Example ThreadI defend the statement Dwight D Eisenhower wa.docx
- 1. Example Thread: I defend the statement: Dwight D Eisenhower was a great President. He is described as the least experienced and most popular president; kept the peace in various countries to avoid war and intervened albeit reluctantly in the Civil Rights Movement. He was a classic "organizational man", this was exemplified in his cabinet that was dominated business leaders (Eisenhower Republicanism). By funding nuclear weapons programs and increasing the production along with covert operations by Central Intelligence Agency (CIA) he was able to project an imminent threat of war to Communist countries without actually sending troops. Coincidently, he staged a coup of two foreign leaders, by having Mossadeq of Iran removed and replaced with his successor Shah Mohammad Reza Pahlavi, the U.S. government provided $ 45 million in aid to deter Iran from Soviet influence and the possibility of being shut out business and oil. He repeated the same action with Guatemalan president Jacobo Arbenz Guzman, persuading him to resign (McGerr et al., 2018, p. 790). By using the CIA instead of the full-scale military he was better able to project U.S. influence and its threat of global armageddon to prevent war ( Eisenhower's Use of Covert Action to Accomplish U.S. Aims). In keeping with aspects of "containment", he did his best to avoid confrontation, when the Hungarians revolted, Eisenhower refused to send troops. The U.S. allies Britain, France, and Israel decided to move in on Egypt, as a result the U.S. hit allies w/ economic sanctions, he believed their movement into Egypt left the door open for Soviets to enter the Middle East, and via Congress vowed to protect any Middle Eastern nation against a communist threat. “During the Civil Rights Movement, President Eisenhower was in fact criticized for not being more proactive in the movement, but his Civil Rights Act of 1957 was the first step in enfranchising those who
- 2. had not been participants in the political process, by creating a societal change, starting at the institutional level” (The Other America). He was not a believer in racial equality but realized the riots, boycotts, and protests were being aired around the world, and in order to compete with the Soviet Union, the United States “could not afford racial inequality at home” (McGerr et al., 2018, p. 800). As president, he also advocated for a better education system, in 1958 the passing of the National Defense Education Act, was put into place to improve instruction on science, math, and foreign languages. Although it was to counter and compete against the Soviet Union's system, it did provide citizens new schools, offered loans, and fellowship to students. President Eisenhower may have been the "middle of the road" president he was able to continue portions of the containment policy as well participate in the changes occurring in our society through the civil rights movement. Comment by Owner: Video title citation; paraphrased material; punctuation follows the parenthetical citation. Comment by Owner: Textbook citation for paraphrased material; punctuation follows parenthetical citation. Comment by Owner: Additional video citation; Comment by Owner: Additional video citation; direct quotation. Comment by Owner: Additional citation from textbook; direct quote. Comment by Owner: 472 words; exceeds minimum length requirement of 200 words. Example Reply: Good Evening George, Comment by Owner: Reply indicates to whom the reply was directed. I defend your statement; President Eisenhower was a 'middle of the road' president. But his intervention into foreign policy kept the U.S. out of war. By using the CIA in covert operations he was able to remove possible communist threats by dictatorships in third world countries. He also worked to shape the public image American culture, and in 1953 created the United States Information Agency, where 76 countries worked cohesively to
- 3. promote the exchange of visitors with other nations (McGerr et al., 2018, p. 791). He tried to strengthen relations with the Soviet Union and worked toward "peaceful coexistence" and even proposed the "Atoms for Peace" plan to explore nonmilitary uses for nuclear materials. At home he struggled with the Civil Rights Movement, he was more reluctant to involve himself but knew that as the President of the United States, he could not afford to perpetuate racial inequality at home, since we advocated for Democracy around the world. He places his support behind the Civil Rights Act of 1957, with the world watching his "government was being defied in Little Rock and humiliated around the world" (McGerr et al., 2018, p. 799). He sent the Army's 101st Airborne to protect the nine African American students that were attending the integrated Central High School, a very big move on his part. He also advocated for increasing the education program, the National Defense Education Act, it may have been initiated despite the Soviet Union, but it led to funding of new schools, loans, and fellowships for students. In our competition with the Soviets, it lead to NASA being created Comment by Owner: Citation for textbook derived material; paraphrased material. Comment by Owner: Citation from textbook; direct quote. Comment by Owner: 270 word length including salutation. This exceeds the minimum length requirement: 150 words. Scanned with CamScanner Scanned with CamScanner
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- 5. Scanned with CamScanner Scanned with CamScanner LANGUAGE ACQUISITION MODELS 1 Language Acquisition Models Hellen D. Forchue January 17, 2020 Language Acquisition Models 2 From the seventies, there is a radical change concerning the context and orientation in the study of children's language. Therefore, this study was emphasized in the development of the
- 6. child's spontaneous speech. The question was how children acquired their first language. From this question came some theories, of which their respective creators presented their views. Theories of acquisition and development of language. The Behavioral Model, the Nativist or Syntactic Model, the Semantic-Cognitive Model, the Social Interactionist Model, the Information Processing Model, and the Emergentist Model. Skinner's behavioral approach tells us that: “the child is seen as a relatively passive recipient of external influences-from parents, siblings, and others” (p.46). In other words, Skinner's behavioral approach takes an empiricist position, which considers that language development comes solely and exclusively from external and internal experience and stimuli. According to his theory, the infant learns by answers that are verbal and intraverbal, in a secondary way. On the positive aspects of behaviorism is the way of speaking to the child, what was first called the Babytalk. Also, treatment programs for children with speech disorders or speech therapy. Studies are analyzed globally verbal, in other words, (conversation). The criticized part of the theory implies the misuse of the order of the acquired words, the explanation of novel productions, and the grammatical errors produced for adults (p. 47). According to the textbook, the theory still has some value, such as parents and other important roles. Also, it has been a successful tool in developing intervention approaches to improve the language skills of many people with significant language disorders (p. 47). The Nativist or Syntactic Model: Noam (1965; 1968) and others developed the nativist/syntactic theory of language acquisition in response to the behavioral theory of language acquisition (p. 48). Chomsky's position is mentalistic, according to which language Language Acquisition Models 3 is conceived from innate structures; that is why his theory is known as "generative grammar." According to Chomsky, the
- 7. innatism of language is congenital and genetic in the individual, therefore, it is what he calls LAD (Language Acquisition Device). Chomsky's point of view is that this mechanism has as its content a set of universal principles that are Universal Grammar. When one is born with this ability or device, one begins to receive linguistic stimuli or primary linguistic information. Once this data is processed in the LAD, there is an output or result that is the Grammar of the language in question. The textbook states: "this theory has some limitations, such as the diminished role given to language input. Also, it stems from the theoretical underpinning of the model itself. Last, the nativist theory poses a dilemma to those who are interested in helping children improve their language performance, as it seems to suggest that there is little hope for children experiencing the acquisition of syntax in children." While Fillmore’s and Bloom's work focused on the role of semantics in language acquisition, psychologist Jean Piaget was interested in the relationship between cognition (thought) and language (p. 50) The Semantic- Cognitive Model Piaget's position is mentalist like Chomsky's and also constructivist. Piaget proposes a genetic and formal theory of knowledge according to which the child must master the conceptual structure of the physical and social world to acquire language. According to Piaget: cognitive developments such as object permanence must precede language development” (p. 50). Piaget postulated, unlike Chomsky, that the fact that there are universal elements in language does not mean that they are innate. They are the first cognitive schemes and the functional mechanisms of intelligence (assimilation and accommodation). On the other hand, both agreed with the approach of Language Acquisition Models 4 constructivist theories, in which there is a genesis of mental structures. In disagreement with Skinner, for the language is a
- 8. product of reason and not of associative learning. Theoretical Foundation: "there is a developmental theory that views social interaction with others as essential for the development of independent cognitive and linguistic functioning-the theory of Vygotsky (1978, 1987)." Vygotsky viewed the child as developing and functioning within a social context." For Vygotsky, human development is produced through processes of exchange and transmission of knowledge in a communicative and social environment (culture). In other words, the transfer of knowledge of culture is done through language. Therefore, language is the main way of these processes and influences the development of the mind. Mental functions are interpreted as internalized social norms as a result of a source of consciousness. Therefore, language and thought are two different things with different origins, and that throughout the development, there is a functional interconnection, in which thought is verbalized, and speech becomes rational. Therefore, thought is not language-dependent human development is produced through processes of exchange and transmission of knowledge in a communicative and social environment (culture). In other words, the transfer of knowledge of culture is done through language. For Vygotsky, children's language is initially social (mode of communication with adults) and is external in form and function. Gradually the language is internalized and goes through an egocentric period with an external form but with an internal function. Finally, it becomes a verbal thought that has an internal form. The information- processing model of learning has been applied to language acquisition by psycholinguistics such as Elizabeth Bates and Bryan Mac Whinney in their competition model of language acquisition (Bates & Mac Whinney, 1987) (p. 53). Language Acquisition Models 5 The theory of information processing is nothing more than the comparison of the human mind with a computer. Where the mind is an information processor, people simply respond to
- 9. stimuli. In other words, people receive process and deliver results. According to the textbook: "the information processing model has provided another view of language learning. Also, children are not only learning syntax, but they are also learning meaning, and doing so in the context of communication (pragmatics) at the same time" (p. 54). The textbook states: the emerging model suggests that language arises from the interaction of social patterns and the biology of the cognitive system (Mac Whinney, 1998). In other words, the acquired language skills are the sum of the external environment and the child's learning abilities. The model advocates that although the child does not possess the innate mechanisms for grammatical structures, neurons are organized and function in the brain so that they have the ability to learn language associations. In addition, language learning is based on the ability of young children to implicitly track the regularities in the language they hear, such as which pairs of sounds usually mark the boundaries between words and which are usually within words (Aslin, Saffran and Newport, 1998; Regier and Gahl, 2004). Language Acquisition Models 6 References https://www.tandfonline.com/doi/full/10.1080/10489223.2017.1 312850 Kuder, S. J. (2018). Teaching Students with Language and Communication Disabilities. New York, NY: Pearson Watkins, R. V. (2015). Applying Vygotskian Developmental Theory to Language Intervention. Retrieved January 10, 2020,
- 10. from https://scholar.google.com/scholar?q=The social interactionist model&hl=en&as_sdt=0&as_vis=1&oi=scholart