiful and the Damned stressed the factual evide nce of Deb about the â€Å"total number of people in India consuming less than 20 rupees a day was 836 million - or 77 percent of the population.† This statistics proves the condition of Indian workers, which contradicts the wealth projected by the government. Abelson iterates that statistics is often used to support an argument and to prove its reliability and validity; however, it is also misleading (1+). Statistics is supposed to create credibility, which depends on the author’