Life of Indian Education Essay

Indian education; it doesn’t necessarily mean to get an Indian education rather to be taught how to be Indian. In Sherman Alexie’s short story â€Å"Indian Education† the main character, Junior, is taught the lessons of being an Indian. The story is about Junior’s life in school from first to twelfth grade with a class reunion at the end. Through each grade we see Junior growing up as well as lessons to be learned. Junior finds himself facing many stereotypes, racism, and discrimination towards him, his people, and culture. The short story ends with Junior beating the odds and overcoming all the obstacles he faced. Throughout the story â€Å"Indian Education† Alexie’s character learns to be an Indian and learns many lessons of how tough it is to be Indian. The first lesson being learned of being Indian is being poor. In the first grade Junior was picked on because he was different than the other boys. â€Å"My hair was too short and my U. S. Government glasses were horn-rimmed, ugly. † The narrator states how he is different by having his hair too short and ugly glasses. Having his hair too short shows the other Indian boys that he’s different because in Indian tradition the guys usually grow their hair out. He also states that his glasses are provided by the government which tells the reader that he is poor. Experiencing this poverty is common amongst Indians because many of them aren’t educated enough to get a good job to support themselves. Another example from the first grade is when Junior is given nicknames like â€Å"Junior Falls Down† and â€Å"Cries-Like-a-White-Boy. † His nickname â€Å"Cries-Like-a-White-Boy† hints that there is some tension between the Whites and Indians because as said in the story they’ve never heard a white boy cry. These examples show the narrator is learning of being an Indian because being poor is common within the Indian culture and having unfriendly tensions between the Whites is something Indians have had for decades. In the second grade Junior faces racism and discrimination from his teacher. â€Å"‘Tell me you’re sorry,’ she said. ‘Sorry for what? ’ I asked. ‘Everything,’ she said. † Here, his teacher is punishing him for no reason. This shows the teacher views herself higherthan him and thinks of Indians as at the bottom. This is the first time he faces racism and he’s only a young kid at this time. This is one of the many difficulties Indians have to face every day because they look, act, and are viewed differently. In the fourth grade he is shown encouragement for the first of few times. His teacher tells him he should be a doctor, because he is very smart, so he can come back and help his tribe. At this same time the narrator’s mom and dad are sitting in their own darkness drinking and being depressed because of their lives. Junior, having to face his parents like this, knows what he has to do to help not only his family but his entire culture. It’s the first time he looks himself in the mirror and sees himself becoming something and wants to do something with his life. This can be seen by the many difficulties Indians face versus how much encouragement and belief they get from others and their selves. It can also be seen as him breaking away from the Indian culture and fighting to be different than everyone else in his reservation because it’s almost a â€Å"tradition† for Indians to get criticism from others that they’re never going to be anything in life and for the Indians to stop believing in their selves. These were the first lessons he learned of becoming an Indian. Going through the fifth grade the narrator shot his first basketball and air balled everything. However, instead of giving up he looked at the positive and saw math and geometry in it and kept on trying. This can also be seen as a metaphor; As Indians, and the culture of Indians, hardly anything goes right for them. They’re poor, they have poor education, and a lot of them become alcoholics, but for Junior he doesn’t give up, he keeps his head up and despite all of these negative events happening around him he is still able to know that he can choose how his life turns out and not become like everyone else in his tribe. At this same time he shot a basketball his cousin was sniffing cement and his cousin saw beauty and chemistry in this. Junior, learning to be Indian, sees his own family making the wrong decisions on his own because no one is there to tell him what’s right or wrong. Learning to be an Indian can be tough with no supervision and guidance from a more responsible person. He also learns lessons of being an Indian during the seventh grade when he separated from his tribe. â€Å"But on the day I leaned through the basement window of the HUD house and kissed the white girl, I felt the good-byes I was saying to my entire tribe. † Junior left his tribe to get a better education at a white school. Leaving your own people to go live with the enemy is a hard thing to cope with for Junior and his tribe. This teaches him lessons of being Indian because he realizes that living on his reservation is not going to get him the education he needs to be successful because Indians have a poor education system. All the way until the twelfth grade Junior faced many obstacles, stereotypes, and racism in the white world. In the twelfth grade the narrator graduates as valedictorian and states that his hair is longer than ever. â€Å"I walk down the aisle, valedictorian of this farm town high school, and my cap doesn’t fit because I’ve grown my hair longer than it’s ever been. † This shows the audience that he’s very smart and that he beat all the challenges and obstacles put in front of him. This teaches him how to be Indian because it shows the narrator that being Indian is tough and he knows it’s not easy for people with an Indian background to become a successful person out in the world. However, he accomplished things no one believed he could. He beat the odds and proved a lot of people wrong. His long hair symbolizes that he hasn’t forgotten where he’s come from. It’s a symbol his Indian heritage and even though he’s been going to a white school for some years he still hasn’t forgotten about his life back at home. He’s always kept a part of him everywhere he went. Throughout the story Junior grows up to become a new person beating the odds and defeating all the obstacles he had to face. Even though he came from an Indian reservation where people saw themselves as failures, he overcame those odds and saw that he can choose how his life turns out. The narrator is educated of being an Indian facing racism and discrimination. The story talks about the narrator’s education from the first through twelfth grade but doesn’t necessarily give the image of him getting an education but rather it sends out the message of him learning to be an Indian.

Old Family Bank

The team feels In many ways disrespected, unappreciated and that based on their pay the bank doesn't value their contributions to the company. . Causes 1 . The management team over the data processing department has not done a good lob of communicating the compensation model for that department and how it fits within the organization. 2. Also the management team wasn't aware of how the employees felt, maybe if they had been more in touch with what was going on they could have had open discussions or done something else to try to alleviate the problem. . Systems Affected 1 . Productivity throughout the entire bank because data processing deals with the whole bank in general. 2. Inter-department relationships, because the data recessing team have taken an us versus them attitude towards all other departments and the bank. 3. Alternatives The bank should focus on all of its employees and try to make them feel important to the company. The bank should do research on compatible pay raises throughout the company so that they can be competitive.Management should stress the Importance of being loyal to the company. 4. Recommendations Do surveys throughout the company so that they can get a feel for the overall attitude of their employees. Have HRS do research and make sure that all pay scales are up to date with the appropriate education and or training. The bank can Install programs that ensure that employees are rewarded for loyalty. Old Family Bank By biannual 1.A large percentage of the data processing employees felt little loyalty to the bank. Higher pay raises and that there was a major gap in wages between these areas and that gap didn't match the skill differences. The company. 2. The team feels in many ways disrespected, unappreciated and that job of communicating the compensation model for that department and how it fits importance of being loyal to the company. Date with the appropriate education and or training. The bank can install programs

Politics in Europe Essay

The move in the direction of higher levels of European integration over the years has concerned the changing of powers over a number of important public policy sectors from member state governments to the European institutions. Advancement towards higher levels of policy integration has been difficult and slow in some areas. After 1990, German objectives and actions were altered detectably and legitimately in two EC/ EU policy areas, the structural funds and the Common Agricultural Policy (CAP). New government positions in Brussels, which began with adjustments to federal policies, came about in response to the profoundly novel regional and agricultural challenges thrown up by unification and its aftermath. In each case, the eastern Land governments were at the forefront of pressure for changes in federal policy, and were able to utilize the access and information granted them under formal policymaking arrangements at the national and supranational levels to good effect (Loehnis and de la Dehesa, 83). In others it developed more quickly and completely because of the temperament of agreements hit when the Communities were forged and because of the interests of powerful member states. The establishment of the ECSC and the successful policy integration in these industrial sectors so vital for the economies of the 1950s resulted from a coincidence of member state interests and skillful institution building.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The organization of the Euratom and the EEC in 1958 led to further projects for common decision making. Central to the goal of forging an ever closer union among the people of Europe was the idea of an enmeshing of member state economies, in large part through the instrumentality of trade (Clout, 16). Thus came about the establishment of a customs union for intra-EEC trade in all industrial goods. This feature of the nascent Community was evidently of benefit to West Germany. With reverence to underlying, the organization of the EEC was one connecting the two most powerful founding member states, France and West Germany, whereby France, because of her large, and, in the European context, comparatively efficient agricultural sector, was accorded a general agricultural policy in return for the creation of a customs union for trade in all goods that was in the interest of the FRG, the budding Community’s most efficient industrial economy. Indeed, it became normal to refer to the European enterprise as a customs union with an agricultural guiding principle.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Common Agricultural Policy (CAP) replaced member states’ farm policies. Implemented to increase efficiency and productivity in the agricultural sector, to help bring about stable food prices, and to provide a secure supply of high quality foodstuff for the Community citizens, another objective, the maintenance of a fair standard of living for those gaining their livelihood in the industry, became preeminent. Agricultural goods are traded freely within the Community and policy decisions, including those on agricultural prices, are made in Brussels. The CAP consists of a structural fund that is intended to support financially modernization of agriculture. To realize the CAPS main objective and thus to maintain prices at levels that result in acceptable incomes for member state farmers, a levy is placed on agricultural imports form third countries. Locally, agricultural supplies are â€Å"purchased into intervention† once their price falls under a certain level. Because of the tendency for protectionist practices to lead to increased production, the CAP has often in the past led to huge oversupplies of such commodities as grains, meat, milk products, and wine, which have been bought up and stored at great cost so as not to depress prices. Exports of these high priced commodities are subsidized, again at great expense. These export subsidies have guided EU’s trading partners to accuse Europe of dumping these commodities and have even been the cause of major trade disputes with them over the years. The cost of the CAP reached 70 percent of the Community’s budget at times in the past. In recent years, measures have been implemented to reduce production of commodities in surplus supply, with the result that farm expenditures will gradually decline, and the EU’s trade officials have been able to convince her trade partners that decreased production will gradually lead to a less prominent role for EU farm products on international markets (Harris et al., 325).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Germany’s interests, on the whole, have not been well served by the CAP. Internationally, she is interested in peaceful economic relations in her role as one of the great trading nations of the world and the disruptions caused by disputes between the EC/EU and its trading partners over agricultural trade have not provided her well. As a highly industrialized country with a small agricultural sector and as a large net importer of foodstuffs, the high price European food policy is not in her national interest. Germany’s donations to the CAP amounted in 1993 to about 30 percent of total expenditures whereas receipts flowing to Germany amounted to only half that amount (Black, 323). And yet her agricultural ministers have often supported high prices in Brussels. This anomaly can be explained not so much by German government’s generally pro-integration attitude (although German governments know that a price has to be paid for European cooperation) as it can by domestic politics. Despite the small number of farmers, the agricultural sector is highly organized and dominant politically. In addition to this, public opinion is likely to be supportive of protecting the economic and social viability of rural areas and maintaining agricultural land in production. The CAP’s amplified importance on environmental concerns has helped to make it more pleasant to the ecologically cognizant German public.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Unification has led to some extent increased importance of the CAP for Germany. Eastern Germany has in the past had excessively large agricultural sector, and the GDR had a large agricultural workforce of 800,000 as well as two times as much farm land per capita as West Germany. Because of its low productivity, GDR agriculture was extremely supported financially. It was severely challenged by the transition to the market economy after unification, and by 1994 the agricultural workforce in the five new LaÈnder had been reduced to 224,000. CAP funds contributed importantly in the adjustment to more efficient production and laying fallow of some 17 percent of farmland there. But even with the added CAP funds flowing to her as a result of the disproportionately large agricultural sector in the new LaÈnder, Germany still supply in a major way to the Community’s agricultural funds or treasury (Karcz, 227).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With the ongoing rationalization in a sector that has lost 3.2 million jobs. And this took place in the years from 1960 to 1992, and in which a farmer who could generate enough harvest for ten people in 1950 can now provide for 80, political clout of farmers is in unremitting decline. Such rationalization is taking place apace at the European level, and the forces of free trade and globalization at the broader international level will ensure that one of the most prominent EU policies will reduce in significance as the Union is forced to adjust its very expensive and relatively inefficient subsidization policies (Dent, 162). With its decline in importance, the CAP will be less of a drain on German finances, but it will become controversial again if the Union decides to permit the attainment of Central and East European states such as Poland, Hungary, the Czech Republic, and Slovakia, all countries in which inefficient agriculture employs a much greater fraction of the workforce than the EU average, and where implementation of the CAP would be hugely expensive. Germany, positively in the direction of eastward development of the EU would then give a high percentage of the ensuing costs. For this reason, Germany’s outlook in the direction of the CAP is expected to be critical in this significant judgment or decision also.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Both the European Community and its member governments administer programs designed to achieve a spatially balanced pattern of economic development. Typically, these programs designate assisted areas within which applicants are eligible for capital grants, soft loans, accelerated depreciation allowances, and tax concessions for business, as well as job training for workers and infrastructure grants to municipalities. There existed three main programs at the European level prior to Maastricht, which together constituted the EC structural funds: the European Regional Development Fund (ERDF), the European Social Fund (ESF), and the Guidance Section of the European Agricultural Guidance and Guarantee Fund (EAGGF) (Adams, 101). In West Germany, federal regional policy tackled two types of problem region: underdeveloped rural areas, and areas vulnerable to or suffering from the decline of a dominant industry. Administratively, the program was accomplished as a â€Å"joint task,† or â€Å"Gemeinschaftsaufgabe† (GA), in which official conferences among Land and federal representatives created annual framework strategies that set funding levels, designated assisted areas across the country, and instituted assistance rates. The LaÈnder were accountable for program execution and management. The designation of assisted areas followed from clearly defined decision rules and multiple statistical indicators. Certain regions were eligible a priori for assistance, that is, they were not requisite to meet the criteria via the indicators. Incorporated in this particular category, but assisted out of their own individual programs, were the zonal border areas (Zonenrandgebiete), a twenty-five-mile-wide narrow piece down the boundaries with Czechoslovakia and the GDR, and West Berlin. These regions, underprivileged by the postwar division of Germany, enjoyed the highest assistance rates. Prior to 1979, Germany, like other member states, received its EC structural fund allocations in the form of a fixed national quota negotiated in the Council of Ministers. Between 1975 and 1979, Germany garnered 8.4 percent of European Regional Development Fund allocations, and posted the second lowest per capita share of regional fund expenditure for its assisted areas: ECU8.6 per capita, as compared to the Community average of 27.2. These modest sums colored the position adopted by the Germans in Brussels. Germany blocked a Commission initiative in the early 1970s to establish a much larger regional fund, and thereafter remained wary of proposals to increase spending on the structural funds. That said, Bonn consistently endorsed efforts to improve the effectiveness of grants and to concentrate resources on the neediest regions in the Community. Reform of the structural funds commenced in 1979, and gained momentum throughout the 1980s as concern about the regional impact of a barrier-free internal market grew. 5 The structural funds budget expanded, approaching one-quarter of total EC annual outlays, and programs were oriented to Community-wide objectives and criteria set largely by the Commission, which also gained the capacity to interact directly with regional and sub-regional actors, on occasion bypassing the national governments. To improve the targeting of assistance, the Commission in 1988 recognized five main concerns: (1) Promoting the development and structural adjustment of lagging regions, defined as those in which per capita GDP is 75 percent or less of the Community average. These regions were to receive up to 80 percent of structural fund allocations; (2) converting regions seriously affected by industrial decline; (3) combating long-term unemployment; (4) facilitating the occupational integration of young people; (5a) promoting the adaptation of agricultural production, and (5b) promoting the development of rural areas (Leibfried and Pierson, 144). The Commission was authorized to draw up its own list of assisted areas, which did not extend beyond completely with those recognized in national regional programs. For the period 1989 to 1993, the Objective 1 regions include 21 percent of the EC population, and were located on the western and southern border of the Community. Objective 2 and Objective 5b regions contained 16 and 5 percent of the EC’s population respectively (Hannequart, 74). Until unification, the Federal Republic continued to receive modest amounts from the structural funds. Between 1979 and 1989, Germany’s share of ERDF commitments fell from 6.2 percent to 3.9 percent. As the wealthiest Community member, it had no Objective 1 regions, and a scattering of Objective 2 and 5b regions in all but one of the eleven LaÈnder. Moreover, in the 1980s, Germany became the target of sustained efforts by the Commission’s DG-IV to limit the area coverage of federal and state regional programs as well as their assistance rates. The pressures of EC competition policy produced results; in 1988, Bonn agreed to reduce the percentage of the population covered by federal and state assisted areas from 45 percent to 39 percent; a further reduction to a figure below 30 percent was scheduled for 1991 (Berg et al., 213). Bonn officials bridled at the Commission’s interventions, in disagreement that DG-IV’s actions impeded or got in the way with their legal responsibilities under Article 72 of the Basic Law to secure an equal opportunity of living standards within Germany. They also passed judgment on the EC competition authorities for undermining the delicate conciliations accomplished in the GA between rural and industrial LaÈnder. On the other hand, federal officials utilized the Commission as a welcome scapegoat in their efforts or endeavor to push expenditure cuts and decrease in area coverage through the GA in response to tapering federal budget limitations in the 1980s. At the European level, the structural resources established to be one of the more controversial substances to surface in deliberations connecting Bonn and Brussels (Hooghe, 171). Works Cited Adams, William James. Singular Europe: Economy and Polity of the European Community University of Michigan Press, 1992. Berg, Leo van den, Erik Braun, and J. van der Meer. National Urban Policies in the European Union. Ashgate, 2007. Black, Stanley W. Europe’s Economy Looks East: Implications for Germany and the European Union. Cambridge University Press, 1997. Clout, Hugh D. Western Europe. Longman, 1986. Dent, Christopher. The European Economy. Routledge, 1997. Hannequart, Achille. Economic and Social Cohesion in Europe: A New Objective for Integration. Routledge, 1992. Harris, Simon, Alan Swinbank, and Guy Wikinson. The Food and Farm Policies of the European Community. Wiley, 1983. Hooghe, Liesbet. Cohesion Policy and European Integration: Building Multi-Level Governance. Oxford University Press, 1996. Karcz, Jerzy F. Soviet and East European Agriculture. USA: University of California Press, 1967. Leibfried, Stephan, and Paul Pierson. European Social Policy: Between Fragmentation and Integration. Brookings Institution Press, 1995. Loehnis, Anthony, and Guillermo de la Dehesa. Flexible Integration: Towards a More Effective and Democratic Europe. London: Centre for Economic Policy Research, 1995.   

CONFIDENTIALITY IN PROFESSIONAL PRACTICE Essay Example | Topics and Well Written Essays - 1000 words

CONFIDENTIALITY IN PROFESSIONAL PRACTICE - Essay Example Confidentiality in health care is covered in Data Protection Act 1998 in force from March 1, 2000 covering ‘all social services and health records.’ (Beech, 2007) It’s important for patient to know that personal information won’t be disclosed or used without permission. However, in certain situations there is an ethical dilemma between the need to preserve confidentiality and disclose personal information for specific purposes. The breach in patient’s confidentiality can be possible if it concerns public interests. Although protecting confidentiality in health care is usually paramount, the legal obligation to maintain confidentiality is not absolute (McHale 2000 in Beech, 2007). Under the Police and Criminal Evidence Act 1984 healthcare staff can disclose personal information in case of severe crimes or terrorism or in case when identification of people involved in traffic accidents is needed. The information can be disclosed also to assist the police to prevent murder, rape and kidnapping. So disclosure happens in situations when an individual is at risk of being seriously harmed when the information is not disclosed. (Beech, 2007). Personal information can be revealed in cases of certain infectious diseases when the law requires health providers to inform public health authorities. When it concerns public interest the breach of confidence is justified according to a common law justification. For example, when a nurse is aware of threat to public safety like in case when a person with epilepsy rides a motorbike, one is entitled to notify driving medical authorities. The same is true in case of communicable disease or sexually transmitted infections. It’s appropriate for the health care professional to inform a partner of the infected person of the possible threat. The breach of confidence here is justified on the basis of harm prevention. (Clinical Confidentiality, 2005) The laws

Will a new economy lead to new attitudes Essay Example | Topics and Well Written Essays - 250 words

Will a new economy lead to new attitudes - Essay Example The introduction of new technologies had replaced many manufacturing processes done in 1930s. Under the present economy, new industries are introduced, jobs are created, wages and income increase and skills are honed. New industries gives new jobs, new technologies and provide new ways or organizing works that have changed work patterns in many existing jobs. As business becomes high tech, goods and services are more innovative and production grows to be flexible, attitude of people becomes to be more conscious of efficiency and productivity. Wherein before, there is a perception that it is difficult to make business in other parts of the world, now the world becomes our next door’s neighbor. As the IT brings in development of trade toward globalization, the new attitude is that of being innovative to become competitive and having a strong disposition to compete in global business world. (â€Å"The new economy index†) In conclusion, new attitude developed by the new economy are the outlook towards global competitiveness, that of being responsive to technological change, manners in business, mind-set of being efficient and innovative in the light of the fast pace of economic

Tyco International Accounting Issues Research Paper

Tyco International Accounting Issues - Research Paper Example One of the most notable accounting malpractice employed by the company involved the low attrition rate, which were written off at a remarkably slow pace. The consequence of this accounting misnomer was a significant inflation of the profits as reported in the company’s financial records. A consistent pattern of this accounting practice had the effect of giving the shareholders the wrong kind of impression regarding the performance records of this company (Maremont, M and, Laurie Cohen 12 a). The markets were also deluded into believing in the falsified accounting records of the company. According to financial analysts, the amount of money involved in the slow attrition accounting practice was the major driving factor. For instance, it was reported that the company spent large sums of money in purchasing accounts from dealers. An estimate of 1.3 billion dollars has been given as the amount of money used by the company to purchase the accounts in 2001. Major discrepancies have a lso been seen in the mismatch between the posting of assets acquired and the selling prices that were attached to the same. This aspect has often been cited as a case of deliberate falsification of information intended to paint an artificially positive picture about the performance of the company (Bragg 23). One such case involved the purchase and sale of Anglo Seal division. Anglo Seal was bought for about 20 million dollars according to the information posted in the company’s accounting records. In the space of time of one year, the same asset was sold off at a price of 111 million dollars. Some analysts argue that the real losses incurred by Tyco could be even much higher given the fact the team of accountants and lawyers who worked through the companies records overlooked or could not access some sensitive omissions and commissions due to weaknesses of evidence (Maremont and Laurie 10 b). According to analysts, it is not practically conceivable how an asset could apprecia te to nearly eight times its purchase price within the short time of a year. The obvious intention was to bring down the value of expenses, while adjusting upwards the level of sales and revenues. As a result, the company presented itself as particularly robust in terms of growth. The danger of such accounting practices is that they are not sustainable in the long run. They tend to shield the company’s failings from the shareholders and the markets. According to some analysts, such practices have the capacity of bringing down companies because all safeguard measures are rendered useless in the face of irregular and cosmetic accounting practices. The irregular practices often shield the companies from the indicators of possible slump of a slackened performance. Defenders of Tyco’s book-keeping methods have argued that any alternative ways of accountancy could not significantly alter the state of accounts as reported by the company (Maremont and, Laurie 12 c ) . They rel y on the reports of internal auditors who argued that few things would change in terms of performance regarding the company’s overall growth strategy. It would be appropriate to consider the weaknesses of the irregular accounting practices in comparison to similar practices that often ended up in total failure. The collapse of Meryl Lynch and other famous firms were attributed, in part, on the reliance on cosmetic

Assignment Example | Topics and Well Written Essays - 1000 words - 33

Assignment Example Furthermore, the health department of Northern Carolina would always seek to ensure that the vaccination record of a child is checked once the child under consideration enrolls in a school, or a child care facility. It is important to provide an explanation that a child is not allowed to enroll in a school, whether it is private, religious, or even public without the same child receiving all immunizations that are appropriate and useful for their age. This policy is aimed at reducing the chances of a child to acquire diseases that are preventable through vaccination, as well as reducing the chances of such a disease spreading to vulnerable children. It is the following ailments that the state of North Carolina actively vaccinates its citizens against, HPV, Hepatitis A, and B, Diphtheria, Anthrax, Influenza, Mumps, Rabies, Tetanus, Typhoid, etc (Department of Health, 2014). Furthermore, for purposes of turning this vaccination policy into a success, the Government of North Carolina has developed a vaccination schedule that all health care agencies must follow while vaccinating children under the ages of 18 years. This schedule contains the identification of the ages in which children are supposed to be given certain doses of the vaccine, and identifies the type of vaccine to be administered. These vaccination schedules do not only identify the vaccination programs of children, but they also identify the vaccination programs of adults. In the medical field, a cohort study is always used to obtain evidence for purposes of disapproving the existence of an association between the causes and effects of a disease or medical condition. It is important to provide an explanation that by failing to disapprove an hypothesis, then chances are high people will start having confidence in it. It is important to understand that the cohort study can be a useful method in reporting on HPV, and tracking the disease. This is because scientists will identify a

Operations Management Essay Example | Topics and Well Written Essays - 2500 words - 2

Operations Management - Essay Example Honda Motor Company, Ltd. was initiated in 1948 with its head-office in Japan. Takanobu Ito currently serves as the president and chief executive officer (CEO) and the company enjoys a total of ?86 billion as its capital. The main products of the company are automobiles as well as motorcycles along with power products. The total amount of existing employees including its 378 international subsidiaries is 187094 (Honda Motor Co., Ltd, 2012). This Japanese multinational corporation is the producer of automobiles as well as motorcycles. The corporation was the first to provide a luxury brand of car namely Acura. The operations manager of the corporation is required to properly plan all the activities in order to make future decisions. The planning process needs to be properly organized to ensure proper delegation of the tasks that are intended to be performed. Discussion Supply chain of Honda The ultimate goal of Honda Motor Company is to boost up the sales by increasing the efficiency of the company in different sectors which are research and development (R&D) as well as manufacturing process. Supply Chain Management (SCM) is the technique of enhancing the performance of companies. The process of SCM is known to facilitate the company in terms of performing all the activities effectively for manufacturing products which would be able to satisfy the demands of the customers. The inventory or resources of the company should be maintained in a successful manner. SCM is the method of coordinating the process of production, location, transportation as well as inventory to manufacture products which are to be offered in the market. Honda needs to formulate plans with regard to five different areas for increasing the effectiveness of its production process. The five areas which are to be improved are as follows (Stevenson, n.d.). Production The company needs to manufacture products in accordance with the need of the market and the products should be competent of satisfy ing the customers which would further help Honda to enhance its market share. The production process needs to be appropriately structured in order to enhance the capacity of the plant as well as control the quality of the products along with maintaining the equipments used in the production process (Stevenson, n.d.). Inventory The inventories or stocks of the company require being properly organized to sustain a proper and smooth flow of materials as well as reduce the cost of holding stocks. Therefore, it is required to formulate methods which will help in maintaining an optimal level of inventory (Stevenson, n.d.). Location The production plant or facility should be located in a place which would be deemed to be effective for carrying out the production process as well as storing inventory. Manufacturing of the products should be performed in an efficient manner and the inventory should be stored in a place which would be easier in terms of accessing the materials at the time of n eed in the production process (Stevenson, n.d.). Transportation The material or resources required for manufacturing products should be procured with the help of enhanced means of transportation. An appropriate form of transportation system should be used for procuring materials which would prove to be sufficient enough for the production process and prevent storing huge amount of stocks to minimize the storage expenses of the

Use of Information Technology to Support the Drive E-Business in Research Paper

Use of Information Technology to Support the Drive E-Business in Organizations - Research Paper Example When introducing changes to the business model, staff must be retrained and the work culture managed to ensure successful implementation of a new system. Challenges in the integration of new information systems into business processes and information needs of an organization are inevitable. These challenges include training, outsourcing expertise and selecting appropriate systems. Therefore, it is important for organizational managers to identify these challenges and overcome them so that the advantages of applying information systems in business processes are achieved. Information systems and their incorporation in business functions enhance business activities. Through e-commerce for example, web based information systems are able to increase efficiency and effectiveness in transactions, communication, collaboration and information sharing within the supply chain. Information system adoption and implementation is the most viable business solution for organizations especially those which are experiencing increased growth. It is through the information systems that management is enhanced and efficiency in transactions is achieved via e-business. On deciding to use information technology, the organizations must develop a system that will help integrate all the activities involved in the flow of goods from the suppliers to the customer. The system developed should be web-based given that e-commerce is conducted in distributed networks and must assure all the user of the security of the transactions. This is enforced by use of various components of an IT system. Given the dynamic nature of technology, the system needs to be periodically upgraded and therefore the organization must develop strategies to ensure smooth transitions. Businesses seeking to integrate their operations and processes should use competitive intelligence systems which gather i nformation from all the components of the supply chain thereby guiding the innovation process in a company. However, there are challenges which organizations face in their attempt to integrate new information systems into business processes and information needs. These challenges include deciding on the right information system as presented by vendors to the management. An ideal information system must be in line with business needs and processes including congruency to the goals and objectives of the organization. Organizations also face a challenge f training users to integrate and apply new systems especially when such organizations are large. Outsourcing of technical staff is another challenge in integration because the outsourced companies may not be familiar with the culture, goals and objectives of an organization when integrating the new system. Use of IT to integrate the sales and supply chain management (a) System Requirements To enhance supply chain management which will help companies integrate their relationship with customers and suppliers, there is need to ensure that the system meets some certain requirements. Supply

Drinking and driving Essay Example for Free

Drinking and driving Essay On Jan.8, 2002, President Bush signed the No Child Left Behind Act of 2001 (NCLB) that became the education-reform bill. The No Child Left Behind is most sweeping education-reform bill since 1965 that made changes to the the Elementary and Secondary Education Act. The No Child Left Behind plays a big part in the life’s of students, parents, teachers, and the future of the educational system. â€Å"No longer content to provide access to education for traditionally extended students populations, we are now demanding that these students receive equally good educations. † In other words, administrations are now demanding equality of quality. President Bush thinks that all students are title to high quality education, treated equal, fair, and to be safe while at school. The No Child Left Behind places significant responsibilities on state educational agencies, school districts, principals, and the teachers. â€Å"In 2002 the federal government returned to the force front in potentially historic fashion.† With the passage of No Child Left Behind, supported by bipartism majorities in Congress, the nation committed itself to the achievement of every student in America. The No Child Left Behind in the federal system the United States for every education state and school districts fail to meet the requirements of No Child Left Behind Act that will be held accountable, with the opportunity to improve their down fall. Each state makes their own standards for what a child should know and learn for grades, for math and reading the standards should be developed first. Every student should be tested by the standards. All school districts should make adequate yearly progress toward meeting their state standards. Schools that fail need all the support they can get to improve their progress. The school or District shall come up with an idea that’s going to meet all necessary to make higher goals. The No Child Left Behind has a standardize by making sure that all teachers were high. The No CLB Act has In the article (Teacher’s Views on No child left behind) teachers was the no child left behind law â€Å"The federal legislation provides considerable discretion to states that can develop their own academic content standards, choose the tests they will administer, and specify the minimum scores students must obtain to be declared â€Å"proficient†. The no child left behind law increased the attention to many schools that pay to academic achievement and to disadvantage children that make it better. â€Å"As a result, the skills, and knowledge of the subgroups of children that historically have not increased as rapidly under many state tests would suggest. Second, no child left behind has increased the efforts of schools scores, third, adequate yearly progress rules; some states increased the migration of experienced teachers out of school serving high concentrations of low – performing students. No child left behind represents that parents of students who are attending title I schools are given the option to transfer their students to another school in the district for improvement status, If a student requested to be transferred shall be allowed to transfer. The No Child Left Behind, has two new educational options, -supplemental educational services and school choice for title I schools for restricting, improvement, and corrective action by the options depends on parental decisions. Parents will know their student assessments. If the school needs improvement the parent will be informed. Conclusion: The No Child Left Behind Act is great. Every child should have the right to receive an education, and be safe while in school. There so many jobs and opportunities will be required to have a college degree in order for a student to have success in life they need an education. The No Child Left Behind Act helps and gives students the impossible they did not have. The No  Child Left Behind made school districts accountability achievement. ON January 8, 2002 President Bush signed the No Child Left Behind (NCLB), Act the reform bill improves student’s goals on the state- wide testing, and The No Child Left Behind has admirable goal of improvement in the educational system. President Bush thinks that no child should be left behind and that all children are entitled to education, treated fair and to be safe. No matter what the student is, their race, where they live, they should be entitled to an equal education. References’ Abernathy, S. (2007). No child left behind and the public schools {electronic resource} / Scott Franklin Abernathy. Ann Arbor: University of Michigan Press, c2007. Michigan Press. In 2001 the author researcher at Ann Arbor: University of President George W. Bush’s education reform legislation, the no child left behind act (H.R. 1). Testing and accotability provisions Chubb, J.E. (2009). Learning from no child left behind {electronic resource}: how and why the nation’s most important but The Author research stand ford, California. : hoover institution Murnane, R., Papay, J. (2010). Teacher’s views on no child left behind: support for the principles, concerns about the practices. Journal of Economic Perspectives, 24(3), 151- 166 Programs, all other Miscellaneous Schools Believes that the school should not be accountable for teaching all children well. The No child left behind is to improve all students’ performance. Put students’ performance in data gives the parents opportunity to see the child’s performance. Students that attend low-performing schools start to develop discipline issues, their want to be transferred to a better – performing school. School that doesn’t need their goals will offer including free tutoring, and after school instruction. Randolph, K., Wilson – Younger, D. (2012). †Is No Child Left Behind Effective For All Students?† Parents don’t think so. Online submission. The author’s researchers Database: ERIC. Since the No child left behind is to discuss the advantage of the core requirements for its implementation. Parents have concerns whether the children are really learning. Zimmer, R., Gill, B., Raquin, Booker, K., Lockwood, J., Department of education, w.c (2007). State and Local Implementation of the â€Å"No Child Left Behind† (N ls-â€Å"nclb†). The author researchers us department of  education. The key component the no child left behind for the parent children that were attending title I school options for corrective action, improvement, failure achieve toward meeting state standards.

Samuel Becketts Waiting for Godot Analysis

Samuel Becketts Waiting for Godot Analysis Samuel Becketts Waiting for Godot is a play both funny to watch and to read. Yet, the feeling that one walks away with in the end is not one of amusement, but that of slight discomfort. Upon closer inspection, one begins to notice tragic qualities neatly hidden but subconsciously blatant. One also sees the play labelled as a tragicomedy. In an attempt to further explore this issue, I explored the research question: Is Waiting for Godot a tragedy or comedy? To what end do these elements contribute to the play? In order to answer this research question, an in-depth analysis of the various themes present in the play was carried out. Aspects of the play that contributed to each theme were singled out and their respective comedic and tragic elements compared by examining their roles and contribution to the theme. The investigation also extends itself into interpreting the authors beliefs and purposes, namely Luckys speech, to study the tragic or comedic notes. Through my investigation I concluded that there are more tragic than comedic elements in Waiting for Godot, but more accurately, Beckett veils the tragedy of his play behind humour, and uses the comedy to heighten the tragic elements. In Waiting for Godot, a tragicomedy in two acts by Samuel Beckett, two characters unconsciously express the sombre emptiness in life by comical means. At face value it is funny and light-hearted, yet a second glance at the hidden metaphoric and symbolic devices reveals a forbidden garden blooming with tragedy. The two genres complement one another, humour creating tragedy, tragedy creating humour. Indeed, it is this peculiar pairing that qualifies the play both in essence and as a pun: a tragicomedy. At a superficial glance, the play seems full of un-humanlike action and harbours an inane sense of humour. The intended message of the motif is unclear and many of the characters are left hidden in darkness amidst a vast complexion of dialect that is comical at the surface. This hints at the notion that a thin blanket of obvious comedy is utilised to disguise the ultimate tragedy present at heart. This tragedy is carried forth via a splattering of motifs, such as time, meaning and existe nce, and God. By exploring this relationship, a cohesive understanding of the comical and tragic elements becomes possible, allowing us to decipher the roles they play in the play. As such, will elucidate that Waiting for Godot does contain more elements of tragedy, and their significance and meaning are far greater than any of this plays comedic value. II. Analysis In order to investigate both the comedic and tragic elements, an understanding of how they are used in conjunction is necessary. In other words, we must first understand what a tragicomedy entails. By definition, a tragicomedy is a dramatic work incorporating both tragic and comic elements. However, this denotation does little more than restate what we already know. In actuality, the meaning of a tragicomedy has morphed over time. It was initially coin by Plautus, a Roman dramatist in the 2nd century B.C.E. as a play in which gods and men, masters and slaves reverse the roles traditionally assigned to them, gods and heroes acting in comic burlesque and slaves adopting tragic dignity. Then during the Renaissance, tragicomedy became a genre of play that mixed tragic elements into drama that was mainly comic. With the advent of realism later in the 19th century, tragicomedy underwent yet another revision. Whilst still mixing the two elements, comic interludes now highlighted the ironic counterpoints inherent in a play, making the tragedy seem even more devastating. In this way, it can be said tragicomedy is a more meaningful and serious existence than traditional tragedy. Lastly, modern tragicomedy is sometimes used synonymously with Absurdist drama, which suggest that laughter is the only response left to man when he is faced with the tragic emptiness and meaninglessness of existence. The last two classifications are the most relevant explanations and I believe them to be identical to Becketts understanding of tragicomedy when he labelled his play as such during his translation. Certainly, there is comic interlude such as the discussion that occurs between Vladimir and Estragon in Act II during Pozzos cries for help We should ask him for the bone first. Then if he refuses well leave him there (p89), which highlights the tragic state that Pozzo is in through their comically serious bout about whether or not to help him and certainly there too is an exploration of the emptiness and meaninglessness of existence, which is fundamentally the underlying theme of the entire play. A bleak and tragic tone permeates the atmosphere at the beginning of the play. The stage is empty aside from a bare tree and two ragged tramps, Estragon and Vladimir. The very start of the play begins with the narrative, Estragon, sitting on a low mound, is trying to take off his boot. He pulls at it with both hands, panting. He gives up, exhausted, rests, tries again. As before. (p2). Immediately after, Estragon, who gives up yet again, speaks the famous words Nothing to be done, arguably the defining mode of the entire play. The surrounding circumstances of the characters emanate an alien disconnection to the world and leave the audience utterly perplexed and bewildered by the seemingly nonexistent motive of the characters. The tragic elements are seen in the circumstances of the characters, their physical disabilities, their lost sense of time and utmost futility, their doomed existence where à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"Nothing happens and nothing can be done,à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚  and the empty stage while the comic elements revolve around the games the characters invent, their interactions with each other, and the vaudevillian routines. Vladimir and Estragon are portrayed as homeless tramps devoid of purpose, as strongly supported by their paralysis, Well, shall we go? Yes, lets go. They do not move. In much the same way, other characters, such as Pozzo and Lucky, are characterized too as directionless pairs, symbolized by their deafness and muteness in Act II Pozzo is blind(p87). From simply examining the characters, we can see that they, like all human beings, have the potential to become better characters with better common sense. Our definition of normal and expected human behaviour may just as well be non-applicable to the setting of the play, hence the usage of better is questionable. Our expected definition of tragedy may be a derivation of our own experiences. When someone falls into a situation that, as a result of societal conformation, causes us to develop certain emotions, we feel for their loss or misfortune. However, the context of Waiting for Godot places us in a realm so undesirable, because undernea th the initial intentional comedy lies a dimension of tragedy that we cannot clearly relate to, defining itself as delusional even to the point of becoming disturbing. The inane dialogue and personalities of the plays subjects sets a situation so capricious that the limits of analysis must be broadened to accept such ideas of human behaviour before it is possible to understand Becketts message and embrace the idea that one can be so unresponsive to an apparently interminable wait. By capitalizing on the fixed perspectives of the audience, their actions become an absurd comedy that contributes to the tragic tone of the entire play. The unchanging Nothing to be done (p2) reinforces helplessness and utter desperation in lieu of the protagonists. Their physical disabilities are the tragic circumstances that baffles the audience and while making us laugh, shows us the meaninglessness of their existence , such as Vladimirs bladder problems, hinted at when advancing with short, stiff strides, legs wide apart (p2), and Estragons struggles with his feet, disturbed rest, and abuse by individuals he has no memory of, spending the night in a ditch and claims that they beat me, where they is never identified Such dialogue can be labelled as tragic as their own distinct personalities and personal problems lead to the original, main point that comedy merely shrouds the tragedy. An excellent example of such a scenario can be seen on (p85) when Vladimir and Estragon spontaneously break out into unanimous, unprecedented argument and mark each other with insults such as Ceremonious ape! and Punctilious Pig! After the banter, They embrace. They separate. (p86). While at the surface this scene may be deemed comedic due to the spontaneous outburst, if we bring ourselves to look past this, we see that it is tragic when they reconcile. The tragedy exists in their relationship. They both agree that each would be better off alone, as Estragon says You piss better when Im not there. (p64) and Vladimir replies, I missed youand at the same time I was happy. (p64). Despite this, they continue to stay together, not knowing why. Because of this, it can be said that it is tragic how Vladimir and Estragon have no control over themselves nor the external factors affecting them. What is even more tragic is the futility of their wait. The fact that Godot does not ever arrive and that nothing is achieved with the evident passing of time as symbolized on (p62) by the statement that The tree has four or five leaves define the seemingly meaninglessness of their goal. This idea of eternally unproductive progress proves to display a tragic image in the minds of the audience. Right after this scene is another just as tragic at heart. Estragon begins by questioning, What do we do now? (p86) to which Vladimir responds We could do our exercises (p86). This is followed by a series of exaggerated actions and comically tires Estragon out after a simple hop Thats enough, Im tired. (p86). This once again shows their inability to do what they want, an idea that is visited once more at the end of the play on (p109) when Vladimir questions, Well? Shall we go? to which Estragon responds, Yes, lets go. but both do not move. This inability to accomplish such simple actions can be deemed tragic , and questions the purpose of their existence. We always find something, eh Didi, to give us the impression we exist? (p77). Note that Estragon uses the word impression, implying that they are aware of the meaninglessness and futility of their wait. Something must happen yet nothing must happen when waiting and Beckett skilfully achieves this balance. It is not only the general act of waiting that is tragic, but also the things Estragon and Vladimir do during their wait that is tragic. True to the essence of the play, many of the comical actions are paired with tragedy. The two insult each other and then reconcile. Vermin! Abortion!Now lets make up!(p85) and is quite amusing, except that we once again overlook the tragedy: throwing insults at each other because they have nothing to do. Vladimir loses his sense of time, a recurring motif, after having regained a bit of it Youre sure you saw me, you wont come and tell me tomorrow that you never saw me! (p106) and Was I long asleep? I dont know. (p107). His uncertainty is humorous, but the same uncertainty creates a sense of disarray. What this multitude of examples signify is mankinds inexhaustible search for meaning, to which Beckett believes leads nowhere but tragedy, and that comedy, imbued with tragedy, is tragedy itself. Through this, human life, its meaning and existence, as displayed in Waiting for Go dot, concludes in tragedy. Vladimir and Estragon are not the only characters used to express tragedy. Another pair exists, and they play just as crucial a role as the others. Pozzo and Lucky are portrayed in such a way that it is hard to imagine that Lucky was once Pozzos mentor, and is now treated like a slave. Masters and slave reversed the roles traditionally assigned to them. He is depicted as the most intellectually vacuous character, yet it is suggested that he has a past which hints at the fact that Lucky can think, recite, and sing, strongly reinforced by his lengthy, confusing, and almost nonsensical speech: Given the existenceunfinished (p45-47). However, I find it doubtful that Beckett would dedicate so much text into a speech if its sole purpose was to confuse. Luckys speech reveals that he must have spent many hours exploring the deplorable human situation. By meticulously breaking down Luckys outburst, one will see that, just as Beckett has hidden tragedy inside comedy, there is a deeper meaning concealed within the speech and its purpose is not solely comedic. Reasonably speaking, Luckys speech during the play appears completely disoriented, a chaotic mass of incoherent language, given the short amount of time the audience has to process each clause. But going past this comical veil of nonsense, a spectacular construction put together as meticulously as the play itself materializes. The speech has three distinct parts. The first part of the monologue begins by assuming the existence of a God as a given and then describing him. Removing extra phrases, we get roughly with white beardoutside time without extension wholoves us dearly with some exceptions for reasons unknownare plunged in tormentin firewhose firewill fire firmament that is to say blast hell to heaven so blue still and calm (p45) God is described as a paradoxical fatherly figure always present regardless of time, whom may be affectionate, but at the same time states that if it is, many are excluded. That those beings are sent into hell, symbolizing earth, into fire, whose fire w ill destroy the blue and calm vault of the sky (firmament), which is a contrast between peace and human suffering. Then there too is the mention of divine apathia, divine athambia, and divine aphasia. Divine refers to God. Apathia is apathy and means the absence of passion, emotion, or excitement. Athambia is imperturbability, to be incapable of being upset or agitated and not easily excited, and aphasia is an inability to vocalize. These three Greek words serve three purposes. The first is that they have characterized the impuissance of Christianity as a modern religion. God is apathetic: he does not intervene. God is imperturbable: he has never been reached by living humans. And God is aphasic: he has never spoken, even to prove his very own existence. In this sense, Lucky, who in this case represents the literary embodiment of Beckett, is rejecting the existence of a God, by stating that even if he did exist, he has abandoned us, leaving only despair. The three words also serve as Becketts view on what the direction society as a whole is headed towards. That we are gradually becoming wrapped in apathy: we do not seek out others; wrapped in athambia: others are unable to reach us; and wrapped in aphasia: there is no more voice, with the advent of Internet and social communications/networking. Finally, the three words describe Luckys deterioration. It expresses, in turn, his lack of emotion, followed by an oblivious awareness of his surroundings, and lastly, when we next meet him, his voice. This perhaps, serves as a metaphor for the decline in the human quality, alarming and appalling. It would appear then, that this first part of Luckys speech hides a dreary and tragic tone underneath the torrent of disorientated words. The second part of his speech becomes increasingly difficult to decipher. There are many more interruptions and repetition of phrasing, obscuring the message. This perhaps may be on purpose, as Beckett could be expressing the repetitiveness of life and its lack of meaning. Condensing recurring phrases and removing interruptions, I get and considering what is more that as a result of the labours left unfinishedthe labours of menestablished beyond all doubtthat manwastes and pinesin spite of..the practice of sportsof all sortsconcurrentlytime will tellfades awaythe death of Bishop Berkeley being to the tune of one inch four ounce per headno matter whatthe facts are there (p45-46) The message here says that, to add onto the absence of God as previously stated (hence labours unfinished), it is confirmed, without a doubt, that man is in a state of decline, despite technological advancements (labours of men) and physical exercise (practice of sports). Bishop Berkeleys death marked the begi nning of this fall. With all this happening at once, only time will tell when we will eventually fade away. Lucky attempts in his speech to bring back Berkeleys harmonization of God and science, but ends up doing the opposite. By associating each head with one inch four ounce, it quantifies life and hence devalues humans, slowly reducing us to an execrable state. It becomes apparent that the comedy of Luckys speed is only a cover up, the real message is an appalling and tragic commentary on human progress. The increased entropy in Luckys speech is reflective of his life. He was once very intellectual and had great mental capacity, but just like man, has degraded. This third and final part of his speech can only be described as chaotic and anxious, building up towards a climax. and considering what is much more grave that in the light of the labours lostin the plains in the mountains by the seas by the riversrunning firethe great cold the great darkthe earth abode of stonesI resume the skull fading the flames the tears the stonesthe skull the skull the skull the skullalas alas abandoned unfinished the skull the skullthe stonesso calmunfinished (p46-47) These ideas explain that as a result of this decline (labours lost), grave consequences appear, in the plains, mountains, seas, and rivers. Running fire symbolizes widespread chaos, followed by cold desolate despair, alone. The earth becomes reduced to stones, and skulls, representing the death of men, wastes away. Chaos tears through the earth, and death is rampant. As God has abandoned men, left them unfinished, death continues on earth, and there is calm because unfinished. He is cut off with unfinished as his last word, referring to the incomplete speech and shrinking of mankind. With the conclusion of the final part of Luckys speech, it becomes apparent that while it indeed fulfills its role as amusing humour, the true meaning is cataclysmic, and the fact that we are laughing at it is dramatically ironic. Luckys speech has much to do with time, with good reason. The play contains a series of events where time seems to be moving at a crawl, if at all. It is something much more complicated than it may seem. On the surface, time is a numerical in which growth is measured. On a much deeper level, time can be very difficult to define. Throughout the play, the main concept of what time really is, is examined. In the context of what has happened or what will happen, time can be classified as good or bad. In Waiting for Godot, the stress of waiting makes time drag. If time is what growth is measured by, if nothing changes, did time really pass? Within the play, we await change, waiting for Godot. However in reality, things change as a constant, where we do not realize we are waiting. It is only when change is slow to come when we realize that we are in a state of inaction. It is during this realization that brings a source of pain to the individual. Vladimir and Estragon constantly strive to be spontaneous and dynamic in order to ensure change, but always come to the inevitable realization that they were waiting. Characteristic of the play, we often hear them say Lets go. We cant. Why not? Were waiting for Godot. It is comical how Estragon seems to forget their purpose, and is constantly reminded, but more importantly, this shows their sudden realization of their anticipation of change. Yet Godot himself never appears in the play. His identity is irrelevant, what is important is the act of waiting for someone or something that never arrives. He is the essence of change and a final solution. The repetition of his name impresses upon the audience the same feeling of anticipation. It is tragic as the play concludes that Godot never does show up, demonstrating that the two acts are but a slice of a cycle, or of two mirrors reflecting endlessly. The end of the play can be matched to the beginning. Nothing has changed, little character development is made and what little changes that have occurred have reverted back to original, such as Vladimirs epiphany in which he proclaims: Let us not waste our time in idle discourse! p(91) and coerces the audience into thinking that perhaps, finally, some semblance of development will appear. Alas, the powerful soliloquy reaches an anticlimax, interrupted by the constant change of topic inherent in the play. Time appears to be circular , as opposed to linear. The latter has broken down, because events do not develop into progress and change. The boy returns bearing identical messages, Godot never comes and tomorrow never seems to arrive. Vladimir mentions that time has stopped (p37). Estragon and Vladimir, during their finite existence, are moving relentlessly towards a presumably unobtainable event. It is like an asymptotic curve, always getting closer to a value, but never reaching it. Estragon expresses this tragic fate of uneventful repetitive existence as he exclaims, Nothing happens, nobody comes, nobody goes, its awful! (p43). The realization that there will never be an end to the waiting is evidence for their contemplation of suicide, as Estragon says, What about hanging ourselves? (p12). Once the audience has grasped this, a plethora of ideas emerge. Some are linked to other themes in the play, such as the meaningless in waiting, because it stops time and progress, whilst the repetition of the setting emphasizes the repetition of life. Thus as we have seen, while the play maintains a humorous shell, as it progresses, the audience begins to feel sympathetic. The time that Vladimir and Estragon spent together was comedic, but after peeling apart this shell and revealing to us their consciousness, devoid of time, we will find naught but woeful anguish. VI. Conclusion The comedy present in Waiting for Godot turns into tragedy at the instance the audience understands the helplessness of Vladimir and Estragon. Unhappiness is one of the funniest things we as humans see, but at the same time, it is despairing. The way Pozzo treats Lucky is hilarious, to both the reader and audience. Lucky is constantly jerked around by his rope and this exaggerated action creates humour, but at the same time, we overlook the cruelty that is so obviously implied. It is tragic how we so readily accepted this treatment, and as the play continues, laugh at it even more. This signifies a part of Becketts view of human nature, that it is not until it becomes personal do we start caring about the tragic tones and implications. Comedy has been suppressed by the tragic elements. The play becomes a tragedy imbued with tragedies. The small, easily noticed tragic happenings contribute to a greater, deeper despair. Such as Estragon suggesting death as an escape. It is sad to see one suggest such a thing, yet it is also funny because of the nonchalant light-hearted way he suggests it, as well as the conversation that ensues. The two tramps engage in meaningless, pointless activity to pass the time, waiting for something that never comes. This absurdity is a fundamental source of tragedy. However, what is really tragic is that in the end, they are unable to make a decision, to live or die and as a result of this hesitation, are forever frozen in progress. This essentially shows their paralysis of time and continuity. Didi and Gogo are stuck, day in day out, waiting for Godot to no avail. This act of waiting is the very thing Beckett is trying to portray. It is only during lapses in action, where we are waiting, th at we begin to realize the meaninglessness of what we are doing. An overwhelming sense of despair washes over the audience in this moment of realization, and all sense of humour is gone. All that is left is a mixture of anxiety, confusion, and hopelessness.

Failure analysis report on the chernobyl power plant

Failure analysis report on the chernobyl power plant 1. Introduction This memo is a failure analysis report on the Chernobyl Nuclear Power Plant located near the city of Pripyat, Ukraine. On April 26, 1986, a reactor at the power plant exploded, releasing a powerful stream of radioactive vapour. Immediately, the explosion killed 54 people. Later on, effects due to radiation claimed the lives of at least an additional 2500 people (International Atomic Energy Agency, 2006). This report will explain the events leading up to the failure, the failure itself, the reasons for the failure, and the lessons to be learned from this failure. 2. Description of reactor and failure i) In this section, I will explain the mechanism of the reactor. I will also placethe reactors components in bold. The Chernobyl Power Plant was fuelled using uranium mined from the earth; the uranium was kept in fuel bundles. The main objective of the power plant was to convert heat produced by the slightly-enriched uranium into electricity (World Nuclear Association, 2009). In order to do this, control rods first slowed down the rates of reactions by absorbing stray neutrons from the fission reactions (World Nuclear Association, 2009). After the fission reactions began producing heat, this heat was then transferred to stored water which eventually converted to steam at a temperature of 580ÂÂ °C (The Chernobyl Nuclear Disaster, 2008). The pressure of the steam moved a turbine which then powered a generator. The final process was the condensation of the steam back into liquid using a cooling lake, thus repeating the cycle (World Nuclear Association, 2009). This type of nuclear reactor is known as a high-power channel reactor or a RBMK reactor, as referred to it by the Soviets (World Nuclear Association, 2009). The Chernobyl Power Plant had four such reactors each with a power rating of 1000 megawatts (World Nuclear Association, 2009). The diagram at the end of this report illustrates this reactor along with all the bolded components. ii) In this section, I will explain the process leading up to the failure and the failure itself. Hours before the explosion, engineers within the plant were planning tests to see how the reactor would run on low power (International Atomic Energy Agency, 2006). The engineers added control rods to slow the reaction. They then disabled the cooling system, which was a major safety violation. The reactor was then incrementally slowed to reach the lowest operating power (The Chernobyl Nuclear Disaster, 2008). Soon after, the engineers noticed that the reactor was moving towards shutdown, so they quickly lifted the control rods to increase the rate of reaction. Suddenly, the power levels of the reactors increased, uncontrollably, and caused fuel elements to rupture along with an increase in steam generation (World Nuclear Association, 2009). This led to the detachment of the reactor support plate which caused the control rods to jam. The channel pipes then burst, and the explosion occurred, releasing 50 tons of radioactive particles into the atmosphere (World Nuclear Association, 200 9). 3. Reasons for the failure Chernobyl was most definitely a preventable disaster (Frot, 2004). Even though the RBMK design was perhaps not the safest reactor design, it still would not have exploded had the people involved taken the appropriate precautions necessary (Medvedev, 1990, p. 73). The technical failure of Chernobyl was due to extreme pressure increases along with design malfunctions. However, that was not the only cause. The engineers in charge of Chernobyl were also suppressed by the Soviet bureaucracy who did not allow for time to be wasted on such things as safety, focusing much more time on advancement and cutting costs (Frot, 2004). Hence, the engineers and workers at the power plant were not rigorously trained in safety nor did they regard safety as paramount (Medvedev, 1990, p. 70). 4. Lessons to be learned The Chernobyl Disaster left a devastating impact on the people and the surrounding environment. Improper technique, untrained personnel, and lack of oversight all contributed to this disaster. As engineers or aspiring engineers, it is our duty to understand the potential impacts of our design decisions. Not the least of which is the attention to safety. If a culture of safety is not cultivated then disasters such as Chernobyl will become possible realities. On the other hand, if a culture of safety is cultivated then disasters such as Chernobyl will become easily preventable. References Frot, Jacques. The Causes of the Chernobyl Event. (2004). Retrieved 16 February, 2010, from http://74.125.155.132/search?q=cache:ddH2v8pgJukJ:www.ecolo.org/documents/documents_in_english/Causes.ChernobyJF.doc+causes+of+chernobylcd=2hl=enct=clnkgl=caclient=firefox-a. International Atomic Energy Agency. Frequently Asked Questions about Chernobyl. (2006). Retrieved 16 February, 2010, from http://www.iaea.org/NewsCenter/Features/Chernobyl-15/cherno-faq.shtml. Medvedev, Zhores. (1992). The Legacy of Chernobyl. New York: W. W. Norton Company. The Chernobyl Nuclear Disaster. (2008). Retrieved 16 February, 2010, from http://www.bentan.me/chernobyl/?page. World Nuclear Association. Chernobyl Accident. (2009). Retrieved 16 February, 2010, from http://www.world-nuclear.org/info/chernobyl/inf07.html.

Not Revolutionary Enough Essay -- American History, The American Revol

For years, tensions between the colonies and England had been escalating. New taxes, unkept promises, and a more prominent presence of British soldiers set tempers rising within the colonies. Rebel groups such as the Sons of Liberty began appearing throughout the troubled colonies. While looking back at this time, historians can predict the Revolution several decades before it happened. When it was all said and done, a new country was born with a brand new institution of government. However, this so-called revolutionary war as more of a social uprising than an actual revolution. A revolution is a social construct that not only creates something brand new, but also eradicates the old system. A revolution must take the old society’s rules throw them out a window and start from scratch with ideas no one has ever thought of before. Moreover, revolutions do not tend to be organized, and even the better-organized ones fail because of corrupt leadership or just the inefficiency of the system. One aspect in society being changed is not a revolution. In addition, these changes cannot be toddler-sized steps; they have to be over the edge steps. For decades before the America’s have been slowly evolving. The idea of actual representation as opposed to virtual representation was beginning to take hold, and after the Revolution, the newly founded country turned to this new idea of actual representation (Van Lanen, 9/26). Therefore, the new form of government the United Stated founded was actually an improvement on their colonial governments. Radical change did not happen in American, however a progressive change that took time to take hold happened which is well outside the ideas of a revolution. An example of a real revolution would be ... ...volution that did not extend the hand of liberty to all inhabitants living within their borders. The American Revolution did create a new system of government that the world had never seen before. The ideas of unalienable rights, and property requirements for voting were groundbreaking for the era. However, almost every ideal the Americans introduced were modified versions of another system. Notions, such as actual representation, democracy, and compassionate marriages, all stemmed from another source. The Enlightened thinkers influenced the writers of the Constitution and Declaration, thus their ideals are found within the documents. Indeed, the Revolution changed the societal and political lives of its citizens, but the change was not enough. Other examples from history show much more radical revolutions, in which the American Revolution just does not compare.

5 Court Cases :: essays research papers

I. Name and Citation STATE OF FLORIDA, versus SEMINOLE TRIBE OF FLORIDA II. Key Facts In this complaint, the the Tribe was operating "electronic or electromechanical facsimiles of games of chance" and that such operations constituted class III gaming as defined by IGRA. These games were operated despite the absence of a compact between the Tribe and the State regarding the regulation of class III gaming. The State also alleged that the Tribe planned to construct a new facility on its lands in order to conduct additional class III gaming. III. The Issue Does the operation of such games without a Tribal-State compact violate both federal and state law? IV. Holding and Vote No (Opinion by Justice Stevens) V. Reasoning Congress abrogated tribal immunity from state suits that seek declaratory or injunctive relief for alleged tribal violations of IGRA; (2) the Tribe, by electing to engage in gaming under IGRA, waived its immunity from a suit to require compliance with the statutory conditions precedent to class III gaming; and (3) tribal immunity does not necessarily extend to actions seeking prospective equitable relief. Congress may abrogate a sovereign's immunity only by using statutory language that makes its intention unmistakably clear, and that ambiguities in federal laws implicating Indian rights must be resolved in the Indians' favor. The Supreme Court has made it plain that waivers of tribal sovereign immunity cannot be implied on the basis of a tribe's actions, but must be unequivocally expressed. Accordingly, we reject the State's argument that the Tribe's immunity does not necessarily extend to this action for prospective equitable relief. The district court's holding that sovereign immu nity bars the State's suit against the Tribe is affirmed. I. Name and Citation ALDEN et al. v. MAINE II. Key Facts Congress lacks power under Article I to abrogate the States' sovereign immunity in federal court, the Federal District Court dismissed a Fair Labor Standards Act of 1938 suit filed by petitioners against their employer, respondent Maine. Subsequently, petitioners filed the same action in state court. Although the FLSA purports to authorize private actions against States in their own courts, the trial court dismissed the suit on the ground of sovereign immunity. III. The Issue Does the federal government have authority under Article I to abrogate a State's immunity in it's own court? IV. Holding and Vote Yes. (vote 5-4) (Opinion by Justice Kennedy) V. Reasoning The Constitution's structure and history and this Court's authoritative interpretations make clear that the States' immunity from suit is a fundamental aspect of the sovereignty they enjoyed before the Constitution's ratification and retain today except as altered by the plan of the Convention or certain constitutional Amendments.

Earthquake Kills 22 in southwestern China Essay

1. Type of crisis Earthquake is an example of adventitious crisis, a natural disaster â€Å"that is not part of an everyday life and is unplanned and accidental† (Varcarolis, 2006, pp 422-423). Victims of earthquakes usually suffer from trauma, panic, shock, grief, fear and mental disorganization (which could be manifested by running around aimlessly or inability to concentrate). People who suffer from such an adventitious disaster are reported to have flashbacks or nightmares connected to the event after it happened. 2. Type of stressors that contributed to the crisis Earthquakes happen suddenly and people are caught off guard with the sudden and swift destruction that it brought about to them personally (e.g., damage or loss of property and the painful loss of a loved one or loved ones).  Ã‚   Psychologically, emotionally and mentally the victims are not prepared for the sudden loss and change of life or way of life (e.g. having to live in an evacuation center with all of its limited supply of basic necessities, or having to live with a physical disability due to the earthquake). In this instance, anxiety, grief and panic levels go up severely in just a matter of seconds.   With the combine sudden loss of property and loved ones, the victim/s may be overwhelmed. 3. Coping skills of the people involved Since problem is a part of life, it is very important that a person has learned a number of techniques that can be use to lower anxiety and to adapt to the situation when problem arises. One of the key techniques that people use is to engage in prayer. Prayer helps to lighten the load as a person learns to accept and submit to the will of God.   Also, prayer clears a person’s mind which enabled him to restore balance and equilibrium and make right choices. A person should also not isolate himself but should express to others what he is feeling and allow himself to be surrounded and comforted with other members of the family and friends. Moreover, the victim should cooperate with the help and assistance being provided by the government, counseling, medical and other disaster agencies.   If needed he should transfer to a place or engage in activities that helps him forget the incident (Varcarolis, 2006, pp.423-429). In the case of children, they should be taught to understand the situation, be assured by the parent’s presence and parents should model calm behavior and seek to divert the children’s attention by providing fun activities for them( Handouts : Talking to Children about Crisis). 4. Goal of the resolution of the crisis â€Å"Crisis by definition is self-limiting so that as soon as possible they are resolved, preferably within 4 to six weeks† so that a person or group of persons function normally again in spite of their loss and accept what happen to them during the earthquake disaster ( Varcarolis, 2006,p.422  Ã‚  Ã‚   ). More importantly the goal of the resolution of the crisis is to lower anxiety level since anxiety hampers the person’s ability to face and solve his own problems. Short term goals of the resolution of the crisis by the end of the first session involves the lowering down of anxiety level from severe to moderate or moderate to mild, clarify the problem in solvable terms, identify existing supports and other needed supports, set realistic goals to deal with the problem and identify a step by step plan of action. Otherwise a person’s safety may be at risk for due to hopelessness, grief, and fear he may tend to act suicidal or become mentally ill (Varcarolis,2006 ,pp. 427 & 430). 5. Possible resources/referrals that might be needed to help to return to pre-crisis level of functioning It may be necessary that victims of earthquakes should be remove from the place where it happened. Therefore, they may need to be referred to a stable shelter. Rehabilitation, debriefing and counseling is also recommended where psychologists, counselors and other cognitive-behavioral therapists helps them to restore balance and equilibrium. Friends, family and peer groups should also be a part of the healing process. If the person develops psychotic thinking, violent or suicidal behavior then he may need a psychiatric treatment. If he suffers from physical injuries or other health needs then he must be rushed to a hospital or clinic. Children whose parents were not coping well with the stress that the disaster had caused should be put under child care. Vocational and skills training program should also be provided to help the victims go back to supporting themselves again especially for those who had become disabled (Varcarolis, 2006, pp. 429-438; Handouts: Talking to Children about Crisis).

How Effective Are Integrated Working and Multi-Agency Working?

Integrated working is when different services join together to offer more effective care for babies and young children, where multi-agency working is when different services work together to meet particular needs of babies and young children, along with their parents and/or carers. Multi-agency teams are made up of members of the children’s workforce drawn from a range of different disciplines who met for specific reasons on a regular basis; all the professionals will have joint aims and goals.It is a way that ensures that those children and young people that need additional support will have exactly the right professionals in place for them to be supported in the correct way. The benefits of integrated and multi-agency work are that it enables early identification and intervention of any needs that the children may have, as well as ways to better support their parents and carers. It allows children and their parents to have easier and quicker access to professional’s e xpertise and the services that they offer.With the services all working together it provides a better quality of service and means that children and their parents do not need to repeat themselves to each of the professionals that they work with, instead the professionals will already have the information. Multi-agency work also allows children and their families’ needs to be addressed more appropriately. As the child’s needs are addressed sooner and the correct support is given to them to help with their needs, the child will have an improved achievement and better engagement within education.The use the Common Assessment Framework which allows an early and initial assessment of the child’s needs for any extra services and support, and once this is carried out it will be available for all the services. In practice the professionals will put the needs of the child or young person before those of any one service, and also ensure that the service is inclusive and t hat all children’s basic needs are met. Sutton Hill Children’s Centre ensures that all the professionals within the centre identify children with additional needs at an early stage.They also need to ensure that all the information that they have is shared with all the other professionals and that they work together to provide early intervention and that the child receives the necessary support from specialist services as soon as they are identified as needing it. In the Camden Children’s Fund primary school project the school gets access to additional services which go beyond what is normally available and offers preventive and early intervention approaches to children and their families.The have a best practice approaches in place regarding the identifying and assessing of the child’s needs and then designing interventions for the particular child which will help them to improve. Within the practice at Camden Children’s Fund they are currently fin ding it difficult to allocate enough time to be able to carry out the best practice approach, and are trying to resolve this issue through all the agencies coming together and discussing what the best course of action will be.In conclusion integrated and multi-agency work is very beneficial to the child and their family at identifying any needs that the child may have early and providing appropriate and sufficient support to the child and their family that will help them to deal with any needs and support them with any help they may need in the future. It also brings together a wide range of specialist services that can work together with the family so that nothing needs to be repeated, and the child and their family will get the best out of each of the services that are provided.

History and Philosophy Essay

The Federalist is the greatest contribution ever made on the Constitution of United States. According to Chief Justice John Marshall in the case Cohen’s v. Virginia (1821) ‘The Federalist is a complete commentary on our Constitution. ’ Since 1790 lawyers, politicians, students and even judges have all studied The Federalist to know more about the Constitutional issues. In United States the ideas of The Federalist are at the heart of the civic culture. Work on The federalist papers was started in 1787 and finished in 1788. It was written to contradict the arguments of the Anti-federalist against the ratification of the U. S Constitution in 1787. This work was originated by Alexander Hamilton who wrote 51 essays of this literature. Another author was James Madison who wrote 26 essays and the remaining were written jointly by the two and by John Jay. Overall, The Federalist comprises of 85 essays written by three authors who wanted to persuade the voters to support them in ratifying the proposed constitution of U. S. In their papers these three people outlined how this new government will operate and what type of government is best for United States. These papers were written and published under the name Publius. Although Hamilton, Madison and Jay had different and at times conflicting ideas about the government they did agree on some important points like, republicanism, federalism, separation of powers, and free government. According to them Republicanism is based on the ‘consent of the governed’ because power is divided between few people who are elected by the public to be on the top. Federalism is power divided between federal government and state government. They are two different powers at different levels and can make decisions separately and directly. â€Å"State governments can neither ignore nor contradict federal statutes that conform to the supreme law, the Constitution. This conception of federalism departed from traditional forms, known today as confederations, in which states retained full sovereignty over their internal affairs† In The Federalist Paper No. 47 Separation of Powers is mentioned as, â€Å"The accumulation of all powers, legislative, executive, and judiciary, in the same hands†¦ may justly be pronounced the very definition of tyranny†. Free government was another aspect which was agreed by all three authors of The Federalist. Free government is made up of the remaining three points that have been discussed above, republicanism, federalism, and separation of powers. According to the Federalist, the popular government is the free government, in which, security, property, and liberty of people are guarded by the government. This type of government is so strong that it can protect against the internal and external threats, yet it is sufficiently narrow to prevent tyranny. It can be said that free government was designed in such a manner that it could prevent against the cruelty, of the dictators, to the public. The Federalist Papers served a dual purpose. Where it outlined the requirement for a strong central government, emphasized the weakness of Articles of Confederation, and portrayed the power of the proposed Constitution, at the same time, the paper alleviated doubts about the new federal government becoming too powerful. The authors argued that that the Confederation government was too weak and the new proposed Constitution will never be too strong. The federalist had two main objectives. First, was to convince the people of New York to ratify the Constitution and the second objective was to convince the people of all 13 states to endorse the constitution. A major concern for the authors of the Federalist was federal taxation, which is obvious in their assessment of the Articles and Constitution’s justification. â€Å"At various points, they expounded on the efficacy and fairness of consumption taxes, specifically customs duties. They insisted, however, that the federal government be granted unlimited taxing powers, including the authority to assess domestic excise taxes. Debates over â€Å"direct† vs. â€Å"indirect† taxation received considerable attention, as did the constitutional requirement for tax uniformity† . Nine of the Federalist papers discuss federal taxes and federal revenue topics. Classical Influences in Federalist Papers-Madison James Madison was the fourth President of the United States and was honored with the title of ‘Father of the American Constitution. ’ Madison is the epitome of intellectual forces, which came together in American politics by the end of the eighteenth century. Bernard Bailyn has hypothesized that the classics in colonial America was ‘illustrative, not determinative of thought. ’ To defy this notion and explain Madison’s ability to perform the role of an architect of a system that successfully integrated political and philosophical views, an assessment of Madison’s life and education will be important. A complex synthesis of classical, modern, philosophical, and rational thought has been revealed by the foundation of the American Republic, as well as, the impact of classical antiquity that was considered thoughtfully. In this regard, a combined political wisdom of thousands of years of human experience was reflected by the implementation of the abovementioned complex synthesis for the formation of a system of government. Simplistic theories of interpretation have been defied by a degree of reflection and contemplation that completed that republican government, which is accounted as one of the most purposefully design by the history of mankind. In two years, after the completion of his first year’s exams, the degree was finished by the Madison in English, Greek, mathematics, and Latin. During this time, Reverend John Witherspoon considered Madison as one of his favorite students, and it was an honor as the Reverend was the president of the college. Employing a syllabus that was classical and Christian Witherspoon taught Madison moral philosophies which greatly affected him for the rest of his life. Tangible manifestation in the Federalist Papers was found by the ability of Madison regarding the classical, as well as, modern political philosophy, which was often referred as quasi-Calvinist cognizance. Wherein the plan for a fractured government was described and advocated by Madison. In addition, any individual person or entity sought precluding of usurpation of the power of governance. This theological system of belief also reveals itself in an existing political philosophy. As per the political thinking of the Calvinist, the grace of God is responsible for all the authority. In this regard, due rights are received by both authority and liberty, when the relation between the citizens and rulers is standardized unbridled authority on the part of rulers lead to despotism, autocracy, and tyranny; unbridled liberty on the part of citizens generates into license, revolution, and anarchy. License, anarchy, and revolution have been generated by the unbridled liberty on the part of the citizens. Stewards from the God are found in the rulers, as proper constitution is formed in the government according to the principles of Calvinism. For God’s sake, the highest motives are considered for the obeying of the rulers by the citizens. An example for the understanding of development of the political, classical, and philosophical amalgamation for the debates that were performed during the formation of the American Constitution was presented by a strong proponent of the classics, Calvinist, and the Scottish Enlightenment Witherspoon. The diverse approach of Witherspoon to education provides an important explanation for understanding Madison’s talent of successfully merging classical and modern political theory into a feasible plan for a secure democratic state. In other words, an extensive intellectual focus was maintained by Witherspoon, by which, discordant philosophical, as well as, theological concepts were blended into an educational program effectively and coherently. When Madison came into politics his instant tasks were clear, first he wanted to put up a proposal for a democratic republican government acceptable to the representative body at the Constitutional Convention, and second, to assure the ratification of the proposed Constitution. From an extensive view point, Madison wanted to produce a classic dissertation on the American system of government, which would enlighten future generations about democratic republicanism. Madison was able to attain both of these goals through one channel and that was The Federalist Papers. This information helps in understanding how extensive knowledge of the classics was acknowledged by Madison and the other two authors. In Federalist no. 14 Madison presents a question, which can function as a good outline of his approach concerning the issue of the significance of the classics to the American people: It has been the glory of American people, as a blind veneration for antiquity, custom, knowledge, experience’s lessons, and objections of their senses has not been suffered by them, as the opinions of former times, as well as, other nations have been paid with a decent regard by these people. The Federalist has considered this thinking approach an obvious thing, since ancients have been referenced frequently by Madison, and their strengths and weaknesses have been borne in mind. When Thomas Jefferson sent the published texts of Polybius from France, the issues of the proposed government were considered by Madison, while positive and negative examples were considered and utilized from the ancient sources by him. Therefore Madison opposes the objections of people who mention the example of Ancient Greece as a sign of un-workability of a permanent republic. He argues that Greece was a democratic system that was often confused with a republic; Madison distinguishes between the two by mentioning that a democracy requires the people to be in assembly in order to carry out the business of the state, whereas a republic requires only the assembly of legislative body to work effectively. Hence he includes both democratic and republican doctrines in his government blueprint. The importance of the classics in the American Republic origin was demonstrated by the evaluation of specific sections comprising of papers of the Federalist, and specifically, the Madison. In addition, classical antiquity’s major references were also included in these sections as mentioned before, Madison frequently opted for classical tradition method to convey his political message, yet Madison often referred to antiquity as a negative prototype for a political culture. One area in which Montesquieu’s political philosophy complements Madison’s tactic is the issue of religion. After historical bigotry of the religion was criticized, and trade was meddled with it, it was commented by him that when the established religion satisfied the state, the establishment of another religion is not allowed. In this regard, establishment of any state religion was banned by the framers of the Constitution. Few smart and wise individuals should be communicated with the important political truths for their wise implementation, which was provided by the writings of the political philosopher, as the relationship between the political community and philosophy was considered as volatile. At the same time, harmful truths were concealed from these individuals by these writings as well. This concept was well aware by the student of Montesquieu, Madison. In the result, the classical and modern political philosophy was concealed by the furthering of his project. In this sense, the role of a crucial link in the chain of thoughts of the Romans and Greeks was played by the Madison, who was served by the Montesquieu. Classics are where Madison’s popular audience was at a majority and this is one fact that he used to his benefit in writing The Federalist Papers. In addition, major references to classical antiquity were contained in six out of eighty-five of the Federalist Papers. Passing references and explicit references regarding the specific indebtedness with a clear sign were contained in the twenty-three Federalist Papers. If these facts are considered, the link between classical antiquity and the origins of the American Republic appears to ignore a serious question. Mark Diamond states that the most immediate kind of political work was the Federalist, which was a piece of campaign propaganda. In addition, a view to the permanence of its argument was also provided to thoughtful men. The widest electorate was at once addressed by it, but able and educated men were also considered, by whom, the fate of the Constitution could be determined. Short-term objective was accomplished by the Federalist, in which, public opinion had to be influence with the relation of political system of the United States. Federalist As mentioned before, the people of New York were persuaded by the publishing of the Federalist for the ratification of the Constitution. It also made an attempt to elucidate different provisions of the Constitution and to enlighten the people by giving reasons, as to why other provisions like bill of rights had been excluded. It was argued by the Publius that an exceptional opportunity of reason and choice had by the Americans for the creation of own type of government. In contrast, earlier constitutions were determined by the chance of force. Publius argued that the Constitution shaped a republican style of government which was effective and sound in nature, but yet was controlled by checks and balances Advocates of the American Constitution obtained a strategic advantage over those who opposed it by taking up the name Federalist for themselves and by identifying the adversaries Anti-Federalists. Federalists supported state rule and disagreed with a central national government. By holding the title Federalist, Hamilton and other authors got an additional advantage for their position and got around an extreme conflict over the issue of state versus national power. They emerged as advocates of states’ rights and this idea was clearly explained in The Federalist Papers, yet they were also evidently advocating for a strong national government. The essays were signed â€Å"Publius† after Publius Valerius who was the state builder and who rebuild the Roman republic following the removing from power Rome’s last king called Tarquin. Plutarch measured Publius favorably against Solon who was Greece’s law giver. And at that instant a modern Publius would have helped erect the new American republic. By opting for a name like Publius, the authors of the Federalist were following a practice which was common among the eighteenth-century writers. The writers used to publish a combined work under a fictitious name instead of a byline. If Hamilton, Madison, and Jay had revealed their identity in The Federalist Papers then they would have been known as advocates of specific positions instead of being recognized by their arguments, and also this would have become a part of the argument over the Constitution. Further more; choosing secrecy was also because of the enmity between Hamilton and George Clinton the New York Governor. Interestingly Hamilton was the single New York ambassador who signed the Constitution. On the contrary, Clinton was an Anti-Federalist who was heading a state where people opposing the new Constitution were in majority. Therefore, opting for Publius was somewhat an effort to shift the discussion away from the personal bitterness between Hamilton and Clinton. As the need of unification has been signified, and the Articles of Confederation had arrears, it was explained by the Publius that a strong republican government was shaped by the Constitution, yet checks and balances controlled it. This type of government, which was strong and had checks, would maintain freedom and assets, and bring back respect for America overseas. Although an un-amended Constitution was opposed by two thirds of the nominated representatives at the New York conventions, the provision of other political writers was done by the Publius. At the same time as replying to explicit Anti-federalist arguments, The Federalist presented an integrated theory of the philosophies upon which the new Constitution was based. History, experience, and reason were the bases of this philosophical foundation, and the long existence of the republican government was verified by this foundation in relation with the examples of failed governments in the past, which were unable to survive. Countering the belief, which is often ascribed to Montesquieu, that republics could stay alive only in small areas taken by identical inhabitants, Madison in The Federalist no. 10 argued that republics could flourish best in large areas where different groups constantly competed with each other. During the constant struggles of these groups the independence of both majorities and minorities would be preserved. This republic would provide better leadership by expanding the group of qualified persons from which delegates would be selected. The Federalist no. 10 by Madison, as mentioned before, was very influential in U. S. political history and philosophy. The separation of the three branches of the federal government had to be done, as the role of a check upon the other was played by each branch in the government Although these three branches were not completely separate the practicality of each division was assured by assigning it enough power to protect itself against the actions of the other division. Furthermore, if any branch exceeded its role as defined in the Constitution then the other branches could proceed by checking on the misuse of power. Moreover, it was also stated by the Publius that freedom was protected by the new Constitution by the provision of power to the central, as well as, state governments. Specific areas of power and simultaneous powers were determined by this new federalism. It was mentioned by the Publius that a central government with restricted powers was created by the Constitution. In this regard, identification of the Congress’s, as well as, President’s powers was also done. The people and the states were left with all the remaining powers completely. If the legislative body dishonored their power and authority bestowed on them then the people could substitute them during the regular elections ensured by the Constitution. On the other hand, if the President or the judiciary breached the confidence of the people, Congress could prosecute them and if convicted Congress could remove them from their designation and from their office. The debate that was going on was based on vocabulary that is circling around the gist of the thoughts constitutive of republican dialogue. They are liberty, tyranny, virtue, corruption, representation, and even republic. It has been said before, along with rationalizations, that the new created American republic was the combined efforts of Federalists and Anti-federalists. A new political system was created not by ordains of a single lawmaker but instead was fought to bring it to life and was constructed jointly by having a powerful discussion between supporters of different political affiliations and theoretical standpoints. â€Å"The ratification debate produced an enormous outpouring of newspaper articles, pamphlets, sermons, and tracts, both for and against the new design. Of the former The Federalist is by far the most famous and certainly the most widely read in our day. The Anti-federalist case against the Constitution, by contrast, is today rarely read or even remembered. Once described (and dismissed) as mere nay-Sayers and men of little faith, the Anti-federalists are now more often regarded as the other founders. † Knowledge of this debate over the ratification of the Constitution illustrates that Publius was from time to time vanquished by its adversaries. The views supported by Publius occasionally differed from the point of view of Hamilton and Madison in the Constitutional Convention and a large portion of the Americans and the delegates did not consent with The Federalist. Nonetheless, from the beginning Americans have depended on The Federalist as being the most reliable source for understanding the objectives of the framers. The essays presented a number of arguments. The essays convincingly made the case for a strong unification of the states in Federalist number 1 to 14, highlighted the weaknesses of the Articles of Confederation in Federalist number 15 to 22, argued about the benefits of a strong energetic central government in number 23 to 36, and mentioned the republican government’s capability to provide political steadiness as well as freedom in numbers 35 to 51. The essays following shortly after these scrutinized the roles of the three branches of government: the legislative numbers 52 to 66, the executive numbers 67 to 77, and the judicial numbers 78 to 83 along with the question of a bill of rights in Federalist number 84. The authors of the Federalist also reasoned the benefits of federalism. Furthermore, an impact on the United States law was done by the essays, which were written on the role of the federal judiciary for a long time now. Federalist essay number 78 consists of a vital defense of the belief of the judicial review that is the power which permits the U. S. Supreme Court to eliminate laws passed by Congress. In Federalist number 80 it is argued by Hamilton that it is important to establish system of federal courts, which are separate from state courts. The theories of the European philosophers of the Enlightenment have built the political philosophy of the Federalist. In addition, the Articles of Confederation, as well as, their experience by the United States, and historical examples have also been included. The treatise not only presented historical arguments and philosophical theories about the human nature and government, but also presented strong analysis of the weaknesses of the Articles of Confederation. The general aim of the paper was to persuade the people that an energetic and strong centralized government would be more caring towards their freedom and independence. The philosophers’ thoughts were consideration of natural rights, and illustrated the kind of government best capable of protecting the rights of the people. They recognized that a person’s inclination towards self-protection, freedom, and selfishness would primarily come into conflict with the opposing needs of other people. Therefore, these philosophers maintained that the best type of government is one which balances the selfish needs of the human beings with the need of self-protection. The speculative thought that too much liberty can be terrible for an organized society was confirmed by the U. S government during the years of the Articles of Confederation. A shoddy amalgamation of independent states, as well as, the national government was provided by the articles. A specific legislative body was considered for the positioning of the articles. Affairs relating to the mutual defense were discussed and decided by the bestowed powers on this legislative body, which has been referred as the Congress. The creation of a strong central government has been fearfully taken like the Great Britain, a significant power with the state governments has been placed by the delegates, and national government has been restricted with the powers greatly. Lack of power for the enforcement of law, funds collection, trade regulation, and uniform judgment’s provision has been responsible for the hampering of the Congress. What is more, many intuitive leaders identified that the self-centeredness of the states would ultimately break the union and they also recognized that the Articles of Confederation presented no legal means to stop this collapse. States had clashes with each other over land, commerce regulations, and imposts against nearby states. States set up relations with foreign nations and declined to send tax money to Congress. The Virginia legislature called a delegate for the production of uniformity in trade, as well as, in the commerce. The meeting was meant for the discussion of uniform trade regulations with the interested delegates from the different states. In spite of the small presence of states at the Annapolis Convention, the meeting motivated states to hold another meeting for the explicit reason of modifying the Articles of Confederation. Sufficient power was not within a weak central government for the provision of security and protection of the civil liberties of individuals, as assumed by the delegates with the help of guidance from the Article of Confederation experience. Therefore, the delegates decided to entirely abolish the old system. The convention presented a new plan of government at the end of the summer of 1787, which was titled the U. S. Constitution. A strong central government was requested by this manuscript, in which all the other state governments will depend on this authoritative body and laws will be enforced, judged, and legislated by the bestowed powers to this body. The document was highly praised by the Federalists for the creation of energy in a centralized body. However, it was feared by the Anti-federalists that their rights and liberties would be infringed by the new plan. Strong and rational justifications were provided for each choice of the Constitution Convention by the Federalist papers. Citizens were also persuaded by the papers that greater protection could be provided by the government for the people, if the hands of people will be placed with less power. Although the concern about ratification of the U. S. Constitution in the New York state by Alexander Hamilton was originated with the document, ratification of the Constitution and its related essays were supported by the arguments of leaders in many states. Since the role of delegates to the Constitutional Convention was played by both Hamilton and Madison, the name Publius was used for all the published essays. As a large part for the constructing of document was done by the arguments, criticism as a subjective by these arguments was felt by them. Even after nine out of thirteen state approvals were received by the Constitution, two of the most powerful states, the New York and Virginia continued their struggle for the ratification. Technically, ratification of New York or Virginia did not have any effect on the Constitution. However the writing down the federalist essays was not a futile assignment, even though the Constitution turned out to be successful without New York’s support. While an effort was made by them for the persuasion of the American audience, an opportunity was received by them for being associated with the first federal republic. A distinctive political philosophy was conveyed successfully by the Publius. Practice was possible, and philosophical theories and historical examples instituted this philosophy. Moist importantly, the experience during the accomplishment of the balance between order and freedom was the bases of this philosophy. â€Å"The Federalist Papers reflect the end of an era in America, a chapter that began with the Mayflower Compact of 1620 and the various covenants, declarations, and state constitutions that followed, and culminated in the Declaration of Independence and Constitution. During that period of more than a century and a half, American political thought was formulated and tried, and arguments were rehearsed and refined in press, pulpit, and legislative chamber, often to express opposition to the British crown, but also to give an expanding country a workable government. It was against such a background that The Federalist Papers emerged, combining the traits Robert A. Ferguson ascribes to the Constitution: generic strength, manipulative brilliance, cunning restraint, and practical eloquence. † The essays presented in The Federalists are fundamental and ground-breaking statements of sound rational political thought, which carefully progress ahead the essential thoughts mentioned by theorists Hume, Locke, and Montesquieu. Rather than radically deposing off the old theory and practice, the authors of the Constitution cautiously studied it and took its finest aspects and gave them a new meaning altogether. The essays of the Federalists had more life and were more strongly remembered than material written by Marx, Lenin, Mao, Castro, or Metternich. If there would have been no credible arguments against the proposed constitution then there would have been no need for the intense material of The Federalist. And, if there would have been no Federalist then understanding the Constitution would have been significantly reduced. The Constitution is a concise manuscript which is not suitable for an argument or for an explanation. The Federalist makes us understand the minds of the creators. Madison commented that The Federalist offers â€Å"the most authentic exposition of the text of the Federal Constitution, as understood by the Body which prepared and the authority which accepted it. † The Federalist justifies why the authors found the Articles of Confederation unacceptable; why they wanted to separate the powers of the government’s branches; why they split the national legislature into two different houses; why they thought that a federal court for the final appeal was desirable and necessary; why they banned titles of nobility; why they said that a bill of rights was a needless addition, and why a lot of other permissions and prohibitions were written into the Constitution or excludes completely. â€Å"As a contribution to the ratification debate, The Federalist is an extended exercise in exposition, explanation, and persuasion. As a work of political theory, then, The Federalist flies fairly close to the ground, rarely soaring into the stratosphere of philosophical abstraction. † Articles of Confederation If the Articles of Confederation would not have failed then there would have been no Constitution and surely no Federalist Papers. After two centuries it is not easy to picture the hectic state of America in the post revolutionary era. There was so much going on. America won a war but still the eastern seaboard was susceptible to attackers. Then the economy was weighed down by numerous currencies and tariffs, the state governments were bankrupt, and the central government was only central in name. Everything was hap hazard and nothing was going right. Since 1776 till 1787 America was an uncontrolled union of states which were ruled by the Articles of Confederation, which had a serious defect and that was the individual states had power and that power remained with them. The central government was just there to be called central. It could do nothing. It could neither increase revenues nor pass and ratify legislation necessary for independent states. To pass laws, nine votes out of thirteen states were necessary and an undisputed and agreed by all votes was essential to effect any basic change in the Articles. Making a central government with such weakness was deliberate because the American colonists had angrily rejected the British crown’s authority to control trade and collect taxes. The governmental body created under the Articles of Confederation was basically immobilized, and there was no executive or judicial branch as well. What is more, the thirteen states had distinct political and commercial concerns and therefore a brief duration of artificial harmony among these states proved to be unsuccessful in producing a nationalized identity. What is surprising is that nine states had navies; seven printed their own currency, and the majority had tariff and customs laws. Also, New York was charging duties on ships transporting firewood or farm produce to and from neighboring states such as, New Jersey and Connecticut. When the soldiers mentioned that â€Å"New Jersey is our country,† they were endorsing the prevailing emotions of other states. The insolvent state governments also contributed largely to the political turmoil of the 1780s. Hamilton harshly attacked the Articles of Confederation when he stated in Federalist No. 9 that the states promoted â€Å"little, jealous, clashing, tumultuous commonwealths, the wretched nurseries of unceasing discord. † Madison when writing Federalist No. 10 had the insolvent states in mind as well because he portrays the requirement to â€Å"secure the national