31 Aug 2009

Sample Essay: Systems Framework For The Psychiatric Nurse Practitioner in a Psychiatric Acute Care Setting

Psychiatry is the medical discipline to study, prevent, and treat mental disorders in humans beings. Mental illnesses such as schizophrenia, bipolar disorder, depression, amongst others reduce the life quality of the sufferer. As a result, these victims are unable to work and mingle with society at large. They are unable to hold on to their jobs for long and are thus financially dependent on their caregivers, namely their parents, siblings or relatives. They require constant medical care and for some sufferers, they need to take expensive medication for life. Hence, in a psychiatric acute care setting, the psychiatric nurse practitioner needs to be properly trained so as to render optimum palliative care possible to these patients ( http://www.google.com.my/search?hl=en&defl=en&q=define:Psychiatry&sa=X&oi=glossary_definition&ct=title).

Schizophrenia

For example, schizophrenia happens to 1% of the entire population and every 1 person in a group of 100 will suffer this mental illness. It is believed to be caused by a combination of genetic and environmental triggers such as prolonged stress. There is a 50% chance of getting it if your identical twin does and a 10-15% chance if your parent or sibling does. Various environmental triggers appear to increase the risk of getting it, such as in uterus infections and growing up in a dysfunctional family where there is a lot of yelling and emotional expressiveness (http://psychiatrist-blog.blogspot.com/2008/04/latest-genetic-news-in-schizophrenia.html). As there is no cure to schizophrenia, the patient needs to be cared for her or his entire life while taking medication for a more chemical balance in the brain. There is too much dopamine leaks to the brain causing this debilitating illness. The worst case scenario that can happen to a schizophrenic patient is suicide and care needs to be taken to ensure a stress free environment for him (http://www.subjectpool.com/dl/y4_general/meehl1962.pdf).

System framework

The system framework of the psychiatric nurse practitioner in a psychiatric acute care setting involves the continuity of patient care, most probably his or her entire life in the hospital or a special home. The safe environment in a home away from unfriendly people and much yelling to ensure a good recovery and prognosis with medication for the patient. A big financial amount needs to be set aside for treating mental illnesses as these patients are jobless and completely dependant on their caregivers (http://scholar.google.com/scholar?hl=en&q=author:%22Hravnak%22+intitle:%22Is+There+a+Health+Promotion+and+Protection+Foundation+to+…%22+&um=1&ie=UTF-8&oi=scholarr).

Psychiatry exists to treat mental disorders which are divided into three general categories; mental illness, severe learning disability, and personality disorder. As a result of changing perspectives in psychiatric practice and increasing fiscal limits caused by economic issues, psychiatric nurses have found their traditional models of practice challenged by shortened lengths of stay and the requirement for more efficient assessment and treatment. Short-term nursing therapy, which includes crisis intervention and brief psychotherapy, was developed to provide psychiatric nurses with a cohesive, comprehensive nursing philosophy for practical application in changing inpatient settings (http://ps.psychiatryonline.org/cgi/content/abstract/37/5/493).

The psychiatric mental health nurse practitioner is educationally prepared to provide the full range of psychiatric services, including the delivery of primary mental health care services, as delineated in the competencies. Some educational programs may prepare the psychiatric mental health nurse practitioners to provide services to a specific patient population (e.g., adult, child) and additional, age-specific competencies may be necessary (http://www.aacn.nche.edu/Accreditation/psychiatricmentalhealthnursepractitionercopetencies/FINAL03.pdf).

The psychiatric mental health nurse practitioner is a provider of direct mental health care services. Within this role, the psychiatric mental health nurse practitioner synthesizes theoretical, scientific and clinical knowledge for the assessment and management of both health and illness states. These competencies incorporate the health promotion, health protection, disease prevention and treatment focus of psychiatric mental health nurse practitioner practice.

Bipolar Disorder Patient

A local US celebrity, Britney Spears has been diagnosed with having bipolar disorder recently (http://www.usmagazine.com/britney_spears_31). Prior to being diagnosed with having a mental illness, people could not understand why she shaved her head bald out of the blue, used an umbrella to hit the paparazzi’s car and locked herself in with her younger son in the bathroom. Apparently stress due to her divorce from Kevin Federline precipitated this mood disorder in her. Her psychiatrist had ordered her to be forcefully taken from her home to the hospital stating that she is a threat to herself and to those around her. A good solution to this would be to hire a psychiatric nurse practitioner to monitor and care for Britney in the comforts of her home while going for consultation now and then in the hospital.

Other Scopes of System Framework

Another scope of the system framework for the psychiatric nurse practitioner in a psychiatric acute care setting involves management of patient illness, such as analyzing and interpreting symptoms, physical findings and diagnosing information to develop appropriate differential diagnoses. The psychiatric nurse practitioner needs to manage acute and chronic conditions while attending to the patient’s response to the illness. These also include prioritizing health problems, intervening appropriately and initiating effective emergency care (http://www.aacn.nche.edu/Accreditation/psychiatricmentalhealthnursepractitionercopetencies/FINAL03.pdf).

The nurse practitioner demonstrates competence in the domain of the nurse practitioner-patient relationship when s/he creates a climate of mutual trust and establishes partnerships with patients. Besides validating and verifying findings with patients, s/he also communicates a sense of “being present” with the patient and provides comfort and emotional support. The nurse practitioner advocates for the patient to ensure health needs are met and consults with other health care providers such as private and public agencies. On top of that, s/he incorporates current technology appropriately in care delivery and uses information systems to support decision-making and to improve care (http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume/No1aJune/PrimaryCareNursePractitioners.aspx).

Summary

The psychiatric nurse practitioner must monitor the quality of own practice and participate in continuous quality improvement based on professional practice standards and relevant statutes and regulation. S/he also needs to evaluate patient follow-up and outcomes including consultation and referral. And finally s/he also monitors research in order to improve quality care for the patient with mental illness. This sums up the system of framework for the psychiatric nurse practitioner in a psychiatric acute care setting.

References

http://psychiatrist-blog.blogspot.com/2008/04/latest-genetic-news-in-schizophrenia.html

http://ps.psychiatryonline.org/cgi/content/abstract/37/5/493

http://www.subjectpool.com/dl/y4_general/meehl1962.pdf

http://www.aacn.nche.edu/Accreditation/psychiatricmentalhealthnursepractitionercopetencies/FINAL03.pdf

http://www.usmagazine.com/britney_spears_31

http://www.google.com/search?hl=en&defl=en&q=define:Psychiatry&sa=X&oi=glossary_definition&ct=title

http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume/No1aJune/PrimaryCareNursePractitioners.aspx

http://scholar.google.com/scholar?hl=en&q=author:%22Hravnak%22+intitle:%22Is+There+a+Health+Promotion+and+Protection+Foundation+to+…%22+&um=1&ie=UTF-8&oi=scholarr

http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume/No1aJune/NursePractitionerRole.aspx

http://linkinghub.elsevier.com/retrieve/pii/S0883941703000050

Filed under: Sample essays — Tags: , — Jack @ 10:00 am

Sample Essay: Brothers And Keepers

This paper analyzes the book Brothers and Keepers by John Wideman in the light of the general strain theory by Agnew. It analyzes the characters of the brothers mentioned in the book.

TABLE OF CONTENTS:

Introduction

Strain Theory

Analysis

Conclusion

References

Introduction

Brothers and Keepers is a true account by John Edgar Wideman about his brother being sentenced to prison for life for murder. This is something which Wideman understands and learns to cope (Wideman, 2005). He questions the meaning of criminal behavior and its development. He examines the nature of the prison system as he must learn to cope with that system as a visitor. He is an outsider who gains an insight by his visits and letters written by his brother from the inside. The general strain theory says that social forces cause crime which was extremely radical at the time. In mechanical societies, crime is normal. In organic societies, the function of law is to regulate the interactions of various parts of the whole of society. Strain refers to the processes by which inadequate regulation at the societal level filters down to how the individual perceives his or her needs. It also refers to the pains experienced by the individual as they look for ways to meet their needs. The strain theory says that crime breeds in the gap and imbalance between aspirations for economic success and possibilities of achievement. Crime is concentrated among the lower classes because of their least legitimate opportunities for achievement. Culture and social structure produces intense pressure for crime. The lower classes are vulnerable to this pressure because they have to maintain their unfulfilled economic aspirations despite frustration or failure. Persons with high economic aspirations and social class aspirations are linked independently with crime. Components of income, education and occupation are used to measure the strain or pressure. They are indicators of a pattern of involvement in crime. Frustration is defined as an internal state in which goal blockage or irritating event occurs. It criminology it is referred to unexpected acts of violence.

Strain Theory

Agnew’s strain theory proposes that strain is not structural or personal but emotional as it involves a breakdown of beliefs in the role others play for expectations about normally occurring events. There is a difference between long term anger and episodic anger. An adverse environment can breed negative emotions that motivate one to engage in crime. Involvement in crime is sporadic for Agnew as people would desist if not for persistent negative events and affect. The failure to achieve positively valued goals can increase personal disappointment and encourages the person to stop desiring to put as much effort into relationships. Another type of strain which is produced when a dramatic change or loss occurs. This can include a serious illness or death befalls a family or close friends. The individual continues to show negative actions which occur as an anger induced response to create deviant behavior. This type of inescapable negative stimuli could be child abuse or peer pressure. Agnew’s general strain theory is concerned with types of strain rather than sources of strain. It aims to collect multiple measures of injustice. It strongly holds that strain can cause personality. Irritability is the main reason which causes personality to experience strain. Solitary adaptations may be possible with stress and hassles. There is also the sense of inequity or injustice which can also cause strain.

Agnew’s general strain theory says that frustration can breed anger, resentment or disappointment. It claims that actors do not enter interactions with specific outcomes in mind. Distress occurs when individuals feel establishing equitable relationships. Stressful events can interfere with achievement of expectations or fair outcomes.  Emotions are associated with strain in criminology according to Agnew. Distress can occur if individuals have feelings of being unrewarded for their efforts in comparison to the efforts and reward of similar others for similar outcomes. The negative emotions associated with negative relationships may be successfully handled by engaging in criminal behavior than in non criminal behavior. Anger has a significant impact on all measures of crime and deviance. Frustration is due to the inability to escape or cope with persistent reminders about the importance of these contexts. The general strain theory of Agnew defines aversion to the environment as stressful life events. Research has now determined that anger is related to crime and deviant behavior. It is a major influence on middle class criminal behavior. Stress related anger is related to breakdowns in relationships. Positive and negative events can induce incautious behavior than bring one contact with authorities. The causes of deviance can be different according to general strain theory. Drug use as deviance has been given special treatment because it does not represent an attempt to direct anger or escape pain but is used to manage the negative affect caused by strain. A distinction between stressful live events and life hassles has been useful in connection with events and nonevents. Hassles are micro stressors that can breed irritation, frustration and characterized by everyday transactions with the environment. Hassles can demoralize leading to emotional withdrawal from rules of compulsory role interaction. Stress has been equated with everyday tension and found to explain minor forms of crime and deviance. Strain theory continues to attract attention and support in a variety of different directions. It has progressed steadily in the field of criminology. Many fine ideas and debates have been perpetuated over the years like sociological phenomenon of altruism, egoism and other things. Strain theory provides a good job in providing structural and functional explanations of conflict theory and crime. It locates a process, event, or factor within a larger structure by emphasizing on locations and relations among positions in that structure. A functional explanation uses a structural approach to analyze how interdependent parts fit into and sustain an overall system. Strain theory assumes that society progresses into differentiated and complex societies. Specialization and individualism can create disruptions until the system can generate new methods of social relations. The system as a whole generates new ways to fulfill old functions.

Analysis

Wideman’s brilliant piece of work breaks through the standard biographies and presents readers with a combination of family memoir, true crime narrative and indictment of the justice system. What are interesting are his own learned scholarly discourse and his brother’s street dialect alternate throughout to give readers a dual perspective of family, culture and society. Robert is neither blamed nor lionized by Wideman (Wideman, 2005).  He recognizes that his younger brother is chance taker and rebel with a cause. He is a convict who retains his dignity by loss and tragedy. The book stretches beyond the limit of non fiction as it brings different perspectives, different voices and different narrators. Wideman wanders in the novel all over the place as it results in shifting realities (Wideman, 2005).  The state’s expressive, punitive gestures against offenders who are constructed as ‘alien others’ may be understood in this way. Rather than recognizing, in line with the narcissism of small differences, that those we reject closely resemble ourselves, we fall back on archetypes of ‘us’ and ‘them’. Research has described this process as the ‘splitting of the ego’, wherein parts of the self that are perceived as ‘bad’ are split off and identified with an outside object or another person. However the guilt of the criminal establishes the innocence of the society; but, like all oppositions, it risks a potential identification between its terms. We unconsciously attribute to others the undesirable aspects of our own personalities. This sort of scapegoating is a particular expression of general problem of shadow projection or denying the shadow. The shadow is an unconscious part of the personality that the conscious ego rejects or ignores. Ego and shadow, although separate, are seen to be inextricably linked together in much the same way that thought and feeling are. The ego, however, is in perpetual conflict with the shadow, in what is the battle for deliverance. The outcome of this battle depends on our ability to comprehend the shadow and to reconcile it with our conscious personality. Freud’s thesis in rests on his contention that the fundamental hostility of human beings towards one another constitutes a constant threat to civilized society. Rather than loving his neighbor and reserving his power to defend himself from harm, man is led by this ubiquitous aggressive drive to seek opportunities to exploit and sadistically attack others.

As the middle and upper class individuals grow older, they are exposed   to more different and maybe more white collar criminal opportunities as they move in to the trusted occupational positions. The potential white collar criminals have worked hard to earn positions of trust and power; they get rare chances to engage themselves in crimes which are unavailable to others. Because of the nature of jobs that are available to large organizations, it is very important to bear in mind how organizations influence individual behavior. The configuration and culture of an organization may control the perceptions of individuals and how they take advantage of criminal opportunities. An organization can expose individuals to various criminal opportunities but also encourage them in different ways. Examples are of hierarchical section of labor and disperse decision making which is found in various organizations that gives individuals the permission to hide behind the company “web” to avoid being held responsible. In addition, the organization can also encourage its workers through awards and promotional incentives to find creative solutions to meet the needs of the company. Organizations can create opportunities for white collar crimes and as well to pressure to take advantage of these opportunities. Hence organizations are important factors in creating situations.

Another important factor is that unlike ordinary street crime offenders, white collar offenders struggle their way to achieve a high level of material, occupational and social success. In other words, in order to gain something one thing has to we lost. Usually our mind thinks that the trap of success and achievements are the basic factors that promote conformity.

In order to understand white collar criminal offense, the laws and courts have shaped severe punishments that show importance on the doings engaged. The method in use with repeated tendency of repeating the crime involves “three strikes laws”. They emphasize on white collar sentence on the offense and refuse to recognize to the clean slate of the criminals. The conception of white collar crime is new. Despite the fact that it has been determined in this era, it has not been constantly considered by all. In the beginning a sociological idea, “white collar crime” is a term used legally. Crimes dedicated to maintain social status and high respect earned in the society is a white collar crime. The more precise legitimate definitions of white collar crimes emphasizes on the crime itself. Tax fudging can be a white collar offense conducted by anyone who fails to report all that he or she has.

Conclusion

An argument can be made that a crime foundation that has been laid, allows for a unbiased methods to be adopted which cannot be influenced by the individual’s class and does not on a whole effects on political or corporate influence. The problem arises about the prevailing offense-based approach is there is no list of white collar offenses. The arguments that the act determines the designation but does have a clear list of crimes included and excluded does not let one know if a crime should or should not be treated as a white collar crime on discussion. Accessible information show that common crimes such as murder, rape, drug violations, assault, and armed robbery disproportionately victimize the poor, while white-collar crime has a more universal impact on a broad range of socio-economic groups. The damage they cause is not limited to financial professions but also citizens who have limited assets and savings. The statistical data on white collar crime is limited but case studies and an increasing amount of subjective evidence have reported their sufferings. For example, media coverage of the Enron debacle showed workers and families who lost their jobs, savings, and pensions.

A uniform data and costs report does exist for common crimes and is used to initiate reforms, study trends, and develop appropriate policing activities regarding such crimes. However there are no uniform data and costs reports on white collar crimes are not available. White-collar crime data and costs must be collected from sources that are available to us. They include government agency data, journals, forecasting models, newspapers, and court jury reports. Several criminologists and other experts put forward the statement that white-collar crime produces more economic loss than common crimes (e.g., burglary, robbery, assault) in terms of both direct and indirect costs.

References:

Wideman, John (2005). Brothers and Keepers. Mariner Books.

Filed under: Sample essays — Tags: , — Jack @ 7:06 am

Sample Essay: Bilingual Education In The United States, Highlighting California.

Bilinguals use different languages depending on the setting and the addressee. Children often use the heritage language with older relatives whereas they use English with contemporaries. Church services may be in the heritage language, but Sunday school is often conducted in English because the younger generation is typically not fluent enough in the heritage language.

Limited use of a language is particularly harmful for the development of those heritage languages that are highly contextual. Development of the nuances of these languages depends on opportunity to use them in different contexts.

Bilinguals, when communicating with other bilinguals, frequently alternate languages. Such code switching is more common in oral than in written language. A number of linguistic constraints determine when and how the switch occurs (Romaine, 1995). The syntax, morphology, and lexicon of the languages play a role on possible switches. Code switching occurs at the discourse, sentence, or word level in the communication between bilinguals. A person may be talking to somebody in one language but switch to a different one when switching topics or when a different person joins the conversation. Bilingual mothers and teachers often employ code switching to call children’s attention.

Basically, Children from linguistically and culturally diverse environments share learning, communication, and motivational styles that are at discrepancy with those of the mainstream culture. Language and culture of children emerge to play a significant role in the ways children communicate with and relay to others and in their methods of perceiving, thinking, and problem solving. Individual differences in cognitive functioning are due not to distinctions in intelligence, but, rather, to personality appearances inherent in the sociocultural system.

Oral and written language development of bilingual learners is affected in many ways by their linguistic context. The sociolinguistic categories of languages influence the way languages are regarded in our society and the relative status they hold in comparison to English. It is not surprising that Standard English predominates in schools and other situations, given its status as world, national, and official language.

The type of languages students speak and the type of writing system used by the languages will influence the ease of acquisition of English. The greater the difference, the more likely that families and school will neglect the development of the heritage language. Often these students develop limited oral language skills in their heritage language whereas they become fluent and monoliterate in English.

The function and amount of use of a language influence proficiency of specific languages and language skills. Our society offers opportunities to use English in a wide variety of contexts. Inherit languages are mostly relegated to use at home or ethnic neighborhoods. When the language is used only in casual conversations, the student will develop the informal oral register of the language. Practice of the written language in academic settings is needed to develop the language for successful schooling.

Opportunity to use languages stimulates motivation to learn and to practice them. Intensive exposure to English helps develop English proficiency among students who are native speakers of other languages. As the heritage language erodes due to its limited use, speakers become less motivated to search for such opportunities and their families, school, and churches accommodate increasing use of English and contribute to the loss of the heritage language. Persistent language loss among young members of an ethnic group results in language shift for the whole community. Other social, cultural, political, and economic variables contribute to the maintenance or erosion of heritage language use within an ethnic community.

Families and educators realize that if they want their children to achieve bilingualism, they must provide opportunities for use of the two languages in both oral and written form. Students need plenty of exposure to social English through activities that integrate bilingual students with native speakers of American English. A demanding curriculum that explicitly teaches English academic skills is a precondition to success in the educational system (Chamot & O’Malley, 1994). Exposure to the heritage language through the Internet, connections with students in other countries, and as a medium of instruction in schools helps develop these languages beyond the familiar uses.

Families do not always have access to written material in the heritage language. Their children develop oral skills but do not acquire literacy unless the schools have bilingual programs or they attend special weekend schools for the promotion of ethnic languages. In some cases the language is not written. Thus, although students may be bilingual, they are not necessarily biliterate.

Fundamental to the lack of communication in discourse on bilingual education are diverse perceptions of bilingual education. Bilingual education broadly defined is any “educational program that entails the use of two languages of instruction at several points in a student’s school career” ( Nieto, 1992, p. 156). This simple definition is not what most people have in mind while they think of bilingual education.

Various proponents describe bilingual education as “dual language programs” that “consist of instruction in two languages equally distributed across the school day” (Casanova & Arias, 1993, p. 17).

Schooling usually defined as bilingual education really comprises a variety of approaches. Several programs have as goal bilingualism, whereas others ask for development of proficiency in English only. Programs are intended to serve different types of students: English speakers, international sojourners, or language minority students. Some models assimilate these students. Models differ in how much and for how numerous years they use each language for instruction. The preliminary language of literacy and content instruction differs across models.

Several use mostly the native language originally, others deliver instruction in both, and still others begin instruction in the second language, adding up the home language subsequent to a few years. There are special programs for language minority students in which all the teaching is done in English with a second language approach. The difference between bilingual education and English-only instruction models is significant. Bilingual education presumes use of English and another language for instruction. Submersion, structured captivation, and ESL models work with bilingual learners but are not bilingual because they rely on simply one language English for instruction.

“Programs that do not provide significant amounts of instruction in the non-English language should not, in fact, be included under the rubric of bilingual education” (Milk, 1993, p. 102).

As Ofelia Garcia’s statement with reference to bilingual children’s underachievement in education: ‘The greatest failure of contemporary education has been precisely its inability to help teachers understand the ethnolinguistic complexity of children …… in such a way as to enable them to make informed decisions about language and culture in the classroom.’ (Cited in Baker, 1996).

The present California Curriculum stands closer to realizing equity, defined as providing equal access to educational resources, than at any time in its history. But now calls are being made for improving the equality of educational outcomes for students across all income and ethnic groups, and California remains far short of reaching that ideal. While past concern about equality has sometimes meant lowering academic expectations for all, under Superintendent Honig, California’s strategy for moving toward this newer goal emphasizes higher standards for all students regardless of race and socioeconomic background, combined with compensatory financing for certain “impacted” districts and for bilingual education.

In California, language is politics. In the Lau vs. Nichols case of 1974, the California Supreme Court ruled that a student in San Francisco who spoke Chinese and knew no English had a right to attend a public school where his language deficiency would be addressed. Following that decision, California has made a substantial effort to develop, staff, and fund programs for the non-English speaking and the limited-English speaking students of the state (McCollum, 1993).

Since the outset of this effort, controversy has persisted over the appropriate goals of bilingual education. The view that is probably dominant argues that bilingual education should serve as a bridge between the child’s first language and developing fluency in English. A second view maintains that the child should be taught to become fluent in both his or her first language and English; a variation of this view recommends that native speakers of English be mixed in so they, too, will experience the advantages of knowing two languages. A third view, espoused most often by some Hispanic leaders, advocates that bilingual education should be part of bicultural education. Children should develop fluency in English and Spanish, and they should also be socialized into the Mexican-American subculture as well as the dominant American culture.

It is this third view that has created the most tension. Like most immigrant groups, many Mexican-Americans want to maintain their language and their cultural ties with Mexico. Bicultural education is seen by them as a way of preserving their dual heritage. Not all Mexican-Americans agree with this approach, however; some surveys suggest that many Hispanic parents want their children to focus on learning English in school, not Spanish. Hispanic leaders who support the bicultural approach continue to press the legislature to support bicultural education.

Some non-Hispanics see danger in the call for bicultural education. Their concern probably reflects a traditional value that immigrants to America should embrace its language and its culture. Some people also worry that California will become like Quebec, where differences in language and culture produce deep political divisions. Signs of concern about the growing importance of Spanish are evident. In November 1984 California voters approved a proposition to prohibit a bilingual ballot, and a bill has been introduced into the legislature to make English the official language of the state. In this kind of charged atmosphere, the role of Spanish in the schools takes on important symbolic political meaning. Views on language reflect cultural ideology (Secada  & Lightfoot, 1993).

It would be easier to resolve some of the controversy surrounding bilingual education if we knew more than we do about effective strategies for teaching English. Perhaps the sink or swim method used on past generations of immigrants works best; certainly, within a generation or two this method produced satisfactory results. But unlike previous waves of immigration, where a new ethnic group arrived over a fairly short time period and was eventually assimilated into the population, a new first generation of non-English speakers from Mexico is always present in California, and their large numbers combined with their geographic closeness to Mexico make it possible for many Hispanics to avoid becoming fluent in English. These facts may argue for a bilingual approach, at least in the case of Spanish.

One practical problem California faces is that 84 percent of the state’s teachers are Anglo and only 16 percent come from ethnic groups. Moreover, the state cannot begin to find sufficient numbers of teachers for its existing bilingual programs, either in Spanish or in the several other languages presently found in California. But even if California could staff classrooms to meet its current commitments under the law, the problem of language would remain serious. Many children whose English is not limited enough to make them suitable for currently established bilingual programs nonetheless still suffer from staid deficiencies in English.

California needs to identify all of these children and proffer them rigorous and sustained compensatory training. It is expected that many poor and disadvantaged children from all ethnic groups would profit from such an effort. The best time to start is when they are young. A large part of the poor academic performance and much of the attrition of poor and minority students stem from their shortcomings in English. The youngest students can endure elementary school with deficiencies in English, but by junior high school and surely by high school, they get into academic difficulty. By then it is virtually too late to assist many of them. An additional serious problem arises while older immigrant students who speak no English enter school and, because of their age, are placed in junior high school or high school. If they are assigned to English as a Second Language programs, their academic courses can be given at such a remedial level that by the time they become proficient in English they will have fallen behind other students.

California appears to be losing ground in its efforts to deal with problems associated with language, mainly Spanish. One suspects that some of the reluctance of the legislature to develop the scope of bilingual programs derives not only from the cost and the formidable practical problems presented by bilingual education, but also from the fact that language is tied up with the politics of bicultural education. The price that Hispanic activists will have to pay for an all-out attack on the language problem can include forsaking their bicultural agenda.

Moderately, the absence of a learned pedagogical perspective from ‘official’, centralized educational discourses has been reflected in a consequent absence at the local level. In the quarter of continuing professional development for teachers, for case, there is a still a propensity for the prime focus to be on teaching materials for bilingual students, while in books and published research there remains an importance on de-contextualized theory rather than on the application of this theory to analysis of actual teaching and learning events. No one would desire to deny the instant value of classroom materials for teachers of beginner-bilingual students, numerous of whom are denied any constant support in the classroom, in the form either of an experienced EAL teacher or of proper and adequate training linked to working with bilingual students: positively, the provision and development of appropriate as well as working classroom materials have offered a helpful lifeline to lots of teachers on the brink of despair.

Additionally, the requirement to develop such materials, as well the bases upon which they are developed, is typically underpinned by staid theory and research in the area. Though, the complexity with a prominence on classroom materials, if it is at the expense of professional development linked more particularly to pedagogy, is (a) that it just produces a quick-fix, short-term solution to a more enduring difficulty; (b) that it redirects teachers’ attentions away from the actual issues at stake, which are to do with how bilingual students are marginalized and silence, and how teachers can best assist those students to conquer such marginalization.

Placing such an importance on pedagogy is, a potentially risky business, as it inexorably quotes, describes and evaluates practice which is distinctly ineffective, counterproductive or absolutely hostile, besides practice which is effective, accommodating and understanding. It might also, proffer examples of practice which take a practical, realistic view of the place of teaching within the wider social framework and within the grammar of that wider perspective alongside examples of practice that shows to operate only within the restricted grammatical framework of the particular classroom or school situation within which the teacher is working.

Whereas the latter practice might often though not completely be characterized by its fundamentally reactive nature (‘this is what needs to be done concerning this student or set of students in order to keep discipline, makes them more prone to achieve their best grades, and so on’), the former is more characteristically characterized by its fundamentally responsive nature (‘this is what need to be done concerning this student or set of students in order to maximize their opportunities-and the opportunities of all people-in the wider social framework in which they must operate’).

As in a real case, a teacher who is deal with a work of art by recently arrived a bilingual student a work which apparently does not conform to any of the preset, outwardly fixed criteria by which the student will consequently be adjudged to be a proficient artist. The teacher’s retort to this student, as someone who is simply not compliant up to standard of artistic practice, leads her to treat the student totally in terms of the amount of time and effort he is likely to demand and of the improbability of his ever being able to attain the necessary skill to pass a public assessment in the subject. Her pedagogy in relation to this student as a result becomes one subjugated by the need for repression and surveillance rather than by a stress on development. Against this, there is the teacher who, on encountering an almost same situation, assesses the student’s work (a) within the potential frames of allusion of a hypothetical alternative set of cultural practices and predilections, This might not match to the criteria by which the student’s capability will be judged here, but could they possibly conform more strongly to those that apply somewhere else?’), as well as (b) within the framework of the skills and general expertise the student will require in order to be considered competent within the terms of reference of the new symbolic value system within which they are now working (‘What extra skills will the student need to attain in order to be successful in the public examination in this subject?’).

These two quite diverse perspectives on and interpretations of bilingual students’ work, partially caused by deviating, autobiographically rooted views as to what the teacher’s role must be, can lead to two quite distinct pedagogies and contribute to two very diverse learning outcomes (Alladina, Safder. 1995).

The risk in making such identifications along with comparisons of teachers’ practice lies partly in its instant openness to misinterpretation. There is always the prospect, for instance, that the critical analysis of positive episodes of classroom practice will be read as a common criticism directed toward all teachers, signifying that they have a personal and exclusive accountability for everything that goes wrong with a student’s education a view too often originating from the official views and agendas of central government. There are as well the dangers that case studies can generalize the ‘messy complexity of the classroom’ and its never more than ‘partially apprehend able practice’ (Goodson and Walker 1991, p.xii), or that they can entertain attention from where and in whose hands the larger troubles lie. On the other hand, teachers are, very keen to develop the quality of their work and find it as practical to reflect upon examples of futile practice as to imitate upon examples of practice that appear to be ‘good’.

Teachers do not require being secluded from notions of improvement. Certainly, to treat them as if they do is as impertinent as to believe that their presented experience and expertise must be ignored.

Teaching to children’s low level of English is found even in bilingual programs and in spite of the children’s academic proficiency in their first language. In several schools the bilingual language curriculum is so impecunious that children cannot function in the more complex English-language lessons except at the lowest levels available. In writing instruction for secondary level limited English-proficient students, writing is frequently used mainly in response to test items or worksheets, to the elimination of more demanding expository writing (Moll & Diaz, 1986).

More lately, this similar phenomenon has become apparent in computer instruction. Poor and LEP students do drill and practice; affluent and English-fluent students do predicament solving and programming ( Boruta, Carpenter, Harvey, Keyser, Labonte, Mehan, & Rodriguez, 1983; Mehan, Moll, & Riel, 1985). In all cases, students are locked into the lower levels of the curriculum.

Part of the predicament is the devastating pressure to make LEP students fluent in English at all costs. Learning English, not learning, has become the controlling goal of instruction for these students, even if it places the children susceptible academically. This prominence, usually based on the assumption that a lack of English skills is the prime if not sole determinant of the children’s academic failure, has become yet another means to preserve the educational status quo and contributes significantly to the domineering failure rate of Latinos and other minority youth in schools. This argument does not counteract the goal of children mastering English and achieving rationally in that language. Parents and teachers want that; it is obviously an important goal.

The pedagogical validation for the reductionist practices described above is as follows: These children require learning how to deal with English-language schooling; therefore it is crucial that they learn English as soon as possible; otherwise they might never be competent to benefit from instruction. Thus, while faced with LEP children, usually at diverse levels of English-language fluency, the foundation makes it seem quite rational for teachers to group children by fluency and regulate the curriculum accordingly, typically starting with the teaching of the simplest skill at least until the children know adequate English to benefit from more advanced instruction. Of course, learning English will take a little time, and the students might fall so far behind academically that disappointment is guaranteed. That risk seems inevitable to those who advocate this approach.

It is as well found that current bilingual education teaching and learning strategies gain from a holistic approach for biliteracy instruction ( Rigg & Scott Enright, 1986; Rivers, 1986). Such an approach values the bilingual students’ background knowledge and strengths in developing discovery and inquiry learning modes. Thus, teaching is hasty rather than structured instruction.

Holistic teaching amalgamates multi-level of communication skills listening, speaking, reading, and writing concurrently in the learning process. The entire, rather than its parts, are significant. From a holistic teaching approach, reading and writing are related processes. Reading can generate writing and writing generates reading. It must be noted that an approach derives from a theoretical perspective, whereas a method or technique is a practical relevance based on an approach.

Holistic teaching approaches utilize the four communication skills in every learning situation. Students learn not simply through formal instruction, but through the possibilities of discovery and inquiry. Learners, furthermore, are bounded by meaningful language contexts in which they can commence and react in the discovery and inquiry process and imaginatively seek to learn in a reactive, impulsive manner, rather than in passive, structured learning settings.

The holistic teaching methods and strategies’ most renowned in recent research for bilingual children developing literacy skills in two languages are the language experience approach, dialogue journal writing, the conference-centered approach, and ethnographic teaching methods. These approaches center on the communicative functions of bilingual development supporting researchers who advocate the native literacy approach as a method to allow Latino children to develop expertise in their native language so that they can instigate to read in that language. This approach has the added benefit of demonstrating to children that their native language is renowned as valuable and valuable.

Most assaults on bilingual education arise from an unsupported fear that English will be neglected in the United Kingdom, whereas, in fact, the remaining of the world fears the opposite; the attraction of English and interest in British culture are seen by non-English-speaking nations as an intimidation to their own languages and cultures. It is duplicitous because most opponents of using languages other than English for instruction also desire to encourage foreign language requirements for high school graduation. Finally, it is regressive and xenophobic as the rest of the world considers capability in at least two languages to be the marks of good education.

Educating bilingual students has to go outside merely teaching them English or merely sustaining their native language. The worlds of work demands that graduate attain not only high-level literacy skills in English, and even facts of other languages, but also analytic ability and the capability to learn new things. Bilingual students have not simply the potential but also the right to be prepared to meet up the challenges of modern society.

Criticisms of bilingual education are not all tenuous. Some bilingual programs are inappropriate for conveying quality education even if they have marked off some successful students. Much of the credit goes to the daring efforts of individual teachers (Brisk, 1990, 1994a).

Numerous bilingual programs are substandard. Somewhat than offering a blanket approval for programs on the basis of whether they use the children’s native language, advocates of bilingual education need to be selective by supporting only those programs and schools that adhere to the principles of good education for bilingual students. Bilingual education too often falls victim to political, economic, and social forces that feed on unfavorable attitudes toward bilingual programs, teachers, students, their families, languages, and cultures.

Such approaches translate into school characteristics that limit quality education for language minority students. Research on effective schools exhibits that schools can arouse academic achievement for students regardless of how situational factors persuade them. Deliberations of language and culture facilitate English language development devoid of sacrificing the native language and the ability to function in a cross-cultural world.

Implementation and evaluation of bilingual education programs require to move beyond supporting what have too often become compensatory programs. All students, but particularly bilinguals, deserve quality programs that prevail over negative stereotypes. Abundant consequences from empirical research and experience can help show the way.

Numerous bilingual programs exist as school districts must fulfill with legislation and court decisions. They survive in segregation within unsupportive schools where the attitudes toward the program are negative and the prospects of students are low. Students reject their identity in schools that do not accept their culture, but cannot adopt a new one ( Commins, 1989). Such students often become angry and unsettling ( Brisk, 1991b; McCollum, 1993). “One wonders what the achievements of such students would be if their energies were enlightened by an environment in which they no longer desired to trade ethnicity for school learning” ( Secada & Lightfoot, 1993, p. 53).

Schools without clear goals depend on the individual teacher for the quality of the program and are more vulnerable to ideological pressures. Devoid of explicit goals for bilingual education, confusion and discontent between staff and community are expected results. Lack of leadership and inclusion of the program leads to disparities in opinion with respect to the purpose of bilingual education. While English-speaking and a bilingual faculties do not share goals, a profound gap in communication develops amongst the faculty members, affecting teachers, students, and language use.

Though many teachers are well qualified, escalating demands on personnel have resulted in the hiring of inadequately qualified teachers or the recycling of mainstream teachers with no training to teach bilingual students. Because the program is often seen as remedial, curriculums are narrow, materials are deficient, and assessment is inadequate to English language development.

Such bilingual education programs must not be supported. The bilingual education should be supported not merely because it is good for bilingual students, but also because its accomplishment can benefit schools as a whole.

References:

  • AAhad M. Osman-Gani & Zidan, S.S. “Cross-Cultural Implications of Planned on-the- job Training. Advances in Develpoing Human Resources, vol.3, no.4, pp.452-460. November, 2001.
  • Romaine, S. (1995). Bilingualism (2nd ed. ). New York: Basil Blackwell.
  • Chamot, A. U., & O’Malley, J. M. (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Rowley, MA: Addison-Wesley.
  • Arvizu S. F., Hernández-Chavez E., Guskin J., & Valadez C. ( 1992). Bilingual education in community contexts: A two-site comparative research design. In M. Saravia-Shore & S. F. Arvizu (Eds.), Cross-cultural literacy: Ethnographies of communication in multiethnic classrooms (pp. 83-130). New York: Garland.
  • Boruta M., Carpenter C., Harvey M., Keyser M., Labonte J., Mehan H., & Rodriguez D. ( 1983). Computers in schools: Stratifier or equalizer? The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 5( 3), 51-55.
  • Brisk M. E. ( 1990). The many voices of education for bilingual students in Massachusetts. Quincy: Massachusetts Department of Education.
  • Brisk M. E. ( 1991a). Cross cultural barriers: A model for schooling bilingual and English-speaking students in harmony. Equity and Choice, 7(2), 18-24.
  • Brisk M. E. ( 1991b). The many voices of bilingual students in Massachusetts. Quincy: Bureau of Equity and Language Services, Massachusetts Department of Education.
  • Brisk M. E. ( 1994a). Portraits of success: Resources supporting bilingual learners. Boston: Massachusetts Association for Bilingual Education.
  • Casanova U., & Arias M. B. ( 1993). Contextualizing bilingual education. In M. B. Arias & U. Casanova (Eds.), Bilingual education: Politics, practice and research (pp. 1-35). Chicago: University of Chicago Press.
  • Commins N. L. ( 1989). Language and affect: Bilingual students at home and at school. Language Arts, 66, 29-43.
  • Diaz S., Moll L. C., & Mehan H. ( 1986). Sociocultural resources in instruction: A context-specific approach. In Beyond language: Social and cultural factors in schooling language minority students (pp. 187-230). Los Angeles: Evaluation, Dissemination and Assessment Center, California State University. (Eric Document Reproduction Service No. ED 304-241).
  • Francis, P. (1999) ‘Do it yourself soap’, The Secondary English Magazine, 2(4):18.
  • Franklin E. A.( 1986). “Literacy instruction for LES children”. Language Arts, 63( 1), 51-60.
  • Freire P.( 1985). “Reading the world and reading the word”. Language Arts, 62( 1), 15-22.
  • Goodson, I.F. and Walker, R. (1991) Biography, Identity and Schooling, London, Falmer Press.
  • Harvey, D. (1991) The Condition of Postmodernity, Oxford: Basil Blackwell.
  • McCollum P. A. ( 1993, April). Learning to value English: Cultural capital in a two-way bilingual program. Paper presented at the meeting of the American Educational Research Association, Atlanta, GA.
  • McLeod A.( 1986). “Critical literacy: Taking control of our own lives”. Language Arts, 63( 1), 37-49.
  • Mehan H. ( 1979). Learning lessons. Cambridge, MA: Harvard University Press.
  • Mehan H., Moll L. C., & Riel, M. ( 1985). Computers in classrooms: A quasi-experiment in guided change (Final Rep. No. NIE-G-83-0027). Washington, DC: National Institute of Education.
  • Milk R. D. ( 1993). Bilingual education and English as a second language: The elementary school. In M. B. Arias & U. Casanova (Eds.), Bilingual education: Politics, practice and research (pp 88-112). Chicago: University of Chicago Press.
  • Nieto S. ( 1992). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman.
  • Porter R. P. ( 1994, May 18). Goals 2000 and the bilingual student. Education Week, p. 44.
  • Rigg P., & Scott D. Enright(Eds.). ( 1986). Children and ESL: Integrating perspectives. Washington, DC: Teachers of English as a Second Language.
  • Rivers J.( 1986, March). Whole language in the elementary classroom. “Paper presented at the annual meeting of the Teachers of English to Speakers of Other Languages”, Anaheim, CA.
  • Secada W., & Lightfoot T. ( 1993). Symbols and the political contest of bilingual education in the United States. In M. B. Arias & U. Casanova (Eds.), Bilingual education: Politics, practice and research (pp. 36-64). Chicago: University of Chicago Press.
  • Vygotsky L. S. ( 1978). Mind in society. Cambridge, MA: Harvard University Press.
  • Wells G.( 1987). “Apprenticeship in literacy”. Interchange, 18( 12), 109-123.
Filed under: Sample essays — Tags: — Jack @ 6:37 am

29 Aug 2009

Sample Essay: Symbolism in The Grapes of Wrath

Outline

I.                   Abstract

II.                Introduction

III.             Thesis: The conflicts drawn in this story bring the rebirth of faith in humanism and more specifically on communism. This is expressed through certain symbolic factors witnessed on the path of the journey undertaken by the Joad family and their collective action.

IV. The journey of the Joads - symbolic analysis

IV.1 About the business system

IV.2 The new friend of the Joads

IV.3 California: Experience at the new workplace vs. old one

IV.4 The government camps: shattered hopes

IV.5 The connection with the author

V. Conclusion

Abstract

It is believed in literature that what a thousand words fail to express might be easily expressed through a metaphor. Often we assume that metaphorical representation is more appropriate with poems than a prose. However, time and again several powerful writers have smashed this false assumption to the ground and John Steinbeck is a mastro in such literary articraft. In his “The Grapes of Wrath”, Steinbeck metaphorically portrays the conflict between haves and have-nots. Moreover he moves further to explain social destruction and reconstruction cycle as well as the erosion of valuable social capital like faith, trust and beliefs. As an optimistic foresighter he brings back all those eroded social capital through a reconstruction process carried on by the interaction and conflicts of various social events. The following paper is an effort to illustrate those symbolic expressions of the writer and the metaphorical portraits those Steinbeck has portrayed throughout this story.

Introduction

The Grapes of Wrath (1939), one of the best selling works of John Steinbeck earned him the Pulitzer Prize and a National Book Award. This book using Joad family and a combination of incidence as metaphor portrays the ever-going fight between the haves and the have-nots. The story portrays the impact of the Great Depression and its challenge faced the States. (August 10-17) The conflicts drawn in this story bring the rebirth of faith in humanism and more specifically on communism. This is expressed through certain symbolic factors witnessed on the path of the journey undertaken by the Joad family and their collective action.

The journey of the Joads - symbolic analysis

About the business system

When Tom Joad, the principle character of this novel was walking down the road he found a tortoise that was just a moment ago almost hit by a sedan and took it to his lab and rested it safely under a tree. To Tom, this tortoise was just like his own farmer class, who struggles a lot to reach at a level and even there he is constantly under attack from the upper class. However, finally he manages to be victorious. (Steinbeck, 376) The most devastating incident that brought the disorientation of Joad’s family was the eviction of farmers by the bank representatives. The bank, compared to Joads, is the upper class that already possess a lot but strives for much more. Their hunger leads to the ill fate of the lower class.

The bank representatives, who came to evict the farmers, were merely the messengers of the upper class. They speak in their boss’ words; do for their boss’ work and perhaps, live for his boss’ life. However, Joads even find them a part of the same race as they belong, doing their duties only to keep their families survive. For Tom, this incident strengthened his viewpoint towards the upper class. The business system is like a machine that extracts from the poor and delivers to the rich.  When Joads saw the car dealership owners they found that they are trying to make money even out of the distress of an evicted person or family.

The new friend of the Joads

On their journey to California, the Joads stopped by a gas station and there they came to know that even getting a job in California is quite uncertain. Tom identifies the true enemy as the Capitalist system that excludes normal people from making a decent living. At the same time, with the death of Grandpa and Grandma, which was mainly due to their separation from their native land, the hate and anger against capitalism got reinforced. The way the two families Joads and Wilsons interact with each other and almost reaches a contract to help each other on their way to California, make Tom very ambitious about the prospect of collective action. (Dooley, 4-7)

California: Experience at the new workplace vs. old one

At the workplace the strange interaction between migrant workers was one of the most moving incidents that made Tom trust their own race. Throughout the daytime migrant workers coming from different regions and working for different purposes work separately but at the evening some ten or twenty families come together to share their anguish and pain. This collectiveness and sense of dependency upon each other was transforming the Joads to believe in their own race. (Jackson, 3)

After reaching California, the Joads fell victim to the notorious police force. The cops threatened them. While the quarrel was going among them, the police started firing and that led Tom to protest and finally resulted in the arrest of Casey (the priest). The cruelty of the Californian police was quite clear to Tom. He reckoned the police system as another armor of oppression of capitalism. The search of greenery that brought the Joads to California was slowly fading out. Tom started to believe that with the phase of capitalism, no matter what be the place the fate of the worker is sealed.

The government camps: shattered hopes

The government camps where the Joads reach now were generated hope for the family. The living conditions within the camp was far better than outside, but when Tom reach the field to work, he finds the wage go down and it is not passed by a law, rather, an arbitrary action on behalf of the Bank of West. (Steinbeck 195) Any argument regarding the wage on behalf of the labor would mark him as red. When Tom watches the fruits of the field to ripen and decay it seems to him that they are representing the business class that will definitely erode one day. Days at California were not at all productive for the Joads. Tom managed to have five days of work and the others nothing. By that time Casey was released from jail and was heading a group of men on strike. Casey justifies his action by saying that people who strive for justice always face oppositions but soon Casey was killed and in the whole incident Tom became a murderer again by killing Casey’s killer. The Joads’ family moved to Boxcar after this incident. Up to this point Ma Joad is highly protective her family unity and that’s why even after commitment of the murder she ties up the family to Tom and leave the Government camp for Boxcar. At Boxcar, accidentally Tom’s true identity got revealed and Ma Joad now seems to realize that family unity bereft of a greater social unity is irrelevant. She gives Tom seven dollars and asks him to take a bus and get away.

Tom leaves the family hoping to come back when everything cools down and wonders why people cannot work together. From an ordinary man who was convicted and imprisoned, is now transformed to a person with immense trust towards its class and deep faith in humanism and collective action. The Joads now faces a torrential rain that washed off their single property, the car. They were not the only migrants from labor background that has suffered; rather everyone paid their toll in the train. By that time, Rose of Sharon delivered a stillborn baby and while somehow managing to sustain life within the rain and flood, she delivers her breast milk to an unknown person only to keep him survive, picture of a true sacrifice. (Steinbeck, 95) Throughout the novel she was portrayed as an ordinary individual but the events that she goes through has made her capable of sacrificing her selfish goals for communal benefit. (Fadiman, 101)

The connection with the author

The above incidents clearly portray the author’s humanitarian nature and communist identity. The author found the laws of Christianity is too constrained to follow and often dubious to understand. Author’s feelings regarding religions, more specifically Christianity has been clearly reflected through Casey, a former priest whose initials resembles with Christ himself and surprisingly who speaks against religion. Steinbeck considers the big financial bullies as the path maker for capital atrocity. When the banks evicted the Joads with other families to make more money out of that land, Steinbeck brings into light the years old fight between haves and have nots. Throughout this story, with each pain that a migrant labor family experiences and with each casualty that it faces, the author’s belief that capitalism is at the root of labor distress gets portrayed. With Tom Joad, Steinbeck brings into figure a hero, who stands for the poor and is full of action against any capitalist exploitation.

Conclusion

The transformation that Tom Joad experiences through all the incidents his family faces, stands for the author’s deep trust in humanism and communism. Collective action that Casey told and Tom dreamt is another aspect that Steinbeck was very fond of. A social movement with collective action from the have nots all over the world to bring a truly peaceful land offering livelihood to all is what Steinbeck dreamt of. Social unity and sacrificing individuality for mass benefit, the sole word of Steinbeck’s heart comes into life when Rose of Sharon a middle class ordinary lady with normal dreams, offers her own milk to an unknown person to keep him alive. As a whole Steinbeck was a great believer in humanism and holds society far above individual interest. He believed that collective action and labor union securing the benefits of the labor may hold the key for the future prosperity of common people and that is why he questions why people cannot work together for their living, why we cannot do what Casey had done.

References

  1. August, Eugene.  “Our Stories/Our Selves: The American Dream Remembered in John Steinbeck’s The Grapes of Wrath.”  University of Dayton Review 23.3 (1996): 5-17.
  2. Cowley, Malcolm. Review of The Grapes of Wrath. In New Republic, May 3, 1939, p. 382
  3. Fadiman, Clifton. Review of The Grapes of Wrath. New Yorker, April 15, 1939, p. 101.
  4. Jackson, Joseph Henry. Review of The Grapes of Wrath. New York Herald Tribune Books, April 16, 1939, p. 3.
  5. Steinbeck, John. The Grapes of Wrath, Penguin publishers, 1999
Filed under: Sample essays — Tags: — Jack @ 4:39 am

Sample Essay: The Role Of Women In A Doll’s House

Ibsen, in the play A Doll’s House, makes several impressions about the perceptions of society and how women roles are defined at that time. From the play one can view what Ibsen believed about the roles of gender and pertaining equality between males and females. This is actually a play where one can observe how the gender status was at the time and Ibsen’s belief about this matter. Ibsen displayed the role of women very clearly in this play. As the play commences, Nora’s behavior is like that of most women of the time: she gave in to anything her husband said and took in all orders issued to her by the husband. In the beginning she was the ideal woman and wife according to the society and the husband. Her husband would insult her many times and even accused her of having too much sweets and gaining weight. In general we see the role of Nora being completely the opposite of Torvald.

In A Doll’s House, Ibsen paints a bleak picture of the sacrificial role held by women of different economic standards in his society. In general, the play’s female characters demonstrate Nora’s assertion that even though men refuse to sacrifice their integrity. In order to support her mother and two brothers, Mrs. Linde found it necessary to abandon Krogstad, her true but penniless love, and marry a richer man. These are some of the sacrifices that women have to undergo. The nanny had to abandon her own child to support herself by working as Nora’s children caretaker. As she tells Nora, the nanny considers herself fortunate to have found the job, since she was a poor girl who had been led astray. Ibsen’s concerns about the position of women in society are illuminated in A Doll’s House. He believed that women had a right to develop their own individuality, but in reality, their role was consistently self-sacrificial. Women were not considered as equal with men, either in relation to their husbands or the society at large, as is clear from Torvald’s horror of his employees thinking he has been influenced in a decision about Krogstad’s job Nora his wife.

Though Nora is financially advantaged in relation to the play’s other female characters, she on the other hand leads a complicated life because society dictates that Torvald be the marriage’s governing partner. Torvald issues pronouncements to Nora, and Nora must hide her loan from him because she knows Torvald could never accept the idea that his wife a woman, had helped save his life. Furthermore, she must work in secret to pay off her loan because it is illegal for a woman to obtain a loan without her husband’s permission. By motivating Nora’s deception, the attitudes of Torvald and the society at large leave Nora susceptible to Krogstad’s blackmail. Women could not conduct business or control their own money, for which they needed the authorization of the man who was portrayed as the owner of women. Furthermore, they were not educated for responsibility as it may be seen. Nora falls foul of both inequalities, by taking out a loan from the bank without the authority of Torvald the husband or the father, and by believing, out of ignorance of the world, that she could get away with forgery of a signature. The role of women is that of insubordination to men. Economic dependence contributes to this role.

In a sense, single women like Mrs. Linde seemed to be freer than the married ones. They earned their money and did not need to hand it to anyone and could do whatever they wished with it without any influence or control. Despite this freedom to earn and spent their money, the employment that women could get was limited and not well paying, as we see in Mrs. Linde’s case. The viable jobs were clerical work, teaching and domestic work. The work that women could do was only what was not termed to be interesting and hence it was left for women. It was not challenging and this is why intelligent women like Mrs. Linde we left ‘empty’ inside. This is another way to express the sacrificial role of women in this society. In this way marriage was seen a trap in another view. Though divorce was available, it carried such a major social stigma not just for the woman, but also for the husband and family, that few women took it as an option. This is why Torvald would rather have a pretext marriage, for the sake of communal image, than a divorce or separation. This is a display of the sacrificial role of women.

The female characters of Nora, Mrs. Linde and the Nurse all have to sacrifice themselves to be accepted by the society, or even to be able to live their lives reasonably. Nora not only sacrifices herself in borrowing money to save Torvald, but she loses the children she undoubtedly loves when she decides to move out of the marriage and pursue her own identity. Mrs. Linde sacrifices the true love of her life, Krogstad, and marries a man she does not love in order to support her needy relatives. The Nurse has to give up her own child to look after other people’s children, in order to attain some financial stability. In Ibsen’s time, women who had illegitimate babies were stigmatized, while the men responsible moved on with life without any prejudice. Nora’s abandonment of her children can also be interpreted as an act of self- sacrifice. Despite Nora’s great love for her children manifested by her interaction with them and her great fear of corrupting them, she chooses to abandon them. Nora strongly believes that the nanny would be a good mother and that leaving her children was in their best interest.

Nora, Torvald, and Dr. Rank each express the belief that a parent is obligated to be honest and upstanding, because a parent’s immorality is passed on to his or her children like a disease. In fact, Dr. Rank does have a disease that is the result of his father’s depravity. Dr. Rank implies that his father’s immorality with his many affairs with women, led him to contract a sexually transmitted disease that he passed on to his son, causing Dr. Rank to suffer for his father’s misconduct.

‘Because an atmosphere of lies like that infects and poisons the whole life of a home. In a house like that, every breath that the children take is filled with the germs of evil (pg.179)’.

Torvald quips the idea that the parents determine the moral character of the children when he tells Nora that young criminals had lying mothers. He also cannot allow Nora to continue relating with their children after he learns of her dishonesty for fear that she would corrupt the children. Mrs. Linde, on the other hand, abandoned her hopes of being with Krogstad and undertook years of labor in order to tend to her sick mother. Ibsen does not pass judgment on either woman’s decision, but he does use the idea of a child’s debt to her parent to demonstrate the complexity and reciprocal nature of familial obligations.

Women had a specific role they had to fill. They had to look just like that and act just like that. This was to raise the children in a certain way, and keep up the house in a perfect way. Many women tried to fill this position of the “perfect housewife”. Women balanced their ever so busy family lives as well as their social lives. They stayed home to take care of the kids, while the husbands took a break to meet friends over for tea or coffee. Women had to be the picture of perfection.

Nora had an overbearing father who told her what to do, what to wear and what to think. This is one of the ways that we are able to clearly observe the role of women in Ibsen’s ‘A Doll’s House’. This way he is able to cut out the role of women as the respond to the attitude of men and the society at large. When she left his house for her husband’s house, she received the same treatment in exactly the same way except in the place of a father she now had a husband and she had wifely obligations to fulfill.  Nora is the kind of woman that does and says what she is instructed saying that she did not know who she was.  She was taught to obey the wishes of the men in her life as with many women throughout the society. .

The pet names used on Nora like “little skylark” and “featherbrain” signify that he takes Nora to be a lower person than himself. This is not the view of Torvald but one that signifies the mind of the society as far as the role of women is concerned. According to Torvald, Nora is not intelligent enough to reason like him. This is the same position that Nora assumes when she flirters the husband in order to get what she wants. Despite the fact that she’s just pretending in order to fit in Torvald’s façade, it seems to meet Torvald expectations on her. He treats Nora like a child to make her feel comfortable in her role as a helpless woman who needs a man to lean on. When Nora has to make her own decision, she does this in secret as we see in the loan forgery. The conversations between Nora and the husband are just about simple things that don’t have much impact in life. Nora’s talk about scientific investigations is just a big joke to Torvald (Frederick, 43).

This image seems as a uniformly accepted ideology of this community. The woman’s place is at home to pursue the role of obeying the husband and doing other duties that he finds fit for her. This is a model of a patriarchal society, where men rule the women. It is a case of a woman in a man’s world. Women are subjected into the role of oppression (Urban, 18). The society takes this position as a normative action. We find how hard it is for the women in Doll’s house to get out of this dilemma or even express their case. Women basically act in roles they do not have the chance to choose for themselves or influence in any manner.

In summation, the women in ‘A Doll’s House’ have a specific role to play within the society. One of the main roles that is well brought out in the play is the one of sacrificing for the family members. This is what makes Mrs. Linde get married at first to take care of her brothers and the sick mother. This was really a sacrifice. Getting married to a man she did not love was going out of her way. Nora’s departure from her marriage is a sacrifice because she had to leave her children. We can tell that Nora loved her children but she had to sacrifice and leave them. The other major role is the familial duty. This is squarely an expectation of the society. Nora’s departure is looked upon with a weird eye from the society because she is not expected to leave. Generally, women are taken to be inferior and are hence given the roles taken to be inferior.

Works Cited

Marker Frederick and Lise-Lone Marker, Ibsen’s Lively Art: A Performance Study of the Major Plays.  Cambridge: Cambridge University Press, 1989.

William.Urban. Parallels in A Doll’s House. Festschrift in Honor of Charles Speel: Thomas  Sienkewicz and James  Betts. Monmouth College, Monmouth, Illinois, 1997

Filed under: Sample essays — Tags: — Jack @ 4:23 am

Sample Essay: Declaration and Resolves of the First Continetal Congress

The first continental congress took place in Philadelphia in September 1774. All the colonies apart from Philadelphia were represented. The American colonist delegates presented many grievances against the British government.

The four major grievances the colonists expressed against the colonial government according to Anderson et al (1950) were that Parliament was unfair in its taxation policies on the colonists. This was because the colonists were being taxed but not represented in Parliament. The second grievance was that the standing armies Parliament had instituted were a burden to the states, especially when there were no wars going on. The third grievance against the British parliament according to Anderson (p.95) was that the British Parliament” Had broken up their assemblies, treated their petitions with contempt and passed laws which were unfair, illegal and destructive of colonial rights.” The fourth grievance was that the colonialist had oppressed the populations and did not give them freedom to operate in various spheres of their lives such as in property ownership, life and liberty.

According to Cornell University Law School (n.d) the bill of rights was instituted as a reaction to the oppression of the citizens by the British. The bill of rights guaranteed each citizen the freedom of life, liberty and property. It also guaranteed the people’s right to associate and interact with whoever they chose as long as they were peaceful. People also had the freedom of religion and “to petition the government for a redress of grievances”.

According to U.S. Constitution Online (2007) Congress was given the powers to collect taxes but restrictions placed to the methods taxation and use of government funds. The constitution stated that Congress could not withdraw money from the treasury “But in consequence of appropriations made by law.” Congress also had to give an account to the electorate as to how it used national resources. Congress has to use the taxes for the welfare of the whole State.

The constitution provided for checks and balances within its three arms to help prevent over concentration of power on one person or institution. To prevent arbitrary passing of bills, or legislations, a bill was to be supported by two thirds of the Congress before being passed on to the president for assent. If the president rejected it, it could be accepted if it got a majority vote when re-passed again in parliament. The Judiciary also checks the powers of the legislature and executive.

The constitution guaranteed “every state in this union a Republican form of government”. This was to enhance democracy and avoid dictatorship as witnessed in case of the British monarchy.

The government was to be in charge of taking care of the army and providing for its resources.

In conclusion, the constitution and the bill of rights safeguards against the abuse of power by any institution or person and protects the rights of each and every American citizen. With some of the article and amendments especially made as a reaction to the abusive British monarchial system of ruling.

References

Anderson, R. Howard et al. (1950). The Making of Modern America. Houghton Mifflin Company: Massachusetts.

Cornell university law school.(n.d) United States Constitution. Last Accessed 29 April 2007. http://www.law.cornell.edu/constitution/constitution.table.html#articleiv

The U.S Constitution Online. (2007)The United States Constitution. Last Accessed 29 April 2007. http://www.usconstitution.net/const.html#A4Sec1

Filed under: Sample essays — Tags: , — Jack @ 3:53 am

Sample Essay: International Drug Trade

OUTLINE

Introduction:

The phenomenon of Human Rights

The Universal Declaration of Human Rights

Body:

The philosophy of Human Rights

The main points of UDHR

Different Categories of Human Rights

Different Violations of Human Rights

Conclusion:

The State as a Safeguard of Human Rights

Strict Implementation of the Universal Declaration of Human Rights

Human Rights

The iron cage of sovereignty-based international law continued to imprison the legal imagination, its power loosened significantly in the twentieth century. In terms of State actors, the opening out of the system to all `peace-loving’ States leaving aside the arcane language of subjects and objects, a range of entities - States, international organizations, peoples, individuals, transnational corporations, etc., presently participate in international law. This flexibility is reflected only to a limited extent in current articulations of sources of international law. The Charter, incorporating Stagiest and Enlightenment elements, is at the root of modern developments. The Universal Declaration of Human Rights (UDHR) in 1948 made the foundation of the modern human rights. The human rights movement is a truly global phenomenon, as individuals around the world cite the declaration and its rights as a way of describing their needs. Human rights movement that followed from it came out of the worldwide revulsion at the atrocities that were committed during World War II. The declaration served as a direct rebuttal of the racist and fascist ideologies that had “disregard and contempt for human rights” at their root and led to “barbarous acts which have outraged the conscience of mankind” (UDHR preamble)[1].

International law had made some progress in the formation of human rights norms; it was at a primitive stage at the time of the drafting of the UDHR. Customary norms covered only the most basic of human rights issues (such as the prohibition on slavery) and instruments were selective in both their subject matter (e.g., the Red Cross conventions on human rights during conflict) and the states that were covered by them (e.g., the Minorities Treaties imposed on some of the defeated powers of World War I). Human rights principles represent the contract between the individual and their state that is the basis for this legitimacy. Both agree to abide by rights and obligations that allow the state to protect the interests of all individuals without restricting the rights of any given individual any more than is necessary. For a state to be legitimate, therefore, it has to keep to the contract. If the state breaks it (when there is “tyranny and oppression”), it is no longer worthy of respect and has lost the authority to govern. Taking its cue from the philosopher Thomas Paine, the preamble states that “it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law.” This qualified notion of legitimacy makes human rights scrutiny on the international level compatible with state sovereignty. Human rights are no longer only of concern nationally; they are a global issue, though its principles do not necessarily exhaust the whole of modern international law.

On the first element, Charter principles command respect for sovereign equality, territorial integrity and non-intervention in domestic affairs. The language of the rational, the secular, the democratic and the universal disseminated in key texts such as the French Declaration on the Rights of Man and the Citizen and the American Declaration of Independence eventually found its way into the Charter of the United Nations and the Universal Declaration of Human Rights. Whereas the Dumbarton Oaks `Proposals for the Establishment of a General International Organization’ prepared by the Four Great Powers made only brief reference to `respect for human rights and fundamental freedoms’ in connection with `Arrangements for International Economic and Social Co-Operation’,

In the Charter, human rights figure in the preamble, among the Purposes of the United Nations, and elsewhere - there are seven distinct references to human rights in all, scattered throughout the text. The formulaic provision demanding that the rights be respected and promoted `without distinction as to race, sex, language, or religion’ appears in four cases. The promotion and encouragement of respect for human rights and fundamental freedoms is listed among the Purposes of the UN, complementing the concern with international peace and security. Article 68 of the Charter provided that ECOSOC shall set up functional commissions in various fields including human rights - a major outcome was the setting up of the Commission on Human Rights, and latterly the Permanent Forum for Indigenous Issues. The Universal Declaration of Human Rights proclaimed by the General Assembly in 1948 exhibits a content and structure which has conditioned thinking on human rights to a significant degree: as Morsink observes, `there is not a single nation, culture, or people that is not in one way or another enmeshed in human rights regimes’.[2]

The Declaration was conceived by its authors as a new fact in the world, adopted by an assembly of the world community. In the process of drafting, its title was changed from an `international’ to a `universal’ Declaration, drawing attention away from the authors of the document to its addressees. It is possible to read the Declaration as incorporating categories or generations of rights, with civil and political rights granted at least lexical priority. They include basic freedoms such as freedom of thought, conscience and religion, of opinion and expression, of peaceful assembly, freedom from arbitrary arrest, torture and slavery, and rights to equality, nationality, to marry and found a family, and so on. The provisions on economic, social and cultural rights including social security, work, rest and leisure, an adequate standard of living, education and participation in the cultural life of the community more clearly require the provision of resources by the State. However, all human rights consume resources, since even the successful prohibition of torture requires information campaigns, administration, training of officials, and monitoring of their conduct in case bad habits of physical and mental abuse have become ingrained in routines and practices. Solidarity rights of a universalistic kind are intimated in Article 28 which provides that everyone `is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized’.[3] Further, everyone is entitled to the rights in the Declaration `without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status’. Human right as a whole, the Universal Declaration is sometimes portrayed as a hymn to individualism.

The rights are for `all human beings’, not for particular groups; they are for `everyone’, `all’; prohibitions of torture, slavery, etc., require that `no one’ will be subjected to such. Apart from the trite fact that the rights are addressed to a class of persons, there seems to be little space for communitarian notions. Closer examination suggests more nuanced readings. The preamble refers to `peoples’ and `nations’; Article 21 provides that `The will of the people shall be the basis of the authority of government’; Article 1 states that all human beings should `act towards one another in a spirit of brotherhood’ - a gendered expression of human solidarity. The non-discrimination principle and its more truncated expression in the UN Charter - carries the implication that violations of human rights direct themselves, against In a UN canvassing of the views of States on the meaning of `community’ in Article 29, many responses referred merely to the State as the community intended, but some asserted that this could be communities other than the State, including `social groups’.[4] However, the UN Special Rapporteur’s summary of `community’, while it refers to groups, the family, the neighborhoods, cities, villages, social units, societies, regions, countries, states and nations.

Nevertheless, communities of whatever stripe complement personal right-holders in the Universal Declaration and other general rights texts. In a perceptive critique based on general theory and the texts of international human rights, Leary distinguishes between principles and doctrines based on `persons and personalism’ which place `an emphasis on the intrinsic links between persons and community’ and those that deal in the currency of `individuals and individualism’.[5] Leary claims that international human rights reflect the former concept rather than the latter. The standard setting Universal Declaration of Human Rights as the paradigm of individual rights is implicated in her critique.[6] Thus, while there is no explicit drawing out of a community right in the Declaration, communitarian inflections in the human rights field is no novelty. Beyond the Declaration, resolution 96(I) of the GA had already pointed to a group right to existence in the context of genocide.  Communities, it seems, dwell in the normative heartland of human rights.[7]

The hugely increased normative ambitions of international community are no where more visible than in human rights and democracy. The relationship between ruler and ruled, state and citizen, should be a subject of legitimate international concern; that the unfair treatment of citizens and the absence of democratic governance should trigger international action; and that the external legitimacy of a State should depend increasingly on how domestic societies are ordered politically.

The Universal Declaration of Human Rights was followed by the international covenants on Civil and Political Rights and Economic, Social and Cultural Rights. While the Charter does not attempt to list or categorize potential holders of rights, the inclusion of the non-distinction/discrimination formula endured it not improbable that bodies of law could be developed for racial groups and ethnic minorities, women, speakers of languages and adherents of religions International organizations have also carried through that programme with a vengeance, adding rights of children, the disabled, migrant workers, refugees, women etc. Besides categories of persons, international law has developed rules and principles about particular `practices’ and `conditions’ including apartheid, genocide,  torture, slavery and statelessness. The human rights production-line has also fabricated a raft of texts on specific rights, including the right to development. If we add the multiple productions of regional intergovernmental bodies - the OAU, the OAS, Council of Europe, etc., to those of the UN, we may arrive at some conception. of the scale and scope of the human rights project.[8]

The corpus of instruments includes treaties and declarations, politically binding agreements, myriad varieties of `soft’ and `hard’ texts, customary law, or fundamental principles of non-derivable law. The texts inscribe, restate and supplement basic principles of State responsibility. They have greater difficulty in reaching through the `capillarity’s of power’ to engage the responsibility of private persons and groups, though some branches of principle have considerable impact on the `private/public divide’ notably in the development of women’s rights, when the right to privacy is interpreted according to one critic as `protecting from scrutiny major sites for the oppression of women: home and family’. On the international recognition of the rights of women, and the need to address the evils of racial discrimination and apartheid, Falk observes that each of these undertakings `represented the crystallization of particularly intense demands that took shape at a given time for an acknowledgement of rights, as a collective and formal expression of the urgency and seriousness of the claim and the grossness of the abuse’. He also notes that in the case of the individuation of rights particular categories, `the prohibited behavior could analytically have been subsumed under a broader group of preexisting rights or demands’.

The search for fresh articulations of rights can be prompted by diverse considerations; among them could be some widely shared perception of a need, of a pain which is not being addressed. This has spawned international concern about the condition of `vulnerable groups’. Rights claimants may self-identify and impress the international constituency through determined articulation of their point of view. A crisis such as that in the former Yugoslavia may present the world with new horrors and/or contribute to the realization that a particular practice such as terrorism/genocide through rape needs a specific remedy. International concern with human rights does not justify forcible action against recalcitrant States: the strength of human rights is in its discourses, rather than the armed divisions which, like the Pope, it does not possess. Unilateral action against human rights violators is still outside the legal pale, as is forcible action in support of self-determination. Intervention in support of human rights was not sanctioned by the International Court of Justice.

NATO action in Kosovo, ostensibly undertaken for reasons of human rights, does not set a precedent. However, the UN Security Council has increasingly incorporated elements of human rights into its official security concerns, in which respect Security Council resolution 688, condemning `the repression of the Iraqi civilian population in many parts of Iraq, including most recently in Kurdish populated areas’,  may have been a turning-point. International organizations have chosen to develop programmes of implementation of human rights by softer methods than the use of force. International standards are backed up by varying qualities of implementing mechanisms: mandatory reports of States to international supervisory bodies, systems for dealing with individual claims and accusations of rights violations, systems for inter-State claims, procedures for mass violations of rights, courts, and other types of tribunal, committees and commissions, working groups for monitoring. States or practices and rapporteurs for the same, assisted and complemented by complex rights bureaucracies of international organizations, programmes of technical assistance, programmes of conflict prevention through solidifying human rights within States, preventive diplomacy and just diplomacy in general, and so on.

Conclusion

The State stands in an ambivalent position on human rights from an international law perspective. On the one hand, the State is the major guarantor of rights; on the other, it is a major violator. The point was made earlier that sovereignty is not what it was - or assumed to be - in previous centuries. To the diffusion or dissenting of sovereignty attributed to the growth of supranational organizations and sub-national groups, including indigenous peoples, may be added the effects of globalization. The term incorporates a range of contested meanings, at the core of which. While human rights can be viewed as part of the globalizing process, `globalitarians’ focus largely on the economic and social, favorably contrasting global `capital, space, history and the power to transform’ with the local values and sites of labor and tradition. I personally think the United Nations who themselves introduced the charter have been largely unable to implement and keep a check on the violation of human rights in different countries, so therefore it is necessary that a strict check and actions are taken against states violating Human Rights, the global phenomena of Human rights should be implemented as it is the basic right of any Human being to live in a safe and peaceful environment, so therefore violations of Human Rights around the world should be dealt with strictly and all the Articles of the United Nations Declaration of Human Rights should be implemented in the true spirit as it has been developed by the States  themselves.

References

  1. Shelly Wright International Human Rights, Decolonization and Globalization: Becoming Human. Routledge. London. Publication 2001.
  1. Adamantia Pollis, Peter Schwab Human Rights: New Perspectives, New Realities. Lynne Rienner. Boulder, CO.: 2000
  1. Alan G. Smith Human Rights and Choice in Poverty: Food Insecurity, Dependency, and Human Rights-Based Development Aid for the Third World Rural Poor. Praeger. Westport, CT.: 1997.
  1. Rebecca J. Cook Human Rights of Women: National and International Perspectives University of Pennsylvania Press. Philadelphia. 1994.
  1. Michael J. Perry The Idea of Human Rights: Four Inquiries. Oxford University Press. New York. 1998.
  1. Richard Falk Human Rights and State Sovereignty. Holmes & Meier Publishers. New York. 1981.
  2. George W. Shepherd Jr., Ved P. Nanda Human Rights and Third World Development..: Greenwood Press. Westport, CT.: 1985.
  3. Jean-Marc Coicaud, Michael W. Doyle, Anne-Marie Gardner The Globalization of Human Rights. : United Nations University Press. New York. 2003.

[1] See, generally, J. Morsink, the Universal Declaration of Human Rights: Origins, Drafting, and Intent (Philadelphia, Pennsylvania University Press, 1999).

[2] Morsink, `Cultural genocide, the universal declaration, and minority rights’, Human Rights Quarterly 21 (1999), 1009-60.

[3] UN Doc. A/C.3/SR.162, 729-30.

[4] Morsink, Universal Declaration, p. 248

[5] Cf. T. Franck, The Empowered Self: Law and Society in the Age of Individualism (Oxford University Press, 2000).

[6] V. A. Leary, `Post liberal strands in western human rights theory: personalist communitarian perspectives’, in A. A. An-Na’im (ed.), Human Rights in Cross Cultural Perspectives: A Quest for Consensus (Philadelphia, University of Pennsylvania Press, 1992), pp. 105-32, at p. 106.

[7] The phrase of Tore Lindholm, `Prospects for research on the cultural legitimacy of human rights: the cases of Liberalism and Marxism’, in An’Naim, Human Rights in Cross-Cultural Perspectives, pp. 400 ff.

[8] See United Nations, Manual on Human Rights Reporting under Six Major International Human Rights Instruments (Geneva, United Nations, 1997) for reporting procedures under six main treaties.

Filed under: Sample essays — Tags: — Jack @ 3:32 am

28 Aug 2009

Sample Essay: Stanford Achievement Test

Background

The Stanford Achievement Test is now a state of the art and it is used to assess and measure the progress of the student towards high academic standards. In 1923, Stanford Achievement Test first introduced and it had several revisions. Each revision includes updates to better align the test with the curriculum trends. Revisions update all the information to make it more valid comparisons and to improve all the information included in the test. The thirteen battery test is given to students from kindergarten through grade 12 and it used to measure their scholastic achievements. The features of Stanford Achievement Test features stand out from other achievement test and it aims to best accommodate the children. The primary objective of giving the test is to assess the children from their academic knowledge and it is given for the elementary and secondary students. The Stanford Achievement Test is standardized test and being utilized by most schools in the United States. The tests consists 13 levels that correspond based on the year level of the student. There are subsets included in each test covering the subjects like mathematical problem, reading and comprehension, science, and problem solving. The test usually comes in several types such as short answer, multiple choice and extended response. The tests have questions wherein the students are required and given the opportunity to answer in long sentences wherein the extended response allows the student to make graphs on their answers. Science and mathematics exams usually require the students to show illustrations to clearly explain their answers. The students are assessed by their test scores as it reflects their academic performance and measure their developmental scale. The performances of the students are compared with representative sample of students across the United States. Stanford achievement test started from the early twentieth century and it primarily used to assess the student’s academic achievement. Stanford Achievement Test has new types of questions and these questions are based on the actual performances of the students.

Test Structure, Format, and Administration

The Stanford Achievement Test includes series of tests consist the two levels of the Stanford Early School Achievement Test that is given to grades K through the first half of Grade 1. SAT includes eight levels covering the second half of grade 1 through the end of the junior high school. The Stanford Test of Academic Skills is used to measure the students in grade 9-12 in basic skills that are essential to continue the academic training. The tests in SAT combine multiple choice and open ended subtests that are aligned with the national standards. The open ended subtests includes instructional objectives that is utilized to measure the performance tasks and with the constructed response of the students. These open ended subtests are supplement to multiple choice type of test and it is comprised of mathematics, reading, science, social science and language.

Validity and Reliability of Scores

The statistics measure the reliability of test items in Stanford Achievement Test. All the students are included in the measurement of progress and their progress will be evaluated by the schools toward the achievement standards. The Elementary and Secondary Education Act was amended by No Child Left behind Act wherein all the students even with disabilities and disadvantage students will participate. Their performances will be compared to the general population. Reporting on the performances of students with disability is required to ensure that there will be no students left behind. The students are assessed in terms of the reliable information on what they know in determining their mastery of skills in other subjects other than English. The Stanford Achievement Test level the playing field for the students and it removes all the irrelevant variance created by their disabilities. The test scores for students with disabilities will also be measured based on the standard assessment applied to non disabled students. Stanford Achievement Test is an excellent instrument that provides valid and reliable data to evaluate the student’s progress in meeting the challenges set in the state standards. The teachers help all the children who are at risk and being left behind. The Stanford Achievement Test accurately evaluates the educational performances of the students and it is reflected on their scores. The scores of the tests determine not only the correct answers but it also reflects the classroom performance of student. All the tests included in Stanford Achievement Test are arranged to effectively evaluate the performances of the students. This evaluation and assessment is made in uniform standards of administration and scoring. Every score of the students are compared to a set of representative of students. The scores are considered as gage to compare the performance of the student with others at the same level. The tests included in SAT are generally norm referenced wherein the classroom tests are the criterion. The scores of the test are being compared to sample of students. The norm group is consists of national representative group of students. It allows comparison to others and it diagnosed strengths and weaknesses. It helps educational institution to determine placement for individual students. The scores in the tests evaluate the schools on particular program and it contributes accountability by evaluating the school’s performance (Standards for Educational Testing, 2008).

Scoring

The scores range from 1 to 99 percent and this is not the correct percentage but the number of scores who scored the same or below you. The standard scores are converted into percentile rank based on the normal curve. The stanine scores describe the score of the student from 1-9, and it shows that 50 percent in rank would have stanine score of 5. The scores of the student are expressed based on the grade level of students and if the score is 6.5 it means that the score is the same with average student in 5th month of the 6th grade. The scores in SAT are translated from 200 to 800 and it is based on the distance from the mean of 500 and a standard deviation of 100. The scores of the test also reflect the classroom performance of the student.

PROS and CONS of the Test

SAT has many advantages such as its use to easily track the progress and levels of achievement for different groups of students in different subjects. Through the use of SAT, it avoids any biases from the teacher or person who will be responsible in assessing the student. Stanford Achievement Test is a powerful tool to change and monitor classroom and school performance. It has the ability to identify the problems in a classroom, school or district and it can take active steps to correct the problems. SAT sets high expectations for the students that lead to achievement gains and through the tests it takes students to study seriously. Stanford Achievement Test holds the students accountable for the same material levels in most diverse school systems. However, Stanford Achievement Test also has disadvantages like the manner in which it affects the teachers in teaching their students and how it affects the meaningful learning in a classroom.

Research Studies

The Stanford Achievement Test promotes learning and most students will become eager to study the material because they know that there will be tests on it. The assessment for the student is too hard because it could discourage them if they can’t master the subject matter. SAT is considered as extrinsic motivator as it directs the students to their performance goals. Most students are convinced that the test is primarily an evaluation of their performance rather than mechanisms to help them learn. However, Sat has the ability to empower successful students because it could give them greater motivation and confidence in their ability to learn. The emotional distress of the students affects the teachers and most teachers feel anxiety and guilt for having the tests (Competency Standards, 2008).

Conclusion

In the overall evaluation of the Stanford Achievement Test, it certainly helps the educational institution to encourage the student’s sense pf achievement, capability and scholastic progress. The score of each test measures the academic performance of the student and it is also used to measure the developmental scale. The norm based scores is used to compare the performance of the student with representative sample of students across the United States.

Stanford Achievement Test gives favor in updating schools and curriculum because of its capability to identify the problems in a classroom, school or district and its ability to take active steps in correcting the problems. SAT sets high expectations for the students that lead to achievement gains and through the tests it takes students to study seriously.

Reference

Mental Measurements. Retrieved April 26, 2008, from the Intern Explorer website:

http://www.unl.edu/buros/bimm/html/subarts.html

Standards for Educational Testing. Retrieved April 26, 2008, from the Internet Explorer website:

http://www.apa.org/science/standards.html

Competency Standards. Retrieved April 26, 2008, from the Internet Explorer website:

http://www.unl.edu/buros/bimm/html/article4.html

Stanford Achievement Test. Retrieved April 26, 2008, from the Internet Explorer website:

http://harcourtassessment.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=SAT10C

Filed under: Sample essays — Tags: — Jack @ 2:34 am

Sample Essay: Militia Being A Key To Victory In The Revolutionary War

Introduction

The American Revolutionary War (1775-1783), also known as the American War of Independence, was a war between the Kingdom of Great Britain and thirteen British colonies on the North American continent (as well as some naval conflict). The war was the culmination of the political American Revolution, whereby the colonists overthrew British rule. In 1775, Revolutionaries seized control of each of the thirteen colonial governments, set up the Second Continental Congress, and formed a Continental Army. The following year, they formally declared their independence as a new nation, the United States of America. From 1778 onward, other European powers would fight on the American side in the war. Meanwhile, Native Americans and African Americans served on both sides. http://myrevolutionarywar.com/

The American Revolution not only created the American political nation but molded permanent characteristics of the culture that would develop within it. The Revolution is an event, consequently, whose meaning cannot be confined to the past. Whether we recognize it or not, the sense we make of the history of our national origins helps to define for us, as it has for generations before us, the values, purposes, and acceptable characteristics of our political institutions and cultural life.

To allow, therefore, the bicentennial celebration to degenerate into the hucksterism and confusion that threaten to overwhelm it would be a national humiliation. For when all the medallions have been struck, the pageantry performed, the commercial gimmicks exploited, and the market-tested historical hackwork published, there still remain the questions of what, in the context of the knowledge now available, the event was all about and what bearing it should have on our lives-questions that will surely be answered in some way or other, but not necessarily by those who are informed enough to distinguish fantasy from reality, partisan arguments from historical fact.

The land war in North America encompassed a large area, involving the interests of numerous colonial powers, and the incursions of France, Spain, and the Dutch Republic in 1778, 1779, and 1780 respectively, gave the war a more global character. The war in North America was divided into the northern campaign, encompassing New England, upstate New York, and Canada. The middle Atlantic campaign focused on operations in lower New York, New Jersey, and Pennsylvania. The southern campaign covered the operations from Virginia to Georgia. There was also some fighting on the West African coast, but this was relatively minor (Chamberlain, 1958).

The social history and the military history of the Revolution have seldom come together in the past because military historians tend to regard the war as an instrument managed on each side with more or less skill, while social historians treat military operations, if at all, as incidental to the study of politics and public finance. But if the war is restored to the central position that it had for the Revolutionary generation, and if it is seen not merely as an instrument but as a process, which entangled large numbers of people for a long period of time in experiences of remarkable intensity, then it may be possible to bring the study of the war and the study of the Revolution more closely together, to the benefit of both.

American strategy from 1775 to 1783 was indeed keyed to conventional operations, not simply to spare women, children, the aged, and property from the horrors of guerrilla warfare, but because a central army visibly helped to meet two acute needs: the need for internal unity and the need for external support. By being militarily conventional, American revolutionaries created at least the illusion of unified purpose, military strength, and political respectability, both at home and abroad. Whether they might have done better to be less conventional is an unanswerable, perhaps an idle, question, but it is not an anachronistic one, because it was raised at the time.

Lee (1964) thought that a conventional approach, which he ridiculed as Prussian, played to British strength and from American weakness, and he offered his own Swiss model for revolutionary war. He would have based American strategy on the militia and used regular forces primarily as a means to protect the militia from attack while it was being organized and trained. He would not have faced large British forces in pitched battles, except under the most favorable conditions like those at Bunker Hill or at the attack on Charleston in 1776, but would have given way to strength while nibbling it to death. He said little about the likely social consequences of his Swiss strategy, though presumably–political radical that he was–he was ready to accept them. His thinking was never consciously implemented or even fully developed before his downfall in 1778, but both its existence and its rejection are a measure of the extent to which the American Revolution was not a modern revolutionary war.

British efforts to interpret and put down rebellion in the American colonies divide into three distinct stages. For almost a decade of agitation before the war, successive British governments had defined their American problem as one of law enforcement and the maintenance of order; in general, legal measures were bound by the belief that, once legitimate grievances were redressed, trouble and resistance was the fault of a few recalcitrant individuals. Policy based on this belief failed, most obviously because these individuals seemed to command widespread local sympathy, an attitude that crippled judicial machinery. In early 1774, after the destruction of tea at Boston, the British government adopted a new interpretation of its American problem, which was that insurgency had a center-Boston–and that this center could and ought to be isolated and punished. The new policy assumed that other colonies, and even rural Massachusetts, were disturbed by the extremity of the latest acts of Boston insurgents and could be intimidated by the example made of the Boston community. The policy was thus seen to depend upon the application of overwhelming force, within the framework of civil law, to achieve clear-cut success at a single geographical point (Royster, 1979).

Of course, the assumption proved completely wrong. Coercive laws and the manifest intention to enforce them with troops gave insurgent leaders greater leverage than ever before outside Boston itself. Despite their misgivings, inhabitants of rural Massachusetts and other colonies concluded that they had no choice but to support Boston, since the new policy of community isolation and punishment seemed to threaten the political and legal integrity of every other community and colony. From this support, Boston acquired sufficient force to make the first military encounters–at Lexington, Concord, and Bunker Hill–inconclusive and thus susceptible to interpretation as moral victories for the insurgents. Nothing did more to expand and consolidate rebel support throughout America.

Some aspects of the British performance in this first stage are worth noting. The outbreak of open fighting came in an attempt to break up what may be described as an insurgent base area whose existence cast doubt on the basic assumption.

With the outbreak of actual fighting, the concept of the problem as essentially a police action, however massive and extraordinary that action might be, quickly faded away and was replaced by the belief that the government faced a fairly con ventional war that could be conducted along classical lines. The American rebels were hastily organizing an army on the European model, and the game now seemed to be one of maneuvering in order to bring the rebel army to decisive battle or, better still, to destroy it without costly fighting. Accordingly, the British shifted their base from Boston, a dead end in terms of classical strategy, to New York, which was a superior port with access to the best lines of communication into the American interior. An incidental consideration, but no more than that, was the greater friendliness of the civilian population in the Middle Atlantic theater of operations as compared with New England (Paludan, 1972).

The underlying policy assumption of this second stage, not very closely examined at the time, was that success in conventional operations against the main rebel army would more or less automatically bring a restoration of political control in the wake of military victory. The assumption proved to be not wholly wrong. A series of tactical successes through the summer and fall of 1776 not only secured the New York port area but produced a striking collapse of resistance in New Jersey as well. Without any special effort by the British command, local rebel leaders fled or went into hiding as the main rebel army with drew. The local rebel militia, which had firmly controlled the communities of New Jersey, tended to disintegrate and to be replaced by an improvised loyal militia. It is clear that almost every civilian in New Jersey believed that the rebellion would collapse completely and that it was not too soon to reach an accommodation with the royal authorities. The government granted free pardon to all civilians who would take an oath of allegiance, and almost three thousand Americans accepted the offer in a few weeks, including one signer of the Declaration of Independence (Cunliffe, 1973).

The failure of the British campaign in New Jersey, after such a promising start, had two major causes, one external, the other internal. The internal cause is summarized in the remarks of two British observers: one noted that the lenient policy toward the civilian population “violently offends all those who have suffered for their attachment to government”; the other noted “the licentiousness of the troops, who committed every species of rapine and plunder.” There is ample evidence from both sides to confirm these observations. British regulars and especially their non-English-speaking German auxiliaries–products of the hard school of European warfare–tended to regard all civilians as possible rebels and hence fair game. Even if civilians avoided the regular foragers, they were not permitted to relapse into passive loyalty if they had ever shown the slightest sympathy for the rebel cause. Loyal bands of native militia regarded retribution as their principal function and were determined that no rebel should escape, pardon or no pardon. In many cases, former neutrals or lukewarm rebels found no advantage in submission to government and came to see flight, destruction, or resistance as the only available alternatives.

The other, external cause of failure stemmed from the British attempt to control and live off the central part of the state: brigade garrisons were deployed among towns, mainly for administrative convenience. Not surprisingly, the rebel main army, weak as it was, managed to achieve local superiority and exploit its excellent tactical intelligence to pick off two of these garrisons, at Trenton in late December and at Princeton in early January. The tactical effects of these small battles were modest, but the strategic and psychological effects were enormous. British forces withdrew from all exposed locations and henceforth concentrated in the area from Perth Amboy to New Brunswick. The morale of rebels, already sensitized by harsh treatment, soared; while the morale of loyal civilians, now out of range of British regular support, dropped sharply. Almost all New Jersey quickly came under insurgent control. The international repercussions of Trenton and Princeton were likewise serious (Skelton, 1992).

Throughout this second stage of the war, the British military and naval commanders, the brothers Howe, were empowered to negotiate with rebel leaders. These negotiations came to nothing because the rebel military situation was never truly desperate except briefly at the end of 1776 and because rebel unity so patently depended on adherence to political demands that the British government was not yet willing to concede. It has sometimes been argued that the British attempt to unify politics and warfare inhibited military operations, because the Howe brothers allegedly withheld the full force of the military stick in order to dangle the political carrot more enticingly. Little contemporary evidence supports the criticism, though the Howes were bitterly attacked once their failure was apparent. The effects that a ruthless naval blockade and the pursuit of armed rebels to utter destruction might have had on any real pacification of the troubled areas were unpredictably double-edged.

The outline of the third and last stage of British strategy took a year to emerge from the confusion that followed the defeat at Saratoga. The French fished more openly and aggressively for advantage in North America, and the British response was to escalate by declaring war against France. The West Indies, where both powers had large economic and military stakes, pulled the strategic center of gravity southward and seaward. During 1778, the British army on the continent remained on the defensive, cut its commitments by evacuating Philadelphia, and used bases at New York and Rhode Island to carry out a campaign of coastal harassment, while Indian allies put pressure on the rebel frontiers. Meanwhile, a general reevaluation of British strategy was taking place (Gordon, 1975) .

The basic concept was to regain complete military control of some one major colony, restore full civil government, and then expand both control and government in a step-by-step operation conducted behind a slowly advancing screen of British regulars. From a police operation, and then a classical military confrontation, British strategy had finally become a comprehensive plan of pacification directed against a revolutionary war.

Large reinforcements in 1780 brought about the capture of Charleston and its large rebel garrison in May; a small rebel army that entered the Carolinas in August was quickly destroyed at Camden. Now British mounted forces successfully employed irregular tactics and achieved tactical mobility equal or superior to that of the rebels themselves. Upcountry, the loyal militia was organized district by district; men over forty were assigned to local defense, while those younger served as territorial auxiliaries (Cooper, 1968).

Almost every British action appears to have exacerbated this situation. The chronic rough treatment of civilians by regulars simply could not be curbed to any significant extent. Moreover, the British force under Tarleton that had successfully employed irregular tactics soon acquired in the course of its operations a reputation for inhumanity that drove apathetic civilians toward the rebels for protection. A proclamation offering full rights of citizenship and pardon to all who would take the oath of allegiance, but declaring all others as rebels, drove many paroled rebel prisoners out of the neutral position that they had assumed and back into active rebellion. At the same time, the conciliatory aspect of this policy infuriated loyal auxiliaries, militia, and irregulars, who increasingly ignored official policy and orders and took matters into their own hands. A loyalist observer, who had defected some time before from the rebel side, described South Carolina as “a piece of patch work, the inhabitants of every settlement, when united in sentiment, being in arms for the side they liked best, and making continual inroads into one another’s settlements.” During this civil war, there was little difference between loyalists and rebels in terms of organization, tactics, or the use of terror. Pacification had failed well before a new rebel army was organized under Gen. Nathanael Greene in central North Carolina (Crackel, 1987).

The failure of pacification, and the appearance of this large rebel force to the northward, led General Cornwallis to return, almost with a sigh of relief, to more conventional operations. Priorities were shifted, mobile forces were concentrated, and the principal objective became the destruction of the rebel army through maneuver, battle, and pursuit. This reversion to the strategy of 1776-1777 ended in the disaster at Yorktown in October 1781, when the British navy momentarily lost control of sea lines of communication with its southern army. From that time on, all serious attempts to pacify the American interior were given up, and only New York and Charleston were kept as impregnable enclaves until the declaration of peace in early 1783.

Certain aspects of the failure of this third stage of British strategy require emphasis. One is that neither British nor rebel leaders regarded the bloody civil war in the South as “favorable” to their side; both tried to curb it in order to gain political control and to prevent large-scale alienation of potentially friendly civilians. But it was beneficial to the rebels inasmuch as they could choose to operate in prorebel areas while the British were constrained to operate everywhere. Furthermore, the relative proximity of a large British regular army had a surprisingly unfavorable effect on civilian attitudes. Civilians tended to overreact to the army. Depending on the particular circumstances, civilians were intimidated by it and so behaved “loyally,” for which they later suffered; or they were disillusioned by its predatory conduct and lack of sympathy for the precarious position of the civilian; or they felt secure in its presence and committed violent acts under its aegis, which ultimately created prorebel sympathy; or they saw it as an alternative, a place of flight and refuge; or they were demoralized when it moved away and refused to protect them, their homes, and families (Rowe, 1988).

Every major British troop movement in the American Revolution created shock waves of civilian behavior in the surrounding area. Only the scale of British operations in the South, where the British were more aware of the problem and tried to control it, makes those shock waves especially visible in the latter stages of the conflict. But repeatedly, throughout the war, loyal and neutral civilians had responded excessively, prematurely, and unwisely, at least in terms of their own personal security, to the appearance of British troops, only to see those troops withdraw or move elsewhere. British leaders throughout the war had assumed that civilian attitudes and behavior were more or less constant factors that could be measured by civilian actions; American behavior on any one occasion was taken not only to indicate attitudes but also to predict behavior on the next occasion. In fact, each of these occasions brought about a permanent change in the attitude and behavior of those civilians who were involved in, or even aware of, what happened; over time, these occasions had a major, cumulative effect. By 1780-1781, earlier in some places, most Americans, however weary, unhappy, or apathetic toward the rebellion they might be, were fairly sure of one thing: the British government no longer could or would maintain its presence, and sooner or later the rebels would return. Under these circumstances, civilian attitudes could no longer be manipulated by British policies or actions (Russell, 1984).

Role of Militia in the Revolutionary War

For all its failings, however, the militia played a crucial role in the Revolution. First and foremost, patriot militia ensured that rebellious Americans gained control of local and state governments early in the war. The British failed to devise a counterrevolutionary strategy that would have allowed them to restore the Crown’s authority in even one colony. Local patriot control ensured use of the militia system to mobilize troops. The states managed to provide enough soldiers to sustain the Continental army, organize their own forces, and turn out temporary militia units. Patriot control of the state militia systems gave the Americans the only institutional means available for mobilization.

Throughout the 1790s, the Washington and Adams administrations sought ways to avoid using the ineffective militia. The most obvious alternative was to enlarge the Army. Congress approved increases twice in the 1790s, first to defeat the Ohio Indian coalition, then for the Quasi-War with France, but it reduced the Army once the crises ended. Federalist administrations also experimented with recruiting levies, that is, volunteer forces raised directly by the federal government. Congress authorized volunteers for the Ohio campaigns and the Quasi-War episode. Federalist leaders preferred the volunteer levies because they were raised outside the militia system, and the president commissioned their officers. For all that, the levies resembled provincial colonial forces not only in their military inefficiency but in the way they were recruited. Moreover, presidents could not always avoid using militia. Washington called state forces to federal service to quell the Whiskey Rebellion of 1794 because national law required the use of only militia and no other forces to enforce federal statutes (Crackel, 1987).

Federalist attempts to establish a national militia also foundered because the nation lacked the funds and bureaucratic agencies to implement even a modest national system, had one been politically acceptable. In any event, neither Federalists nor Republicans made serious efforts to improve the citizen soldiery, including the District of Columbia system, which fell directly under congressional control. Finally, as John Shy suggests, the nation faced only limited probabilities of internal dissolution and even less likelihood of external destruction, for the nation’s geographic expanse and wealth assured its security. Fundamental security, coupled with an enduring provincialism, a distaste for armies and strong central governments, and administrative underdevelopment explain the failure of militia reform. Although Americans accepted the need for a constabulary army, they did not see the need to rationalize and centralize the state citizen soldiery. As a consequence, the Militia Act of 1792 became a part of American military policy by perpetuating the colonial practice through which the states mobilized the citizen soldiers necessary to bolster the Army in a national emergency (Shy, 1987).

William Skelton (1992) asserts that although American politicians continued to praise citizen soldiers as the nation’s chief defenders, after Calhoun’s reforms “the regular army effectively replaced the militia at the center of the land defense system.”

Although the Army dominated war-time command throughout the nineteenth century, its institutional maturation did not eliminate, as Skelton implies, the nation’s need to call on state soldiers in time of war. Although Congress occasionally expanded the Army in these years, it refused to support a peacetime regular force large enough to absorb new men to fight a war. Calhoun’s reforms failed to solve the major military problem left over from the early republic era: how to augment the Army with trained soldiers in a crisis. State-recruited volunteer soldiers, whose only qualification for military duty was their willingness to serve, remained the mainstay of wartime forces (Paludan, 1972).

The difficulties states faced in mobilizing troops together with federal failure to reform the institution have led historians to conclude erroneously that the militia had disappeared by the 1830s. If the term militia is defined to mean compulsory military training and service rendered to the state then indeed it had ceased to function. (Cunliffe, 1973). It is more instructive analytically, however, to think of the states as maintaining militia systems, rather than militias. They endured in part because states and territories complied with the Constitution and the Militia Act of 1792. Mary Ellen Rowe discerns a “militia tradition” that migrants took with them wherever they went. (Rowe, 1988)   Moreover, the militia remained a vehicle for political advancement at the local level until compulsory musters disappeared. More importantly, state militia systems supported the volunteer uniformed militia and administered mobilizations. Through these functions, the states preserved their traditional role of providing wartime soldiers and kept alive the idea of the citizen soldier (Brundage, 1958).

Conclusion

Great Britain with its larger and better trained army and navy launched a huge land and sea effort to crush the revolution. However, they had to transport and supply its army across the Atlantic Ocean. As the war continued, the British won many battles but gained little from their victories. The American patriots always formed new forces and continued the fight. http://www.42explore2.com/revolt.htm

Moment’s reflection on the nature of the Revolutionary War may moderate our expectations. The Revolutionary effort against Great Britain tended to suppress or encompass social conflicts. Where it did not, where hostility between social groups rose to a level of intensity approximating that of the conflict with the mother country, one group or the other would be likely to join with the loyalists. Some merchants in New York City, for example, felt that the local Revolutionary leaders threatened their interests more than the mother country did; and similarly some tenant farmers of the Hudson valley felt more bitter toward their patriot landlords than they did toward king and Parliament. But these men, whether merchants or tenants, by joining the loyalist side deprived themselves of a part in any contest about who should rule at home. Loyalism in this way tended to absorb social groups that felt endangered or oppressed by the Revolutionary party (Shy, 1987). It operated as a safety valve to remove from the American side men who felt a high degree of social discontent. Or to change the figure, it drew off men at either end of the political spectrum, reducing the range of disagreements. It removed from the scene the intransigents, of whatever persuasion, who might have prevented the achievement of consensus.

Reference:

Charles Lee, 1964: The Soldier as Radical,” in George Athan Billias, ed., George Washington’s Generals (New York),

http://myrevolutionarywar.com/

http://www.42explore2.com/revolt.

Jerry M. Cooper, “The Wisconsin Militia, 1832-1900,” Master’s thesis, University of Wisconsin, Madison, 1968, 191-94; for Ohio.

John Shy, ed., A People Numerous and Armed: Reflections on the Military Struggle for American Independence (New York: Oxford University Press, 1976), 193-224.

Lyle D. Brundage, “The Organization, Administration, and Training of the United States Ordinary and Volunteer Militia, 1792-1861″ (Ph.D. diss., University of Michigan, 1958) 202-215.

Marcus Cunliffe, Soldiers and Civilians: The Martial Spirit in America, 1775-1865, 2d ed. (New York: Free Press, 1973) 147-155

Marcus Cunliffe, Soldiers and Civilians: The Martial Spirit in America, 1775-1865, 2d ed. (New York: Free Press, 1973) 147-155

Martin K. Gordon, The Militia of the District of Columbia, 1790-1815 (Ph.D. diss., George Washington University, 1975) 50-63.

Mary Ellen Rowe, The Sure Bulwark of the Republic: The Militia Tradition and the Yakima War Volunteers (Ph.D. diss., University of Washington, 1988), 14.

Mary Ellen Rowe, The Sure Bulwark of the Republic: The Militia Tradition and the Yakima War Volunteers (Ph.D. diss., University of Washington, 1988), 14.

Paludan, “The American Civil War Considered as a Crisis in Law and Order”, American Historical Review 77 (Oct. 1972): 1015, 1031.

Paludan, “The American Civil War Considered as a Crisis in Law and Order”, American Historical Review 77 (Oct. 1972): 1015, 1031.

Robert S. Chamberlain, “The Northern State Militia”, Civil War History 4 (June 1958): 105-9.

Royster, A Revolutionary People at War: The Continental Army and American Character, 1775-1783 (Chapel Hill: University of North Carolina Press, 1979), 25-26.

Russell F. Weigley History of the United States Army, Bloomington: Indiana University Press, 1984, 21-45.

Shy, “Force, Order, and Democracy in the American Revolution”, in Jack P. Greene, ed., The American Revolution: Its Character and Limits (New York: New York University Press, 1987), 75-79.

Theodore Crackel, Mr. Jefferson’s Army: Political and Social Reform of the Military Establishment, 1801-1809 ( New York: New York University Press, 1987) 111-121.

Theodore Crackel, Mr. Jefferson’s Army: Political and Social Reform of the Military Establishment, 1801-1809 ( New York: New York University Press, 1987) 111-121.

William Skelton, An American Profession of Arms: The Army Officer Corps, 1784-1861 (Lawrence: University Press of Kansas, 1992) 213-234

Filed under: Sample essays — Tags: — Jack @ 1:46 am

27 Aug 2009

Sample Essay: Healthcare Regulation And Reform

As we all know that US now spends much more on its Health care Insurance’s and this could be proved when one see the latest per capita spending on such expenses. No doubt US stand first with $ 6,423 followed by Canada and UK at $ 2,931 and $ 2,960 respectively. Now till 2008, around 50 million Americans are living without any kind of insurance. This place Americans without health insurance to be first in the world among industrialized countries for the number of people without health insurance or direct access to the $1.9 trillion in health care spending. This defines that lack of health insurances and medical services will not allow access to regular medical check-up and are more susceptible to the health risk factors. These days many families, children and workers are without health insurance, the result being the high premium rates by insurance companies. Poor families are generally not in a position to pay the premiums regularly on time. Some may even take short term loans on EMI basis, to pay for their premiums. In US and world over is very prevalent, but US is on the front screen, as it a developed nation, where so many people still leaves without health care insurance. This can only be resolved, when a regulation from Federal Government or a Law, makes it mandatory for employers to provide them with free and proper medical insurance. Although several companies in US have that reform, but many a times delay in paying premium would debar them from these benefits, as this is solely controlled and regulated by company’s finance department and there should be a regular governing body above all that can keep check of it. Apart from this, regulation of malpractice insurance, creation of tax credits and purchasing pools and statewide reforms in health insurance coverage have been proposed to control health care costs. (Source: Self Analysis)

The biggest communal policy debate in Washington now is over managed health care reform. Democrats, who have been trying to control the health care system since the introduction of the Clinton health care plan, are pushing massive new government controls. Though many Republicans have also supported managed care reform indeed, the initial momentum for reform came from a number of Republicans that they don’t want to be nearly as “invasive,” to use a medical term. They want to ensure that patients are getting quality care without trying to micromanage the health care system. That’s a job for physicians, not politicians. Thus, it was Congress created that friend of consumers and respecter of rights, the Internal Revenue Service, almost a century ago. We don’t want it doing the same for health care.

However, there are two significant differences between the Democratic and Republican approaches: the Democrats want to enhance the role of ambulance chasers, while the Republicans want to enhance the role of patient choice. The Democrats intend to achieve their goal by making health plans and employers subject to legal liability. Democrats and the American Medical Association reason that increasing liability will increase the quality of care. All it will actually do is increase the number of lawsuits. Instead of just suing physicians, patients and their trial lawyers will simply include health plans, insurers and employers in the suits.

The Republicans, by contrast, hope to achieve their goal of expanded patient choice by reforming the Medical Savings Account legislation. Although more than 100,000 MSAs — qualified tax-free personal savings accounts that must be combined with high-deductible health insurance — have been sold since Congress created a demonstration project in 1996, restrictions on MSAs imposed by Congress have hampered their popularity and discouraged sales.

For example, the current pilot program permits up to 750,000 families over a four-year period to have an MSA, but they are currently available only to the self-employed and to small businesses with 50 or fewer employees. Major insurers are reluctant to enter so small a market since its size does not warrant the marketing of a new product. To remedy this problem, Republicans have proposed lifting the 750,000 cap and the company-size limitations to allow anyone to have an MSA.  Another restriction is that MSA plan deductibles cannot be lower than $1,500 for individual policies and $3,000 for families. While these deductibles are not unusual among standard high-deductible plans, they are intimidating to many middle-income Americans, especially those used to low deductibles. In addition, the deductible makes it difficult for insurers to create a plan that meets consumer needs. To remedy these problems Congress should lower the minimum deductibles at least to $1,000 and $2,000, respectively.  And then there is the problem of out-of-pocket expenses. Tax-free MSA deposits are limited to 65 percent of the individual deductible and 75 percent of the family deductible. The remaining gap could leave individuals and families exposed to significant out-of-pocket expenditures. A better approach is to allow people to deposit the entire amount of deductible in their MSA accounts.

While the MSA demonstration project was a step in the right direction, it needs some adjustments. Lifting the restrictions on MSAs would encourage the health insurance industry to promote the concept more aggressively. Since MSAs encourage people to become more prudent shoppers of health care, increasing the potential market for MSAs would help slow the growth in health care costs. In addition, experience in the demonstration project shows that many of those who purchase MSA plans are people who otherwise would elect to remain uninsured. Unfortunately, most Democrats opposed the creation of tax-free Medical Savings Accounts in 1996 and they oppose their reform today. The administration has stated that including MSA reform in the health care bill would be a “poison pill.”

But if the Democrats will rail against the insurers and managed care companies for not providing the proper care, why wouldn’t they support MSA? They say they don’t want an insurer standing between a doctor and his or her patient. But if that’s the goal, then the solution is to give patients more control over their money so that they, in consultation with their physicians, can make decisions for themselves. And that’s what Medical Savings Accounts are intended to do: return money to the patient and let the patient decide. But then, we wouldn’t need a politician or a trial lawyer involved in our health care decisions. Maybe that’s why Democrats oppose MSAs.

(Source: Internet)

All Western nations regulate their health care systems, accept the need for a clear, firm policy framework, promulgate by the central government, to set the rules of the game for purchasers, payers, providers, and consumers. They recognize that the combination of third-party payments and extensive benefit entitlements makes it practically impossible to do otherwise. The notion that health care regulation is a wrongheaded strategy appealing solely to those who resist the allure of markets is distinctly American. For a little over twenty years the U.S. federal government has expressed official anguish over rising health care costs and has responded mainly by hosting a great debate between competitive and regulatory solutions. Competitive theorists would have government inspire or reorganize the system to give freer or better play to market forces. (Source: Medicare’s New Hospital Payment System: Is It Working)

Presidential campaign, the Bush administration proposed that government’s

Leverage was used to unleash the energies of the health care marketplace.

The Clinton campaign talked of more direct interventions, including global budgets.

As the nation faces the distinct possibility of new regulatory departures, it is significant to ask, what is this thing called regulation that inspires such controversy in health affairs; how has it evolved politically over these two decades and what are its likely future political prospects?

For the past two decades, the White House has remained largely in the hands of moderate or conservative Republicans who pledged to reduce the scope of federal control over health and other sectors of the economy. absurdly, health care has become steadily more regulated at all levels of government and in the private sector, too, at the same time that other economic sectors-such as transportation, telecommunications, and banking-have moved the opposite way. These regulatory trends are doubly paradoxical because health costs have risen steadily even as policymakers have adopted more regulation.

Those who favor stronger public intervention contend that the regulatory initiatives of the 1970s and 1980s were too timid and too often focused on the behavior of providers, not their budgets. The United States not only views regulation through peculiar conceptual lenses but also goes about it differently than comparable nations do. Most Western societies put the strategic accent on budgetary regulation-negotiated fee schedules for physicians, global budgets for hospitals, caps and ceilings on spending for the health sector or for elements within it, or public budgets for most of the system. These nations depend relatively little on behavioral regulation-detailed case-by-case scrutiny of what providers do clinically.

The United States has, at least until recently, reversed these emphases, scrutinizing providers’ behavior while avoiding constraints on their aggregate spending. In the 1980s, however, the mix of behavioral strategies changed while major additions to the federal budgetary fund were adopted. Some contend that the system is now poised for a dramatic shift toward budgetary regulation; others predict that such a move would trigger unmanageable political conflict.

How did a society with sizable ideological and political obstacles to regulation and a heartfelt allegiance to free markets come to adopt as much regulation as it has in the health care system, and, having moved this far with limited success, why has it not adopted more of it?

The argument is that the peculiarities of health regulatory strategies derive from distinctive patterns of coalition and conflict among purchasers and providers. Purchasers stand split between a public sector that finds regulation distasteful but is driven by fiscal necessity to embrace it anyway, and a private sector unwilling to overcome its allegiance to markets and small government.

Providers have watched uneasily the public sector’s growing regulatory resolve and have responded both by working to shape emerging budget-centered programs and by accepting larger measures of behavioral regulation that are at once less threatening to their incomes than is budgetary regulation and more palatable to private purchasers, who often acknowledge a need for regulation but prefer that it be minimally intrusive. All of this ambivalence invites cost shifting and circumvention of regulatory goals, however, and cannot achieve stability, which enhances the sense that firmer public/ private purchaser cooperation and tougher regulatory controls on providers-must be in prospect. (Source: “US health care: entitlement or privilege?)

Four Types of Regulation: Statitory Language authorizing payment to hospitals’ actual cost in regulated medicare shall reimburse in one but legislation adoptign a prospective payment system regulates in another way. (Source: T.R. Marmor, The Politics of Medicare)

Provisions: Issued under the authority of law and published in the Federal register, regulations accompany most federal health care programs. The US taste for fine print derivates included from many sources like temptation of governments, government of laws, not people, to nail down everything in statute; the weighty representation of lawyers among the ranks of lawmakers; the determination of all coalition-building parties in a weakly disciplined system to work favorable language into the law; the adroitness of legislative and group combatants looking to administrative regulations for victories denied them in the legislative process; and the bureaucratic duty to make sense of strange laws for those who must implement and otherwise live with them.

Third, regulatory programs are more or less freestanding legislative enactments aimed to achieve specific objectives. Regulatory programs have long been familiar and relatively uncontroversial in such state and local forms as fire, safety, building, and sanitation codes in hospitals and other institutions; and accreditation and licensing rules. More recent and more contentious cases are the programs this paper mainly addresses: federal regulatory programs designed mainly to slow the growth of costs.

Fourth, regulatory policies are broad “macro” decisions that shape the health care system by constraining the flow of resources into it and setting limits on key players’ freedom of action. A global budget is a case in point; so is the succinct package of principles in Canada that limits the provinces’ discretion in designing their health plans. These macro or meta measures are the highest form of regulation. Because they necessarily demand a big role for big government, they are intensely controversial in the United States. European and Canadian experience suggests that such policy decisions can be a strategic substitute for more detailed regulatory programs and provisions. This paper focuses largely on the recent federal subset of regulatory programs and on the prospect that these may be enfolded into-perhaps traded off for-a larger framework of federal regulatory policy.

Health politics in the 1990s seems to be emerging as an odd hybrid.

One sees strong, mounting popular pressures for change, but the electorate’s concerns and demands are amorphous, diffuse, and ill focused. The groups that once fought for programs such as Medicare-for example, organized labor and the elderly-are less influential or are preoccupied with other struggles, and the main organizational forces for reform are now groups (teachers, for example) outside the health arena that fear losing further resources to it. Provider and payer groups who once worked to veto change, meanwhile, are busily promulgating and publicizing their proactive proposals for universal coverage. Most of their plans, however, assign the costs of change mainly to actors other than themselves, and these innovators may grow sharply defensive if change threatens their incomes and autonomy. (Source: Divided We Govern: Party Control, Lawmaking, and Investigations)

Surveying this roiling scene, political leaders recognize that their efforts to concert action toward a happy resolution could easily boomerang. In principle, many no doubt find it tempting to sit back and wait for these many discordant social forces to develop some consensus, which leaders could then rush in to ratify. Such a natural equilibrium is unlikely, however, and the pressure on leaders to “do something” continues to build. Leadership has become a calculated risk that the next president will probably not be at liberty to decline.

Political leaders have so far shown little taste for the political combat that strong central budgetary regulation triggers. They have done little to date to mobilize public/ private purchaser partnerships, have been as infatuated with competitive alternatives as any disciple of Adam Smith within the corporate community, have preferred to narrow the scope of conflict with providers by avoiding both the theory and practice of systemic reform, and have not explained to the electorate the workings and implications of budget caps. If the political drive for affordable universal coverage grows irresistible, these patterns will change, but exactly how is anyone’s guess. President Bill Clinton proposed to establish boards that will, set annual health budget targets nationally and state by state, to guide expenditures in the public and private sectors, to develop an all-pay or reimbursement system, and to develop incentives and guidelines for global budgetary and other reforms.

Nearly thirty years have passed since the United States enjoyed a sustained period of executive/ legislative cooperation. Stalemate and deadlock are not intrinsic correlates of divided government. If the 1992 and 1996 elections give the nation a president determined to push major changes in health care policy and a Congress whose partisan and ideological loyalties lie strongly with that president, the twenty-year evolution of health care regulation may appear in retrospect as incremental but steady steps toward inevitable progress. President Clinton made both rhetorical and actual moves toward reestablishing cooperation between the White House and Congress. Such executive/ legislative harmony is rare in U.S. politics, however, and an equally believable prospect is that another decade or more of vague strategic evolution may be required before the United States decides to adopt, and adapt, the lessons of nations that have come as close to embracing purposive and coherent regulatory policy and making it work as now seems possible. (Source: Harvard School of Public Health (2007-02-14))

Bibliography:

L.B. Russell, Medicare’s New Hospital Payment System: Is It Working? (Washington: The

Brookings Institution, 1989).

T.R. Marmor, The Politics of Medicare (Chicago: Aldine, 1973), 71-72.

D.R. Mayhew, Divided We Govern: Party Control, Lawmaking, and Investigations,

1946-1990 (New Haven: Yale University Press, 1991).

Kereiakes DJ, Willerson JT. “US health care: entitlement or privilege?.” Circulation. 2004 March 30;109(12)

Harvard School of Public Health (2007-02-14). “Poll Finds Americans Split by Political Party Over Whether Socialized Medicine Better or Worse Than Current System”

Filed under: Sample essays — Tags: , — Jack @ 7:53 am
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