IOSR Journal of Applied Physics (IOSR-JAP)
e-ISSN: 2278-4861. Volume 5, Issue 2 (Nov. - Dec. 2013), PP 25-36
www.iosrjournals.org
www.iosrjournals.org 25 | Page
Binary Discourse in U.S. Presidential Speeches from FDR to Bush
II
Dr. Wassim Daghrir,
The University of Sousse, Tunisia
I. Introduction
The contemporary study of American Presidential rhetoric is of great significance. Politics is very largely the
use of language. Presidential speech and action increasingly reflect the opinion that speaking is governing. In
fact, the power of the presidency depends on its ability to persuade. The application of power is often
legitimized through rhetorical persuasion; and, in the case of American Presidents, such power, and its
associated rhetoric, becomes the fulcrum upon which many global issues turn.
Manichaeism: a Definition
The term Manichean refers in its most literal sense to a religion founded in the third century by the
Persian prophet Manes. The movement attracted large numbers of followers, who were drawn to its simplicity
and moral clarity. Its central guideline was that the entire world could be plainly divided into two opposing
spheres –God and Satan in the world of the eternal, and a corresponding dualistic battle of Good and Evil
playing out on Earth. World events were all driven by, were all the product of, an ongoing, endless conflict
between the forces of Good and the forces of Evil. One‘s moral duty was to maintain adherence to God‘s will by
siding with Good and battling against the forces of Evil.
II. Rhetorical Devices and Manipulations
At the heart of the American presidential discourse exists a coherent worldview, one several presidents
have applied with remarkable consistency and uncompromising conviction. This view holds that the global
arena can be understood as a conflict between the forces of Good and Evil, and that America is ―called upon‖ to
defend the former from the latter. By definition, this premise requires the identification of Evil, which is the
enemy –an enemy that is pure in its Evil and that, by its very nature, cannot be engaged, offered compromises,
negotiated with, understood, managed, contained, or ignored. It can only be hated, attacked, and destroyed. One
way of achieving this is by using ‗legitimizing language‘ -language that will positively represent the favored
worldview or the approved approach to global phenomenon as well as those who support this view or approach.
The use of legitimizing language is usually accompanied by the use of its counterpart, ‗delegitimizing language‘
-language which negatively depicts the opposing worldview or approach as well as those who hold these
different opinions and values. Therefore, binary conceptualizations frequently take on the form of a polarization
between a legitimized insider group (‗us‘) and a delegitimized outsider group (‗them.
Binary Discourse in U.S. Presidential Speeches from FDR to Bush IIIOSR Journals
The contemporary study of American Presidential rhetoric is of great significance. Politics is very largely the use of language. Presidential speech and action increasingly reflect the opinion that speaking is governing. In fact, the power of the presidency depends on its ability to persuade. The application of power is often legitimized through rhetorical persuasion; and, in the case of American Presidents, such power, and its associated rhetoric, becomes the fulcrum upon which many global issues turn
this is a slide about the analysis of a political speech from the perspective of rhetorical devices: pronoun, metaphor, simile, rule of three, parallelism and euphemism.
Democratic Peace or Clash of CivilizationsTarget States and.docxsimonithomas47935
Democratic Peace or Clash of Civilizations?
Target States and Support for War in Britain
and the United States
Robert Johns University of Essex
Graeme A. M. Davies University of Leeds
Research on public support for war shows that citizens are responsive to various aspects of strategic context. Less
attention has been paid to the core characteristics of the target state. In this comparative study we report survey
experiments manipulating two such characteristics, regime type and dominant faith, to test whether the ‘‘democratic
peace’’ and the ‘‘clash of civilizations’’ theses are reflected in U.S. and British public opinion. The basic findings show
small differences across the two cases: both publics were somewhat more inclined to use force against dictatorships than
against democracies and against Islamic than against Christian countries. Respondent religion played no moderating
role in Britain: Christians and nonbelievers were alike readier to attack Islamic states. However, in the United States,
the dominant faith effect was driven entirely by Christians. Together, our results imply that public judgments are
driven as much by images and identities as by strategic calculations of threat.
T
he ‘‘Bush doctrine’’ is one of preemption. If
force is to be used in response not only to actual
but also to potential future threats, the question
arises of how such threats are to be identified. One
answer is that key characteristics of the target state act
as a guide to its likely behavior. In justifications of
action in Afghanistan and Iraq, two such characteristics
were often invoked. One was the undemocratic nature
of the incumbent regimes. Tony Blair expressed his fear
‘‘that we wake up one day and we find that one of these
dictatorial states has used weapons of mass destruc-
tion’’ (BBC 2004). And, as George W. Bush put it: ‘‘we
know that dictators are quick to choose aggression,
while free nations strive to resolve their differences in
peace’’ (CBS News 2004). This encapsulates the ‘‘dem-
ocratic peace’’: that democracies rarely go to war with
one another (Doyle 1983; Russett 1993). The second,
seldom as explicit but often discernible in these leaders’
rhetoric, is that these were Islamic countries. Bush
notoriously referred to the ‘‘war on terror’’ as a
‘‘crusade’’ (White House 2001), and Blair described
the ‘‘mutual enmity toward the West’’ of Islamic
extremists and their host regimes (BBC 2004). This
calls to mind the ‘‘clash of civilizations,’’ a term coined
by Samuel Huntington for whom ‘‘the most pervasive,
important and dangerous conflicts . . . are along the
line separating peoples of Western Christianity, on the
one hand, from Muslim and Orthodox people on the
other’’ (1996, 28). In short, it appears that U.S. and
U.K. elite military decisions are influenced by both the
regime type and the dominant faith in the target state.
This article is about public support for war and
whether it too is influenced by these factors. Are the
democ.
Surname 1 namecourseinstitutiondatewill the spread of mayank272369
Democratic peace theory proposes that democracies rarely go to war with each other due to institutional constraints and shared democratic values of restraint and nonviolence. However, critics argue that the theory has drawbacks. It does not adequately explain why democracies are peaceful or define key terms. Some evidence suggests economic interdependence between wealthy democracies, not democracy itself, prevents conflict. The theory has also been used to justify foreign policy that promotes democracy through force, which can undermine self-determination and be viewed as imperialism. Elected governments supported by democracies may not always pursue democratic and peaceful agendas.
The Enemy Within: United States news framing of the Boston bombingsAlice C Woodward
The document discusses media framing of the 2013 Boston Marathon bombings, analyzing how 10 news articles from major US newspapers and CNN portrayed America's victimhood and the identity of the perpetrators in the days after the attack. On the first day when the perpetrators were unknown, some articles implicitly connected the bombings to Islamic terrorism through references to 9/11. The articles also constructed an emotive narrative of American patriotism and victimhood through vivid imagery and historical references. After the suspects were identified as Chechen brothers, coverage shifted to framing them as foreign enemies from the Caucasus region.
The Bush era has seen remarkable change in the US foreign policy. After 9/ 11 attacks, President Bush (the son) initiated the Bush Doctrine and started his war on terror which had such implications as the invasion of Afghanistan in 2011, and the invasion of Iraq in 2003.
The document discusses global extremism and terrorism from the perspective of the Muslim world. It provides definitions of extremism and terrorism, examines their root causes such as misinterpretation of religious texts and oppression. It analyzes the portrayal of terrorism in Western media and the aftermath of the 9/11 attacks. The document argues that extremism cannot be eliminated through force alone and that the underlying social and political factors fueling extremism must be addressed.
Binary Discourse in U.S. Presidential Speeches from FDR to Bush IIIOSR Journals
The contemporary study of American Presidential rhetoric is of great significance. Politics is very largely the use of language. Presidential speech and action increasingly reflect the opinion that speaking is governing. In fact, the power of the presidency depends on its ability to persuade. The application of power is often legitimized through rhetorical persuasion; and, in the case of American Presidents, such power, and its associated rhetoric, becomes the fulcrum upon which many global issues turn
this is a slide about the analysis of a political speech from the perspective of rhetorical devices: pronoun, metaphor, simile, rule of three, parallelism and euphemism.
Democratic Peace or Clash of CivilizationsTarget States and.docxsimonithomas47935
Democratic Peace or Clash of Civilizations?
Target States and Support for War in Britain
and the United States
Robert Johns University of Essex
Graeme A. M. Davies University of Leeds
Research on public support for war shows that citizens are responsive to various aspects of strategic context. Less
attention has been paid to the core characteristics of the target state. In this comparative study we report survey
experiments manipulating two such characteristics, regime type and dominant faith, to test whether the ‘‘democratic
peace’’ and the ‘‘clash of civilizations’’ theses are reflected in U.S. and British public opinion. The basic findings show
small differences across the two cases: both publics were somewhat more inclined to use force against dictatorships than
against democracies and against Islamic than against Christian countries. Respondent religion played no moderating
role in Britain: Christians and nonbelievers were alike readier to attack Islamic states. However, in the United States,
the dominant faith effect was driven entirely by Christians. Together, our results imply that public judgments are
driven as much by images and identities as by strategic calculations of threat.
T
he ‘‘Bush doctrine’’ is one of preemption. If
force is to be used in response not only to actual
but also to potential future threats, the question
arises of how such threats are to be identified. One
answer is that key characteristics of the target state act
as a guide to its likely behavior. In justifications of
action in Afghanistan and Iraq, two such characteristics
were often invoked. One was the undemocratic nature
of the incumbent regimes. Tony Blair expressed his fear
‘‘that we wake up one day and we find that one of these
dictatorial states has used weapons of mass destruc-
tion’’ (BBC 2004). And, as George W. Bush put it: ‘‘we
know that dictators are quick to choose aggression,
while free nations strive to resolve their differences in
peace’’ (CBS News 2004). This encapsulates the ‘‘dem-
ocratic peace’’: that democracies rarely go to war with
one another (Doyle 1983; Russett 1993). The second,
seldom as explicit but often discernible in these leaders’
rhetoric, is that these were Islamic countries. Bush
notoriously referred to the ‘‘war on terror’’ as a
‘‘crusade’’ (White House 2001), and Blair described
the ‘‘mutual enmity toward the West’’ of Islamic
extremists and their host regimes (BBC 2004). This
calls to mind the ‘‘clash of civilizations,’’ a term coined
by Samuel Huntington for whom ‘‘the most pervasive,
important and dangerous conflicts . . . are along the
line separating peoples of Western Christianity, on the
one hand, from Muslim and Orthodox people on the
other’’ (1996, 28). In short, it appears that U.S. and
U.K. elite military decisions are influenced by both the
regime type and the dominant faith in the target state.
This article is about public support for war and
whether it too is influenced by these factors. Are the
democ.
Surname 1 namecourseinstitutiondatewill the spread of mayank272369
Democratic peace theory proposes that democracies rarely go to war with each other due to institutional constraints and shared democratic values of restraint and nonviolence. However, critics argue that the theory has drawbacks. It does not adequately explain why democracies are peaceful or define key terms. Some evidence suggests economic interdependence between wealthy democracies, not democracy itself, prevents conflict. The theory has also been used to justify foreign policy that promotes democracy through force, which can undermine self-determination and be viewed as imperialism. Elected governments supported by democracies may not always pursue democratic and peaceful agendas.
The Enemy Within: United States news framing of the Boston bombingsAlice C Woodward
The document discusses media framing of the 2013 Boston Marathon bombings, analyzing how 10 news articles from major US newspapers and CNN portrayed America's victimhood and the identity of the perpetrators in the days after the attack. On the first day when the perpetrators were unknown, some articles implicitly connected the bombings to Islamic terrorism through references to 9/11. The articles also constructed an emotive narrative of American patriotism and victimhood through vivid imagery and historical references. After the suspects were identified as Chechen brothers, coverage shifted to framing them as foreign enemies from the Caucasus region.
The Bush era has seen remarkable change in the US foreign policy. After 9/ 11 attacks, President Bush (the son) initiated the Bush Doctrine and started his war on terror which had such implications as the invasion of Afghanistan in 2011, and the invasion of Iraq in 2003.
The document discusses global extremism and terrorism from the perspective of the Muslim world. It provides definitions of extremism and terrorism, examines their root causes such as misinterpretation of religious texts and oppression. It analyzes the portrayal of terrorism in Western media and the aftermath of the 9/11 attacks. The document argues that extremism cannot be eliminated through force alone and that the underlying social and political factors fueling extremism must be addressed.
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docxchristiandean12115
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docxchristiandean12115
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.1 What are three broad mechanisms that malware can use to propa.docxchristiandean12115
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docxchristiandean12115
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docxchristiandean12115
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docxchristiandean12115
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
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TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docxchristiandean12115
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Customer Acquisition and Relationship ManagementDmitry .docxchristiandean12115
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docxchristiandean12115
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docxchristiandean12115
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docxchristiandean12115
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docxchristiandean12115
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docxchristiandean12115
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.1 What are three broad mechanisms that malware can use to propa.docxchristiandean12115
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docxchristiandean12115
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docxchristiandean12115
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docxchristiandean12115
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
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TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docxchristiandean12115
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Customer Acquisition and Relationship ManagementDmitry .docxchristiandean12115
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docxchristiandean12115
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docxchristiandean12115
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docxchristiandean12115
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
IOSR Journal of Applied Physics (IOSR-JAP) e-ISSN 2278-48.docx
1. IOSR Journal of Applied Physics (IOSR-JAP)
e-ISSN: 2278-4861. Volume 5, Issue 2 (Nov. - Dec. 2013), PP
25-36
www.iosrjournals.org
www.iosrjournals.org
25 | Page
Binary Discourse in U.S. Presidential Speeches from FDR to
Bush
II
Dr. Wassim Daghrir,
The University of Sousse, Tunisia
I. Introduction
The contemporary study of American Presidential rhetoric is of
great significance. Politics is very largely the
use of language. Presidential speech and action increasingly
reflect the opinion that speaking is governing. In
fact, the power of the presidency depends on its ability to
persuade. The application of power is often
legitimized through rhetorical persuasion; and, in the case of
American Presidents, such power, and its
2. associated rhetoric, becomes the fulcrum upon which many
global issues turn.
Manichaeism: a Definition
The term Manichean refers in its most literal sense to a religion
founded in the third century by the
Persian prophet Manes. The movement attracted large numbers
of followers, who were drawn to its simplicity
and moral clarity. Its central guideline was that the entire world
could be plainly divided into two opposing
spheres –God and Satan in the world of the eternal, and a
corresponding dualistic battle of Good and Evil
playing out on Earth. World events were all driven by, were all
the product of, an ongoing, endless conflict
between the forces of Good and the forces of Evil. One‘s moral
duty was to maintain adherence to God‘s will by
siding with Good and battling against the forces of Evil.
II. Rhetorical Devices and Manipulations
At the heart of the American presidential discourse exists a
coherent worldview, one several presidents
have applied with remarkable consistency and uncompromising
conviction. This view holds that the global
arena can be understood as a conflict between the forces of
Good and Evil, and that America is ―called upon‖ to
3. defend the former from the latter. By definition, this premise
requires the identification of Evil, which is the
enemy –an enemy that is pure in its Evil and that, by its very
nature, cannot be engaged, offered compromises,
negotiated with, understood, managed, contained, or ignored. It
can only be hated, attacked, and destroyed. One
way of achieving this is by using ‗legitimizing language‘ -
language that will positively represent the favored
worldview or the approved approach to global phenomenon as
well as those who support this view or approach.
The use of legitimizing language is usually accompanied by the
use of its counterpart, ‗delegitimizing language‘
-language which negatively depicts the opposing worldview or
approach as well as those who hold these
different opinions and values. Therefore, binary
conceptualizations frequently take on the form of a polarization
between a legitimized insider group (‗us‘) and a delegitimized
outsider group (‗them‘).
1
Some of the most significant presidential speeches, such as
President Harry Truman‘s March 1947
speech, President Ronald Reagan‘s 1982 ―Evil Empire‖ speech,
and President George W. Bush‘s 2002 ―Axis of
Evil‖ speech, pictured a Manichean world of Light and
4. Darkness, White and Black, with no shades of grey.
Nazism, Communism, Terrorism, and all the ―isms‖ on the
targets list represent a demonic force candidly
opposed to all that was good, true, right, and pure. With such a
force, there should be no compromise, no half-
way measures.
The choice facing America, President Truman argued in March
1947, was between two opposing and
irreconcilable ways of life, between the virtues of democracy
and the horrors of totalitarianism. In this way,
President Truman manifested the Manichean outlook toward
external political developments.
2
President Ronald Reagan adopted the same dichotomous
fashion, when he referred to the Soviet Union as an
―Evil Empire‖. By making such a rhetorical distinction, he
gave overt identity to a tacit concept that dominated
the Cold War for decades: the concept of Global Manichaeism.
In a bipolar world struggle, the characterization
of the Soviet Union as Evil automatically applied the opposite
identity of Goodness to the United States, thereby
creating a palpable Manichaean paradigm.
3
5. In this same vein, President George W. Bush argued in a
January 2002 speech:
1
Tanja Collet, and Tom Najem, Word Choices in Post-9/11
Speeches and the Identity Construction of the Other
(http://www.cpsa-
acsp.ca/papers-2005/Najem.pdf)
2
See Appendix: BINARY MANICHAEISM IN U.S.
PRESIDENTIAL SPEECHES
3
Ibid.
http://www.answers.com/topic/irreconcilable
http://www.answers.com/topic/totalitarianism
http://www.answers.com/topic/dichotomous
http://www.cpsa-acsp.ca/papers-2005/Najem.pdf
http://www.cpsa-acsp.ca/papers-2005/Najem.pdf
http://www.cpsa-acsp.ca/papers-2005/Najem.pdf
Binary Discourse in U.S. Presidential Speeches from FDR to
Bush II
www.iosrjournals.org
26 | Page
You know, you’ve heard me talk about this probably, but I
really, truly
view this as a conflict between Good and Evil. And there really
isn’t
6. much middle ground. The people we fight are evil people.
4
Actually, Bush‘s World View is a paragon of Manichaeism.
George II‘s belief that America had embarked upon
a binary struggle of Good vs. Evil was the predominant theme
of his presidency. The president and his
administration invoked this starkly dualistic theme repeatedly to
defend and justify a whole host of controversial
actions. On September 20, 2001, the president addressed a joint
session of congress and made clear that not only
was the conflict America faced one between pure good and pure
evil, but further, everyone was compelled to
choose one side or the other: ―every nation, in every region,
has now a decision to make. Either you are with us,
or you are with the terrorists.‖
5
President Bush underscored the binary nature of the challenge
facing America again in his January 29,
2002 State of the Union speech. He announced that US foreign
policy would be devoted primarily to combating
the threats posed by an ―axis of evil‖ threatening the world:
States like these [North Korea, Iran, and Iraq], and their
terrorist
7. allies, constitute an axis of evil, arming to threaten the peace of
the
world. By seeking weapons of mass destruction, these regimes
pose a
grave and growing danger. They could provide these arms to
terrorists,
giving them the means to match their hatred. They could attack
our
allies or attempt to blackmail the United States. In any of these
cases,
the price of indifference would be catastrophic…
6
The president‘s speech made it emphatically clear that
America‘s enemies were not merely hostile to the US and
threatening its interests but rather were pure evil. They did not
operate in isolation but as an ―axis‖, the
historically familiar term designating Hitler‘s Germany and its
allies. America‘s enemies were intent on
America‘s total destruction and they were all part of one unified
mass. Above all, the US was to be governed by
an absolute truth: ―we’ve come to know truths that we will
never question: evil is real, and it must be opposed.‖
7
8. And in a speech announcing his controversial Pre-emptive
Strikes Doctrine, President Bush defended his
Manichean world view as such:
Some worry that it is somehow undiplomatic or impolite to
speak the
language of right and wrong. I disagree. […] We are in a
conflict
between good and evil, and America will call evil by its name.
By
confronting evil and lawless regimes, we do not create a
problem, we
reveal a problem. And we will lead the world in opposing it.
8
This kind of binary rhetoric is rooted in the nation‘s puritan
tradition as prophetic dualism through
which the world is divided into two opposite camps. The
generic features that have endured in such Manichean
approach are the following:
(1) An appeal to a legitimate power source that is external to
the orator, and which is presented as inherently
Good.
(2) An appeal to the historical importance of the culture in
which the discourse is located.
9. (3) The construction of a thoroughly evil other.
(4) A unifying construct (religious, racial, political,
philosophical, or nationalistic) that appeals for unification.
9
Furthermore, the major Manichean speeches share several
important connotations:
First, a religious tenet or dogma: major presidential speeches
have constantly exhibited high
religious-moral content. President Truman‘s March 1947
speech, for example, clearly had religious-moral
connotations. It grew out of a conviction that international
politics were dominated by a clash between two
totally dissimilar and antithetical value systems. Nations of the
world, Truman maintained, were being
compelled to choose ―between 2 alternative ways of life‖
represented by the US and the Soviet Union. Truman
believed that the Communist menace was as dangerous for the
American society as the earlier Axis threat. In
this way, Truman‘s Manichean rhetoric proclaimed a new
diplomatic crusade.
10
In this same vein, President Reagan told the people of West
Berlin in June 1982 that theirs was ―a meeting place
10. of light and shadow, tyranny and freedom. To be here is truly to
stand on freedom’s edge and in the shadow of a
4
See Appendix: BINARY MANICHAEISM IN U.S.
PRESIDENTIAL SPEECHES.
5
Ibid.
6
Ibid.
7
Ibid.
8
Ibid.
9
Graham, Philip, Keenan, Thomas and Dowd, Anne-Maree, ―A
call to arms at the End of History: A discourse-historical
analysis of George
W. Bush‘s declaration of war on terror‖, Discourse & Society,
2004, pp. 199-221.
10
See Appendix: BINARY MANICHAEISM IN U.S.
PRESIDENTIAL SPEECHES.
Binary Discourse in U.S. Presidential Speeches from FDR to
11. Bush II
www.iosrjournals.org
27 | Page
wall that has come to symbolize all that is darkest in the world
today, to sense how shining and priceless and
how much in need of constant vigilance and protection our
legacy of liberty is‖. In Reagan‘s words, ―the forces
of good‖ must ultimately rally if they are to ―triumph over
evil‖. The ―great civilized ideas‖ of ―individual
liberty, representative government, and the rule of law under
God‖ are ―menaced‖ by an ―evil neighbor‖.
Communism, like Fascism, has glorified ―the arbitrary power
of the state‖ while denying ―the existence of God‖
and ―those God-given liberties that are the inalienable right of
each person on this planet‖. Theirs is a
―totalitarian evil‖, an ―ideology…without God‖.
11
Many of President George W. Bush‘s speeches were filled with
references to the United States being
―called‖ or given a ―mission‖ by the ―Maker of Heaven‖ and
―Author of Liberty.‖ Bush‘s speeches have
exceeded those of his predecessors in the sheer number of
references to God, but there was nothing unusual in a
U.S. president describing the nation‘s role in the world in
12. religious terms. And many U.S. presidents have
invoked the same mission— that the United States, as the ―city
upon a hill‖ and the ―indispensable nation‖ has
been called by God to achieve ―the expansion of freedom in
the entire world.‖ As a matter of fact, the US has
traditionally allowed religious conceptions not only to dictate
ultimate goals but to color its understanding of the
real world in which these goals have to be met.
12
A second common connotation of the Manichean speeches is a
forceful assertion of the ideological
principles advocated by the American society: Indeed, the
diplomatic speeches of the US have exemplified
ideological and political principles deeply embedded in the
American culture. Americans expect their
interventions to be grand heroic crusades on a worldwide scale,
a struggle between Light and Darkness with the
fate of the world hanging on the outcome. In fact, a nation that
has historically condemned power politics as
immoral and as a corruption of the democratic ideal needs a
moral basis for its use of power.
A third common feature of the Manichean discourse has been its
highly ambivalent and flexible
character: The vagueness and imprecision characteristic of
13. presidential rhetoric has in some instances been
intentional. The speeches of American foreign policy have
exemplified ―masterful ambiguity‖: they were
designed to serve as highly flexible and adaptive policy
instruments, affording officials in Washington
maximum freedom to interpret and apply them to a wide range
of diverse conditions abroad.
III. Justifications
Such notions as ―world leadership‖, ―American Mission‖,
―America‘s embodiment of Good and its
ideals‖ are often advanced to justify the Manichean dichotomy.
We may identify several explicit tenets of
American political ideology which have been reflected in the
nation‘s most significant presidential speeches:
“American Exceptionalism”
The belief in American Exceptionalism provides an essential
element of the cultural and intellectual
framework for the making and conduct of U.S. foreign policy. It
has always had a powerful presence in
American discourse. Every president has invoked the theme of a
unique America in some way or another.
Consequently, a recurring theme is that foreign policy choices
are made for moral reasons. At a minimum,
14. Exceptionalism assumes that the United States is morally and
culturally equipped to offer an example to the
world. More proactive interpretations of Exceptionalism support
the promotion of American values abroad
through the use of various aspects of US power and influence.
President Ronald Reagan, for instance, explicitly adopted the
American Exceptionalist rhetoric, insisting that
America is indeed a shining city on a hill:
The past few days when I’ve been at that window upstairs, I’ve
thought
a bit of the “shining city upon a hill.” The phrase comes from
John
Winthrop, who wrote it to describe the America he imagined.
What he
imagined was important because he was an early Pilgrim, an
early
freedom man. He journeyed here on what today we’d call a little
wooden boat; and like the other Pilgrims, he was looking for a
home
that would be free.
I’ve spoken of the shining city all my political life, but I don’t
know if I
ever quite communicated what I saw when I said it. But in my
mind it
15. was a tall, proud city built on rocks stronger than oceans,
windswept,
God-blessed, and teeming with people of all kinds living in
harmony
and peace; a city with free ports that hummed with commerce
and
11
See Appendix: BINARY MANICHAEISM IN U.S.
PRESIDENTIAL SPEECHES.
12
In his inaugural address, John Adams thanked an ―overruling
Providence which had so signally protected this country from
the first.‖ In
1919, Woodrow Wilson promised that through supporting the
League of Nations, the United States would lead in the ―
redemption of the
world.‖ During World War II, Roosevelt declared in his 1942
message to Congress: ― We on our side are striving to be true
to [our] divine
heritage.‖
Binary Discourse in U.S. Presidential Speeches from FDR to
Bush II
16. www.iosrjournals.org
28 | Page
creativity. And if there had to be city walls, the walls had doors
and the
doors were open to anyone with the will and the heart to get
here.
That’s how I saw it, and see it still.
And how stands the city on this winter night? More prosperous,
more
secure, and happier than it was 8 years ago. But more than that:
After
200 years, two centuries, she still stands strong and true on the
granite
ridge, and her glow has held steady no matter what storm. And
she’s
still a beacon, still a magnet for all who must have freedom, for
all the
pilgrims from all the lost places who are hurtling through the
darkness,
toward home.
13
The Power of America’s “Example”
A major ideological component of the American foreign policy
17. rhetoric has been the conviction that the
American way of life represents a model for mankind and is
destined to become universally adopted. The
Truman Doctrine speech, for instance, indicated a belief that the
principles of the American Revolution, rather
than Communist revolutionary strategies, should guide foreign
societies seeking to achieve internal political
freedom. In fact, the belief that America serves as a moral
paradigm, or model, for the rest of the world has
continued to be a major component of the national conscience.
It validates the convictions that the United States
is morally qualified for world leadership.
The American “Mission”
One of the foundations of America‘s sense of its Exceptionalism
is that the US has an obligation to
somehow take care of the rest of the world. This paternalistic
outlook has developed out of the core belief that
the US is inherently more virtuous and righteous than other
states. The Second World War offered a clear case
for the application of America‘s vindicator identity in the name
of international morality. President Roosevelt
invoked the crusade motif in order to justify American entry
into the war. America‘s crusade was not only in the
18. interests of the US, it was for the good of the world. America‘s
mission was seen as synonymous with the
interests of the free world, and this fusion signaled the
beginning of the monopoly of the vindicator
representation that has since dominated US foreign policy.
In a 1945 speech, President Truman declared that the United
States should ―take the lead in running the
world the way the world ought to be run.‖
14
President Truman expressed America‘s ―feeling of duty
towards the
civilized world‖. The Truman Doctrine‘s speech had an
unmistakable ―messianic‖ flavor: not only was the US
determined to defend its own freedom, but it felt obliged to act
as the defender of ―freedom everywhere‖
throughout the world.
President John F. Kennedy also defended the idea America‘s
mission to the civilized world in his State
of the Union Message of 1962, when he declared: ―people
everywhere look to us –not to our wealth or power,
but to the splendor of our ideals. For our nation is
commissioned by history to be either an observer of
freedom‘s failure or the cause of its success‖.
15
19. President George W. Bush explicitly and repeatedly described
the commitment to wage war not merely
in terms of a strategy to make America safe but also as a
―calling‖: ―America is a nation with a mission, and that
mission comes from our most basic beliefs.‖
16
IV. Functions and Motivations
A Sense of Moral Certitude
Manichean leaders, by definition, believe that they are acting in
pursuit or defense of the Good and
against Evil. In this way, the binary dualism would have a moral
function: to offer its holders a sense of moral
certitude, which leaves no room for doubt or regret.
War Justification
The discourse rooted in Good and Evil legitimates any action
undertaken in the name of good, no
matter how destructive, on the grounds that it is attacking
‗evil.‘ By clearly distinguishing two distinct sides to
the global perspective, a binary opposition leaves no room for
different interpretations. This simplistic prism
positions the United States as the bastion of goodness and
defender of righteousness in the world. Notably, such
20. dramatic binary opposition seems likely to facilitate the
assuaging of guilt associated with war. As Professor
13
See Appendix: BINARY MANICHAEISM IN U.S.
PRESIDENTIAL SPEECHES.
14
President Truman quoted in Charles W. Kegley and Eugene R.
Wittkopf, American Foreign Policy: Pattern and Process (New
York: St.
Martin‘s Press, 4
th
Edition, 1991).
15
See Appendix: BINARY MANICHAEISM IN U.S.
PRESIDENTIAL SPEECHES.
16
Ibid.
Binary Discourse in U.S. Presidential Speeches from FDR to
Bush II
www.iosrjournals.org
29 | Page
Robert Ivie argues, "Americans traditionally have exonerated
themselves of any guilt for war by decivilizing the
21. image of their adversaries. This 'victimage ritual,' enacted with
generic regularity, has…legitimized total
victory over a foe who is totally uncivilized and therefore
perfectly evil."
17
The Simplification of Complex Events, Decisions, and Acts
Binary discourses simplify often complex external questions in
a manner which is consonant with the
American approach to foreign issues, given that the ordinary
American has little sustained interest in or
understanding of foreign affairs. Indeed, the binary, demonizing
and reductionist discourse is meant to simplify
complex events in order to ―sell‖ certain unacceptable policies
to an uninformed and deeply religious audience.
What makes this type of communication so important is its
capacity to create a false dilemma; that is, binary
constructions present a limited view of the world and, often,
force a decision between two options that, in
actuality, are not the only outcomes available. In this way, a
Good versus Evil battle is much more likely to gain
the attention and approval of the American public, since it
reduces a potentially complex scenario to an easily
22. accessible question of morality and identity.
Manichaeism as a Strategic Political Communication Device to
Mobilize Public Opinion
Political leaders can adopt the language of Manichean moralism
as a tool for persuading citizens of the
necessity and justifiability of certain actions. Controversial
actions that, in fact, have little or nothing to do with
a concern for good and evil can nonetheless be rhetorically
justified via a dualistic appeal. Thus, issues can be
framed in Manichean terms to manipulate public opinion, to cast
morally neutral or even immoral policies as
necessary for defense of the good, and to thereby generate
support for actions they wish to undertake.
The Good vs. Evil, ―We‖ vs. ―them‖ approach serves
dramatically to mobilize public support for a
course of action deemed essential in foreign affairs. Moreover,
it plays an essential role in promoting national
unity on key foreign policy issues. Indeed, usage of binary
communications as a means to unite groups against
an enemy or in favor of a policy has been a recurring strategy in
modern politics. Based on simple,
unsophisticated, and often-misleading perceptions, the discourse
rooted in Good and Evil offers a public
relations device – actually a mass deception device- meant to
23. prepare the American people psychologically for
such extensive, continuing and unforeseen overseas
commitments, such as the ―Containment of Communism‖
and the ―War on Terrorism‖. In an almost pavlovian way, the
binary discourse manufactures retaliatory feelings
and heats up war fever among the masses.
18
Fear Appeals to Accomplish Domestic Persuasion
US presidents have always relied on fear tactics and emotional
appeals to manufacture popular consent
and to advance their internationalist, hegemonic agendas. The
White House‘s political rhetoric and that of its
supporters in the mass media almost uniformly conforms to a
binary framework that mobilizes public opinion,
sustains allegiance and justifies the actions of its leaders.
In March 1947, US President Harry Truman was preparing to
launch a major foreign policy orientation
that would define US foreign policy in the post World War II
era and beyond. It was based on a new active and
ambitious American involvement in world affairs. To secure the
support of the American people for the
dramatic sweep of the new policy, Truman readily understood
that he needed not only to define his doctrine in
terms of broad commitment to defend American values of
24. freedom and individual liberties, but also to ―scare
the hell out of the country‖
19
. The Truman Doctrine was as sweeping a commitment as the
United States had
ever made. It was the official declaration of a Cold War that
defined the balance of power in international
relations for over forty years. And it was based on the
exaggeration of the Soviet threat and the exploitation of
the American people's fear of that threat.
Clearly, the Bush Junior administration and the mainstream
media whipped up fear and panic in their
post-9/11 proliferation of reports of terrorist threats, obsessive
focus on terrorism, and demands for retaliation.
The media became weapons of mass hysteria that created
tremendous fear in the population, which made the
public look anxiously to the government for protection,
rendering the population open to manipulation. In effect,
after the September 11 strikes, the Bush administration used
fear tactics to advance its aggressive political
agenda.
17
25. Cited in Kevin Coe, David Domke, Erica Graham, Sue John,
and Victor Pickard, ―No Shades of Gray: The Binary Discourse
of George
W. Bush and an Echoing Press‖, Journal of Communication,
January 2006, pp. 234-252.
18
By itself, the Good vs. Evil paradigm persuaded many
Americans to support the invasion of Iraq in spite of the total
absence of any
concrete evidence to back up the administration‘s claims. The
demonization of Sa ddam as pure Evil was so effective in
precluding rational
debate that, according to a USA Today poll in September 2003
(6 months after the us invaded Iraq), almost 70% of the country
embraced the
false belief that Saddam Hussein personally participated in the
planning of the 9/11 attacks. In effect, the president‘s all-
consuming
Manichean rhetoric planted a falsehood in the minds of most
Americans –namely that Iraq was connected to the 9/11 attacks.
19
Truman sought and received advice from congressional leaders
as he prepared to launch his doctrine. Truman was most
impressed with
the advice he received from Senator Arthur Vandenberg: "Mr.
President," said Vandenberg, "the only way you are ever going
to get this is
26. to make a speech and scare the hell out of the country."
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To Marginalize Criticism and Weaken Dissent
The binary view of good and evil comes not merely to define
every significant political issue but to engulf all
political debate. One is presented with a false choice: embrace
and actively support the president‘s policies to
wage war on Evil (patriotism) or side with evil, either
deliberately or by default (un -American / unpatriotic).
Stressing national unity and patriotism provides rhetorical cover
for suppressing dissent, and thus threatens U.S.
democracy.
V. Effects and Perils of the Dichotomous Framework
Belief in Moral Rightness and Lack of Flexibility and
Pragmatism
One of the principle dangers of vesting power in a leader who is
convinced of his own righteousness –
who believes that he has been called to a crusade against evil- is
27. that the moral imperative driving the mission
will justify any and all means used to achieve it. Those who
have become convinced that they are waging an
epic and passionate existential war against evil cannot, by the
very premises of their belief system, accept any
limitations –moral, pragmatic, or otherwise- on the methods
adopted to triumph in this battle.
In his book The Conservative Soul, political scientist Andrew
Sullivan notes: ―The essential claim of the
fundamentalist is that he knows the truth. The fundamentalist
doesn‘t guess or argue or wonder or question. He
doesn‘t have to. He knows…‖.
20
In fact, serenity flows and anxiety is eliminated by the
conviction that one has
found absolute truth Moral rightness trumps pragmatic success,
and the imperatives of the crusade trump the
constraints of reality.
Furthermore, embracing a core, unshakable conviction of one‘s
own rightness legitimizes some of the
most amoral and ethically monstrous policies, justified as
necessary means to achieve a morally imperative end.
Those who believe that they are on the path of righteousness,
who are crusaders for the objective Good, will
28. frequently become convinced that there can be no limitations on
the weapons used to achieve their ends. The
moral imperative of their agenda justifies all steps undertaken
to fulfill it. Intoxicated by his own righteousness
and therefore immune from doubt, the Manichean warrior
becomes capable of acts of moral monstrousness that
would be unthinkable in the absence of such unquestionable
moral conviction. One who believes himself to be
leading a supreme war against evil on behalf of good will be
incapable of understanding any claims that he
himself is acting immorally.
Bush himself explained that the certainty his faith brings
liberates him from doubt and anxiety about
the courses of action he pursues. He declared in his book, A
Charge to Keep: ―my faith frees me... frees me to
make decisions others might not like. Frees me to do the right
thing, even though it will not poll well‖.
21
For the Manichean believer, the battle between Good and Evil is
paramount. It subordinates all other
considerations and never gives way to any conflicting or
inconsistent goals. Measures intended to promote Good
or undermine Evil are, by definition, necessary and just. They
cannot be abandoned for pragmatic or prudential
29. reasons, or because of growing opposition, or in response to
evidence of failure. In sum, complexities, pragmatic
considerations, the restraints of reality are trumped by the
imperative of the moral crusade.
Entitlement to Power
From the president‘s overarching conviction that he is on the
side of Good emerges a relentless pursuit
of maximum power and an accompanying sense of entitlement
to that power. Indeed, when expressed and
implemented as a governing philosophy, this belief in the
centrality of Good vs. Evil results not in an effort to
limit government power, but rather to expand it drastically, both
domestically and abroad, in order to
accumulate power in service of the battle against perceived Evil
and to impose perceptions of Good.
VI. The Manichean Paradox
The great and tragic irony of the Manichean approach is that its
foundations have generated some of the
most morally grotesque acts and radical departures from
American values. What is ―good‖ and what is ―evil‖
are not determined by some preordained or intrinsic distinction.
Those are designations determined only by
one‘s conduct. America has always advanced its principles as
30. the source of its moral credibility in the world.
But once those principles are relinquished and violated,
America‘s moral credibility and its legitimate claim to
―good‖ cease to exist.
In point of fact, General Herman Goering, a member of the Nazi
Party, said it all in 1938:
20
Andrew Sullivan, The Conservative Soul (NY: HarperCollins
Publishers, 2006).
21
George Bush, A Charge to Keep: My Journey to the White
House (NY: HarperCollins Publishers, 2000).
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―Naturally the common people don't want war: Neither in
Russia, nor
in England, nor for that matter in Germany. That is understood.
But,
after all, it is the leaders of the country who determine the
31. policy and it
is always a simple matter to drag the people along, whether it is
a
democracy, or a fascist dictatorship, or a parliament, or a
communist
dictatorship. ... Voice or no voice, the people can always be
brought to
the bidding of the leaders. That is easy. All you have to do is
tell them
they are being attacked, and denounce the peacemakers for lack
of
patriotism and exposing the country to danger. It works the
same in
any country.”
22
APPENDIX 1:
BINARY MANICHAEISM IN U.S. PRESIDENTIAL
SPEECHES
23
(Illustrations)
FRANKLIN D. ROOSEVELT: The Arsenal of Democracy
(December 29, 1940)
32. The Nazi masters of Germany have made it clear that they
intend not only to dominate all life and thought in
their own country, but also to enslave the whole of Europe, and
then to use the resources of Europe to dominate
the rest of the world. It was only three weeks ago that their
leader stated this: "There are two worlds that stand
opposed to each other." And then in defiant reply to his
opponents he said this: "Others are correct when they
say: 'With this world we cannot ever reconcile ourselves.' . . . I
can beat any other power in the world." So said
the leader of the Nazis.
In other words, the Axis not merely admits but the Axis
proclaims that there can be no ultimate peace between
their philosophy-their philosophy of government- and our
philosophy of government […].
Let us no longer blind ourselves to the undeniable fact that the
evil forces which have crushed and undermined
and corrupted so many others are already within our own gates
[…].
We have no excuse for defeatism. We have every good reason
for hope- hope for peace, yes, and hope for the
defense of our civilization and for the building of a better
civilization in the future.
HARRY TRUMAN: The Truman Doctrine (March 12, 1947)
33. At the present moment in world history nearly every nation
must choose between alternative ways of life. The
choice is too often not a free one.
One way of life is based upon the will of the majority, and is
distinguished by free institutions, representative
government, free elections, guaranties of individual liberty,
freedom of speech and religion, and freedom from
political oppression.
The second way of life is based upon the will of a minority
forcibly imposed upon the majority. It relies upon
terror and oppression, a controlled press and radio, fixed
elections, and the suppression of personal freedoms.
[…]
The free peoples of the world look to us for support in
maintaining their freedoms. If we falter in our leadership,
we may endanger the peace of the world and we shall surely
endanger the welfare of our own nation.
John F. Kennedy's Inaugural Address Given on Friday, January
20, 1961
Let every nation know, whether it wishes us well or ill, that we
shall pay any price, bear any burden, meet any
hardship, support any friend, oppose any foe, in order to assure
the survival and the success of liberty.
34. "The Evil Empire", President Reagan's Speech to the House of
Commons (June 8, 1982)
If history teaches anything, it teaches self-delusion in the face
of unpleasant facts is folly. We see around us
today the marks of our terrible dilemma--predictions of
doomsday, antinuclear demonstrations, an arms race in
which the West must, for its own protection, be an unwilling
participant. At the same time we see totalitarian
forces in the world who seek subversion and conflict around the
globe to further their barbarous assault on the
human spirit. What, then, is our course? Must civilization perish
in a hail of fiery atoms? Must freedom wither
in a quiet, deadening accommodation with totalitarian evil?
Statement by George W. Bush in his address to the nation on
September 11, 2001
22
Cited in Kevin Coe, The Language of Freedom in the American
Presidency, 1933-2006 (Washington, D.C.:
23
http://www.gpoaccess.gov/pubpapers/search.html
http://www.gpoaccess.gov/pubpapers/search.html
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Good evening. Today, our fellow citizens, our way of life, our
very freedom came under attack in a series of
deliberate and deadly terrorist attacks. […] Thousands of lives
were suddenly ended by evil, despicable acts of
terror. […]
America was targeted for attack because we‘re the brightest
beacon for freedom and opportunity in the world.
And no one will keep that light from shining.
Today our nation saw evil, the very worst of human nature. And
we respond with the best of America.
Remarks by President Bush on September 16, 2001
Our nation was horrified, but it's not going to be terrorized.
We're a great nation. We're a nation of resolve.
We're a nation that can't be cowed by evil-doers. I've got great
faith in the American people. If the American
people had seen what I had seen in New York City, you'd have
great faith, too. You'd have faith in the hard
work of the rescuers; you'd have great faith because of the
desire for people to do what's right for America;
36. you'd have great faith because of the compassion and love that
our fellow Americans are showing each other in
times of need.
I also have faith in our military. And we have got a job to do -
just like the farmers and ranchers and business
owners and factory workers have a job to do. My administration
has a job to do, and we're going to do it. We
will rid the world of the evil-doers. We will call together
freedom loving people to fight terrorism.
And on this day of - on the Lord's Day, I say to my fellow
Americans, thank you for your prayers, thank you for
your compassion, thank you for your love for one another. And
tomorrow when you get back to work, work
hard like you always have. But we've been warned. We've been
warned there are evil people in this world.
We've been warned so vividly - and we'll be alert. Your
government is alert. The governors and mayors are alert
that evil folks still lurk out there. […]
We need to go back to work tomorrow and we will. But we need
to be alert to the fact that these evil-doers still
exist. We haven't seen this kind of barbarism in a long period of
time. No one could have conceivably imagined
suicide bombers burrowing into our society and then emerging
all in the same day to fly their aircraft - fly U.S.
37. aircraft into buildings full of innocent people - and show no
remorse. This is a new kind of-- a new kind of evil.
And we understand. And the American people are beginning to
understand. This crusade, this war on terrorism
is going to take a while. And the American people must be
patient. I'm going to be patient. […]
That's why I say to the American people we've never seen this
kind of evil before. But the evil-doers have never
seen the American people in action before, either - and they're
about to find out.
President Bush’s Address to a Joint Session of Congress and the
American People (September 20, 2001)
On September the 11th, enemies of freedom committed an act of
war against our country. Americans have
known wars -- but for the past 136 years, they have been wars
on foreign soil, except for one Sunday in 1941.
Americans have known the casualties of war -- but not at the
center of a great city on a peaceful morning.
Americans have known surprise attacks -- but never before on
thousands of civilians. All of this was brought
upon us in a single day -- and night fell on a different world, a
world where freedom itself is under attack. […]
Americans are asking, why do they hate us? They hate what we
see right here in this chamber -- a
38. democratically elected government. Their leaders are self-
appointed. They hate our freedoms -- our freedom of
religion, our freedom of speech, our freedom to vote and
assemble and disagree with each other. […] These
terrorists kill not merely to end lives, but to disrupt and end a
way of life. With every atrocity, they hope that
America grows fearful, retreating from the world and forsaking
our friends. They stand against us, because we
stand in their way.
We are not deceived by their pretenses to piety. We have seen
their kind before. They are the heirs of
all the murderous ideologies of the 20
th
century. By sacrificing human life to serve their radical visions
-- by
abandoning every value except the will to power -- they follow
in the path of fascism, and Nazism, and
totalitarianism. And they will follow that path all the way, to
where it ends: in history's unmarked grave of
discarded lies. […]
Our response involves far more than instant retaliation and
isolated strikes. Americans should not
expect one battle, but a lengthy campaign, unlike any other we
have ever seen. It may include dramatic strikes,
visible on TV, and covert operations, secret even in success. We
39. will starve terrorists of funding, turn them one
against another, drive them from place to place, until there is no
refuge or no rest. And we will pursue nations
that provide aid or safe haven to terrorism. Every nation, in
every region, now has a decision to make. Either
you are with us, or you are with the terrorists. From this day
forward, any nation that continues to harbor or
support terrorism will be regarded by the United States as a
hostile regime. This is not, however, just America's
fight. And what is at stake is not just America's freedom. This is
the world's fight. This is civilization's fight.
This is the fight of all who believe in progress and pluralism,
tolerance and freedom.
And in our grief and anger we have found our mission and our
moment. Freedom and fear are at war. The
advance of human freedom -- the great achievement of our time,
and the great hope of every time -- now
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depends on us. Our nation -- this generation -- will lift a dark
threat of violence from our people and our future.
40. We will rally the world to this cause by our efforts, by our
courage. We will not tire, we will not falter, and we
will not fail. […]
George W. Bush’ s January 29, 2002 State of the Union Speech
States like these, and their terrorist allies, constitute an axis of
evil, arming to threaten the peace of the world.
By seeking weapons of mass destruction, these regimes pose a
grave and growing danger. They could provide
these arms to terrorists, giving them the means to match their
hatred. They could attack our allies or attempt to
blackmail the United States. In any of these cases, the price of
indifference would be catastrophic…
We'll be deliberate, yet time is not on our side. I will not wait
on events while dangers gather. I will not stand by
as peril draws closer and closer. The United States of America
will not permit the world's most dangerous
regimes to threaten us with the world's most destructive
weapons
Our war on terror is well begun, but it is only begun. This
campaign may not be finished on our watch, yet it
must be and it will be waged on our watch.
We can't stop short. If we stopped now, leaving terror camps
41. intact and terror states unchecked, our sense of
security would be false and temporary. History has called
America and our allies to action, and it is both our
responsibility and our privilege to fight freedom's fight. […]
In a single instant, we realized that this will be a decisive
decade in the history of liberty -- that we have been
called to a unique role in human events. Rarely has the world
faced a choice more clear or consequential.
George W. Bush (January 30, 2002)
You know, you‘ve heard me talk about this probably, but I
really, truly view this as a conflict between good and
evil. And there really isn‘t much middle ground-like none. The
people we fight are evil people…
Either you are with us or you‘re against us. Either you‘re on the
side of freedom and justice or you aren‘t.
George W. Bush: Commencement Address at the United States
Military Academy at West Point, New
York (June 1, 2002)
For much of the last century, America's defense relied on the
Cold War doctrines of deterrence and containment.
In some cases, those strategies still apply. But new threats also
require new thinking. Deterrence -- the promise
of massive retaliation against nations -- means nothing against
42. shadowy terrorist networks with no nation or
citizens to defend. Containment is not possible when
unbalanced dictators with weapons of mass destruction can
deliver those weapons on missiles or secretly provide them to
terrorist allies. […]
for preemptive action when necessary to defend our liberty and
to defend our lives.
All nations that decide for aggression and terror will pay a
price. We will not leave the safety of America and
the peace of the planet at the mercy of a few mad terrorists and
tyrants. We will lift this dark threat from our
country and from the world.
Because the war on terror will require resolve and patience, it
will also require firm moral purpose. In this way
our struggle is similar to the Cold War. Now, as then, our
enemies are totalitarians, holding a creed of power
with no place for human dignity. Now, as then, they seek to
impose a joyless conformity, to control every life
and all of life. […]
Some worry that it is somehow undiplomatic or impolite to
speak the language of right and wrong. I disagree.
Different circumstances require different methods, but not
different moralities. Moral truth is the same in every
culture, in every time, and in every place. Targeting innocent
43. civilians for murder is always and everywhere
wrong. Brutality against women is always and everywhere
wrong. There can be no neutrality between justice
and cruelty, between the innocent and the guilty. We are in a
conflict between good and evil, and America will
call evil by its name. By confronting evil and lawless regimes,
we do not create a problem, we reveal a problem.
And we will lead the world in opposing it.
George W. Bush: State of the Union Address (January 28, 2003)
This nation can lead the world in sparing innocent people from
a plague of nature. And this nation is leading the
world in confronting and defeating the man-made evil of
international terrorism.
Now, in this century, the ideology of power and domination has
appeared again, and seeks to gain the ultimate
weapons of terror. Once again, this nation and all our friends
are all that stand between a world at peace, and a
world of chaos and constant alarm. Once again, we are called to
defend the safety of our people, and the hopes
of all mankind. And we accept this responsibility.
Americans are a free people, who know that freedom is the right
of every person and the future of every nation.
The liberty we prize is not America's gift to the world, it is
44. God's gift to humanity.
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We Americans have faith in ourselves, but not in ourselves
alone. We do not know -- we do not claim to know
all the ways of Providence, yet we can trust in them, placing our
confidence in the loving God behind all of life,
and all of history.
George W. Bush: Speech at the National Endowment for
Democracy (October 6, 2005)
In this new century, freedom is once again assaulted by enemies
determined to roll back generations of
democratic progress. Once again, we're responding to a global
campaign of fear with a global campaign of
freedom. And once again, we will see freedom's victory.
The images and experience of September the 11th are unique for
Americans. Yet the evil of that morning has
reappeared on other days, in other places -- in Mombasa, and
Casablanca, and Riyadh, and Jakarta, and Istanbul,
45. and Madrid, and Beslan, and Taba, and Netanya, and Baghdad,
and elsewhere. In the past few months, we've
seen a new terror offensive with attacks on London, and Sharm
el-Sheikh, and a deadly bombing in Bali once
again. All these separate images of destruction and suffering
that we see on the news can seem like random and
isolated acts of madness; innocent men and women and children
have died simply because they boarded the
wrong train, or worked in the wrong building, or checked into
the wrong hotel. Yet, while the killers choose
their victims indiscriminately, their attacks serve a clear and
focused ideology, a set of beliefs and goals that are
evil, but not insane.
Some call this evil Islamic radicalism; others, militant
Jihadism; still others, Islamo-fascism. Whatever it's
called, this ideology is very different from the religion of Islam.
This form of radicalism exploits Islam to serve
a violent, political vision: the establishment, by terrorism and
subversion and insurgency, of a totalitarian empire
that denies all political and religious freedom. These extremists
distort the idea of jihad into a call for terrorist
murder against Christians and Jews and Hindus -- and also
against Muslims from other traditions, who they
regard as heretics. […] These operatives, fighting on scattered
battlefields, share a similar ideology and vision
46. for our world.
Some might be tempted to dismiss these goals as fanatical or
extreme. Well, they are fanatical and extreme --
and they should not be dismissed. Our enemy is utterly
committed. As Zarqawi has vowed, "We will either
achieve victory over the human race or we will pass to the
eternal life." And the civilized world knows very well
that other fanatics in history, from Hitler to Stalin to Pol Pot,
consumed whole nations in war and genocide
before leaving the stage of history. Evil men, obsessed with
ambition and unburdened by conscience, must be
taken very seriously -- and we must stop them before their
crimes can multiply. […]
Over the years these extremists have used a litany of excuses
for violence -- the Israeli presence on the West
Bank, or the U.S. military presence in Saudi Arabia, or the
defeat of the Taliban, or the Crusades of a thousand
years ago. In fact, we're not facing a set of grievances that can
be soothed and addressed. We're facing a radical
ideology with inalterable objectives: to enslave whole nations
and intimidate the world. No act of ours invited
the rage of the killers -- and no concession, bribe, or act of
appeasement would change or limit their plans for
murder.
47. The murderous ideology of the Islamic radicals is the great
challenge of our new century. Yet, in many ways,
this fight resembles the struggle against communism in the last
century. Like the ideology of communism,
Islamic radicalism is elitist, led by a self-appointed vanguard
that presumes to speak for the Muslim masses. Bin
Laden says his own role is to tell Muslims, quote, "what is good
for them and what is not." And what this man
who grew up in wealth and privilege considers good for poor
Muslims is that they become killers and suicide
bombers. He assures them that his -- that this is the road to
paradise -- though he never offers to go along for the
ride.
Like the ideology of communism, our new enemy teaches that
innocent individuals can be sacrificed to serve a
political vision. And this explains their cold-blooded contempt
for human life. We've seen it in the murders of
Daniel Pearl, Nicholas Berg, and Margaret Hassan, and many
others. In a courtroom in the Netherlands, the
killer of Theo Van Gogh turned to the victim's grieving mother
and said, "I do not feel your pain -- because I
believe you are an infidel." And in spite of this veneer of
religious rhetoric, most of the victims claimed by the
militants are fellow Muslims. […]
48. Like the ideology of communism, our new enemy pursues
totalitarian aims. Its leaders pretend to be an
aggrieved party, representing the powerless against imperial
enemies. In truth they have endless ambitions of
imperial domination, and they wish to make everyone powerless
except themselves. Under their rule, they have
banned books, and desecrated historical monuments, and
brutalized women. They seek to end dissent in every
form, and to control every aspect of life, and to rule the soul,
itself. While promising a future of justice and
holiness, the terrorists are preparing for a future of oppression
and misery.
Like the ideology of communism, our new enemy is dismissive
of free peoples, claiming that men and women
who live in liberty are weak and decadent. Zarqawi has said that
Americans are, quote, "the most cowardly of
God's creatures." But let's be clear: It is cowardice that seeks to
kill children and the elderly with car bombs, and
cuts the throat of a bound captive, and targets worshipers
leaving a mosque. It is courage that liberated more
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than 50 million people. It is courage that keeps an untiring vigil
against the enemies of a rising democracy. And
it is courage in the cause of freedom that once again will
destroy the enemies of freedom.
And Islamic radicalism, like the ideology of communism,
contains inherent contradictions that doom it to
failure. By fearing freedom -- by distrusting human creativity,
and punishing change, and limiting the
contributions of half the population -- this ideology undermines
the very qualities that make human progress
possible, and human societies successful. The terrorists are as
brutal an enemy as we've ever faced. They're
unconstrained by any notion of our common humanity, or by the
rules of warfare. No one should underestimate
the difficulties ahead, nor should they overlook the advantages
we bring to this fight.
APPENDIX 2
Expressions of American Exceptionalism
"We must consider that we shall be as a City upon a Hill, the
eyes of all people are upon us."
John Winthrop, "A Model of Christian Charity" (1630)
50. "It will be worthy of a free, enlightened, and at no great distant
period a great nation to give to mankind the
magnanimous and too novel example of a people always guided
by an exalted justice and benevolence."
George Washington, Farewell Address, 17 September 1796
"Destiny has laid upon our country the responsibility of the free
world's leadership."
Dwight D. Eisenhower, First Inaugural Address, 20 January
1953
"Let every nation know, whether it wishes us well or ill, that we
shall pay any price, bear any burden, meet any
hardship, support any friend, oppose any foe to assure the
survival and success of liberty…. [T]he energy, the
faith, the devotion which we bring to this endeavor will light
our country and all who serve it—and the glow
from that fire can truly light the world."
John F. Kennedy, Inaugural Address, 20 January 1961
"Our [foreign] policy is designed to serve mankind."
Jimmy Carter, commencement address at University of Notre
Dame, 22 May 1977
51. "Americans resort to force only when we must. We have never
been aggressors. We have always struggled to
defend freedom and democracy. We have no territorial
ambitions. We occupy no territories."
Ronald Reagan, State of the Union Address, 25 January 1984
―The past few days when I‘ve been at that window upstairs,
I‘ve thought a bit of the ‗shining city upon a hill.‘
The phrase comes from John Winthrop, who wrote it to describe
the America he imagined. What he imagined
was important because he was an early Pilgrim, an early
freedom man. He journeyed here on what today we‘d
call a little wooden boat; and like the other Pilgrims, he was
looking for a home that would be free. And how
stands the city on this winter night? More prosperous, more
secure, and happier than it was 8 years ago. But
more than that: After 200 years, two centuries, she still stands
strong and true on the granite ridge, and her glow
has held steady no matter what storm. And she‘s still a beacon,
still a magnet for all who must have freedom, for
all the pilgrims from all the lost places who are hurtling through
the darkness, toward home‖.
President Ronald Reagan, Farewell Address.
"The fact is America remains the indispensable nation. America,
52. and only America, can make a difference
between war and peace, between freedom and repression,
between hope and fear [in the world]."
William Jefferson Clinton, address at George Washington
University, 5 August 1996
―I am driven with a mission from God. God would tell me,
'George go and fight these terrorists in Afghanistan'.
And I did. And then God would tell me 'George, go and end the
tyranny in Iraq'. And I did.‖
George W. Bush, August 2003
―I trust God speaks through me. Without that, I couldn't do my
job‖.
George W. Bush, Jul. 9, 2004
―God loves you, and I love you. And you can count on both of
us as a powerful message that people who
wonder about their future can hear.‖
George W. Bush, Mar. 3, 2004
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[1]. Blakley, Johanna. ―Entertainment Goes Global: Mass
Culture in Transforming World‖, The Norman Lear Center
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January 2001, pp. 13-17.
[2]. Bush, George. A Charge to Keep: My Journey to the White
House. NY: HarperCollins Publishers, 2000.
[3]. Coe, Kevin, Domke, David, Graham, Erica, John, Sue, and
Pickard, Victor. ―No Shades of Gray: The Binary Discourse of
George
W. Bush and an Echoing Press‖, Journal of Communication,
January 2006, pp. 234-252.
[4]. Coe, Kevin. The Language of Freedom in the American
Presidency, 1933-2006. Washington, D.C.: Collet, Tanja and
Najem, Tom.
Word Choices in Post-9/11 Speeches and the Identity
Construction of the Other (http://www.cpsa-acsp.ca/papers-
2005/Najem.pdf)
[6]. Cowen, Tyler. ―French Kiss-Off: How protectionism has
hurt French films‖, Reason, July 1998, pp. 7-10.
[7]. Fukuyama, Francis. Trust: The Social Virtues and the
Creation of Prosperity. N.Y.: The Free Press, 1995.
[8]. Graham, Philip, Keenan, Thomas and Dowd, Anne-Maree.
―A call to arms at the End of History: A discourse-historical
analysis of
George W. Bush‘s declaration of war on terror‖, Discourse &
Society, 2004, pp. 199-221.
54. [9]. Kegley, Charles and Wittkopf, Eugene. American Foreign
Policy: Pattern and Process. New York: St. Martin‘s Press,
1991.
[10]. Sullivan, Andrew. The Conservative Soul. NY:
HarperCollins Publishers, 2006.
http://www.cpsa-acsp.ca/papers-2005/Najem.pdf
http://www.cpsa-acsp.ca/papers-2005/Najem.pdf
http://www.reason.com/contrib/show/293.html
Start With Why – Book Summary and Application
Instructions:
1. Read book completely.
2. Summarize your Top 3 chapter highlights in each section.
3. Business Grammar counts. Complete sentences. Correct
grammar, spelling and punctuation.
4. Life Application. You are to write one full page on how you
are planning to change your life with the wisdom of Simon
Sinek. In your life application, please highlight the specific
content (of the video) that resonated most with your soul.
Your Name
Chapter
Top 3 Chapter Highlights
1
· Summary point #1
· Summary point #2
· Summary point #3
2
3
4
55. 5
6
7
8
9
10
11
12
13
14
Life Application Summary (below)
Research Paper
Instructions:
· I want a research paper up to 4-5 Pages
· Use the MLA STYLE.
· You can use the these links , file that I have sent and you can
also use any primary or secondary source but put their reference
http://www.huffingtonpost.com/entry/president-donald-trump-
racist-examples_us_584f2ccae4b0bd9c3dfe5566
57. Body
1-Racism against Latin Mexicans
(More job opportunities for Americans)
(Anti- immigrant’s policy)
2- Islamophobia
(Us Vs them)
(National security)
3-Anti Blackness
(White nationalism)
(Support from KKK)
Conclusion
Thequality of American democracy.