Sample Transfer Essay Tips

Sample Transfer Essay TipsBefore you begin your sample transfer essay, you must prepare yourself with a few tips. Don't get caught up in the idea that there is no way to learn these writing skills, because anyone can do it. The only thing to do is to set aside time and spend it on practicing your writing skills.There are various things that you should know before you go for a career change. This is one of the things that you have to look into, because it is a crucial thing to do, so be prepared. Writing essays is an important part of a professional's job, so take your time while making sure that you will be able to finish the essay.A lot of people tend to get discouraged when they start writing a transfer essay. This may happen because they usually lack the enthusiasm for doing something and they think that they will not be able to accomplish anything by putting up their effort. This is not true, and there are ways to get over this.When you start thinking that you cannot write, the l ast thing that you need to do is to get motivated and start looking for ways to get the motivation. Just put your mind to the task at hand and get yourself focused on doing the task.When you write a sample transfer essay, you will not know how many times you have written essays before. Just remember that the first essay that you wrote may be different from the next one that you will write. The main point here is that you have to think the entire essay over and think about it until you have finished it.If you are too busy thinking about the essay, then you are more likely to stop writing once you come to a part where you are going to have to put up the work. Therefore, it is very important that you will look at the content and start writing.Writing is also considered to be one of the most enjoyable things to do. However, if you think that it is not fun, then don't write it.

Unrequited Love - Romeo and Juliet free essay sample

Romeo and Juliet Essay Unrequited Love Love was always a monopoly. You never know whether someone really loves you or not. All you know is you love them. That is what always makes unrequited love difficult. In Romeo and Juliet, unrequited love is present whether apparent or implied. Romeo falls in love with Rosaline and Paris falls in love with Juliet which remain the most obvious examples. However, I do believe their is an unrequited love between Juliet and her parents. When we first meet Romeo, he is infatuated by Rosaline (which he calls love), who appens not to be in love with him and plans to become a nun. Why, such loves transgression. Griefs of mine own lie heavy in my breast, Which thou with propagate to have it pressed (l, i, 192-194) Romeo in this quote proves his infatuation of Rosaline, not necessarily love. The following words show his love for Rosaline has added grief. We will write a custom essay sample on Unrequited Love Romeo and Juliet or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, the words he uses adds sexual implications. Another quote that proves Romeos love for Rosaline would later take place in the conversation between Benvolio and Romeo: Well in that hit you miss. Shell not be hit. With Cupids arrow. She hath Dians wit, And, in strong proof of chastity well armed, From loves weak childish bow she lives uncharmed (l, i, 216-219) In these rhyming couplets, Romeo talks about Rosaline and how he cannot win her heart especially since she wants to become a nun. Him not winning her heart becomes apparent when he says Well in that hit you miss. Shell not be hit. With Cupids arrow. To know Rosaline becomes a nun (which has an effect on Romeo winning her heart knowing she is dedicated to God) heWho loved who may remain a mystery, but it seems to fluctuate throughout the book, but they finally turn into be caring parents after it is too late. How, how, how, how ? Chopped logic? What is this? Proud, and l thank you, and I thank you not, And yet not proud Mistress minion you, Thank my no thankings, nor proud me no prouds, But fettle your fine Joints gainst Thursday next Out, you green-sickness carrion! Out, you baggage! (Ill, V, 154-162) This quote proved how cruel Lord Capulet was to Juliet . He disrespected her and disregarded her wants. He criticized her and later slapped her. He forced her into doing something she did not want to do, showing how selfish he was. Hang thee, young baggage, disobedient wretch! I tell thee what: get thee to church oThursday, Or never after look me in the face. Speak not; reply not; do not answer me. My fingers itch, Wife we scarce thought us blessed (Ill, v, 166-171) They question their blessing, Juliet, which shows they do not really care for her, because no parent would question whether their child was a blessing. Well, a good parent would not. In conclusion, Juliet and her parents, Paris and Juliet, and Romeo and Rosaline all experienced unrequited love in the play Romeo and Juliet. Whether obvious or not, twists and turns, making it a lot harder for the characters to cope with their problems. The events unfolding in this play continuously prove, love is a monopoly, you never know how much you are going to get. All you know is, it is out there. Works Cited Shakespeare, William. Romeo and Juliet. New York: Folger Shakespeare Library, 1992. Romeo and Juliet Essay

A History of the Eiffel Tower

A History of the Eiffel Tower The Eiffel Tower is the most visually famous structure in France, perhaps in Europe, and has seen over 200 million visitors. Yet it wasn’t supposed to be permanent and the fact it still stands is down to a willingness to accept new technology which was how the thing came to be built in the first place. Origins of the Eiffel Tower In 1889 France held the Universal Exhibition, a celebration of modern achievement timed to coincide with the first centenary of the French Revolution. The French government held a competition to design an â€Å"iron tower† to be erected at the entrance to the exhibition on the Champ-de-Mars, partly to create an impressive experience for visitors. One hundred and seven plans were submitted, and the winner was one by engineer and entrepreneur Gustav Eiffel, aided by architect Stephen Sauvestre and engineers Maurice Koechlin and Emile Nouguier. They won because they were willing to innovate and create a true statement of intent for France. The Eiffel Tower Eiffel’s tower was to be unlike anything yet built: 300 meters tall, at that time the highest man-made structure on earth, and built of a latticework of wrought iron, a material whose large scale production is now synonymous with the industrial revolution. But the design and nature of the material, making use of metal arches and trusses, meant the tower could be light and â€Å"see-through†, rather than a solid block, and retain still its strength. Its construction, which began on January 26th 1887, was swift, relatively cheap and achieved with a small workforce. There were 18,038 pieces and over two million rivets. The Tower is based on four large pillars, which form a square 125 meters along each side, before rising up and joining into a central tower. The curving nature of the pillars meant the elevators, which were themselves a relatively recent invention, had to be carefully designed. There are viewing platforms at several levels, and people can travel to the top. Parts of the great curves are actually purely aesthetic. The structure is painted (and re-painted regularly). Opposition and Skepticism The Tower is now considered a historical milestone in design and construction, a masterpiece for its day, the start of a new revolution in building. At the time, however, there was opposition, not least from people horrified at the aesthetic implications of such a large structure on the Champ-de-Mars. On February 14th 1887, while construction was ongoing, a statement of complaint was issued by â€Å"personalities from the world of arts and letters†. Other people were skeptical that the project would work: this was a new approach, and that always brings problems. Eiffel had to fight his corner but was successful and the tower went ahead. Everything would rest on whether the structure actually worked... The Opening of the Eiffel Tower On March 31st, 1889 Eiffel climbed to the top of the tower and hoisted a French flag at the top, opening the structure; various notables followed him up. It remained the highest building in the world until the Chrysler building was finished in New York in 1929, and is still the tallest structure in Paris. The building and planning was a success, with the tower impressing. Lasting Impact The Eiffel Tower was originally designed to stand for twenty years but has lasted over a century, thanks partly to Eiffel’s willingness to use the tower in experiments and innovations in wireless telegraphy, allowing the mounting of antennas. Indeed, the Tower was at one point due to be torn down but remained after it began broadcasting signals. In 2005 this tradition was continued when Paris’ first digital television signals were broadcast from the Tower. However, since its construction the Tower has achieved a lasting cultural impact, first as a symbol of modernity and innovation, then as of Paris and France. Media of all sorts has used the Tower. Its almost inconceivable that anyone would try to knock down the tower now, as its one of the most famous structures in the world and an easy marker for films and television to use.

Field of project management and how it relates to the Project Research Paper

Field of project management and how it relates to the Project Management Maturity Model - Research Paper Example Typically, as it has always been the norm, project management works efficiently when the direction and the scope of the project is well depicted and understood. Additionally, the process of project management works effectively when all the stakeholders reach a mutual consensus on aspects of objectivity and expectations. Equally important in project management is the need for a thorough understanding and assessment of the risks involved. All these benchmarking features in project management become achievable when the probability of success is assumed to be equally high. However, different companies no longer align themselves towards the above stated guidelines in the process of project management. Nowadays, different companies are undertaking different approaches towards the project management. Many reasons can be attributed to the shift from traditional project management approaches. One of the reasons in this paradigm shift is that more and more projects are becoming highly complex and hence require technical capabilities in order to achieve success. ... The rising costs, global economic disparities and competition within the market players continue to drive many companies to take more risks. Changes in project management have undergone significant milestones with regard to the entire practices as more industries embrace the art. However, a notable observation is that these companies share similar accomplishments with other companies during the benchmarking activities. One of interesting areas in project management is the project management maturity model, which is a vital component in strategic planning (Kerzner 45). Project management maturity model abbreviated as PMMM, can be elucidated as the foundation in achieving excellence in project management. Project management maturity model is a fundamental component of strategic planning that is significant in achieving distinction in any organization. By incorporating strategic planning in the project management maturity model, organizations are in a position to shorten the time frames of the entire project management. Strategic planning in project management is quite dissimilar from other variants of strategic planning. This is because it is an activity that is performed at the middle-level of management as opposed to the executive management. The executive management only comes into play in a supportive role and also in the provision of funds. The executive management ensures that all the recommendations made by middle level management do no result in unnecessary changes to the corporate culture (Kerzner 928). Many organizations are inclined in performing strategic planning on new services and products by laying out a well thought plan before execution. In project management, strategic

U.S. Government Shutdown Negotations (Past and Present) Research Paper

U.S. Government Shutdown Negotations (Past and Present) - Research Paper Example It is the absence of a consensus on the budget and the consequent inability to pass the appropriations bill before the October 1 deadline that creates an impasse and leads to a government shutdown (Kosar, 2004, p.2). When the government is forced to shutdown as a result of this, only the essential government services are allowed to operate (Kosar, 2004, p.2). Even the employees of these essential services will be sometimes forced to work without pay. The overall result of a shutdown will be that almost all governmental functioning will come to a standstill and the government employees will be left in wild, frustrated without pay. As the opposition party most often causes a shutdown, as against the budget plans of the ruling President, the opposition party will be held in the public eye as responsible for a shutdown. But the public will also criticize the unwillingness of the President to accept the reasonable suggestions made by the opposition, on certain occasions. So a shutdown can dim the electoral prospects of both the ruling party and the opposition and above all make the lives of the people miserable. In order to avert such consequences, negotiations get underway before and after shutdowns. These negotiations are good examples to the application of major negotiation theories, understanding which; the efficiency of such negotiations can be qualitatively enhanced in the future. Negotiation theories Though there are different strategies based on different theories regarding negotiation, the negotiation practitioners usually are found to use a mix of more than one theory (Adams, 2003, p.55). Broadly negotiation theories can be categorized as â€Å"cooperative or competitive† (Adams, 2003, p.55). Usually the tactics adopted could be a negotiation process beginning with a problem-solving interest-based approach and concluding with the competitive positional approach (Adams, 2003, p.55). This is what is called an integrative approach (Adams, 2003, p.55). The advantage of this approach is that in the beginning of negotiations, an amicable atmosphere for the very process of negotiation is created through the cooperative interventions included in the problem-solving interest-based approach. Once the trust of both parties has been acquired in this manner, then the negotiator can easily move on to a more competitive attitude (Adams, 2003, p.55). This is particularly helpful in dealing with negotiations between continuous relationships (Adams, 2003, p.55). Competitive positional negotiation In competitive positional negotiation, the negotiator makes the party to believe that he/she is â€Å"working vigorously on their behalf† (Adams, 2003, p.37). By this strategy, the negotiator wins the trust of the party and this trust is what helps the negotiator in a later stage to convince the party that a cooperative approach has to be adopted (Adams, 2003, p.37). But as far as the competitive positional negotiation is going on there is no sc ope for accepting the other party’s viewpoints or demands. This is because, the party already takes a position and he/she also believes that one is competitive enough to win that position. Hence the party does not feel a need for cooperation. Problem-solving interest-based negotiation. The problem-solving interest-based negotiation is more flexible and with a commitment to resolve the problem and protect the interests of both parties as far as possible. The most important aspect

Child Care Principles in Social Work

Child Care Principles in Social Work Professional child care in the field of social work, have come under intense scrutiny recently. Much of this scrutiny, concerns the way in which partnership and interagency work contributes to best practice in the assessment of children, young people and families. This paper seeks to explore the principles of collaborative work and highlight why it is necessary that inter-agency work is successful and efficient in the field of social work. In doing so, will provide examples and discuss current guidelines for partnership work and strategies of new assessment practices to ensure its effectiveness. The essay will also address common problems of interagency and partnership work and identify policies to guard against these potential issues. The Department of Health (1998) in encouraging the use of partnership, stressed that â€Å"joined up services† should be the hallmark of good service delivery. The Audit Commission (1998) declares that for services to be efficient and effective, there must be â€Å"mandatory partnership working†. At a basic level, inter-agency and partnership are formal institutional terms attributed to the practice of and need for different agencies and sectors to â€Å"work together†. According to Whittington (2003), â€Å"partnership is a state of relationship at organizational, group, professional or inter-personal level, to be achieved, maintained and reviewed†, while â€Å"collaboration is an active process of partnership in action.† It is within the umbrella term of partnership, that terms such as ‘inter-agency’ and ‘multi-agency’ arise to pin down the policies and concretise the practice of ‘joined-up’ work between agen cies. The principles of collaborative working stipulate that there should be seamless interaction between agencies to facilitate best practice and ultimately improving care services. In a research of 30 multiagency organizations in health and education and over 140 staff, Atkinson et al (2002) found the following necessary principles for inter-agency work: Common aims and objectives Organizational commitment to the aims and objectives Thorough understanding of the various roles and responsibilities of other involved professionals and agencies Solid leadership Ensuring task delegation and referrals are to the correct personnel Access to resources In addition, Whittington and Bell (2001) established that the ability to work together effectively require many skills which are essential for social workers, such as: the ability to challenge discrimination by other agencies and professions, the ability to conduct multi-disciplinary meetings, the ability to respect and manage issues of confidentiality, and being able to handle conflicts and manage systems and human resource that will need to adapt to change. There are many policy directives which mandate partnership work within services relating to child care and assessment, and one of these is the 2003 government green paper, Every Child Matters policy document which stipulates the development of Children’s Trusts, to ensure that agencies work effectively together to safeguard and promote the welfare of children. Children’s Trusts emerged after the death of eight year-old Victoria Climbià © who even after repeated visits to hospitals and visits by social workers, her abuse was not identified and she subsequently died. The Laming Report of 2003, an inquiry into Victoria’s death concluded that the young girl’s death could have been avoided if individual social workers, police officers, doctors and nurses who came into contact with the girl, had effectively responded to Victorias needs. He emphatically declared that Victoria’s death represented a â€Å"gross failure of the system†, wherein, not on e of the agencies or individuals â€Å"had the presence of mind to follow what are relatively straightforward procedures on how to respond to a child about whom there is concern of deliberate harm†. The Children’s Act of 2004 in Section 10, mandated the â€Å"duty to co-operate† on agencies involved in child care protection and assessment. On November 18, 2008, the Children’s Trust outlined in a release which identified the partners with a duty to co-operate as: district councils, the police, the probation board, the youth offending team, the Strategic Health Authority and Primary Care Trusts, Connexions partnerships, and the Learning and Skills Council. Moreover, in 2004, the government rolled out the National Service Framework for Children and Young People (NSF), a ten year strategy document which aims to improve the support and services that young people, children, parents and carers receive. It stipulates ten different standards which will largely depend on efficient partnership and inter-agency work to be successful. To assist in the efficient assessment of children and young people across services, the Common Assessment Framework (CAF) ensures that frontline delivery of integrated services to children and young people are streamlined for maximum efficiency. It is a standardised assessment methodology across service sectors, which aims to ensure that any inadequacies in service delivery to children are picked up quickly. The CAF looks into the child’s social and health environment to assess the role of the parents or carers, as well as the child’s own strengths and weaknesses, in order to make a reasoned and informed judgment about the child’s present and future well-being. This CAF method of assessment provides much more room and space for preventative action. The Working Together to Safeguard Children (2006) is another policy guideline for frontline managers and social workers to improve inter-agency work in order to safeguard the welfare of children. It asserts that all persons with responsibility for children must display full commitment and that there should be clear lines of accountability. The job of safeguarding children and young people, falls under the authority of the Local Authority (LA) whose main objective is to ensure that young people are protected from harm, They ensure this by vigourously pursuing exacting partnership standards â€Å"with other public organisations, the voluntary sector, children and young people, parents and carers, and the wider community† (Working Together to Safeguard Children: 2006). A tripartite system which incorporating the police, the Local Authority and other agencies help to improve the quality of service and ensure the seamless interaction between agencies in safeguarding children. Socia l Workers who are directly involved in the assessment of children and young people, must be knowledgeable to these inter-agency links and all up to date protocols of inter-agency work to ensure best practice. Behan (2005) at the National Conference for Integrated Children’s Framework, stated that â€Å"services must improve outcomes for children, and organise themselves round the child rather than expect the child to move from one service to another. To be successful services have to work in partnership.† As was demonstrated in the Victoria Climbià © case, and more recently the case of â€Å"Baby P†, who died after being tortured by his mothers and two others and whose suffering was missed by the many individuals and agencies who came into contact with him, inter-agency does not always work, despite many policy guidelines and duty of care responsibilities. This essay will now examine some of the challenges to effective collaborative working. One of the most prominent challenges to effective and efficient inter-agency and partnership work to safeguard children from harm, is the existence of power struggles between various agencies. As stated earlier, Atkinson et al (2002) asserted that a commitment to the ideal and practice of partnership must be bought into by all agencies to avoid power struggles. There are many instances, whereby social workers sometimes outline that their child care reports are not heeded by health care professionals who come into contact with children deemed at risk. Leiba and Weinstein (2003) argues that while many social workers have to work closely with nurses and doctors in the UK to safeguard children, there were significant ideological and cultural differences with how they approached their work. Mathers and Gask (1995) suggests that GP’s become frustrated with the long assessment process that social workers require for best practice. Leiba and Weinstein (2003) lament that such differences can cause power struggles between health professionals who may thin that â€Å"medical-know-how† should trump seemingly long-winded assessment models. They further state that power struggles can be exacerbated by the nature of professional education which normalise professionals into different, values, jargon and culture and the â€Å"fear of dilution and associated professional protectionism† ( Leiba and Weinstein: 2003). The language of health has been said to be very alienating and does not usually give space to social work theories and assessments (Peck and Norman: 1999). Leiba (2003) maintains that even though the Health Act of 1983 and the National Service Framework stipulates greater co-operation between health and social care services, in practice this has been very hard to achieve. He cites the example of requirements for a single assessment strategy across services, but highlights how each agency continue s to compile its own data. because accommodate the Douek (2003) further argues that parents and carers can become very frustrated when the collaboration process is not a seamless one and a lack of co-operation from a parent or carer can be extremely detrimental to the child assessment process. Conclusively, it can be stated that the cases of Victoria Climbià © and more recently â€Å"Baby P†, demonstrate that in order to safeguard and protect children and young people from harm, it is absolutely essential that inter-agency and partnership guidelines are executed. The many policy directives such as the NSF, the CAF, and the 2006 Working to Safeguard Children document should be zealously advocated across agencies and total organizational commitment to the principles around partnership should be elucidated from top to bottom in institutional structures, in order to eliminate power struggles. Social workers, with responsibility for child assessment, should vehemently pursue best practice by following Whittington’s (2003) earlier advice, and report negligence and discriminatory practices which could lead to the harm of children. Such practices ultimately benefit the children and young people and their families, when total commitment to partnership is shown and in ter-agency policies do work. References Atkinson, M., Wilkin, A., Stott, A., Doherty, P. and Kinder, K. (2002) Multi-Agency Working: A Detailed Study. LGA Research Report 26. Slough, Berkshire: National Foundation for Educational Research. Behan, D. (2005) Inspecting Children’s Services in Partnership. Paper presented at the National Conference for Integrated Framework. Accessed on December 7, 2008 at: http://www.csci.org.uk/Docs/inspecting_in_partnership.doc. Children’s Workforce Development Council. (2006) Common Assessment Framework. http://www.everychildmatters.gov.uk/resources-and-practice/IG00063/ Department of Health. (1999) The Challenge of Partnership in Child Protection: Practice Guide. Department of Health. (Spetember 2004) National Service Framework for Children, Young People and Maternity Services. The Stationery Office. Accessed on December 7, 2008 at: www.dh.gov.uk/PolicyAndGuidance/HealthAndSocialCareTopics/ ChildrenServices/ChildrenServicesInformation/fs/en Department for Education and Skills (2006) Working Together to Safeguard Children. Accessed on December 7, 2008 at: http://www.everychildmatters.gov.uk/_files/AE53C8F9D7AEB1B23E403514A6C1B17D.pdf. Douek, S. (2003) Collaboration or Confusion: The Carers’ Perspective. In, Jenny Weinstein, Colin Whittington, Tony Leiba, Collaboration in Social Work Practice. London: Jessica Kingsley. Laming WH. (2003) The Victoria Climbià © Report. London: Stationery Office. Accessed on December 7, 2008 at: www.victoria-climbie-inquiry.org.uk/finreport/finreport.htm. Leiba, T. and Weinstein, J. (2003) Who are the Participants in the Collaborative Process and What Makes Collaboration Succeed or Fail? In, Jenny Weinstein, Colin Whittington, Tony Leiba, Collaboration in Social Work Practice. London: Jessica Kingsley. Mathers, N.J. and Gask, L. (1995) Surviving the â€Å"Heartsink† Experience. Journal of Family Practice, Vol. 2 (17), pp. 6-183. Peck, E. and Norman, L.J. (1999) Working Together in Adult Community Mental Health Services: Exploring Inter-professional Role Relations. Journal of Mental Health, Vol. 8 (3), pp. 231-242. Whittington, C. (2003) Collaboration and Partnership in Context. In, Jenny Weinstein, Colin Whittington, Tony Leiba, Collaboration in Social Work Practice. London: Jessica Kingsley. Whittington, C. and Bell, L. (2001) Learning for Interprofessional and Inter-agency Practice in the New Social Work Curriculum: Evidence from an Earlier Research Study. Journal of Interprofessional Care, Vol 15 (2), pp. 153-169.

Marc Antony Speech Essay

Antony’s skillful ways To be a good public speaker, a person needs a very specific set of skills to deliver a powerful speech. In the play, The Tragedy of Julius Caesar, by William Shakespeare, a group of men conspire to assassinate Julius Caesar. Throughout the play, they succeed in killing Caesar by stabbing him multiple times. The conspirators have to convince the people of Rome that Caesar is a bad man and he had to be killed for the sake of Rome. Another man by the name of Marc Antony, who was a loyal friend of Caesar, comes and turns the tide over to his favor. He does this by delivering a powerful speech to the people of Rome at Caesar’s funeral. Marc Antony is a skilled orator because he excels at using rhetorical devices such as:ethos, pathos, and logos. One of the many ways that Mark Antony is an excellent speaker is how he uses the rhetorical device ethos. He persuades the crowd by giving them compliments such as, â€Å"Friends, Romans, countrymen, lend me your ears. † This shows that Mark Antony is getting into the crowd’s heart with his status as a trustworthy man. Furthermore, Antony is familiar with the crowd, and he knows how to get into their heads. He also persuades them using an ethical argument by saying, â€Å"Come I to speak in Caesar’s funeral. He was my friend, faithful and just to me. † Mark Antony is telling the plebeians that he was close to Caesar and that he knew him very well – that they should believe his word. Mark Antony’s speech was success at persuading the crowd because he used his own characteristics to his advantage (III, ii, 73-86). Mark Antony was also able to announce an admirable speech because he exposed his apathy towards Caesar using the rhetorical device pathos. He touched the plebeians hearts by saying, â€Å"O judgment, thou art fled to brutish beasts, And men have lost their reason! Bear with me; My heart is in the coffin there with Caesar, And I must pause till it come back to me. † At this point in his speech, Antony is showing his anger towards the conspirators making the crowd filled with rage. He also shows his sorrow by pausing in the middle of his speech,showing the crowd that he is mournful towards his noble friend Caesar. He also moved the crowd by speaking about Caesar, â€Å" When that the poor have cried, Caesar hath wept. † By stating this he is letting the Romans know that Caesar understood their pain and compassion. Anthony’s remarkable speech was successful because of the way he delivered his emotions (III, ii,92-108). Using logic, Antony was able to affect the crowd over to his side. For example, in his speech , he tells the Romans, â€Å" You all did see that on the Lupercal I thrice presented him a kingly crown, which he did thrice refuse. Was this ambition? † By using his debate skills, he is maneuvering the audience into believing that Caesar was not ambitious by stating that he did not want to take the crown every time he presented it to him. Another way to prove that Antony’s arguments were reasonable was when he questions the crowd, â€Å"You all did love him once, not without cause;What cause withholds you then to mourn for him ? † This reminds the crowd of how their lives were before Caesar was killed, making them realize how the conspirators manipulated them. Antony was able to successfully persuade the crowd by using the rhetorical device logos. Anthony’s speech was magnificent because it contained rhetorical devices. By using ethos he was able to make the crowd consider him truthful. He also conveyed the crowd to rebel and feel sympathy by using pathos. Finally, he was able to completely turn the crowd over by reasoning with them. In the end, Mark Antony was able to convince a large group of people because he contained debate skills like no other.