Process Essay - How to Win an Argument
To win an argument one must keep in mind the following factors: Is the argument
worth fighting? Do you have the proper background to win the argument? Who is
your opponent? And finally, do I have the proper argumentative behavior.
Before getting involved in an argument, you must decide whether or not it is
even worth fighting. Does the subject at hand have any interest to you, does it
make a difference if you win or lose. An argument about Jackie Gleson's weight
at death, or the amount of torque output in a 1976 Ford Pinto, probably doesn't
make much difference to anyone and isn't very interesting. Not getting involved
is probably the best way to go. However if the argument will decide who gets the
best parking spot at school, or whether you have one week or one month to
write an essay, you may want to consider getting into the dispute. If fighting
arguments is just an “ego boost” or hobby, then disregard the above.
The next item to take into consideration is your background on the topic. You
should never enter an argument you have no information about, because it will
only end in “your mother is a .....” insults. In a factual argument, it is
helpful if the truth is on your side, but as we've learned from our politicians,
it is not necessary. However, if the truth does eventually get out you may end
up looking like a fool. In a multi-sided argument, an argument which is not
dealing in absolute truths, but rather different opinions, it is preferable to
believe in the side you for which you are arguing, but isn't necessary if your
background is strong enough. In simpler terms, don't get into an argument you
know “nothin” about.
It is important to know with whom you are arguing. If you are in a relationship
(guy - girl), and you are the guy, give up now you can't win. The laws of nature
are against you. If you are the girl in the relationship, you don't need advise.
It doesn't matter if you are right or wrong you've won. Just act upset or let
out a few tears and he'll crumble.
However if you are involved in a same sex, or non relationship bound, argument
the game plan is much different. You must have background information, as
discussed earlier, as well as a knowledge of your opponent. If he has no insight
into the subject and you do, then the upper hand is yours.
Methods: First we will check which velar sounds mrs. K. can produce better than the others. After that, we will do articulation exercises. We will train syllables in a CV order and words in CVC-order, but soon we will train syllables and words with clusters to make it more difficult. Mrs. K. has a moderate flaccid dysarthria, so we think that she can manage it to train in the beginning with complex words. That way, she will also have a higher chance of transfer to CVC-words (Maas et al., 2008, p. 2). The words we will use in therapy are extracted from the book “The Gruffalo” (Donaldson, 1999). If she can pronounce the words correctly on word level, we will try to produce small sentences with these words, so mrs. K. will be able to read this book to her grandchildren after six weeks. We will also train other words concerning her environment; names of her loved ones and things she likes to do. Every week, we will give mrs. K. some homework and try to involve the family. In that way, we hope for a transfer, so mrs. K. can apply the speech movements she learned in therapy into her daily life.
Are there more than two sides to an argument? The Argument Culture was written by Deborah Tannen (Tannen, 1998). She would have us believing that there are more sides to an argument than just two. Professor Deborah Tannen is a best-selling author. She is a professor of linguistics at Georgetown University. She has written many books, articles, and educational essays. She would say that high-tech communication pulls us apart. She also states that argument culture shapes who we are. Tannen also believes that we can end the argument culture by looking at all sides of the story or situation. She seems to be very knowledgeable on the subject.
I. The Multiple Oppositions approach is an approach that concurrently contrasts multiple target sounds to a comparison sound. Often there is a phoneme collapse, with many sounds being represented by one sound. The phoneme /d/ may replace /t/, /k/, and/or /g/. Any word containing replacement sounds is treated as a homophone. “For example, for a child who collapses voiceless obstruents to /t/ word-initially, the multiple opposition treatment set might include /t/~/k, s, tʃ/ and result in contrastive training words such as tip versus Kip, sip, and chip” (Williams, 2000, p. 290). The Multiple Opposition approach focuses on the child’s sound system as a whole, rather than placing emphasis on one or two phonemes.
ADHD is a disorder that has been on the rise for several years now. The disorder is one that can cause many impairments to a child’s attention span, making it difficult to concentrate and to keep on task, especially on schoolwork. (Graham, 2007) The statistics have been growing ...
Many times, ADHD is diagnosed by unqualified people. A parent usually receives a letter from the child’s teacher stating that he or she is exhibiting behavior problems and a meeting is scheduled. At the meeting, the parents are urged to allow faculty to assess the child. A report is then written and the parents take the child and the report to the doctor and the child is given medication, usually a stimulant, to cure the child of his or her illness.
National Institute of Mental Health (1999). Attention deficit hyperactivity disorder, Retrieved April 2, 2003 from www.nimh.nih.gov/publicat/adhd.cfm#adhd3
While the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV) of the American Psychiatric Association) put forth a list of behaviors which predominantly fall in the category of ADD and/or ADHD, many researchers still maintain that there is no set way to diagnosis or develop a treatment program to these disorders which will be guaranteed to work. At the same time there is another set of researchers who maintain that these disorders actually do not exist at all. However, in the real world, parents and educators still continue to struggle with the task of coping with children who are hyperactive and who have very low attention span and whose behavior often interferes with schooling and family life. [Armstrong, 1997]
Most people have heard of the term Attention Deficit Hyperactive (ADHD) disorder. “Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological disorder that interferes with an individual’s ability to attend to tasks (inattention), inhibits one’s behavior (impulsivity), and may interfere with a person’s ability to regulate one’s activity level (hyper-activity) in developmentally appropriate ways (Barkley 19)”. The most important job for teachers and parents is to separate fact from fiction, to clarify what we know and don’t know.
between the two is more than a fight in order to win the case - it is
Attention Deficit Hyperactivity Disorder is a condition that creates a great deal of discussions among professionals. There are numerous debates that surround this disorder. There are theory’s presented from each side about what causes it, how to asses it, and how to deal with it effectively.
* The Aims of Argument. 4th ed Ed.Timothy W. Crusius and Carolyn E. Channell. New York:McGraw Hill,2003, 352-355.
Establishment consisted of teaching the children correct placement of articulators to produce the targeted speech sound across all word positions. The randomized-variable practice began once the child could produce the sound 80% of the time in certain syllables. It usually took children 1-5 sessions to complete the establishment phase. Random teaching tasks such as imitated single syllables, imitated single words, nonimitated single words, imitated two-to-four word phrases, nonimitated two-to-four word phrases, imitated sentences, nonimitated sentences, and storytelling or conversations were selected in the second phase. Participants remained in this phase until they obtained 80% mastery across two
L. The Role of Aging in Adult Learning: Implications for Instructors in Higher Education (2004,December)
.... For argument is not about who is right, but what is learned as a
In any disagreement, individuals understandably aim to achieve the best possible outcome for their position (or perhaps an organization they represent). However, the principles of fairness, seeking mutual benefit and maintaining a relationship are the keys to a successful outcome.