...Paine touches on the need to gain independence from England for many reasons. He mentions they need to be independent for future generations benefit, to get away from a tyrant king, and to escape from being treated like a slave. He explains the importance of creating a happy environment for future generations through getting freedom from England. Paine explains that the people need embrace the fighting so there future kids don’t need to. Paine then continues to explain how the king is a thief to his own people; in the sense he requests unfair taxes. The characteristics of being thief to this own people, exemplifies a tyrant ruler perfectly. With all the decisions the king makes for the people and all the request he asks of the people they are treated like slaves. They are not given the free will all people deserve. This illustration represents Paine’s argument of why they should separate them selves from the England. The three men display the need for, independence...
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...Thomas Paine was born in Thetford, Norfolk on January 29th, 1737. He was born to Quaker parents. His father, Joseph Paine was a stay-maker and his mother was the daughter of an attorney. After leaving his hometown Thomas eventually switched his career from being a stay-maker like his father to that of a customs official. In 1768, he was assigned to Sussex where he lived for the next six years. Throughout his traveling years from place to another, Paine made sure he educated himself. He bought books and scientific equipment from his scanty earnings and attended lectures. In 1770’s he found his first case and he indulged himself in this cause with a passion. Excise officers throughout Britain were appealing for better salaries and so Paine joined...
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...Reed Interpretive Writings on Quotes from Thomas Paine 9:00 /10.00 Time Makes Converse than Reason Thomas Paine, one of our Founding Fathers by virtue of having written "Common Sense," lost many friends and made many enemies with "The Age of Reason. “Paine called himself a Deist, by which he meant that he believed in one God, the Creator of the universe, and in no other, including Son and Holy Ghost. Paine believed that, in order to know God, a person needed to study creation. Creation was the only true word of God, the Bible and all other sacred texts being the work of men, and not at all the word of God. In fact, Paine thought that the Bible, being false, was an impediment to knowing God. The second part of "The Age of Reason" is a book-by-book dismantling of the Bible by its own internal logic. While his own logic is not always perfectly rigorous, he definitely makes an excellent case against the Bible being the word of God. Paine's point of view is that of many in the scientific eighteenth century. By our standards, he was still a little too anthropocentric, in that he thought that creation was meant as a teaching tool for Man's rational mind. He virtually instigated the American Revolution and the break from the shackles of religious slavery. Ben Franklin, Thomas Jefferson, Thomas Paine, and many others were Deists who believed the human mind needn't suffer from the dogma of the day nor unscientific, supernatural beliefs. Paine breaks down the Bible bit by bit to allow...
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...Thomas Jefferson was who authored extraordinary words and it was there words that changed a nation. Jefferson’s ability to write made him prominent author of write the Declaration of Independence, (among other significant works). Jefferson’s writings reflected on the rights of mankind and what rights a government must offer its people. His use of words to fight for Human rights makes him one of the greatest American Hero’s. Thomas Jefferson’s writings on basic human rights caused a radical shift in American Colonist thoughts and these stunning ideas would influence the Americans to break away from Great Britain. “As a boy, Thomas Jefferson’s was shy and often tongue-tied…Preferred the company of books to that of most people.” (Wilmore, 1) These were words to describe the young Jefferson; his childhood would prove to be a key in shaping the man, who through his words would change a nation. Jefferson was born on April 13th 1743, in Shadwell Virginia. During his childhood he would spend 15 hours each day reading and writing, this would prove to make his writing skills at a high level (1). As he grew into an adult he would study law in his home of Virginia at the William and Mary College at Williamsburg (Bottorff, 15). During this time he would become a member of the Whig party and would advocate for the rights and liberties of mankind (Peterson, 1). It was in his childhood and as turned into an adult which he learned how to write and how to express his political views through words...
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...Advanced Placement English Language and Composition Advanced Placement English III First Six Weeks – Introductory Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern...
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...Luther. 3) Locke's Second Treatise on Civil Government sets out a theory of A) the divine rights of kings. B) aristocracy. C) democracy. D) republicanism. E) natural rights. 4) Indirect democracy is based on A) consensus. B) unanimity. C) the system of government used in ancient Greece. D) representation. E) "mob rule." 5) Republics are A) representative democracies. B) direct democracies. C) a hallmark of unitary governments. D) frequently found in totalitarian regimes. E) another name for states. 6) Who was the major author of the Declaration of Independence? A) George Washington B) James Madison C) Thomas Jefferson D) Benjamin Franklin E) Alexander Hamilton 7) According to ____, life without government would be “solitary, poor, nasty, brutish, and short.” A) John Locke B) St. Thomas Aquinas C) Jean-Jacques Rousseau D) Thomas Hobbes E) Aristotle 8) The idea of popular sovereignty can first be found in the A) Mayflower Compact. B) Declaration of...
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...Ageism in America: The Elderly Tommy Brooks SOCW 230 Social Welfare History October 5, 2012 Ageism in America: The Elderly In this paper I will look at the concept of old age. I will take a brief look back through history at how society viewed the elderly. Starting in the 1500’s in England, here I will look at the life expectances and the way it fluctuated. I will take a brief look at the life expectancy of women in France in the 1700’s. This will show how age accounted for a significant minority of the populations across the world. The elderly have been categorized throughout history. By the early modern periods the concept of old age was accompanied by a long list of expectations. These included: experience, social, and cultural signals, within which consisted socially constructed markers: gender, social class, and individual life experiences. Other signs were physical: hunched back, lameness, deafness, toothlessness, balding or graying hair, and just plan grumpy and frail. I will give a brief look at how the elderly were perceived at times negative and even vicious. Back to where the elderly women were viewed as wise and nurturing elderly mothers. Here we will see where the age of sixty was widely associated with the onset of old age. Then we will move into the time of the first settlers in America. It’s true at this time as it was in Europe, the elderly men and women constituted a miniscule proportion of the white population. Then I will begin a journey into...
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...A summary of the bestselling book by Stephen R. Covey. From The Seven Habits of Highly Effective People by Stephen R. Covey. Published by Simon & Schuster. INTRODUCTION Our character, basically, is a composite of our habits. Because they are consistent, often unconscious patterns, habits constantly express our character and produce our effectiveness or our in effectiveness. In the words of Aristotle, “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” I identify here seven habits shared by all truly effective people. Fortunately, for those of us not born effective (no one is), these habits can be learned. Furthermore, the collective experience of the ages shows us that acquiring them will give you the character to succeed. Some years ago, I decided to read all the success literature published in the United States since its beginning in 1776 - hundreds of books, articles, and essays on self-improvement and popular psychology. I noticed a startling thing: Almost all the writings that helped build our country in its first 150 years or so identified character as the foundation of success. The literature of what we might call “The Character Ethic” helped Americans cultivate integrity, humility, fidelity, temperance, courage, justice, patience, industry, and the Golden Rule. Benjamin Franklin’s autobiography is a prime example. Compared with the early success literature, the writings of the last 50 years seem superficial to me - filled...
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...A summary of the bestselling book by Stephen R. Covey. From The Seven Habits of Highly Effective People by Stephen R. Covey. Published by Simon & Schuster. INTRODUCTION Our character, basically, is a composite of our habits. Because they are consistent, often unconscious patterns, habits constantly express our character and produce our effectiveness or our in effectiveness. In the words of Aristotle, “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” I identify here seven habits shared by all truly effective people. Fortunately, for those of us not born effective (no one is), these habits can be learned. Furthermore, the collective experience of the ages shows us that acquiring them will give you the character to succeed. Some years ago, I decided to read all the success literature published in the United States since its beginning in 1776 - hundreds of books, articles, and essays on self-improvement and popular psychology. I noticed a startling thing: Almost all the writings that helped build our country in its first 150 years or so identified character as the foundation of success. The literature of what we might call “The Character Ethic” helped Americans cultivate integrity, humility, fidelity, temperance, courage, justice, patience, industry, and the Golden Rule. Benjamin Franklin’s autobiography is a prime example. Compared with the early success literature, the writings of the last 50 years seem superficial to me - filled with social image...
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...4 March: City of God – Utopian Reader – include a little bit on it – 22 volumes in all. Christianity – Augustine – classicly trained greek scholar. City in north Africa. Story like apostle Paul – orginially a person who persecuted Christians – north African wealth family from – found enlightenment in Christianity. Once he joined became one of the early scholars trained in greek – regulized Christian theology. Influence on western world – top four or five who influenced. Confessions and City of God his writings…look up! What’s the purpose of improving human society – complex – why do it? Can human society be made better? Why bother, what is the point, justification? Takes effort, misery involved, change, unknowns, takes energy, takes risks. HAPPINESS – justification for improving society. What do you have to have to be happy? What is happiness – PHI 101 – happiness according to whom? Lack of misery; literally the elimination of misery. Secondly, food – gives pleasure – Happiness is lack of human misery and maximizing /pleasure and happiness. Bliss 24/7 – hedonism Epicureanism – eliminating misery and maximizing happiness. The justification of utopianism = why did plato want the republic? Justisifcation for improving human society among the Greeks? Poor always poor, always unhappy, death claims everyone - it is rational to maximize pleasure and eliminate misery. Do eternally accouding to plato. Opinions – 1. Relativism is a retreat in the 20th century. Can’t...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...end by discussing both how we can meet such challenges and what stands in the way. Keywords: Population growth, Agriculture, Domestication, Genetic modification, Technology Background Today we have enough food to meet the world’s needs. Indeed, we have an extraordinary global food system that brings food from all over the planet to consumers who can afford to buy it. The food price spike of 2008 and the resurgence of high food prices in recent years have had little impact on the affluent citizens of the developed world who spend a small fraction of their income on food. By contrast, food prices have a profound impact on the world’s poorest people. Many of them spend half or more of their income on food. During the food price crisis of 2008, there were food riots in more than 30 countries. Unrest in the Middle East and North Africa tracks with the price of food, as is dramatically illustrated in Fig. 1. Spiraling food prices drive the world’s poorest into chronic hunger even in a world of relative plenty. Does this mean we need worry only about poverty, not about the global food supply, as suggested in a recent editorial by the influential New York Times food...
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...Misery Loves Companies: Whither Social Initiatives by Business? Joshua D. Margolis Harvard University jmargolis@hbs.edu 617-495-6444 James P. Walsh University of Michigan jpwalsh@umich.edu 734-936-2768 December 16, 2002 We want to thank Christine Oliver, our three anonymous reviewers, Paul Adler, Howard Aldrich, Alan Andreasen, Jim Austin, Charles Behling, Mary Gentile, Tom Gladwin, Morten Hansen, Stu Hart, Nien-he Hsieh, Linda Lim, Nitin Nohria, Lynn Paine, Gail Pesyna, Rob Phillips, Lance Sandelands, Debora Spar, Joe White, Richard Wolfe and the students in Jim Walsh’s “The Corporation in Society” Ph.D. seminar for their constructive comments on earlier versions of this paper. We also want to thank Marguerite Booker, John Galvin and Nichole Pelak for their helpful research assistance. The Harvard Business School, the University of Michigan Business School, and the Aspen Institute’s Initiative for Social Innovation through Business provided invaluable support for this project. Misery Loves Companies: Whither Social Initiatives by Business? Abstract Companies are increasingly being asked to provide innovative solutions to deep-seated problems of human misery. Organization and management scholarship can play an important role in understanding and guiding possible corporate responses. Theory and research to date have sought to reconcile possible corporate responses with economic premises about the purpose of the firm. Our goals in this paper are to reorient the...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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