Analysis Of Common Sense By Thomas Paine - 1026 Words

Document 4 Pain’s ideas about the origins of community were based on natural human rights, and tasks. Which was before, when there was no existing monarchy, putting all people at an equal position in society, with an amount of little to no violence. Since in paragraph three Paine mentions how during the times of when there was no monarchy, there was no war. He includes that the pride of kings â€Å"...throws mankind into confusion†¦Ã¢â‚¬  (Common Sense by Thomas Paine). Which is true, because of the title and placement of being King does develop quite a large ego, that affects their judgement and, actions, spreading confusion in the country conflicting their logic. As for the origin of government is based on the regions resources, and what situation†¦show more content†¦Since this was written during the american revolution, Paine does mention in the third paragraph that he is only stating his side of the argument using facts and, common sense. Along with that women would have more job opportunities in independent America. Especially in that if Britain were to declare war upon another country, then America’s trade would become limited to possible trading partners. Therefore, ridiculously taxing America to pay Britains debt. Which is shown in paragraphs nine, fifteen, and sixteen. Document 11 Abigail Adams’ views on the struggle for independence differed from those of most colonial leaders by including the rights of women to be equal to man specifically into the whole struggle as well for independence as well. Due to her belief of the fact that men can be more â€Å"tyrannical† than women. Which is focused on in Abigail’s first letter to John in the second paragraph. Although she still states her appreciation and want for the independence of America in general. John Adams responded to his wife in that it was ridiculous in how she was more focused and passionate towards the independence for women instead of rejoicing in the near signing of the Declarations of Independence. Including the other revolutions that the american revolution had sparked.Show MoreRelatedAnalysis Of Common Sense By Thomas Paine826 Words   |  4 PagesCommon Sense by Thomas Paine Analysis Initial Reaction The first sentence of the introduction, â€Å"a long habit of not thinking a thing wrong, gives it a superficial appearance of being right,† (Paine, 1776) is instantly captivating to me by the Paine’s acknowledgement that by not standing up to wrong and injustices when you see or experience it is the same as giving the injustice your seal of approval for the wrongs being done. The very fact that Pain is admittingly not fan of government but goes onRead MoreThomas Paine Common Sense Analysis1052 Words   |  5 Pagesâ€Å"The Declaration of Independence† and Thomas Paine’s â€Å"Common Sense.† Basically, the two documents echo principles stated in John Locke’s â€Å"Second Treatise of Government,† and share a style of expressing their feelings on national issues; the authors examine and give reasons for colonial problems with the government and offer a solution. The tone and audience might vary, but the overall message is similar in its principles, showing the impact Locke and Paine had on such a vital document in our historyRead MoreThomas Paine Common Sense Analysis1119 Words   |  5 Pagesto find moral and political reasons to justify revolution. In the pamphlet, Common Sense, Frenchman Thomas Paine brought forth such reason using rhetorical elements such as figurative language, rhetorical questions, and assertions in order to boost the morale of the colonists and support the Americans in their revolution against Britain. Proving that the liberties of the common people are something worth fighting for, Paine uses relatable figurative language in order to provide a more personal connectionRead MoreThomas Paine Common Sense Analysis772 Words   |  4 PagesPaine’s Common Sense â€Å"My country is the world, and my religion is to do good† (Thomas Paine common sense). Thomas Paine was an English-American political activist and philosopher who changed the world through his words and writing. In Common Sense, distributed in January 1776, the pamphlets sold in the thousands and was extremely persuasive. It transformed a neighborhood uprising into a War of Independence and Thomas Paine was given the title Father of the American Revolution. He challenged greatRead MoreAnalysis Of Common Sense By Thomas Paine1699 Words   |  7 PagesIn his 1776 pamphlet, Common Sense, Thomas Paine wrote, â€Å"Not one third of the inhabitants, even of this province, are of English descent. Wherefore I reprobate the phrase of parent or mother country applied to England only, as being false, selfish, narrow and ungenerous† (Paine, 23-24). After decades of civil and religious persecution in Europe, Puritans among others fled to New England in search of a land where th ey could live without fear. This influx of individuals that arrived in the coloniesRead MoreAnalysis Of The Book Common Sense By Thomas Paine1474 Words   |  6 PagesThroughout history, books have shaped the world. Some books, such as the Bible, have influenced Christians. The book Common Sense by Thomas Paine encouraged Americans to join the fight against the British. Other books do more than simply encourage; they set forth a new philosophy. The Wealth of Nations by Adam Smith claims to promote a philosophy which one day would provide the foundation for modern economics. One author wrote two books that would forever change the course of history. These booksRead MoreAnalysis of Thomas Paine ´s Pamphlet, Common Sense846 Words   |  3 PagesCommon Sense Throughout time, events such as wars and assassinations 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 history† because it inspired the United States Revolutionary War. Common Sense, a pamphlet, can be credited as to inciting the American Colonies to revolt against GreatRead 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 withRead MoreCommon Sense Essay663 Words   |  3 PagesCommon Sense The persuasion towards independence represented through the pamphlet Common Sense, is largely effective. The work portrays the unjust treatment received by the colonies from the mother country, England. Thomas Paine begins with the creation of government, as lived by the colonist, and progresses to the wrongful acts administered by Parliament and the King of England. Finally, Thomas Paine gives confidence to the unity of the colonies, and details a forceful removal of EnglishRead MorePolitical Philosophy and Paine Essay example1568 Words   |  7 PagesJesus Chaveste HIST 1301 Dr. Olivares September 7, 2013 Thomas Paine Questions 1. Why do you think Thomas Paine writes Common Sense anonymously? How does he think his work will be remembered? Thomas Paine wrote Common Sense anonymously because the ideas he used in writing the book were contradicting the government at that time. If the government knew that he wrote it then they will take action against him to punish him. He probably thought that his work would remain as something memorable

Kill A Mockingbird By Harper Lee - 1752 Words

â€Å"You never really understand a person until you consider things from his point of view†Ã¢â‚¬ ¦ (Atticus finch, Lee 34). The novel To kill A Mockingbird by Harper Lee is a masterpiece that takes readers to explore how human behave. The feelings, conflicts, meanings, reasons, love, cruelty, kindness and humor within the book is what makes the book a necessity to the reader. Harper Lee showed throughout her book how a damage and cruel society looks like. Lee’s view of the word â€Å"morality† is what gives the characters the power to contrast their own beliefs. The story of a childhood in a â€Å"normal† southern town and the catastrophe of not knowing what conscience means make the book an unforgettable novel, which readers will feel attach to it. Harper Lee showed the importance of family and unity, the importance of love and understanding, and the importance of morality and principles throughout ONE unforgettable character, Atticus Finch. Atticus Finc h is the human statue of â€Å"honor and morality†. By protecting and defending a Negro who was arrest for a crime, which he never committed and being the non-typical father in the south, Atticus Finch showed a different perspective of living to his neighbors and his children. Atticus Finch became a hero not only for his children and neighbors, but also for the millions of people who have read To kill A Mockingbird. Atticus Finch is the father of Jean Louise â€Å" Scout† finch the narrator of the story and her brother, Jeremy Atticus â€Å"Jem† Finch.Show MoreRelatedKill A Mockingbird By Harper Lee1049 Words   |  5 PagesTo Kill a Mockingbird: How a Story could be based on True Events in Everyday LifeDaisy GaskinsCoastal Pines Technical Collegeâ€Æ'Harper Lee was born in Monroeville, Alabama. Her father was a former newspaper editor and proprietor, who had served as a state senator and practiced as a lawyer in Monroeville. Also Finch was known as the maiden name of Lee’s mother. With that being said Harper Lee became a writer like her father, but she became a American writer, famous for her race relations novel â€Å"ToRead MoreTo Kill a Mockingbird by Harper Lee1000 Words   |  4 Pagesworld-wide recognition to the many faces of prejudice is an accomplishment of its own. Author Harper Lee has had the honor to accomplish just that through her novel, To Kill a Mocki ngbird, a moving and inspirational story about a young girl learning the difference between the good and the bad of the world. In the small town of Monroeville, Alabama, Nelle Harper Lee was born on April 28, 1926. Growing up, Harper Lee had three siblings: two sisters and an older brother. She and her siblings grew up modestlyRead MoreKill A Mockingbird By Harper Lee1290 Words   |  6 PagesHarper Lee published To Kill a Mockingbird during a rough period in American history, also known as the Civil Rights Movement. This plot dives into the social issues faced by African-Americans in the south, like Tom Robinson. Lee felt that the unfair treatment towards blacks were persistent, not coming to an end any time in the foreseeable future. This dark movement drove her to publish this novel hopeful that it would encourage the society to realize that the harsh racism must stop. Lee effectivelyRead MoreHarper Lee and to Kill a Mockingbird931 Words   |  4 PagesHarper Lee and her Works Harper Lee knew first hand about the life in the south in the 1930s. She was born in Monroeville, Alabama in 1926 (Castleman 2). Harper Lee was described by one of her friends as Queen of the Tomboys (Castleman 3). Scout Finch, the main character of Lees Novel, To Kill a Mockinbird, was also a tomboy. Many aspects of To Kill a Mockingbird are autobiographical (Castleman 3). Harper Lees parents were Amasa Coleman Lee and Frances Finch Lee. She was the youngestRead MoreKill A Mockingbird By Harper Lee873 Words   |  4 PagesIn the book, To Kill a Mockingbird, Harper Lee illustrates that â€Å"it’s a sin to kill a mockingbird† throughout the novel by writing innocent characters that have been harmed by evil. Tom Robinson’s persecution is a symbol for the death of a mockingbird. The hunters shooting the bird would in this case be the Maycomb County folk. Lee sets the time in the story in the early 1950s, when the Great Depression was going on and there was pov erty everywhere. The mindset of people back then was that blackRead MoreKill A Mockingbird By Harper Lee963 Words   |  4 Pagesgrowing up, when older characters give advice to children or siblings.Growing up is used frequently in the novel To Kill a Mockingbird by Harper Lee. Harper Lee uses the theme growing up in To Kill a Mockingbird to change characters opinion, develop characters through their world, and utilizes prejudice to reveal growing up. One major cause growing up is used in To Kill a Mockingbird is to represent a change of opinion. One part growing up was shown in is through the trial in part two of the novelRead MoreKill A Mockingbird By Harper Lee1052 Words   |  5 PagesTo Kill a Mockingbird by Harper Lee takes place in Maycomb County, Alabama in the late 30s early 40s , after the great depression when poverty and unemployment were widespread throughout the United States. Why is the preconception of racism, discrimination, and antagonism so highly related to some of the characters in this book? People often have a preconceived idea or are biased about one’s decision to live, dress, or talk. Throughout To Kill a Mockingbird, Harper Lee examines the preconceptionRead MoreKill A Mockingbird By Harper Lee1695 Words   |  7 PagesIn To Kill a Mockingbird Harper Lee presents as a ‘tired old town’ where the inhabitants have ‘nowhere to go’ it is set in the 1930s when prejudices and racism were at a peak. Lee uses Maycomb town to highlight prejudices, racism, poverty and social inequality. In chapter 2 Lee presents the town of Maycomb to be poverty stricken, emphasised through the characterisation of Walter Cunningham. When it is discovered he has no lunch on the first day of school, Scout tries to explain the situation to MissRead MoreKill A Mockingbird, By Harper Lee1197 Words   |  5 Pagessuch as crops, houses, and land, and money was awfully limited. These conflicts construct Harper Lee’s novel, To Kill a Mocking Bird. In To Kill a Mocking Bird, Lee establishes the concurrence of good and evil, meaning whether people are naturally good or naturally evil. Lee uses symbolism, characterization, and plot to portray the instinctive of good and evil. To Kill a Mocking Bird, a novel by Harper Lee takes place during the 1930s in the Southern United States. The protagonist, Scout Finch,Read MoreKill A Mockingbird By Harper Lee1656 Words   |  7 Pagesâ€Å"Mockingbirds don’t do any harm but make music for us †¦ that’s why it’s a sin to kill a mockingbird†, is a famous quote from the book To Kill a Mockingbird by Harper Lee. Atticus, the father of the main character Scout, says this to her and her brother Jem when they receive rifles for Christmas. This book is considered a classic due to the allegory between the book title and the trial that occurs about halfway through the book. In the beginning of To Kill a Mockingbird, Scout is six. She is an innocent

Cohabitation and Marriage Free Essays

In the past 40 years there has been a dramatic change in the amounts of marriage and cohabitation, for example 60% of first time marriages end in divorce, which means the amount of second marriages have increased because everyone always wants someone to hold onto in life and you can never be too old to find that someone. Firstly, when a male and female are married, there is important factors to consider. Traditionally it was important for the male to be the ‘Breadwinner’ in the family and bring in the income, and for the female to be a housewife and tend to the children’s needs as well as the household, cooking every meal and cleaning the house. We will write a custom essay sample on Cohabitation and Marriage or any similar topic only for you Order Now It was important for the family to have a function in society. But now tradition has been pushed aside and now women have careers, Sue Sharpe discovered this change in women’s views on life when she first visited a school in 1976 to see that the girls at the school only had visioned of being a housewife in the future, she then returned to the same school in 1994 to observe that all the girls had dreamed of having careers, this shows that women now having more of a role in society could prove a struggle for men not being the leader anymore. Also in a marriage men and women moreover look for not just love, but friendship. If friendship is not found or one partner doesn’t open up to their lover, then a marriage can start to crumble. Plus divorce is also frowned upon by functionalists. Furthermore in the past 40 years there has been an increase in cohabitation (living together but not being married). There can be many reasons for this, from economical and not being able to afford a wedding seen as the average church wedding costs ? 15,000 or not being ready. One of the most popular reasons is that couples want to in a sense ‘try out’ living with somebody before they spend massive amounts of money and vow to spend the rest of their lives with someone who they might not even like, this gives them a chance to back out of proceedings and find their soul mate. Moreover another reason that cohabitation is increasing is because of stability. Cohabitation is very rare cases lasts longer than ten years, therefore first marriages are more stable and cohabitation is generally safer for younger couples as they don’t have to rush into the rest of their lives. Feminist’s note that women’s expectations of marriage have radically changed, compared with previous generations. In the 1990s, most divorce petitions were put forward by women. This may support Thornes and Collard’s (1979) view that women expect far more from marriage than men and, in particular, that they value friendship and emotional gratification more than then do. If husbands fail to love up to these expectations, women may feel the need to look elsewhere. This would also support the fact that, on average, the number of divorce proceedings started by women is about 70%. In the past 40 years also, the standard of living has increased greatly, which means people are living longer, this includes; Scientific and medical advances, the welfare state, safer and healthier working conditions, higher accommodation standards, improved education and health awareness, better food and food technology e. g. microwaves and toasters, better hygiene and sanitation and improved medical care. All these factors are huge reasons why people have started living longer, and with people living longer there is more of a chance of marriage in their long lived lifes and more than just one. . On the other hand there has been a decrease in family size, this is because of; More child-centeredness, increasing geographical mobility, improved and ease of access contraception, declining death and infant mortality rate, the welfare state, the changing role of women, compulsory education of children and the change of norms and values. These are all elements in which influence the decline in average family size. Lastly, there has been an increase in marriage because of growing secularization, the changes on the views of religion meant that people from different countries have integrated from their foreign countries and settled in Britain, where they have found love, and for them it is more traditional for them to marry before living together. The basic development of cohabitation is that it is on the increase and has been for the last decade. The proportion of non-married people cohabiting has risen sharply in the last 20 years from 11% of men and 13% of women in 1986 to 24% and 25% respectively. In 2007, the Office for National Statistics (ONS) suggested that cohabiting couples are the fastest growing family type in the UK. In fact, around 2. 2 million families are cohabiting couples with or without children. This family type has grown by 65% since 1997, and really, the numbers are likely to be higher than this because the ONS data did not include same-sex couples living together. In addition, the ONS data suggested that a third of teenagers in 2007 were destined to cohabit rather than marry compared with one in ten of their grandparents. As we gathered that the general trend is on the increase, it’s good to know the reasons why. One of the first reasons, which I mentioned earlier on, is that people like to cohabit to â€Å"test the water. † During this period, they will assess whether they (the couple) are compatible with each other and whether they will be able to live with each other before making any sort of commitments. After all, cohabitation on average lasts for 5 years, which then 60% of cohabitees will then marry. Another reason for the said trend is that there are a significant number of people who live together whilst waiting for a divorce. For example, in 2005, 23% of cohabiting men were separated from a previous partner whilst 36% were divorced. So although a person may be married, they may have separated and moved into another house to live with a person they have met. They will then be counted as a cohabitee. How to cite Cohabitation and Marriage, Papers

David Copperfield’s Relationships with Heep Essay Example For Students

David Copperfield’s Relationships with Heep Essay and SteerforthTo completely understand and interpret David Copperfields relationships with Uriah Heep and James Steerforth in the novel, David Copperfield, it is essential to look to his childhood. David Copperfields childhood was filled with intense mixtures of pain and agony and love and care. He was born to only a very loving mother, his father having passed away before his birth. Davids relationship with his dear mother and maid, Peggoty, build his foundation of life on love and happiness. Unfortunately his wonderful childhood is interrupted by the introduction of a new character to his life. David has a new and dreadful father, Mr. Murdstone. Soon after their introduction into Davids life, the Murdstones take over Mrs. Copperfield both physiologically and physically. David is sent away, at a very young age to harsh living environments smashing his childhood to pieces. His childhood memories altered every relationship he had from then forth. As David approached the Wickfields residence for the first time he noticed the strange figure of Uriah Heep first peering through the window and then observed his character first hand soon after. Uriah was depicted as a serpent-like man, with uncanny features to his person. David at first became attracted to Uriah, intrigued by his mysteriousness. Soon David could see through Uriahs umble scheme of making others feel pity for him, and then stabbing them in the back. David became disgusted with Uriahs character and nearly found him unbearable. David waited for every moment to justly criticize Uriah. In one scene in a time of great pressure, Uriah opened himself to the Wickfields and David telling them of his secret love for Agnes and his intention to marry her. With this David became enraged and furious at the thought of Uriah repulsive fingers touching Agnes, his sister-like friend and following other comments from Heep he hit him. Heeps character is fully revealed, as he is caught r ed-handed stealing money from Ms. Trotwood. He is sent to jail where he can be among his umble people. David visits him in jail and speaks with him in front of Mr. Creakle, the superintendent. Uriah centers the conversation around his now not so umble self, claiming he is a better person and, in fact, better than his former employer and his family, the Wickfields. But David is far too understanding of Uriahs nature and can see through him like glass. He realizes that Uriahs scheme is to convince the warden to release him and to suggest that the Wickfields be omitted to be purified. Uriah also mentions his quarrels with David, suggesting that he was the victim and he gives David his forgiveness. Uriahs character is one that deceitfully makes a person to feel sorry for his background and situation, gaining that persons sympathy, but soon after his true motives and personality are discovered. This was the exact case with David and the entire Wickfield family and their relations find, a s Dickens himself describes, he is nothing more than a snake. Heroes is a major theme of the novel, almost every character has a hero of some significance, each in their own respects. David has many, but as a child he has but one, that is Steerforth. David meets Steerforth in his new school, Salem House. Steerforth, an older boy whom is very wealth in held in high respect among the students, immediately takes David under his wing. With the consent of David he receives privileges over his spending money and uses it to throw a party for David, to help David fit in. David looks up to Steerforth seeing him as an idol and he becomes very attracted to Steerforths overwhelming charm and handsome face. Steerforth is quite significantly the opposite of the repressed and timid people David had previously grown up with. Throughout the book, Davids love for Steerforth grows, which is noteworthy considering Davids rather shy personality and relatively few loves. Likewise with Uriah, David can see and recognize all of Steerforths flaws in character. He views Steerforth as being egocentric but his greatest flaw is his amazing record of ruining lives. After David leaves the Salem House their relationship is suspended until they, almost by destiny, run

The Welfare And Development Of Todays Student-athlete Is Central To Th

The welfare and development of today's student-athlete is central to the administration of Big Ten Conference intercollegiate athletics. Providing opportunity for young men and women to mature in a wholesome and healthy way is critically important to our universities. A commitment exists at all levels of our universities to providing the resources to support the welfare of Big Ten student-athletes. At the 1996 NCAA Convention, the Division I membership debated a number of issues related to financial assistance for student-athletes. Limitations on Pell Grants, stipends awarded by the federal government for educational purposes, were removed. Discussions took place, and continue to occur, on ways to liberalize rules on how student-athletes can earn money from work done during the off-season. Around the same time, the NCAA Executive Committee increased the annual funding of the special assistance fund from $3 million to $10 million. Big Ten institutions provide more than 6,400 young men and women opportunities to play on 250 intercollegiate teams. These young people receive more than $42 million annually from Big Ten institutions in grants-in-aid (tuition, room and board, books). While receiving the opportunity for a world-class education, they compete with and against some of the finest amateur athletes in the country. Needy student-athletes in the Big Ten may receive up to $2,000 annually above the value of their grant-in-aid via federal aid and are eligible for cash payments from the special assistance fund for items like clothing, emergency trips home and other special needs. Big Ten universities also assist student-athletes in identifying summer employment opportunities, career placement and catastrophic-injury insurance plans. They also assist with a $1 million insurance plan that financially protects student-athletes with professional sports aspirations in the event they suffer a disabling injury. Today, the system that served so many so well and for so long is being called into question by the media, the public and even by some coaches and student-athletes. They assert that some student-athletes in football and basketball should be paid for their participation. They believe that the market forces that drive professional sports, or any other private-sector activity, should provide the controlling principle for the relationship between the student-athlete and the university. This issue of financial assistance for student-athletes is critical to defining and examining the relationship between intercollegiate athletics and higher education as we approach the 21st century. While we must be open to novel approaches and new ideas, paying student-athletes to play is not supportable within the context of Big Ten intercollegiate athletics -- now or in the future. In my view, revenues derived from intercollegiate athletics are the sole property of the institution and should be expended in support of the broadest array of men's and women's educational and athletics opportunities. Thus, revenues are earned in private-sector activity and spent within the confines of the university for appropriate educational purposes. Some critics of college athletics cite the economic and educational exploitation of the student-athletes who participate in our major revenue sports as a major flaw in the system. We believe the educational and the lifetime economic benefits associated with a university education are the appropriate quid pro quo for any Big Ten student-athlete, regardless of the sport. For many decades, Big Ten intercollegiate athletics has been funded largely by revenues from men's basketball and football programs. This situation is not likely to change in the foreseeable future. Our institutions have sponsored sports programs that enabled outstanding athletes such as Magic Johnson, Isiah Thomas, Red Grange, Archie Griffin, John Havlicek and Dick Butkus (the list is endless) to obtain an education and play their sport, in turn providing resources for educational and athletics opportunities for such people as Suzy Favor, Jesse Owens, Mark Spitz and Jack Nicklaus. Under this system, people like John Wooden and Gerald Ford played alongside student-athletes much less famous, but equally deserving of an intercollegiate athletics experience. Intercollegiate athletics has provided, and will continue to provide, opportunities for social mobility through education for future generations of young men and women. We must ensure that all young people admitted to our universities are prepared to compete academically so that the overall student-athlete academic outcomes are compatible with their peers within the general student population. Recent efforts to raise NCAA initial-eligibility standards are attempts to counter the argument that unprepared

The Heinkel He 111 or the Luftwaffe Bomber

The Heinkel He 111 or the Luftwaffe Bomber With its defeat in World War I, the leaders of Germany signed the Treaty of Versailles which formally ended the conflict. Though a far-reaching agreement, one section of the treaty specifically forbade Germany from constructing and operating an air force. Due to this restriction, when Germany commenced rearmament in the early 1930s, aircraft development occurred in secrecy or proceeded under the guise of civilian use. Around this time, Ernst Heinkel commenced an initiative to design and build a high-speed passenger plane. To design this aircraft, he hired Siegfried and Walter Gà ¼nter. The result of the Gà ¼nters efforts was the Heinkel He 70 Blitz which began production in 1932. A successful aircraft, the He 70 featured an elliptical inverted gull wing and a BMW VI engine. Impressed with the He 70, the Luftfahrtkommissariat, which sought a new transport aircraft that could be converted to a bomber in wartime, contacted Heinkel. Responding to this inquiry, Heinkel began work to enlarge the aircraft to meet the requested specifications and to compete with new twin-engine aircraft such as the Dornier Do 17. Preserving the key features of the He 70, including the wing shape and BMW engines, the new design became known as the Doppel-Blitz (Double Blitz). Work on the prototype pushed forward and it first took to the skies on February 24, 1935, with Gerhard Nitschke at the controls. Competing with the Junkers Ju 86, the new Heinkel He 111 compared favorably and a government contract was issued. Design Variants Early variants of the He 111 utilized a traditional stepped cockpit with separate windscreens for the pilot and copilot. Military variants of the aircraft, which began production in 1936, saw the inclusion of dorsal and ventral gun positions, a bomb bay for 1,500 lbs. of bombs, and a longer fuselage. The addition of this equipment adversely affected the He 111s performance as the BMW VI engines did not produce sufficient power to offset the additional weight. As a result, the He 111B was developed in the summer of 1936. This upgrade saw more powerful DB 600C engines with variable pitch airscrews installed as well as additions to the aircrafts defensive armament. Pleased with the improved performance, the Luftwaffe ordered 300 He 111Bs and deliveries commenced in January 1937. Subsequent improvements produced the D-, E-, and F-variants. One of the most notable changes during this period was the elimination of the elliptical wing in favor of a more-easily produced one featuring straight leading and trailing edges. The He 111J variant saw the aircraft tested as a torpedo bomber for the Kriegsmarine though the concept was later dropped. The most visible change to the type came in early 1938 with the introduction of the He 111P. This saw the entire forward part of the aircraft altered as the stepped cockpit was removed in favor of a bullet-shaped, glazed nose. In addition, improvements were made to the power plants, armament, and other equipment. In 1939, the H-variant entered production. The most widely produced of any He 111 model, the H-variant began entering service on the eve of World War II. Possessing a heavier bomb load and greater defensive armament than its predecessors, the He 111H also included enhanced armor and more powerful engines. The H-variant remained in production into 1944 as the Luftwaffes follow-on bomber projects, such as the He 177 and Bomber B, failed to yield an acceptable or reliable design. In 1941, a final, mutated variant of the He 111 commenced testing. The He 111Z Zwilling saw the merging of two He 111s into one large, twin-fuselage aircraft powered by five engines. Intended as a glider tug and transport, the He 111Z was produced in limited numbers. Operational History In February 1937, a group of four He 111Bs arrived in Spain for service in the German Condor Legion. Ostensibly a German volunteer unit supporting Francisco Francos Nationalist forces, it served as a training ground for Luftwaffe pilots and for evaluating new aircraft. Making their combat debut on March 9, the He 111s attacked Republican airfields during the Battle of Guadalajara. Proving more effective than the Ju 86 and the Do 17, the type soon appeared in larger numbers over Spain. Experience with the He 111 in this conflict allowed designers at Heinkel to further refine and improve the aircraft. With the beginning of World War II on September 1, 1939, He 111s formed the backbone of the Luftwaffes bombing assault on Poland. Though performing well, the campaign against the Poles revealed that the aircrafts defensive armament required enhancement. In the early months of 1940, He 111s conducted raids against British shipping and naval targets in the North Sea before supporting the invasions of Denmark and Norway. On May 10, Luftwaffe He 111s aided ground forces as they opened the campaign in the Low Countries and France. Taking part in the Rotterdam Blitz four days later, the type continued to strike both strategic and tactical targets as the Allies retreated. At the end of the month, He 111s mounted raids against the British as they conducted the Dunkirk Evacuation. With the fall of France, the Luftwaffe began preparing for the Battle of Britain. Concentrating along the English Channel, He 111 units were joined by those flying the Do 17 and Junkers Ju 88. Commencing in July, the assault on Britain saw the He 111 encounter fierce resistance from Royal Air Force Hawker Hurricanes and Supermarine Spitfires. The early phases of the battle showed a need for the bomber to have a fighter escort and revealed a vulnerability to head-on attacks due to the He 111s glazed nose. In addition, repeated engagements with British fighters showed that the defensive armament was still inadequate. In September, the Luftwaffe switched to targeting British cities. Though not designed as a strategic bomber, the He 111 proved capable in this role. Fitted with Knickebein and other electronic aids, the type was able to bomb blind and maintained pressure on the British through the winter and spring of 1941. Elsewhere, the He 111 saw action during the campaigns in the Balkans and the invasion of Crete. Other units were sent to North Africa to support the operations of the Italians and the German Afrika Korps. With the German invasion of the Soviet Union in June 1941, He 111 units on the Eastern Front were initially asked to provide tactical support for the Wehrmacht. This expanded to striking the Soviet rail network and then to strategic bombing. Later Operations Though offensive action formed the core of the He 111s role on the Eastern Front, it also was pressed into duty on several occasions as a transport. It earned distinction in this role during by evacuating wounded from the Demyansk Pocket and later in re-supplying German forces during the Battle of Stalingrad. By the spring of 1943, overall He 111 operational numbers began to decline as other types, such as the Ju 88, assumed more of the load. In addition, increasing Allied air superiority hampered offensive bombing operations. During the wars later years, the He 111 continued to mount raids against Soviet shipping in the Black Sea with the assistance of FuG 200 Hohentwiel anti-shipping radar. In the west, He 111s were tasked with delivering V-1 flying bombs to Britain in late 1944. With the Axis position collapsing late in the war, He 111s supported numerous evacuations as German forces withdrew. The He 111s final missions of the war came as German forces attempted to halt the Soviet drive on Berlin in 1945. With the surrender of Germany in May, the He 111s service life with the Luftwaffe came to an end. The type continued to be used by Spain until 1958. Additional license-built aircraft, constructed in Spain as the CASA 2.111, remained in service until 1973. Heinkel He 111 H-6 Specifications General Length: 53 ft., 9.5 in.Wingspan: 74 ft., 2 in.Height: 13 ft., 1.5 in.Wing Area: 942.92 sq. ft.Empty Weight: 19,136 lbs.Loaded Weight: 26,500 lbs.Maximum Takeoff Weight: 30,864 lbs.Crew: 5 Performance Maximum Speed: 273 mphRange: 1,429 milesRate of Climb: 850 ft./min.Service Ceiling: 21,330 ft.Power Plant: 2 Ãâ€" Jumo 211F-1 or 211F-2 liquid-cooled inverted V-12 Armament 7 Ãâ€" 7.92 mm MG 15 or MG 81 machine guns, (2 in the nose, 1 in the dorsal, 2 on the side, 2 ventral. These may have been replaced by 1 Ãâ€" 20 mm MG FF cannon (nose mount or forward ventral position) or 1 Ãâ€" 13 mm MG 131 machine gun (mounted dorsal and/or ventral rear positions)Bombs: 4,400 lb. in internal bomb bay

Opinion paper Essay Example | Topics and Well Written Essays - 250 words - 1

Opinion paper - Essay Example exual predators, including uncovering their networks, but the former must be cautious in not abusing its limitations and breaching the Constitutional rights of their targets. Some state laws assert that entrapment is not a legal way of apprehending criminals, depending on the strategies and context involved, but it can be adequate as a strategy for catching real criminals. Officers can pose as juveniles or pimps, and it is appropriate, if this can help them catch true criminals, who are different from â€Å"players.† Players are people who are chatting only because of their perverse sexual fantasies. They do not â€Å"intend† to participate in criminal acts. Law enforcement officers can entrap sexual predators on the Internet, as long as they avoid coaxing and harassing the targets into doing something illegal. They should not force or manipulate their targets through fraud too. James 4:7 says: â€Å"Submit yourselves therefore to God. Resist the devil, and he will flee from you.† If these â€Å"players† are not doers of sexual crimes, they will not be â€Å"entrapped.† If they become entrapped as part of the policeâ₠¬â„¢s undercover operations, then they will meet the force of the law. Resisting the devil is the first step in resisting crimes. When successful, not only will the devil flee, but undercover cops as

Psychology class.Group Pressure And Action Against A Person Milgram Essay

Psychology class.Group Pressure And Action Against A Person Milgram - Essay Example In this study, the research subjects were asked to test learners and administer them shocks with increasing degrees of intensity when the learners provided an incorrect answer. This was to be done in the presence of an authority figure, who asked the tester to continue administering shocks even when the learners began to protest, sometimes intensely. The learners, who were not actually subjected to shocks, and the authority figures were cohorts of the experimenter, while the young men administering the shocks were unaware of the true purpose of the experiment. This experiment was done in multiple forms. When the authority figure and no others were present, the research subjects often administered high levels of shock. When no authority figure was present, the research subjects were significantly less likely to administer high levels of shock. This experiment was also conducted with a group design, meaning that in some cases the research subject was placed in a room with the authority figure and two other â€Å"research subjects† who were actually cohorts of the experimenter.

Various Influences on the Development of Social Policies Term Paper

Various Influences on the Development of Social Policies - Term Paper Example The death penalty was also part of the Fourteenth Century B.C.'s Hittite Code; in the Seventh Century B.C.'s Draconian Code of Athens, which made death the only punishment for all crimes; and in the Fifth Century B.C.'s Roman Law of the Twelve Tablets. Death sentences were carried out by such means as crucifixion, drowning, beating to death, burning alive, and implement. (Randa, 1997). Britain influenced America the use of the death penalty. When European settlers came to the new world, they brought the practice of capital punishment. The first recorded execution in the new colonies was that of Captain George Kendall in the Jamestown colony of Virginia in 1608. Kendall was executed for being a spy for Spain. In 1612, Virginia Governor Sir Thomas Dale enacted the Divine, Moral and Martial Laws, which provided the death penalty for even minor offenses such as stealing grapes, killing chickens, and trading with Indians. Laws regarding the death penalty varied from colony to colony. The Massachusetts Bay Colony held its first execution in 1630, even though the Capital Laws of New England did not go into effect until years later. The New York Colony instituted the Duke's Laws of 1665. Under these laws, offenses such as striking one's mother or father, or denying the "true God," were punishable by death. (Randa, 1997). Media is a powerful source of information. There are cases wherein cases are being trialed publicly thru media. This has influenced the development of policy in the death penalty. Before death penalty execution is being seen by people thru television. After that incident a lot of people reacted differently, some agree and some think that it is inhuman.  

The Culture And Cricket Media Essay

The Culture And Cricket Media Essay Sports play an important role in the life of millions across the globe. Not only are the social and political identities shaped through them, but it also mobilizes the emotions and channels the conflicts rooted in the society. Just like the soccer world cup can unite a divided Spanish society, a cricket match can rouse the passions of the thousands of Indian fans thus uniting them across religions. Sports form a part of the worldwide entertainment industry. The corporates have millions riding on the different tournaments and cups in the games and to increase their marketability they hire sports stars to be the brand ambassadors of their products, investing in the saleability of the game and its icon. Distinct social meanings can be constructed and deconstructed through the sports and their interplay with the society. A few sports have now developed into social forces of unprecedented importance. Andrei Markovits has talked about the evolution of the hegemonic sports culture in which only a few sports become a part of the popular culture. It is defined by watching, following, worrying, debating, living, and speaking a sport rather than merely playing it. This is demonstrated in the following that the sports nowdays have huge following, fans live, eat and breathe their favourite sports. Cricket is one of the sports that have been elevated to being a part of the popular culture and it influences the cultural and social milieu and the life of people. Cricket has acquired an unimaginable power over the daily habits of people and as a sport has crossed the immediate consumer-producer relationship. The game of cricket has evolved over a period of time and our focus will be on its development from a gentlemans game to the game of sledging and to the game of gamesmanship behaviour. Cricket has its cultura l and historical roots in Victorian England. The Victorian tradition of the sport defines it as a predominantly male game and its image as a gentlemans game is drawn from it. Cricket was the game associated with aristocracy while soccer has been the game associated with masses. The mark of the game has been the fairplay and the sportsmanship. The values of courtesy and chivalry were seeked to be imbibed in the game. Rules were to be followed on-field and decorum was to be maintained both on and off-field. There are not rules in cricket but laws which have to be followed keeping in spirit with the nature of the game. Britains imperialism and its bourgeoisie capitalistic culture, codified the language of the game and the rules and regulations were universally accepted. As Steve Readhead had put it that it was time to take law and cricket seriously and there is nothing as important as Cricket. A strict application of laws was expected and a spirit of chivalry inundated the game. The 18 th century was important in the spread of the game due to English imperialism. The game was transported to the colonies of the British Commonwealth and the tradition of the game was fully adhered to. Sanskritization was a theory propounded by M.N. Srinivas which postulates that the lower strata of the society seeks upward mobility in the social ladder by emulating the habits and practices of the upper strata. But what followed in cricket was its reverse sanskritization. Initially cricket in the Indian subcontinent was an elitist game patronized by the royalty and played by the upper strata of the society who appreciated the elitist culture of the game. The doyens of cricket included Maharajas of Jamnagar, Maharaja Viji of Vijaynagar, Maharaja of Patiala who belonged to the royal families while the prominent players like Lala Amarnath, Vijay Merchant belonged to the upper social class. Till the 1930s Cricket remained the gentlemans game and fairplay was of paramount importance. But slowly changes could be observed in the way the game was played. In the era following the first world war chauvinistic sentiments were on the rise. Feelings of nationalism increased in the people which were visible in every domain of life including the sports culture. To win the game became the number one priority of the sportsperson and this change was visible in the game of cricket too. Now winning involved the nations prestige. Cricket is a game worth taking trouble over and playing well, wrote Douglas Jardine, the former England cricket captain, in Cricket: How to Succeed (1936), but like all other games there is a right and a wrong way of playing it (Jardine 1936: 3). The changing times reflected the changing sentiments in the way cricket was played. In 1930 Australia had scored an easy victory over England with the emergence of the legendary batsman Donald Bradman. His brilliant performance in the test series had made the English fearful. In the 1932 test series between England and Australia, the priority of the English bowlers was to contain Bradmans score. Under captain Douglas Jardine, and employed by the England fast bowlers Harold Larwood and Bill Voce a new technique of bowling was developed whereby a batsman could be contained by limiting the range of his strokes and by encouraging error. This was called the bodyline or fast-leg theory. The bowlers targeted the body of the Australian batsman. The deliveries used to be led provoked the batsman which would then end in a catch to one of the six or more fielders stationed on the leg side. Thus the Australian Board of Cricket lodged a formally protested against the unsportsmanlike behavior by the English players. This test series was controversial as it engendered ill-feeling between the two countries and it also raised among the English and the Australians, questions about the interpretations that codes of cricket mean and could mean. Questions were also raised about the right and wrong way to play and these included the cultural and social interface and their relation with the game. Systems of meanings were explored in the game by both sides that had previously been left implicit. Post the Bodyline series The Australian journalist and cricketer Arthur Mailey pointed that something modern was happening to cricket. Argus newspaper explained bodyline as a portrayal of a new set of values which was a result of the modern age (Mailey 1933: 12; Stoddart 1979: 136). C. L. R. James also read the series in these terms, though he saw Jardines strategy as an escalation of cricketing tendencies already established by Bradman himself. It was the violence and ferocity of our age expressing itself in cricket, he writes in Beyond a Boundary (James 1963: 186). The reverse sanskritization of cricket was palpable, the upper strata of society had adopted the social mores of the lower strata. Aggression became a part of the play and victory became the aim of the players which was to be attained at all costs. As Jardine had put it the right and the wrong way of playing described the ambiguity between the moral and the technical semantics, which defined the aftermath of victories in Australia. Jardine resigned as the English captain after the series, but the game lost its sense of fairplay and sportsmanship. The elitist culture was giving way to mass culture. Sportsmanship slowly gave way to gamesmanship. The spirit of the cricket laws was replaced by the letters. Vinoo Mankad Mankaded Bill Brown. It occurred during Indias tour of Australia on 13 December 1947 in the second test match at Sydney. Mankading is a method of dismissal in which the bowler runs a batsman out in his delivery stride. While it is a statistically rare occurrence in cricket in general, and even rarer in Test cricket, it is the clearest and starkest example of the conflict between legal formalism in cricket and an ideal of the game based on higher or more important ethical norms. Sledging has become a part of contemporary cricket added by the problems of match fixing. The game shifted from being an elitist culture to a game of the masses. The commercialization resulted in the real essence of cricket being lost. Due to commercialization there has been an increase in level of competition between the teams. Though big bucks are being made by people involved yet the quality of the game is being compromised. The gentlemans game became the game of the masses. It is evident that there are two dominant trains of thought, one that believes in the higher order of the game, which was practised in the days gone by. Fairplay was the code of the game and the laws which were to be applied to the game reinforced the higher and truer order of the game. The hegemonic sports culture represents frozen spaces. These spaces are like the ones presented by political parties and political systems which are resistant to any innovation in the system. Changes are resisted by the social and cultural forces. Sports spaces create emotional attachments and collective identifications. Tradition defines these spaces at local, national and regional level. Globalization exerts pressures on the localized sports cultures which they resist. Sports like politics remains local, the love that people have for their sport and their institutions associated with it like the myths, legends, colours and the pubs and bars. Thus change is always resisted due to the fear of losing t hese attachments and the sense of identity. But the post industrial globalization is exerting unprecedented pressure on the sports spaces. The cultural and social spaces are being challenged by the globalization. The identities and allegiances which constitute the differences in the landscape of sports and politics began to blur round the edges. Hegemonic sports cultures are becoming prolific across the globe, at pace with the development of media and pop culture which are interdependent. An example here can be given of the IPL 20-20 which in origin is Indian but has a universal following. The foreign and the Indian players are given equal respect and are admired by all. In the present age sports like cricket present a cosmopolitan culture which cannot be found in the society which is deeply divided on basis of borders and religion. Cricket provides attachments and allegiances and a new form of cosmopolitan identity. This cosmopolitan nature of the sport facilitates an acknowledgeme nt of the best talents and it transforms the collective identities. Like Ronaldinho and Zidane, the greatest and the best known of the soccer players, Sachin Tendulkar too is adored and worshipped by millions of cricket fans across the globe. He too has attained a celebrity status and is a cultural icon. He is a superstar in his own right and is a truly global player. He has a cultural production beyond the playing field. Cricket is my religion and Sachin is my God. Is one of the sayings which can describe the mania associated with Tendulkar. Youth not only adore and worship a Tendulkar or a Lara, they try to adopt their aggression, composure, warmth into their personality. Cricketers shape and mould the youth behaviour. They follow their slangs, dress, hairstyle and attitude. Players are globally admired and they are representatives of cultural understandings of the worlds diverse societies. Often the sports spaces are the first through which migrants gain social acceptance and recognition. Hence cricket in a way is a medium of cultural exchange. An other example that can be given is of the infamous Monkeygate Scandal involving the Autralian cricketer Andrew Symonds and Indian cricketer Harbhajan Singh. Singh was accused to racially abusing Symonds. This had led to rigorous protests by the Indian fans and there was resentment against Symonds in the Indian cricket followers. But he was accepted and adored by the fans nce he joined the IPL as a member of the Mumbai Indians. Maarten Van Bottenburg and Johan Heilbron have shown in their research on Ultimate fighting and other No Holds Barred Events that these sports had developed in opposition to the overly cosmopolitan and sportized venues. Men wanted a fight without rules without being overly regulated. They wanted to find out who the best was and who would be the last man standing without being hassled any authority and bureaucratic system. They were not there to find out who the best wrestler or the best boxer was, but they wanted to know who the best fighter was. This transformation was visible in cricket too. Cricket has always had a strong male bias among its followers and the masculine idea of the patriarchal Victorian England formed the opinions about cricket being essentially a male game. The effeminate and technical Test cricket slowly lost its sheen to limited 50 over cricket and finally to 20-20. The shorter form of game were considered virile, no hold barred power display and excited the mas ses. From the leisurely gentlemans game cricket became an aggressive sport whose priority was to please the spectators. The contests used to be localized earlier but due to the quick channels of communication, these attained global dimensions by acquiring rules and regulations and television contracts. When Bill Shankly had been asked to explain the importance of soccer, the Liverpool manager had exclaimed: Some people think football is a matter of life or death. I dont like that attitude. I can assure them it is much more important than that. Cricket can easily be substituted for soccer in the context of the Indian subcontinent. The games can vary from country to country yet the social and cultural phenomena associated with each game are the same everywhere.

The Mormons :: Church of Jesus Christ of Latter-day Saints

The Mormons Mormonism is a way of life that is practiced by members of the Church of Jesus Christ of Latter-day Saints. Over two-thirds of the church's membership is in the United States. However, members are also located in many other countries around the world. Mormons use the Bible, the Book of Mormon, and two other books or revelations to Joseph Smith, founder of the church. These other two revelations are the Doctrine and Covenants and the Pearl of Great Price. The Mormon organization consists of a three member First Presidency and a twelve man Council of Apostles who make up the major policy-making body of the church. Mormonism's founding doctrine was based on the assumption that Christianity was corrupt and that it was necessary to restore the "true" Christian gospel. The Mormon church sees only itself as recognized by God. Joseph Smith founded the church in New York in 1830. He said that he had visions of God and other heavenly beings that told him to establish the restored Christian Church. He was "directed" to some thin metal plates that he translated into what is now called the book of Mormons. This book describes the history, wars, and religious beliefs of a group of people who migrated from Jerusalem to America. Smith attracted a small group of followers who settled in Kirtland, Ohio, and Jackson County, Missouri. Because of persecution, the church moved to northern Missouri, then to Nauvoo, Illinois. The people of Illinois welcomed the persecuted Mormons, and Smith began to construct a temple and a hotel there. In 1843, Smith secretly instituted the practice of plural marriage among a group of his followers. This could be because he himself had 50 wives. The Mormons lived in relative peace until 1844 when a group became mad about Smith's practices. They started a newspaper called the "Nauvoo Expositor" and attacked him, accusing him of practicing polygamy. Smith denied this charge but was killed anyway. Brigham Young took over as their new leader. In 1852 , polygamy was officially announced at the Mormon conference. Points of Debate What was so wrong with their views? * Belief in the Bible and Book of Mormon ==> How? The Mormons believe the Bible and The Book of Mormon to be the Word of God. However, the Bible states that it is the only Word of God. ==> Mormonism believes that God has a physical body. The Bible contradicts this belief * Belief in Polygamy ==> Teach that Jesus Christ himself is a polygamist. * Mormonism and Blacks ==> Mormonism teaches that African Americans have dark skin because they are cursed by God, and are an inferior race. The Mormons :: Church of Jesus Christ of Latter-day Saints The Mormons Mormonism is a way of life that is practiced by members of the Church of Jesus Christ of Latter-day Saints. Over two-thirds of the church's membership is in the United States. However, members are also located in many other countries around the world. Mormons use the Bible, the Book of Mormon, and two other books or revelations to Joseph Smith, founder of the church. These other two revelations are the Doctrine and Covenants and the Pearl of Great Price. The Mormon organization consists of a three member First Presidency and a twelve man Council of Apostles who make up the major policy-making body of the church. Mormonism's founding doctrine was based on the assumption that Christianity was corrupt and that it was necessary to restore the "true" Christian gospel. The Mormon church sees only itself as recognized by God. Joseph Smith founded the church in New York in 1830. He said that he had visions of God and other heavenly beings that told him to establish the restored Christian Church. He was "directed" to some thin metal plates that he translated into what is now called the book of Mormons. This book describes the history, wars, and religious beliefs of a group of people who migrated from Jerusalem to America. Smith attracted a small group of followers who settled in Kirtland, Ohio, and Jackson County, Missouri. Because of persecution, the church moved to northern Missouri, then to Nauvoo, Illinois. The people of Illinois welcomed the persecuted Mormons, and Smith began to construct a temple and a hotel there. In 1843, Smith secretly instituted the practice of plural marriage among a group of his followers. This could be because he himself had 50 wives. The Mormons lived in relative peace until 1844 when a group became mad about Smith's practices. They started a newspaper called the "Nauvoo Expositor" and attacked him, accusing him of practicing polygamy. Smith denied this charge but was killed anyway. Brigham Young took over as their new leader. In 1852 , polygamy was officially announced at the Mormon conference. Points of Debate What was so wrong with their views? * Belief in the Bible and Book of Mormon ==> How? The Mormons believe the Bible and The Book of Mormon to be the Word of God. However, the Bible states that it is the only Word of God. ==> Mormonism believes that God has a physical body. The Bible contradicts this belief * Belief in Polygamy ==> Teach that Jesus Christ himself is a polygamist. * Mormonism and Blacks ==> Mormonism teaches that African Americans have dark skin because they are cursed by God, and are an inferior race.

Local, State, and Federal Laws and Policie Essay

One of the most important aspects of teaching is providing a safe environment where student learning can be achieved. The only way this can be achieved is by staying up-to-date on all laws and polices in place to help schools and teachers provide a safe environment. There are many documents provided for teachers and students to help them get familiar with all the local, state, and federal laws and polices. This essay will focus on a â€Å"Student/Parent Guide†, â€Å"Faculty Handbook†, and a â€Å"Comprehensive School Safety Plan.† The first artifact is a â€Å"Student/Parent Guide.† This book is considered both a rule book and an information booklet to help in all aspects of student life. It contains a multitude of information regarding the rules governing students, student activities, school curriculum, and general information about the school and it’s procedures. The first pages describe in detail two Acts dealing with a students’ enrollment, attendance at school, and the right to retain a driver’s license. It also describes the state law relating to the â€Å"Quiet Reflection Time† that public schools are required to uphold. The next section deals with general school information. This section has policies ranging from absences and truancy to first aid and emergency procedures. The next part in the book is the rules governing students section. This section includes the policies dealing with fighting, dress code, drugs, cheating, and many other rules and their consequences. The third section is titled Instructional Program and deals with the school’s curriculum. This section begins by stating the school’s accreditation and also states that it meets and exceeds â€Å"Section 504† in it’s special  education program. It also stats the policies on parent conferences, graduation requirements, and summer school. The last section is the school’s policies on student actives and assemblies such as pep rallies. Overall, this booklet contains a massive amount of information containing all levels of polices and procedures aimed for student and parent usage. The next artifact is a â€Å"Faculty Handbook.† This handbook is designed as reference book for teachers. It is the centralized book containing all school policies. It beginnings by describing the faculty absentee policy and how to prepare for a substitute teacher. The book details many types of leave such as professional, sick, and personal, and what to do for each situation. The next section of the handbook covers many policies on posting attendance, lesson plans, and grade posting. Classroom procedures, which include discipline, structure, and monetary collections is discussed in the next section. The last section in the handbook explains the policies on field trips, purchase orders, report cards, summer school, and the school’s philosophy of education. With all the policy and procedural information contained in this handbook, a teacher can be better prepared for any situation. The last artifact for discussion is a school’s â€Å"Comprehensive School Safety Plan.† The school system devised this 100 page plan to ensure the â€Å"highest degree of safety and security in the school environment†. In the first section, a detailed description is given on emergency contacts, school crisis teams, and a list of emergency supplies in school. The second part deals with teacher training for emergencies. It describes how communications should be handled, securing the grounds, student supervision. The last section in the safety plan details a multitude of security risks and their procedures. Some examples include bomb threats, hostage situations, sexual assault, fights, and severe weather. The first is to always be prepared for whatever situation may arise, and with this document, teachers are better prepared to deal with almost all safety situations. In conclusion, with all these documents, students, teachers, and parents can be up to date on all policies that affect them in and around the school  environment.

List Essay Example

List Essay Example List Essay List Essay This is a new leadership programmer for young active change makers from selected countries in South Asia, which aims to build a foundation for dialogue, mutual understanding and knowledge sharing. The programmer combines intercultural leadership training with theory and practice in the fields of transparency, democracy and human rights, connecting people from different sectors of society from civil society to political and entrepreneurial sectors. The programmer has the ambition of building a dynamic network of young leaders and connectors of the future. In the questions below, please motivate your participation in the programmer. Dont elaborate on the driving forces in your life and what inspires you. Questions 1 . ) Please describe the platform (e. G. Experiences, engagements, skills, drives, goals) from which you have the ambition to contribute to the development of your local/ regional society. [1 50 words maximum]. People like nelson Mandela and mother Teresa has always been an model of inspiration for me to do something for the society. I have been an active member volunteering social activities in the past like electing funds for the flood victims in 2010 participated in awareness and distributing polio vaccination to children . Also Joined different Mangos like UNDO to learn more professionalism and get a platform to perform my services on much larger scales. My positive attitude and determination has been greatest motivation to engage my self in social activity and even a tiny positive added by me in the society will be an achievement to me . Our country Pakistan is in dilemma facing a lot of problems its a high time for me to serve my nation and aware others members to puts and in hand and start doing philanthropic act and propel our nation towards prosperity. 2. ) Give one example of challenges or possibilities important for your country today. [1 50 words maximum]. My country Pakistan facing adverse conditions like economic issues law and order and many more. Illiteracy among the people which is more than 50% a alarming situation for any country is a root cause of all the problems currently occurred people are UN aware of their roles and responsibility . The only way to aware people is to provide them education in 2012 the total money spend on education was 1 . 7% of GAP the spending on budget is far less than many of the developing nations . More than 10 million children in our country have not even seen the face of colleges . Education among people is pivotal for bringing revolution in the country . 2. B) Describe how your participation in the leadership programmer Young Connectors of the Future could contribute to addressing this challenge/possibility. [1 50 words maximum]. I am determined and focused to mitigate the current adverse condition by taking the responsibility of many people of surrounding and providing them education to escalate their awareness level for that scenario its essential for me to posses all the qualities to be a leader of tomorrow . His conference provides me platform meeting with the competent people of the country facing same problems which our country is this conference will allow me to exchange ideas and gain more knowledge about how we can address the surrounding problem more professionally it will help me to establish a network with professionals of different country which will most likely to pursue their carrier in same field . He last and but not the least his conference will provide me more expose and boast my self confidence which will help me to face the challenges with more efficiency rights and democratic development

Explain the extent to which Ge essays

Explain the extent to which Ge essays Explain the extent to which Germany was transformed into a totalitarian state between 1933-1945. The rise of the Nazi Party in Germany and their eventual accession to power marked the beginnings of a totalitarian state from 1933 to 1945. Under the rule of Adolf Hitler and his Nazi Party, Germany was transformed from one of the most democratic nations in the world to a state with one man at the helm. This radical and continual change, and the realisation and formation of a totalitarian state were not complete for many years after 1933. The Nazi Party under Hitlers directive authority cemented into Germany an ideology that accepted the actions of their leader as if it was the very will of a supreme being. The period of change, and its continuity is attributed to a number of factors. By looking at how Hitler created the new Nazi State, and by understanding how it was maintained helps to evaluate the extent to which a totalitarian state was established. Certain events that further established and cemented the Nazi rule, and also show the extent of their total power include the passing of specific legislation, the Night of Long knives, and the Night of Broken glass. The reasons for these events, the fact that they were staged and the effects they had gives a view of how extreme the Totalitarian regime was. Also to supplement this passage of research, it is essential to target the prominent groups that existed in Germany, before Nazi rule and during Nazi rule. These include the different class groups, the army, the treatment of Jews and the structure, actions, aims and plans of the actual Nazi Party (including the SA and SS). When these core elements are combined the explanation for the transformation of Germany during the period 1933 to 1945 can be obtained. Total Nazi power was established in Germany between 1933-1945. However this does not automatically earn Nazi Germany the branding of a totalitarian state. To what ext...

Presentation about my classmate Essay Example | Topics and Well Written Essays - 250 words

Presentation about my classmate - Essay Example His wife is a social worker and somehow, her job has a great influence on him as well that strengthens the effects of his son’s situation to him as a father and a person. He dreams to build a support structure where he could be a part of a bigger objective and influence to adults with disabilities. He plans to do this by creating a non-profit organization for adults with disabilities so that a positive environment can be created for them where they can still become functional and fulfilled individuals. For this person who loves the outside, making connections to it by biking and hiking, he wants to share the simple joys of the outside world with the disabled who often are put in institutions. The support structure that he dreams for them would somehow enable them to become functional human beings, able to maximize their capabilities through the help of knowledgeable people. This is what drives and inspires him to get a degree that would propel him to achieve his dreams. Ladies and gentlemen, please welcome Justin

The Gattaca and Brave New World Essay Example | Topics and Well Written Essays - 500 words

The Gattaca and Brave New World - Essay Example According to the research findings, it can, therefore, be said that both the movie Gattaca and book â€Å"The Brave New World† have a character who share similarity and at some points expressing different opinions. The main characters in these artworks are similar in the sense that they are portrayed as strong characters that readily rebel against their own societies. After the encounter with DNA in a black market, Vincent decides to change his identity to a famous astronaut making everyone view him as an â€Å"invalid†. This character accomplished this transformation only after realizing that he has more strength than his brother is, particularly after defeating him in their swimming game. John and Bernand also rebel against their society form reading and thinking people. The writing by John Stuart Mill that â€Å"it is better being a human being who is dissatisfied than a pig who is satisfied† may be qualitatively analyzed to satisfy the status of humanity to t hat of a pig or better describe the dissatisfying nature of humans. The book The Brave New World and movie Gattaca artistically create fictional places that satisfy the needs and the desire of humanity; nonetheless, with prices to pay. These stories reveal the achievement in the field of science, especially in biology and genetics. However, the social progress within their storylines presents the sense of individualism, discrimination, and the loss of personal freedom, particularly among those who are not biological elites. Both stories are dealing with the potential imperfections of utopia; therefore, they are entirely referred to dystopias. Moreover, they as well real the optimistic visions by which societies are striving to achieve, but they never tend to achieve the same desires or goals.

Alternative Dispute Resolution (ADR) in contracting Term Paper

Alternative Dispute Resolution (ADR) in contracting - Term Paper Example In effect, some legal institutions now demand some parties to turn to Alternative Dispute Resolution of some form, normally meditation, before allowing the cases of the parties to be resolved. The escalating reputation of Alternative Dispute Resolution can be described by the rising caseload of conventional courts, the view that Alternative Dispute Resolution inflicts lesser costs than court cases, a preference for privacy, and the need of some parties to have enhanced influence over the choice of the individual or people who will tackle their dispute. Also, a number of the senior judges in certain areas are resiliently favoring the use of mediation in dealing with disputes. The Alternative Dispute Resolution methods are adaptable and flexible to the distinctiveness of each exclusive case and permit the parties to contemplate their individual risks of proceedings. Nevertheless, the use of Alternative Dispute Resolution is a consensual issue and cannot be employed without the agreemen t of the parties in a contract (Sourdin, 2002). This paper will look at Alternative Dispute Resolution in contracting. ... There are also independent techniques, for example, ombuds offices and mediation programs within an organization. Nevertheless, the techniques are identical, whether they are pendant or not and commonly employ the same skill or tool sets, which are largely divisions of the negotiation techniques (Lynch, 2001). In addition, Alternative Dispute Resolution comprises formal tribunals, informal tribunals, formal mediative processes, and informal mediative processes. The typical formal tribunal forms of Alternative Dispute Resolution are private judges and arbitration. The common formal mediative procedure is transfer for mediation before a court appointed mediation panel or mediator. Additionally, common informal techniques include intercession, transfer to non-formal authorities, and social processes (Kellett, 2007). The main variations between formal and informal procedures include the possession or absence of a formal structure for the procedure application and pendency to the procedur e of a court. Requiring the services of an organizational ombudsman’s office is not considered to be a formal process. This is usually voluntary. The International Ombudsman Association Standards of Practice asserts that people should not be compelled to seek the services of an ombuds office. Also, organizational ombuds offices refer individuals to available conflict management alternatives in the organization, both interest-based and right-based, and formal and informal. Moreover, ombuds offices can provide a variety of alternatives themselves because they do not have the decision making authority. This range of alternatives is frequently ignored in existing discussions of Alternative Dispute Resolution (Ruth,

Traditional classroom environment Essay Example for Free

Traditional classroom environment Essay I chose to study through distance learning since I was thinking of the convenience that I wouldn’t have with a traditional classroom environment. I control my time since I don’t have to meet a regular schedule, I don’t have to dress up and travel to school, and I can work full-time while studying. I also thought the workload would be lighter to that of attending a traditional class. I did get the conveniences I hoped for. I control my time and I save time and effort going to and from classrooms. However, I also realized that distance learning can be just as tough and demanding to the student. One has to muster a lot of self-motivation because there is less of the pressure that is forced upon the student moving within a physical academic environment where he sees everyone reading or studying. With distance learning it is just you motivating yourself to log-on to the virtual classroom.

A Study On The European Identity

A Study On The European Identity Although the concept of collective identity is a post-colonial phenomenon, a few nations would describe themselves under a collective identity before the modern times of the 19th Century. In fact, Europe is historically unique in terms that it has been the people living in the continent of Europe who have persistently described themselves as Europeans since the 17th Century (Pagden, 2002). Indeed, European Union emerged as the most important attempt for creating a supranational entity in the Continent and the best example of a Pan-European common identity as even the words Europe and the European Union are being used as synonyms by millions of people every day. Nevertheless, an uncertainty of a common identity has always been the case for Europeans throughout history and the physical as well as social borders of Europe has never been distinctly known for centuries which are full of wars, tensions, competition and blood. Today, the same problem continues to exist and many believe that it is the major factor blocking the efforts for achieving a fully integrated Europe, as the definition and frontiers of a common European identity is still unknown. Indeed, one of the most important issues of the European integration from a socio-political perspective is the vague concept of a common European identity including prospects of European Union Citizenship. Although a common European identity had been long around for centuries, these are fairly new issues in relevance to the half a century long history of todays European Union. However, I believe how the common European identity is defined is very important for the future steps of the integration process, as nowadays the EU is undergoing transformation towards a political union with an aim to become a global actor in the international political arena. What shall be the elements of a common European identity, how shall it be formulized if it is to become a suc cessful construct which would define Europe correctly to end the efforts that lasted for such a long time? I believe a triumphant common European identity must include the concrete and symbolic realities and it must be rooted to the diversity of cultures which had been created by the long history of Europe (DAppollonia, 2002). Otherwise, if it remains as a form of thin identity suggested by Habermas (2006), the problems and uncertainties of European identity as well as the poorly functioning European Union citizenship is most likely to exist in the Unions foreseeable future. In fact, a common European identity can only be successfully constructed by taking into account all the ambiguities, contradictions and developments in form of a unity in diversity principle which can be applied to the reality of Europe rather than building a shallow and artificial construct as it seems to be today. Theoretically, a united Europe in political terms is made possible if a united Europe in cultural terms is established through formulating a collective common identity which may only be conceived as a coll ection of multiple and complex values created by complicated dynamics of Europes long history. Nevertheless, a united Europe in cultural terms shall not mean a homogenous and strictly ordered European society; rather the European identity shall celebrate Europes long tradition of diversity. Another important question is how should European Union citizenship be defined and what should be the frontiers of cultural implications of such a political formulation. Considering the wide cultural diversity and long history that the individual members of the European Union had share in the European continent, a collective identity may prove to be far too complex to construct, so one may argue that a common European identity is still an illusion. Although Europeans have a successfully formed a common economic and increasingly political union, they are still far away from the desired level of cultural unity and a common identity which seems to be an alarming factor for the next stages of the European integration. Nonetheless, European Union citizenship is an area open to developments and it might be used as a critically important tool by the European Union leaders to accumulate a common European identity, only if it is formulized correctly. The critical point on the debate of Europe an Union citizenship is that the dominant Classical Model of Citizenship is based on the structures of nation-state and that is why this model cannot be applied to the European Union, as it is a whole different level of organization. On the other hand, Post-National citizenship is a modern approach to the issue of European identity and it is suitable to Europe in order to reach its goals of unification and deepening through building a stronger common identity in the 21st Century. This paper is organized in several sections. European identity from a historical perspective is analyzed in the first part; the current status of European identity and the issue of national identities in contrast to the common European identity is discussed in the following part; a new European identity and suggestions for a new formulation is given in the third part; a brief history of European Union efforts and progress on building a common identity is examined in the fourth part; and finally the aspects of European Union Citizenship is discussed in the fifth part of this paper. After all, this paper argues that a common identity in form of a collective European identity is clearly necessary for the Union at this stage of integration, and it is a crucial element for the future of the European integration project especially as our world is getting smaller as well as more fragmented simultaneously due to the complex dynamics of international relations every day at the age of globalization. European Citizenship is very much connected to the issue of European identity and it is the key to achieving such a strong common European identity when it is formulized as a Post-National phenomenon. The Europeans must derive their power from the diversity of their cultures by building a thick identity for Europe rather than a thin identity which consists of merely political rights; yet the Europeans shall not overlook the uniqueness of the Continent and the similarities they share in comparison to the rest of the world emphasized by the Unity in Diversity principle. Today, it is time for the Europeans to unite under one roof in socio-political terms, complete the long standing task of defining the boundaries of the European civilization by establishing a common and collective European identity in order to carry on the progress of the European integration project in a globalized world. Nonetheless, the question of possibilities of the Europeans to achieve such a high level of cultural as well as political unity remains a question and it is subject to a whole different level of research. However, often seen as a regional product of globalization itself, I believe the European integration project cannot progress any further without achieving a common European identity which is more critical than ever today in order to overcome the challenges of globalization in the 21st Century. Identity has always been a problematic concept because it is uncertain, fluid and highly flexible. Identity is the way to define ones self and to differentiate from the others. If taken literally, identity means equal, identical. Identity is not static but dynamic, and it can be defined in different ways in different circumstances. Identity is construct, which cannot be constructed immediately but only in time. It is not a fixed, constant and pre-given entity; while identity formation is heavily dependent on how one is perceived by the others. Identification implies belonging or membership, in turn which implies the exclusion of non-members (Bretherton Vogler,1999: 236).In other words, the sole purpose of identity is to separate self from the others in a sense. Moreover, identities are multiple in nature, or even kaleidoscopic. A person may have a single identity, but it will be made up of many levels of loyalty and identification (Von Benda-Beckmann Verkuyten, 1995: 18). Meanwhile , identities change, because they are based on perceptions, which themselves change over time and environment; as it is possible to identify ones self with more than one thing at a time such as class and gender, or religion and age. Therefore there are various elements of ones identity and these various elements in an identity may well be contradictory (Von Benda-Beckmann Verkuyten, 1995: 12). On the other hand, a collective identity means the attitudes, which all members of that group have in common in their thoughts and behavior; which differentiates them from the other (Munch, 2001: 137). Collective identities can provide existential meaning for people, thus they are primary means of unity in a society which give additional stability especially during periods of upheaval. Collective identities can generate a degree of continuity between individuals and their social environment, and can confer social recognition and approval (Von Benda-Beckmann Verkuyten, 1995: 24). Therefore, collective identities are defined mainly by culture from a historical point of view rather than biological genes, ethnicity, nationalism or simple political rights. Finally, It they are used to construct community and feelings of cohesion and holism, a concept to give the impression that all individuals are equal in the imagined community (Strath, 2002: 387). From the perspective of political scie nce; there are two types of political identities: a civic identity and a cultural identity. The cultural definition of political identity entails a sense of belonging of an individual towards a particular group which can mostly defined by its uniform cultural or ethnic values. On the other hand, the civic definition of political identity involves with the identification of an individual mostly in form of citizenry with a political structure, which includes political institutions, rights, duties and rules (Bruter, 2004: 26). Therefore, a cultural European identity implies a reference to Europe as a continent, a civilization and a cultural entity whereas a civic European identity implies a reference to the political and institutional aspects of European Union identity largely in the form of EU citizenship. Europe has always been more of a mental construct than a geographical or social entity (Lowenthal, 2000: 314). Europe has no natural frontiers both in geographic and sociological terms. Therefore it had never been easy to acquire a singular definition of European identity because the borders of Europe had always been dynamic, and no one knew where Europe started and Europe ended (Pagden, 2002). A European identity is an abstraction and a fiction without essential proportions (Strath, 2002: 387). The concept of a European identity is an idea expressing artificial notions of unity rather than an identity of equality. In this sense, the concept of European identity is inscribed in a long history of political reflection on the concept of Europe. From the perspective of history, Europe has been united as a singular entity in various settings for a number of times in its past such as the Roman Empire, the Holy Roman Empire, the Napoleonic Empire, and arguably the Nazi Third Reich. Identity was only conceptualized as a macro-level collective phenomenon by the intellectual elites of Europe; on the other hand, for the rural masses of Europe, identity was a local term associated with the micro-level, rarely the nation and never an incident as large as the continent of Europe (Pagden, 2002). In different period of history, a common European identity had been defined on different basis. In the Middle Ages, Christianity was the main defining characteristic of European identity, whereas in modern times, the emergence of the nation state, periods of nationalism and afterwards democracy and secularism has been the common characteristic of the Europeans. Meanwhile, Christianity lost its dominance yet it arguably remained as one of the important components of European identity. Today, the European Union similar to the continent of Europe can be characterized by overlapping and unclear boundaries. From a geographical perspective, the EU has fuzzy boundaries due to the ongoing enlargement processes since the 1970s (Risse, 2003: 490). Although the geographical borders of Europe are not objectively defined particularly in the east, a state without a geographical relevance to the European continent cannot become a part of the European Union, even if it shares the EUs collective values and norms. Moreover what adds to the uncertainty of Europes borders is that boundaries of the EU may change according to different policy fields such as the Schengen includes the non EU member Norway but at the same time it does not include the EU member state the United Kingdom. Therefore, first of all the lack of solid geographical boundaries weakens efforts of the EU to be seen as a singular entity by its own people (Castano, 2004). On the contrary, diversity shall be the main c haracteristic of European identity from a cultural point of view. Religious and cultural heritages including Roman law, political democracy, parliamentary institutions, Renaissance humanism, rationalism, romanticism characterize the common identity of the Europeans (Smith, 1992). On the other hand, there are undeniable socioeconomic, cultural, national and ethnic differences among the member states of the European Union. Nevertheless, this reality is reflected in the motto of the Union which is unity in diversity from a positive point of view. A collective political culture is an important feature of the common European identity. The Greeks gave Europe the science and philosophy and the Romans gave it the idea of single continent and unity which created Europes strong cultural and political origins. The diverse and multiple cultures of the ancient Europe shared a single identity as they were brought together under a common system of Roman law. The people of Europe also shared a common language, Latin, and after Europe slowly converted to Christianity they acquired a common religion. Christianity has been a crucial part of the European identity and it played a key role to create its internal cohesion and to designate its relationship with the rest of the world. Further references are made to Europes identity besides its heritage of classical Graeco-Roman civilization and Christianity; such as the ideas of the Enlightenment, Science, Reason, Progress, Industrialization, Democracy and Individualization as the core elements of this claimed European legacy (Wintle, 1996: 13-16). Hellenism, Romanticism, welfare society and cross-fertilization of diversity can be added to this list (Garcias, 1993: 7-9), while one may argue that Europes core values include its commitments to an undivided continent, to individual freedom, and to the universalism of humanity (Havel, 1996). However, this unity never reached to the point of sharing a common European culture. A single body of citizenry or a common cultural identity could not be reached even in the peak of Europes history of unity. When the differences within Europe are emphasized, they are often in the form of unity in diversity; religious differences such as Catholic, Protestant and Orthodox Christianity, and linguistic differences including Romance, Germanic and Slavic languages are obvious; yet they are seen as correlated, Catholic-Romance, Protestant-Germanic, Orthodox-Slavic, and essentially are underlying the major ethnic cleavages and conflicts in the history of Europe. Anthony Smith is among the scholars who are skeptical of the possibility of a common European identity because they could not find a common culture across the European continent, and even more critically they claim that Europe lacks of a shared set of myths, experience and symbols; these elements which they find crucial to create po st-national identity (Smith, 1992: 72-73). Furthermore, Europe lacks of a shared historical and cultural content as which is the largest source of division among Europeans. Other obstacles to a common European identity include linguistic diversity and its tripartite religious division. In fact, a major difference among EU countries is the persistence of linguistic diversity, even though in practical level English has become the dominant language in Europe. Language does not only have an instrumental but also an emotional dimension and peoples sense of nationality is often tied up with their mother tongue (Guibernau, 2001: 192). On the other side of the debate, scholars such as Michael Wintle are more optimistic on the possibility of creating a European identity. Indeed, the existence of the EU identity in the form of converging education standards, educational exchanges, and the organization of a European civil society is already established in most parts of Europe. Wintle argues that a European identity was previously already created during the high Middle Age (Wintle, 1996: 19-22), and it can be easily established today considering the forces of globalization. For now, the major success of the EU in fostering its identity has been limited with the increasing free movement of people across European borders, which has accelerated since the 1985 and formalized in 1990 Schengen accords parallelly correlated with the rising impact of globalization. Increased interaction among peoples of Europe would also encourage cultural exchanges and this could foster a stronger sense of a shared community. Education and hi gh culture shall play a key role in European Unions cultural policy, because these two factors have an important effect on the creation of the EU identity. Education is obviously one of the crucial dimensions in any attempt to develop the future identity of the EU or at least more understanding and convergence among Europeans; high culture unites Europeans against the low culture which separates them. After all, the development of the EU identity will be the outcome of a long process in which bottom-up as well as top-down initiatives are likely to be employed (Guibernau, 2001: 183-184). The idea of Europe as well as the identity of Europeans are constructed over time with processes of contention and bargaining. Gerard Delanty argues that a European Culture is not an entity with cohesion and fixed boundaries, but a floppy concept, with no clear borders and with internal opposition and contradictions, discursively shaped in contentious social bargaining processes (Delanty, 1995; 1999). In other words, the images of Europe do not exist as a natural phenomenon but are discursively shaped by internal as well as external forces (Strath, 2002). A basic step in the process of creating a collective identity is to defining itself in relation to the other. Central to ones identifications are images of others. Likewise any identity, European identity necessarily contains a demarcation from the non-European. This is natural to all distinctions, and they are both inclusive and exclusive. The boundaries of Europe can only be drawn and the identity of Europe can only be realized in the mirror of others. Indeed, Europe does not exist without non-Europe and that non-Europe does not exist without Europe. Many centuries ago, the Europeans defined people living in the north as uncivilized and people living in the south as oriental (Pagden, 2002). Furthermore, the Greeks labeled the non-Greek speaking people as barbarians, even if that word would surely have a different meaning by that time. In nearer times, although the Russians shared many features with a European society including the same religion, it could not reach the formal limits of a Romanized civilization thus perceived as a barbaric empire or the orient, depending on the time. Moreover, European belief of its superiority relied on the common features of European societies such as science and liberal arts. Thus the rest of the world could only be portrayed as actors in relation to Europe, in other words always remained as the other. According to Delanty, Europe has been always invented and reinvented on the basis of division and strategy for the construction of difference from the other starting from Christian identity against Islam in the Middle-Ages, after that in the colonial politics to the New World, and to the ethnic minorities in the contemporary European Union (Delanty, 1995). Therefore, historical experience suggests that the new European identity may be constructed on the other which may be the United States, the East, Islam or the European past itself. Samuel Huntington has argued that religion provides the best common means of historically distinguishing between Europeans and the other, especially in terms of the confrontation between the Judeo-Christian tradition and Islam (Huntington, 1996). However, at the same time, the separation between Eastern Orthodox Christianity and Western variations of Christianity has, for a long time, been crucial in establishing a division between Western and Eastern E urope; partially reinforced in the Cold War, divisions between Catholicism and Protestantism and separation between North and South (Guibernau, 2001). Today, the European Union is frequently argued to be a fortress for the other and the EU is often referred to as a Christian Club, because historically all states on the continent of Europe had Christian societies. The Ottoman Empire was the greatest enemy of European states as well as Christianity in the Middle Ages; which made Islam the primary charactersitic of the other for Europeans from the perspective of history. Today, the accession dialogues of Turkey into the European Union raise wide public opposition in Europe while the European Union officials make constant efforts to prove their allegiance to non-religious, non-ethnic but solely liberal and non discriminatory Copenhagen Criteria independent from historical aspects of the other which has actually been extensively used to define the European identity. Finally, Europe is unique because it has possessed an identity as a cultural space which gave birth to political unions throughout its history. However, it has never succeed ed to constitute a single nation-state or a unified ethnic group. Although the European Union with its single currency and supranational political and legal institutions changed these historical facts to an extent, it is only possible with the means of a common European identity which will carry Europe to the next stage of integration which it always aimed but failed to achieve during its long history. Nevertheless, history has already proved that it will surely be hard to overcome uncertainties of a common European identity at the level of the masses. Over the past millennium, the advancements of European civilization gave rise to the elites living on the continent of Europe who feel increasingly attached to Europe as a whole and shared dreams of a united continent. However, Europe as a realm sharing a common history as well as a common destiny has been largely abandoned by fixed prejudices on often nationalistic and ethnic grounds. National interests and biases at local, national, and global levels have prevented the masses of European people from viewing themselves collectively (Lowenthal, 2000: 315). However, today, forces of globalization, advancements in communications technologies and media transmission of everyday popular culture now promotes the sense of being European among larger segments of society other than the European elites. Although a truly trans-European society is still in its infancy, many of its essential elements are already in place this time largely due to the forces of globalization. Most European states a re increasingly democratic in reality; their economies are for the most part market driven; their popular culture grows more homogeneous as communication technologies expand under the forces of globalization in the 21st Century (Waterman, 1999: 23). Therefore, Europe is at the stage of defining its identity today; however which criteria are being deployed to define Europe, Europeans, Europeanness and their respective boundaries is critically important. A common European identity must be constructed by defining and understanding the historical roots of outstanding features of the European society in relation to the notion of citizenship, which will be discussed in depth in the following parts; developed in the past over the land of Europe. For sure, Europe is being redefined as a result of a complex set of processes, but an important question is what sort of Europe is emerging from them? There is certainly a structured symmetry in the perception of the European Union as the coincidence of a homogenized socio-political space, a unified regulatory space of an EU super-state, a singular European civil society surpassing existing national and regional differences in culture and identity (Hudson, 2000). In some respects there has been progress towards such an ideal of European civil society. For example, the Council of Europe and the European Convention on Human Rights have had an important role in defining acceptable standards across Europe. The issue of European identity and the criteria used to denote Europeans is clearly a critical one for the political and social integrity for the European Union. Europe will exist as an unquestionable political community only when European identity permeates peoples lives and daily existence (Demos 1998). Identity is a key issue which is continuously changing and thats the reason why it is so hard to define especially in a world of f ast changes in the 21st Centurys globalization. The member states of todays enlarged EU have become multi-ethnic and multi-cultural societies with various structural phenomenon ranging from the immigrant community of France to Post-Communist yet ethnic communities of the Central and Eastern European states. As the EU expanded eastwards in the last two rounds of enlargements, the issue of defining a European identity became even more critical for sake of integrity and stability of the Union. One conception of a singular European identity would see it constructed through a process similar to that involved in the creation of national identities in the 19th and the 20th Centuries. Ironically, while the aim was to create those national identities in the past, the challenge that Europeans face today would be to transcend them for the creation of Europeannes. However, the current trends at local European level are quite different from the interests of Europeanists at the supranational level. There are pressures from nation states and their citizens to resist any further transfer of national sovereignty as well as erosion of national identity (Hudson, 2000). In fact, the success of extreme right wing political parties in important European countries such as Austria and France may be seen as a sign of the reappearance of dangerous nationalist and racist ambitions which the peoples of Europe have most probably experienced more than any other continent in the world history. Eric Hobsbawm has proclaimed that nationalism is dead (Hobsbawm, 1990). On the contrary, Llobera argues that national identities are certainly not eternal, but the time of their demise has not yet arrived (Llobera, 2003). In fact, national identities are still dominant in Europe. Recent surveys show that, people in Europe prefer maintaining their national identity and sovereignty, but increasing number of people have accepted European identity in addition to their national identities. Therefore, European nationalism is another important component of a common European identity and it has been a major ideological tool for unifying nation states as well as the Europeans as a whole throughout Europes history. To start with, the European Union, with its both intergovernmental and supranational characteristics represents a far different type of state-organization than a classical nation state. The main distinguishing characteristics of the EU from the nation-state are the absence of a shar ed language, a uniform media, common education system and a central state structure (Shore, 2000: 64). Furthermore, the powers of the EU rely on the sharing of sovereignty of its member states. European unification is a progressive method of limiting individual nation states to practice any kind of harmful nationalism and this is makes up an important part of the European identity. At this point, nationalist Euroskeptics may argue that building a common Europe and an identity for it means destroying nations. However, a general feeling of Europeanness and loyalty to Europe in a cultural sense, does not need to conflict with national identities (Andreani, 1999). A successful construct of European identity must include the concrete and symbolic realities created within time. The European states have not always been nationalist through Europes long history. The definition of nationalism counts on the idea of nation and territory; while the definition of a European nationalism depends on the historical and ideological evolution of the European nation states and aspirations for a post-national Europe. In fact, the aspirations that underlie in the roots of the foundation of the European Union are parallel to European cosmopolitanism in the 18th and the 19th centuries. From the Enlightenment to the beginning of the ECSC after the Second World War; European nationalism found two separate meanings: one as an antinational Pan-European idea of a new united Europe that limits the sovereignty of the nation states, and the other as a pro-national ideology to create or legitimate new nation states (DAppollonia, 2002). Historically, cosmopolitanism reflected intentions for a European unity, and gave rise to anti-national European nationalism. European nationalism was characterized by the will to protect the European interests and its supremacy from non-Europeans as well as protecting Europe from itself by creating a federation. It can be argued that economic development, commercial prosperity, intellectual-supremacy and military power were the factors making Europe homogeneous and created a united European identity beyond national borders to an extent. Some intellectuals as well as economists believe that the nation state is an outdated political and economic entity, and nationalism is merely an expression of old prejudiced and narrow-minded ideas. European nationalism defined itself similar to the nation state through common identity and culture, territory, historical memory building, and economic and political objectives to defend self-interests. The defensive conception of European nationalism o n the other hand had always been a driving factor, yet the pro-nationalist ideologies had been the major cause underlying the wars of modern times. As Europe was divided into aggressive nation states, the idea of Europe had increasingly converged. Although the wars were dividing factors themselves, their interpretations by the Europeanists became powerful unifying factors for Europe. The irony of European nationalism is that it depends on the memory of events that divided rather than united the continent (DAppollonia, 2002). Although it used the same definitions of nation and Europe with the anti-national European nationalism from time to time, it remained limited to the strict logic of the national framework. Transnational solidarities were necessity to establish European unity under either a supranational or an intergovernmental structure. For some intellectuals, European nationalism was the only way to protect the autonomy of nations and the liberty of the individuals. Conceptualizing of the European Union citizenship and creation of the Committee of the Regions in the EU were seen as efforts of the Pro-national European nationalists. These forms of European nationalism rejected the form of narrow nationalism while it showed ambitions to reinforce the intermediary actions between state and individual, between th