Cloning and its processes related to animals and humans

Using Rhetorical Strategies for Persuasion There are three types of rhetorical appeals, or persuasive strategies, used in arguments to support claims and respond to opposing arguments. A good argument will generally use a combination of all three appeals to make its case. Logos Logos or the appeal to reason relies on logic or reason. Logos often depends on the use of inductive or deductive reasoning. Inductive reasoning takes a specific representative case or facts and then draws generalizations or conclusions from them. Inductive reasoning must be based on a sufficient amount of reliable evidence. In other words, the facts you draw on must fairly represent the larger situation or population. Example: Fair trade agreements have raised the quality of life for coffee producers, so fair trade agreements could be used to help other farmers as well. In this example the specific case of fair trade agreements with coffee producers is being used as the starting point for the claim. Because these agreements have worked the author concludes that it could work for other farmers as well. Deductive reasoning begins with a generalization and then applies it to a specific case. The generalization you start with must have been based on a sufficient amount of reliable evidence.Example: Genetically modified seeds have caused poverty, hunger, and a decline in bio-diversity everywhere they have been introduced, so there is no reason the same thing will not occur when genetically modified corn seeds are introduced in Mexico. In this example the author starts with a large claim, that genetically modified seeds have been problematic everywhere, and from this draws the more localized or specific conclusion that Mexico will be affected in the same way. Avoid Logical Fallacies These are some common errors in reasoning that will undermine the logic of your argument. Also, watch out for these slips in other people’s arguments. Slippery slope: This is a conclusion based on the premise that if A happens, then eventually through a series of small steps, through B, C,…, X, Y, Z will happen, too, basically equating A and Z. So, if we don’t want Z to occur A must not be allowed to occur either. Example: If we ban Hummers because they are bad for the environment eventually the government will ban all cars, so we should not ban Hummers. In this example the author is equating banning Hummers with banning all cars, which is not the same thing. Hasty Generalization: This is a conclusion based on insufficient or biased evidence. In other words, you are rushing to a conclusion before you have all the relevant facts. Example: Even though it’s only the first day, I can tell this is going to be a boring course. In this example the author is basing their evaluation of the entire course on only one class, and on the first day which is notoriously boring and full of housekeeping tasks for most courses. To make a fair and reasonable evaluation the author must attend several classes, and possibly even examine the textbook, talk to the professor, or talk to others who have previously finished the course in order to have sufficient evidence to base a conclusion on. Post hoc ergo propter hoc: This is a conclusion that assumes that if ‘A’ occurred after ‘B’ then ‘B’ must have caused ‘A.’ Example: I drank bottled water and now I am sick, so the water must have made me sick. In this example the author assumes that if one event chronologically follows another the first event must have caused the second. But the illness could have been caused by the burrito the night before, a flu bug that had been working on the body for days, or a chemical spill across campus. There is no reason, without more evidence, to assume the water caused the person to be sick. Genetic Fallacy: A conclusion is based on an argument that the origins of a person, idea, institute, or theory determine its character, nature, or worth. Example: The Volkswagen Beetle is an evil car because it was originally designed by Hitler’s army. In this example the author is equating the character of a car with the character of the people who built the car. Begging the Claim: The conclusion that the writer should prove is validated within the claim. Example: Filthy and polluting coal should be banned. Arguing that coal pollutes the earth and thus should be banned would be logical. But the very conclusion that should be proved, that coal causes enough pollution to warrant banning its use, is already assumed in the claim by referring to it as “filthy and polluting.” Circular Argument: This restates the argument rather than actually proving it. Example: George Bush is a good communicator because he speaks effectively. In this example the conclusion that Bush is a “good communicator” and the evidence used to prove it “he speaks effectively” are basically the same idea. Specific evidence such as using everyday language, breaking down complex problems, or illustrating his points with humorous stories would be needed to prove either half of the sentence. Either/or: This is a conclusion that oversimplifies the argument by reducing it to only two sides or choices. Example: We can either stop using cars or destroy the earth. In this example where two choices are presented as the only options, yet the author ignores a range of choices in between such as developing cleaner technology, car sharing systems for necessities and emergencies, or better community planning to discourage daily driving. Ad hominem: This is an attack on the character of a person rather than their opinions or arguments. Example: Green Peace’s strategies aren’t effective because they are all dirty, lazy hippies. In this example the author doesn’t even name particular strategies Green Peace has suggested, much less evaluate those strategies on their merits. Instead, the author attacks the characters of the individuals in the group. Ad populum: This is an emotional appeal that speaks to positive (such as patriotism, religion, democracy) or negative (such as terrorism or fascism) concepts rather than the real issue at hand. Example: If you were a true American you would support the rights of people to choose whatever vehicle they want. In this example the author equates being a “true American,” a concept that people want to be associated with, particularly in a time of war, with allowing people to buy any vehicle they want even though there is no inherent connection between the two. Red Herring: This is a diversionary tactic that avoids the key issues, often by avoiding opposing arguments rather than addressing them. Example: The level of mercury in seafood may be unsafe, but what will fishers do to support their families. In this example the author switches the discussion away from the safety of the food and talks instead about an economic issue, the livelihood of those catching fish. While one issue may effect the other, it does not mean we should ignore possible safety issues because of possible economic consequences to a few individuals. Ethos Ethos or the ethical appeal is based on the character, credibility, or reliability of the writer. There are many ways to establish good character and credibility as an author: Use only credible, reliable sources to build your argument and cite those sources properly. Respect the reader by stating the opposing position accurately. Establish common ground with your audience. Most of the time, this can be done by acknowledging values and beliefs shared by those on both sides of the argument. If appropriate for the assignment, disclose why you are interested in this topic or what personal experiences you have had with the topic. Organize your argument in a logical, easy to follow manner. You can use the Toulmin method of logic or a simple pattern such as chronological order, most general to most detailed example, earliest to most recent example, etc. Proofread the argument. Too many careless grammar mistakes cast doubt on your character as a writer. Pathos Pathos, or emotional appeal, appeals to an audience’s needs, values, and emotional sensibilities. Argument emphasizes reason, but used properly there is often a place for emotion as well. Emotional appeals can use sources such as interviews and individual stories to paint a more legitimate and moving picture of reality or illuminate the truth. For example, telling the story of a single child who has been abused may make for a more persuasive argument than simply the number of children abused each year because it would give a human face to the numbers. Only use an emotional appeal if it truly supports the claim you are making, not as a way to distract from the real issues of debate. An argument should never use emotion to misrepresent the topic or frighten people. Please incorporate the three appeal in this assignment, logo, pathos, and ethos. I added more information for you to succeed in this task. Please follow the check list provided.

Answer

Rhetorical Analysis

A crisis defines an unexpected event that results in an unstable and dangerous situation affecting one person, group, community, or an entire society. Medical crises or emergencies are the most common in different settings in life, at school, home, work, community, movie theatres, parks, and even hospitals. While individuals do not expect or wish to experience any form of crisis, it is unavoidable. Thus, individuals should know more about how to solve a specific crisis in different settings. The Crisis Intervention Procedures Manual was developed to help students from Kentucky State University learn how to respond to emergencies and assist distressed students within and outside the institution. The manual can also be used by students from similar learning institutions and colleges.  When most individuals go to college, they do not know how to respond to a medical crisis, whom to call, or where to go in case of a health emergency. They may know about and react to small health issues, but the situation is different when faced with critical medical emergencies. 

Typically, the manual provides a systematic approach to helping emotionally distressed students and offering procedures on how to help them. As a learning institution, colleges and universities should teach academics and help students learn about life and themselves. Some individuals face specific difficulties for various reasons, and other students should be able to and willing to notice and respond to their difficulties in a helpful and supportive manner. The programs within an institution should have a system that helps students in emotional distress, such as intervention plans for those with medical crises in need of immediate attention. This type of plan would help improve individuals’ overall health, focusing more on their physical and psychological well-being. Over the last decades, the increased financial strains and expanded educational programs in universities have left many students susceptible to various mental health problems, including stress, stress, behavioral disorders, and depression. These issues create the need for feasible and effective intervention plans and programs, as shown in the manual. 

Throughout the manual, the author uses simple, easy to understand language by all students and those outside the university. More importantly, the author divides the manual into subsections, each with different topics. The manual starts with an introduction, where it defines crisis interventions and the concepts used to improve students’ mental health at the university. It analyses the counselors’ services and responsibilities at the university and calls individuals to help individuals in distress. At the end of the introduction, the manual illustrates how individuals can identify students in distress. Student’s behaviors and actions inconsistent with those in previous observations could be an inarticulate attempt to draw attention and let others know that something is wrong with them. An individual’s ability to recognize emotional distress’ signs and symptoms are the most significant factor in a successful crisis resolution. The manual also identifies and elaborates the types of crises that students are likely to experience at school. The manual identifies physical and sexual abuse, depression, disorientation, substance abuse, suicidal thoughts, traumatic incident stress, violence, anxious behaviors, and post-traumatic stress disorder as some of the conditions experienced by students and young adults. In a case where a student experience anxiety, the manual recommends that they should talk more about their thoughts and feelings, remain calm, be clear about their issues and stay in a quiet and safe environment until the symptoms subside. To an extent, students should find it imperative to take care of other’ students emotional and psychological well-being by being attentive to how they behave and how their actions could imply psychological distress. 

The author appeals to ethos by providing relevant data and information about treating and helping distressed students at Kentucky State University and other similar settings. It presents a detailed plan on responding and assisting students in distress or experiencing episodic mental issues. The manual provides definitions and critical steps on overcoming specific medical crises and gives the names and contacts of the individuals that students can call to help with the crisis. These serve as the main foundation of the intervention manual. A plan without specific processes and contact information would not be complete or feasible as students do not know what to do or whom to call in case of an emergence. The manual also appeals to pathos by giving examples, specific symptoms of certain medical conditions and illustrates how to solve them among university students. These examples give readers a clear picture of some of the issues experienced by students and find the importance of knowing how to solve them. Distressed students experience a range of challenges in their social lives and their attempts to learn and attend all classes. Thus, it would help if someone could help them during a crisis. Lastly, the author appeals to logos by providing logical arguments and information in a well-structured document, with each section discussing something different. In the introduction, the manual states that “As part of provision of personal counseling, programs should have a system that assists students in acute emotional distress, including an intervention plan for students in personal crisis who require immediate attention,”(5) This statement provides the logic behind the development of the manual in the university, to improve mental health and solve any medical crisis.

Over the past few years, the increased social, political, and economic issues have led to increased numbers of mental disorders among youths or young adults, especially those in school in the United States (Twenge, 2019). The cultural trends and continuous use of social media in the last decade have also led to mood disorders and suicide-related behaviors among youths (Rosenberg, 2019). These events have increased the need for better mental health services and interventions for different medical issues. The intervention manual developed by Betty White Student Health Services (2014) for Kentucky State University is an essential element that could help to solve a crisis in mental health clinics and agencies. It focuses on treating and helping individuals manage different mental conditions. Different individuals experience various mental disorders that may have similar symptoms. Thus, it would be difficult to distinguish the specific issue that an individual is experiencing. It is even more difficult if a patient experiences an episode while waiting to see a doctor. Due to these instances, mental health agencies could implement the manual to guide and help employees and nurses to identify individuals in distress and more likely to experience a mental breakdown and solve the crisis immediately and effectively after it happens. 

Under the manual’s guidance, the agencies can also set up personal counselling programs for different individuals or with family members, solve crises through direct or cooperative arrangements between nurses, doctors, and psychiatrists, and create, plan and facilitate group meetings with individuals experiencing similar issues. It would also guide the facility to offer psycho-education training, providing crucial lessons to youths and families, increasing their knowledge and awareness concerning individuals’ physical, emotional, and mental needs. Fundamentally, mental health clinics could need and use the manual to improve their operations, enhance their response rates to different patients and issues, and provide quality care to youths experiencing specific issues including, anxiety, depression, stress, and eating disorders. 

References

Betty White Student Health Services. (2014). Crisis Intervention Procedures Manual: Assisting the Distressed Student. Kentucky State University. https://www.kysu.edu/wp-content/uploads/2014/08/Crisis-Intervention-Procedures-Manual-Joy-Harris.pdf

Rosenberg, J. (2019, March 20). Mental health issues on the rise among adolescents, young adults. AJMC. https://www.ajmc.com/view/mental-health-issues-on-the-rise-among-adolescents-young-adults

Twenge, J. (2019). The mental health crisis among America’s youth is real – and staggering. The Conversation. https://theconversation.com/the-mental-health-crisis-among-americas-youth-is-real-and-staggering-113239

Answer

Website 

Date:

To: The Employees

From: The Management

Subject: The Upcoming Lay-offs

Dear Employees,

In 2019, the first case of COVID-19 was reported in Wuhan, China, and by March 2020, a significant number of countries had experienced thousands of coronavirus cases (Reynolds and Weiss, 2020). National quarantine measures and travel restrictions have had numerous impacts on business entities. Organizations had to transform and change the organization of their operations or processes and revise their financial plans. In this case, the economic crisis in Singapore and other parts of the world connected to the Covid-19 pandemic has led businesses to reduce the workforce and dismiss some employees (Lachenal, 2020). In response to the economic crisis at this time and restrictions for air travel, the management at Good Luck Airlines, Singapore, has decided to lay off some employees to allow the organization to continue operating normally and gain profit during the coronavirus pandemic. More specifically, the company will be laying off 35 percent of the employees.

Some of you may feel that the abrupt termination may be wrong and not fair. Still, it is strongly recommended that the company take this step to ensure that it survives through the pandemic and recuperate after the pandemic. In addition to the fact that there is reduced business due to travel restrictions, other reasons have led to the management making this decision. For starters, due to the reduced business and travel restrictions, there is a change in the organization of the company’s processes, which drives the need for reducing the number of employees. Secondly, some employees have also shown inconsistency in their work due to health issues, which hinders their performance. Some individuals cannot work efficiently after being infected by the virus or diseases caused by minimal activities during the quarantine period. Also, employees who did not perform their duties imposed on them by the employment contract or the internal employment regulations’ without a good cause in the last year will be terminated. As we all know, absenteeism is unacceptable at Good Luck Airlines. Thus, employees that have been absent for several weeks in the last year without a good cause, regardless of the pandemic, are more likely to experience the lay-offs. Lastly, employees who have shown inconsistency in their jobs during the pandemic will be terminated. 

It is crucial to note that, regardless of the abrupt laying off of the employees, the company will still comply with the laws regarding contract termination in Singapore. Also, employees who fall under this list will get a notice of termination immediately after its development. The termination notice shall be in writing, and the managers will also explain the notice’s content to specific employees orally. The notice period shall be 28 days for employees on monthly wages and shall receive one month’s salary upon receiving it. After receiving the termination notice, the specific individuals will start clearing their information with human resources and settling their accounts with the finance department to ensure that they get their salaries and benefits. 

We are sad that the Covid-19 pandemic has led to Good Luck Airlines making decisions that are against the company’s wishes and desire to protect all its employees. We hope that after the pandemic, we will be able to reinstate the laid-off employees. Nevertheless, all the shareholders and stakeholders are wishing you all the best and stay safe during the pandemic. 

Thank you for your cooperation

From the Management

References

Lachenal, M. (2020, April 23). Termination of employment contracts by the employer in times of COVID-19. Lexology. https://www.lexology.com/library/detail.aspx?g=f3e4e21f-ae69-437c-bc4e-dc9b3097b2eb

Reynolds, M., & Weiss, S. (2020, February 24). How coronavirus started and what happens next, explained. https://www.wired.co.uk/article/china-coronavirus

Being There is a book written by Jerzy Kosinski about a gardener by the name Chance who always did what he was told (Kosinski, 1970). He enjoyed working in the garden as it ever made him one with the plants (Kosinski, 1970). He sandwiched his ignorance and illiteracy between being true to his identity and choosing what to learn from the images the media projected on him. He would mimic romance, handshake or even an exercise in bids to create a world of reality he never seemed to have. It was through the media that he received his civilization. He was able to carry himself out like an intelligent, learned man in public. His public actions and speeches were too confounding for an available analysis hence prompting the president and others to run a background check on him. Despite his ignorance and mimicked public presentation, Chance was led by chance to borrow from the experience of the garden and the media in advising the president concerning economic growth. The world of television made him the sage he became in later life even though he was nothing closer to being what destiny befell on him.

In the film Being There, the duality of the television created two Chances, one within whom the audience in the television projected and the gardener.  In this film, the media magnifies life as a mental state, of which Chance (Peter Sellers) excelled so much in choosing what he wanted to watch and what he did not wish to.  This attribute refined Chauncy into the sage he later becomes and the image he posed to the public.  The television enabled him to become a worthy presidential candidate despite his illiteracy level.  He refused to receive the media projection of the peoples’ complexities onto his. He saw life as a gardener viewing his plants. Unlike the media personalities who had two names for two different worlds, he chose to stick and remain true to who he indeed was.

Thesis statement: this paper will examine how the media created heroes out of Chance

Being There is a book by Jerzy Kosinski. The book narrates about a gardener named Chance who knew nothing else in life other than work in the garden and what he views on the television. Upon the demise of his employer, Chance leaves (Kosinski, 1970) the homestead and finds himself in a world of reality. Chance is led by chance through bigger destinies than he ever anticipated. From a limousine accident, he meets Mrs Benjamin Rand, who takes him in as a business advisor to her ailing husband. On Wednesday, the president of the United States visits Mrs Rand to discuss economically. The president enquires from Chance concerning his view on the economy. Chance responds, borrowing from plants in his garden, that growth has its season in a park. The president later, in a speech borrows from Chances’ metaphor on the playground. He is later invited to appear in an evening television program to discuss the speech of the president delivered earlier. Chance is swept across the globe. He even attends a United Nations’ reception as Mrs Rands’ escort. His fame begins to raise the alarm since he proved to be more intelligent and was thought of as a spy. The president and Soviet ambassador decide to run a background analysis (Kosinski, 1970) on him to ascertain whether he was a spy or just an ordinary citizen rose from nowhere.

Finding nothing of worth about Chance, he continued to be the man he has always been and impressing so many in the televisions. A man named O’Flaherty recommends Chance as a potentially worthy candidate for public office because he has no background (Kosinski, 1970) and his perfect television presentations. While at the Capitol Hill, Chauncy Gardiner embarks in his frenzy when he walks to the garden. The garden feels so much peaceful and comfortable for him. 

There are a couple of differences between the film and the book Being There. In the movie, Chance is depicted to be more innocent than in the book. The narrator only explains the feelings of Chance while in the garden, but in the film, Chance is seen as a robot with no feelings but only attending to usual duties in the garden. This is because he does not display any emotion or facial expression thus difficult to tell whether he is hungry, angry, tired or even sad. While watching television, the narrator states that Chance feels like he is changing himself whenever he is changing the channel. In the film, all that can be seen is a man absent in thoughts or feelings.

In the film, Chance is depicted as a supernatural being while in the book, he is just a normal human being. In the movie, Chance appears more innocent than in the book, and everyone felt perfectly comfortable beside him. While dying, Chance was there beside Ben to make him feel comfortable, like a plant dying from drought. This depicted him as an angel of death, easing his victims’ pain of death. At the funeral of Ben, Chance walks around the woods and is even seen walking on water. This was an unprecedented act that Christians only associate with Godly nature.

In the book, Mrs Rand mistakenly calls Chance the gardener Chauncy Gardener (Kosinski, 1970), which he contents with and later allows everyone to call him. He borrowed this from the television actors who had a stage name and a real name. He believed his life to be a double life. In the film, Eve calls him Chauncy, which he accepts with no former beliefs, not even from the televisions. 

Chance was born to a pretty woman who was weak minded (Kosinski, 1970, p. 7), a disability that Chance inherits. He lived in his master’s mansion where he was provided for every essential thing he could need, including television with remote control. He worked as a gardener for his employer. He loved watching the television from where he could be able to see the external world. However, death brought about a drastic change in his life when it took his master. Lawyers came and took everything, forcing him to leave the mansion (Kosinski, 1970).

Chance had a fixed state of mind that borrowed so much from his experience on the garden.  He kept on revisiting the first experience with his old master. He was to care for the trees, plants and grass in the garden. He was married to them and even shared in their state of tranquillity, openhearted both in the sunshine and heavy rain (Kosinski, 1970) 

Chance was courageous, calm and peaceful. He readily accepted the change and conformed entirely to its demands. After the death of his master, chance knew he would have to leave. This did not bother him since he was never afraid to face the unknown outside world. All he had to do was to patiently wait for his next event in life (Kosinski, 1970)

Chance was very realistic and would bring to actual life all he saw on TV. When the lawyer presented him with a piece of paper to read and sign, he referred back to the television and in his mind calculated the time needed to read the letter after which he gave it back stating that he could not sign it. He feared being mocked since on the television; people who did not know how to read and write were always mocked (Kosinski, 1970).

Chance was never really the man many people who encountered with him thought him to be. He only freely drifted, like the winds, into the world (Dixon, 2015). Despite this, many regarded him as a man with a sharp mind (Kosinski, 1970). Admitting change from the television program he watched, Chauncy stepped out of his old masters’ compound and is met accidentally by his benefactor Mrs Benjamin Rand. To her, she perceived Chauncy as a man who knew what he was doing, intelligent and straight forward yet in a real sense. Chance was only gambling. As his old man dies, he seemed untroubled by it since he believed that the television remote gave him the power to create the man he wanted to be (Kosinski, 1970). Chance is later tossed into the world like a creator God who happens to be a saviour later in the course of the numerous events (Izabela, 2015).

Chance had a perfect idea of a garden from the television programs he watched. While advising Mr Rand concerning an ideal business, Chance ignorantly borrowed from the only field he ever knew and stated that (Kosinski, 1970) it was not easy to obtain a suitable place, a garden in which one could work without interference and grow with the seasons.  He stated that there could not be too many opportunities left (borrowing from TV). Further, he added that he had never seen a forest or a jungle but a garden in which he could work and watch the thing he had planted grow (Kosinski, 1970). This was to Mr Rand perfect business advice. Yet in reality, Chauncey knew nothing or had not a single knowledge in business and entrepreneurship.

According to (Lazer, 2004) the media addiction of Chance significantly contributed to his lack of family and awkward sexuality. He attributed the television to his incapability to make love to Mrs Rand since he never saw one on the television (Kosinski, 1970). Also, learning from the media, Chance borrowed how to shake hands with the president of the United States and did it correctly as though he had a real-life experience.

The psychology of Chance was deteriorated by the media in that his thoughts entirely bended onto the television programs. He thought that the television images were real.  This was perfectly stated by Mrs Rand when she poined ou that Mr Gardiner had the uncanny ability to reduce complex matters to the simplest of human term (Kosinski, 1970) chance made almost everything from television into reality including shaking the presidents’ hands while looking directly into his eyes. His world of television was all a reality to him.

 The position of Mr Rand as the financial corporation chairman of the United States made him an essential person to the president. Chance employs the media in advising t Mr Rand concerning financial problems. Through the press, Chance was able to become closely acquainted with Mr Rand, and even after his demise, he became a close assistant to Mrs Rand and even escorted her to global summits.

Conclusion

The life of Chance underwent considerable changes from the old garden to a new one. While departing from his old garden, the life of chance seems to have a lot of meaning. He bet all on chance that enables him to be optimistic that there was something for him after departing the old garden. Born with no intelligence, never having acquired knowledge, Chance had a good look that was sadly never enough to grant him a perfect life in the outside world. His life depended largely on the television programs that he watched while still at his old masters’ mansion. He borrowed so much from these television programs which aided him to fit perfectly well in the outside world.    However, this was not the case since all he knew better were the garden and the television programs. The garden and media even paved the way for his miraculous transformation into a political figure in the United States. Chance was a man who built his life largely on chance, yet this never occurred to most of the people he met. Through chance, he was able to become a world leader and a financial adviser (Kosinski, 1970).

References

Being There (Motion Picture). (1979) united States.

Izabela D. (2015). Coincidence in the Life of Kosiński’s Chauncey Gardiner: Some Metaphorical Considerations.  [In:] The Music of Chance: Exploring the Principles of Cosmic Governance and Happenstance, edited by Stephen Butler.  Black Unicorn. Chicago

Lazar, M. (2004). Jerzy Kosinski’s Being There, Novel and Film: Changes Not by Chance. College Literature 31(2), 99-116.

Kosinski, J. (1970). Being There. New York. Bantam Books.