Federalist Paper #10 Analysis

Federalist Paper #10 Essay In perhaps the greatest installment of the federalist papers, James Madison describes how factions, which work against the interest of the public, can be controlled through a constitutional government. Factions are defined by Madison as groups of people that gather together to promote their own economic interests and political opinions (gradesaver. com). These factions often work against each other, and infringe upon the rights of others. Most people are concerned with the instability that rival factions can cause. State governments have done little to aid in the disbanding of factions.The situation is so dire that, people are disillusioned with all the politicians and blame the government for their problems (gradesaver. com). According to Madison, factions are inevitable. As long as people share a common belief, they will come together and fight for what they think is right. The reason most people formed factions in the eighteenth century, though, was the distribution of property. Even today, property is divided unequally. Men with more talent or ability tend to possess more land than those who were less gifted. Subsequently, there are many different kinds of property.Men have different wants or needs depending on the type of property they own. For example, the interests of a landowner might be different than that of a businessman (gradesaver. com). It is the governments’ job to manage the conflicting interests of property owners, and to regulate discrepancies between those with and without property. To Madison, there are only two ways to keep factions in check. Remove their causes, and control their effects (gradesaver. com). Unfortunately, the only real ways to manage factions are to either make everyone have the same opinion, or throw away liberty.Destroying liberty would be worse than, â€Å"the disease itself†, and making everyone have the same opinion would be as impossible as trying to tell an atheist there reall y is a god. Therefore, it is in the nature of man to create groups or factions. That’s why the government created a constitution that could handle the damage caused by factions. The fathers of the U. S. constitution established themselves as a representative government for a reason. Pure or direct democracies cannot possibly control conflicts between factions (gradesaver. com).The biggest factions will always dominate, and there would be no way to protect the weaker ones against an obnoxious individual or strong majority (gradesaver. com). Pure democracies cannot protect property rights, and have always been defined by the conflict they cause. Madison hopes that good men will be elected into office so that those who govern the country will be fair and honest. The opposite is possible though. Some Men are members of particularly large factions who have prejudices or evil motives, and could influence the people of the United States through intrigue or corruption.Although this c ould happen, it is very unlikely. The likelihood that qualified men will stay in office is higher because the country is big, and there will be more representatives chosen by a greater number of citizens. A representative government is needed in larger countries to protect against the rule of a mob (gradesaver. com). In conclusion, Madison presents these arguments because he believes that the majority of people will not listen the, â€Å"prophets of gloom† who say the new government won’t succeed. Because we feel pride in being Americans, we should cherish and support the idea of being a federalist.

Background of the ethical issue

The ethical issue in question involves the Walter Reed Army Medical Center scandal emanating from various allegations of appalling living conditions, and management at the medical center in Washington D. C. This is as reported by Washington Post in February 2007. Washington Post reported cases of neglect of veterans which are under investigation ever since 2004. After the case was reported, various ethical issues emerged in that the soldiers were treated un-ethically.Initial exposure of the neglect by hospital administration was reported by a series of articles beginning 18th February 2007. These articles outlined cases of neglect at Walter Reed Medical Center, as reported by wounded soldiers and their relatives. The complaints included the disengaged clerks, unqualified platoon sergeants and over-worked managers who made it difficult for the soldiers to obtain appropriate medical care at the center (Celia V, 2007).In this way, the soldiers found themselves in a medical limbo, living in building plagued by mold, peeling paint and rodents as they wait endlessly for medical appointments and government paperwork that would help them get their lives back in order (Celia V, 2007). This in effect provoked a huge coverage from the media, prompted house hearings, and caused the firing of the top brass at the medical center and the resignation of the army secretary (Celia V, 2007). Resolving the problem using the five ‘I’ format Identifying the problemFrom the report, the care and the management of the wounded men and women in uniform is under responsibility of unqualified people. Moreover, the building of the medical center is reported as rodent and cockroach-infested, poor beddings, plagued by mold, with stained carpet and with no heat and water. The care and welfare of wounded soldiers require the highest standards of excellence and treatment by those who are responsible. When this is not met, it violates the ethical principles which under laid by the U. S government as it is the sole agent for the care of the soldiers.Investigating the problem The government should ensure that the care of wounded soldiers is carried out properly and also with set criteria of restoring those injured. It is unethical to find that the soldiers once injured in duty were not given the proper medical attention they required. Further, the living conditions are at bad state. The army officials should investigate and obtain the root cause of the problem, whether it is due to lack of resources to repair the buildings, or if the center is under poor management. This can be done by sending some officers from the U.S army to evaluate the situation at the ground, as well as by conducting interview with the patients and their relatives. In this way, it is possible to come up with clear solutions to the problems affecting the army medical center. Innovating the solution From the findings of the investigations, the management should come up with resolutions geared towards elevating the problems which the medical facility is experiencing. Such solutions may include allocating resources to repair the roofing, purchase of quality beddings, re-painting the walls, and also putting new carpet.Moreover, the management should look in to the issues concerning the individuals who are responsible in running the medical facility in an effort to determine their competence, and effectiveness while executing their roles. Those found not competent enough should be sacked and replaced by more vibrant staff capable of providing quality care to the injured soldiers. Management should also think of alternatives such as residential care. This is whereby the injured soldiers could be discharged to a home care.This care would involve family members and significant others to take care of the needs of the injured soldiers. Additionally, the government should provide funds and other resources to facilitate proper care while the injured soldiers are at the residential home care. Isolating the solution From the analysis of the findings, the primary problem in this case is poor management of the army medical center. Implementing the solution The president should appoint a team from the United States Department of Veterans’ Affairs to look into the issues regarding this medical center.This team should sack all the medical management staff whom they find not competent enough, and replace with new ones. The teams should also source funds and other resources for the repair of the facility, and also purchase new equipments. Further, the team should also consider alternatives such as residential care as explained above. Evaluating the decision taken By implementing the above decision, the medical facility will be restored to its effectiveness and thereby enable it to properly take care of the injured soldiers.This is because this decision was taken out of proper criteria of handling a problem, that is, five ‘I’ format. Five ‘Ià ¢â‚¬â„¢ format helps a decision maker to critically evaluate a specific problem and come out with an informed solution. This is because it thoroughly examines all possible alternatives in an effort to come out with the best possible solution. It looks into all factors, moral, social-economical and ethical, while dealing with a particular problem. Reference Celia Viggo Wexler (2007). Walter Reed Scandal: How Mainstream Media Let Us Down. Washington Post.

The lottery

The Lottery Research Paper Shirley Jackson was a devoted mother and writer. Jackson didn't fit in well in North Bennington, and the town likely served as the setting for the New England town portrayed in â€Å"The Lottery. † â€Å"The Lottery' caused outrage and controversy when it appeared in the New Yorker in 1948, but many critics now consider it to be Jackson's most famous work. Jackson was sometimes thought to be a witch because of her interested in witchcraft and black magic. Almost all of Jackson's work is reflects horror, hauntings, witchcraft, or psychological unease.She also struggled with both mental and physical illnesses as an adult. Unlike other writers, she found the writing process pleasurable. â€Å"The Lottery' starts off in a town on a normal day with children going around and collecting rocks. The men of the households are called forward to a wooden box to draw slips of paper. When one of the men sees that he has the black dot on his slip, his wife immedi ately starts to argue with how the drawing wasn't fair. The family is brought to the stage where they are to draw their slips of paper. Tess (Mrs.Hutchinson) draws the paper with the black dot and is taken to the center of the town where the town's people take their stones that the children collected earlier hat day. As the villagers close in to primarily take Tess's life, all you can hear are her terrified shrilling screams. Shirley Jackson in her work â€Å"The Lottery' reveals the corrosive factors that result in our blind acceptance of morally questionable traditions that cause social paralysis. â€Å"The Lottery' starts off as a normal day in the village â€Å"it was clear and sunny with the fresh warmth of a full-summer day' Oackson 1).This is ironic because it starts off with this allusion of an enjoyable day but really by the end they end up killing one of their own villagers. Jackson does this to create a less serious atmosphere and reflect he attitudes of the community. Instantly, the boys are collecting rocks used to kill the lottery winner at the end of the story. This is an annual thing that the kids do because they have been raised and taught to do so. Because the kids are gradually and systematically exposed to these series of provoking objects and situations, they have become familiar with their actions making it an annual â€Å"game† for the kids (Linz 1).It has become a â€Å"game† for the kids because in the story it states that, â€Å"they gather together quietly for a while before they broke out into boisterous play' and that they find the smoothest and roundest rocks to stuff in their pockets. † Because the kids are repeatedly exposed to this violence it diminishes the negative affect that was once upon them. They can no longer see it as wrong or feel remorse. They blindly accept this task thats given to them every year and don't question it. The constant exposure to violence results in less physiological reactivit y to other violent actions going on around them (Linz 1).The killing of the villagers is the violence going on. Collecting stones has become a ritual that they believe is right, because it is what they have been raised to do, even though it is wrong. They are Just kids and haven't been taught that it is morally wrong to be killing friends and family. An example is at the end of the story when Mrs. Hutchinson's son was handed a few pebbles to throw at his own mother and didn't hesitate. When they are repeatedly exposed to violence 2). â€Å"Both beamed and laughed Oackson 6). This shows how they still find Joy in the situation even though they are about to kill a member of their family. The story goes on to talk about the families that are attending this so called lottery. The women are described as â€Å"housewives that gossip† Oackson 1) and aren't as authoritative as the men. While the boys are all collecting the stones, the women are â€Å"standing aside talking among th emselves. † In the story â€Å"the women began to call their children, and the children came reluctantly, having called four or five times. † When their father calls to them â€Å"they came quickly' Oackson 1).It is as if their mothers hadn't even said anything. This shows how the men are portrayed as the head of the house and they women more as Just the â€Å"housekeeper. † Their voices are not heard in this part of the story and neither at the end when Mrs. Hutchinson claims that, â€Å"It wasn't fair† and no one does anything about it but continues with the est of the lottery. Women have been known to rarely work outside the house and live their lives caring for their husbands and children while taking care of their home. Most males are prevailed as the dominant gender.The women are seen on a lower status (Gender Prejudice 1). The lottery seems to be run mostly by the men of the town. They are the ones that are in charge of the black box and most of th e ceremony. In the story the women are more resistant to the lottery while the men are the ones in control of it. This results in social paralysis of the town because no one wants to change how the lottery is run or who it's run by. When its time for the drawing, Mr. Dunbar is unable to draw so because he and his wife don't have kids the â€Å"Wife draws for the husband† Oackson 3).This all goes back to the role of the men and women in the village. The women are to produce many children so that it gives their family a better chance of surviving if their spouse is chosen in the first round (Oehlschlaeger 1). Men are the ones that go out and prevail in the business world while their wives stay home all day. When Mrs. Hutchinson arrives late she makes the statement that she â€Å"Thought my old man was out back stacking wood† and that she Wouldn't have me leave m'dishes in the sink Oackson 2),† implying that her husband was doing the hard labor out in the yard while she was inside doing dishes.They mention that most of the ritual has been forgotten over the years. â€Å"The original paraphernalia for the lottery had been lost long ago Oackson 1). It has become a habit that no one wants to stop. The lottery has become a social paralysis over time, not allowing anyone to step up and want to change or stop what the lottery is doing to their village. No one questions why they still do it and no one even really knows why they do it in the first place. It has lost its significance over the years and become a yearly act that no one has tried to stop.They don't want to make a new box because â€Å"No one wanted to upset even as much tradition as was represented by the black box Oackson 1). Tradition is a belief that has been passes down from generations, Just like in â€Å"The Lottery. † Traditions are passes on to gain that sense of continuity and bonding through each other. They are supposed to create that special connection between the fam ilies and in this case the town. That's not what it does though, No one knows the significants of the lottery anymore and no one questions ither. Old Man Warner says, â€Å"Pack of crazy fools† to the people that want to give up the lottery.They think that breaking this time-honored tradition would result in them (Tradition 1), such as drawing the paper from the box and having the men draw first then the family. Even though â€Å"So much of the ritual had been forgotten or discarded Oackson 2),† they still keep that cultural sense to it. The reverence regularly provided in tradition indicates that people follow it willingly even if they don't know why. â€Å"The people had done it so many times that they only half listened to the directions. † People follow tradition unconsciously because it's what they are taught to do.This is their blind acceptance of the lottery and social paralysis of not wanting to change what they have continued to do for numerous years. T raditions are invoked to preserve the sanctity of the past family rituals. Societies keep traditions for social connectedness and memories (Tradition 3). Throughout the story, â€Å"The Lottery,† Shirley Jackson uses harsh examples of how the village blindly accepts their morally questionable traditions resulting in social paralysis. They don't want to change anything about the lottery even though most of he significance has been lost over the years.There is evidence throughout the story that shows how the people blindly accept what they are doing to their town and do it without question. This all demonstrates how society never changes or grows resulting in the social paralysis of the story. Their is social paralysis going on all around the world. Even in Pakistan there are people refusing to act upon the issue of suicide happening at large rates ( Poverty and Social Paralysis. ) The lottery is Just an example of how some societies refuse to change even though what they are d oing needs to or should be stopped. The Lottery Lisa Marie Shade Prof. Dunn ENG 102-110 August 9, 2012 The Plot Thickens- In Shirley Jackson’s â€Å"The Lottery†. A good harvest has always been vital to civilizations. After the fields have been prepared and the seeds sown, the farmer can only wait and hope that the proper balance of rain and sun will ensure a good harvest. From this hope springs ritual. Many ancient cultures believed that growing crops represented the life cycle, beginning with what one associates with the end–death. Seeds buried, apparently without hope of germination, represent death.But with the life forces of water and the sun, the seed grows, representing rebirth. Consequently, ancient peoples began sacrificial rituals to emulate this resurrection cycle. What began as a vegetation ritual developed into a cathartic cleansing of an entire tribe or village. By transferring one's sins to persons or animals and then sacrificing them, people believed that their sins would be eliminated, a proce ss that has been termed the â€Å"scapegoat† archetype. In her short story â€Å"The Lottery,† Shirley Jackson uses this archetype to build on man's inherent need for such ritual.To visit upon the scapegoat the cruelties, that most of us seem to have dammed up within us and explores â€Å"the general psychological basis for such cruelty, showing how we tend to ignore misfortunes unless we ourselves are their victims. The Lottery’s [sic. ] then, deals indeed with live issues and with issues relevant to our time. Jackson's realism makes the final terror and shock more effective and also reinforces our sense of the awful doubleness of the human spirit—a doubleness that expresses itself in the blended good neighborliness and cruelty of the community's action. Evans, 112) Jackson weaves seasonal and life-death cycle archetypes, which coincide with vegetation rituals, into the story. The lottery takes place every year when the nature cycle peaks in midsummer, a time usually associated with cheerfulness. The villagers of a small town gather together in the square on June 27, a beautiful day, for the town lottery. In other towns, the lottery takes longer, but there are only 300 people in this village, so the lottery takes only two hours. Village children, who have just finished school for the summer, run around collecting stones.They put the stones in their pockets and make a pile in the square. Men gather next, followed by the women. Parents call their children over, and families stand together. Mr. Summers, a jovial man, who conducts the lottery ceremony, sets the tone of the event with both his name and his mannerisms. But lurking behind him, Mr. Graves quietly assists, his name hinting at a dark undertone. The picnic type atmosphere betrays the serious consequence of the lottery, for like the seed, a sacrificial person must also be buried to bring forth life. Jackson creates balance by assembling Mr.Summers and Mr. Graves to share in t he responsibilities of the ritual: Life brings death, and death recycles life. At one point in the village's history, the lottery represented a grave experience, and all who participated understood the profound meaning of the tradition. But as time passed, the villagers began to take the ritual lightly. They endure it almost as automatons–â€Å"actors† anxious to return to their mundane, workaday lives. Old Man Warner, the only one who seems to recall the seriousness of the occasion, complains that Mr. Summers jokes with everybody.But, even if one does not understand the meaning, the experience provides the individual a place and a meaning in the life of the generations. Because there has â€Å"always been a lottery† (Jackson 216), the villagers feel compelled to continue this horrifying tradition. They do focus, however, on its gruesome rather than its symbolic nature for they still remembered to use stones even after they have forgotten the ritual and lost the original black box (Jackson 218). The reader may conclude that humanity's inclination toward violence overshadows society's need for civilized traditions. Mr.Summers asks whether anyone is absent, and the crowd responds that Dunbar isn’t there. Mr. Summers asks who will draw for Dunbar, and Mrs. Dunbar says she will because she doesn’t have a son who’s old enough to do it for her. Mr. Summers asks whether the Watson boy will draw, and he answers that he will. Mr. Summers then asks to make sure that Old Man Warner is there too. Mr. Summers reminds everyone about the lottery’s rules: he’ll read names, and the family heads come up and draw a slip of paper. No one should look at the paper until everyone has drawn. He calls all the names, greeting each person as they come up to draw a paper.Mr. Adams tells Old Man Warner that people in the north village might stop the lottery; he says that giving up the lottery could lead to a return to living in caves . Mrs. Adams says the lottery has already been given up in other villages, and Old Man Warner says that’s â€Å"nothing but trouble. † (Jackson, 216). The shock value of the long process and all the moments’ one character or another could have realized the nonsense of the ritual and spoke up. When Mr. Summers finishes calling names, and everyone opens his or her papers. Word quickly gets around that Bill Hutchinson has â€Å"got it. Tessie argues that it wasn’t fair because Bill didn’t have enough time to select a paper.Mr. Summers asks whether there are any other households in the Hutchinson family, and Bill says no, because his married daughter draws with her husband’s family. Mr. Summers asks how many kids Bill has, and he answers that he has three. Tess's eagerness to see the lottery through is only paralleled by her desperation to get out of it once it turns out to be her turn. She goes so far as to try to substitute her daughter and s on-in-law for herself, yelling, â€Å"There's Don and Eva†¦ Make them take their chance! Her extreme moral compromise, as she tries to offer up her daughter for the slaughter instead of herself, underlines that this ritual has nothing to do with virtuous martyrdom; Tess is no saint. Her murder is exactly that: a vicious, group killing of a frightened, antiheroic woman. Tessie protests again that the lottery wasn’t fair. Mr. Graves dumps the papers out of the box onto the ground and then puts five papers in for the Hutchinsons. As Mr. Summers calls their names, each member of the family comes up and draws a paper. When they open their slips, they find that Tessie has drawn the paper with the black dot on it.Mr. Summers instructs everyone to hurry up. The villagers grab stones and run toward Tessie, who stands in a clearing in the middle of the crowd. Tessie says it’s not fair and is hit in the head with a stone. Everyone begins throwing stones at her, as even her own children. â€Å"Tessie may be selfish in her reaction, but her claim that the lottery is not fair may still be true. Whereas the common villagers are described as â€Å"taking† their slips, the businessmen â€Å"select† theirs—a subtle implication that the results have been rigged† (Evans, 112-113) Therefore, the base actions exhibited in groups (such as the stoning of Mrs.Hutchinson) do not take place on the individual level, for here such action would be deemed â€Å"murder. † On the group level people classify their heinous act simply as â€Å"ritual. † When Mrs. Hutchinson arrives at the ceremony late, flustered because she had forgotten that today was the day of the lottery. She chats sociably with Mrs. Delacroix. Nevertheless, after Mrs. Hutchinson falls victim to the lottery selection, Mrs. Delacroix chooses a â€Å"stone so large† that she must pick it up with both hands (Jackson 218).Whereas, on the individual level, the two women regard each other as friends, on the group level, they betray that relationship, satiating the mob mentality. The people of the town are caught up in the ritual to such an extent that they have given up any sense of logic. Mob psychology rules their actions. Though they appear to be sane, sensible individuals, when the time of the lottery comes, they abandon their rational nature and revert to the instincts of the herd. This psychological phenomenon is characteristic of humans throughout history.Although Jackson portrays it in its extreme form in this story, the idea that men and women in groups are willing to forgo personal responsibility and act with great cruelty toward others is evidenced in actions such as lynch mobs, racial confrontations, and similar incidents. â€Å"The willingness of people to act irrationally as members of the herd displays aspects that, while unpleasant, are still integral parts of their nature that they must recognize, if they are to keep them in check. † (Mazzeno) A first-time reader of â€Å"The Lottery† often finds the ending a surprise.The festive nature of the gathering and the camaraderie of the townspeople as the lottery is conducted belie the horror that occurs at the conclusion of the tale, is one of the tale’s strongest points. Another strength, however, is â€Å"the skillful way in which Jackson prepares the careful reader for the denouement by including key details so that, on a second reading, one is assured that there is no trick being played on the reader. † (Mazzeno) In comparison to the heavily symbolic figures of Mr. Graves (Death), Mr. Summers (Progress), or Old Man Warner (Tradition), Tess is resolutely anti-symbolic.She's a woman in an apron with soapsuds on her hands, who cracks jokes and wants to join in her community – but, it turns out, they don't want her back. She's the sacrificial lamb for that year, an outsider that the village then violently excludes. Althou gh civilized people may no longer hold lotteries, Jackson's story illustrates that society's tendency toward violence and its tendency to hold onto tradition, yet even meaningless, base tradition, reveal our need for both ritual and belonging.Work Cited Evans, Robert C. â€Å"The Lottery. † Short Fiction: A Critical Companion (1997): 112-119. Literary Reference Center. Web. 6 Aug. 2012. Hall, Joan Wylie. â€Å"Shirley Jackson (1916-1965). † Columbia Companion To The Twentieth- Century American Short Story (2000): 310-314. Literary Reference Center. Web. 6 Aug. 2012. Jackson, Shirley. â€Å"The Lottery†. Drama, and Writing Compact sixth ed. New York: Pearson Longman, 2011. 213-218. Print Mazzeno, Laurence W. â€Å"The Lottery. † Masterplots II: Short Story Series, Revised Edition (2004): 1-2. Literary Reference Center. Web. 6 Aug. 2012. Yarmove, Jay A. â€Å"Jackson's The Lottery. † Explicator 52. 4 (1994): 242. Literary Reference Center. Web. 6 Aug . 2012. The Lottery Lisa Marie Shade Prof. Dunn ENG 102-110 August 9, 2012 The Plot Thickens- In Shirley Jackson’s â€Å"The Lottery†. A good harvest has always been vital to civilizations. After the fields have been prepared and the seeds sown, the farmer can only wait and hope that the proper balance of rain and sun will ensure a good harvest. From this hope springs ritual. Many ancient cultures believed that growing crops represented the life cycle, beginning with what one associates with the end–death. Seeds buried, apparently without hope of germination, represent death.But with the life forces of water and the sun, the seed grows, representing rebirth. Consequently, ancient peoples began sacrificial rituals to emulate this resurrection cycle. What began as a vegetation ritual developed into a cathartic cleansing of an entire tribe or village. By transferring one's sins to persons or animals and then sacrificing them, people believed that their sins would be eliminated, a proce ss that has been termed the â€Å"scapegoat† archetype. In her short story â€Å"The Lottery,† Shirley Jackson uses this archetype to build on man's inherent need for such ritual.To visit upon the scapegoat the cruelties, that most of us seem to have dammed up within us and explores â€Å"the general psychological basis for such cruelty, showing how we tend to ignore misfortunes unless we ourselves are their victims. The Lottery’s [sic. ] then, deals indeed with live issues and with issues relevant to our time. Jackson's realism makes the final terror and shock more effective and also reinforces our sense of the awful doubleness of the human spirit—a doubleness that expresses itself in the blended good neighborliness and cruelty of the community's action. Evans, 112) Jackson weaves seasonal and life-death cycle archetypes, which coincide with vegetation rituals, into the story. The lottery takes place every year when the nature cycle peaks in midsummer, a time usually associated with cheerfulness. The villagers of a small town gather together in the square on June 27, a beautiful day, for the town lottery. In other towns, the lottery takes longer, but there are only 300 people in this village, so the lottery takes only two hours. Village children, who have just finished school for the summer, run around collecting stones.They put the stones in their pockets and make a pile in the square. Men gather next, followed by the women. Parents call their children over, and families stand together. Mr. Summers, a jovial man, who conducts the lottery ceremony, sets the tone of the event with both his name and his mannerisms. But lurking behind him, Mr. Graves quietly assists, his name hinting at a dark undertone. The picnic type atmosphere betrays the serious consequence of the lottery, for like the seed, a sacrificial person must also be buried to bring forth life. Jackson creates balance by assembling Mr.Summers and Mr. Graves to share in t he responsibilities of the ritual: Life brings death, and death recycles life. At one point in the village's history, the lottery represented a grave experience, and all who participated understood the profound meaning of the tradition. But as time passed, the villagers began to take the ritual lightly. They endure it almost as automatons–â€Å"actors† anxious to return to their mundane, workaday lives. Old Man Warner, the only one who seems to recall the seriousness of the occasion, complains that Mr. Summers jokes with everybody.But, even if one does not understand the meaning, the experience provides the individual a place and a meaning in the life of the generations. Because there has â€Å"always been a lottery† (Jackson 216), the villagers feel compelled to continue this horrifying tradition. They do focus, however, on its gruesome rather than its symbolic nature for they still remembered to use stones even after they have forgotten the ritual and lost the original black box (Jackson 218). The reader may conclude that humanity's inclination toward violence overshadows society's need for civilized traditions. Mr.Summers asks whether anyone is absent, and the crowd responds that Dunbar isn’t there. Mr. Summers asks who will draw for Dunbar, and Mrs. Dunbar says she will because she doesn’t have a son who’s old enough to do it for her. Mr. Summers asks whether the Watson boy will draw, and he answers that he will. Mr. Summers then asks to make sure that Old Man Warner is there too. Mr. Summers reminds everyone about the lottery’s rules: he’ll read names, and the family heads come up and draw a slip of paper. No one should look at the paper until everyone has drawn. He calls all the names, greeting each person as they come up to draw a paper.Mr. Adams tells Old Man Warner that people in the north village might stop the lottery; he says that giving up the lottery could lead to a return to living in caves . Mrs. Adams says the lottery has already been given up in other villages, and Old Man Warner says that’s â€Å"nothing but trouble. † (Jackson, 216). The shock value of the long process and all the moments’ one character or another could have realized the nonsense of the ritual and spoke up. When Mr. Summers finishes calling names, and everyone opens his or her papers. Word quickly gets around that Bill Hutchinson has â€Å"got it. Tessie argues that it wasn’t fair because Bill didn’t have enough time to select a paper.Mr. Summers asks whether there are any other households in the Hutchinson family, and Bill says no, because his married daughter draws with her husband’s family. Mr. Summers asks how many kids Bill has, and he answers that he has three. Tess's eagerness to see the lottery through is only paralleled by her desperation to get out of it once it turns out to be her turn. She goes so far as to try to substitute her daughter and s on-in-law for herself, yelling, â€Å"There's Don and Eva†¦ Make them take their chance! Her extreme moral compromise, as she tries to offer up her daughter for the slaughter instead of herself, underlines that this ritual has nothing to do with virtuous martyrdom; Tess is no saint. Her murder is exactly that: a vicious, group killing of a frightened, antiheroic woman. Tessie protests again that the lottery wasn’t fair. Mr. Graves dumps the papers out of the box onto the ground and then puts five papers in for the Hutchinsons. As Mr. Summers calls their names, each member of the family comes up and draws a paper. When they open their slips, they find that Tessie has drawn the paper with the black dot on it.Mr. Summers instructs everyone to hurry up. The villagers grab stones and run toward Tessie, who stands in a clearing in the middle of the crowd. Tessie says it’s not fair and is hit in the head with a stone. Everyone begins throwing stones at her, as even her own children. â€Å"Tessie may be selfish in her reaction, but her claim that the lottery is not fair may still be true. Whereas the common villagers are described as â€Å"taking† their slips, the businessmen â€Å"select† theirs—a subtle implication that the results have been rigged† (Evans, 112-113) Therefore, the base actions exhibited in groups (such as the stoning of Mrs.Hutchinson) do not take place on the individual level, for here such action would be deemed â€Å"murder. † On the group level people classify their heinous act simply as â€Å"ritual. † When Mrs. Hutchinson arrives at the ceremony late, flustered because she had forgotten that today was the day of the lottery. She chats sociably with Mrs. Delacroix. Nevertheless, after Mrs. Hutchinson falls victim to the lottery selection, Mrs. Delacroix chooses a â€Å"stone so large† that she must pick it up with both hands (Jackson 218).Whereas, on the individual level, the two women regard each other as friends, on the group level, they betray that relationship, satiating the mob mentality. The people of the town are caught up in the ritual to such an extent that they have given up any sense of logic. Mob psychology rules their actions. Though they appear to be sane, sensible individuals, when the time of the lottery comes, they abandon their rational nature and revert to the instincts of the herd. This psychological phenomenon is characteristic of humans throughout history.Although Jackson portrays it in its extreme form in this story, the idea that men and women in groups are willing to forgo personal responsibility and act with great cruelty toward others is evidenced in actions such as lynch mobs, racial confrontations, and similar incidents. â€Å"The willingness of people to act irrationally as members of the herd displays aspects that, while unpleasant, are still integral parts of their nature that they must recognize, if they are to keep them in check. † (Mazzeno) A first-time reader of â€Å"The Lottery† often finds the ending a surprise.The festive nature of the gathering and the camaraderie of the townspeople as the lottery is conducted belie the horror that occurs at the conclusion of the tale, is one of the tale’s strongest points. Another strength, however, is â€Å"the skillful way in which Jackson prepares the careful reader for the denouement by including key details so that, on a second reading, one is assured that there is no trick being played on the reader. † (Mazzeno) In comparison to the heavily symbolic figures of Mr. Graves (Death), Mr. Summers (Progress), or Old Man Warner (Tradition), Tess is resolutely anti-symbolic.She's a woman in an apron with soapsuds on her hands, who cracks jokes and wants to join in her community – but, it turns out, they don't want her back. She's the sacrificial lamb for that year, an outsider that the village then violently excludes. Althou gh civilized people may no longer hold lotteries, Jackson's story illustrates that society's tendency toward violence and its tendency to hold onto tradition, yet even meaningless, base tradition, reveal our need for both ritual and belonging.Work Cited Evans, Robert C. â€Å"The Lottery. † Short Fiction: A Critical Companion (1997): 112-119. Literary Reference Center. Web. 6 Aug. 2012. Hall, Joan Wylie. â€Å"Shirley Jackson (1916-1965). † Columbia Companion To The Twentieth- Century American Short Story (2000): 310-314. Literary Reference Center. Web. 6 Aug. 2012. Jackson, Shirley. â€Å"The Lottery†. Drama, and Writing Compact sixth ed. New York: Pearson Longman, 2011. 213-218. Print Mazzeno, Laurence W. â€Å"The Lottery. † Masterplots II: Short Story Series, Revised Edition (2004): 1-2. Literary Reference Center. Web. 6 Aug. 2012. Yarmove, Jay A. â€Å"Jackson's The Lottery. † Explicator 52. 4 (1994): 242. Literary Reference Center. Web. 6 Aug . 2012. The lottery The Lottery Research Paper Shirley Jackson was a devoted mother and writer. Jackson didn't fit in well in North Bennington, and the town likely served as the setting for the New England town portrayed in â€Å"The Lottery. † â€Å"The Lottery' caused outrage and controversy when it appeared in the New Yorker in 1948, but many critics now consider it to be Jackson's most famous work. Jackson was sometimes thought to be a witch because of her interested in witchcraft and black magic. Almost all of Jackson's work is reflects horror, hauntings, witchcraft, or psychological unease.She also struggled with both mental and physical illnesses as an adult. Unlike other writers, she found the writing process pleasurable. â€Å"The Lottery' starts off in a town on a normal day with children going around and collecting rocks. The men of the households are called forward to a wooden box to draw slips of paper. When one of the men sees that he has the black dot on his slip, his wife immedi ately starts to argue with how the drawing wasn't fair. The family is brought to the stage where they are to draw their slips of paper. Tess (Mrs.Hutchinson) draws the paper with the black dot and is taken to the center of the town where the town's people take their stones that the children collected earlier hat day. As the villagers close in to primarily take Tess's life, all you can hear are her terrified shrilling screams. Shirley Jackson in her work â€Å"The Lottery' reveals the corrosive factors that result in our blind acceptance of morally questionable traditions that cause social paralysis. â€Å"The Lottery' starts off as a normal day in the village â€Å"it was clear and sunny with the fresh warmth of a full-summer day' Oackson 1).This is ironic because it starts off with this allusion of an enjoyable day but really by the end they end up killing one of their own villagers. Jackson does this to create a less serious atmosphere and reflect he attitudes of the community. Instantly, the boys are collecting rocks used to kill the lottery winner at the end of the story. This is an annual thing that the kids do because they have been raised and taught to do so. Because the kids are gradually and systematically exposed to these series of provoking objects and situations, they have become familiar with their actions making it an annual â€Å"game† for the kids (Linz 1).It has become a â€Å"game† for the kids because in the story it states that, â€Å"they gather together quietly for a while before they broke out into boisterous play' and that they find the smoothest and roundest rocks to stuff in their pockets. † Because the kids are repeatedly exposed to this violence it diminishes the negative affect that was once upon them. They can no longer see it as wrong or feel remorse. They blindly accept this task thats given to them every year and don't question it. The constant exposure to violence results in less physiological reactivit y to other violent actions going on around them (Linz 1).The killing of the villagers is the violence going on. Collecting stones has become a ritual that they believe is right, because it is what they have been raised to do, even though it is wrong. They are Just kids and haven't been taught that it is morally wrong to be killing friends and family. An example is at the end of the story when Mrs. Hutchinson's son was handed a few pebbles to throw at his own mother and didn't hesitate. When they are repeatedly exposed to violence 2). â€Å"Both beamed and laughed Oackson 6). This shows how they still find Joy in the situation even though they are about to kill a member of their family. The story goes on to talk about the families that are attending this so called lottery. The women are described as â€Å"housewives that gossip† Oackson 1) and aren't as authoritative as the men. While the boys are all collecting the stones, the women are â€Å"standing aside talking among th emselves. † In the story â€Å"the women began to call their children, and the children came reluctantly, having called four or five times. † When their father calls to them â€Å"they came quickly' Oackson 1).It is as if their mothers hadn't even said anything. This shows how the men are portrayed as the head of the house and they women more as Just the â€Å"housekeeper. † Their voices are not heard in this part of the story and neither at the end when Mrs. Hutchinson claims that, â€Å"It wasn't fair† and no one does anything about it but continues with the est of the lottery. Women have been known to rarely work outside the house and live their lives caring for their husbands and children while taking care of their home. Most males are prevailed as the dominant gender.The women are seen on a lower status (Gender Prejudice 1). The lottery seems to be run mostly by the men of the town. They are the ones that are in charge of the black box and most of th e ceremony. In the story the women are more resistant to the lottery while the men are the ones in control of it. This results in social paralysis of the town because no one wants to change how the lottery is run or who it's run by. When its time for the drawing, Mr. Dunbar is unable to draw so because he and his wife don't have kids the â€Å"Wife draws for the husband† Oackson 3).This all goes back to the role of the men and women in the village. The women are to produce many children so that it gives their family a better chance of surviving if their spouse is chosen in the first round (Oehlschlaeger 1). Men are the ones that go out and prevail in the business world while their wives stay home all day. When Mrs. Hutchinson arrives late she makes the statement that she â€Å"Thought my old man was out back stacking wood† and that she Wouldn't have me leave m'dishes in the sink Oackson 2),† implying that her husband was doing the hard labor out in the yard while she was inside doing dishes.They mention that most of the ritual has been forgotten over the years. â€Å"The original paraphernalia for the lottery had been lost long ago Oackson 1). It has become a habit that no one wants to stop. The lottery has become a social paralysis over time, not allowing anyone to step up and want to change or stop what the lottery is doing to their village. No one questions why they still do it and no one even really knows why they do it in the first place. It has lost its significance over the years and become a yearly act that no one has tried to stop.They don't want to make a new box because â€Å"No one wanted to upset even as much tradition as was represented by the black box Oackson 1). Tradition is a belief that has been passes down from generations, Just like in â€Å"The Lottery. † Traditions are passes on to gain that sense of continuity and bonding through each other. They are supposed to create that special connection between the fam ilies and in this case the town. That's not what it does though, No one knows the significants of the lottery anymore and no one questions ither. Old Man Warner says, â€Å"Pack of crazy fools† to the people that want to give up the lottery.They think that breaking this time-honored tradition would result in them (Tradition 1), such as drawing the paper from the box and having the men draw first then the family. Even though â€Å"So much of the ritual had been forgotten or discarded Oackson 2),† they still keep that cultural sense to it. The reverence regularly provided in tradition indicates that people follow it willingly even if they don't know why. â€Å"The people had done it so many times that they only half listened to the directions. † People follow tradition unconsciously because it's what they are taught to do.This is their blind acceptance of the lottery and social paralysis of not wanting to change what they have continued to do for numerous years. T raditions are invoked to preserve the sanctity of the past family rituals. Societies keep traditions for social connectedness and memories (Tradition 3). Throughout the story, â€Å"The Lottery,† Shirley Jackson uses harsh examples of how the village blindly accepts their morally questionable traditions resulting in social paralysis. They don't want to change anything about the lottery even though most of he significance has been lost over the years.There is evidence throughout the story that shows how the people blindly accept what they are doing to their town and do it without question. This all demonstrates how society never changes or grows resulting in the social paralysis of the story. Their is social paralysis going on all around the world. Even in Pakistan there are people refusing to act upon the issue of suicide happening at large rates ( Poverty and Social Paralysis. ) The lottery is Just an example of how some societies refuse to change even though what they are d oing needs to or should be stopped. The lottery The Lottery Research Paper Shirley Jackson was a devoted mother and writer. Jackson didn't fit in well in North Bennington, and the town likely served as the setting for the New England town portrayed in â€Å"The Lottery. † â€Å"The Lottery' caused outrage and controversy when it appeared in the New Yorker in 1948, but many critics now consider it to be Jackson's most famous work. Jackson was sometimes thought to be a witch because of her interested in witchcraft and black magic. Almost all of Jackson's work is reflects horror, hauntings, witchcraft, or psychological unease.She also struggled with both mental and physical illnesses as an adult. Unlike other writers, she found the writing process pleasurable. â€Å"The Lottery' starts off in a town on a normal day with children going around and collecting rocks. The men of the households are called forward to a wooden box to draw slips of paper. When one of the men sees that he has the black dot on his slip, his wife immedi ately starts to argue with how the drawing wasn't fair. The family is brought to the stage where they are to draw their slips of paper. Tess (Mrs.Hutchinson) draws the paper with the black dot and is taken to the center of the town where the town's people take their stones that the children collected earlier hat day. As the villagers close in to primarily take Tess's life, all you can hear are her terrified shrilling screams. Shirley Jackson in her work â€Å"The Lottery' reveals the corrosive factors that result in our blind acceptance of morally questionable traditions that cause social paralysis. â€Å"The Lottery' starts off as a normal day in the village â€Å"it was clear and sunny with the fresh warmth of a full-summer day' Oackson 1).This is ironic because it starts off with this allusion of an enjoyable day but really by the end they end up killing one of their own villagers. Jackson does this to create a less serious atmosphere and reflect he attitudes of the community. Instantly, the boys are collecting rocks used to kill the lottery winner at the end of the story. This is an annual thing that the kids do because they have been raised and taught to do so. Because the kids are gradually and systematically exposed to these series of provoking objects and situations, they have become familiar with their actions making it an annual â€Å"game† for the kids (Linz 1).It has become a â€Å"game† for the kids because in the story it states that, â€Å"they gather together quietly for a while before they broke out into boisterous play' and that they find the smoothest and roundest rocks to stuff in their pockets. † Because the kids are repeatedly exposed to this violence it diminishes the negative affect that was once upon them. They can no longer see it as wrong or feel remorse. They blindly accept this task thats given to them every year and don't question it. The constant exposure to violence results in less physiological reactivit y to other violent actions going on around them (Linz 1).The killing of the villagers is the violence going on. Collecting stones has become a ritual that they believe is right, because it is what they have been raised to do, even though it is wrong. They are Just kids and haven't been taught that it is morally wrong to be killing friends and family. An example is at the end of the story when Mrs. Hutchinson's son was handed a few pebbles to throw at his own mother and didn't hesitate. When they are repeatedly exposed to violence 2). â€Å"Both beamed and laughed Oackson 6). This shows how they still find Joy in the situation even though they are about to kill a member of their family. The story goes on to talk about the families that are attending this so called lottery. The women are described as â€Å"housewives that gossip† Oackson 1) and aren't as authoritative as the men. While the boys are all collecting the stones, the women are â€Å"standing aside talking among th emselves. † In the story â€Å"the women began to call their children, and the children came reluctantly, having called four or five times. † When their father calls to them â€Å"they came quickly' Oackson 1).It is as if their mothers hadn't even said anything. This shows how the men are portrayed as the head of the house and they women more as Just the â€Å"housekeeper. † Their voices are not heard in this part of the story and neither at the end when Mrs. Hutchinson claims that, â€Å"It wasn't fair† and no one does anything about it but continues with the est of the lottery. Women have been known to rarely work outside the house and live their lives caring for their husbands and children while taking care of their home. Most males are prevailed as the dominant gender.The women are seen on a lower status (Gender Prejudice 1). The lottery seems to be run mostly by the men of the town. They are the ones that are in charge of the black box and most of th e ceremony. In the story the women are more resistant to the lottery while the men are the ones in control of it. This results in social paralysis of the town because no one wants to change how the lottery is run or who it's run by. When its time for the drawing, Mr. Dunbar is unable to draw so because he and his wife don't have kids the â€Å"Wife draws for the husband† Oackson 3).This all goes back to the role of the men and women in the village. The women are to produce many children so that it gives their family a better chance of surviving if their spouse is chosen in the first round (Oehlschlaeger 1). Men are the ones that go out and prevail in the business world while their wives stay home all day. When Mrs. Hutchinson arrives late she makes the statement that she â€Å"Thought my old man was out back stacking wood† and that she Wouldn't have me leave m'dishes in the sink Oackson 2),† implying that her husband was doing the hard labor out in the yard while she was inside doing dishes.They mention that most of the ritual has been forgotten over the years. â€Å"The original paraphernalia for the lottery had been lost long ago Oackson 1). It has become a habit that no one wants to stop. The lottery has become a social paralysis over time, not allowing anyone to step up and want to change or stop what the lottery is doing to their village. No one questions why they still do it and no one even really knows why they do it in the first place. It has lost its significance over the years and become a yearly act that no one has tried to stop.They don't want to make a new box because â€Å"No one wanted to upset even as much tradition as was represented by the black box Oackson 1). Tradition is a belief that has been passes down from generations, Just like in â€Å"The Lottery. † Traditions are passes on to gain that sense of continuity and bonding through each other. They are supposed to create that special connection between the fam ilies and in this case the town. That's not what it does though, No one knows the significants of the lottery anymore and no one questions ither. Old Man Warner says, â€Å"Pack of crazy fools† to the people that want to give up the lottery.They think that breaking this time-honored tradition would result in them (Tradition 1), such as drawing the paper from the box and having the men draw first then the family. Even though â€Å"So much of the ritual had been forgotten or discarded Oackson 2),† they still keep that cultural sense to it. The reverence regularly provided in tradition indicates that people follow it willingly even if they don't know why. â€Å"The people had done it so many times that they only half listened to the directions. † People follow tradition unconsciously because it's what they are taught to do.This is their blind acceptance of the lottery and social paralysis of not wanting to change what they have continued to do for numerous years. T raditions are invoked to preserve the sanctity of the past family rituals. Societies keep traditions for social connectedness and memories (Tradition 3). Throughout the story, â€Å"The Lottery,† Shirley Jackson uses harsh examples of how the village blindly accepts their morally questionable traditions resulting in social paralysis. They don't want to change anything about the lottery even though most of he significance has been lost over the years.There is evidence throughout the story that shows how the people blindly accept what they are doing to their town and do it without question. This all demonstrates how society never changes or grows resulting in the social paralysis of the story. Their is social paralysis going on all around the world. Even in Pakistan there are people refusing to act upon the issue of suicide happening at large rates ( Poverty and Social Paralysis. ) The lottery is Just an example of how some societies refuse to change even though what they are d oing needs to or should be stopped.

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The Business Cycle & Policy Response in France - Coursework Example In 2000, France growth was close to 3%, its unemployment fell twice, and when compared to Europe it was a 1.5-percentage decline for France versus 0.7-percentage in Europe. The introduction of the single currency marked the period of strong growth. From this, we conclude that, in the last twenty years, it is evident that the periods of falling unemployment always coincided with periods of strong economic growths (French Ministry of youth affairs, 2007:4). A fall in a country's GDP relates to contraction in the economy, when the country does not show any improvement in the GDP it may result in an economy recession. Reasons may be due to inflation, or massive unemployment in the country, a rise in the GDP conforms to an expansion, stability of a country s currency, a peak relates to a continuous rise in the country’s GDP (Trading Economics.com, 2005:4). All forces of supply and demand affect business cycle. The availability of capital does boost a healthy expansion a rise in the price of assets at this point leads to inflation, the stock market then rectifies this by creating fear and contraction(About.com, 2001:1). A rise in GDP signals an expansion in the business cycle whereas a fall in the GDP signals a contraction. Reports show that the GDP of France expanded 1.6%in the second quarter of 2011. Historically France annual GDP growth was1.9% its highest observed in 1988 at 4.9%, a record low was -3.90% in march 2009. Judging the country's  state  at this point of the cycle, it will be  right  to  say  France’s economy is in  contraction.  We look at France in 2009, where its GDP shrank by 1.2% in the first quarter, however, this  was counteracted  by a 3% in the third quarter, another  fall  was recorded  1.5% in the final quarter.  The  recession  observed when we experienced two quarters of negative growth. In 2008 president, Nicholas Sarkozy gave a speech in Toulon he thought that there was the need to rethink the  entire  world’s financial system in  connection  to the economic crisis that the world faced. The president stated that what France was facing at that time was an economic recession and that it was a long-term problem. According to the latest  data  the French economy contracted, a 0.3% in the 2nd quarter in the year 2008, from the  previous  data economists concluded that the two quarters recorded negative growths. These data raised fears of a further recession in the economy.  This recession resulted in the rise in unemployment and a  struggle  in households to try to beat the recession (France 24, 2008:1). We  further  look at the  fiscal  policy and how it functions in stabilizing the  economic  fluctuation. How this is a  solution  to the recession problem?  According to Weil,  fiscal  policy involves utilising of government

Discussion Question Essay Example | Topics and Well Written Essays - 250 words - 12

Discussion Question - Essay Example There are cases where the providers do not expect profit in the provision of their services. This is a hindrance that occurs as they try to offer the best healthcare. Many may be underpaid which usually leads to stress on their part. While taking care of others, this stress is directed to them. Social good is an obligation they meet while doing their job (Kongstvedt 67). It is imperative that they do their job with the aim of keeping the society together and in excellent health. Another way they meet their obligations is caring for the low income earners. These organizations cannot go broke when they do this and; therefore, one way to serve and protect the people is through accepting everybody that is in need of help. This is whether they have insurance to offset their expenses. One way these obligations conflict with some of their needs is time consumption. Time taken into taking care of those in need is extremely exhausting. They spend more time at their jobs than they would with their own family, and relatives. Another conflict created is the emotional turmoil they undergo. It may be hard to see many people come and go in the institution one works. This may be hard for them especially when they come to form extraordinary bonds (Kongstvedt 78). In conclusion, obligations by care givers are often met. What they go through must also be taken into account. This is to know what it is they go through in the day to day activities (Kongstvedt 90). Understanding them may be a starting point in the way people treat

How does the Constitution address the Grievances enumerates in the Essay

How does the Constitution address the Grievances enumerates in the Declaration of Indepence (use only 3 or 4 Grievances) - Essay Example The time went on, and the injuries inflicted upon the American people worsened. The elders of America attended forum over forum and at last addressed the British people, but they were not paid heed to. The King of Britain saw these efforts as alarming and started a ruthless war against America. This was the moment the elders of America were left with no alternative but to go for their separation from Britain (Jefferson and Fink 12-15). It was 1776 that the thirteen colonies of the Atlantic Coast rebelled against their mother kingdom England. They declared their independence and formed a confederation of states. From the very first day of the establishment of the confederation, it was loosely organized. There were no centralized powers to bind the states in a particular way. A think-tank called Congress consisted of the delegates from member states. The purpose of Congress was to make recommendations; however, it had no powers to implement these recommendations. Resultantly, the state s violated the recommendations as well as laws and rules again and again. Time went by and the situation aggravated as the states insisted to retain their sovereignty. There was neither any central judiciary nor any common executive branches of law. Both were necessary for the concept of Confederacy to succeed. After a few years, the experiences revealed that it was no more possible to bind all the states together in one frame. To meet the common ends, the establishment of an effective central government was necessary. In order to frame a joint central constitution, a convention was called in Philadelphia in 1787. They had laid the first stone of the base. The efforts bore fruit when the Constitution came into effect in 1789. According to it, different states had been organized on a federal basis. Today, the United States of America consists of 50 states, all coexisting in harmony. It stands to reason that the way England treat the people of America was unacceptable for them. The Co nstitution aimed at removing the same distresses which had forced them in the past to announce independence. For instance, one of the grievances, as it was highlighted in the Declaration of Independence, complained against the King: â€Å"He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the legislative powers, incapable of annihilation, have returned to the people at large for their exercise; the state remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within† (Jefferson and Fink 13). The Constitution of the United States of America provides redress of the said grievance with Section-2 of the Article-I in the words: â€Å"The House of Representatives shall be composed of members chosen every second year by the people of the several states, and the electors in each state shall have the qualifications requisite for the most numerous branch of the State Legislature† (Kammen 37). Th e Declaration reflects the anger of the people who did not a governor who could provide them the right to vote. The King could not be reached as no representative body existed there for long to bring the people’s miseries to the notice of the sovereign of England. The Constitution provided the people of the American States the right to elect the persons who could fight for them in their cause. They were now able to send their voice to the high towers of

Industrial production Essay Example for Free

Industrial production Essay In his empirical study Imai (1996) examined other significant internal factors promoting democratic changes. He demonstrated that industrial production and GDP per capita have gradual lasting influence on their implementation (p. 8). It seems logical as economists argue that with growing size of the developing nation’s market and expansion of its economy, democratization of the country is facilitated. Consequently, as the purchasing capacity of the most population measured by GDP per capita raises, the economic and political liberalization within the developing country is promoted, thus contributing further to the democratization (Armijo, 2005, p. 2019). Imai (1996) also emphasizes that the larger is the size of the developing nations home market, and the more amounts of foreign direct investment the nation draws, the deeper democratic changes it will have to implement together with liberalization of its economy (p. 11). At the same time, increased purchasing capacity of domestic consumers fosters expansion of private entrepreneurship which, for its part, promotes political liberalization, in the long run decreasing the state’s capability to strongly control civil liberties of its citizens (Arblaster, 1999, p. 40). So, as we discussed above, citizens of more economically advanced developing countries enjoy more civil liberties, and what is important to note here, such countries usually demonstrate the trend of growing urban population. At the same time, Imai (1996) proves that number of urban population is one of indicators of the internationalization of national economy, which contributes to democracy facilitation too, and more urbanized developing countries demonstrate more efforts toward democratization (p. 10). These trends evidently show that creation of wealthy stable society in developing countries is one of vital preconditions of democratization. The proper concept of democratization is closely connected with the notion of civil society as democracy constitutes a form of its existence. Formation of constitutional state and real democracy is impossible without civil society’s coming-to-be (Penna, 1998, p. 116). Important aspect of civil society formation is attaining unity among the people. For example, experience of political history of many African states, as well as Yugoslavia of the first half of 1990s, demonstrates that deep disunity of the society on the ground of ethnical features and prevailing separatist trends among the majority of population even in the presence of democratic aspirations in the society may not only become the hindrance to democratization process, but lead to opposite results (Penna, 1998, p.118). A few decades ago scholars entered a new notion into circulation – that of ‘consolidation of democracy’ – which implies irreversibility of established political structures where certainty of the procedures leads to limitation of ‘uncertainty of outcomes’, that is undemocratic outcomes are practically impossible (Randall Svasand, 2001, p. 78). This notion supposes that further democratization of the world is being considered as inevitable, and it is just an issue of time. But the way to this achievement appear to be not easy one. As our study demonstrate, outcome depends on the results of economic reforms which associate with democratization of political regime in minds of major part of population, although direct interrelation of economic and political transformations is not mandatory. That is why incapability of young democracies to satisfy economic interests of poor strata of population often makes a threat for entire democratization process (Petras Veltmeyer, 2001, p. 52).

Disabilities: Barriers to Participation

Disabilities: Barriers to Participation Exclusion Inclusion Disabilities Overcoming barriers to participation From Exclusion to Inclusion In the United Kingdom, discussed by Shah (2005), segregated or special schools were the most common form of provision for pupils with disabilities, despite the fact that the cost of special education per child is too high for most countries. Governments are now recognizing the need to develop a more affordable system which will provide quality education for all children, additionally, legislation is clearly moving towards an increasing emphasis on inclusion. In Scotland the Education (Additional Support for Learning) (Scotland) Act 2004, and the Special Educational Needs and Disability Act 2001 (Department for Education and Employment, 2001), which amends the Disability Discrimination Act (1995), deliver a stronger right to a mainstream education for disabled children unless this is conflicting with the parents wishes or the provision of efficient education for other children. One of the main aims proposed in the recent White Paper, Removing Barriers to Achievement (DfES, 2004) is to reduce the number of special schools and encourage more mainstream schools to adopt fully inclusive practices. In addition, by reducing the number of residential schools and reallocating resources to local provisions and service, disabled children and young people can be educated closer to their homes and families. But it is argued that, even with the worldwide trend towards inclusion and the increasing participation of disabled children in mainstream schools, special education still has an important role and, for some students, is still the best option. However, others need to be put in situations in which they have opportunities to succeed and develop self-esteem and confidence. (Shah, S, 2005) There has been much debate over recent years concerning the provision of segregated special education for pupils with disabilities. There are both arguments in favour of inclusion and against. Advantages of segregated education Cited by Shah (2005), Barnes (1991) and Middleton (1999), argue that special education is promoted to parents of disabled children as a safe option to the hustle and bustle of mainstream schools, which may otherwise be too stressful. Some researchers claim that separate schools offer the best opportunities for disabled students, for instance, Jenkinson (1979) argues that with smaller classes and higher teacher pupil ratios, special schools allow concentrated one-to-one attention and tuition which can be delivered at a level appropriate to each child’s needs. They are perceived as more supportive, both physically and socially, and less threatening to students with disabilities, encouraging their feeling of security and enhancing their self-esteem by avoiding continual comparison of their achievements with other students. According to Pearse (1996), segregated institutions are an essential element of the social and psychological independence of disabled children. Moreover, being supported in an environment free from the involvement of mainstream barriers allows the children to explore and develop a sense of self. Cook, Swain and French (2001) propose that disabled students are likely to build positive social relationships more easily in segregated institutions where they not only share common goals and interests, but values, goals and ways of viewing the world. In mainstream school, where a disabled child requires support, Watson et al. (1999) suggest that successful social integration with peers may be hindered. They found that for some disabled people, the physical location of the helper could work against their acceptance among other children in the class. Allan (1996) suggests that the child’s interaction can be brought to the attention of the staff, as disabled children are more carefully monitored than their non-disabled peers: All children are the object of analysis within schools, but for pupils with special educational needs, the observation reaches further. They are observed, not only at work in the classroom, but also at break times. The way in which they intermingle with mainstream peers or integrate socially is often viewed as equally important, if not more so, than their attainment in mainstream curriculum goals. (Shah, S, 2005) Criticisms of segregated education Shah also discusses arguments against segregated education; Alderson and Goodey, (1998) argue that reports which suggest that students have a higher self-esteem or do better at special schools are worthless if self-esteem depends on being in an artificial, sheltered world. Barnes (1991) argues that being in a protective, segregated environment holds back disabled individuals from society. Dr John Mary and the British Council of Organizations of Disabled People (1986) believe that special education is one of the key routes for distributing non-disabled views of the world and making sure that disabled school leavers are socially isolated. The outcome of this isolation is that disabled people accept social discrimination and lack the skills needed in adult life. This argument is supported by Jenkinson (1997) and Fuchs and Fuchs (1998) who feel that the deficiency of suitable behavioural role models, and the removal from the general way of life of childhood and adolescence contribute to isolation in the community. Barnes, (1991) also argues that by producing socially and educationally disabled individuals, the special education system maintains discrimination practices in all other areas of social life, particularly employment. Dunn (1968), also had the same views, in that, a segregated placement is responsible for people with disabilities being negatively labelled and excluded from society. He goes on to say that labels have damaging effects on both teacher expectations and the student’s own self-concept. Another major criticism of segregated education is that an isolated curriculum that focuses on specific educational needs stops students from learning a wide range of subjects offered in mainstream schools. Jenkinson (1997) argues that the small number of staff in special schools, along with their considerably limited, curricula expertise, restricts the range and content of the curriculum. She feels the lack of training and experience of most special school teachers in the secondary curriculum to be a growing obstacle as students with disabilities move into adolescence. An article entitled Special School Shame (Disability Now, January 1997) reported on a study, conducted by the Alliance for Inclusive Education, which evidenced that special schools are less likely than mainstream schools to enter their students for public examinations. According to the sample statistics, only 6 of the 85 special schools in the study (7 per cent) proceeded to compete in national exams. The reasoning was based on the assumption that children in special schools were unable to learn as well as their peers in regular education. Shah has also discussed inclusive education and cites a number of authors for example, Barnes (1991) has argued that inclusion plays a crucial role in the fight towards the abolition of discrimination and of disabled people being accepted as citizens of the social majority, he suggests that being educated in mainstream schools is positively related to the successful transition of people with disabilities into employment and wider society, although, being placed in mainstream school does not necessarily mean experiencing total inclusion. Inclusive education is more than just placing a disabled person in a mainstream school and providing extra support. Inclusion requires major changes within society to allow everyone to take part, interact and make choices. Young disabled people are less likely than their non-disabled counterparts to pursue academic subjects of their choice due to restrictions imposed by the physical environment. Burgess, (2003) believes that even now, mainstream schools are not fully accessible, as those responsible for developing inclusion still often think of accessibility as ramps and rails. Burgess also points out that discriminatory attitudes among teachers in mainstream schools have also been confirmed by UK education inspectors. A survey by the Department of Education and Science (DES), published in 1989, noted that the attitudes of some staff were patronising, while others were reluctant to work with disabled pupils. T hese attitudes were likely to be reproduced in the attitudes and behaviour of non-disabled students towards their disabled peers. The result of such attitudinal prejudice among peers may be critical. Haring, (1991) argues that peer acceptance is a primary outcome of schooling, with important outcomes for the quality of life of students with disabilities. (Shah, S, 2005) As Shah discusses arguments in favour of, and against segregation, it becomes clear that there are a number of authors that support both viewpoints, for example, Jenkinson (1979) argues that with smaller classes and higher teacher pupil ratios, special schools allow concentrated one-to-one attention and tuition which can be delivered at a level appropriate to each child’s needs, yet, at the same time, she also says that the small number of staff in special schools, along with their considerably limited, curricula expertise, restricts the range and content of the curriculum and feels the lack of training and experience of most special school teachers in the secondary curriculum to be a growing obstacle as students with disabilities move into adolescence. Barnes (1991) stresses that one of the principal functions of segregated education is to protect disabled children from the rough and tumble of the normal environment, at the same time, arguing, that being in a protective, segregated environment holds back disabled individuals from society. These contradictory views lead to the belief that the authors feel that special schools do have their place in society, but not to the detriment of those attending, as in the past. People are different and diverse, and what is suitable for one may not be suitable for another, in that, total inclusion in a mainstream school may be damaging for some pupils but more beneficial for others. Perhaps this is where mainstream schools which have a special unit can be beneficial. This can be construed as partial inclusion. Pupils attending the special units can have access to the mainstream curriculum, and social interaction with their more able peers, at the same time, those who simply could not cope with mainstream institutions have the benefit of the caring special unit, where they can still have access to a similar curriculum as that offered in mainstream, and feel protected and less vulnerable. Partial integration is often seen as combining the best of both worlds in special education: the student has access to special curriculum and small classes in the special school, while also having the opportunity to socialize and participate with non-disabled peers in extra-curricular activities that are not available in the special school. (Jenkinson, 1996, p 107-108) The school in which I work is one of 14 secondary schools within the Local Authority which have a special unit. Local Authority and school level Within the local authority in which I work, there are 4 special schools and, 14 secondary schools and 28 primary schools which have a unit for pupils with additional support needs. A primary or secondary school is identified as having an integrated special unit/class if the sole or main purpose of any class or other unit forming part of the school is to provide education specially suited to the additional support needs of children or young persons selected for attendance at the class or unit by reason of those needs. The School The school is a large rural secondary comprehensive school with a long tradition of excellence, and positive relationships with the local community. The school is sited in a wooded setting, once the grounds of a Castle. In 1979 the school catered for only 500 pupils; today more than 1,200 pupils attend the school and are supported by over 100 teaching staff. The school aims to ensure that all pupils, regardless of circumstance, be given every opportunity to succeed and attempt to achieve their full potential. The school Inclusion Policy states it is the intention to include as many children as possible into some aspects of a mainstream school day. The school can cater for all students in the catchment area except those who require daily hospital residential care. For a small number of pupils inclusion could mean that they are in the same school as mainstream children, have their break times and their lunch times with mainstream classes, and attend mainstream subjects taught by a mainstream teacher as part of their S.E.N. class. They would also be able to attend activities arranged for their year group such as induction days, assemblies and trips. For other pupils it will mean that they are included into mainstream classes for part of their week. Some pupils will be mostly taught in mainstream, with one or two subjects in the Additional Support department, and vice versa. The decision of how much inclusion or when inclusion is suitable will be made at each student’s annual review; or on their entry into the Special Education Department. This means that parents and professionals will decide together what is most appropriate for each child. Whatever decisions are made can be altered as and when appropriate. Each pupil’s needs will be assessed every year to ensure that past decisions are still appropriate. All students in the S.E.N. Department will have an IEP and annual review meetings will be held to discuss progress. The support for learning team in the school consists of: Additional Support Needs (ASN) Department, Learning Support Department (LS), Sensory Impairment Department (For Visual and Hearing Impairment), Promoting Education Pupil Support (PEPS), and Auxiliary Support. Additional Support Department: Support of pupils who are not full time mainstream because of mild to severe and complex learning difficulties and / or who for significant emotional, psychological or other reasons are unable to attend large mainstream classes. Learning Support Department: Support of pupils in our associated primary schools and secondary mainstream pupils with Specific Learning Difficulties and other Learning Difficulties. Supplementary Studies in S1 and S2 provides support with Literacy and Numeracy and Support Studies in S3 and 4 provide support with Standard Grade mainstream subjects. SFL Room 3: Support of mainstream pupils on the Autistic Spectrum who cannot access mainstream classes full time because of social and communication difficulties. Also used for Alternatives to Exclusion work. Promoting Education Pupil Support Department: Support of mainstream pupils with significant social, emotional and / or behavioural difficulties. This support is mostly in class but also appropriate 1:1 and group support provided within the PEPS department classroom Pupils may be supported across all subject areas and this can be in a variety of ways: Working with a Support Teacher as well as a Subject Teacher in class e.g. a Special Education, Learning Support, PEPS or Hearing Impairment Teacher working alongside the Subject Teacher to deliver the class lesson. More intensive support in small groups or on an individual basis with any of the SFL professionals. Following a short/ medium or longer term modified timetable to help explore strategies to assist pupils in developing study and learning skills. Working totally out with the mainstream class structure in specialised classes for support. Support by an auxiliary in a subject class. In addition to the above, the SFL team liaises with a wide range of outside agencies including: the social work department, the community education team, the educational psychology services, the police, the medical services, family support for workers. House and Guidance System Until this year, 1008, each pupil in the school belongs to one of seven House Groups, which are the responsibility of seven Principal Teachers of Guidance. Their role is to know well and support each pupil in their House, providing a focus for the pupil, parents/carers, and staff and outside school contacts. At all times they work towards promoting positive behaviour and positive relationships: working with pupils to set learning targets; reviewing and discussing overall progress and being a regular point-of-contact throughout their school career. Although the school Inclusion Policy states it is the intention to include as many children as possible, the pupils attending the AS department where placed in a separate Guidance house from the rest of the school. The registration group I was assigned to when I joined the school, consisted of a mixture of 3rd, 4th, 5th and 6th years. There is an assembly held every week for each year group. The day and time for the assemblies is announced on a daily bulletin, and the days change each term. The assembly day and time for the 5th and 6th year has never included those pupils from the AS department. As part of my research I interviewed the Head Teacher about inclusion and he said that when he first started at the school, which was not long ago, he was horrified to find that there was a separate House for the pupils with additional needs. As from August 2008 there will be a new House System put into place, instead of 7 houses there will be 5. To promote the further integration and inclusion of pupils with additional support needs, all pupils will be assigned to a mainstream Registration Group, and House. The Head Teacher feels that Inclusion does not just mean integration; it means participation in all aspects. Promoting education The school has a whole school positive behaviour policy which provides the framework for classroom practice. There are school sanctions in place and these are: Official verbal warning. Move to another seat. Letter to parents. Send to Time Out Room Referral to Principal Teacher. Referral to Senior Staff. A key element of the behaviour policy is that the school does not accept any form of physical, verbal or emotional abuse, e.g. name calling, threatening behaviour or swearing. The school does recognize positively, that the vast majority of pupils, are a real credit to themselves, to the school and to their parents, and believes this should be recognized. Well Done slips are one method available to the staff at to communicate good news about an individual’ achievement. Pupils react positively to receiving these and value the recognition they bring. Pupils within my classroom The group of pupils I teach are in their 1st year at the school. Their additional needs include; social, emotional, behavioural, and difficulties in learning, understanding, listening, and following instructions. When incidents do occur in the classroom, the type of behaviour generally falls into one of three categories: Muttered or low-key threats, swearing or name-calling, chair/table tipping, refusal to co-operate with a group or another child or an adult, books or pencils swept off a table. Aggressive, verbal abuse with shouting directed towards another pupil or adult; objects such as a pencil or rubber thrown at someone or something. Physical aggression directed towards another child. When I first started at the school there were 9 pupils in my class. There are now 14. The additional 5 pupils have been reported as having difficulties in some subjects, and have therefore been removed from some mainstream lessons such as Science and Modern Languages, and placed in the AS Department. This seems to be more like exclusion rather than inclusion!