Management Case Study Essay Example | Topics and Well Written Essays - 2500 words

Management Case Study - Essay Example he sports facilities managers to be effective, they need to handle issues and all aspects of management in a creative manner, including programming that would maintain high quality of the facilities and are based on standards and legislation (Leberman, Collins and Trenberth, 375). Designing the facility, managing the assets of the facility, management of contracts and leases, management of risks, and monitoring are some of the roles that sports facilities managers have to consider (Leberman, Collins and Trenberth, 375). Management of sports facilities generally involve several parts such as direct management which is done by the owners of the facilities, contract management where the management is contracted to an individual manager or any management groups, lease management, and joint management. Depending on the form of management, the control over the facilities and the responsibilities vary. However, in order to achieve any of the above mentioned management styles, suitable management plan are highly essential. With a good plan of management, the efficiency and effectiveness of the facility is achieved and maintained (Managing facilities). The present study focuses on choosing a sport facility and learning about its management processes. The aim of the study is to choose a sport facility and have an understanding of the management processes followed in the facility. The facility that has been considered for the case study is the Emirates stadium. In order to achieve this aim, the following objectives have been set: The Emirates stadium is in London built on an area that was formerly a brown field industrial estate. With the new stadium built in the area, it not only allowed football clubs like Arsenal to make their places in the stadium, but also enabled regeneration of the total area. The architecture and design of the stadium was under the charge of Populous who are leaders in the field of architectures. Buro Happold are the engineers who were consulted

The Victorian ideal Essay Example for Free

The Victorian ideal Essay The Victorian ideal of womanhood is The Angel in the house. How does Dickens handle his female characters in Great Expectations and how do they relate to this ideal?  Ben A 11wd  In Great Expectations, there are a wide variety of curious and eccentric characters, but it seems that overall, there are significantly more curious female characters (Estella, Miss Havisham, Mrs Joe) than there are male characters (e.g. Mr Pumblechook). It is possible that the reason for the high number of strange women characters might be down to one or more personal experiences in Dickens life. Mrs Joe Gargery, for instance, was directly influenced by Dickens mother, Elizabeth Dickens, who sent Charles, at the age of twelve, to work in a shoe polish factory in order to support the family, who at the time were locked in prison due to the tremendous amount of debt Dickens father was in. Mrs Joe is an exaggerated caricature of Elizabeth, and the antithesis of the angel in the house. The phrase The Angel In The House has its roots in a poem written by the British lyricist Coventry Patmore. He believed that his wife Emily was the perfect incarnation of womanhood; i.e. she was beautiful, obedient, polite, a good cook etc, and it was from her influence that the 211 page volume was written in 1854, and from that poem sprung the expression used to describe a proper housewife doing her duties. Although popular, it received a lot of negative press from the more intelligent liberals both then and now, with some views being reflected by people such as Nel Noddings, who claimed that the Angel was infantile, weak and mindless. But surprisingly, Dickens was actually a supporter of the image presented by Patmore, as were the majority of individuals of the time, even if it does appear that he is criticising the angelic ideal with the character of Mrs Joe for instance, as Dickens actually held quite conservative views on the idea. Mrs Joe is possibly the least angelic person in the entire book, primarily as step by step, Dickens parallels her on every single stage with the Angel, to make her as least angelic as he can, or at least, it appears that he does. She carries with her a stick used for whacking, which Dickens ironically christens Tickler, which she uses to attack both Pip and Joe regularly. There is the image of the thimble, which would usually be used by a housewife similar to the one described in Patmores poem in order to safely knit and sew clothes, and yet Mrs Joe uses it to bash Pip on the head, which is almost the exact opposite of its original purpose. Dickens also appears to cover the ideal of women being perfect cooks, usoing the symbolism of Mrs Joe dropping nails from her top pocket into the bread dough as she is kneading it. being housewives, they would go out an earn money for the family.  The women in Great Expectations range through the social classes from the very top to the very base, and yet all of them have severe defects and are not usually very friendly or caring at all. The most evident of these are the characters of Mrs Joe Gargery and Estella, and to a lesser extent, Molly, Jaggers servant. They all come from different backgrounds, and yet one deals out physical abuse to her husband and brother, one treats the main character with neglect and pretends to loathe him out of spite simply because hes madly in love with her, and the other murdered her newborn baby, of which examples can give us quite a good idea of Dickens attitudes to class as it shows that there is no difference in how nice a person is just because of their status in society. Dickens is trying to suggest that the idea that it was the social class that you were brought up in that defined your personality and character in later life was pure speculation and had no basis in truth whatsoever. It is therefore an opinion voicing not only Dickens personal and more subtly hidden opinions on women, but also another expression of his more widely-known opinions on the Social Class system of England in the Victorian era. Dickens had a sense of social justice in that he was a firm believer that the poor of the country were being treated horribly by the people further up the class system, and although he was no radical or revolutionist, he did believe that it was wrong and so voiced his opinions quite openly in his books concerning this issue. He went from working in a factory when he was twelve to a world renowned author in 30 years, and so held these beliefs firmly and was not merely passing abstract comment on these issues.

European Commission’s Proposal on Software Patents :: Technology Computers Essays

European Commission’s Proposal on Software Patents The European Commission should maintain and clarify its limitations on patents for software, to fight against American mega companies attempting to globally monopolize software, to avoid the mistakes the United States has made, and to potentially let Europe emerge as a software mecca, where software can continue to make significant advancements. This viewpoint can be supported with several ethical considerations, including Ethical Egoism, Utilitarianism, and Pluralism. General View on Software Patents Purpose of a Patent Patents have a dual role in our society. An invention or new creation should be shared with the public and peers to enrich the public body of technical knowledge. In return, society rewards inventors for their efforts by giving a monopolistic control over the invention. In general, patents cover a practical implementation of an idea, as in a product, and not the idea itself. The patent system is in place to promote innovation. Patents on Software Merriam-Webster defines software as, â€Å"something used or associated with and usually contrasted with hardware: as: the entire set of programs, procedures, and related documentation associated with a system and especially a computer system; specifically : computer programs.†[1] Britannica Encyclopedia defines software as, â€Å"instructions that tell a computer what to do.†[2] These definitions of software as a set of instructions, or an associated part with hardware, immediately differentiate it from your typical invented product. By itself you do not have a product, yet United States case law has contended that once you put that software on a disc, you do have a product. Patents have been crucial to distributing your typical technical innovation. Software has no such limitation. Software ideas and innovations have spread quickly through the public domain of information. Some reasons for software distributing so quickly is its relative immaturity as a science and engineering practice, extensive freely distribution from universities, and a near direct fiscal value in general acceptance and use of a software concept[3]. Software innovation has flourished under the general availability of software code, concepts, and tools. Additionally, software is developed incrementally, building quickly on existing concepts. In general, the patent system has been shown to slow the development of incrementally developing technologies such as software[4]. Some Good Software Patents Very carefully reviewed, and perhaps shorter duration software patents could benefit innovation. A software implementation that might otherwise be kept hidden behind trade secret in a company could be revealed to the public for an exchange of monopolistic control.

Atomic bomb Essay

Did the USA need to drop bombs on Hiroshima and Nagasaki in 1945? On the 6th of August 1945, the US dropped an atomic bomb on the Japanese city of Hiroshima,1ushering in the nuclear age. The bomb caused the deaths of over 100,000 people,2with the bulk of the destruction pertaining to innocent civilians. Three days later, the Americans repeated their action at Nagasaki. The aim of the US was not, however, to cause complete annihilation of the Japanese, but to seize the fierce nationalism within Japan, ending world war two. Arguably, this was achieved, with the Emperor Hirohito broadcasting their surrender on the 15th of August.3However, was the Americans use of nuclear warfare justified in their bid for world peace? President of the time Harry Truman stated, â€Å"I never lost any sleep over my decision (to drop the Atomic bomb)†, yet, Americans have since been subject to fierce revisionist denialism that there was not an over riding need to employ such a controversial tactic. By 1945 Japan was in ruins. America had continuously bombed strategic Japanese locations, and implemented a blockade that had dramatic effects on the nations civilians, suggesting that the Japanese were close to surrender without the implantation of the A bomb. Conversely, the US had witnessed the Japanese’s determination to fight to the bitter end , rather than surrender, and their failure to respond to the Potsdam declaration clearly illustrated this. Through analyzing the historical context in which this dramatic act of war occurred it is difficult to come to a sound judgment on the necessity of America’s actions. Due to the consequences that would have triggered if the war had continued, i believe that the US did need to drop the bomb on Hiroshima, however, it was not necessary to drop the following bomb on Nagasaki. With the break out of World War two, Hitlers initial victories captured the imagination of the Japanese militarists, showing what could be achieved through a program of territorial expansionism. Due to the war, changes occurred in Europe’s colonial powers, which created a power vacuum in South East Asia, and a perfect stage for Japan to expand their influence; as Edwin P Hoyt stated â€Å"Japans ambition at the lowest level was to replace the Europeans and the Americans as the colonial powers†¦establishing an Asian  Federation†. This shift in power however was not supported by the US , creating a poisonous relationship between the two nations that would end in catosptrophy. The US implemented harsh economic sanctions, resulting in an ultimatum for Japan. Japan could either give into the pressure from the US and retreat from South East Asia, or , they could advance to take over the resources of Malaya and the oil fields of the Netherlands East Indies, which would indefinitely lead to war with the US. Historian Hugh brogan affirms Roosevelt was â€Å" convinced US would enter the war†¦yet refused to fire the first shot†. The Japanese planned to adopt a dual approach were upon they would enter into negotiations with the US and prepare for war at the same time. The Japanese believed that war might be avoided if the 1  L.Morton, Decision to use the Atomic bomb, Foreign Affairs, 1956. US dropped the sanctions in return for their withdrawal from Indochina; however, on the 26th of November Cordell Hull made an unacceptable demand, claiming that the Japanese were required to withdraw from not just Indo China, but also China. Japan deemed this unacceptable, and at the Imperial Conference 1st December 1941 a final decision was made to go to war with the US, and orders were made to carry out a surprise attack on the US naval base of Pearl Harbour. On the 7th of December 1941 the Japanese attacked the American fleet at Pearl Harbour, killing 2388 soldiers 9, in the hopes of knocking the United States out of a Pacific war, allowing them to pursue their strategic and imperialistic goals. However, Japans failure to achieve total victory meant that the Japanese unified a nation against them, which then mobilised its mighty economy into a war machine that eventually defeated Japan. The importance in understanding the context which resulted in Japan and US warfare is vital in evaluating whether the US needed to drop the Atomic bomb. This being as it is evident that since the emergence of Japan as world power, the US have been present, and determined to minimise the Japanese’s influence. This relationship of dominance , whereby the US hands Japan harsh ultimatums is arguably one of the reasons why Japan refused to surrender in 1945, and will be discussed in depth as the essay progresses. As the conflict between the US and Japan developed the Japanese initially stunned the United States with their success, ending the period of European colonial rule in Asia within just 6 months, bringing to fruition the Japanese dream of a Greater East Asia Co Prosperity Sphere. The Japanese demolished the creed of European and white superiority that had been the bastion of European colonialism in Asia, completely reshaping the political dynamics of Asia. However, intoxicated by their success, rather than consolidating their gains, they still searched for new opportunities. The Allies began their counter attack, however, became aware of the determination that defined Japanese militarism, whereby their soldiers were willing to fight to death, rather than surrender. During December and January 1944 and 1945 the Americans regularly bombed the islands of Iwo Jima, launched 334 B’29s on the capital Tokyo killing 83000 people in March, and attacked Okinawa, the site of a major military base10. Thus by July 1945, Japan had few ships and planes to defend itself, and was met with leaflets from the US announcing in advance where the next attack would take place, urging people to surrender. Furthermore, the blockade implemented by the allies was severely impacting the Japanese, solidifying that defeat was inevitable, yet the Allies heard no news of surrender from the Emperor. Consequently the US began to evaluate the implementation of the A bomb as a necessary method in order to bring the war to a conclusion. President Truman described the Atomic project as the ‘greatest scientific gamble in history’ and believes his decision to drop it was unquestionably the right decision, bringing the war to a quick. end, and saving the lives of thousands of Allies. Prior to its use, the Potsdam Declaration was released, informing the Japanese that they must surrender unconditionally or face ‘prompt and utter destruction’. (Unknown to the Japanese this was a reference to the A-Bomb). The allies hoped that an invasion of Japan could be avoided if the declaration was accepted, however, with the Japanese’ failure to reply, the count down to the first  use of an atomic bomb moved onward. On the 6th of August 1945, the Enola Gay was released over the city of Hiroshima12, an unprecedented attack resulting in mass scale destruction. President Truman announced following that ‘If Japan does not now accept our terms they may expect a rain of ruin from the air, the like of which has never been seen on this earth’. 13However, despite, the destruction of Hiroshima, the American Government received no communications from the Japanese government in Tokyo, resulting in a secon d bomb launched on Nagasaki. Consequently, on the 14th of August, after failed attempts of safeguarding his position, the Emperor accepted the Allied terms. Hirohito made an official radio broadcast to the nation, stating ‘should we continue to fight†¦it would lead to the total extinction of human civilisation’, 14and on the 2nd of September, aboard the Missouri, the main surrender occurred, ending the conflict in the pacific. The atomic bomb, although causing mass scale disaster, finished the cruel and drawn out conflict, however, does that mean that it was necessary, and can be justified? Perhaps the biggest debate which argues that the bomb was not needed was that fact Japan was in fact already defeated. Dennis Wainstock, author of ‘The decision to drop the bomb’ believes that the blockade, in conjunction with the B’29s attack destroyed Japan, broadening the realisation of defeat. Rear Admiral Tochitane Takata said ‘The b29’s were the greatest single factor in forcing the Japanese to surrender’ with Lieutenant General Kawabe believing ‘it is my opinion our loss in the air lost us the war’.16 Furthermore, Japan was economically dependant on foreign sources, thus the blockade favoured the conviction that defeat was inevitable as the Japanese population was starving to death. Additionally, there is significant evidence to support the argument that Japan would have surrended without use of the Atomic bomb, had the US been willing to safe guard the position of the Emperor. The Soviet Union received world from high-level Japanese sources confirming this, which, although many deny American knew about, Secretary of War Henry Stimson wrote ‘It was known to us that she had gone so far as to make tentative proposals to the soviet Government†¦not considered seriously’. However despite the aforementioned evidence suggesting that the Japanese were already defeated, it is arguable that that did not mean that they would surrender. throughout the war that, despite severe loss, they would rather die, than surrender. The invasion of Iwo Jima and Okinawa resulted in severe casualties, yet the Allies heard no talk of negotiations. Joseph C.Grew, who was the former Ambassador to Japan believed, through ‘intimate experience with the Japanese thinking and psychology over an extensive period’18 that regardless of military defeat, it would be highly unlikely that Japan would of their own initiative surrender. Additionally, Historian Barton Bernstein wrote ‘ no one who looks at intransigence of the Japanese militarists should have full confidence in any other strategy (apart from the A bomb), 19which affirms Truman’s decision that it was necessary in order to bring the war to a quick end. Furthermore, The American public was overwhelmingly behind the atomic bombing of Japan, with the bomb receiving an 85% approval 20rating, proving that within the context of the disaster, it was not considered to be as controversial as it is with the power of hindsight. From analysing the arguments for and against the US decision to drop the A bomb on Hiroshima it is clear that this controversial act of war is not easily declared right or wrong. However, arguably it is harder to argue on the side of the Allies when it comes to determining the necessity of the second bomb on Nagasaki. After the dropping of the first bomb, the Soviets declared war on Japan, which many historians believe would have been more than enough to convince the Japanese to surrender. As John W. Downer affirms in ‘Unconditional surrender at the Smithsonian’, ‘most Japanese accounts then and since weigh the soviet declaration of war as being at least as shocking as the Hiroshima bombing’. Further supported by Historian Gar Alperovitz, who believes that the shock of a soviet declaration of war would force Japan to realise defeat was inevitable and then clarification of surrender terms (assurance of the Emperor) would produce the surrender before an invasion took place. However, the US failed to hear a response in the delegated amount of time, and thusly, launched a second bomb on Nagasaki, resulting in the eventual surrender of Ja pan. When the US made their decision to drop the atomic bomb on Japan, initiating the nuclear arms race, it was inevitable that Truman’s decision would be analysed, causing controversy for years to come. There is a plethora of published work that strongly believes that the US decision to  employ the A bomb was a mistake, and was blatantly not necessary as Japan was so weak indicating that surrender was not far off. Additionally, it cannot be forgotten that the victims of the bomb were primarily innocent civilians, thus from a moral point of view, the action cannot be justified. However, Japans militaristic attitude throughout the war consistently affirmed the US belief that Japan would never surrender of their own accord, and the A bomb was a necessary action in order to conclude the war. From analysing both sides of the argument i believe that the US did need to drop the first bomb in order to display to Japan that they did not have any other option but to surrender, however, the dropping of the second bomb was definitely not needed. The bombing of Hiroshima, in conjunction with the entry of the Soviet Union was more than enough to force Japan to surrender, and thusly, the bombing of Nagasaki cannot be justified. Bibliography Books 1. A.Pollock, D.McKinlay, J.Cantwell, Conflict in the Pacific 1937-195, McGraw Hill Publications, Australia 2003. 2. H.Truman, Memoir: Year of Decisions, Garden City 1955 3. H.L.Stimson, M.Bundy, On Active Service in peace and War, Harper and Brothers, New York 1948 4. D.Eisenhower, The white house years: Mandate for change 1953-1956, Garden City 1963 5. W.D.Leahy, I was there, Whittlesey House, New York 1950 6. J.C.Grew, Turbulent Era: A diplomatic Record of forty years 1904-1945, Hougton Mifflin Company 1952 7. H.L.Stimson, The decision to use the Atomic Bomb, week 13 reading 8. K.Doak, Nationalism in Modern Japan, Koninklike 2007, 9. E.Cannizzaro, The Law of Treaties beyond the Vienna Convention, Oxford 10. E.P.Hoyt, University Press 2011,Japans war: The Great Pacific Conflic, Random House 1971 11. D.D.Wainstock, The Decision to drop the Atomic Bomb, Prager Publishers, 1996 12. G. Alperovitz, The Decision to drop the Bomb, Vintage Books 1996 Articles 1. Barton J. Bernstein, A post war myth, 50000 U.S lives saved, Bulliten of Atomic Scientists, vol 3 no.9 2. John W. Dower, Unconditional Surrender at the Smithsonian, Week 13 Reading 3. L.Morton, Decision to use the Atomic bomb, Foreign Affairs, 1956 Website 1.The project of the Nuclear Age Peace foundation.org http://www.nuclearfiles.org/menu/library/ correspondence/stimson-henry/corr_stimson_1945-07-31.htm

Othello and Family Guy

Othello Cast inspired by the characters of Michaela N Cleveland Brown as Othello Cleveland Brown is overall a kind person with a hot temper. He becomes jealous easily, especially in terms of his marriage and wife. Cleveland trusts his friends to a fault, and is dim-witted. All these traits strike a strong resemblance to Othello. Similar to Othello, Cleveland racially does not fit in among friends, and both are treated different as a result. Both men also are trusted by their friends, and care more about what is going to make them happy in the moment, rather than long term.Cleveland and Othello tend to speak coarsely and slowly, as opposed to those who they mingle with. Othello and Cleveland furthermore are laid back. The men usually are the puppets of their mates, going with the flow and believing the most ridiculous of things. Cleveland represents Shakespeare's Othello quite perfectly. Brian as Iago Brian is extremely intelligent, logical, and rational character. He is trusted, but not loyal to those who trust him. His motivations are not always clear or obvious.Brian is thought of as â€Å"man's best friend† but he doesn't act that way. He is generally mean spirited, quick-tempered, and has a sarcastic, dry, yet hilarious, sense of humor. These traits bear resemblance to Iago, Othello's enemy. Iago and Brian are also manipulative, deceptive, and untrustworthy. Both characters lack a sense of emotion and compassion, as they are willing to do things, like kill friends or a wife, easily. Brian has a crush on Louis, and Iago is taken by Desdemona.Together they have a love-hate relationship with women, enjoying them physically, but annoyed with femininity and emotional drama. Iago and Brian mirror each other perfectly. Lois as Desdemona Lois is a complex, sweet, yet dark, jealous, and somewhat cold-hearted woman. She is known to cheat, be devious, and be extremely flirtatious, which in turn gets her into trouble. She loves her husband, but doesn't have a pr oblem with being unfaithful to him. She is known to be a beauty, and to have left her father to pursue a crazy lifestyle.Lois is a strong, independent woman despite being a wife. She furthermore has a bewitching affect over men, and she uses this gift to get what she wants. Desdemona is very much like Lois in all this attributes. Desdemona seems innocent but is truly brilliantly mischievous. Both are smart, but don't always think before they act. They are both comparable, thus match beautifully. Joe Swanson as Michael Cassio Joe makes a perfect Cassio. Joe is a police officer, just as Cassio is a lieutenant.Joe is devoted, loyal, moral, masculine, buff, admirable, and honorable. Cassio in ‘Othello' is also very much like this. Glenn Quagmire as Roderigo Roderigo is rich, rather foolish, too trusting of Iago, and interested in Desdemona. Quagmire is also well off, acts unintelligently, and is interested in women to an extreme. Both men are so obsessed over a certain woman they will do whatever it takes. They trust their friends to a fault and lack compassion. Both men exemplify immaturity too. Therefore, Quagmire and Roderigo quite nicely pair up.Bonnie as Bianca Bianca and Bonnie were prostitutes, loved fame and a title. They spoke softly and meaningfully. ‘ Carter as Brabanzio Carter is fatherly, rich, over-protective of his daughter, self-important, powerful, devious, blustering, and gets angry with his daughter's husband numerously. Brabanzio is also fatherly, a senator, very protective of his daughter, devious, blubbering, self-intelligible, and is upset when his daughter leaves him for Othello. Both men hate their sons-in-law with a fiery passion. They are two of a kind.

Reusing Plastic Bottles Can Pose Serious Health Hazards

Reusing Plastic Bottles Can Pose Serious Health Hazards Most types of plastic bottles are safe to reuse at least a few times if properly washed with hot soapy water. However, recent revelations about some of the toxic chemicals found in Lexan (plastic #7) bottles are enough to prevent even the most committed environmentalists from reusing them- or buying them in the first place. Studies suggest that food and drinks stored in such containers- including those ubiquitous clear water bottles hanging from just about every hiker’s backpack- can contain trace amounts of Bisphenol A (BPA), a synthetic chemical that may interfere with the body’s natural hormone messaging system. Reused Plastic Bottles Can Leach Toxic Chemicals Repeated re-use of plastic bottles- which get dinged up through normal wear and tear while being washed- increases the chance that chemicals will leak out of the tiny cracks and crevices that develop in the containers over time. According to the Environment California Research Policy Center, which reviewed 130 studies on the topic, BPA has been linked to breast and uterine cancer, increased risk of miscarriage, and decreased testosterone levels. BPA can also wreak havoc on children’s developing systems. (Parents beware: Some baby bottles and sippy cups are made with plastics containing BPA.) Most experts agree that the amount of BPA that could potentially leach into food and drinks through normal handling is probably very small. Nevertheless, there are concerns about the cumulative effect of these small doses over time. Why Plastic Water and Soda Bottles Shouldnt Be Reused Health advocates advise against reusing bottles made from plastic #1 (polyethylene terephthalate, also known as PET or PETE), including most disposable water, soda, and juice bottles. According to The Green Guide, such bottles may be safe for one-time use but reuse should be avoided. Studies indicate that the containers may leach DEHP- another probable human carcinogen- when they are structurally compromised and in less than perfect condition. Millions of Plastic Bottles End Up in Landfills Every year, consumers go through millions of plastic bottles. Fortunately, these containers are easy to recycle and just about every municipal recycling system will take them back. Still, using them is far from environmentally responsible. The nonprofit Berkeley Ecology Center found that the manufacture of plastic #1 not only uses large amounts of energy and resources but also generates toxic emissions and pollutants that contribute to global warming. And even though PET bottles can be recycled, millions of them find their way into landfills every day in the United States alone. Incinerating Plastic Bottles Releases Toxic Chemicals Another bad choice for water bottles, reusable or otherwise, is plastic #3 (polyvinyl chloride/PVC), which can leach hormone-disrupting chemicals into the liquids stored in them and also release synthetic carcinogens into the environment when incinerated. Plastic #6 (polystyrene/PS) has been shown to leach styrene, a probable human carcinogen, into food and drinks as well. Safe Reusable Bottles Do Exist Plastic bottles are not the only reusable containers available to consumers. Safer choices include bottles crafted from HDPE (plastic #2), low-density polyethylene (LDPE, or plastic #4), or polypropylene (PP, or plastic #5). Aluminum and stainless steel water bottles, such as those youll find at online retailers and in many brick-and-mortar natural food markets, are safer choices that can be reused repeatedly and eventually recycled.

Barbarossa Essays - Field Marshals Of Nazi Germany, Free Essays

Barbarossa Essays - Field Marshals Of Nazi Germany, Free Essays Barbarossa When Germany invaded Russia in 1941, they did so neither near-sighted or as a ?back-handed? diplomatic ploy. While Russia remained a key objective to Hitler, it was also seen as a necessity for long-term victory and survival in Europe for Germany. ?Plan Yellow?, as developed by Field Marshal Erich von Manstein, called upon the pre-emptive strike against an imperialistic Russia, using speed and superior leadership as keys to victory. To always remember the axiom: ?History is written by the conquerers,? is key to the history of the German-Russian War 1941-1945. This paper intends to not only convey the necessity and the upside of a German attack and subsequent victorys but also the Russian Army?s offense stance of 1941. As Field Marshal Fedor von Bock wrote in his diaries ?A sense of fright came over the OKH? (German High Command) ?With no more enemies, who do we wait for to fight? Alas they had been waiting for us.? Germany in 1941 had reached a high point. The German economy, bolstered by it?s newly conquered lands, stood by itself with no equal. The citizenery had not witnessed victory like 1939-1941 since the day of Fredrich the Great. Germany, bolstered by such a booming economy and national morale, had yet to truly begin it?s ?witch-hunts,? nor had any of it?s concentration camps. While Jews were politically and often violently blamed and attacked for Germany?s ills, Hitler and the Nazi regime had at this point not begun the holocaust nor the mass killings. Most of Europe belonged to the Axis powers and Field Marshal Erwin Rommel?s Afika Korps, and the Italian Army had beaten the Allies to the far reaches of Africa. Mexico was being courted by the Axis diplomats and Brazil had remained nuetral, but swayed to Germany, (it?s imperialist conquerer). Japan had taken much of China and had moved towards Australia. Germany had no equal: economically, militarily, and no threat of one. The reasons for an invasion of Russia are many, but very simply, in all respects it made perfect sense to retain and protect the security and future of Germany. Contrary to most opinions, Germany was not embroiled in a two-front war in 1941, mainly because of Britain?s inability to bring significant pressure to bear on Germany by land, sea, or air during the proposed time period of ?Plan Yellow.? The naval blockade of German sea ports was failing miserably as the German empire was overly sufficient without imports. Britain?s traditional ?trump card?: sea power and naval blockades of German ports would be rendered obsolete by a victory in European Russia. If Germany defeated or eliminated Russia from the war, any British posture, even with the support of their empire would be meaningless in the face of German control of the fuel, iron, ore and agricultural resources of the entire continent. Britain would be at a complete loss and it would be her economy to collapse. Britain?s only option for obtaining critical materials, or victory of any sort, would appear to be in Africa. However, German air and ground forces freed from the continent (inner France, Germany, Austria, Czechoslavakia), could easily be diverted to Africa to prevent this. The destruction and conquest of European Russia would not only provide Germany with immense resources and capabilities to expand those resources, but it would also make Britain unable to carry on a fruitless war. Hitler?s Lebensraum, or literally ?living space?, is misleading as Germany was not overcrowded and had conquered an immense buffer zone against her enemies and neighbors. Lebensraum sought resources- iron, ore, fuel, food, factory space- it did not have inside the boundaries imposed in the Versailles Treaty of 1917. Hitler, in each of his military endeavors sought out these necessary resources above military strategy, even above diplomatic means. Hitler had so handily conquered Poland, annexed both Austria and Czechoslavakia, defeated Belgium, and a large British Expeditionary Force, and France so quickly.The entire armed forces working brilliantly enough to overrun Norway, nuetralize Britain, and their U-Boats disrupting sea supply lines from America, Hitler turned to the showdown with Soviet Russia. In late 1940 Hitler suggested to a friendly Russia that she enter and join the German-Italian Pact of Steel. The negotiations over the spoils of

Timeline of the Scottsboro Boys Case

Timeline of the Scottsboro Boys Case In March of 1931, nine young African-American men were accused of raping two white women on a train. The African-American men ranged in age from thirteen to nineteen. Each young man was tried, convicted and sentenced in a matter of days. African-American newspapers published news accounts and editorials of the events of the case. Civil rights organizations followed suit, raising money and providing defense for these young men. However, it would take several years for these young mens cases to be overturned. 1931 March 25: A group of young African-American and white men engage in a scuffle while riding a freight train. The train is stopped in Paint Rock, Ala and nine African-American teens are arrested for assault. Soon after, two white women, Victoria Price, and Ruby Bates charge the young men with rape. The nine young men are taken to Scottsboro, Ala. Both Price and Bates are examined by doctors. By the evening, the local newspaper, Jackson County Sentinel calls the rape a revolting crime. March 30: The nine Scottsboro Boys are indicted by a grand jury. April 6 - 7: Clarence Norris and Charlie Weems, were placed on trial, convicted and given the death sentence. April 7 - 8: Haywood Patterson meets the same sentence as Norris and Weems. April 8 - 9: Olen Montgomery, Ozie Powell, Willie Roberson, Eugene Williams, and Andy Wright are also tried, convicted and sentenced to death. April 9: 13-year-old Roy Wright is also tried. However, his trial ends with a hung jury as 11 jurors want the death sentence and one vote for life in imprisonment. April through December: Organizations such as the National Association for the Advancement of Colored People (NAACP) as well as the International Labor Defense (ILD) are astonished by the age of the defendants, length of their trails, and sentences received. These organizations provide support to the nine young men and their families. The NAACP and IDL also raise money to for appeals. June 22: Pending an appeal to the Alabama Supreme Court, the executions of the nine defendants are stayed. 1932 January 5: A letter written from Bates to her boyfriend is uncovered. In the letter, Bates admits she was not raped. January: The NAACP withdraws from the case after the Scottsboro Boys decide to let the ILD handle their case. March 24: The Alabama Supreme Court upholds the convictions of seven defendants in a vote of 6-1. Williams is granted a new trial because he was considered a minor when he was originally convicted. May 27: The United States Supreme Court decides to hear the case. November 7: In the case of Powell v. Alabama, the Supreme Court ruled that the defendants were denied the right to counsel. This denial was considered a violation of their right to due process under the Fourteenth Amendment. The cases are sent to the lower court. 1933 January: Noted attorney Samuel Leibowitz takes the case for the IDL. March 27: Pattersons second trial begins in Decatur, Ala before Judge James Horton. April 6: Bates comes forward as a witness for the defense. She denies being raped and further testifies that she was with Price for the duration of the train ride. During the trial, Dr. Bridges says that Price showed very little physical signs of rape. April 9: Patterson is found guilty during his second trial. He is sentenced to death by electrocution. April 18: Judge Horton suspends Pattersons death sentence after a motion for a new trial. Horton also postpones the trials of the eight other defendants as racial tensions are high in town. June 22: Pattersons conviction is set aside by Judge Horton. He is granted a new trial. October 20: The cases of the nine defendants are moved from Hortons court to Judge William Callahan. November 20: The cases of the youngest defendants, Roy Wright, and Eugene Williams, are moved to Juvenile Court. The other seven defendants appear in Callahans courtroom. November to December: Patterson and Norris cases both end in the death penalty. During both cases, Callahans bias is revealed through his omissions- he does not explain to Pattersons jury how to deliver a not guilty verdict and also does not ask for the mercy of God upon Norris soul during his sentencing. 1934 June 12: In his bid for re-election, Horton is defeated. June 28: In a defense motion for new trials, Leibowitz argues that qualified African-Americans were kept off jury rolls. He also argues that names added on the current rolls were forged. The Alabama Supreme Court denies the defense motion for new trials. October 1: Lawyers associated with ILD are caught with $1500 bribe that was to be given to Victoria Price. 1935 February 15: Leibowitz appears before the Supreme Court of the United States, describing the lack of African-American presence on juries in Jackson County. He also shows the Supreme Court justices the jury rolls with forged names. April 1: In the case of Norris v. Alabama, the United States Supreme Court decides that the exclusion of African-Americans on jury rolls did not protect African-American defendants of their rights to equal protection under the Fourteenth Amendment. The case is overturned and sent to a lower court. However, Pattersons case is not included in the argument because of filing date technicalities. The Supreme Court suggests that lower courts review Pattersons case. December: The defense team is reorganized. The Scottsboro Defense Committee (SDC) is established with Allan Knight Chalmers as chairman. Local attorney, Clarence Watts serves as co-counsel. 1936 January 23: Patterson is retried. He is found guilty and sentenced to 75 years in prison. This sentence was a negotiation between the foreman and the rest of the jury. January 24: Ozie Powell pulls a knife and slashes a police officers throat while being transported to Birmingham Jail. Another police official shoots Powell in the head. Both the police officer and Powell survive. December: Lieutenant Governor Thomas Knight, the prosecuting attorney for the case, meets with Leibowitz in New York to come to a compromise. 1937 May:Â  Thomas Knight, a justice on the Alabama Supreme Court, dies. June 14:Â  Pattersons conviction is upheld by the Alabama Supreme Court. July 12 - 16: Norris is sentenced to death during his third trial. As a result of the pressure of the case, Watts becomes sick, causing Leibowitz to steer the defense. July 20 - 21: Andy Wrights is convicted and sentenced to 99 years. July 22 - 23: Charley Weems is convicted and sentenced to 75 years. July 23 - 24: Ozie Powells rape charges are dropped. He pleads guilty to assaulting a police officer and is sentenced to 20 years. July 24: The rape charges against Olen Montgomery, Willie Roberson, Eugene Williams, and Roy Wright are dropped. October 26: The United States Supreme Court decides not to hear the appeal of Patterson. December 21: Bibb Graves, the governor of Alabama, meets with Chalmers to discuss clemency to the five convicted defendants. 1938 June: The sentences given to Norris, Andy Wright, and Weems are affirmed by the Alabama Supreme Court. July: Norris death sentence is commuted to life imprisonment by Governor Graves. August: A denial of parole is recommended for Patterson and Powell by an Alabama parole board. October: A denial of parole is also recommended for Norris, Weems, and Andy Wright. October 29: Graves meets with the convicted defendants to consider parole. November 15: The pardon applications of all five defendants are denied by Graves. November 17: Weems is released on parole. 1944 January: Andy Wright and Clarence Norris are released on parole. September: Wright and Norris leave Alabama. This is considered a violation of their parole. Norris returns to jail in October 1944 and Wright in October 1946. 1946 June: Ozie Powell is released from prison on parole. September: Norris receives parole. 1948 July:Â  Patterson escapes from prison and travels to Detroit. 1950 June 9: Andy Wright is released on parole and finds a job in New York. June: Patterson is caught and arrested by the FBI in Detroit. However, G. Mennen Williams, governor of Michigan does not extradite Patterson to Alabama. Alabama does not continue its attempts to return Patterson to prison. December: Patterson is charged with murder after a fight in a bar. 1951 September: Patterson is sentenced to six to fifteen years in prison after being convicted of manslaughter. 1952 August: Patterson dies of cancer while serving time in prison. 1959 August: Roy Wright dies 1976 October: George Wallace, governor of Alabama, pardons Clarence Norris. 1977 July 12: Victoria Price sues NBC for defamation and invasion of privacy after its broadcast of Judge Horton and the Scottsboro Boys airs. Her claim, however, is dismissed. 1989 January 23: Clarence Norris dies. He is the last surviving Scottsboro Boys.

Excerpts Essay Example | Topics and Well Written Essays - 750 words

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Popular American Culture Essay Example | Topics and Well Written Essays - 1250 words

Popular American Culture - Essay Example American sport has become more than competitions with rules played on rinks, fields or diamonds. The current outset of sport is more than that struggle to reach the finish line, or a ball moving among athletes. What American sport has produced is more than the hero worship of winners and other usual trappings of sports that affect other societal aspects. Modern American sport has produced incredible dialogue about sports. The interest of American sport cuts across dividing lines of gender, ethnicity, income, age and geography. The world of American sport gives everyone a sense of belonging and shared language. As a result, this gives people extraordinary insights into American culture. Spectator sports attract large audiences since on the onset of the 1920s. Sports provide America with the people’s yearning for an increasingly impersonal practical society. The likes of Jack Dempsey became national idols for being winners. The focus was on those individuals whose talents flourished and made them appear larger than life. American football, which is considered the most popular sport in the United States, attracts more television viewers that any other spectator sport (Berman 45).The most professional American football league that is popular is the National Football League. It consists of 32 members, and its season lasts from September to December. The playoffs end in January and February with playoffs and the Super Bowl. The Super Bowl, which is the championship game, is the highest rated television show with over 100 million viewers per year. Baseball also draws large crowds. It is the oldest of the main American sports. Although it is no longer a popular sport, most people still refer to it as the national sport. Major baseball teams play almost every day unlike the professional levels of other popular sports. Soccer is rated the third sport that is most widely played in America (Berman 54). This has been a recent addition to American pastime, and it has gained popularity in the better half of the 2 0th century. Among other sports are ice hockey, tennis, boxing, golf and horse racing that bring so many people into their domain. American sport captivates many and increases duties and anxieties that go deeper than other industries. American sport is a way in which great relationships are constructed for generations who grow up following in similar footsteps. It is a haven from other societal struggles and an oasis of verifiable truth in the desert of modern life. All these perceptions give people a clue on the uniqueness of American culture. The modernity of American cultur

Reflection about Management and Organizational Behavior Term Paper

Reflection about Management and Organizational Behavior - Term Paper Example However, effective leadership also depends upon how leaders mend their approaches to suit the characteristics of their followers. Drawing different leadership-related teachings from literature, the most applicable leadership to the situation at Buddy Delight will be identified and evaluated for its effectiveness and applicability. Buddy Delight, a fast food restaurant at the far end of the high street market in Brookshire, Colorado had to close its 5-year old business shortly after the sudden demise of its previous owner. Just before his death, the owner had expanded Buddy Delight to two more floors of the building; and had hired few employees. The owner’s son took over the business after his father’s demise, and brought about many changes, one of which included appointing a new manager in the restaurant section. During earlier years, all business related activities were managed by the owner, the sole manager of the restaurant. However, increasing number of customers and business resulted in high workload as a result of which the new owner decided to bring in more people to manage the business. New employees were hired again at various positions including managerial and reception, operations and for customer service activities. Dissatisfaction, frustration and low performance surfaced in the ope rations team within few weeks after they welcomed their new manager along with two new chefs in their team. The new manager was highly qualified management graduate and possessed years of managerial experience in the marketing division. He had the ability to command and get the tasks accomplished. The manager was young, energetic and highly innovative, which could have been the reasons that had pleased the owner’s son to hire the manager. This team comprised of 12 employees including 4 chefs and eight waiters that were responsible for working in the main restaurant section that was directly involved in preparing food items as per

Domestic and Foreign Intelligence Services Research Paper

Domestic and Foreign Intelligence Services - Research Paper Example The domestic intelligence agency in United Kingdom is known as Security Service and commonly referred as MI-5.  (Ehrman, 2009). The role and responsibilities of MI-5 include response to security threats such as terrorism, counterintelligence, weapons of mass destruction and organized crimes within the confines of the United Kingdom territory (Vitkauskas, 1999). It is the agency that is charged with the protection and safeguarding of British economic interests and parliamentary democracy in the United Kingdom.   As a domestic intelligence agency, MI-5 is responsible for the protection of public utilities such as air, gas rail and key industries such as defense contactors, civil nuclear power, oil and other crucial industries in United Kingdom (Posner, 2005).   MI-5 boasts of a long term and established tradition of executing domestic intelligence operations in United Kingdom and the wider scope of responsibilities that have included electronic surveillance, recruitment and infil tration of terrorist groups (Burch, 2007). In relation to information sharing, MI-5 is the central domestic intelligence agency in United Kingdom that is charged with the collection and analysis of information and further relay them to United Kingdoms Joint Intelligence committee. The role Joint Intelligence Committee is to prioritize intelligence information from MI-5 and regularly update and provide intelligence assessments to ministers and other senior officials (Ehrman, 2009).  ... Comprehensive comparison and analysis of intelligence services mandates, functions and operations is thus hampered by the restriction that exist on information access and even though the internet and other sources of data from scholars can be exploited, they are often classified (Burch, 2007; O’connell, 2004). Current prospect suggest that comparison of intelligence services can be done in a transparent environment, it should be acknowledged that it is the secrecy that enable intelligent services to operate. Domestic and foreign intelligence services between countries can be compared based on various benchmarks and parameters. Example of benchmarks or frameworks that intelligence services might be compared include national security context, national security structure, organizational size and budget, organizational cohesion, management and oversight and information collection emphasis. In addition, intelligence service comparison can also be based on the analytic emphasis of t he respective agencies, intelligence-decision making relationships, operational emphasis, cooperation of intelligence agencies with other diplomatic and security organization and policies, practices and procedures for counter-intelligence (O’connell, 2004). Domestic Intelligence Both domestic intelligence services of United States and United Kingdom have common jurisdiction in relation to national security. The main function of the intelligence services include the provision of unique, special and secretive information that can aid and support security of both nations. In United States, domestic security intelligence is collected by the Federal Bureau of Investigation (FBI), a law enforcement agency that also acts as a subordinate to

Technology management Assignment Example | Topics and Well Written Essays - 250 words

Technology management - Assignment Example (Use that answer to explain you decision as CEO) Spreading breweries all over China is a better than building one huge brewery because of a breakdown of one of the breweries others will serve the market with the product. Anheuser-Busch InBev has the largest brewery in the world and it has managed to get its products worldwide through establishment of several branches of breweries in many nations. Setting up several branches has enabled the company to cut down the cost of exporting the products from a single source (Esterl, 2013). Partnering of Anheuser-Busch InBev with already established brewers in China is a perfect idea as it assists the company to market its brands along with already products in the market. The idea also reduces competition that the rival companies may offer in the market as the completion may lower profits (Esterl, 2013). Off shoring is a way of outsourcing an enterprise in another nation to enhance the growth of the company. For instance, Anheuser-Busch InBev Company setting up its breweries in china is a form of off shoring in order to tap a market that other brewers have not fully satisfied with the product (Esterl, 2013). The top five beer consuming countries in terms of the total amounts of beer drink are, China, America, Brazil, Germany and Russia. The best strategy for the InBev company to market its products in one of these heavy beer consuming nations is by partnering with the local beer producing companies to ease competition of its products with the local rivals in that country (Esterl,

CRITICAL REVIEW OF TOURISM STUDIES ARTICLE Essay

CRITICAL REVIEW OF TOURISM STUDIES ARTICLE - Essay Example Utilising man's instinct to travel to make commercial sense has resulted in various governmental and tourism related entities vying for a share of the wallet. Since the penchant for real, genuine, authentic destinations are on the rise, many are being touted as such and aptly exhibited to trigger interests in the tourist. This is called "staging" and this has led to the loss of authenticity. This article deals with how there is a loss of authenticity of the destinations due to the necessity to conform to expectations as perceived by the tourists. "Staged authenticity" involves manipulation of local cultural phenomenon to cater to the expectations of tourists arriving there. This may be in the form of hosting shows to adding cultural expressions and cultural aspects of the local culture that closely align to creating an experience for the tourists. These shows may not necessarily be replicas of the original culture. Tourism can turn local cultures into commodities when religious rituals, traditional ethnic rites and festivals are reduced and sanitized to conform to tourist expectations, resulting in what has been called "reconstructed ethnicity." As long as tourists just want a glimpse of the local atmosphere, a quick glance at local life, without any knowledge or even interest, staging will be inevitable. It leans more towards creating that unique experience than preser ving local culture or involving the locals as a part of that culture and bringing the tourist into the unique world for a glimpse. However, this article also says that while these hyperactive contrived experiences may satisfy a postmodernism oriented tourist, it may fall short when a genuine authentic experience-seeking tourist is in contact with it. The article also argues that though it is important for the experience to be real, often even in the genuine historic sites, it is not possible to recreate accurately every aspect of the past. This is because the past is an immense entity of which we are fortunate to have a glimpse of certain pieces of the puzzle. We will never be able to comprehend in totality of what life was at that point in time. In addition, to make it more viewable to the public, it is often necessary to sanitize the site and provide basic amenities and odour removal so that the tourist is not turned off exploring it. Therefore a minimal amount of doctoring when the lines between the real and the "doctored" are almost invisible, the experience for the tourists is more authentic and satisfying. Once a destination is sold as a tourism product, and the branding of the destination starts duplicating an experience to the tourists that may or may not be exactly what the tourists want. Perception of an experience by the tourists is very individualistic and subjective. This is because each individual perceives an experience differently. While a few staged local shows and a photograph moment with the locals may be sufficient for a certain group of individuals as a long-term memory there are another set of tourists who are disappointed by the lack of true cultural aspects. In conclusion, the article stresses the following points. The definition of "authenticity" is by itself very subjective because how the scholar, researcher and the heritage manager visualize it may be different from how the tourist perceives it. While there are some of

Technology management Assignment Example | Topics and Well Written Essays - 250 words

Technology management - Assignment Example (Use that answer to explain you decision as CEO) Spreading breweries all over China is a better than building one huge brewery because of a breakdown of one of the breweries others will serve the market with the product. Anheuser-Busch InBev has the largest brewery in the world and it has managed to get its products worldwide through establishment of several branches of breweries in many nations. Setting up several branches has enabled the company to cut down the cost of exporting the products from a single source (Esterl, 2013). Partnering of Anheuser-Busch InBev with already established brewers in China is a perfect idea as it assists the company to market its brands along with already products in the market. The idea also reduces competition that the rival companies may offer in the market as the completion may lower profits (Esterl, 2013). Off shoring is a way of outsourcing an enterprise in another nation to enhance the growth of the company. For instance, Anheuser-Busch InBev Company setting up its breweries in china is a form of off shoring in order to tap a market that other brewers have not fully satisfied with the product (Esterl, 2013). The top five beer consuming countries in terms of the total amounts of beer drink are, China, America, Brazil, Germany and Russia. The best strategy for the InBev company to market its products in one of these heavy beer consuming nations is by partnering with the local beer producing companies to ease competition of its products with the local rivals in that country (Esterl,

Can be on anything to do with microbiology (you can chose the topic) Article

Can be on anything to do with microbiology (you can chose the topic) - Article Example The gold standard for diagnosing typhoid fever is isolation of organism through blood culture. But lack of expertise and equipment for this test makes it unusable in a peripheral setting. Widal test is also useful, but is of no value in endemic areas. Currently, this test is regarded as non-specific and inaccurate. Because of these limitations of the popular tests, several assays and serological tests have been developed but have not been found to be optimal. Thus, the need of the hour with regard to typhoid testing is a test that is not only simple, but also reliable and carried out in small laboratories in the peripheries. Two such tests which merit importance are typhidot M and Diazo tests. In this study, Beige et al prospectively evaluated typhidot M and Diazo tests vis-a-vis blood culture and Widal test in children. In this prospective study, children aged 6 months to 12 years with fever of more than four days duration and with clinical suspicion of fever were enrolled. Those wi th other suspected diagnosis were used as controls.

History of education Essay Example for Free

History of education Essay Education, History of, theories, methods, and administration of schools and other agencies of information from ancient times to the present. Education developed from the human struggle for survival and enlightenment. It may be formal or informal. Informal education refers to the general social process by which human beings acquire the knowledge and skills needed to function in their culture. Formal education refers to the process by which teachers instruct students in courses of study within institutions. IIEDUCATION IN PRELITERATE SOCIETIES. Before the invention of reading and writing, people lived in an environment in which they struggled to survive against natural forces, animals, and other humans. To survive, preliterate people developed skills that grew into cultural and educational patterns. For a particular group’s culture to continue into the future, people had to transmit it, or pass it on, from adults to children. The earliest educational processes involved sharing information about gathering food and providing shelter; making weapons and other tools; learning language; and acquiring the values, behavior, and religious rites or practices of a given culture. Through direct, informal education, parents, elders, and priests taught children the skills and roles they would need as adults. These lessons eventually formed the moral codes that governed behavior. Since they lived before the invention of writing, preliterate people used an oral tradition, or story telling, to pass on their culture and history from one generation to the next. By using language, people learned to create and use symbols, words, or signs to express their ideas. When these symbols grew into pictographs and letters, human beings created a written language and made the great cultural leap to literacy. IIIEDUCATION IN ANCIENT AFRICA AND ASIA In ancient Egypt, which flourished from about 3000 BC to about 500 BC, priests in temple schools taught not only religion but also the principles of writing, the sciences, mathematics, and architecture. Similarly in India, priests conducted most of the formal education. Beginning in about 1200 BC Indian priests taught the principles of the Veda, the sacred texts of Hinduism, as well as science, grammar, and philosophy. Formal education in China dates to about 2000 BC, though it thrived particularly during the Eastern Zhou Dynasty, from 770 to 256 BC (see China: The Eastern Zhou). The curriculum stressed philosophy, poetry, and religion, in accord with the teachings of Confucius, Laozi (Lao-tzu), and other philosophers. IVEDUCATION IN ANCIENT GREECE Historians have looked to ancient Greece as one of the origins of Western formal education. The Iliad and the Odyssey, epic poems attributed to Homer and written sometime in the 8th century BC, created a cultural tradition that gave the Greeks a sense of group identity. In their dramatic account of Greek struggles, Homer’s epics served important educational purposes. The legendary Greek warriors depicted in Homer’s work, such as Agamemnon, Odysseus, and Achilles, were heroes who served as models for the young Greeks. Ancient Greece was divided into small and often competing city-states, or poleis, such as Athens, Sparta, and Thebes. Athens emphasized a humane and democratic society and education, but only about one-third of the people in Athens were free citizens. Slaves and residents from other countries or city-states made up the rest of the population. Only the sons of free citizens attended school. The Athenians believed a free man should have a liberal education in order to perform his civic duties and for his own personal development. The education of women depended upon the customs of the particular Greek city-state. In Athens, where women had no legal or economic rights, most women did not attend school. Some girls, however, were educated at home by tutors. Slaves and other noncitizens had either no formal education or very little. Sparta, the chief political enemy of Athens, was a dictatorship that used education for military training and drill. In contrast to Athens, Spartan girls received more schooling but it was almost exclusively athletic training to prepare them to be healthy mothers of future Spartan soldiers. In the 400s BC, the Sophists, a group of wandering teachers, began to teach in Athens. The Sophists claimed that they could teach any subject or skill to anyone who wished to learn it. They specialized in teaching grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. The Sophists were more interested in preparing their students to argue persuasively and win  arguments than in teaching principles of truth and morality. Unlike the Sophists, the Greek philosopher Socrates sought to discover and teach universal principles of truth, beauty, and goodness. Socrates, who died in 399 BC, claimed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. In 387 BC Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts. He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Plato’s Republic describes a model society, or republic, ruled by highly intelligent philosopher-kings. Warriors make up the republic’s second class of people. The lowest class, the workers, provide food and the other products for all the people of the republic. In Plato’s ideal educational system, each class would receive a different kind of instruction to prepare for their various roles in society. In 335 BC Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. In the 4th century BC Greek orator Isocrates developed a method of education designed to prepare students to be competent orators who could serve as government officials. Isocrates’s students studied rhetoric, politics, ethics, and history. They examined model orations and practiced public speaking. Isocrates’s methods of education directly influenced such Roman educational theorists as Cicero and Quintilian. VEDUCATION IN ANCIENT ROME While the Greeks were developing their civilization in the areas surrounding the eastern Mediterranean Sea, the Romans were gaining control of the Italian peninsula and areas of the western Mediterranean. The Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. As in Greece, only a minority of Romans attended school. Schooling was for those who had the money to pay tuition and the time to attend classes. While girls from wealthy families occasionally learned to read and write at home, boys attended a primary school, called aludus. In secondary schools boys studied Latin and Greek grammar taught by Greek slaves, called pedagogues. After primary and secondary school, wealthy young men often attended schools of rhetoric or oratory that prepared them to be leaders in government and administration. Cicero, a 1st century BC Roman senator, combined Greek and Roman ideas on how to educate orators in his book De Oratore. Like Isocrates, Cicero believed orators should be educated in liberal arts subjects such as grammar, rhetoric, logic, mathematics, and astronomy. He also asserted that they should study ethics, military science, natural science, geography, history, and law. Quintilian, an influential Roman educator who lived in the 1st century AD, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive. VIANCIENT JEWISH EDUCATION Education among the Jewish people also had a profound influence on Western learning. The ancient Jews had great respect for the printed word and believed that God revealed truth to them in the Bible. Most information on ancient Jewish goals and methods of education comes from the Bible and the Talmud, a book of religious and civil law. Jewish religious leaders, known as rabbis, advised parents to teach their children religious beliefs, law, ethical practices, and vocational skills. Both boys and girls were introduced to religion by studying the Torah, the most sacred document of Judaism. Rabbis taught in schools within synagogues, places of worship and religious study. VIIMEDIEVAL EDUCATION During the Middle Ages, or the medieval period, which lasted roughly from the 5th to the 15th century, Western society and education were heavily shaped by Christianity, particularly the Roman Catholic Church. The Church operated parish, chapel, and monastery schools at the elementary level. Schools in monasteries and cathedrals offered secondary education. Much of the teaching in these schools was directed at learning Latin, the old Roman language used by the church in its ceremonies and teachings. The church provided some limited opportunities for the education of women in religious communities or convents. Convents had libraries and schools to help prepare nuns to follow the religious rules of their communities. Merchant and craft guilds also maintained some schools that provided basic education and training in specific crafts. Knights received training in military tactics and the code of chivalry. As in the Greek and Roman eras, only a minority of people went to school during the medieval period. Schools were attended primarily by persons planning to enter religious life such as priests, monks, or nuns. The vast majority of people were serfs who served as agricultural workers on the estates of feudal lords. The serfs, who did not attend school, were generally illiterate (see Serfdom). In the 10th and early 11th centuries, Arabic learning had a pronounced influence on Western education. From contact with Arab scholars in North Africa and Spain, Western educators learned new ways of thinking about mathematics, natural science, medicine, and philosophy. The Arabic number system was especially important, and became the foundation of Western arithmetic. Arab scholars also preserved and translated into Arabic the works of such influential Greek scholars as Aristotle, Euclid, Galen, and Ptolemy. Because many of these works had disappeared from Europe by the Middle Ages, they might have been lost forever if Arab scholars such as Avicenna and Averroes had not preserved them. In the 11th century medieval scholars developed Scholasticism, a philosophical and educational movement that used both human reason and revelations from the Bible. Upon encountering the works of Aristotle and other Greek philosophers from Arab scholars, the Scholastics attempted to reconcile Christian theology with Greek philosophy. Scholasticism reached its high point in the Summa Theologiae of Saint Thomas Aquinas, a 13th century Dominican theologian who taught at the University of Paris. Aquinas reconciled the authority of religious faith, represented by the Scriptures, with Greek reason, represented by Aristotle. Aquinas described the teacher’s vocation as one that combines faith, love, and learning. The work of Aquinas and other Scholastics took place in the medieval institutions of higher education, the universities. The famous European universities of Paris, Salerno, Bologna, Oxford, Cambridge, and Padua grew out of the Scholastics-led intellectual revival of the 12th and 13th centuries. The name university comes from the Latin word universitas, or associations, in reference to the associations that students and teachers organized to discuss academic issues. Medieval universities offered degrees in the liberal arts and in professional studies such as theology, law, and medicine. VIIIEDUCATION DURING THE RENAISSANCE The Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features—that is, the secular or worldly rather than the religious aspects—of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important. Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archaeology, astronomy, mythology, history, and Scripture. The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates (see Printing). But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools. Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing. IXEDUCATION DURING THE PROTESTANT REFORMATION The religious Reformation of the 16th century marked a decline in the authority of the Catholic Church and contributed to the emergence of the middle classes in Europe. Protestant religious reformers, such as John Calvin, Martin Luther, and Huldreich Zwingli, rejected the authority of the Catholic pope and created reformed Christian, or Protestant, churches. In their ardent determination to instruct followers to read the Bible in their native language, reformers extended literacy to the masses. They established vernacular primary schools that offered a basic curriculum of reading, writing, arithmetic, and religion for children in their own language. Vernacular schools in England, for example, used English to teach their pupils. As they argued with each other and with the Roman Catholics on religious matters, Protestant educators wrote catechisms—primary books that summarized their religious doctrine—in a question and answer format. While the vernacular schools educated both boys and girls at the primary level, upper-class boys attended preparatory and secondary schools that continued to emphasize Latin and Greek. The gymnasium in Germany, the Latin grammar school in England, and the lycee in France were preparatory schools that taught young men the classical languages of Latin and Greek required to enter universities. Martin Luther believed the state, family, and school, along with the church, were leaders of the Reformation. Since the family shaped children’s character, Luther encouraged parents to teach their children reading and religion. Each family should pray together, read the Bible, study the catechism, and practice a useful trade. Luther believed that government should assist schools in educating literate, productive, and religious citizens. One of Luther’s colleagues, German religious reformer Melanchthon, wrote the school code for the German region of Wurttemberg, which became a model for other regions of Germany and influenced education throughout Europe. According to this code, the government was responsible for supervising schools and licensing teachers. The Protestant reformers retained the dual-class school system that had developed in the Renaissance. Vernacular schools provided primary instruction for the lower classes, and the various classical humanist and Latin grammar schools prepared upper-class males for higher education. XEDUCATIONAL THEORY IN THE 17TH CENTURY Educators of the 17th century developed new ways of thinking about education. Czech education reformer Jan Komensky, known as Comenius, was particularly influential. A bishop of the Moravian Church, Comenius escaped religious persecution by taking refuge in Poland, Hungary, Sweden, and The Netherlands. He created a new educational philosophy called Pansophism, or universal knowledge, designed to bring about worldwide understanding and peace. Comenius advised teachers to use children’s senses rather than memorization in instruction. To make learning interesting for children, he wrote The Gate of Tongues Unlocked (1631), a book for teaching Latin in the student’s own language. He also wrote Orbis Sensualium Pictus (1658; The Visible World in Pictures, 1659) consisting of illustrations that labeled objects in both their Latin and vernacular names. It was one of the first illustrated books written especially for children. The work of English philosopher John Locke influenced education in Britain and North America. Locke examined how people acquire ideas in An Essay Concerning Human Understanding (1690). He asserted that at birth the human mind is a blank slate, or tabula rasa, and empty of ideas. We acquire knowledge, he argued, from the information about the objects in the world that our senses bring to us. We begin with simple ideas and then combine them into more complex ones. Locke believed that individuals acquire knowledge most easily when they first consider simple ideas and then gradually combine them into more complex ones. In Some Thoughts Concerning Education (1697), Locke recommended practical learning to prepare people to manage their social, economic, and political affairs efficiently. He believed that a sound education began in early childhood and insisted that the teaching of reading, writing, and arithmetic be gradual and cumulative. Locke’s curriculum included conversational learning of foreign languages, especially French, mathematics, history, physical education, and games. XIEDUCATION DURING THE ENLIGHTENMENT The Age of Enlightenment in the 18th century produced important changes in education and educational theory. During the Enlightenment, also called the Age of Reason, educators believed people could improve their lives and society by using their reason, their powers of critical thinking. The Enlightenment’s ideas had a significant impact on the American Revolution (1775-1783) and early educational policy in the United States. In particular, American philosopher and scientist Benjamin Franklin emphasized the value of utilitarian and scientific education in American schools. Thomas Jefferson, the third president of the United States, stressed the importance of civic education to the citizens of a democratic nation. The Enlightenment principles that considered education as an instrument of social reform and improvement remain fundamental characteristics of American education policy. XIIEDUCATION IN THE 19TH CENTURY The foundations of modern education were established in the 19th century. Swiss educator Johann Heinrich Pestalozzi, inspired by the work of French philosopher Jean Jacques Rousseau, developed an educational method based on the natural world and the senses. Pestalozzi established schools in Switzerland and Germany to educate children and train teachers. He affirmed that schools should resemble secure and loving homes. Like Locke and Rousseau, Pestalozzi believed that thought began with sensation and that teaching should use the senses. Holding that children should study the objects in their natural environment, Pestalozzi developed a so-called â€Å"object lesson† that involved exercises in learning form, number, and language. Pupils determined and traced an object’s form, counted objects, and named them. Students progressed from these lessons to exercises in drawing, writing, adding, subtracting, multiplying, dividing, and reading. Pestalozzi employed the following principles in teaching: (1) begin with the concrete object before introducing abstract concepts; (2) begin with the immediate environment before dealing with what is distant and remote; (3) begin with easy exercises before introducing complex ones; and (4) always proceed gradually, cumulatively, and slowly. American educator Henry Barnard, the first U. S. Commissioner of Education, introduced Pestalozzi’s ideas to the United States in the late 19th century. Barnard also worked for the establishment of free public high schools for students of all classes of American society. German philosopher Johann Herbart emphasized moral education and designed a highly structured teaching technique. Maintaining that education’s primary goal is moral development, Herbart claimed good character rested on knowledge while misconduct resulted from an inadequate education. Knowledge, he said, should create an â€Å"apperceptive mass†Ã¢â‚¬â€a network of ideas—in a person’s mind to which new ideas can be added. He wanted to include history, geography, and literature in the school curriculum as well as reading, writing, and arithmetic. Based on his work, Herbart’s followers designed a five-step teaching method: (1) prepare the pupils to be ready for the new lesson, (2) present the new lesson, (3) associate the new lesson with ideas studied earlier, (4) use examples to illustrate the lesson’s major points, and (5) test pupils to ensure they had learned the new lesson. AKindergarten German educator Friedrich Froebel created the earliest kindergarten, a form of preschool education that literally means â€Å"child’s garden† in German. Froebel, who had an unhappy childhood, urged teachers to think back to their own childhoods to find insights they could use in their teaching. Froebel studied at Pestalozzi’s institute in Yverdon, Switzerland, from 1808 to 1810. While agreeing with Pestalozzi’s emphasis on the natural world, a kindly school atmosphere, and the object lesson, Froebel felt that Pestalozzi’s method was not philosophical enough. Froebel believed that every child’s inner self contained a spiritual essence—a spark of divine energy—that enabled a child to learn independently. In 1837 Froebel opened a kindergarten in Blankenburg with a curriculum that featured songs, stories, games, gifts, and occupations. The songs and stories stimulated the imaginations of children and introduced them to folk heroes and cultural values. Games developed children’s social and physical skills. By playing with each other, children learned to participate in a group. Froebel’s gifts, including such objects as spheres, cubes, and cylinders, were designed to enable the child to understand the concept that the object represented. Occupations consisted of materials children could use in building activities. For example, clay, sand, cardboard, and sticks could be used to build castles, cities, and mountains. Immigrants from Germany brought the kindergarten concept to the United States, where it became part of the American school system. Margarethe Meyer Schurz opened a German-language kindergarten in Watertown, Wisconsin, in 1855. Elizabeth Peabody established an English-language kindergarten and a training school for kindergarten teachers in Boston, Massachusetts, in 1860. William Torrey Harris, superintendent of schools in St. Louis, Missouri, and later a U. S. commissioner of education, made the kindergarten part of the American public school system. BSocial Darwinism British sociologist Herbert Spencer strongly influenced education in the mid-19th century with social theories based on the theory of evolution developed by British naturalist Charles Darwin. Spencer revised Darwin’s biological theory into social Darwinism, a body of ideas that applied the theory of evolution to society, politics, the economy, and education. Spencer maintained that in modern industrialized societies, as in earlier simpler societies, the â€Å"fittest† individuals of each generation survived because they were intelligent and adaptable. Competition caused the brightest and strongest individuals to climb to the top of the society. Urging unlimited competition, Spencer wanted government to restrict its activities to the bare minimum. He opposed public schools, claiming that they would create a monopoly for mediocrity by catering to students of low ability. He wanted private schools to compete against each other in trying to attract the brightest students and most capable teachers. Spencer’s social Darwinism became very popular in the last half of the 19th century when industrialization was changing American and Western European societies. Spencer believed that people in industrialized society needed scientific rather than classical education. Emphasizing education in practical skills, he advocated a curriculum featuring lessons in five basic human activities: (1) those needed for self-preservation such as health, diet, and exercise; (2) those needed to perform one’s occupation so that a person can earn a living, including the basic skills of reading, writing, computation, and knowledge of the sciences; (3) those needed for parenting, to raise children properly; (4) those needed to participate in society and politics; and (5) those needed for leisure and recreation. Spencer’s ideas on education were eagerly accepted in the United States. In 1918 the Cardinal Principles of Secondary Education, a report issued by the National Education Association, used Spencer’s list of activities in its recommendations for American education. XIIINATIONAL SYSTEMS OF EDUCATION In the 19th century, governments in the United Kingdom, Germany, France, Italy, and other European countries organized national systems of public education. The United States, Canada, Argentina, Uruguay, and other countries in North and South America also established national education systems based largely on European models. AIn the United Kingdom. The Church of England and other churches often operated primary schools in the United Kingdom, where students paid a small fee to study the Bible, catechism, reading, writing, and arithmetic. In 1833 the British Parliament passed a law that gave some government funds to these schools. In 1862 the United Kingdom established a school grant system, called payment by results, in which schools received funds based on their students’ performance on reading, writing, and arithmetic tests. The Education Act of 1870, called the Forster Act, authorized local government boards to establish public board schools. The United Kingdom then had two schools systems: board schools operated by the government and voluntary schools conducted by the churches and other private organizations. In 1878 the United Kingdom passed laws that limited child labor in factories and made it possible for more children to attend school. To make schooling available to working-class children, many schools with limited public and private funds used monitorial methods of instruction. Monitorial education, developed by British educators Joseph Lancaster and Andrew Bell, used student monitors to conduct lessons. It offered the fledgling public education system the advantage of allowing schools to hire fewer teachers to instruct the large number of new students. Schools featuring monitorial education used older boys, called monitors, who were more advanced in their studies, to teach younger children. Monitorial education concentrated on basic skills—reading, writing, and arithmetic—that were broken down into small parts or units. After a monitor had learned a unit—such as spelling words of two or three letters that began with the letter A—he would, under the master teacher’s supervision, teach this unit to a group of students. By the end of the 19th century, the monitorial system was abandoned in British schools because it provided a very limited education. BIn Russia Russian tsar Alexander II initiated education reforms leading to the Education Statute of 1864. This law created zemstvos, local government units, which operated primary schools. In addition to zemstvo schools, the Russian Orthodox Church conducted parish schools. While the number of children attending school slowly increased, most of Russia’s population remained illiterate. Peasants often refused to send their children to school so that they could work on the farms. More boys attended school than girls since many peasant parents considered female education unnecessary. Fearing that too much education would make people discontented with their lives, the tsar’s government provided only limited schooling to instill political loyalty and religious piety. CIn the United States Before the 19th century elementary and secondary education in the United States was organized on a local or regional level. Nearly all schools operated on private funds exclusively. However, beginning in the 1830s and 1840s, American educators such as Henry Barnard and Horace Mann argued for the creation of a school system operated by individual states that would provide an equal education for all American children. In 1852 Massachusetts passed the first laws calling for free public education, and by 1918 all U. S. states had passed compulsory school attendance laws. See Public Education in the United States. XIVEDUCATION IN THE TWENTIETH CENTURY At the beginning of the 20th century, the writings of Swedish feminist and educator Ellen Key influenced education around the world. Key’s book Barnets arhundrade (1900; The Century of the Child,1909) was translated into many languages and inspired so-called progressive educators in various countries. Progressive education was a system of teaching that emphasized the needs and potentials of the child, rather than the needs of society or the principles of religion. Among the influential progressive educators were Hermann Lietz and Georg Michael Kerschensteiner of Germany, Bertrand Russell of England, and Maria Montessori of Italy. AMontessori Montessori’s methods of early childhood education have become internationally popular. Trained in medicine, Montessori worked with developmentally disabled children early in her career. The results of her work were so effective that she believed her teaching methods could be used to educate all children. In 1907 Montessori established a children’s school, the Casa dei Bambini (Children’s House), for poor children from the San Lorenzo district of Rome. Here she developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment. Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills and studies. It introduced children to such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners. Repetitive exercises developed sensory and muscular coordination. Formal skills and subjects included reading, writing, and arithmetic. Montessori designed special teaching materials to develop these skills, including laces, buttons, weights, and materials identifiable by their sound or smell. Instructors provided the materials for the children and demonstrated the lessons but allowed each child to independently learn the particular skill or behavior. In 1913 Montessori lectured in the United States on her educational method. American educators establ.

Comparing Thomas Paines Common Sense and Thomas Jeffersons Declaratio

Comparing Thomas Paine's Common Sense and Thomas Jefferson's Declaration of Independence In Thomas Paine's Common Sense, there are some similarities and differences in the tone as compared to Thomas Jefferson in the Declaration of Independence. Paine's approach to his work contrasts that of Jefferson's. However, they still use the same basic techniques to making their feelings known, which include examining the problem, giving reasons for why it is a problem, and offering their opinion on the solution. Jefferson's and Paine's difference in their tone is evident when examining who they are addressing the documents to, the overall layout of their documents, and the relative importance of the documents.   Ã‚  Ã‚  Ã‚  Ã‚  Thomas Paine constructs Common Sense as an editorial on the subject of the relationship between the Colonies and Great Britain. Through the paper, he hopes to educate his fellow Americans about this subject. In his introduction, he says he feels that there is 'a long habit of not thinking a thing wrong'; which 'gives it a superficial appearance of being right'; (693). He is alluding to the relationship, also calling it a 'violent abuse of power'; (693). This choice of words is similar to those of Jefferson, who asserts that the king had established an 'absolute tyranny'; over the states. Both men set an immediate understanding about their feelings towards the rule of Great Britain over the States. However, where Common Sense seems to be an opinionated essay, Thomas Jefferson writes somewhat of a call to battle. Paine generally seems to be alerting his readers to the fact that there is more going on than they are aware of. Jefferson, on the other hand, begins his d eclaration by stating, 'When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another'; (715). Unlike Paine, this seems to presuppose that readers are aware of the plight of the nation, and Jefferson is announcing that the time has come to take a stand.   Ã‚  Ã‚  Ã‚  Ã‚  The main part of Common Sense contrasts in concept with the majority of the Declaration of Independence. Jefferson takes a rather rough approach to his writing style, deciding to introduce his ideas in the beginning few paragraphs, then proceeding to list his grievances in the bulk of the piece. Paine however, presents his ideas in more of a persuasive ... ...es breakaway from Great Britain. Both men had to know of the significance of their documents, so this was another factor on their tone.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, Jefferson and Paine show some similar views and intentions in their respective documents. Both writers argue that the new States would be better off without the ties to Great Britain, and both offer very valid points as to why this should occur. However, the differences can be seen in the writing styles and overall tone of the work. Paine becomes more of a salesman, trying to sell his readers to his thoughts on the government of Great Britain, though not completely becoming a force on the matter. Jefferson maintains a very up-front approach, simply overwhelming his readers with numerous examples and energetic voice, concluding with the 'final word' on the matter. However much the style differs, though, the two documents were equally compelling and served to motivate a nation into fighting for their independence. Bibliography: Jefferson, Thomas. "The Declaration of Independence." 1776 Paine, Thomas. "Common Sense." Electronic Library of Primary Sources: The Americans. CD-ROM. McDougal Littell. Evanston, IL: 1999.