The passage discusses the debate between whether life was better for hunter-gatherers or farmers. It notes that while hunter-gatherers had more leisure time and did not have to work as hard as farmers, they were also more vulnerable to food shortages and famines. Farming allowed communities to support larger populations, but farmers had to work harder and longer hours to grow enough food. Overall, there are good arguments on both sides, and reasonable people can disagree on which lifestyle was ultimately better.
Cyrus the Great was one of the most influential people in world history for several reasons:
1. He was a great military leader who established a vast Persian Empire through his conquests of neighboring regions and kingdoms from 553 BC to 530 BC.
2. He established a relatively benign rule over his empire, being tolerant of local customs and religions, unlike many other conquerors of his time.
3. His empire endured and continued expanding even after his death, as later Persian dynasties that claimed descent from Cyrus were able to maintain control over the region for centuries.
4. His career represented a major turning point that shifted the political and cultural centers of power in the ancient world
10 Timeless Leadership Lessons from Cyrus the GreatAli Asadi
10 Timeless Leadership Lessons from Cyrus the Great. . Cyrus the Great respected the customs and religions of the lands he conquered. It is said that in universal history, the role of the Achaemenid Empire founded by Cyrus lies in its very successful model for centralized administration and establishing a government working to the advantage and profit of its subjects.
The document provides information on ancient Persian history and symbols. It discusses the formation and expansion of the Achaemenid Persian Empire under Cyrus the Great in the 6th century BC. It conquered lands from Egypt to India, becoming the largest empire the ancient world had seen. The document also describes important Persian gods and goddesses like Anahita and mythical creatures in Persian culture like the Huma bird. Various animals that held symbolic meaning for ancient Persians are explained, such as peacocks, falcons, horses, and scorpions. Scenes from reliefs on the Apadana at Persepolis depicting subject nations bringing tribute to the king are analyzed.
The document discusses the symptoms of jahiliyyah (ignorance) in pre-Islamic Arabia and compares them to modern times. It outlines five main symptoms: intellectual enslavement through exclusivity of education available only to elites; social disintegration due to materialism, denial of the afterlife, and fanaticism based on tribalism; moral degeneration including alcohol consumption and adultery; economic exploitation; and religious bankruptcy. Specific examples are given of how each symptom manifested in pre-Islamic Arabia and continues today through modern ideologies and social issues. Islam promotes intellectual freedom, social unity regardless of attributes, prohibitions against intoxicants and extramarital relations, economic justice, and submission to
Maiherperi - The Hidden Book of the Deadafricaonline1
Mailherpri's Book of the Dead breaks all European Arguments Kemet was not a Black Civilization. This Hidden Book of the Dead is undeniably African and should be a central study for those involved in the reconstruction and restoration of African Civilizations.
This document summarizes the key events in the historical research analysis process, which includes determining the authenticity, provenance, authorship, and credibility of historical sources. It outlines several steps for analyzing sources, such as identifying dates, locations, authors, and analyzing factual versus conflicting statements. The goal is to synthesize information and develop an understanding of historical entities and events through reasoning about available evidence.
The document provides an overview of the history, values, and culture of Islam. It discusses how Islam began in the 7th century AD under the prophet Muhammad in Mecca and spread throughout the Middle East and other parts of the world. It outlines the five pillars of Islam, including the declaration of faith, prayer, charitable giving, fasting during Ramadan, and pilgrimage to Mecca. It also discusses Islamic views on warfare, treatment of prisoners, and relationships with other faiths.
Influence of Muslim Thought on the West- Educ 113salman saga
This document discusses the influence of Muslim thought on Western thinkers and philosophy from the 8th-15th centuries. It notes that Muslim scholars introduced humanism, the historical sciences using the scientific method, and helped harmonize philosophy with faith in the West. Figures like Ibn Sina, Al-Ghazali, and Averroes (Ibn Rushd) influenced Western mysticism and thinkers including Aquinas, Descartes, and Spinoza through their emphasis on reason and attempts to integrate philosophy and religion. Their works stimulated the Italian Renaissance and shaped European thought up through Immanuel Kant.
Cyrus the Great was one of the most influential people in world history for several reasons:
1. He was a great military leader who established a vast Persian Empire through his conquests of neighboring regions and kingdoms from 553 BC to 530 BC.
2. He established a relatively benign rule over his empire, being tolerant of local customs and religions, unlike many other conquerors of his time.
3. His empire endured and continued expanding even after his death, as later Persian dynasties that claimed descent from Cyrus were able to maintain control over the region for centuries.
4. His career represented a major turning point that shifted the political and cultural centers of power in the ancient world
10 Timeless Leadership Lessons from Cyrus the GreatAli Asadi
10 Timeless Leadership Lessons from Cyrus the Great. . Cyrus the Great respected the customs and religions of the lands he conquered. It is said that in universal history, the role of the Achaemenid Empire founded by Cyrus lies in its very successful model for centralized administration and establishing a government working to the advantage and profit of its subjects.
The document provides information on ancient Persian history and symbols. It discusses the formation and expansion of the Achaemenid Persian Empire under Cyrus the Great in the 6th century BC. It conquered lands from Egypt to India, becoming the largest empire the ancient world had seen. The document also describes important Persian gods and goddesses like Anahita and mythical creatures in Persian culture like the Huma bird. Various animals that held symbolic meaning for ancient Persians are explained, such as peacocks, falcons, horses, and scorpions. Scenes from reliefs on the Apadana at Persepolis depicting subject nations bringing tribute to the king are analyzed.
The document discusses the symptoms of jahiliyyah (ignorance) in pre-Islamic Arabia and compares them to modern times. It outlines five main symptoms: intellectual enslavement through exclusivity of education available only to elites; social disintegration due to materialism, denial of the afterlife, and fanaticism based on tribalism; moral degeneration including alcohol consumption and adultery; economic exploitation; and religious bankruptcy. Specific examples are given of how each symptom manifested in pre-Islamic Arabia and continues today through modern ideologies and social issues. Islam promotes intellectual freedom, social unity regardless of attributes, prohibitions against intoxicants and extramarital relations, economic justice, and submission to
Maiherperi - The Hidden Book of the Deadafricaonline1
Mailherpri's Book of the Dead breaks all European Arguments Kemet was not a Black Civilization. This Hidden Book of the Dead is undeniably African and should be a central study for those involved in the reconstruction and restoration of African Civilizations.
This document summarizes the key events in the historical research analysis process, which includes determining the authenticity, provenance, authorship, and credibility of historical sources. It outlines several steps for analyzing sources, such as identifying dates, locations, authors, and analyzing factual versus conflicting statements. The goal is to synthesize information and develop an understanding of historical entities and events through reasoning about available evidence.
The document provides an overview of the history, values, and culture of Islam. It discusses how Islam began in the 7th century AD under the prophet Muhammad in Mecca and spread throughout the Middle East and other parts of the world. It outlines the five pillars of Islam, including the declaration of faith, prayer, charitable giving, fasting during Ramadan, and pilgrimage to Mecca. It also discusses Islamic views on warfare, treatment of prisoners, and relationships with other faiths.
Influence of Muslim Thought on the West- Educ 113salman saga
This document discusses the influence of Muslim thought on Western thinkers and philosophy from the 8th-15th centuries. It notes that Muslim scholars introduced humanism, the historical sciences using the scientific method, and helped harmonize philosophy with faith in the West. Figures like Ibn Sina, Al-Ghazali, and Averroes (Ibn Rushd) influenced Western mysticism and thinkers including Aquinas, Descartes, and Spinoza through their emphasis on reason and attempts to integrate philosophy and religion. Their works stimulated the Italian Renaissance and shaped European thought up through Immanuel Kant.
Does Bible prophecy teach an Islamic Antichrist - Prophecy in the News - Apr ...miscott57
Does Bible Prophecy actually point to an Islamic Antichrist?
In the last few years, a number of writers have advanced the theory that the Antichrist will come from the ranks of Islam, perhaps as the vaunted Imam Mahdi. What does the Bible say?
Primary Evidence - Ancient Egyptians came from Inner Africaafricaonline1
Ancient Text from Egypt reveals that the Ancient Egyptians sourced their Ancestors to inner Africa and that the Famine Stele is the oldest interaction between God and Man and was most likely the source of many Biblical Stories. The Hebrews by their own records source their entry into Egypt around the 12th Dynasty. They would not have been sheltered from the Famine Stele and its revelation that Khnum (The Potter Wheel God) had a dramatic interaction with Djoser/Neterkhet. Plates of inner Africa taken from Michael Tellinger's Book - Temples of the African Gods. Presented at 31st annual ASCAC Conference held at Essex County College, Newark New Jersey.
The document discusses claims that Jesus and Christianity are simply copies of pagan god myths that predated Christianity. It presents counterarguments to claims that Jesus was just a copy of Horus, Krishna, and other pagan gods. It notes how the sources making these claims, like Acharya S and Gerald Massey, have been debunked by historians and scholars as making unfounded assertions without reliable evidence. Experts in religions like Hinduism have stated there is no evidence for claims that Krishna was crucified or resurrected. The document aims to show the pagan god myth theory lacks credible evidence and has been rejected by experts in related fields.
China Resources and Potentialities:
An Exploration of a statement attributed to Abdul-Baha, the son of Baha'u'llah, the Founder of the Baha'i Faith:
“China has the most great capability. The Chinese people are most simple-hearted and truth-seeking…Truly, I say, the Chinese are free from any deceit and hypocrisies and are prompted with ideal motives. China is the country of the future."
And another statement by Shoghi Effendi, the grandson of Abdu'l-Baha:
“China, a land which has its own world and civilization, whose people (in 1923) constitute one-fourth of the population of the globe, which ranks foremost among all nations
in material, cultural, and spiritual resources and potentialities, and whose future is assuredly bright."
This document provides a high-level overview of Iran, including its:
- Geography and location in the Middle East region
- Brief history spanning ancient empires and modern revolution
- Natural scenery including mountains and forests
- Cultural attractions such as mosques, palaces and gardens in Esfahan and Shiraz
- Social life of Iranians both before and after the 1979 revolution
- Famous Iranians in various fields such as science, arts and business
This document provides a high-level overview of Iran, including its:
- Geography and location in the Middle East region
- Brief history spanning ancient empires and modern revolution
- Natural scenery including mountains and forests
- Cultural attractions such as mosques, palaces and gardens in Esfahan and Shiraz
- Social life of Iranians both before and after the 1979 revolution
- Famous Iranians in various fields such as science, arts and business
This document provides a high-level overview of Iran in 3 sentences or less:
The document summarizes key information about Iran such as its history, geography, culture, and notable figures. It also profiles aspects of modern Iranian society before and after the 1979 Islamic Revolution as well as Iran's rich art, architecture, and natural scenery that are popular tourist attractions.
The document describes an assignment for students to analyze cultural features of Americans by "making the familiar strange". Students are asked to choose a common American cultural practice, find an image to illustrate it, and describe the practice objectively as if observing an unfamiliar culture. The goal is to analyze familiar cultural practices in a way that makes them seem strange or unfamiliar in order to better understand and explain them to others. Students who can most effectively analyze a cultural trait this way may earn extra credit.
The document discusses the political structure and rulers of Mesopotamia between 2800BC-500BC. Nomadic warriors invaded and conquered Mesopotamia around 2000BC, establishing the first Babylonian Empire with its capital in Babylon. King Hammurabi commissioned the famous Hammurabi's Code around 1750BC both to establish order and assert that he was a just ruler, as the code was based on principles of government responsibility, retaliation, and discrimination under the law.
The document summarizes Jared Diamond's book Guns, Germs, and Steel, which argues that geographic and environmental factors helped shape global history. It discusses how Eurasia's east-west axis of wide-ranging plants and animals, as well as favorable conditions for agriculture, allowed it to develop more advanced technologies and immunity to diseases. This ultimately gave Europeans advantages like guns, steel, horses, and resistance to smallpox that helped Pizarro defeat the Inca's Atahualpa in Peru in the 1530s, though the Incas had no inherent disadvantages.
The document outlines Toulmin's model for evaluating arguments, which identifies six key parts of an argument: grounds, warrant, claim, backing, reservation, and qualifier. It explains each part and provides examples. Toulmin's model breaks down arguments into their basic components to analyze how tightly constructed and reasonable they are. The model helps show how each part relates to the overall validity of an argument but is not meant to judge the success of proving an argument.
This document discusses Stephen Toulmin's modern argument model from the 1950s. [1] It focuses on informal logic and probability rather than certainty. [2] The model has seven components: claim, data, warrant, backing, rebuttal, qualifier, and grounds. [3] The enthymeme outlines the core components of claim (main point), data (evidence/reasons), and warrant (unstated assumption connecting data and claim).
This document discusses argumentation and persuasive techniques. It defines different types of arguments as destructive or constructive. It also outlines key components of arguments including claims, types of proof, and responsibilities in arguments. Finally, it explains Stephen Toulmin's model of argument which identifies six key aspects: grounds, warrant, claim, backing, reservations, and qualifiers.
Ming has a strong aversion to being woken up in the morning and will react violently if woken without consent. The document warns that Ming cannot be bothered during sleep and cautions viewers about graphic violence that may follow if one attempts to wake Ming. It emphasizes that life is important and advises people to never try waking Ming up.
This document outlines the key elements of a Toulmin argument structure:
1) Claim - the main point or stance being argued
2) Reasons/Evidence - facts and data that support the claim
3) Warrants - underlying assumptions that logically connect the claim and evidence
4) Qualifiers - limits or exceptions placed on the claim
5) Backing - additional evidence and authority provided to support the warrants underlying the argument. The document provides examples and definitions for applying each element to construct a persuasive Toulmin argument.
The document outlines Stephen Toulmin's model of persuasive argument, which includes a claim, grounds, and warrant. The claim is the statement being argued, grounds provide data and facts to support the claim, and the warrant links the grounds to the claim to validate why the data supports it. Successful arguments also include backing, qualifiers, rebuttals, and reservations to strengthen the core claim, grounds, and warrant components of the argument.
The document discusses the Toulmin method of argumentation, which was developed by British philosopher Stephen Toulmin. The Toulmin model examines arguments through claim, data, and warrant. It aims to describe how people make reasonable arguments in real-life situations, where qualifications are often needed. The model breaks down an argument into a claim supported by data, with the warrant justifying why the data supports the claim. It provides a practical tool for understanding and constructing arguments.
The document summarizes an experiment where students investigated how male Garibaldi fish react to objects of different colors that approach their nests. They observed male Garibaldis at three different nest locations. At each location, they recorded the fish's response (no response, minimal response, or attack) to objects of three different colors (orange, mixed orange, and non-orange) approaching the nest. They found the fish were most likely to attack an object that was solid orange.
The document discusses the key components of an argument, including claim, reason, warrant, backing, grounds, rebuttal, and qualifier. It uses examples to explain each component. The terms were originally developed by Stephen Toulmin to analyze arguments. Readers are then prompted to construct their own argument using the defined structure and terms.
The document discusses the three pillars of persuasion according to Aristotle: logos, pathos, and ethos. Logos appeals to logic through factual evidence. Pathos appeals to emotions by evoking feelings in the listener. Ethos establishes the speaker's credibility and expertise. The document also provides examples of each and explains the Toulmin model for analyzing arguments.
The document introduces Toulmin's model of argumentation, which breaks down arguments into six concepts: data, claim, warrant, backing, qualifiers, and exceptions. It explains that Toulmin's model can be used to analyze and plan argumentative writing by identifying the key components of an argument. The document also provides two citations as examples of resources on Toulmin's model and argumentative techniques.
This document provides an overview of the key components of an argumentative essay, including stating claims, providing evidence, making appeals, identifying assumptions, and using different types of reasoning. It discusses how arguments aim to engage the reader's powers of reasoning to win agreement with an assertion, while persuasion also aims to influence actions by engaging beliefs and feelings. The document emphasizes using accurate, representative, relevant and adequate evidence to support claims, and being willing to address alternative views to strengthen the argument.
Does Bible prophecy teach an Islamic Antichrist - Prophecy in the News - Apr ...miscott57
Does Bible Prophecy actually point to an Islamic Antichrist?
In the last few years, a number of writers have advanced the theory that the Antichrist will come from the ranks of Islam, perhaps as the vaunted Imam Mahdi. What does the Bible say?
Primary Evidence - Ancient Egyptians came from Inner Africaafricaonline1
Ancient Text from Egypt reveals that the Ancient Egyptians sourced their Ancestors to inner Africa and that the Famine Stele is the oldest interaction between God and Man and was most likely the source of many Biblical Stories. The Hebrews by their own records source their entry into Egypt around the 12th Dynasty. They would not have been sheltered from the Famine Stele and its revelation that Khnum (The Potter Wheel God) had a dramatic interaction with Djoser/Neterkhet. Plates of inner Africa taken from Michael Tellinger's Book - Temples of the African Gods. Presented at 31st annual ASCAC Conference held at Essex County College, Newark New Jersey.
The document discusses claims that Jesus and Christianity are simply copies of pagan god myths that predated Christianity. It presents counterarguments to claims that Jesus was just a copy of Horus, Krishna, and other pagan gods. It notes how the sources making these claims, like Acharya S and Gerald Massey, have been debunked by historians and scholars as making unfounded assertions without reliable evidence. Experts in religions like Hinduism have stated there is no evidence for claims that Krishna was crucified or resurrected. The document aims to show the pagan god myth theory lacks credible evidence and has been rejected by experts in related fields.
China Resources and Potentialities:
An Exploration of a statement attributed to Abdul-Baha, the son of Baha'u'llah, the Founder of the Baha'i Faith:
“China has the most great capability. The Chinese people are most simple-hearted and truth-seeking…Truly, I say, the Chinese are free from any deceit and hypocrisies and are prompted with ideal motives. China is the country of the future."
And another statement by Shoghi Effendi, the grandson of Abdu'l-Baha:
“China, a land which has its own world and civilization, whose people (in 1923) constitute one-fourth of the population of the globe, which ranks foremost among all nations
in material, cultural, and spiritual resources and potentialities, and whose future is assuredly bright."
This document provides a high-level overview of Iran, including its:
- Geography and location in the Middle East region
- Brief history spanning ancient empires and modern revolution
- Natural scenery including mountains and forests
- Cultural attractions such as mosques, palaces and gardens in Esfahan and Shiraz
- Social life of Iranians both before and after the 1979 revolution
- Famous Iranians in various fields such as science, arts and business
This document provides a high-level overview of Iran, including its:
- Geography and location in the Middle East region
- Brief history spanning ancient empires and modern revolution
- Natural scenery including mountains and forests
- Cultural attractions such as mosques, palaces and gardens in Esfahan and Shiraz
- Social life of Iranians both before and after the 1979 revolution
- Famous Iranians in various fields such as science, arts and business
This document provides a high-level overview of Iran in 3 sentences or less:
The document summarizes key information about Iran such as its history, geography, culture, and notable figures. It also profiles aspects of modern Iranian society before and after the 1979 Islamic Revolution as well as Iran's rich art, architecture, and natural scenery that are popular tourist attractions.
The document describes an assignment for students to analyze cultural features of Americans by "making the familiar strange". Students are asked to choose a common American cultural practice, find an image to illustrate it, and describe the practice objectively as if observing an unfamiliar culture. The goal is to analyze familiar cultural practices in a way that makes them seem strange or unfamiliar in order to better understand and explain them to others. Students who can most effectively analyze a cultural trait this way may earn extra credit.
The document discusses the political structure and rulers of Mesopotamia between 2800BC-500BC. Nomadic warriors invaded and conquered Mesopotamia around 2000BC, establishing the first Babylonian Empire with its capital in Babylon. King Hammurabi commissioned the famous Hammurabi's Code around 1750BC both to establish order and assert that he was a just ruler, as the code was based on principles of government responsibility, retaliation, and discrimination under the law.
The document summarizes Jared Diamond's book Guns, Germs, and Steel, which argues that geographic and environmental factors helped shape global history. It discusses how Eurasia's east-west axis of wide-ranging plants and animals, as well as favorable conditions for agriculture, allowed it to develop more advanced technologies and immunity to diseases. This ultimately gave Europeans advantages like guns, steel, horses, and resistance to smallpox that helped Pizarro defeat the Inca's Atahualpa in Peru in the 1530s, though the Incas had no inherent disadvantages.
The document outlines Toulmin's model for evaluating arguments, which identifies six key parts of an argument: grounds, warrant, claim, backing, reservation, and qualifier. It explains each part and provides examples. Toulmin's model breaks down arguments into their basic components to analyze how tightly constructed and reasonable they are. The model helps show how each part relates to the overall validity of an argument but is not meant to judge the success of proving an argument.
This document discusses Stephen Toulmin's modern argument model from the 1950s. [1] It focuses on informal logic and probability rather than certainty. [2] The model has seven components: claim, data, warrant, backing, rebuttal, qualifier, and grounds. [3] The enthymeme outlines the core components of claim (main point), data (evidence/reasons), and warrant (unstated assumption connecting data and claim).
This document discusses argumentation and persuasive techniques. It defines different types of arguments as destructive or constructive. It also outlines key components of arguments including claims, types of proof, and responsibilities in arguments. Finally, it explains Stephen Toulmin's model of argument which identifies six key aspects: grounds, warrant, claim, backing, reservations, and qualifiers.
Ming has a strong aversion to being woken up in the morning and will react violently if woken without consent. The document warns that Ming cannot be bothered during sleep and cautions viewers about graphic violence that may follow if one attempts to wake Ming. It emphasizes that life is important and advises people to never try waking Ming up.
This document outlines the key elements of a Toulmin argument structure:
1) Claim - the main point or stance being argued
2) Reasons/Evidence - facts and data that support the claim
3) Warrants - underlying assumptions that logically connect the claim and evidence
4) Qualifiers - limits or exceptions placed on the claim
5) Backing - additional evidence and authority provided to support the warrants underlying the argument. The document provides examples and definitions for applying each element to construct a persuasive Toulmin argument.
The document outlines Stephen Toulmin's model of persuasive argument, which includes a claim, grounds, and warrant. The claim is the statement being argued, grounds provide data and facts to support the claim, and the warrant links the grounds to the claim to validate why the data supports it. Successful arguments also include backing, qualifiers, rebuttals, and reservations to strengthen the core claim, grounds, and warrant components of the argument.
The document discusses the Toulmin method of argumentation, which was developed by British philosopher Stephen Toulmin. The Toulmin model examines arguments through claim, data, and warrant. It aims to describe how people make reasonable arguments in real-life situations, where qualifications are often needed. The model breaks down an argument into a claim supported by data, with the warrant justifying why the data supports the claim. It provides a practical tool for understanding and constructing arguments.
The document summarizes an experiment where students investigated how male Garibaldi fish react to objects of different colors that approach their nests. They observed male Garibaldis at three different nest locations. At each location, they recorded the fish's response (no response, minimal response, or attack) to objects of three different colors (orange, mixed orange, and non-orange) approaching the nest. They found the fish were most likely to attack an object that was solid orange.
The document discusses the key components of an argument, including claim, reason, warrant, backing, grounds, rebuttal, and qualifier. It uses examples to explain each component. The terms were originally developed by Stephen Toulmin to analyze arguments. Readers are then prompted to construct their own argument using the defined structure and terms.
The document discusses the three pillars of persuasion according to Aristotle: logos, pathos, and ethos. Logos appeals to logic through factual evidence. Pathos appeals to emotions by evoking feelings in the listener. Ethos establishes the speaker's credibility and expertise. The document also provides examples of each and explains the Toulmin model for analyzing arguments.
The document introduces Toulmin's model of argumentation, which breaks down arguments into six concepts: data, claim, warrant, backing, qualifiers, and exceptions. It explains that Toulmin's model can be used to analyze and plan argumentative writing by identifying the key components of an argument. The document also provides two citations as examples of resources on Toulmin's model and argumentative techniques.
This document provides an overview of the key components of an argumentative essay, including stating claims, providing evidence, making appeals, identifying assumptions, and using different types of reasoning. It discusses how arguments aim to engage the reader's powers of reasoning to win agreement with an assertion, while persuasion also aims to influence actions by engaging beliefs and feelings. The document emphasizes using accurate, representative, relevant and adequate evidence to support claims, and being willing to address alternative views to strengthen the argument.
Here is a possible argument structure for the claim that all students should be required to take AP Language in order to graduate:
Claim: All students should be required to take AP Language in order to graduate.
Reason: Because it will improve their writing and critical thinking skills.
Grounds: Research shows that AP courses improve standardized test scores and college performance.
Backing: Studies from College Board demonstrate higher SAT scores and GPAs for students who take AP courses.
Warrant: Strong writing and analysis skills are important for students' future careers and education.
Rebuttal: Some students may not be prepared or interested in an advanced English course.
Qualifier: Requiring AP Language could better
The document discusses constructing arguments using Toulmin style. It provides examples of enthymemes arguing that a Geo Metro, Volvo, or Ford Falcon should be bought based on economy, safety, or color. It then explains the Toulmin model terminology of claim, reason, warrant, backing, and assumption and applies it to the Volvo example.
This slideshow introduces one method for turning the three central structures of Toulmin argumentation--claims, evidence, and warrants--into paragraphs, through a structure called a "Quote Sandwich"--an intro, quote, and analysis.
The Toulmin Model of Argument is a method for analyzing arguments that breaks them down into six key parts: claim, grounds, warrant, backing, reservations/rebuttal, and qualifier. The model was developed by Stephen Toulmin to help understand how constructed arguments are and how each part relates to the overall validity. It examines the claim being made, the evidence or grounds given for the claim, the warrant connecting the grounds to the claim, any backing for the warrant, potential exceptions or rebuttals, and qualifiers regarding the strength of the claim. The overall goal of the Toulmin Model is to effectively analyze the how and why of an argument by dividing it into its constituent logical elements.
The passage provides background information on the rise of the Persian Empire under Cyrus the Great and the spread of Zoroastrianism. It states that Cyrus began as a tribal leader who overthrew the Medes and went on to build a vast empire through conquest. It also describes key aspects of Zoroastrianism such as its concept of God involving both monotheism and dualism between good and evil forces, and its emphasis on ethics and the afterlife being determined by one's choices and deeds. The spread of Zoroastrianism helped shape Persian culture and identity during the empire's rise.
Southwest Asia was home to some of the earliest civilizations including the Assyrians, Aztecs, Egyptians, Greeks, Indians, and Indus Valley Civilization who all made major contributions to mathematics, astronomy, architecture, medicine, philosophy, and political/social structures. Key leaders that helped build empires in the region included Sargon the Great of Akkad, Hammurabi of Babylon, and Cyrus the Great and Darius I of Persia. Societies in the area had social stratifications ranging from upper to lower classes. The major religions that originated in Southwest Asia were Judaism, Christianity, and Islam.
This is our presentation on the Persian Empire. It is a product of the work and effort of Monisha, Caitlin, and Rachel of team 8 in global class period 1.
This document provides information on various historical leaders from 3500 BC to 569 AD. It discusses leaders from ancient civilizations like Mesopotamia, Egypt, India, Greece, Rome, and Persia. Key figures mentioned include King Sargon of Mesopotamia, Cyrus the Great of Persia who founded the Persian Empire, and Alexander the Great of Macedon who conquered much of the known world. The document also provides brief summaries of accomplishments and inventions of these early civilizations.
God's Hand in the Restoration of LibertyHome Makers
This is class 2 in a series of 4 classes about defending religious liberty from an LDS perspective. These slides review a historical timeline when liberty was present and the principles required for liberty to exist.
This document provides an overview of classical Greece from 2000 BC to 300 BC. It describes the geography of ancient Greece and how the mountainous terrain and proximity to the sea influenced the development of Greek civilization. It discusses the rise and fall of early civilizations like the Mycenaeans and the growth of city-states. It then focuses on the forms of government that emerged in city-states like Athens and Sparta, including the first developments of democracy in Athens. The document also summarizes the Persian Wars that were defining conflicts between Greek city-states and the Persian Empire, including key battles at Marathon, Thermopylae, and Salamis.
Similar to Structuring a written argument 1213 copy (6)
The document describes a lesson plan for using artifacts from museum websites and Google Drive to help students develop critical thinking skills and better understand historical events in their proper cultural context. The plan involves students analyzing artifacts using guiding questions to determine the social, political and economic significance in the society that created them. Examples of artifacts and questions are provided, as well as directions for a guided practice where the teacher models artifact analysis with students and provides feedback in real-time using a shared Google Doc.
This document compares the ancient Greek city-states of Athens and Sparta. It discusses their differences in social structure, political systems, and economies. It also mentions the philosophers Socrates, Plato, and Aristotle and asks how Socrates' arrest and execution reflected the decline of Athens' Golden Age culture.
This document discusses analyzing the culture of Appalachia. It asks questions about what culture is, what categories cultural traits fall into, and what factors shape culture. It then asks the reader to list 8 values, customs, or traditions that distinguish Appalachian culture from broader American culture based on analyzing Census data about factors that have shaped Appalachian culture.
The document discusses how geography was a cultural determinant for ancient Greek civilization. It describes three key geographic factors - climate, terrain, and access to the sea - that profoundly influenced Greek culture. The mild Mediterranean climate promoted public life and activities like democracy and drama. Mountainous terrain divided Greece into independent city-states and hampered unity. Lacking natural resources, the Greeks relied heavily on the sea for trade, colonization, and the spread of ideas throughout the Mediterranean region.
1) Shih Huang Ti unified China through force of arms and instituted sweeping reforms from 238-210 BC that established cultural unity still maintained today.
2) He was born during the declining Zhou Dynasty when China was divided into warring states. The powerful state of Qin adopted legalist philosophy emphasizing strict laws and impartial enforcement to control people.
3) As king of Qin, Shih Huang Ti vigorously conquered the remaining states and in 221 BC declared himself the First Emperor of a unified China, emphasizing a break with the past divided system.
Bill enjoys Apple products but only owns an old iPod. He often goes to the mall with his friend Lucy, who he suspects likes him. One day at the mall, Lucy steals an iPhone 5C from the Apple Store and gives it to Bill as a gift. When Bill asks how she got it, Lucy admits that she stole it.
Confucius would not have agreed with the law cutting off a son's hands for striking his father. Confucian philosophy emphasized respect for elders and harmony within relationships, but also advocated for compassion and that punishment should fit the crime to avoid further damage to social order.
Ancient Mesopotamian households paid taxes in kind rather than money, and paid different taxes throughout the year, including poll taxes of livestock. Merchants transporting goods paid tolls and duties. The most burdensome tax was a labor obligation where free men owed months of service to the government doing tasks like harvesting or military service. Men avoided this by substituting slaves or hired workers, though this was technically illegal. Cuneiform tablets provide insights into Mesopotamian taxation systems.
The document provides guidance on writing a thesis statement by explaining that a thesis should have two parts: 1) taking a stance or position on the topic in question, and 2) providing three reasons to support that stance. It then provides an example thesis responding to the question "Is STAB a good school?" by outlining a template for a thesis that states the stance ("STAB is a good school because...") and leaves blanks to fill in three supporting reasons.
Ramon, a humble Indian, commented that in the beginning, God gave every people a cup of clay to drink from and live their lives. In his mind, this was a clear metaphor. He said that while all people dipped into the water, their cups were different. Now, his cup (his people's way of life) has broken and passed away. Jared Diamond would likely explain that environmental and geographical factors contributed to Ramon's people's fate, putting them at a disadvantage compared to other societies that had access to resources and technologies that promoted growth.
This document provides guidance on effective note-taking strategies for a World History textbook. It emphasizes focusing carefully while reading, filtering out irrelevant information, and using shorthand such as abbreviations. The Cornell note-taking system is presented as an organized format involving dividing a page into columns for main ideas and details. Students are instructed to practice taking notes from assigned textbook pages. Key tips include dating and titling notes, leaving space for summaries, and using main ideas to recall content.
The two articles provide different accounts of the events leading up to the Challenger disaster. The New York Times article focuses on the national reaction after the explosion, omitting details about warnings prior to launch. In contrast, the Columbia Journalism Review article reveals that CNN had reported warnings from engineers about risks from cold weather, and that NASA initially decided to proceed with launch despite these warnings. The omission of pre-launch warnings from the NYT article suggests a bias toward protecting NASA's reputation. Including this omitted context would provide a more complete narrative of the disaster.
The two documents discuss the 1986 Space Shuttle Challenger disaster. The first document from the New York Times focuses on the national grief over the deaths of the seven astronauts, including Christa McAuliffe. It describes how people across the country reacted with shock and sadness when hearing the news. The second document from the Columbia Journalism Review provides more context on the disaster. It explains that CNN had received a memo warning that cold weather could cause equipment failures, but that NASA decided to continue with the launch anyway. The shuttle exploded shortly after launch, killing all crew members aboard.
This document instructs students in a World History 9 class to go out and experience culture by taking a photo of something cultural, writing a paragraph describing what it is, where and how they obtained it, and what specifically makes it an example of culture. Students are to bring their photos and write-ups to class on either August 26th or 27th so their experiences can be discussed.
This document instructs students in World History 9 to go out and experience culture by taking a photo of something cultural, writing a paragraph describing the item, its location, and how they obtained it. Students are asked to bring their photos and paragraphs to class on August 28th or 29th to discuss their cultural experience.
The document discusses the Gemma Augustea, an ancient Roman cameo gem from around 15 AD. It is carved from a semi-precious stone and depicts various figures and symbols. The cameo gem provides insight into imperial ideology and propaganda during the early Roman Empire period.
The document discusses the early Roman Republic from 509 BCE to 133 BCE. It notes that during this period there were two dominant themes: 1) the expansion of Rome first in Italy and then the Mediterranean, and 2) a gradual constitutional change from aristocracy to democracy through the extension of political and social equality to the lower plebeian classes. The patricians established the Republic by replacing the monarchy with consuls and the Senate retaining legislative power, though they initially controlled the system through their clients in the Centuriate Assembly.
This Renaissance painting and sculpture are depicting the founding of the Latin race from Roman mythology. According to the myth, Aeneas, prince of Troy, escaped the fall of Troy carrying the household gods and sailed with other fugitives to Italy. Once they reached Italy, Aeneas and his men had lost everything except their ships and swords, and began searching the countryside for supplies after landing at Laurentum. This scene would have been significant for Romans as it portrayed the origins of their civilization from the Trojan hero Aeneas, establishing themselves in Italy after the fall of Troy.
The document discusses the early history of Rome and the Italian peninsula. It states that the Latins, Etruscans, and Greeks vied for control of the region where Rome was founded. The Latins occupied central Italy, the Greeks established coastal colonies, and the advanced Etruscan civilization was located north of the Latins. Rome was strategically located inland, avoiding the dangers faced by coastal cities and allowing it to maintain traditional values in the face of foreign influence and change, which helped it grow to eventually dominate the peninsula.
This document discusses post-World War I Europe from 1919-1924. It mentions France's search for security after the war and the heavy reparations imposed on Germany by the Treaty of Versailles of 132 billion German marks and $33 billion. It also discusses France occupying the Ruhr Valley in Germany and the inflation that resulted from the economic turmoil after the war.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
9. BODY PARAGRAPHS
THESIS FORMAT:
YOUR STANCE “because” x (reason 1), y (reason
2), and z (reason 3).
•Body Paragraph 1 (x!)
1.Assertion (restatement of x!)
10. BODY PARAGRAPHS
THESIS FORMAT:
YOUR STANCE “because” x (reason 1), y (reason
2), and z (reason 3).
•Body Paragraph 1 (x!)
1.Assertion (restatement of x!)
2.Evidence to support assertion (with footnotes!)
11. BODY PARAGRAPHS
THESIS FORMAT:
YOUR STANCE “because” x (reason 1), y (reason
2), and z (reason 3).
•Body Paragraph 1 (x!)
1.Assertion (restatement of x!)
2.Evidence to support assertion (with footnotes!)
3.Concluding statement (ties argument back to thesis)
12. BODY PARAGRAPHS
THESIS FORMAT:
YOUR STANCE “because” x (reason 1), y (reason
2), and z (reason 3).
•Body Paragraph 1 (x!)
1.Assertion (restatement of x!)
2.Evidence to support assertion (with footnotes!)
3.Concluding statement (ties argument back to thesis)
•Body Paragraph 2?
15. Thesis:
Cyrus the Great was one of the most
Influential People in World History
Reason #1: Cyrus was a Great Military Leader
16. Thesis:
Cyrus the Great was one of the most
Influential People in World History
Reason #1: Cyrus was a Great Military Leader
Evidence:
17. Thesis:
Cyrus the Great was one of the most
Influential People in World History
Reason #1: Cyrus was a Great Military Leader
Evidence:
i. “About 553BC Cyrus rebelled against his overlord
(Median king), and after a war lasting for three years,
succeeded in overthrowing him.”
18. Thesis:
Cyrus the Great was one of the most
Influential People in World History
Reason #1: Cyrus was a Great Military Leader
Evidence:
i. “About 553BC Cyrus rebelled against his overlord
(Median king), and after a war lasting for three years,
succeeded in overthrowing him.”
ii.“His first target was the Lydian Empire in Asia
Minor...by 546BC, Cyrus had conquered the Lydian
Empire and made [king] Croesus his prisoner”
19. Thesis:
Cyrus the Great was one of the most
Influential People in World History
Reason #1: Cyrus was a Great Military Leader
Evidence:
i. “About 553BC Cyrus rebelled against his overlord
(Median king), and after a war lasting for three years,
succeeded in overthrowing him.”
ii.“His first target was the Lydian Empire in Asia
Minor...by 546BC, Cyrus had conquered the Lydian
Empire and made [king] Croesus his prisoner”
iii.“Cyrus then turned his attention to the east, and in
a series of campaigns subdued all of eastern Iran
(Persia) and incorporated it into his empire.”
20. Thesis:
Cyrus the Great was one of the most
Influential People in World History
Reason #1: Cyrus was a Great Military Leader
Evidence:
i. “About 553BC Cyrus rebelled against his overlord
(Median king), and after a war lasting for three years,
succeeded in overthrowing him.”
ii.“His first target was the Lydian Empire in Asia
Minor...by 546BC, Cyrus had conquered the Lydian
Empire and made [king] Croesus his prisoner”
iii.“Cyrus then turned his attention to the east, and in
a series of campaigns subdued all of eastern Iran
(Persia) and incorporated it into his empire.”
iv. “With his rear protected, Cyrus could now
concentrate on the richest prize of all, the wealthy
Babylonian Empire.”
23. Reason #2: The “Benign Character” of Cyrus’ Rule
Evidence:
24. Reason #2: The “Benign Character” of Cyrus’ Rule
Evidence:
“He was exceptionally tolerant of local religions and
local customs.”
25. Reason #2: The “Benign Character” of Cyrus’ Rule
Evidence:
“He was exceptionally tolerant of local religions and
local customs.”
“He was disinclined to the extreme brutality and
cruelty which characterized so many other
conquerors.”
26. Reason #2: The “Benign Character” of Cyrus’ Rule
Evidence:
“He was exceptionally tolerant of local religions and
local customs.”
“He was disinclined to the extreme brutality and
cruelty which characterized so many other
conquerors.”
“After Cyrus the Great had conquered
Babylonia, he gave the Jews permission to
return to their homeland”
27. Reason #2: The “Benign Character” of Cyrus’ Rule
Evidence:
“He was exceptionally tolerant of local religions and
local customs.”
“He was disinclined to the extreme brutality and
cruelty which characterized so many other
conquerors.”
“After Cyrus the Great had conquered
Babylonia, he gave the Jews permission to
return to their homeland”
“Even the Greeks, who for a long period considered
the Persian Empire to be the chief threat to their own
independence, never ceased to regard Cyrus as a
thoroughly admirable ruler”
28.
29. Reason #3: Cyrus’ empire endured and continued to
expand even after his death
30. Reason #3: Cyrus’ empire endured and continued to
expand even after his death
Evidence:
31. Reason #3: Cyrus’ empire endured and continued to
expand even after his death
Evidence:
“In the middle of the third century BC, there was a
rebellion against Selucid rule, led by Arsaces who
claimed to descend from the Achaemenids (the
dynasty of Cyrus). The kingdom founded by
Arscases, the Parthian Empire, eventually gained
control over Iran and Mesopotamia.”
32. Reason #3: Cyrus’ empire endured and continued to
expand even after his death
Evidence:
“In the middle of the third century BC, there was a
rebellion against Selucid rule, led by Arsaces who
claimed to descend from the Achaemenids (the
dynasty of Cyrus). The kingdom founded by
Arscases, the Parthian Empire, eventually gained
control over Iran and Mesopotamia.”
“In 224AD, the Arsacid rulers were replaced by...the
Sassanids, who likewise claimed descent from the
Achaemenids, and whose empire endured for over
four centuries”
33.
34. Reason #4: “The career of Cyrus the Great represents
one of the major turning points of world history.”
political structure of the ancient world.
35. Reason #4: “The career of Cyrus the Great represents
one of the major turning points of world history.”
political structure of the ancient world.
Evidence:
36. Reason #4: “The career of Cyrus the Great represents
one of the major turning points of world history.”
political structure of the ancient world.
Evidence:
“From then on, neither Mesopotamia nor Egypt was
the center of the civilized world, either politically or
culturally.”
37. Reason #4: “The career of Cyrus the Great represents
one of the major turning points of world history.”
political structure of the ancient world.
Evidence:
“From then on, neither Mesopotamia nor Egypt was
the center of the civilized world, either politically or
culturally.”
“Furthermore, the Semitic peoples who made up the
bulk of the population of the Fertile Crescent were
not to regain their independence for many centuries
to come.”
38.
39. Reason #4: The empire Cyrus established
permanently altered the political structure of the
ancient world.
40. Reason #4: The empire Cyrus established
permanently altered the political structure of the
ancient world.
Evidence?
42. WRITING A THESIS:
QUESTIONS
“Should the United States government raise taxes
for those making $250,000 and above?”
43. WRITING A THESIS:
QUESTIONS
“Should the United States government raise taxes
for those making $250,000 and above?”
“At what time should we start school?”
44. WRITING A THESIS:
QUESTIONS
“Should the United States government raise taxes
for those making $250,000 and above?”
“At what time should we start school?”
“Should your curfew be extended on weekends?”
47. BODY PARAGRAPHS
THESIS FORMAT:
YOUR STANCE “because” x (reason 1), y (reason
2), and z (reason 3).
•Body Paragraph 1 (x!)
1.Assertion (restatement of x!)
48. BODY PARAGRAPHS
THESIS FORMAT:
YOUR STANCE “because” x (reason 1), y (reason
2), and z (reason 3).
•Body Paragraph 1 (x!)
1.Assertion (restatement of x!)
2.Evidence to support assertion (with footnotes!)
49. BODY PARAGRAPHS
THESIS FORMAT:
YOUR STANCE “because” x (reason 1), y (reason
2), and z (reason 3).
•Body Paragraph 1 (x!)
1.Assertion (restatement of x!)
2.Evidence to support assertion (with footnotes!)
3.Concluding statement (ties argument back to thesis)
50. BODY PARAGRAPHS
THESIS FORMAT:
YOUR STANCE “because” x (reason 1), y (reason
2), and z (reason 3).
•Body Paragraph 1 (x!)
1.Assertion (restatement of x!)
2.Evidence to support assertion (with footnotes!)
3.Concluding statement (ties argument back to thesis)
•Body Paragraph 2?