The concept of patriotism and pseudo-patriotism by Goldsmith and Essay

The concept of patriotism and pseudo-patriotism by Goldsmith and George Orwell - Essay Example According to Goldsmith patriots are individuals who love the very thought of this world and not only their country. A person who denies this fact is simply a pseudo-patriot as he is developing a national prejudice based upon simple borders that have been made by man. As quoted by Goldsmith "Is it not very possible that I may love my own country, without hating the natives of other countries?" (Goldsmith et al 223). Similarly, Orwell has also indirectly pointed out the aspects of patriotism in Marrakech by highlighting the fact that races do not denote the very nature of patriotism that one may think he has. He believes that races create boundaries that are not even justified in the sense of understanding. Pointing out the fact that the Negroes form an important aspect of the army is one point where he highlights the power of the Negroes over the other race. He believes that patriotism roots from within and races should not help define the boundary between these roots. As said by Orwe ll "But there is one thought.....if he calls himself a Socialist) thinks when he sees a black army marching past. "How much longer can we go on kidding these people? How long before they tum their guns in the other direction?".This quote clearly shows that he is advocating the rights of power for the blacks and wants the Whites to understand that no race is below par when compared to the other. He uses techniques through which he explores the life of lower-class individuals and discrimination that exists all around the world.

Impact of Education on Veterans Empowerment to Enhance Careers and Job Essay

Impact of Education on Veterans Empowerment to Enhance Careers and Job Satisfaction - Essay Example Soldiers of the World War II spent a considerable period of their lives in the battle field. Incidences taking place in the battle field caused psychological torture and trauma on these soldiers. During their homecoming, the process was characterized by a mixture of feelings and emotions. While those left in their homes advanced academically and improved in the social class, particularly friends and relatives, the soldiers were less educated, with their education stagnating. The civilians acquired higher education and got married, changed their lifestyles among others. On the contrary, the war soldiers came back to start their lives, some from destroyed families and others stalled careers. These problems they faced right on their return were too hard to bear. To solve them, they required economic, financial and psychological support. As a congratulatory message, they were presented with a range of benefits after completing the GI program. Education largely featured among these benefi ts. The potential of education in bringing the soldiers back to normal life as well as putting them in the same social class contributed to this emphasis. Many scholars undertook to conduct studies on the effects of these benefits in transforming the lives of these soldiers. While some argued that these were of no use in changing their way of life, others were confident that they would adequately change them. It is due to these conflicting studies and arguments that I will conduct this study. Its main intent wil