Thomas Paine American History Essay - 1178 Words

Devora Tzilya El Dr. Abrams American History November 24, 2016 Thomas Paine In the years leading up to the revolutionary war, there was much conflict over the rights and wrongs of the British Empire towards the colonists. There were a few important factors and a few more minor factors that influenced patriots’ decisions to turn against their homeland and beloved monarch back in England. Thomas Paine’s childhood in England left a strong impact on him and influenced his mindset when he turned against the British. The unfairness of political and societal norms made him desire a new society that disregards social classes and allows more people to vote. Again, much of his decision to turn patriot, and his writings convincing most others to turn patriot was caused by life circumstances of being on the bottom rung of society and suffering the injustices of the government towards the common folk. Little Tom was born to Joseph and Frances Cocke Pain on the 29th of January 1737, in the village of Thetford, in Norfolk county, England. Little did they know that in years to come he would change the course of History with his literary works. While most children in Thetford village were apprenticed as young as seven years old, Thomas learned how to read and write first- fostering his intelligence from a young age. His teachers noticed his natural tendencies towards learning and lent him literature. These books ignited a desire to visit the new world, as he later said: â€Å"My inclinationShow MoreRelatedAn Unsung Hero in the Story of Americas Independence1133 Words   |  5 PagesStory of America’s Independence Thomas Paine was a political philosopher, a solider, an abolitionist, and one of the most significant supporters of the American war for independence. Thomas Paine is most notably recognized for his pamphlet, Common Sense, which he wrote during the early stages of the American Revolution as a call to the colonists to join together and support the fight for independence. Unfortunately, besides this pamphlet, Paine is often unknown, forgotten, and not someoneRead MoreThomas Paine, an American Philosopher1267 Words   |  6 PagesAn American born philosopher, Thomas Paine, was a strong adherent for independence and was agnostic in the government. Born on January 29, 1737, Paine lived what we would now call a tough life (http://www.britannica.com). At a young age, Paine had to withdraw from school to help his father with work. He attempted many jobs such as a hunting smuggler and a collector of tobacco and liquor taxes (http://www.britannica.com). Paine failed at those oth er jobs he tried and in 1774, moved to PhiladelphiaRead More Thomas Paine Essay1437 Words   |  6 PagesThomas Paine For many years Thomas Paine was the epitome of American histories greatest drawback. In American history there is always that one detail that doesn’t make it into popular curriculum. Whether it be the point of view from the loosing side of a war, to the secret dalliances of a popular politician, to the truth of a times social opinion- the American student is taught only so much. The most proper, popular material makes it in; along with any major facts too commonly known to ignoreRead MoreEssay on Treason in the Eye of the Beholder1184 Words   |  5 Pagesmost difficult times of its history. The struggle with Britain was becoming harder and those within the colonies were unsure what direction they wanted to take the colonies. Thomas Paine however knew exactly what direction he felt the colonies should go and that was to break away from Britain and become an independent nation from Britain all together. There was a crisis in America with no set rules or regulations to guide those that were living within its borders and Paine realized something had toRead MoreThomas Paine, Father of the American Revolution1250 Words   |  5 PagesThomas Paine: The Father of the American Revolution When we look at the struggle for American Independence, most of us think of the war that the original patriots fought and won against the British. We look at some of the most historical figures in American history such as George Washington along with John Adams and credit them with independence of our nation. What many of us oversee is the man who inspired our weary, undermanned, unmotivated and ill equipped nation; Thomas Paine. Paine was a manRead MoreCommon Sense by Thomas Paine859 Words   |  3 Pages1775-76 by Thomas Paine. This pamphlet inspired the thirteen colonies to declare war and fight for independence against Great Britain. It was straight forward and told Great Britain exactly the advantages of being independent from them. On January 10, 1776 during the American Revolution, the pamphlet was published and became a huge topic in the community. It was the biggest talk of the colonies. In proportion to the population, the book was the biggest circulation across the colo nies in American HistoryRead MorePolitical Contributions Of Thomas Paine1435 Words   |  6 Pagesdecisions of numerous persons in American history. Arguably one of the most influential writers in history, Thomas Paine, a brutally candid writer with firm beliefs, was a well-liked and illustriously influential Patriot writer during the American Revolution. Nonetheless, after the revolution Paine published various books that, due his brutally honest tone and chosen subjects, were controversial, unpopular, and or disregarded and criticized by conventional Americans. Consequently, leading historiansRead MoreAnalysis of Thomas Paine ´s Pamphlet, Common Sense846 Words   |  3 Pagesassassinations have occurred that people today can describe as â€Å"a turning point in history†. However, not all turning points in history have to be wars, assassinations, etc. In fact, perhaps everybody acknowledges that Thomas Paine’s pamphlet Common Sense is a â€Å"turning point in h istory† because it inspired the United States Revolutionary War. Common Sense, a pamphlet, can be credited as to inciting the American Colonies to revolt against Great Britain. However, how could a mere pamphlet concerningRead MoreThe Document Common Sense By Thomas Paine1714 Words   |  7 Pages The document Common Sense by Thomas Paine was written in 1775, and published in 1776. Though, in order to be shared with the public, Thomas Paine had to be inspired first. Some of the more common inspirations were derived from the ideas of John Locke and Thomas Hobbes. The main points of Thomas Paine’s document were to separate from English rule and to form a democratic nation. Some of John Locke’s most common ideas of the human nature were that humans needed independence to thrive, a statementRead MorePrimary Source Analysis Common Sense Essays796 Words   |  4 Pages Primary Source Analysis Thomas Paine Common Sense Context: In result of The Seven Years’ War Britain controlled American trade and territory. In order to pay for the expenses of the war several taxation acts and military presence were implemented such as the Sugar Act, Stamp Act, Currency Act, Quartering Act and the presence of British troops at the colonies. Consequently, Americans who thought these actions violated their political and constitutional liberties opposed these policies with

My Philosophy Of Education Is Based On Many Things

My philosophy of education is based on many things, including my worldview. When compared with some of the readings and thoughts of the authors we covered throughout this course, I believe that there are some similarities and dissimilarities. Every worldview, much like every philosophy of education is different and formed by each individual person. I believe that as a society we must seek to better our education through any means possible, as early as possible and as much as possible. As teachers, it is our duty to give students the tools necessary learn, as well as instill in them the desire to do so. By expanding our knowledge, we are not only gaining a greater understanding of what is around us, we are also becoming more†¦show more content†¦If the learning environment is compromised by a lack of either ethics or professionalism, students will not receive the full amount of information that they deserve. This also applies to non-traditional learning facilities as well as in the classroom setting. No matter what or where the student is learning, they have the right to an unbiased and complete education. In all learning environments, it is my firm belief that the more organized and disciplined you are, the better the outcome. By having an organized and dedicated space to learn in, students and educators can focus on the material in front of them without having to seek it out and waste time. Discipline needs to have a place in this environment, although it should not be the top priority. A lack of discipline can lead to poorly run classrooms, inadequate learning, and a greater risk of not only stunting an individual s potential, but those around them as well. Another benefit of expanding ones education is to also develop their range of diversity. By engaging in a group with a diverse background of cultures, for example, one can learn many new and interesting ways of thought. Having a diverse set of subjects to study also broadens the range and scope of your education, by allowing you to discover more than one topic at a time. Diversity, in general, is a positive attribute on the quest for knowledge so as to expand your boundaries and enhance your skills in new and different ways. My

Famous poem Essay Example For Students

Famous poem Essay Dulce et Decorum est by Wilfred Owen is a famous poem from the first world war. It is devided into three parts of which each has its own role. In this analysis I will cover the three sections separately, mainly focussing on the atmosphere and the feelings amongst the soldiers. Of each part I am going to describe how Owen has used several language aspects to communicate these to the reader. One of the elements described in the first stanza is the fatigue of the suffering soldiers. The young men are compared with old beggars under sacks and coughing (like) hags (ll. 1-2) which shows that they feel physically broken . This simile is one of contrast because the men arriving on the battefield were young and strong. The discrepancy strengthens the image of the dreadful condition of the soldiers. Another aspect of the soldiers state in this first stanza is their seemingly indifference and total mental abcense. The men turned their back on haunting flares (l. 3) as if they dont care what is happening even though its a dangerous situation. They are also said to be à ¯Ã‚ ¿Ã‚ ½blind and deaf (ll. 6-7) which indicates that they dont even registrate what is happening around them. It almost is as if the men are more dead than alive, like zombies. This description of the soldiers creates an eerie image. Because of this imagery the atmosphere is fearsome too. The eerie atmosphere is further enhanced by the diction Owen used. Nearly all the words have a negative connotation. A strong examples is haunting in line three. People relate this word to troubling problems.  The words which do have a positive connotation are combined with others which take the pleasant feeling away. Like in line four where the calming word rest is preceded by distant which shows that its still too far away to have. The situation in the second stanza is in complete contrast with the way it seemed to be in the first one. The second part starts with a sudden explosion of energy. Inmidiately in the first line the words Gas! GAS! (line 9) are being cried out. The exclamation marks and the use of capital letters indicate that the words are being shouted out loudly. Then an ecstasy of fumbling (line 9) follows which implies that there is a lot of movement. This first line is characterizing for the first half of the second part because it is full of action whereas the first part was one of rather static description. Another alteration which occurs in the second stanza is the change from we (eg line 2) to I (line 14). The individual approach strengthens the ability of the poem to bring its message across to the audience because its easier to identify with one person than with a group of people. The identification will cause the reader to feel more engaged and engagement is a part of understanding.  A considerable part of the atmosphere in the second stanza is created by the description of the succumbing of a man in lines eleven to sixteen. Owen has compared it to drowning in the sea as under a green sea, I saw him drowning (ll. 13-14). He used this simile because the poison gas actually made it look like that dim trough the misty panes and thick green light (l. 13). The word à ¯Ã‚ ¿Ã‚ ½dim tells the reader that the soldier cant be seen properly. All together this imagery creates an eerie atmosphere similar to that in the first stanza. The atmosphere in the third part is not just eerie but truly gruesome. This is mainly caused by the diction which create revolting images. For example in line 19 the word writhing is used. Its effect is further strengthenth by the alliteration watch the white eyes writhing. Another line which has a strong effect is number 22 come gargling from the froth-corrupted lungs. In this phrase the combination of the words with the same digusting connocation causes the horrible images. .u808866853908ee51e1dacbbe4fc0aa33 , .u808866853908ee51e1dacbbe4fc0aa33 .postImageUrl , .u808866853908ee51e1dacbbe4fc0aa33 .centered-text-area { min-height: 80px; position: relative; } .u808866853908ee51e1dacbbe4fc0aa33 , .u808866853908ee51e1dacbbe4fc0aa33:hover , .u808866853908ee51e1dacbbe4fc0aa33:visited , .u808866853908ee51e1dacbbe4fc0aa33:active { border:0!important; } .u808866853908ee51e1dacbbe4fc0aa33 .clearfix:after { content: ""; display: table; clear: both; } .u808866853908ee51e1dacbbe4fc0aa33 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u808866853908ee51e1dacbbe4fc0aa33:active , .u808866853908ee51e1dacbbe4fc0aa33:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u808866853908ee51e1dacbbe4fc0aa33 .centered-text-area { width: 100%; position: relative ; } .u808866853908ee51e1dacbbe4fc0aa33 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u808866853908ee51e1dacbbe4fc0aa33 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u808866853908ee51e1dacbbe4fc0aa33 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u808866853908ee51e1dacbbe4fc0aa33:hover .ctaButton { background-color: #34495E!important; } .u808866853908ee51e1dacbbe4fc0aa33 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u808866853908ee51e1dacbbe4fc0aa33 .u808866853908ee51e1dacbbe4fc0aa33-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u808866853908ee51e1dacbbe4fc0aa33:after { content: ""; display: block; clear: both; } READ: Critical Appreciation EssayAfter that part in which Owen has revolted the reader he writes the last four lines directly to a specific person: my friend (line 26). This choice of voice makes this feel personally addressed which contributes to the communication of the message.  All in all Owens poem is very effective because of the way he is able to create certain atmospheres by using the language in such a way that the soldiers feelings and the condition they are in are communicated very effectively to the reader.

International Education, Its Benefits and Issues

Education scholars argue that international education helps in creating awareness of other people’s cultures, world regions, and further makes students familiar with global and international issues. It also helps in fostering the spirit of multiculturalism as a key driver of globalization enabling students to communicate in foreign languages amongst other benefits.Advertising We will write a custom essay sample on International Education, Its Benefits and Issues specifically for you for only $16.05 $11/page Learn More However, the extent of international education to achieve these goals precisely is dependent on the existence of homogeneity of its approaches deployed by global education institutions. To determine whether this homogeneity exists, it is rather pertinent that a comparison methodology exists for all international education institutions to adopt. However, this paper argues that various problems exist in making international comparisons . The first problem in making international comparison stems from the existence of differences in the definition of the term itself. The term international education attracts valid and often highly debated definitions. Some scholars have considered the meaning of the term from two general perspectives, which are dependent on levels of student’s involvements. One perspective lies on the perception that international education prepares students from differing nations to take an active part as participants in social, economic and political matters of an interconnected world (Cambridge Thompson 2004, p.162). To achieve this, it is necessary that students learn foreign languages. Spellings (2007) supports this argument and further argues that learning foreign languages would enable the U.S people to communicate effectively the American ideas and also values while in return America would come to a better understanding of various global issues (Spellings 2007, p.5). Realization of this dream is apparently impossible due to the existence of varying emphasis on specific areas in international education. Making comparison is then also a problem. As a way of example, Spellings (2007) argues that, in China, Thailand, and the European Union, it is compulsory for the student to study foreign languages.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Compared to America, only 44 percent of high school students studied a foreign language in 2002 with less than 1% studying Korean, Urdu, Japanese and Russian combined (Spellings 2007, p.6). The second approach in defining international education is looking at it as an education that helps in transcending various national borders through promotion of exchanges of various people of different nationalities. In this context, international education entails students travelling to do their studies in various higher learning institutions branche s established in foreign nations as a part of exchange programs (Cambridge Thompson 2004, p.167). This is the position also held by Ignacio and Morentin (2003) who argue that international education is education for international understanding and helps in fostering democracy, peace and human rights among the global society (pp.5 -8). However, Cambridge and Thompson (2004) contest this view. They argue that â€Å"the majority of international schools operate in a variety of local contexts and usually students do not travel terribly far to attend an international school because they reside with their parents, who are expatriates working in a country that is not their home, and attend an international school in their locality or a nearby city† (p.166). In this context, the decision to attend an international school is not by virtue of the need to foster international understanding but because of circumstance. In making comparison of international education, data relating to va rious educational systems coupled with their interrelationships in different nations is necessary. Such data include data on the conditions in which various education systems function in respect to demographics coupled with social-economic traits of the population including public support, special groups of student and financial resources (Schleicher 1999, p.216).Advertising We will write a custom essay sample on International Education, Its Benefits and Issues specifically for you for only $16.05 $11/page Learn More Though this data may be available in different nations, variation in structure and governance in international education systems makes educational comparisons a nightmare. This implies that despite such data being widely accurate and sufficient to meet the demand of national requesters, the data may cease being of any significance in relation to international education comparisons due to the existence of differences emanating from differing classifications and definitions. Apparently, education systems may not be possible to hold constant to facilitate validity of various comparisons especially in situations where education frameworks systems and various policy priorities keeps on changing with time. Arguably, one can achieve precise comparisons through narrowing down objects of international education comparison to a given common denominator, for instance age. However, Spellings (2007) informs that â€Å"while about 34 percent of white adults had obtained a bachelor’s degrees by age 29†¦the same was true for just 18 percent of African American and 10 percent of Hispanic adults in the age cohort† (pp.4-5). This shows that differences in term of object under comparison exist and hence uplifting the difficulties of making valid comparisons. Different perspectives of viewing functions of education introduce challenges in making comparisons of international education. As a way of example, some nations s ee education as serving public interests. Others see education as a â€Å"commodity† subject to action of various theories of improvement such as accountability theories, and new public management approaches (NPM). Indeed, Schellenberg (2004) reckons that â€Å"the privatization of education today introduces industry to the provision of education in a new way and changes the notion of education as a public institution to education as a marketable product† (p.80). Lack of harmonized view of function of education makes its international comparisons difficult. This holds true based on the sense that, upon its commoditization, it is a product bought by those who can afford it (OECD 2005). Seeking positions in the international schools consequently ceases from being a way of ensuring harmonization of valid people’s cultures to an opulence living style.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Arguably consistent with Schellenberg (2004), â€Å"as the state’s role in providing education changes, its citizens lose the opportunities in the educational systems to develop all the capacities required for full citizen participation (p. 94)†. On the other hand, where people perceive education as serving public interests, promoting international understanding being one of them, seeking international education evidently serves as a means of breaking down national borders, and exposing students to job opportunities internationally. Different emphasis of certain areas of education also poses problems to making comparisons of international education. Spellings (2007) contend that while the U.S higher education focuses more on creativity and a critical thinking, other nations such as Japan emphasize more on mathematics and technical subjects often making them more competitive both economically and educationally (p.4). Ideally, this implies that attempting to make interna tional comparisons of these two national educations, a common object for analysis is not evident. Consequently, in an endeavor to make students competitive internationally, the U.S needs to focus more on the areas where other nations are emphasizing. From this argument, it is perhaps evident that the focus of international education is valid. While some nations have economic gain associated with it, others seek fostering harmonization of people beliefs and values across the globe and hence common platforms for comparison fail to exist. In my own opinion, and in the light of the above problems in making comparisons of international education, I do not believe that it is possible to make international comparisons. From one dimension, it is apparent that differing nations have different emphasis of their education systems. Where students study in foreign nations emphasizing on technical subjects like math and engineering like in Japan (Spellings 2007, p.4), it is likely that they would follow the same emphasis in selecting their area of specialization as opposed to the emphasis subjects in their native nations. Consequently, making comparison of international education in the two nations is problematic by the fact there lacks common objects of comparison. Additionally, differing demographic characteristics of varying groups under comparison in different nation also makes the whole idea of comparing international problematic. For instance, in cases of differences of average ages at which people acquire bachelor degrees introduces problems in making comparison since people of different ages are anticipated to have differing cognitive abilities. Conclusively, a shift on the way people and state see the functions of education, nonexistent of differing common objects for comparison, and differing areas of educational emphasis make comparisons of international education impossible. Additionally, as argued by Schellenberg (2004), â€Å"as the state’s role in pro viding education changes, its citizens lose the opportunities in the educational systems to develop all the capacities required for full citizen participation† (p. 94). Appreciation of one’s citizenship in the international schools indeed goes far in forming the basis of examination of differences between ones national affiliations and affiliations of other people belonging to different nations in an endeavor to foster international understanding. References Cambridge, J Thompson, J 2004, ‘Internationalism and Globalization as Contexts for International Education’, Journal of Comparative and International Education, vol. 34 no.2, pp.161-175. Ignacio, J Morentin, D 2003, What is International Education? UNESCO Answers, UNESCO Centre, San Sebastian. OECD. 2005, ‘Education Trends in Perspective Analysis of the World Education Indicators 2005 Edition: Trend in Education Participation and Outputs’, Source OECD Education, vol. 1 no.8, pp. 7-51. Sch ellenberg, M 2004, ‘Globalization and Citizenship Education: Implications for the Nation State’, Canadian and International Education, vol. 33 no. 1, pp. 75-98. Schleicher, A 1999, Comparability Issues in International Education Comparisons. OECD, Paris. Spellings, M 2007, ‘Fostering Global Understanding through International Education’ International Educator, vol.16 no. 2, pp. 4-6. 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