Compare and Contrast the Views of the State of Nature Held...

I shall start off by first defining the meaning of A State of Nature. As the likes of Hobbes, Rousseau and Locke wrote about it, it means man when he was natural in his state of nature, uninfluenced by society, and the temptations of today. There are no rights in a state of nature, only freedom to do as one wishes. It is a term used to illustrate the theoretical condition of civilization before the states foundation in Social Contract Theories. In the dictionary it is described as â€Å"a wild primitive state untouched by civilization.† Both Hobbes and Locke discuss the state of nature with the positives and negatives in mind. Thomas Hobbs wonders what life would be like without a government to keep ruling over all of us, and John Locke†¦show more content†¦He says all men are in a State of Nature until they make a special agreement which in turn makes them a component of a political society. â€Å"But I moreover affirm that all men are naturally in that state, and remain so, till by their own consents they make themselves members of some politic society, and I doubt not in the sequel of this discourse, to make it very clear.† (Second Treatise of Government, Page 13/14). Hobbs views A State of Nature in a different way, he views it as a State of War, in which everyman has to fight for himself, meaning that selfishness and self preservation would chair over morality and dignity. â€Å"...the weakest has strength enough to kill the strongest, either by secret machination or by confederacy with others that are in the same danger with himself.† (Leviathan). To Hobbs life without a Government would lead to this State of Nature or this State of War as he preferred. In order for man to live beside one another they would need to agree to a Social Contract. His book ‘Leviathan’ was written during the English Civil War and tells us of his doctrine for the groundwork of legitimate governments and societies. Hobbs was born April 1588 and went on the graduate from Oxford, as did Locke. From 1637 he considered himself a philosopher. Hobbs questions what life would be like without a Government, everyone having a right, in Hobbs view would lead to there being a break out of conflict, each man fighting againstShow MoreRelatedBriefly Explain What Is Meant by the â€Å"Scientific Revolution† That Took Place in Seventeenth Century Europe, and How It Marked a Departure from Ancient and Medieval Philosophy.1603 Words   |  7 Pagesof thinking brought about by the â€Å"scientific revolution† had on the way Europeans viewed mankind, society, and traditional beliefs? The discoveries and exploration of the world overseas became key new influence on the European views of human cultures and nature of the human beings. Although Europe was a prominent figure during that time, Europe began rooting its territories overseas to analyze its comparison. 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Jsbmha and Hipaa Case Study Free Essays

JSBMHA and HIPAA Case Study Appendix C University of Phoenix Axia College Week 5 How does HIPAA serve to protect patient rights? HIPAA protects any individual’s past their present and future information whether it be physical, mental or any other condition that affects that person. It also protects anything that identifies the individual involved, that would their name, address, birth date and Social Security number. Nothing should be discussed about any individual that an agency is helping. We will write a custom essay sample on Jsbmha and Hipaa Case Study or any similar topic only for you Order Now It should not be discussed with anyone who is not directly involved with the case even if that person works for the agency. If they are not involved then it should not be discussed. What areas of the JSBMHA did HIPAA compliance impact? HIPAA has a great impact on patients rights, all areas of the JSBMHA were affected by these two individuals. They affected the patients, and put the agency in an awkward position. They affected the agency, the grandmother could make others aware about what happened and this could affect the agency negatively. People who are involved with the agency could be made to feel uncomfortable about giving them any information. It would mean that information at the JSBMHA is not secure, the trust has been violated. What actions should the JSBMHA director take about the HIPAA violation? Explain your answers in detail. I feel that both individuals should be suspended, this is a serious violation. The have put the agency in a very bad situation and have lost the trust of the family. Jim knew better, he has been with the agency much longer then Betty, he should have advised her that she should not be talking about these people outside of the office. I think maybe Jim should get fired because he does no better, 20 years is a long time to be with a company and it is more then enough time to understand and know the rules. He was supposed to be an example to Betty, someone who she can learn from. Maybe the agency should make an example of him. They both violated the HIPAA law, but I think Jim’s punishment should be more severe. How to cite Jsbmha and Hipaa Case Study, Free Case study samples

Duality free essay sample

The methods of exposition can be in any one of the following forms: (I) Identification (ii) Definition iii) Classification Ova) Illustration (v) comparison and contract analysis (v) Analysis (I) Identification is defined as the action of treating something as the same as some other thing. It asks the question what is It? Or who is he? It Is a kind of pointing by means of language. Identification as be as simple as It Is an apple or he Is Mr.. or as elaborate as follows: The caramel mission just stands outside the village or Monterey, California. It Was founded by padre juniper Sera, who had come up from San Diego in sass. If Identification becomes elaborate, It tends to overlap with function or use of analysis, comparison or contrast. Sometimes it may be lost In other more interesting methods. (ii)Definition is a word derived from Latin. De means with relation to and flans means limit. A definition means the limiting of a word. Strictly speaking we can say that a definition is not of a thing but of a word. We have a right to know how a term Is used. A Definition Is any word or group of words that constitute a unit of meaning.That refers to one thing or idea. Knowledge of the thing is essential for making a definition regarding it. A definition is always cast in the form f an equation A is B. There will always be two terms in a definition: the to be defined and the definer. And the two terms are equated. To be defined -the defined. That Is, in any statement you can substitute one term for the other without changing the sense of the statement In any respect. The two terms are convertible. Take for example the following statement: A slave is a man.This proposition is true, but It Is not a definition. Why? Any statement about man is true of slave; but any statement about slave need not be true of all men. The two terms man and slave are not convertible. The definer man is larger than the to-be-defined slave and it includes it. Therefore the statement even though true, is onto definition. But look at the following example A slave Is a human being who Is the legal property of another. TLS statement Is a deflation, because the two terms, the definer and the to-be-defined are convertible.Convertibility of the two terms can be lost (a) when the definer is larger than the defined (A table is that piece of furniture on which we serve meal). Process of definition A definition indicates the class into which a thing may be put and then points out how it differs room other things in that general class. The process of definition is not arbitrary; it is the natural way a mind works. Consider, for example, the process by which we define a bungalow. Bungalow is a place of shelter, to begin with. But there are man-made shelters and natural shelters. Bungalow is a man-made shelter.But among man- made shelters there are houses for men and temples for gods. Bungalow is a man- made house. But among houses there are huts, one-room tenements and so-on. We are thus forced to define a bungalow by further limiting its reference. This process may seem to go on indefinitely. But in practice the giver of the definition can define only by reference to what his particular audience already knows or is willing to learn for the purpose at hand. 1. We cannot define a thing by itself. A statistician anybody who studies statistics is a circular definition which does not in any extend our knowledge. . While it is easy to define words like house, pond etc. In a few words or sentences, concepts like morality, liberty, conscience etc lead us to extended definitions involving comparison, classification, description, narration etc. 3. There is no single correct way to develop a definition. But most of the student definitions are of the genus species type, and so if he gets the central conception right that is, what the genus in question is, and what the differentiate so are, he can satisfactorily develop a definition.If the student wants to define a true patriot he can develop the definition, for example, as follows: A patriot belongs to the genus of those who make contributions to the well-being of the country. Now within this genus a true patriot must be differentiated from others belonging to the same class. Species (l) differentiate: Those who are intelligent contributors are differentiated from hose who contribute unwittingly (II) Differentiate: Those who are unselfish contributors are differentiated from those who contribute for selfish motives. Ill) Differentiate: Those who are Willing contributors are differentiated from those who contribute unwillingly. Thus a working definition a true patriot is developed as one who makes intelligent, unselfish and willing contributions to the well-being of ones country. Classification In the study of definition, we use the method of classification. It is a way of thinking in terms of a system of classes. A class is a group whose members have significant characteristics in common. What constitutes a significant characteristic may vary according to the interest involved in the classification. For example, a maker of co-cosmetics thinks of women in groups determined by religious affiliations. A system of classes is a set of classes ranging from the most inclusive down through the least inclusive. The class college students include those of voting age and those below voting age. The class those of voting age includes those interested in party A and those interested in party B, And so-on, with the result the class college students can be thought including all these sub-sets and forming a system. Requirements of classification 2. The sub classes under any class must account for all the members of the class.Use of classification Classification is simply a way of sorting out things. It is simply one way of thinking about the material of our piece of exposition so that we may give order to it. The kind of order we get comes from distinguishing the sub groups within a group. Illustration Illustration is one of the common ways of explaining an idea. Like definition and classification it is also a way of thinking in terms of classes. Definition is used in order to understand the particular by placing it in a class and differentiating it from the others of the class. Classification is used to arrange the particulars in terms of class or classes.Illustration is the method of using a particular in order to explain a class. Therefore the particular that is chosen for illustration must truly represent the chief qualities of the class. Purpose of comparison and contrast 1 . When we wish to present information about one item, we may do so by relating it to another item with which our audience is familiar. 2. When we wish to present information about both the items of the comparison or contrast, we may do so by treating them in relation to some general principle which would apply to both and with which our audience is familiar.For example we may review two novels with which the audience is not familiar by comparing and contrasting them against some general principle of fiction with/which the audience is familiar. 3. We may compare and contrast items with which the audience is familiar for the purpose of explaining some general principle or idea. How to present a comparison or a contrast? There are two ways of presenting comparisons and contrasts. 1. We may Lully present one item and then fully present the other item. Such a method of presenting will be appropriate when the points of comparison and contrast are f airily broad and obvious.Consider for example the way mixtures and compounds are compared in a chemistry text book. 2. We may present a part of one item and then a part of the other item, until we have touched on all the parts relevant to our comparison or contrast. Such a method of presentation is appropriate when a great many details are involved. Consider, for example, how you will compare the various aspects of the great tragedies of Shakespeare. 6. Analysis Analysis means dividing a whole into its component parts. How does analysis, then, differ from classification? Classification simply lists out the individual items in a class.Under classification a class is not considered as a structured whole and the individual items as parts making that structure. In analysis an object or an idea is considered to be a structured whole, its components organized in a particular way. The components are thought of as having a mutually supporting function in determining the nature of the structure of the A class exists as the idea of the qualities shared by a number of individual items- UT no one item or set of items belonging to the class is necessary for the existence In a structure there is an underlying principle that determines the relation among the parts.For example we classify the words into various classes know as parts of speech . But we analyze the structure of a sentence into its component parts. Methods of analysis are decided by the interests that prompt the analysis. Each man would perform his analysis. In terms of particular interest, and the interest prompting his analysis would decide the kind of structure which he took the object to be. Analysis may be regarded as the description of a thing by distinguishing its parts. Such descriptions are generally called technical descriptions. What are the differences between technical description and ordinary description? 1 .Technical description arises out of a demand for information about something. Ordinary description arises out of a demand for an immediate sense expression of the thing described. 2. Technical description tends to be enumerative. Ordinary description tends to be suggestive, selective and impressionistic. 3. Technical description analyses the characteristics of a type. Ordinary description usually deals tit a specific thing. Functional Analysis While a simple analysis contents itself with an analysis of a structured whole into its parts a functional analysis tries to show how the parts function together to produce the structure.It is not merely the parts, but the function of the parts in relation to a characteristic function of the whole thing that concerns us now. For example we can analyze a heart or a legislature into its constituent parts and proceed further to analyze the functional process of the mechanism as a whole. Here our chief concern will be with the stages of the process and not with the parts of the Achaeans. The parts are interesting only in so far as they explain the stages in the process. Once we are concerned with the stages of a process, we are dealing with sequence of events in time.That is we have narration, but narration for an expository purpose. Ordinary narration is used (1) to present an action (2) to give the sense of the event as experienced, and (3) to appeal to the imagination. Expository narration is used (1) to give information (2) to enlarge the understanding and (3) to appeal to our reason. Casual Analysis In dealing with some processes we often want to go beyond a mere account often want to go beyond a mere account of the stages in time sequence. We want to see what makes one stage lead to another. We make causal analysis. In causal analysis we try to answer to types of questions. . We either start with an effect or ask What caused this? 2. Or we start with a cause and ask Given this set of circumstances what effect will follow? So causal analysis can proceed both ways : from effect to cause or from cause to effect. Cause: Cause can be defined as the connection between events that enable us to say (1) without event A, event B would not have come about; and (2) whenever you have A you will have B. Cause: Cause can also be thought as a condition the necessary and placed in a complicated set of circumstances spreading in all directions.Sometimes the whole world may be thought of as an enormously complex of conditions for a single event. Consider for example the sound of an electric bell. It occurs in a complex texture of conditions consisting of a rod, a bell, electrical mechanism a button so on. Now what caused the sound? Any one of these conditions or all of them? This example is introduced only to show that it is difficult very often to isolate a single cause. But among the conditions, we always take someone as a cause.Here what condition is taken by as a cause is determined by our special interest the purpose for which we would like to use the knowledge of this one condition as the cause for the event. All this implies that we must select the cause responsibly. How do we reason about cause? 1 . The fact that something is merely associated with something else in time does not mean that is to be regarded as either cause or effect. 2. When we say that A is the cause of B, we are not merely referring to the particular case of a particular B, we are also implying that a general principle exists, that under the same resistances any A would cause a B.We imply a principle of uniformity. 3. In determining a cause we can reason about it by applying the following two negative tests: (a) A cannot be the cause of B if A is ever absent in any instance when B is present; and (b) A cannot be the cause of B if B is ever absent is any instance when A is present. To sum up: the expository style is a method of writing used to explain or interpret. It is employed to identify, to define, to classify, to illustrate, to compare and contrast, and to analyses.Or to put it another way identification, definition, classification, illustration, comparison and contrast, and analysis are the chief modes or methods of exposition. II Argument An argument means a statement or fact advanced to influence the mind, or to support a proposition. By its very definition an argument starts only when there is a conflict over the correctness of differing proposition. The purpose of argument is to make the other side change its mind, to resolve the conflict by an appeal to reason. To convince someone through argument means to find a common ground in reason, to find a standard of reason. 1.When a fact can be readily established by investigation, there is no need for argument. 2. An argument about a matter of taste is useless. 3. You cannot argue about something in general. So, what is an argument about? An argument is about a proposition. What is a proposition? A proposition is a declaration of Judgment, what the arguer holds to be a reasonable Judgment. It can be believed, doubted or controverter. Therefore all arguments are about propositions. To begin your argument you must state your proposition in clear terms. Now propositions are two kinds: 1 . Proposition of fact: This kind of proposition states that something is a fact. Here action: This kind of proposition states that something should be e done. Here you do not stop with the establishment of a fact but proceed further to indicate and prove the kind of action desirable on taking the fact into account. A proposition may contain a main point and other minor points related to the main point. When these minor points are related to the main point each of these has to be argued out as if they are single propositions. This is because the main proposition may raise various questions and the minor propositions may deal with these questions- the discussion and controversy over them.Each one of the minor propositions must be proved in order to get the main proposition accepted, that minor proposition is called an issue. In an argument we make use of evidence. Evidence can be in the form of facts or opinions. 1. Facts as evidence: (a) A fact as used as evidence must be a fact. It should not turn out to be a mistaken opinion on examination. (b) A fact must be verified or attested by a reliable source when used as a piece of evidence. (c) Facts can be verified by referring to some regularity in nature, to some pattern in nature; Facts can be established by testimony also. . Opinions as Evidence: An pinion to be used as a piece of evidence must be authoritative. Whether an opinion is based on authority, can be tested by referring it to an impartial technical expert or by an appeal to experience before accepting it. In other words opinions however authoritative are not so reliable as pieces of evidence as verified facts. This is so because; (a) Authority is often based on an appeal to success (b) An authority in one field may be considered as an authority on everything. (c) Authority has some relation to time.What was acceptable as an authority at one time may not be acceptable at another. (d) An authority may convince a reticular audience or a part of the audience, but not all. An argument is a process of reasoning, an effort to find out a common ground in reason, as we have already noted. What is reasoning. It is the process by which the mind moves from certain data to a conclusion. Now this process of reasoning can be done in two ways : 1. We can make the process from data to the conclusion through the method of induction or generalization. No argument which moves from some to all can give more than a, probability.All instances have not been observed, and after examining a few instances, we take the inductive leap and make a generalization. The validity of such inductive generalizations must be tested in the following ways. (a) Whether a good number of instances have been investigated. (b) Whether the instances investigated are typical instances. (c) Whether we could explain a negative instance which defines the generalization. The negative instance reduces the force of the generalization unless we can demonstrate that the negative instance is not typical and therefore need not be considered. . Another type of induction is by analogy I. E. , two things are alike in a number of important points, they will be alike in the point in question. But the validity of generalizations based on analogy must also be tested before being accepted. We must test : (a) Whether the two instances compared are similar in all differences between the two instances. Parallels: In addition to generalization and analogy we can also use a large number of parallels to strengthen our argument. But as with analogy and generalization, through citing parallels we can arrive only at probability.Deduction: unlike induction, deduction does not give probabilities, but within its proper limits aims at certitude. In deduction we start with certain assumptions premises); called axioms in geometry. Once our premises are true we can always arrive at a conclusion of certitude. Deduction is a Latin word; De means from; deduce means to lead to. That is to say, a deductively is leads from something to a conclusion. To think deductively is to work from a general motion to a particular application- that is to think by classes. Consider for example the following argument. God loves man. A slave is a man.God loves slaves. Step 1: We think of the whole mankind as one class whom god loves Step 2: We think of the class of slaves as being included in the class of mankind Step 3: Therefore we include that God who loves all men, loves slaves also, who are also men. Sometimes the form of the statement of a premise is confusing. The most ordinary cause of such confusion is the use of restrictive or exclusive element in the proposition, an expression such as all but, all expert, none but, etc. Example: None but the brave deserve the fair The statement at first glance seems to mean All the brave deserve the fair.But a little reflection shows that such is not the case; and that it means, All who deserve the fair are included in the class of the brave. That is some of the brave do not serve the fair. Slips in reasoning Confusion may arise from a slip in the process of reasoning. A lawyer once argued for his as follows: We know that all good men strive to provide well for their families. They work day after day for that purpose. All good men strive to be considerate and win the love and esteem of their families. They are beloved by their families. Well, I point out to you this mans long record of devotion to his family and to him. His argument can be restated thus: Good men are devoted to their families Mr.. % is devoted to his family Therefore, Mr. X is a good man. But we know that a man may be devoted to his family, but need not be good. In other words, the class of men devoted to their families is larger than the class of good men. The confusion has been caused by equating two non equal classes or non identical classes. To look behind the words and see what is necessarily in what. The use of terms like may be or perhaps does not count in this kind of reasoning. To be convincing, the conclusion must follow from the premise.Begging the question is a type of weakness to be avoided in argument. Begging the question occurs when the arguer assume something to be true which really needs proof. Example: The unsanitary condition of the slaughter pens is detrimental to health. The argument is about whether the condition of the slaughter peers is detrimental to health. But the use of unsanitary in the proposition means detrimental to health. The question that is supposed to be at stake has been begged. Ignoring a question: An arguer ignores the question when he introduces any consideration that will distract from what is really at stake.Non-sequitur means using an argument which does not prove. The phrase means it does not follow. Example: William Brown doesnt drink or smoke, and so he ought to make a good husband. Fallacies and refutations: If we can point out a fallacy in an opposing argument, we can refute that argument while writing an argumentative piece; we can even anticipate several opposing arguments and refute them. The most important thing to bear in mind in deductive argument is the avoidance of weak links. Lastly very argument must try to persuade somebody. An appeal to emotions may be very important in the strategy of presenting an argument.The problem of persuasion is central to the presentation of an argument. Ill Description Description is the kind of discourse concerned with the impression that the world sakes on our senses-indicating the qualities of and actions suggests to the imagination the thing as it comes immediately to an observer. Description can be technical or suggestive. In technical description the tendency is to give generalized information. In suggestive description, though facts are involved, the passage is not organized about an enumeration of them. The passage is organized with a view to evoke feelings with which an object, place etc. s associated. Suggestive description gives more weight to impression or feeling than to information. Suggestive description tells us what impression the world makes on our senses. Good descriptions are the result of sharper discrimination in registering these sense impressions. One should cultivate ones powers of observation. Even when writing about an imaginary object one will have to call on the store of impressions drawn from actual observation. To be successful in writing descriptive passages one must expand ones vocabulary, especially ones knowledge of words that indicate differences in perception.The writer must learn the art of typing his perceptions and his words together. The loud noise must cease to be a loud noise for him, and must become the crash, the bang, he thud, the clatter, the clash, the boom, the bong, the clang, the howl, the wail, the scream etc. Consider the following, The apple is red (simple description) The apple is slick looking (excites the sense of touch) The ice is glassy (Highly suggestive) Suggests slickness, hairiness, transparency, brightness) The clouds were cottony (suggests texture as well as appearance) But a writer should not totally lose himself in long descriptions.Description is subordinate to narrative. It is usually subordinate when it appears mixed with some o ther kind of disclosure. Nevertheless without the resources of description most kinds of imposition would be bare and unconvincing. One of the important lessons that a writer has to learn is the art of rightly balancing his descriptive passages so that they add pep to the discourse. An important principle of description is to evoke one dominant impression of a person, place or anything. Some mood or feeling provoked by the concrete details stir our imagination. We grasp both the object and the mood or atmosphere it evokes.Best example is to be found in the opening lines of hamlet. Within twelve lines Shakespeare without mentioning the word ghost creates an atmosphere or eerie dread and uneasiness Just by presenting the soldiers who guard the castle and making us hear their excited talk. A description should not aim at telling us about the feelings but at creating them within us through vividness and immediacy of presentation. A description is the enactment of a feeling or attitude not a simple naming ritual. Description work by selection. You cannot Just use any word that comes to you. You must choose your words.An inexperienced writer tends to overload his description with adjectives, forgetting the fact that suggestion is often better than enumeration. Study the following passage. The womans face was fat and shapeless, so fat that it looked very soft, flabby, grayish, and unhealthy. The features were blurred because her face was fat. But her as they moved from one face to another while the visitors stated their errand Here the writer has piled up adjectives, trying to specify each of the qualities of the womans face and eyes, and the result is a rather confused impressions.Now study the original passage as written by Faulkner: Her eyes lost in the fatty ridges of her face. Looked like two small pieces of coal pressed into a lump of dough as they moved from one face to another while the suitors stated their errand. Here Faulkner has dispensed with most of the adjectives for the word dough implies soft, flabby, grayish, shapeless, blurred and (when associated with flesh) unhealthy and the word coal implies block and glistening.By using these two concrete words dough and coal (like two small pieces of coal pressed into a lump of dough) Faulkner succeeds in creat ing a highly suggestive piece of description. When a writer does use adjectives, he should be sure that each adjective really adds something essential to the description. Texture and pattern in Description Texture means the observation of details and the relation of such details to a dominant impression of the described and the choice of word in giving the description. Pattern means the structure of the description which is often connected relation to the structure.Simultaneous presentation is impossible in description. We can have only a presentation in sequence. So a writer must provide a pattern into which the reader can fit the details. Now descriptions can be from a fixed point of view or from an impressionistic point of view. Impressionistic descriptions are often loosely constructed. They pick up a detail here and a detail there. This easiness is dangerous. It is easy to be tedious, to accumulate too many details, to lose all sense of structure and of a dominant impression.To be effective in describing an impressionistic point of view we have to be careful that the details are telling, are sharp, In fact it demands greater art to appear artless. It is the point of view that determines the pattern and imposes a unity on a descriptive passage. A writer may compare the rather complicated object he is describing with something simpler and more, easily visualized, and this simpler object is then imagined as providing a kind f frame image into which he can fit the details of the original thing to be described. Cape Cod is the hand and bended arm of Massachusetts: the shoulder is Buzzards Bay; the elbow, or craze bone at Cape Ameliorate; the wrist at Tour; and the sand first at province town-behind which the state stands on her guard, with her back turned to the green Mountains, and her feet planted on the floor of the Ocean, like an athlete protecting her bay boxing with North East Storms, ever. And anon, heaving up her Atlantic adversary from the lap of earth, ready to thrust forward her other fist, which helps guard while upon her breast at Cape Ana. -Thoreau The frame image first and then the details. This can also be reversed.The details, a swarm of them; baffle the reader and then the frame image is introduced which will reduce all the details to order. IV Narration Narration is the kind of discourse concerned with action, with events in time, with life in motion. It tells a story and it is to [distinguished from expository narration which appeals to our understanding. Consider the following: (a) Gorge Barton, a poor boy about twelve years old, was forced to sell the mastiff, which he had reared from a puppy and was much attached to, for two reasons: First having lost his Job, he could no longer buy proper food for a dog of such size.Second, after it had frightened a child in the neighborhood, he afraid that someone en would poison it. This passage involves an action, the fact that the boy sells the dog, but its primary concern is with the cause of the action and with what the action illustrates rather than with the immediate presentation of the action in time. Now consider the following: (b) George Barton owned a mastiff which he had reared from a puppy. He loved it very much. But he lost his Job and could no longer buy proper food for it.Then the dog frightened a little child of the neighborhood, who was eating a piece of bread. George was afraid that someone would poison the dog. So he sold it. Here, as before, the cause of the action is given, but now they are absorbed into the movement of the action itself. When we wrote in (a) that George sold the dog for two reasons, we violated the whole nature f the narrative-the movement in time-because we made the causes of the action, not the action itself, the primary interest.