The American Enlightenment

The Start of Our Nation â€Å"Life, Liberty, and the Pursuit of Happiness. † Located in our United States Declaration of Independence, these are the words that were written by Thomas Jefferson. He is indeed the author of our declaration to gain independence against Great Britain. But what if these words did not come straight from Jefferson? Looking at the big picture, what if our whole constitution and government is based on ideas that were discovered, preached, and outlawed around that time? The Enlightenment Period (around the seventeenth and eighteenth century) changed the ideas of how we should create a stable and new type of government.The man that started this beloved period was named John Locke. The ideas of John Locke and the Enlightenment Period caused a few philosophers and people who were outspoken about freedoms and rights to shape the American government. Locke was raised in Britain, and across the English Channel most of Europe was not following Great Britain. Mo st governments at that time were absolute monarchies, which means the King had complete control over all of the country. What made Britain was so different was after an England Civil War. This is when the King of England, King Charles, was in disagreement with the nobles about how much power he should have.The country broke out into a civil war and the nobles, led by Oliver Cromwell, won the war and beheaded Charles (Klekowski). Seeing all this, Locke’s love for democracy was created. Living in a newly created constitutional monarchy, On the side of the nobles, Locke spoke out for a type of government that did not have the King do everything (Philosophy Timeline). He wanted all the citizens to have rights, and uphold these rights, which was not the normal thing in the time era. Locke’s ideas led him to write a book called Essay Concerning Human Understanding.In this book, he shared with the public the Social Contract Theory. This is the theory that as citizens it is th e citizen’s duty to rid yourself of the government if the government is unfair towards the citizens (Uzgalis). This belief was no surprise because that is what they did in the English Civil War. Natural Law is another theory of Locke; if you are a person, natural laws should come with being alive like free speech and religious tolerance. He also attempted to prove to the kings and churches that divine right, which means the king has right because he has holy blood nd is appointed by God, is not in the Bible at all (Internet Encyclopedia of Philosophy). His quote summed everything up by saying people deserve â€Å"Life, liberty, and the right of property† (Uzgalis). His second book was titled Common Place Book, and was all about religious tolerance. Each one of his books shared his opinion and ideas on citizens rights. On his exile to England, the famous or infamous (depending where you lived) Volaire learned and studied about these books. This French philosopher, whose real name was Francois-Marie Arouet, was exiled for writing satirical comments about a rich noble in Paris.After reading Locke’s writings and studying the type of government that Great Britain had, Voltaire never quit insulting France (Shank). He spoke out about the type of rule that France had, disagreeing with how much control and rule the Catholic Church had. People had to pay money to get into heaven, and to pay for the loved ones in purgatory. He wanted religious tolerance in France and wanted religion to become separate from the government. This argument ended up being Voltaire against the French government and that is what made everything he wrote so popular.He would write plays and books in a satirical manner so they could not prosecute him. Overall, he fought against absolute monarchy and the Catholic Rule of France. Voltaire changed the way many people looked at Absolute Monarchy. If you did not read or learn about Locke’s Social Contract Theory during this Enlightenment Period, then you probably heard it from Jean-Jacques Rousseau. His books shared information covering a wide variety of subjects. He was a well rounded writer, philosopher, and scientist. A man mainly influenced by Locke, Rousseau changed the way political philosophy was looked at.He preached all the things that Locke had spoken about but focused on one thing in particular. He wanted a republic (Philosophy timeline). He wanted a fair way to live, own a buisness, and have government rule. Like Locke, Rousseau did not like an absolute monarchy and made his views known publicly. Fighting for separation of powers, he took on the government’s â€Å"one person rule† head on(Mills). His books shared information covering a wide variety of subjects. He was a well rounded writer, philosopher, and scientist. But all these philosophers were from Europe, where does America come into this?How can these men influence a country that is across the Atlantic Ocean? The Ameri can colonies had a philosopher of their own: Thomas Jefferson. And he was a genius during his time. From creating a plow to creating a macaroni noodle maker, Jefferson was doing it all (Thomas Jefferson Facts). He also worked politically, attempting to give the colonies independence from their English ruler. During this time, the English and American people were in a war. Because of the way England taxed them, the Americans fought to become a new nation. Thomas Jefferson wrote The Declaration of Independence, an article against England's rule.The ideas of Locke, Voltaire, and Rousseau filled this historic document. The start of The Declaration of Independence even begins with an Enlightenment statement: When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle the m. The words, â€Å"Course of human events† and â€Å"separate and equal station† all involve Enlightenment statements.They are using Locke’s idea that every human has a given right, and The Declaration of Independence list the rights that they have and that England has broken. Jefferson changed Locke’s original quote â€Å"Life, liberty, and the right of property† (Philosophy timeline). He liked how it showed what the citizens should fairly have. This Declaration of Independence was an important and monumental document, but the United States Constitution is what we still follow today. This document, the oldest of its kind, also followed very enlightened ideas. Within this document, Rousseau’s idea of separation of power was included.Still working today, we have three branches: The Legislative, the Executive, and the Judicial branch. Rousseau fought for that because he was against an absolute monarchy. Later on, the Bill of Rights was added on to the Constitution. The First Amendment in this Bill of Rights. Voltaire fought for Religious freedom which showed up in the First Amendment. Freedom of speech is also something Voltaire wanted. He wanted to create plays without having to worry about what the government would say. The other parts of the Bill of Rights are enlightened ideas that have branched off the ideas of these three men.These men have changed the way our country is run. Even though they were not a part of America, they took part in the Enlightenment, starting and continuing to change the way we live for all citizens. Whether it was Locke’s civil rights, or Voltaire’s religious freedom, each important idea that has come from the Enlightenment has created a government for us. It fills our government full of freedoms. Living in America, I use my rights every day, practicing my religion, speaking out about topics I believe in, and it looks like the ideas those men have shared will continue to be us ed for a lifetime.Works Cited Declaration of Independence. † The Declaration of Independence. Independence Hall Association, 4 July 1995. Web. 05 Apr. 2012. Delany, James J. â€Å"Internet Encyclopedia of Philosophy. † Rousseau, Jean-JacquesA. Internet Encyclopedia of Philosophy, 21 Oct. 05. Web. 03 Apr. 2012. â€Å"Facts on Thomas Jefferson. † – Inventions, Quotes and Fun Facts. American History. Web. 03 Apr. 2012. â€Å"Internet Encyclopedia of Philosophy. † Locke, JohnA []. Internet Encyclopedia of Philosophy, 17 Apr. 2001. Web. 02 Apr. 2012. Klekowski, Libby. â€Å"CHARLES I, PARLIAMENT, AND THE ENGLISH CIVIL WAR. England's Civil War. The Connecticut River. Web. 10 Apr. 2012. Mills, Kelly T. â€Å"Teaching Issues: Rousseau. † American Historical Association. Historians. org. Web. 05 Apr. 2012. â€Å"Philosophy Timeline. † Enlightenment Philosophy. Cengage Learning. Web. 01 Apr. 2012. Shank, J. B. â€Å"Voltaire. † (Stanford Encyclopedia of Philosophy). The Stanford Encyclopedia of Philosophy. Web. 09 Apr. 2012. THE UNITED STATES CONSTITUTION. † U. S. CONSTITUTION. United States Government. Web. 05 Apr. 2012. Uzgalis, William. â€Å"John Locke. † Stanford Encyclopedia of Philosophy. Standford. Web. 11 Apr. 2012.

Learn About Causative Verbs

Learn About Causative Verbs In English grammar, a causative verb  is a verb  used to indicate that some person or thing makes s of causative verbs  include make, cause, allow, help, have, enable, keep, hold, let, force, and require, which can also be referred to as causal verbs or simply causatives. A causative verb, which can be in any tense, is generally followed by an object and another verb form- often an infinitive or a  participle  - and are used to describe something that happens because of a person, place, or thing whose actions bring about change in another entity. Interestingly enough, the word cause isnt the prototypical causative verb in English because cause has a much more specific and less frequently used definition than make, which is used most frequently to indicate someone making something happen. Allows vs. Lets English grammar is full of small rules that help speakers understand the vast  subtleties of correct usage and style. Such is the case with the rules pertaining to the causative verbs allows and lets, wherein both convey the same meaning - a person permits another to do something - but require different noun-verb form pairings to follow them. The word allows is almost always followed by an object, which in turn is followed by the infinitive form of the verb allows is modifying. Such is the case in the sentence Corey allows his friends to chat with him, wherein allows is the causative verb, his friends the object of the phrase, and to chat the infinitive form of what Corey is allowing his friends to do. On the other hand, the causative verbs lets is almost always followed by an object then the base form of the verb thats being modified. Such is the case in the sentence Corey lets his friends chat with him, wherein lets is the causative verb, his friends the object of the phrase, and chat the base form of the verb Corey lets his friends do. The Most Popular Causative Verb One would think that cause would be the most frequently used and typical example of causative verbs, but thats simply not the case. Francis Katamba explains in Morphology that the word cause is a causative verb but it has a more specialized meaning (implying direct causation) than make and it is much less common.   Instead, make is the most common causative verb, which also differs from other causative verbs in that it omits the word to from complementary verb clauses that follow while in the active form (make), but do require the word to while in the passive form of made. For example, Jill makes me run daily and I was made to run daily by Jill. In both senses, the causative verb make still implies that someone causes the subject to run, but English grammar dictates that the accompanying verb phrase for make differs for that of made. Rules like these abound in usage and style, and its important for English as an Alternative Language (EAL) students to commit these types of guidelines to memory - as they dont often appear in other forms.

Idiot box essays

Idiot box essays In the article titled Television Addiction, Marie Winn argues that TV viewing is comparable to alcoholism and drug addiction in terms of its negative effects on human behavior. Winn states that when one thinks about an addiction to drugs or alcohol, he frequently focuses on the negative aspects, ignoring the pleasures that accompany drinking or drug taking. She points out that an addict craves an experience and yet one is never really satisfied. Winn asserts that an addict leads a distorted, damaged, narrowed and dehumanized life. Winn opines that television viewing is similar to serious addictions like alcoholism and drug consumption. She discloses that watching television allows one to escape from the real world and enter into a pleasurable and passive mental state. She maintains that television programs prompt one to put off worries and anxieties, just like drugs and alcohol. People overestimate their control over television watching, says the author. Winn discloses that one is living in a holding pattern that she describes as a passing activity that hinders growth or development or a sense of accomplishment. She suggests that people know that television viewing is an unproductive experience that renders other experiences vague. Winn says that television viewing distorts ones sense of time and weakens relationships. She concedes that television programs dont satisfy and thus one finds that one cannot stop watching them. Winn cites a college English instructor, who comments, As I reach out to turn off the set, the strength goes out of my arms. So I sit there for hours and hours. Before diagnosing or analyzing the effect of television has on society, a certain position has to be taken on whether or not that correlation is positive or negative. On the one hand, television can teach and amuse; it can reach aesthetic heights; it can provide much need ...

Although the dangers of smoking have long been recognized, people Essay

Although the dangers of smoking have long been recognized, people continue to smoke. Why has the battle against smoking not been - Essay Example On 29 September 2005, the Supreme Court of Canada ruled that British Columbia could sue tobacco companies to recover health care costs for ill-nesses caused by smoking. In opposition to this rule, Rondi Adamson in his article Do We Really Want Private Decisions Regulated?, states," But just how much do you want your private decisions regulated by others, snitched-on by your neighbors or used by your government so they can make some money?". The point being that, people deserve to take control of their own life and be responsible for their own decisions, whether harmful or beneficial. He rightly argues that if this view is to be taken into account for making decisions, then even companies manufacturing a product as commonplace as potato chips should be sued, as even they are dangerous to health. This analysis makes the order of the Supreme Court sound rather dubious. Moreover, our government clearly exhibits double standards when it comes to eliminating tobacco products. It is a well- known affair that the government earns a hefty amount on an annual basis in the form of taxes which it imposes on the tobacco companies.

Educational Action Research Annotated Bibliography

Educational Action Research - Annotated Bibliography Example In this attempt, the author employs expositions of ethnography and action research so as to decrease the effect of epistemological cleavage between these two different approaches. Subsequently, the research is more relevant as it involves author’s experience relating to participation in three reception classes. After practically developing this method and its efficacy with the design and approach of new methodological approach in the field of educational research, the authors concludes that the participation in early years education by using the method of participation can be used as a new methodological approach in this field.Dick, B. (2004). Action research literature: Themes and trends. Action Research, 2(4), 425-444. The author has reviewed various action research related books and has developed perspective on the theme and direction of these books. Among finding various themes, the author has found material related to action science, inquiry, system-related approaches and the important aspect of action learning as well in which role and involvement of education, community, health, and organizational developments and subsequent practical applications have been detailed as well. a number of developing themes and trends have been identified including the increase and expansion of action research along with constructive inquiry, participation, involvement of community are those certain factors that have gained currency within the growing context and perspective of action research.

Natural Disasters Research Paper Example | Topics and Well Written Essays - 2000 words

Natural Disasters - Research Paper Example Although to date, it is still not very clear that Pakistan’s relief efforts were a success or not because of the excessive obstacles created against government, policy makers and humanitarian organization by the lack of communication and transport, but rehabilitation and rescue services started as soon as the underground eruption hit the area Name of the student: Name of the teacher: Course number: Submission date: Even after six years, Pakistan is still enduring impacts of the massive earthquake occurred on the morning of October 8, 2005. Pakistan is a sovereign Islamic state in South Asia. Its northern areas consists of lush green valleys, mountains, ice cold lakes, fruit laden orchards and flower laden slopes. With its rich historical past, these areas serve as heaven of relaxation for tourists as depicted in figure 1 and 2. Figure 1 Valley of Kashmir FIGURE 2: Valley of Swat On the morning of October 8, 2005 at 8:50 A.M local time, these areas were hit by a massive earthqu ake. The magnitude of the earthquake was Mw =7.6 which was the strongest earthquake in the last 100 years in the area. It hit the Himalayan Region of the Northern Pakistan and Kashmir. ... Figure 3 illustrates the situation of the city before and after the event. Figure 3: City of Balakot: Before and After Destruction The initial death toll, according to media reports, was 30,000 people killed only in Kashmir with42, 397 people injured and 200 army soldiers killed on duty. Completely destroyed areas included the city of Muzaffarabad and Balakot, which turned into a plain piece of land after the quake. (Pakimp3,2005). The government’s official death toll is 75,000 whereas, USGS states 86,000 people’s death with 69,000 injured including extensive damage in northern Pakistan. Various other Northern areas of the state were also badly affected such as Gilgit, Baltistan, Swat and Khyber province of Pakistan. Major cities such as Rawalpindi, Islamabad were also affected. A 10- story residential building in Islamabad, named Margalla Towers collapsed completely, killing almost all of the occupants. The death toll grew significantly after the actual event due to ha rsh weather and difficulties in the support services. Severity of the destruction of earthquake is not completely attributed to the severe up thrust in the land plates but poor construction also played a major role in spreading the destruction. As figure 4 and figure 5 show an example of poor construction in the capital city of the country. FIGURE 5: Margalla Towers collapsed due to construction defects The severe shaking was not the limit of this massive natural disaster but aftershocks, landslides and rock falls also rocked the devastated areas a number of times for several weeks. Land sliding was the main feature of this event and earthquake triggered a band of landslidings along the fault rupture trace. These

Cypop 24 Essay Example for Free

Cypop 24 Essay Phonics enables children to experience regular, planned opportunities to listen and talk about what they hear, see and do. Phonics is a six phase learning programme that is incorporated within nurseries and primary schools. It enables children to blend phonemes for reading and segmenting for spellings. Phase one is aimed at the Early Years Foundation Stage (EYFS) as it falls within the communication, language and literacy section. This phase recognises the importance of developing speaking and listening skills. This enables children to start a systematic programme then they are more likely to succeed. Within nurseries and primary school they carry out jolly phonics. Jolly phonics enables the children to learn the sounds of letters, this can be incorporated within a song to represent each letter of the alphabet for example for a you say; A A A Ants up my arm, you would say this doing a pinching movement up one of your arms. Within jolly phonics there are five skills that are taught, these include; learning the letter sounds this is when children are taught the 42 main letter sounds. This includes alphabet sounds as well as digraphs such as sh, th, ai and ue. Learning letter formation this is when children are able to use different multi-sensory methods, they learn how to form and write the letters. Blending is when children are taught how to blend the sounds together to read and write new words. Identifying the sounds in words (Segmenting) is when the children are able to listen for the sounds in words gives children the best start for improving spelling. And then there is tricky words, Tricky words have irregular spellings and children learn these separately away from the other words. Jolly phonics helps to support children by learning within a fun environment. http://jollylearning. co. uk/overview-about-jolly-phonics/ Phase 2 is the beginning of the systematic programme. These phonics are best being taught in short, discrete daily sessions. Stage 2 starts with an approach to start learning some letter formations e. g. ‘S’ ‘A’ ‘T’ ‘P’ ‘I’ ‘N’. Within settings this could be incorporated by burring letters in sand of bubbles for the children to find and tell you what sound that letter makes and then put it back in for other children to find. The systematic programs are not designed to control the teachers but to control the presentation of information in order to help children manage and master the complexities of our language. The purpose of a systematic program is to help the child learn. ’ http://www. righttrackreading. com/dsphonics. html Phase three completes the teaching of th e alphabet and helps children to move on to sounds that consist of more than one letter e. g. ‘he’ ‘the’. Phase four enables children to learn to read and spell words containing adjacent consonants, e. . ‘the’ ‘black’ within the word black, ‘bl’ are adjacent consonants because they are two different consonants containing different sounds whereas ‘ck’ at the end of the word black aren’t adjacent consonants because both letters contain the same sound. Some children may pick up phonics really well and may need this stage earlier than other, in which case they should not be held back. Phase five extends graphemes and phonemes. Graphemes are the names of all the individual letters in the alphabet, phonemes are the sounds the letters make. It shows children that words may sound the same but are spelt differently with different meaning e. g. meet and meat. Phase six should enable children to read automatically usually spellings lag behind reading, so children may still find it difficult to read. Spelling needs children to recall the word from memory and recompose it without being able to see it. Children who are in secondary school aged between 11-16 carry out spelling activities. During nursery and primary school they learnt the basic phonics to help them read, write and spell. Spelling help to further develop each child and young person’s skills. For example within my setting I was working with the nurture group and they received ten spellings every week. Most of the children within the nurture group had SLCN. The children with SLCN always struggled with their spellings, so therefore I provided my support to whoever wanted it. All the spellings they received every week had the same sound in common, e. g. heat, meat, cheat, great. All of these words have ‘eat’ in common. Within my support I explain to the children that the words may sound differently but the spellings they always received had sounds in common so therefore pointing this out they was able to think of the starting of the word and knew each work has the same sound in and was then able to achieve more marks out of ten on their spellings. This helped to boost their confidence and self-esteem because they knew they could do it. Young people that attend college and university aged between 16-25 may carry out key skills/functional skills. Once you leave school and set out to go to college, there are some skills that young people are going to be better knowing and understanding than not having those skills. Once young people have learnt them, then their day-to-day life will be a lot easier. Whatever children and young people do their going to have to know how to communicate and work with numbers, because literacy and numeracy are a very important when wanting a job as they are a must. Children and young people are going to need to know the basics when it comes to ICT. When young people are ready to apply for jobs or college courses, they can’t just state what they are good and aren’t good at, they will need to prove it. They can do this by completing a set of courses that assess how well they do at the skills they need to get their dream job. These set of course are called Key Skills. These courses include; communication, application of number, information and communication technology (ICT), problem solvi ng, improving own learning and performance, and working with others. These skills will help children and young people to further develop their skills. If young people have SLCN then they may receive support to complete these skills to enable them to go on to college or to get a job. | Adults can help to extend the speech, language and communication development by simply involving them in conversations using a child language instead of an adult language. This enables the children to understand you more when you ask them questions. For example if you asked ‘How are you feeling today? they may not fully understand as it is a complex question whereas if you asked ‘Are you okay? ’ this is a simpler question and will be easier for them to understand. If you interact children with SLCN they are more likely to improve their vocabulary and social communication because they are involved within an activity and may start to communicate with other children without really noticing. Adults could also work with parents/carers by communicating with them and possibly sending SLCN activities home with the child or young person to complete at home with their parent/carer. This enables the parent/carer to see where their child is at within their development and also enables them to help their child further develop their skills. Phonics, spellings and key skills all have positive effects on a child and young person’s life. Phonics enables children to understand the names and sounds of letters and help them learn to read, write and spell. Learning phonics enables them to progress through primary school to secondary school. Being able to read and write enables the children and young people to complete their work and their SAT’s. Completing spellings enables children and young people to develop their writing skills and their vocabulary as they may know how to spell a word without maybe knowing that it is a word. Key skills effects young people’s lives because it teaches them six different skills to help them apply for college courses and gain a further education to get a job that they want. Doing all of these things is improving their speech, language and communication needs and also their vocabulary. 3. 3 – Apply research evidence to planning an environment that supports speech, language and communication Within my work setting I worked closely with children with additional needs. Within my work setting we always got told that if a child I was there to support was getting too frustrated within lessons to remove them from that lesson and take them to a calmer and quieter environment and work 1:1 with that child. For example child T has SLCN and he doesn’t like noise and gets frustrated and distracted very easily so my setting enables him to receive brain breaks which enables him to leave the classroom with his TA and have a little walk and a drink to calm him down until he feels ready to return to the classroom. If he feels he can’t go back to the classroom because of the atmosphere then it is down to the TA to return to the classroom and collect the work he needs to complete and liaise with the class teacher to inform them how child T is feeling and wanting to complete his work in a quieter environment as he feels he will work better and will be able to complete his work to a better standard. When a child is removed to a quieter environment the work is broken down into small steps for them to complete one after another. This enables the child or young person to understand the work and remain on task as they won’t get frustrated because they don’t understand it. Providing these sessions with child T enables him to enjoy coming to school as he knows if he starts to struggle then staff can make it easier for him. This also enables him to achieve his set targets within his lessons as we are providing support for him to complete his work.