Fjkhgk - 1491 Words

Name: __________________________ Date: _____________ 1.|Congressmen who favored vigorous Reconstruction measures held that| A)|although particular southerners had erred, the Union itself had endured through the Civil War.| B)|the Reconstruction process outlined in the Constitution should be closely followed.| C)|the president had sole responsibility for Reconstruction.| D)|the Confederate states, by seceding and making war against the United States, lost their status as states and should now be treated as conquered territories.| 2.|The First Reconstruction Act| A)|recognized the legitimacy of existing southern state governments.| B)|extended federal support for the education of freedmen in the South.| C)|guaranteed†¦show more content†¦egion.| D)|advocated the confiscation and redistribution of land.| 11.|After the Civil War, most African American farmers eventually worked| A)|as sharecroppers.| B)|as domestic servants under a system of assigned tasks.| C)|as field hands under a contract for wages.| D)|on land they rented.| 12.|Which of the following is true of northerners who settled in the South immediately after the Civil War?| A)|They constituted the largest group holding political office in the South during Reconstruction.| B)|For the most part they were greedy, scheming politicians who came to loot the South in its most desperate hour.| C)|Most came because they were seeking business opportunities or a warmer climate.| D)|Knowing that industrialization of the South was impractical, they were primarily interested in bringing mechanized agribusiness to the region.| 13.|In decisions after the Civil War, the Supreme Court| A)|upheld the efforts of the Radicals to punish the South.| B)|led the drive to guarantee full equality for the former slaves.| C)|repeatedly overruled actions taken by Union generals during the military occupation of the South.| D)|participated in the northern retreat from the Reconstruction commitment to equality for the freedmen.| 14.|The section of the Fourteenth Amendment that had the greatest legal significance in subsequent years was the section that| A)|guaranteed the war debt of the United States.| B)|conferred citizenship on freedmen and

A Heart Cry By Allen Ginsberg - 1687 Words

A Heart Cry The Webster’s dictionary defines a howl as a loud cry of pain, anger or amusement(Webster). When you want to be heard, you use a strong voice that will get you noticed. That is what Allen Ginsberg did. Allen Ginsberg is a poet from the 50’s. He was born in 1926 and was raised in New Jersey(Charters). He was about 30 years old when he wrote his poem entitled Howl. In his poem he uses very explicit and vulgar language, which later caused the book to be banned. Throughout the poem there are different themes like intellectual institutions, madness, religion, depression, sex, drugs, government, sexuality and many more that no one was talking or writing about during this time. The poem focuses around the life of Ginsberg and his†¦show more content†¦His friends included guys like Jack Kerouac, Lawrence Ferlinghetti and William S. Burroughs. These are just few names that make up the Beat Poets. Throughout part one Ginsberg is talking about the who. Almos t every line in the poem begins with who. The who in the poem is the most important part of part one. He centers part one around his friends and how they are brainwashed by intellectual institutions such as universities. Line six says, â€Å"who passed through universities with radiant cool eyes hallucinating Arkansas and Blake-light tragedy among the scholars of war(Line 6).† Here he and his friends enter into the institution of great universities with a sense of wonder and excitement, but quickly realize it is all a hallucination. Blake-light tragedy refers to the artist William Blake who is known for his intense paintings that are more on the dark side. The following line says, â€Å"who were expelled from the academies for crazy(Line 7),† which shows how Ginsberg and friends were viewed as being radical about their view on the world. So much so that they were expelled from their universities. The tone in part one is very strong. Throughout part one, Ginsberg pain ts a picture for the reader and brings the reader into his world. His passion against the institution of universities and government brings

Consumer Behaviour Holiday Decision Making Process

Discuss and critically evaluate the traditional ‘rational problem solving, cognitive model’ of consumer decision making process, in light of the arguments given in the case study: ‘Holiday decision-making: an adaptable and opportunistic ongoing process.’ Every day, each one of us makes various decisions regarding different aspects of our daily routine. To be able to make these decisions, we need to be able to have alternatives. These decisions, however, are made after doing some degree of information search but not all consumer decision-making situations receive or require the same degree of information search. Some purchase decisions require extensive effort, where the consumers need a lot of information to set a criteria and judge†¦show more content†¦(Schiffman. L, Kanuk.L and Hansen. H, 2008, pp.72) Although this economic model forces the consumer to make a decision in a logical manner, it has been criticized as it is regarded as too simplistic and idealistic. In reality, consumers rarely have all the required information or even an adequate degree of involvement to make a perfect decision. Consumers are also limited by their existing skills, habits, reflexes, values and goals. . (Schiffman. L, Kanuk.L and Hansen. H, 2008, pp.72) In addition, not all alternatives lend themselves to quantification in terms that will allow for easy evaluation and because this model cannot predict the future, it is unlikely that decision makers will know all possible outcomes of each alternative. (Griffin. R and Moorhead.G, 2008, pp. 212) Hence, according to Alan Decrop, holiday decision making proved to be an ongoing process which was not characterized by fixed sequential stages. (Solomon. M, Bamossy.G, Askegaard.S and Hogg.M, 2006, pp.392) COGNITIVE MODEL Consumer buying behaviour is affected by a complex web of internal psychological variables. These include: attitude, learning, memory, motivation, perception and personality. According to Rajecki (1990), an attitude is a ‘predisposition to respond cognitively, emotionally, or behaviourally to a particular object in a particular way’. Attitudes guide how buyers react, consumerShow MoreRelatedConsumer Behaviour - Holiday Decision Making Process3233 Words   |  13 PagesCONSUMER BEHAVIOUR: HOLIDAY DECISION MAKING PROCESS SUMMARY: Decisions are omnipresent in the daily lives of human beings. Being tireless decision makers, it stands to reason then that we understand the forces that drive decision making. The following report seeks to critically evaluate the long-held traditional ‘rational problem- solving and cognitive model’ of the consumer decision making process against the background of the holiday decision making patterns of the modern consumer. The one strikingRead MoreConsumer Behaviour Essay1310 Words   |  6 PagesCase Study: Consumer behaviour and holidays In this assignment I will be analysing the following; a case study presented on how holiday decision making varies from the traditional problem-solving model of consumer decision making. Q1 By analysing the traditional problem-solving of consumer decision making you can grasp that the market of holiday makers is more complex. The traditional method follows the concept that the consumers desire or needs creates a problem within the individual, which leadsRead MoreFactors That Affect The Holiday Choice Has Evolved Over The Ages Of Ages1090 Words   |  5 Pagesexperienced tourists between the ages of 8-12, are increasingly becoming a major influence behind family holidays. This age group have usually taken a number of holidays and have visited many different destinations across the globe. 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Also this essay will be looking at the role spouses play, howRead MoreA Report Of Buyer Behavior : The Consumer Decision Making Process882 Words   |  4 PagesBuyer Behaviour: The Consumer Decision-Making Process as it relates to purchasing a rental service in the classic car industry. Section 1: Introduction (about 150 – 200 words) The study of consumer behaviour examines consumer’s methods of purchasing and divestment of possessions, labour, concepts or knowledge by people, associations and companies to fulfil their necessities and desires (Keller Kotler , 2011). This is significant to marketers because with a good knowledge base about consumers theyRead MoreThe Case Household Appliance And Perfumes1336 Words   |  6 Pages The typical decision making process and that well-structured with the five processes is based on a special purposeful search by the customer. Once the problem has been recognized, customers need to acquire adequate information to resolve it. 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The Art Of Euclid free essay sample

# 8217 ; s Writing Essay, Research Paper In Elementss book one, Euclid incorporates stylistic devices in the procedure of turn outing a series of mathematical theories. One stylistic facet of Euclid? s authorship is his usage of common impressions, such as the whole being greater than the portion, and posits, such as pulling a line from any point to any point. His early usage of common impressions and posits do non simply assist to turn out the peculiar proposition, but is used in ulterior propositions to carry the reader of his cogent evidence every bit good as to transfuse assurance in himself and the reader of the decisions he arrives at in the propositions. Even before the existent propositions begin, Euclid lists the common impressions and posits of which he and the reader agree with. By making this, Euclid and the reader have assurance in the cogent evidence. In another manner, the words? common impressions? and? posits? can be substituted by? common sense? because it is 10 points which everyone believes to be true. For illustration, the bulk of the decisions in proposition 13 were arrived at utilizing common impressions. The last three stairss in eventually turn outing proposition 13 were based on common impressions. Since everyone agrees with the common impressions, Euclid is confident that he is doing a logical patterned advance in turn outing that if a consecutive line set up on a consecutive line make angles, it will do either two right angles or angles equal to two right angles. Because of the general understanding of the posits and the common impressions, and by naming them in progress, Euclid is confident that he is right when he makes premises based on them. In the same sense, the reader besides holds the decisions that Euclid arrives at to be true. Another possibility to Euclid? s usage of posits and common impressions is that he frequently uses posits to put up a job in footings in which he knows to be right and so concludes the proposition with a common impression. Euclid is confide nt that if he can get at a common impression for the last measure, he is able to turn out the proposition utilizing that peculiar common impression. An illustration of this is proposition two in which his first measure in turn outing the proposition uses postulate one and by a logical patterned advance arrives at common impression one in the terminal to turn out the proposition. Another ground for Euclid? s usage of common impressions and posits is the desire to carry the audience that he is right when he uses common impressions to turn out posits. For illustration, in proposition four, which states that if two trigons have the two sides equal to two sides severally, and have the angles contained by the equal heterosexual lines equal, they will besides hold the base equal to the base, the trigon will be equal to the trigon, and the staying angles will be equal to the staying angles severally, viz. those which the equal sides subtend, Euclid? s last measure refers to common impression four, which finally proves the proposition. Because Euclid knows the reader agrees with the common impressions, he can easy carry them when he stakes a claim in order to turn out a proposition. Another illustration is proposition two, that places at a given point ( as an appendage ) a consecutive line equal to a given consecutive line, which is entirely proved utilizing posits and common impressions. In this instance, Euclid can easy carry the reader because every measure of the proposition involved either a posit or a common impression. Since the reader accepts all the posits and common impressions to be true, Euclid can easy carry the reader when all a proposition contains is common impressions and posits. In another case, Euclid uses both a posit and a common impression to turn out one of the stairss of proposition 15 which states that if two straight lines cut one another, they make the perpendicular angles equal to one another. By carry throughing the conditions of a posit and a common impression, the proposition gives the reader no uncertainty that the cogent evidence will work. Euclid besides uses a proposition proven by a common impression to turn out a ulterior proposition. For illustration, propositions four and 10s are correlated in this mode. Proposition four, which deals with congruent sides and their included angle, is used to turn out proposition 10, which is used to bisect a given finite consecutive line. Euclid besides proves propositions in sequence, turn outing one utilizing the propositions that straight precedes it. An illustration of this is propositions 18, 19, and 20, which deal with greater angles delimiting greater sides. He does this because he is confident that by utilizing a proposition proven by a common impression, which has to be true, the ulterior proposition that is based upon the earlier besides has to be true. Not merely is Euclid confident when he uses this logical thinking, but so is the reader who is persuaded by mention to an earlier common impression. Euclid? s authorship has many stylistic facets that help turn out his theories of trigons and parallel countries. In utilizing the assorted stylistic devices in his Elementss, particularly the usage of common impressions and posits, Euclid consistently explains each measure of his propositions with a mention each clip to either a common impression or a posit, or some other signifier. Since about all of the propositions contain either a posit or a common impression, Euclid persuades the reader that he is right because of the credence of posits and common impressions as true.