Pride and Prejudice- Jane Austen and Letters to Alice- Fay Weldon Essay

An examination of Jane Austen’s 1813 social satire Pride and Prejudice, and the reading of Fay Weldon’s 1984 epistolary text Letters to Alice on first reading Jane Austen, allows understanding of Austen’s novel to be moulded and then shifted. Pride and Prejudice is a novel of manners, focusing on marriage, Pride, Prejudice and Social Class which are projected through the characters, gentry-class setting and Austen’s authorial comment. Austen’s purpose was to portray the world of the gentry class, and satirise some aspects of her society and praise others. Weldon’s purpose is to encourage an understanding of the value of literature for individuals and society. She models Austen’s writing to demonstrate her argument and in so doing she gives a heightened understanding of values in Austen’s context. She reviews Austen’s society, providing an explanation of social conventions such as marriage, social stratification and women. Aunt Fay’s opinions allow readers to reshape their understanding of events and characters in Pride and Prejudice. Her conclusions allow the reader to draw connections between our contemporary society and Austen’s context, which then enables us to reshape our original understanding of Pride and Prejudice and our own context. Through Letters to Alice, Weldon discusses the importance in the value of literature. This is displayed through use of the imperative ‘you must read†. Her observing of literature linking to the transcendence of time is examined when adopting the metaphor of the city of invention, which educates the readers of what good literature is and the solid foundations that make it withstand time. Aunt Fay says â€Å"Through reading literature we learn about the way people thought and how they lived, the ways we are different and the things we share†, suggesting an implicit link to Austen’s work. Weldon writes that good literature has the ability to â€Å"transcend time and reach readers across centuries†. She demonstrates that the characters Austen created, are still relevant in modern society. The universal themes of faults and failings such as prejudice are seen in both texts, as they were been written for moral guidance purposes. Austen uses her novel to suggest how people should behave. She condemns snobbery, pride and prejudice. For example, Austen uses the character transformation between Elizabeth and Darcy and rewards them with happiness. Through Mary, Austen uses authorial comment on pride by saying â€Å"human nature is particularly prone to it†¦a  person may be proud without being vain†. Weldon’s character Aunt Fay is comparable to Jane Austen, as she teaches her niece Alice to read, be appreciative of her world and develop empathy for those who are less fortunate. Through Aunt Fay’s didacticism, the readers see a changing Alice, similarly to Elizabeth Bennet’s character transformation in Pride and Prejudice. Elizabeth has to overcome her initial judgements of Mr Darcy in order to gain a heightened understanding of herself. For example, after the first brief encounter with Darcy â€Å"she remained with no very cordial feelings towards him†. She is left believing he is arrogant and the most disagreeable man. However she learns from her wrongness when she begins to understand his character and his motives. This is similar to Alice’s experience, as she is taught to reshape her opinionated first impressions of Jane Austen and the Professors wife. Alice comes to understand, through Aunt Fay’s letters, that she has taken her life and educational opportunities for granted and should not make judgements of Unlovable when only based on her Professor’s opinion. Marriage is the primary concern of Austen’s novel. The immense importance of which is referred to by Mrs Bennet â€Å"If I can but see one of my daughters happily settled at Netherfield, and all the others equally well married, I have nothing to wish for†. The plot follows Mrs Bennet’s desperation in having her five daughters married to men who have inherited a substantial fortune. The novel reflects Austen’s context where marriage was a result of seeing profitable prospects rather than love. This is exemplified through Mrs Bennet’s comment â€Å"A single man of a large fortune†¦what a fine thing for our girls!† Marriage benefited the couple in both wealth and social status. Austen utilises a variety of marriages to contrast and show preference to the uniting of Elizabeth Bennet and Mr Darcy who have love and respect, and have had to overcome initial personal judgements of each other. Elizabeth Bennet, who has to reassess her prejudice and Mr Darcy, who has to overcome his pride. They become the most affluent and respected couple in the novel. The idea of entailment ensured the family fortune was inherited by the men, which meant women had limited inheritance rights. This is the main incentive for Mrs Bennet having her children married to men with a substantial fortune, as when Mr Bennet dies, the family will be left poor. This is augmented through Weldon who expresses empathy towards Mrs Bennet, and says â€Å"life was not rosy† whether women married or not. This helps to reshape the  understanding of marriage gained in Austen’s novel, as it was previously believed that marriage lead to a better lifestyle for women. Fay Weldon connects the idea of marriage by linking the two generations, and interpreting the changing facets of matrimony. In Jane Austen’s period, marriage was a necessity rather than a commodity. Alice, the representative for the contemporary context, perceives marriage as an â€Å"outmoded institution†. Alice views Austen’s novel as â€Å"boring, petty and irrelevant†, as her context believes love should be factored into marriage. Fay Weldon connects the generations by justifying aspects that have remained the same or have changed. She highlights the harsh realities of married women in Jane Austen’s patriarchal world. For example, she writes â€Å"men could beat you if they saw fit†. Weldon describes Austen’s contextual ideas on marriage through Aunt Fay who attempts to help her niece Alice, a rebellious university student, understand the necessity for marriage in Austen’s context. She uses the metaphor â€Å"To marry was a great prize. It was a woman’s aim†¦No wonder Mrs Bennet driven half mad by anxiety, knowing they would be unprovided for when her husband died†. This helps the readers to reshape their understanding of Mrs Bennet. In Pride and Prejudice, Austen satirises and condemns her character for her obsession with finding suitable partners for her unmarried daughters. However, Aunt Fay’s didactic attempt on using empathy is expressed through Mrs Bennet, who is described as â€Å"politeness warred with desperation†. Weldon details the unions between Elizabeth Bennet and Mr Darcy to be unlikely, given their differences in social standing. This is reinforced by Aunt Fay reminding Alice, â€Å"Novels are illusion not reality†. This perspective on matrimony takes the reader back to Pride and Prejudice and reinforces Charlotte’s pragmatic perspective â€Å"Happiness in marriage is entirely a matter of chance†. Aunt Fay recognises that some unions have not changed from Austen’s period. There are women who still marry for survival. For example, the importation of Asian wives links to the marriage between Charlotte and Mr Collins, as she â€Å"found happiness, inspite of marrying for all the wrong reasons†. To heighten the readers understanding of marriage in Pride and Prejudice, she says â€Å"is the stuff of our women’s magazines, but it was the stuff of their life, their very existence.† This is Weldon reinforcing the idea of necessity for marriage for women of Austen’s context. It helps Alice to overcome her initial  thoughts on marriage in Pride and Prejudice. In Pride and Prejudice, social class overrides all other emotions such love and happiness. Mr Darcy is the central character who defines the upper class of Regency England. Mr Wickham uses bitter verbal irony to describe Darcy, noting â€Å"He was to be above all company, in having been unworth y to be compared†. Austen defies her conventional ideas on social stratification through the eccentric unions of matrimony between Elizabeth and Darcy or Jane and Bingley. These marriages occur, despite the authorative Lady Catherine saying â€Å"â€Å"Your alliance will be a disgrace, you name will never be mentioned by any of us†. This allows the readers to see that Austen had created Elizabeth Bennet, to break through her society’s rigid values. This is linked to Weldon’s comment â€Å"Jane Austen likes to see the division between nobility and gentry broken down†, as the division had been created when Elizabeth married Darcy. Fay Weldon uses social stratification to connect the gap between Austen’s society and the modern world. She contemporises Austen’s text by having the didactic Aunt Fay write to Alice explaining â€Å"â€Å"the gentry thought well of themselves, and liked to despise the nobility for their rackety ways, and were despised by them, in turn for being worthy and boring†. In this, Weldon suggests that people of both societies were limited by social boundaries. Through Weldon’s text, Aunt Fay attempts to make the readers feel empathy through the explanation of stratified women’s lives â€Å"Women were born poor, and stayed poor, and lived well only by their husbands’ favour.† Weldon’s use of stratification, like Austen’s, is used for didactic purposes. She writes â€Å"human nature does not change over the centuries†, indicating that snobbery, pride, prejudice and criticism, which Austen satirised in Pride and Prejudice, are still relevant in modern society. For example, Caroline Bingley’s criticism of the middle class is similar to criticism aimed at writers, deriving from the readers who do not understand the difficulty of writing well. Austen believes women should have options and opinions. Her character Elizabeth is independent, witty and judgemental. She defies social conventions and is used as a model for achieving Austen’s purpose, and in return, is rewarded with love. There was also the idea of accomplished women being more suitable to men. Women who were well educated in the art of music, literature and languages, were thought to be accomplished and therefore more attractive to a suitor. Miss Bingley states, using  accumulation â€Å"A woman must have a thorough knowledge of music, singing, drawing, dancing, and the modern languages, to deserve the word†. In Pride and Prejudice, the Bennet sisters did not attend school and were only trained in accomplishment. This juxtaposes with Alice’s lifestyle, as she is eligible to attend university on a different continent to further her education. An example of this is when Aunt Fay plants the idea â€Å"why don’t you go to UCLA and write?† This helps people understand the limitations of women in Pride and Prejudice and justify the difference between the ideas of a successful woman in both contexts. Fay Weldon defines women’s lives in Austen’s context and compares it to modern society. She models Austen’s life for Alice to gain a heightened understanding of the difficulties women faced to defy social conventions. She demonstrates this by using the metaphor â€Å"It takes grea t courage to swim against the stream of communal ideas†. In this, Weldon is depicting the complications for Austen to see her world and reprimand its values on marriage, social class and women, whilst providing an alternative perspective. Weldon describes the limitations for female writers as they were expected to â€Å"be tender, flatter, deceive†¦never let anybody guess that you have a mind of your own†. Female writers were discouraged from inventing and were only allowed to write about their world. Aunt Fay’s brief explanation of the female writers contrasts with contemporary society, with Aunt Fay being the example. With the ability of travel and freely express her opinions, she is able to write without concern of her work being unpublished because of contemporary values. Unlike Austen, she is being paid and recognised for the texts she writes. Fay Weldon uses didacticism to develop an empathetic link to women in Austen’s context by detailing to Alice â€Å"by your standards it was a horrible time to liveâ₠¬ . For example, she gives statistical evidence of childbirth â€Å"childbirth was primitive†¦there was no analgesics†¦your chances of dying were†¦one in two†. In this, Aunt Fay highlights that Alice should not take being autonomous for granted. This is delineated through Aunt Fay expressing â€Å"You do not know little Alice, how recent or lucky you are†. A close study of Jane Austen’s 1813 social satire Pride and Prejudice and the 1984 epistolary text Letters to Alice on first reading Jane Austen by Fay Weldon, allows us to draw connections between the two texts and for our original understanding of Austen’s text to be shaped and shifted. Austen uses the main themes in Pride  and Prejudice, such as Marriage, social class and Pride, to express her approval or disapproval of her societies’ attitudes. Weldon’s text is used for didactic purposes to encourage an understanding of the value of literature, for which she uses Austenâ₠¬â„¢s writing to project her ideas. She reviews Austen’s context by providing an explanation of social conventions such as marriage, social stratification and women.

Negotiation Situation Essay

In the negotiation of a mortgage refinance, you can run into many different types of situations that you have to be prepared for. How we interact during a negotiation can make or break an agreement. Successful use of communication tools and preparing yourself to handle personalities will contribute to the outcome. Analyzing the Roles of Communication In this situation the initial state of the negotiation was not moving forward in a positive direction. The bank was dealing with many customers with mortgages that were months behind due to the economic crash at the time. We were one of those affected; the construction boom took a turn for the worse and work slowed down. Although we kept in contact with our bank regarding our situation, they were not willing to negotiate new terms to our agreement. As a home owner you never want to get behind on your payments, so we continued to make partial payments. The bank continued to accept the partial payments, yet didn’t want to work with us to reassess our situation. â€Å"Discussion does not mean fighting and shouting, instead it is simply the exchange of one’s ideas, thoughts and opinions with each other. One needs to have excellent communication skills for a healthy and an effective discussion. (Role of Communication in Negotiation, 2012)† The bank acted with diplomac y and tactfulness. After speaking with realtors and obtaining consultations from acquaintances, we realized for the bank to take action, we had no choice but to stop paying the mortgage. We knew at that moment that it became a game of the bank vs. the homeowners. The way you communicate varies according the formality of the situation. (Key Aspects of Communication in Negotiation) By making partial payments, the bank was content with us. We were getting further behind, and incurring penalties towards our mortgage. Taking action did get the attention of the other party. The impact of the communication, made the bank realize they needed to have more meaningful conversations with us. We finally were able to alter their perceptions and expectations concerning the situation, relationship and outcome. Through many discussions with the bank, we came to an agreement to attempt to sell the house this way to avoid foreclosure and or a short-sale. The mortgage payments were frozen during this period. We knew we were treading water, since the housing market was at a virtual standstill. After exhausting conversations with the bank, we were at the point where we were going to have to walk away from the house. Our emotions at this point, were wearing thin. This process was taking months, and also taking its toll on our patience with the bank. We wanted to be responsible for our decisions, but we were being forced to make a decision that would hurt our credibility for the future. Our sincerity was our most important personality traits exhibited in this negotiation. We had to show our sincerity for an effective negotiation. We never took the situation casually. In the eleventh hour of negotiations, the bank was willing to refinance with a co-signer. Luckily, our relatives were willing to assist, and were kind enough to co-sign. The bank was very cooperative and we were moving forward in a positive way. Analyzing Personality Failures and distortions in perception, cognition, and communication are the paramount contributors to breakdowns and failures in negotiation (Lewicki−Saunders−Barry, 2005). Negotiators use information to challenge the other party’s position or desired outcomes or to undermine the effectiveness of the other’s negotiating arguments. Even in the simplest negotiation, the parties take a position and then present arguments and facts to support that position. As the homeowners, we argued to gain terms that were within our reach to be able to afford the home and avoid a foreclosure. The bank had a different set of terms, that would stretch our ability to make ends meet, and we had to stand firm with our decision to adhere to our end goal. For us, our personality in this situation varied. At times we were very cooperative, as was the bank. But at times, the bank exhibited an aggressive behavior, and made us think we only had one option to explore. The bank exhibited a power position, to intimidate and instill fear. As homeowners, we were emotionally attached to the home. We knew that we had to remove our emotions, and treat this as a business deal. That was difficult. We were able to neutralize our emotions, and handle the situation in the most professional way. Personalities in such a high-stake situation can get intense. We viewed the bank as goliath and us as David. The bank was responsive, but we found when we got upset and put them under pressure, the bank became uncomfortable and worried about damaging the relationship with us as the customer. Contributions of those Roles to the Outcome Our ability to stand our ground and be vigilant with our information upfront, aided our ability to work with the bank to come to an agreement. To reach this agreement a third party did have to enter the discussions. This third party assisted both sides in reaching a final agreement. The process was a roller coaster; it was also a learning experience for both sides. In the end, we were happy with the final terms. The bank did make some small mistakes throughout the whole process, and due to their mistakes being presenting in writing, had to honor those terms in the paperwork. We were able to avoid a 5-year ARM agreement, and were able to secure a 30 year fixed mortgage at a very low rate, due to their mismanagement of information. The point is to never quit with a bank. As long as they keep coming back with counter offers, you do the same. At some point, you’ll make a deal, and it might be better than you ever expected. Looking back, it is very important to remove your personal emotions from the negotiations. Emotions need to be under control on both sides to achieve a successful end. If you have ever felt like you were stuck in a burning high rise with only one way out at times, we know that if you work with the right people, your chances of success increase with every option you have. Bibliography Key Aspects of Communication in Negotiation. (n.d.). Retrieved from http://oregonstate.edu/instruct/comm440-540/commfactors.htm (2005). How to Improve Communication in Negotiation. In Lewicki−Saunders−Barry, Negotiation, Fifth Edition (p. 175). The McGraw−Hill. Role of Communication in Negotiation. (2012). Retrieved January 19, 2013, from Management Study Guide: Pave your way to Success: http://www.managementstudyguide.com/role-of-communication-in-negotiation.htm

The relationships between the physical environment and economic activities are no longer important

‘Second life' has its own settlements, inhabitants, firms, markets, geography and economies. In January 2007, it even had its own political riot. What is significant about this? Well, its economic activity bears absolutely no relation to the physical environment. It is an entirely virtual world and, admittedly, a computer game – but the point remains. Their currency, the transactions, the profits and the losses may occur in the game's own currency but can be converted into real life US dollars. Also read this  Cheating in a Bottom Line Economy This is 21st century economic activity as the science fiction author's imagined it, and fundamentally, is totally isolated from the physical environment. This could certainly be the shape of things to come, as indications of it can be seen translated onto the non-virtual world. The physical environment is consistently being conquered by human activity – there is little requirement for physically conducive circumstances for an area to be entered into the global capitalist economy. Anecdotally, there is a real snow slope in Dubai – economic activity based around winter sports is happening in the desert. Arguably, humans still cannot conquer wilderness – settlement in Japan is restricted to the coast and the vast majority of mankind live close to coastal areas. Is this, however, more an issue of tradition than one of physical necessity? Certainly, conservative theory would suggest that people draw their identities from tradition, which can have important economic implications. Las Vegas typifies the ‘bright lights' view of the USA – yet having outgrown its aquifer it surely shouldn't exist. Where there are serious economic incentives, the physical environment pales into very little. This has seriously implications in, for example, settlement patterns. Examination of a pre industrial city, such as Potosi, in Bolivia, demonstrates the importance of the relationship between the physical environment and economic activity. These cities were centres of power, bringing together the wealthy and politically powerful – both underpinnings of economic activity – with their servants and slaves in one large urban area, thus representing the beginnings of hierarchal economic systems that have been replicated around the world. This was the start of urbanisation, but what dictated the locations of these economic hubs? Read also Recording General Fund Operating Budget and Operating Transactions The physical environment, from which everything was derived and upon which everything relied. These new cities were focused on the exploitation of a raw material such as coal or iron ore; Catal Huyuk in Turkey developed around volcanic glass, becoming one of the first economic centres. As these activities grew the industrial city emerged, bringing people together in a work force and selling the products of their labour in a market system for the first time – it was the physical environment providing the impetus and the raw materials that enabled both extended settlement and trade to occur. The relationship could not have been more important. However, what is the postindustrial city tied to? Very little – location of industry is no longer tied to traditional centres that formed due to the physical environment. ‘Footloose' industries can be observed in the UK and other knowledge based economies. The sunrise strip around the M4 corridor and silicon fen have not developed where they are because of an exceptionally good crop of microchips. They are focused around centres of learning – science parks attached to the Universities of Oxford and Cambridge, or important communication routes that link them into the global economy – the M4, and important links to London. Read also Intro to Public Relations Notes Similarly, it is human economics that has ‘saved' those areas previously dependent on the physical environment. The decline of the mining industry in South Wales had a profound impact on the surrounding areas causing significant depression. This situation is being reversed with subsidies from the European Union; an economic body that rose from a belief in the law of comparative advantage as opposed to the physical environment. The relationship here between the physical environment and economic activity appears somewhat less significant than for pre industrial cities. If post industrial cities no longer rely on the physical environment for their economic activity, but pre industrial and industrial cities derive their location, habitation and economic activity from the physical environment of their surroundings, it could be argued that those nation states who have no undergone industrialisation have a greater reliance on the physical environment. Rio de Janeiro owes much of its grandeur and wealth to the physical environment – many of the municipal buildings were built on the influx of wealth from the extraction of gold in the 18th and 19th centuries. Today, the area is the biggest extractor of petroleum in Brazil from off shore fields; a position in continues to hold despite the opening of markets due to its resource endowment. Conversely, it can also be the physical environment that dictates a very different course of economic events; resource curse theory suggests that an endowment of a particular resource – such as diamonds in many African nations – can in fact lead to stinted economic activity as the economy develops in an unbalanced manner. The poor economic situation in these states would certainly suggest an important relationship between economic activity and the physical environment that must be understood for a solution to be reached. In a similar vein, some cities have not been able to cope with the move away from a close relationship with the physical environment. ‘Old' industrial cities, such as Sheffield in the UK and Lille in France are characterised by loss of employment in the primary sectors, as mining and other physical environment heavy industries decline. There are often high levels of social deprivation and population loss from the inner city as out migration occurs. This illustrates that the relationship between the physical environment and economic activity is just as relevant today as it was with the initial city forming influences – in this case, the location of the cities, a physical factor, on the periphery of post industrial development has lead to economic depression and social deprivation. Furthermore, the observance of the growth of the postindustrial city from pre industrial times has been focused on the core regions of the UK, the USA and Japan. This conservative view of development theory assumes that all development will undergo similar courses, thus implying that the relationship between the physical environment and economic activity in LEDCs is more important than that in MEDCs. Structuralists, however, will argue that this is not the case. The growth of these ‘core' regions has huge implications for the entire global economy based around human derivatives as opposed to physical factors. The periphery is, in essence, not affected by the physical constraints that some argue are the cause of its poverty. It is the economic actions of ‘core' elements of society that result in the economic situations in LEDCs. Studies that led to this ‘dependency theory' observed the actions of wealthy in Sao Paulo which had huge implications on the favela dwellers and the unskilled labourers of Brazil; this is translated on a global scale – the economic activity that keeps the poorest sections of global society in that position is arguably the result of the actions of the core nations which they have had most to do with in the past. If this is the case, there is little relationship between the physical environment and economic activity. In spite of all this, however, there is an undeniable economic impact when disaster strikes. The dramatic impact of the Asian tsunami is a clear illustration. The movement of the tectonic plates that in turn triggered the tsunami could not have been predicated, although it has been argued that the quick pinpointing techniques could have provided greater notice of the wave. Even if this was the case, what of the impact to the settlements, the farmland and the tourist industry that it destroyed? The economic implications of this were huge – raising the point that no matter how much humans attempt to harness the physical environment in pursuit of economic incentives, what initially allowed the development of the global economy can just as easily destroy it. The impact of natural disaster on economic activity is neither new nor restricted to LEDCs. Although the death count in LEDCS, such as the Kerala Earthquake, is usually higher than in MEDCs, the economic impact in MEDCs can be even more dramatic – the Kobe Earthquake, or the effects of Loma Preta ripping through San Francisco. Here, flights were disrupted when a runway ruptured, and damage to free ways and bridges held up over one million commuters for over a month. The economy that these commuters were a part of may not have derived directly from the physical environment, but the disruption and thus cost caused by the physical environment was huge. Even those natural disasters we have warning of have significant impact. The Stern Report recently emphasised the huge economic cost of climate change to certain regions of the globe, which in an increasingly globalised economy would have resounding effects around the globe. There is strong evidence to the effect that the current warming is human induced, and even speculation that it will be global warming that proves to be Malthus' final resource limit. As global temperatures increase, the Greenland ice sheet will melt. This introduction of fresh water will reduce the salinity of the Gulf Stream as it goes northwards and sinks, powering the global conveyor. If this ocean current is unable to sink, the global conveyor will cease to moderate climatic extremes around the globe. Whilst the UK may have handled this in the past during the Little Ice Age, in an economy dependent on roads, private cars and international travel, the economic disruption would be huge as the climate became colder. Limited snowfall has considerable economic impact today, making its potential impact huge. Economic activity itself, therefore, has reinforced the importance of the relationship between the physical environment and economic activity. Furthermore, given the attention paid to climate change by governments, the press, and NGOs alike, the carbon trading business is increasingly significant. Carbon Exchange, a firm that manages both voluntary carbon trading schemes in the US and administers the compulsory cap and trade system in the EU, has seen its share prices rocket to nearly i12 a share in recent months. Here, the impact of economic activity on the physical environment is giving rise to another 'round' of economic activity. Carbon trading is big business and completely inseparable from the physical environment. Is this, rather than a ‘Second Life' virtual existence of economic activity more the shape of things to come? There are other such examples of considerable profits being derived from climate change concerns – effectively; we are reverting to a system whereby economic activity is the direct result of the physical environment. In conclusion, it would appear that the physical environment did much to shape the initial economic developments of core regions, such as the UK, the USA and Japan. It has imparted traditions that persist by way of settlement patterns and economic strengths. If this is the case, a simple division can be made – MEDCs do not rely on the physical environment for economic activity where LEDCs do. However, this ‘model' cannot be held paramount, as it appears not to be the case; structuralist views point out the presence of highly developed and desperate poverty even within the same city as a result of dependency, rather than economic development as a result of the physical environment. In spite of this, there exists an undeniable relationship between the physical environment and economic activity that applies to both LEDCs and MEDCs – the impact of natural disaster. Furthermore, there is increasing economic emphasis surrounding climate change, particularly in MEDCs. Fundamentally, economic activity is an aspect of human activity. Humans are part of the biosphere, and in turn, part of the physical environment. Whilst we may not be as constrained by mountain ranges or climate extremes, as once was the case, it is doubtful there will ever be a situation where the relationship between the physical environment and economic activity is totally irrelevant.

The Report for the Task Assignment Example | Topics and Well Written Essays - 750 words

The Report for the Task - Assignment Example Metal direct places prices on the basis of the daily stock price for silver while Rooksons considers a fixed price for silver that is reviewed quarterly. By offering to work on the basis of a fixed price for silver, which is reviewed on a quarterly basis, Rooksons presents a better deal. According to the survey the company carried out of 200 adult travelers while on the system at peak times, the major factors that may influence how safe customers feel when travelling on the service include: Of the three factors; travel time, number of people travelling together (trips) and reliability, only the number of people travelling together (trips) has an association with ratings of safety on the system. The estimated safety/ the rating likely to be given by a customer, who has travelled for 23 minutes, made 36 trips in the last month and gave a score of 6 for reliability is computed to be 5.252. The forecasts on safety ratings from the model are likely to be more reliable if the numbers of trips the respondents make using the system increases every month. â€Æ' The sales figures for the past thirty days reveal that Men’s Outlet Clothing is experiencing contractions in the business. There is no consistency in the increase of the company’s sales in the five weeks. From the model, the sales figures are dependent on time. There is a significant negative relationship between the sales figures of the company and time. The sales figures of Men’s Outlet clothing reduce as days increase. The recent reduction in sales in the last thirty days can be attributed to time. A closer examination of the daily sales shows that the sales will be lower on Tuesday and Wednesday. The pattern is anticipated to remain the same in the coming weeks with the sales still being lower on Tuesday and Wednesday. From the examination of the recent sales, there is no proof that there is any correlation between the low sales and the number of full-time sales staff. Men’s

Act of Identity Assignment Example | Topics and Well Written Essays - 1000 words

Act of Identity - Assignment Example Whites are attracted by blacks’ cultural differences generated by mainstream social constructions despite being seen as a forbidden narrative, as well as a symbol of rebellion. He identified himself with hip-hop culture, wore baggy jeans, a reverse baseball cap, designer sneakers, as well as developing a taste to rap music. He interacted a lot with blacks and even changed the way he spoke and imitated the AAVE just like African American. Mike even criticized groups he viewed as anti-African American, such as Jews and Koreans. He even accused his mother of being racists by referring to one of his African American childhood friend as Negro (Cutler, 316). This shows how strongly he valued African Americans despite his mother’s dislike of the blacks. Moreover, he felt the name Negro was more offensive and hurting, and since he was fond of his childhood friend, he never wanted any form of hurt directed at him. He tried to associate with poverty in order to prove his authenti city to hip–hop. Therefore, by identifying with the African American culture, Mike wanted to be unique from other whites who were discriminating against the blacks. Moreover, he felt the need to socialize and study or learn the African American culture, as he wanted to lead that particular life. Mike even began using drugs and joined groups of gangs, thus making him collide with police. Another gang group broke his arms. At the age of 15, despite joining another private high school, he continued to use AAVE and hip hop terms like yo, I’ m sayin’ even though he now had modified his speech and was heading towards a better English (Cutler, 315). This showed that he used associated with the African American culture as a form of getting entertainment. Since he belonged to various African American gang groups, he intended to get friends who could help him realize his self. Therefore, he got entertained from activities of the group. Even though at one point he got inju red, he never abandoned the group despite his mother’s plea. Contrastingly, despite abandoning his former lifestyle, never shed the gangster image but still get involved in violent actions and confrontations. 2) Dowdy’s mother expected them to embrace colonization in order to become successful and to up hold their uncle’s image and family status. She argued that as survivors of the long years of slavery, the only way of ensure prosperity is by adopting the British language (Dowdy 2). Moreover, Dowd’s country had many expectations from the colonists. For instance, their books had to be published by British publication houses while the best student writing had to read by foreign audiences such as General of Certificate of Education in London (Dowdy 4). The newspapers in Trinidad had to be produced in the best English in order to enable the Majesty to read despite having got independence twelve years ago. Her mother also expected them to learn ballet, take p iano lessons, join choirs, and dress in the best way as per British fashion. However, the more she tried to please her mother, grandmother, and teachers, the more she got alienated from her friends and peers. Despite speaking the Queen’s language fluently, she frequently got mocked by her friends thus, making her feel lonely and in a different world from peers. For instance while my friends used Trinidadian to express their innermost thoughts and desires, she used the Queen’s language to please her family members and teacher and thus, lived in two different countries. She claims that the colonizer valued the native language for the colonized for entertainment. It underrates the colonizers language. Therefore, the successful colonized person remains in two worlds, the

Morocco Essay Example | Topics and Well Written Essays - 500 words

Morocco - Essay Example According to Alami (1), the type of education offered to graduates has left them ill-equipped for job access in the market. Additionally, Alami claims that the level of education offered to students depends entirely on the economic status of their parents. In relation to this assertion, it is apparent that the students lack equal chances of succeeding in Morocco. Despite all these, it is evident that over 6.5 million students have the chance of joining colleges after completing their schooling at elementary and high schools. In addition to this, 600,000 students are registered in higher education. From this, it is apparent that the number of unqualified graduates will increase significantly from the current number. The rate of unemployment among the Moroccans is very high. In tandem with this assertion, Aljazeera (1) claims that the unemployment rate in Morocco is 9.1%nationally, 16% for graduates and 31.4% for citizens below the age of 34 years. The poor quality of education offered to the graduates has contributed to them lacking access to job opportunities. In other words, the job market is very hostile to the Moroccan graduates. Corruption also plays a part in the high rate of unemployment in Morocco. According to Alami (1), money and network are very essential for one to get a job in Morocco. Additionally, the rate of unemployment among Moroccans is also as a result of high number of dropouts which is as a result of language shift. It is as a result of high number of Moroccans’ unemployment that many protests are experienced in Morocco. In relation to this, Aljazeera (1) reported that â€Å"five unemployed university graduates burned themselves during demonstration.† â€Å"Young unemployed graduates during a protest in 2011 against unemployment and the cost of living in front of the Moroccan Parliament in Rabat† Retrieved from

Team and Team Processes Essay Example | Topics and Well Written Essays - 500 words

Team and Team Processes - Essay Example Every staff in a medical institution regardless of their role should have an ethical responsibility of pointing out errors when they detect one (Grant, 2011). The experience in the case of Nurse B is caused by acts of neglect and imperfection. In the medical field, the level of imperfection should be close to nil to avoid exposing patients to risks. In the work compiled by Marshall (2010), the act of regret in a medical institution may be caused by a fatal of occurrence in the practice. To avoid such scenarios, nurses are called upon to be vigilant in pointing out problem and errors whenever they detect one. According to Grant (2011) nurse should make sure that medical practices are well mitigated from risks. This can be done by reporting any medical change in patients to the appropriate doctor, asking for assistance in case of doubt when administering medical services and following the instructions provided by the doctors almost perfectly (Marshall, 2010). At this point the importan ce of teamwork and processes are important. Each member of a specific team should ensure that every other member of the group is operating on the required and appropriate instructions (Marshall, 2010). Nurse B raised concerns about the responsibility of nurses and their reaction to problems and errors. From the complaints, one could easily argue that some nurses feel not obligated to point out errors committed by the senior staff or the doctors. In creating awareness on this issue, the nurse should be equipped with the responsibility of effectively pointing out an error regardless of the position of the staff involved. This can be done by effectively increasing the level at which doctors and health instructors value the concerns of the nurses. Another intervention may be creating working groups in an institution comprising on one senior staff who could speak n behalf of the other nurses. As seen in the work of Marthaler & Kelly (2010) nurses feel more comfortable to report to a respondent.

Fitness Essay Example | Topics and Well Written Essays - 750 words

Fitness - Essay Example First, the body withstands or gets the ability to be against infections since an increase in the level of nutrients with a balanced diet and bad fats cut down raises the antioxidant level. This means that there will be an increase in the defense system of an individual against ravages of radicals that are free, and other infections (Libal, 2006). Secondly, individuals come in contact with some fatal infections and diseases like high blood pressure, diabetes, cardiovascular disease and cancer will not be vulnerable to them. Eating better and keeping fit plays a massive role in ensuring that people live a longer healthy life. Regular exercises protect body organs and keep all the engines of the body in good shape and maintain their efficiency. By keeping fit, the heart is strengthened making it work more efficiently since the body ensures that it runs on a speed that is optimum which is provided by the nutrients got from a balanced diet (Woodman, 2012). The diet of the Middle East is under that of the Mediterranean, which incorporates cuisines and foods of those countries, which border the Mediterranean Sea. This has garnered fame for its salient role of keeping the body staving off diseases that are chronic and ensuring that it remains healthy. The Middle Eastern Diet gives emphasis to olive oil use, whole grains, fish, legumes, vegetables, and fruits. Such a diet if followed keeps the people of this region as healthy as possible. This can be topped up with some exercises and simple gym. The diet if well adhered to keeps an individual healthy and enhances the performance of students in their daily activities and school work too. There can be a 50 to 70 percent reduction in chances of individuals’ vulnerability to cardiovascular diseases and other ailment that arise from lack of proper health and fitness when one follows the GCC and Middle East healthy diet (Woodman, 2012). An active lifestyle

Organization change Assignment Example | Topics and Well Written Essays - 500 words

Organization change - Assignment Example Employees will follow the guidance of a leader they believe in. Getting the respect of the employees is important in order to gain their trust. A leader must have superb communication skills to facilitate the change process in an organization. Often change requires that the employees gain new skills and capabilities to be able to handle the work challenges. The manager of a company can facilitate change by providing the employees of the firm with training and development opportunities. The use of training and development can help the employees accept change because the employees become better prepared. A technique that can be used to implement training and development faster at a lower cost is online training. Another technique that can be utilized to facilitate change at an organization is the use of intrinsic and extrinsic rewards. To motivate the employees to achieve greater production the company can offer financial rewards to the employees. It is important to demonstrate to the employees that the company cares about their work-life balance. The use of flexible time is a way to change the operations of an enterprise to allow the employees to be able to better meet their family responsibilities. Change can also be enha nced at a company through the implementation of teamwork. Teamwork enhances the leadership and communication abilities of the employees and it offers the workers a new dynamic work environment. Teamwork has become a critical success factor in the work environment of the 21st century. The employees of a company can also get involved in the change process of the organization. The managers must keep the lines of communication open with the employees at all times. A way for the workers to get involved in the change process is through the implementation of a feedback system. Sometimes the employees are intimidated by the managers and they do not feel comfortable giving feedback. Implementing

Management of Selling Case Study Example | Topics and Well Written Essays - 2500 words

Management of Selling - Case Study Example These measures would be particularly helpful because it would gain the co-operation of the sales force during the investigation process, which would provide more satisfactory results. Oldroyd would require the following information: An insight of the highly dissatisfied A and B accounts who are about to move out from the customer list. This would help Oldroyd to know the problems of the company in detail and its product acceptance in the market. By accompanying the sales force to gather this information will not only ensure their co-operation but they would also feel that their boss is by their side in difficult times. Oldroyd will gain confidence of his sales force in this way. The salesmen are sure that the salary would keep on increasing even if they make minimal effort in getting fresh orders as they have spent a number of years with the company which is well above the average duration of stay for sales people in the industry. Hence there is no pressure on the sales force as job security is high. There is no scheme of incentive for those who get the highest number of orders or for those who over perform. There is also no system of cutting some amount of money from the salary due to underperformance. So each month the salary of the sales force is guaranteed even if they under perform. ... The inner feelings of each salesman and their complaints if any. 2. There are many disadvantages in the way the sales force is currently organised. They are as follows: It is difficult to properly monitor the sales force The salesmen are sure that the salary would keep on increasing even if they make minimal effort in getting fresh orders as they have spent a number of years with the company which is well above the average duration of stay for sales people in the industry. Hence there is no pressure on the sales force as job security is high. Sale in the company is due to 10 years of brand reputation in the market and not due to any effort by the sales force. There is no scheme of incentive for those who get the highest number of orders or for those who over perform. There is also no system of cutting some amount of money from the salary due to underperformance. So each month the salary of the sales force is guaranteed even if they under perform. Hence each of them is assured of his own personal income and do not bother about the company's overall growth. Since there is no incentive scheme, in the words of Dive (2005, p. 13) there is "slow reaction to customers and competitions" which results in "quality work not being done.." There is rather unclear or total lack of vision for the sales force. They themselves are not sure where they are heading. 3. In the next six months Stephen Oldroyd can improve the sales performance of his company in the following ways: He should set up a future course of action and communicate it effectively to the sales force. He should demonstrate his best planning skills because the sales department of Supplies-4-Gardens seriously

The Effects on GPA Essay Example for Free

The Effects on GPA Essay The academic performance of high school students always constitute a major source of concern for educational practitioners as a result, any factor that could potentially improve this performance is worth considering (Everson and Roger, 2005). The importance of high school education derives from the fact that it provides an essential platform for academic and non academic accomplishments, psychological growths, the foundation for subsequent higher education and future life (Marsh and Kleitman, 2002). Consequent upon this perceived importance, factors that could potentially inhibit or improve high school students performance are worthy of in depth investigation. One such factor that has been shown to considerably influence high school performance is the participation in extra curricular activities. To a large extent, participation in extracurricular activities in high school is generally considered as a vital component of the educational experience (Galiher, 2006). However, the influence of participation in extracurricular activities has not been clearly defined. While some studies have linked positive academic outcomes with extracurricular activities, such as the study carried out by Cairns, Farmer, and Mahoney (2003); others have shown that there exist no significant relationships and even in some cases, some studies have reported negative relationship. As a result, the effect of extracurricular activities on high students performance has become a topic of educational, political, and community debate for more than a century (Marsh and Kleitman, 2002: 465). This paper intends to contribute to this debate by reviewing the several literatures on the topic. Historical Overview Fujita (2005) noted that the early adoption and development of extracurricular activities in high schools was slow. During those early years, most educators saw it as a fad that will fade away with time. For example, Marsh and Kleitman (2002) observed that before the turn of the twentieth century, educators were critical of participation in school extracurricular activities. To these early educators, high schools should be focused on solely on narrowly defined academic outcomes, because, non academic activities were believed to be primarily recreational and of no educational value. Some even contented that such recreational activities could be detrimental to the academic performance of high students. As a result, extracurricular activities participation for high students was discouraged in the early 1900s. Burnett (2000) provides an indepth review of the history and early developments of extracurricular activities in high schools. However, over the course of the last couple of decades, educational practitioners and researchers have adopted a more positive perspective of extracurricular activities; with most of then contending that these activities positively impact psychological developments of students and at the same time help improve academic performance. This change in perception is not unrelated to the large and growing body of research that have continually examined the links and relationships between extracurricular activities and academic performance of students using a wide array of research methods and tools. To a large extent, the bulk of studies conducted on this topic over the course of time point to a positive relationship between extracurricular activities and a host of academic, social and psychological outcomes, while very few of these studies report negative relationship. However, the primary problem with research in this field is that researchers have often adopted different variables in different research methods making generalization of the effects of extracurricular activities on academic and social performance of high students difficult to make. Relevant Theoretical Literature The basic theoretical framework that underlies the various studies carried out in this field involves correlating students’ academic performance with their participation or lack of, in extracurricular activities. For example, in Galiher (2006), the author collated data about the various extracurricular activities present in a particular high school and the list of students that participate in these activities. The grade point averages (GPA) and cumulative grade point averages (CGPA) for these students was also collated and participation in extracurricular activities was then correlated with students’ academic performance. The basic idea, generally, is that if participation in extracurricular activities positively impacts academic performance, then students involved with these activities would perform better academically, when other factors, such as age, IQ, gender, socio economic status etc have been controlled for. Analyzing the commonly used methodological designs in studying the relationship between social and academic performance and participation in extracurricular activities, Marsh and Kleitman (2002) observed that there are three research designs often employed by researchers. The first involve a one-time data collection research design that correlates extracurricular activities with the selected outcome variables. The second also involved a one-time data collection design, but controls for background variables such as socioeconomic status, gender, and age before correlating extracurricular activities participation with the selected outcome variables; while the third framework involve longitudinal studies where the same outcome variable are measured on multiple occasions so that the actual effect of extracurricular activities on the selected outcome variables are estimated after controlling for earlier outcomes (Marsh and Kleitman, 2002). While, according to Marsh and Kleitman, all of these frameworks are not perfect, they have all been used to show positive relationship between extracurricular activities and social and academic variables. Relevant Research In researching the relationships between extracurricular activities and students academic outcomes, researchers have sought to delineate what constitutes extracurricular activity. In this light, extracurricular activities have been broadly divided into in-school and out-of-school activities. The divisions are self descriptive. Furthermore, out-of-school activities can be subdivided into structured and leisure activities. While structured activities have been described as activities that require active effort from the participating parties and provide an environment for expression of ones identity or interest in sports, performing arts, academic, and leadership activities(Eccles and Barber, 1999 quoted in Marsh and Kleitman, 2002), leisure activities are activities that enjoyable but not demanding (Marsh and Kleitman, 2002) e. g. driving around or talking to friends. Extracurricular activities have also been grouped into formal and non-formal activities (Fujita, 2005). Here, formal activities refer to all structured and organized activity, irrespective of whether it is in-school or out-of-school, while non-formal activities refers basically to out-of-school leisure activities. From this classification, the influences of extracurricular activities on academic performance can be streamlined. For example, it is only reasonable that in-school structured activities will better influence academic outcomes and thus increase GPA than out-of-school activities. In this sense, Gerber (1996) investigating the relationship between academic outcomes and the two type of extracurricular activities reported that there is a greater and more significant positive correlation between in-school extracurricular activity participation and GPA than for out-of school structured activities. This distinction between extracurricular activities notwithstanding, there is ample research studies that point to the academic and social utility of extracurricular activities. In one of the early definitive studies carried out in this field, Marsh (1992) using a large longitudinal study that investigated the social and academic performance of students while in school and two years after graduation, reported that students who participated in extracurricular activities were more likely to have higher school satisfaction, higher internal locus of control meaning that students felt more in control of their lives; higher social and academic self-concepts; and higher educational and occupational aspirations in school and two years after completing high school (Marsh, 1999; Marsh and Kleitman, 2002). Several other studies have reported a positive correlation between participation in extracurricular activities and academic performance. For instance, Marsh and Kleitman after reviewing several previous studies observed that extracurricular activities help in building and strengthening academic performance, even if the activities are not obviously related to academic subjects. Darling, Caldwell, and Smith (2005) after an extensive longitudinal study reported that students who participated in school-based extracurricular activities had higher grades compared to those who were not involved in any extracurricular activity. In a more specific study, Galiher (2006) investigated the relationship between students participation in extracurricular activities and their current grade point averages and cumulative grade point averages. The author did not only investigate this relationship, data was also analyzed to see if there existed grade point increments with increasing participation in more than one extracurricular activities. The author concluded that Not only was the analysis consistent with the correlation data but also showed very clearly that students who were participating in one or more activity were getting better grades than students who were not involved in any school activities. The mean grade point average for students who participated in one or more activities was approximately one grade point higher than students who were not involved, which is equivalent to one letter grade (Galiher, 2006: 11-12). This study showed, definitely, that there is a positive relationship between students’ participation in extracurricular activities and their academic performance (indicated by the GPA) and that with increasing participation, students are more likely to get higher grades. Implications for Practice With the decreasing educational achievement recorded in schools nationwide, educational practitioners and researchers are under pressure to find ways to better improve the performance recorded in schools. With this increasing pressure on educators to perform, any factor that shows potential of improving academic performance deserves serious attention. Again, with the decrease in funding available for public schools, coupled with the poor performance of schools, educational decision makers are often under intense pressure to make decisions concerning the continuance or removal of academic and extracurricular programs. From the above, it is apparent that research studies indicating positive correlation between participation in extracurricular activities have two major implications. First, it provides educators with a valid instrument for increasing the academic performance of students. The knowledge that students achieve greater academic and social outcomes with increase participation in extracurricular activities will definitely prompt educational practitioners to promote healthy and effective extracurricular activities tool for enhancing academic achievements. Two, it make the decision process easier for educational decision makers who have to decide concerning the continuation of extracurricular programs. Instead of rationalizing the removal or continuance extracurricular programs, decision makers will be more productively engaged with how to better harness the potentials of these programs. Implications for Inquiry Despite the several positive implications of extracurricular activities that have been reported in several studies, one major that deserves further investigation was raised by Hunt (2005). After studying the relationship between extracurricular activities and academic performance, the author reported no positive outcome, instead, he argued individuals who were academically sound at earlier ages were more likely to participate in extracurricular activities raising the question of whether extracurricular activities indeed influence academic performance or is a result of it. This area still deserves further study. Summary It has been argued that high school experiences provide an essential platform for academic and non academic accomplishments, psychological growths, the foundation for subsequent higher education and future life. Thus, any factor that could possibly influence students ability to perform their best while in high school is worth investigating. Extracurricular activities constitute one of the factors that have been shown to influence students performance in high school. In this paper, several literatures on this topic were reviewed. To a large extent, it was shown that extracurricular activities participation improves students academic performance. Thus, students that participate in one or more extracurricular activities were more likely to have higher GPAs compared to students that did not participate at all. Work Cited Burnett, M. A. (2000). One strike and youre out: An analysis of no pass/no play policies. High School Journal, 84(2): 1-6. Cairns, B. , Farmer, T. , and Mahoney, J. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology, 95: 409-419. Eccles, J. S. , and Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14: 10-43. Fujita, K (2005). The Effects of Extracurricular Activities on the Academic Performance of Junior High Students. The Masters College. Available at http://www. kon. org/urc/v5/fujita. html [Accessed June 21, 2008]. Everson, T H and Roger E. M (2005). Everyone Gains: Extracurricular Activities in High School and Higher SATÂ ® Scores. College Board Research Report No. 2005-2. Galiher, S (2006). Understanding The Effect Of Extracurricular Involvement. Thesis. School of Education, Indiana University, South Bend. Marsh, H. W. (1992). Extracurricular activities: Beneficial extension of the traditional curriculum or subversion of academic goals? Journal of Educational Psychology, 84: 553-562. Marsh, W. H and Kleitman S (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72(4): 464-510. McNeal, B. R (1995). Extracurricular Activities and High School Dropouts. Sociology of Education, 68(1): 62-80.

Thomas Eakins & Miss Amelia Van Buren Essay Example for Free

Thomas Eakins Miss Amelia Van Buren Essay The current project will analyze the oil canvas titled ‘Miss Amelia Van Buren’ that was created by a well-known USA painter and portraitist Thomas Eakins in 1891. The portrait is part of a series titled â€Å"Women in Pink† and belongs to the masterpieces of American Realism. The aim of the paper is to discuss the style and subject matter of this artwork as an integral part of the artist’s creative ancestry and within a broad historical framework. Eakins’s production was often rejected by contemporaries. This fact proves that any piece of artistry expresses different meanings for patrons and art audiences as well as for the artist himself. These competing implication will be assessed throughout the paper. Thomas Eakins: Brief Biography The reputation of Thomas Eakins (1844–1916) as an outstanding representative of the American school of realism in painting, photography, sculpture, and fine arts education was established only a few decades upon his death. Eakins was born in Philadelphia, where, watching his father, a writing master and calligraphy teacher, at duty, by twelve he has acquired profound skills in drawing, perspective planning, employing a grid to produce an accurate design. Thomas was graduated from Central High School, the first-class public school for applied science and arts, and entered the Pennsylvania Academy of the Fine Arts in 1861 to refine the knowledge of drawing and anatomy. The latter realm interested Eakins to such an extent that in 1864-1865 he started diligently attending courses in anatomy and dissection at Jefferson Medical College. In 1866, the young man joined the studio of Jean-Leon Gerome, a prominent Orieintalist painter, at the Paris School of Arts. The American student also frequented into the atelier of Leon Bonnat who put forward anatomical preciseness as a cornerstone of Realism. Upon the four-year period of studying abroad, Eakins returned back to the native city. His first portrayals of rowers (e. g. , ‘Single Scull’ or ‘The Champion Single Sculling,’ 1871; a series of eleven oils and watercolors altogether) stirred attention within Philadelphians due to their innovative treatment of a dynamically moving human body portrayed outdoors. In parallel with inquiring into the sports themes, the young artist created a range of domestic Victorian interiors (e. g. , ‘Home Scene,’ 1871; ‘Elizabeth at the Piano,’ 1875; ‘The Chess Players,’ 1876; ‘Elizabeth Crowell and her Dog. ’ 1874). The first large scale portrait ‘Kathrin’ was made in 1872. In 1876, Eakins commenced his teaching career at the Pennsylvania Academy – first as a volunteer teacher, then as a salaried professor (since 1878), and finally as director (1882-1886). Upon the scandalous resignation consequently to original methods of teaching, Eakins lectured at many art schools, including the Art Students League of Philadelphia, the Art Students League of New York, the National Academy of Design, Cooper Union, and the Art Students Guild in Washington, D. C. , until the withdrawal from teaching in 1898. Eakins was not only a talented painter, but also a gifted photographer. His acquaintance with camerawork took place during his European studies and continued thereupon, when the artist learnt about the photographic motion research of Eadweard Muybridge and started his own experiments in the field. Many well-known canvases of Eakins were created relying on photographs to better understand the dynamics of body movements and increase the awareness of perspective (e. g. , ‘Mending the Net,’ 1881; ‘Arcadia. ’ 1883). In 1883, the artist started shooting the so-called ‘Naked Series,’ nude photographic depictions of students and professional models that revealed human anatomy from certain angles. About eight hundred photographs are thought to belong to Eakins and his followers. The fame of Eakins as a prominent representative of American Realism heavily relies on his portraits. Several hundred canvases depicted representatives of the local Philadelphian Bohemia, scientists, and medical workers (e. g. , ‘The Gross Clinic,’ 1875; ‘The Portrait of Dr. John Brinton,’ 1876; ‘The Agnew Clinic,’ 1889; ‘The Deans Roll Call,’ 1899; ‘The Concert Singer,’ 1890-92; ‘The Portrait of Maud Cook,’ 1895; ‘Antiquated Music,’ 1900; ‘The Portrait of Professor Leslie W. Miller,’ 1901) in their professional environment. On the reason of intense anatomic realism and the artist’s notoriety upon dismissal from the Pennsylvania Academy, Eakins’ portraits were often rejected by the sitters or their relatives. Therefore, the artists invited his relatives and friends (e. g. , ‘The Portrait of Walt Whitman,’ 1887-1888) to act as models. In the 1880s and 1990s, the artist created his finest examples of figure studies (e. g. , ‘The Swimming Hole,’ 1884-5; ‘Between Rounds,’ 1899; ‘Salutat,’ 1898). The portraits created by Eakins in the early 20th century captured the local Catholic clergymen (e. g. , ‘The Portrait of His Eminence Sebastiano Cardinal Martinelli,’ 1902; ‘The Portrait of Archbishop William Henry Elder,’ 1903; ‘The Portrait of Monsignor James P. Turner,’ ca. 1906). In the late period of life Eakins started enjoying recognition. In 1902, he was granted the title of a National Academician. Two years before death, in 1914, the artist sold a portrait study of D. Hayes Agnew for The Agnew Clinic to Dr. Albert C. Barnes for four thousand dollars. In 1917-18, Eakins’ works were exhibited at the memorial retrospectives at the Metropolitan Museum of Art and the Pennsylvania Academy. Upon the death of Susan Macdowell Eakins, the artist’s wife, the major part of Eakins’ creative ancestry was purchased by Joseph Hirshhorn, and now is stored at the Hirshhorn Museums collection. Eakins house in North Philadelphia was included to the National Register of Historic Places list in 1966. In 2006, a group of sponsors paid $68,000,000 to keep ‘The Gross Clinic’ in Philadelphia, while previously it was planned to sell the canvas to the museums located in other cities, ‘Miss Amelia Van Buren’ (1891) Miss Amelia Van Buren (c. 1856-1942) was Eakins’s student and the friend of his family. This gifted painter and photographer participated in an episode that indirectly initiated resignation of the master from the post of director at the Pennsylvania Academy. One day, a young female asked the teacher to explain the anatomical function of the pelvis. At his lessons, Eakins exercised bold methods and stirred the differences between male and female students by exposing nude models of both sexes in the class where both men and women were present. Putting anatomy of a human body to the foreground, professor encouraged his followers not to afraid the Victorian model and bravely approach the secrets of physiology. Therefore, Eakins invited Van Buren to his studio and provided the requested instruction. The painter described the episode as follows: â€Å"There stripping myself, I gave her the explanation as I could not have done by words only. † Later on, Eakins’s behavior made the evil-wishers accuse him of sexual harassment and inappropriate methods of teaching. The painter responded with dignity, yet showing no signs of regret or shame: â€Å"There was not the slightest embarrassment or cause for embarrassment on her part or mine. I think indeed [Van Buren] might have been embarrassed, if I had picked up a man on the street and endeavored to persuade him to undress before the lady for a quarter. † Eakins often used his students as models for his works and saw nothing undignified in exchanging professional secrets with the members of his circle regardless of their sex. Van Buren was also publicly accused of posing nude in front in the painter. That fact aroused many rumors and negatively affected the womans reputation that could seriously spoil her social activity in those prudent times. Werbel has stressed that Amelia Van Buren altogether with Elizabeth Macdowell, Eakins’ future wife Susan, Cecilia Beaux, Alice Barber Stephens, and other female students of the Pennsylvania Academy belonged to the circle of the so-called â€Å"New Women. † They shared Eakins’ opinion concerning equal rights of men and women for education and social activity. Those females were talented artists and actively participated in the cultural life of Philadelphia. Feeling at ease with their own principles and encouraged by the master, to whom they deeply trusted, those New Women were not afraid of public hypocritical scorn. To return back to the oil canvas, it provides us with attentive, unflattering, and surgically sharp vision of a young woman, sitting near the window. Her figure is softly glowing in the daylight, while the background remains deem and dark. Salcman made an almost poetic description of the portrait’s details. A woman in her twenties sits in the armchair, as if she has suffered through a hard day and now is having an unexpected break. The model is so absorbed into her thoughts that even the atmosphere around her is pregnant with some intensive, yet joyless mental activity. The gaze of a spectator is initially attracted to Miss Van Buren’s Victorian pink dress with a standard for that time fluffy crinoline. The pink color of the upper gown that reminds of slightly dewed rose petals harmonizes with the soft, milky tint of the crinoline apron. Multiple folds on the skirt that underline the pensive, slightly tired pose of the woman, mask the body. Eyes that are literally lost in this whirl of light cloth approach the face of the model only upon spending some time on looking at minor details. The latter are the half-opened fan, lying on a thigh of the figure, and a narrow and elegant hand that is shadowed by the arm of the armchair. The rosy pale face of Miss Van Buren sharply contrasts with her gray hair that makes her look, as if she is in the late thirties or even forties. Salcman has noted that the artist is far from flattering his muse. The head of the woman rests on the left loosely fisted hand with its left temple and turned towards the light, away from spectators. The pose signifying uneasy feelings arouses hot arguments among the researchers. Salcman observed â€Å"regret,† â€Å"disappointment,† and â€Å"a loss of possibilities† in the expression of Amelia’s face as shown in the tight lips and lowered eyes that are thoughtfully gazing into the window. Kirkpatrick has noted that the model looks â€Å"unhappily lost in thought, trapped and vulnerable as a caged bird. † It is evident that each art critic tried to impose his or her own understanding of human facial mimics or the inner world of the artist. On the point, a very important observation was delivered by Henry Adams who analyzed the works of Eakins in parallel with peripetias of the artist’s life. The researcher stressed that the master â€Å"was not simply recording faces, but also exploring something about his own mental condition. † In 1891, when the portrait of Miss Van Buren was made, Eakins could not still re-discover the inner equilibrium upon the scandalous resignation from the Pennsylvania Academy. Teaching was one of the favorite activities for the master, where he could freely communicate with young like-minded people and test his innovative ideas in painting and photography. At that period, Eakins lectured at the Art Students League of Philadelphia, but the institution was about to dissolve, which happened the following year upon execution of the portrait. The painter’s canvases were constantly rejected by critics and exhibitioners, so it was rather the 47-year-old master than his model had reasons to look gloomy and caged. It really seems that both spectators and critics tend to apply their own emotions onto the canvas, while forgetting about the broader context for the artwork. Amelia Van Buren left no memoirs about the implications for her suspected depression at that period. She truly admired Eakins both as a professional and a teacher, being not afraid of exposing her soul in front of the artist’s intent eyes. Van Buren was a rare exception so far as many people, whom the painter asked to sit for their portraits, declined the invitation. As one of Eakins’ contemporaries explained, â€Å"He would bring out all those traits of my character I have been trying to conceal from the public for years. † It speaks on the fact that the master intended to excavate, so to say, the inner deposits of ideas and emotions that common members of the Victorian society were scared to reveal. The fear of self-exposure was not the case of Miss Van Buren. She agreed to sell the portrait only in 1927. Her letter to an exhibitioner who proposed to purchase the masterpiece of American Realist school contains the following lines: I accept your offer and while I shall miss the picture I shall like to think of it in your gallery where I hope to see it sometime soon. Mr. Eakins’ friends have always been sure that his work would be appreciated in time. The portrait of Miss Amelia Van Buren is now stored in the Phillips Collection, Washington, D. C. , and arouses a combination of stress under the burden of intense emotions depicted and admiration at the mastery of Eakins in showing the secret depths of human souls. Women in Pink Relying on Eakins’ memoirs, Adams has stressed that the theme of females clad in the pink gamut has been explored by the painter for almost two decades. Some well-known canvases from this series include Miss Amelia Van Buren (1891), The Concert Singer (1890-92, Philadelphia Museum of Art), ‘The Portrait of Maud Cook (1895, Yale University Art Gallery. ), and The Actress (1903, Philadelphia Museum of Art). These artworks should be examined both separately and within a group to understand the state of the artist and the dynamics of his creative potential. The 1890s was an extremely hard period for Eakins who was vulnerable to the complications of life and public reactions as every great man of arts. As it has been mentioned earlier, his teaching career collapsed, partly on the cause of his own provocative behavior and remarks. Upon the initial period of recognition among the critics and gallery owners shortly upon coming back from Europe, the master experienced challenges in regards to both selling his works to make for living and to establishing stable relationships with relatives and the broader public. Adams treats the series of female portraits that were executed in the late 1880s and throughout the 1890s as manifestation of depressive feelings and unsettled creative quests. The portrait of Van Buren demonstrates a perfect harmony between the complex inner state of the painter and the concealed disharmony of the model who suffered from emotional illness. The slumped pose of the model, the eyes diverted from spectators, the sharp contrast between the warm pink-milky gamut of the figure in the foreground and the rich, brown and mahogany color of the background – all these feature the mood of tension that abruptly mutilates into the deep exhaustion. The depiction of a â€Å"small woman with a large brooding spirit† is the first step on the ladder of self-discovery for the painter, and the next is The Concert Singer. The model for the portrait – a famous opera performer Weda Cook – started sitting or better say standing for Eakins in 1890. Cook debuted at the Pennsylvanian Academy of Music when she was only sixteen years old, and since then often pleased the demanding Philadelphian public. The painter depicted his model as dressed in a radiant pink dress, singing on the stage. It should be stressed here that Eakins was particularly accurate in depicting the specifics of his model’s profession or emotional state. He asked Weda Cook to sing â€Å"O Rest in the Lord† from Mendelssohn’s Elijah to convey intensity of her artistic manner and carved the opening notes of the musical piece on the frame. Another interesting detail is that for the sake of better rendering of body, Eakins asked the model to undress to her underwear. Cook strongly opposed the idea but finally gave up and agreed. There is a similarity between the two portraits of Van Buren and Cook in regards to the pyramidal composition, but the general gamut and mood of the canvases contrast each other. While the choice of colors for Van Burens depiction aims to reveal the models delicacy, fragility, even exhaustion, the gamut for Cooks portrayal manifests a greater extent of energy and self-assuredness. Such effect takes place due to the background: in case of Van Buren it is intense and dim (in a manner similar to Diego Velazquez and Jusepe de Ribera, Eakins’ favorite Spanish painters), and in case of Cook the olive smoky backstage is rather light, and the whole pose of the full-length figure of the model altogether with decorations of the scene remind of some European masters such as Edgar Degas and James Whistler. To continue about composition, the body of Van Buren is framed by the chair, as if the only thing that provides her with some kind of support is the furnitures arm. Her slumped pose and bended head create the atmosphere of misbalance and awkwardness. On the opposite, the erect pose of the singer and her hands that are elegantly and somewhat affectively placed in front of the waist remind of a bird that is ready to fly upwards. However, this is not a triumphant gesture but a movement of â€Å"flight and loss. † The opera performer is placed in the center of the composition. It seems that minor details – such as the conductors hand in the lower left corner of the canvas, the bunch of roses on the floor in the lower right corner, and the palms branch in the upper left section of the picture – do not constrain the freedom of the heroine. However, similarly to Van Buren, Cook diverts her eyes from spectators and looks upfront and above peoples heads. The very pose underlines the model’s concealed isolation and loneliness. Her eyes are surrounded with red rims and shades so that there is an effect of hastily wiped tears or insomnia. There is a difference also between the tints of models’ gowns: the one of Van Buren looks like slightly frosted, the effect is unlined by the pearl color of her grayish hair; the dress of Cook is radiant and festive, decorated with olive inserts and a long trail. One might also note that the flesh is almost totally absent on the portrait of Van Buren, whereas Cook demonstrates bare neck, shoulders, and hands. The contrast in regards to body exposure between the two females emphasize their attitude to public attention: while the first model attempts to conceal her internal state from spectators, the latter derives her energy from the outer world. Eakins does not want to portray women as more beautiful that they are. Van Buren looks older than other women of her age, and the features of her face are not harmonious. Cook cannot either be called young and pretty. Her hands are plump and reddish, her open mouth and a wrinkle on the neck makes one think that she is doing a hard job instead of executing a beautiful song. Werbel has commented on the specifics of Eakins’ treatment of women’s beauty. The artist conceptualized it as â€Å"faithful, undistorted attention to the individual anatomy and attributes of each person. Due to his original technique the painter was often thought of as â€Å"a rebel† as he transferred onto the canvas all defects of the sitters’ physical appearance. Both Van Burens and Weda Cooks faces are sculpturally expressive and anatomically true. Some of Eakins’ followers and many representatives of that time society got scared of such preciseness and sharpness. The physically attentive dissection of women’s features that are perceived by Eakins as a combination of bones, muscles, and soft tissues became less intense by the mid-1980s. The thesis can be illustrated by the portrait of Maud Cook (1895) that concludes the first half of the series depicting women in pink. We see the tenderly dimmed face and upper part of torso belonging to a young, dark-haired woman with large eyes that are glowing from inside. Her delicate long neck streaming down softly to get lost in the gaze material of her light pink dress. In his usual manner, Eakins shows the model gazing away from the artist and the public. Her concentration on her emotions speaks of melancholy rather than of depression. In comparison to the portraits of Van Buren and Weda Cook, this particular image is less intense in feelings and is remarkable for restoration from frustration. According to Adams, the portrait of Maud Cook signifies the improvement in the artist’s fight with his demons. His works of the mid-1890s manifest recovery from the previous depression and self-disagreement. However, the stability was ruined by the suicide of Eakins’ niece Ella Crowell, after which grievous facts the painter’s sister and her husband broke relationships with Thomas. The master returns to the theme of female portraits only within a decade. The canvas titled ‘The Actress’ (1903) that depicts Suzanne Santje looks completely different from the earlier examples of the same series. In the foreground we see a woman in her thirties. The model sits in the pose that is usual for Eakins’ female portraits – the head is diverted towards the source of light and away from observers. The narrow face with high cheekbones looks slightly emaciated. Even a tender radiance that evaporates like a gaze from the middle facial part cannot conceal the paleness of the skin. Thick dark hair are in the artistic disorder as well as the festive bright pink gown. Suzanne Santje is portrayed full-length, and her body reminds in its graciousness of a mermaid who has just appeared from waters to brood over her tragic destiny. The model’s hands rest on the chair’s arms, demonstrating fatigue and grieve. It seems that the actress has just left the stage where she demonstrated luxurious and self-conscious hedonism, but here, in the artist’s studio she can be herself – tired, ageing, concentrated on the shallowness of life. The series under the collective title â€Å"Women in Pink† reveals Eakins’ progression between various artistic styles under the impact of his inner state. The earlier â€Å"clinical approach to the body† as evident in previously made portraits of Van Buren and Weda Cook gives place to the more merciful treatment of the sitter’s appearance as in the portrait of Maud Cook and finally resolves into the sympathetic, yet intense observation of the model soul as in ‘The Actress. ’ Regardless of Eakins’ experiments with composition and gamut, representations of a series from different periods demonstrate the same â€Å"blood and bone authenticity,† for which the painter was severely criticized throughout life and for which he is praised nowadays. These female portraits provide an attentive, brilliant account of women living in the Victorian or Early Modernism age and were constrained in their emotions and behavior by rigid standards of the broader, pro-masculine society. As Ratcliff has observed, the painter gave a chance to his female sitters, sitting in dim and small rooms, to look through the window into the sunlit world of freedom, self-discovery, and harmony. Clark argues that women’s portraits are part of â€Å"a poignant and pointed critique of woman’s place in the ‘heroic’ modern world. † Despite the merciless accurateness and realism of the painter in revealing physical drawbacks of the models, they look really feminine and attractive. What adds real gorgeousness to the images of both females is their passionate absorption by their rich inner world and the courageous flexibility, with which they face the unwelcoming, prison-like environment. The series demonstrates also the continuous struggle of Eakins himself to freely express his creative potential and to overcome all challenges imposed by the society and the family. Thomas Eakins: Blood and Bone Authenticity Art critic Lloyd Goodrich referred to the artistic manner of Thomas Eakins as follows: Seldom has there been so consistent a realist as Eakins – one whose art was such a direct outgrowth of reality†¦ Every figure be painted was a portrait, every scene or object a real one†¦ the actual rather than the ideal. Each Eakins’ model is not isolated in its anatomical validity but becomes a mirror for the surrounding contexts so that the inner and outer realities are colliding, mixing up, confrontating and intermingling between each other just in front of observers’ eyes. Due to Eakins’ mastery people turn into iconographic symbols that express both their own value and convey the atmosphere of the social period. The specifics of Eakins’s style tackles the portrait genre as treated flexibly both in the interiors and outdoors – in the offices, streets, parks, water basins, arenas, and hospitals of his hometown, Philadelphia. As a painter and photographer, Eakins admired the beautiful human bodies – either completely nude or lightly dressed so that to reveal motion – demonstrating energy altogether with harmony between the inner and outer sides of person’s nature. Bibliography Adams, Henry, and Thomas Eakins. Eakins revealed: The secret life of an American artist. New York City: Oxford University Press, 2005. Boyer, Paul S. â€Å"Eakins, Thomas. † The Oxford Companion to United States History. Oxford University Press. 2001. Encyclopedia. com. (April 21, 2009). http://www. encyclopedia. com/doc/1O119-EakinsThomas. html. Clark, William J. â€Å"The Iconography of Gender in Thomas Eakins Portraiture. † American Studies 32, no. 2 (1991): 5-28. Craven, Wayne. American art: History and culture. Boston: McGraw-Hill, 2003. Kirkpatrick, Sidney. The revenge of Thomas Eakins. New Haven: Yale University Press, 2006. MacCoubrey, John. American tradition in painting. Philadelphia: Philadelphia University of Pennsylvania Press, 2000. Ratcliff, Carter. â€Å"Thomas Eakins: Pictured lives. † Art in America, no. 6 (June 2002), http://findarticles. com/p/articles/mi_m1248/is_6_90/ai_87022989/. Salcman, Michael. The clock made of confetti. Alexandria, Va. : Orchises, 2007. Shi, David E. Facing facts realism in American thought and culture, 1850 – 1920. New York: Oxford University Press, 1996. Simpson, Marc. â€Å"Thomas Eakins and His Arcadian Works. † Smithsonian Studies in American Art 1, no. 2 (1987): 71-95. Werbel, Beth. Thomas Eakins: Art, medicine, and sexuality in nineteenth-century Philadelphia. New Haven: Yale University Press, 2007.

Democratic Government and School System of Haiti

Democratic Government and School System of Haiti About the paper The given discussion paper is based on the topic ‘Democratic Government and School System of Haiti’. In the given paper, the main focus point is the education system of Haiti, which is an island of West Indies. Due to the adverse condition of the Republic of Haiti, since the independence of the nations, the education system is very ineffective and is the main cause of poverty and lower economic level of the country. In this paper, it is evaluated that with the democratic structure of the education system of Haiti, how can effective measures be taken for a positive impact on the social and intellectual development of the people over there; especially, the youth and the adult populace. The given learning paper is divided into three parts namely the breadth, the depth and the application. All the three parts of this learning paper are interconnected with each other and the discussion of these three parts have a flow of information. In the first part of the discussion paper namely the ‘breadth’, the theories related to education and democracy and are analyzed. The theories suggested in the given paper are given by Jean Jacques Rousseau, John Dewey and Jean Piaget. The concept of these theories is based on the formation of the organizational structure of Haiti. In addition to this, the Historical perspective of Haiti and its struggle for the imposition of the educational practices and values of the western countries is also described in the same section of the paper. With the use of the given theoretical framework, interlink between the race, education and democratic governance is also analyzed in the same segment of the discussion paper (Investing in Ins truction for Higher Student Achievement, 2003). The next segment of the learning paper is the ‘depth’. In this part of the paper, the annotated bibliography of a series of the current scholarly articles is made. The articles selected are related to the subject of democratic governance in Caribbean, especially, in context with Haiti. In addition to this, the current political events occurred in Haiti are also discussed in the same section of the paper. Also, the impact of the outside consequences on the governance of Haiti and Caribbean is also evaluated in the same paper and the effect of these governances on the poverty rates of these regions is also being explored in the same section of paper. The third and last section of the paper, which is the ‘application section’; the theories of democratic governance are analyzed with the foreign and economic affairs of the United States on the education sector of Haiti. In addition to this, the societal and economical indexes of the Haiti and Caribbean and the effect of internal governance factors or the pressure of the global business organizations of the United States on these indexes, is also included. The several other alternatives for the democratic governance are also investigated in the series, which were given by the three theorists in the first section of the discussion paper. Introduction Haiti, which is an island situated in the West Indies. The official name of Haiti is the ‘Republic of Haiti’. This is a Caribbean country, which is considered as a French speaking nation or Creole is also followed by the citizens of Haiti. This republican nation is located in the west side of the island of Hispaniola. The country was not independent, since its origin and got recognition as an independent nation in 1804 from France. In that period, this island was considered as the lowest country on the literacy level and the most deficient country among the entire hemisphere of west side. During the 1990s, Haiti was aimed for the establishment of the democracy by the international community (Haiti, 2009). From the population point of view, Haiti is counted among the highly populated nations of the world. Of the modern times, Haiti is figured as the ‘first independent nation of blacks’. During the period of nineteenth and twentieth century, several numbers of struggles were experienced in Haiti. Among the major struggles, the struggle for gaining more power by the several classes of the nations and struggle for the negligence of the advancements in the filed of social and economic aspects. These efforts gave birth to the several types of occupations in the military of the United States. The occupations were mainly promoted during the period of 1915 and lasted till the year 1934. At the end of the twentieth century, the Republic of Haiti restored democracy. This was executed in the year 1987, when a new ‘Constitution’ was ratified and a Bicameral Parliament was elected in Haiti. In this governmental system, the head of the states were the Prime Minister and the President. The President used to appoint a Supreme Court (Florà ©n-Romero, 2008). The governmental system of Haiti is categorized into three sections namely the Executive, Legislative and Judicial Government. There is one ‘Senate’ consisting of 30 seats and a ‘Chamber of Deputies’ comprising of 99 seats in the legislative section of the government. The term of these two sections of the legislative governments, is for six years and four years. The other section of the government, which is the executive power, is headed by the President of the Republic. The President is considered the head of the state and the head of the government is the Prime Minister. The third section of the government, which is the judicial power, is coordinated by the Supreme Court. The Democratic government had a great impact on the school system of Haiti. In the earlier period in Haiti, there were no uniform schedules for the schools. This is because in those times, the school system of Haiti was aided by the privately run schools. During that period, the population of the students rose with a great speed. Moreover, there were no arrangements of faculties in the schools and the schools lacked the equipments used for the educational purpose. The school timings were also shortened due to the ineffective system of education. The school systems of Haiti in the past periods had to serve the different groups of pupils. As periodic changes, schools were firstly developed in Haiti in the year 1905, after the emerging of the Constitution. The Constitution prescribed for the ‘compulsory primary education’ that was free of cost. The primary schools of the rural areas were created with several limitations; specifically, agricultural degree program with the introduction of the ‘Education Act’ of the year 1848. Later, the educational system was encouraged by the leaders of post colonial period of the Haiti; but the development of a comprehensive and convenient school system was not possible. Still, there are no means for education, as there are no provisions of the formal educations for the majority of Haitians. On the other hand, the primary school education is given to the small minority groups (Haitians— Their History and Culture, 2004). The Democratic government of Haiti made sincere and continuous efforts for the provision of better education to its people. Though, the efforts of the Haitian Government were much effective, yet, the results of the efforts, of the government were not according to the desired level. There was a great requirement of the initiation of a sincere reform and through the establishment of that reform; the country could utilize ‘education’ as an instrument for the enhanced growth of the nation. There were no clear signs to show the education as a focused point for the basic requirements of the country. In that period, the preferences of the Haiti population were not towards the public education governance; this was because, in those years, the Haitians were only interested to send the upper class children to the schools. And for the purpose of study, they used to go France and they were recognized as French people (Haiti Educational System-Overview, 2009). The entire education system of Haitians was fully based on ‘Racialism’. There was an in-depth tendency among the Haitian Communities regarding the education of the society. The formal system of the education in Haiti was fully designed in such a way, that there were two classes of the community namely the urban elites and others. The urban elites were very few of the total population, about 20% and only they were supposed to have education; while the other 80% population in the countryside, was fully neglected from such kinds of right of education. This error in the Haitian education system was required to be reformed by the administrative affairs. The students were required to given education through proper system with the provision of classrooms (Hanus, 1997). There was a completely formal system of education. In that system, the kids of age group of 4 to 6 years were sent to the private schools for getting the primary education. This system was traditionally considered by only those families, which were capable to afford the payment of the education. There were no changes in the scenario due to the decree held in the year 1982. The decree put stress on the democratic principles of the government accessible at the universal level. There were no effective facilities in the public schools for the children. The classrooms in the public schools were overcrowded, which are still in the same position. There were no means of security, comfort and hygiene facilities for the children. In the schools, there were no provision of drinking water for the children, no electricity facilities and no space for the recreational purpose of the students. The schools were far away from the localities; due to that the students had to walk several miles for acquiring education. The faculties were not sincere towards their work due to ‘absenteeism’ or were late from their duties, as they had to face the same problem, as was faced by the children. For the reformation of the educational system of Haiti, there have been made several efforts in the recent years (Rotberg, 1997). The aim of these reforms is to make the system of education easily accessible to the poor, in order to fulfill their needs and making changes in their social structures (Bourdieu Passeron, 1990). But these reforms could not be successful at the optimum level and as a consequence, most of the parts of Haiti remained having the old system of education. The main efforts to make changes in the educational system were brought in 1970s. An effective change was made in the year 1978, when the urban and rural primary schools were united and their provisions were protected by the DEN (National Department of Education). After this period, the whole education system was restructured. In the new system of education, the basic education for ten years became essential in addition to the secondary education of three years. Several effective changes were made in the educational materials and the course of study. The major change made in this period was the adoption of the ‘Haitian Creole’ as a basic language for the instructional purpose. In such condition of ineffective education system, the democratic governance is required to have some effective measures, in order to make amendments in the situation of the educational practices. For the purpose of sustainable developments in the long run and for the reduction of the poverty, the democratic governance is the most important and essential measure. In the foreign policy of Canada, the democratic governance is considered as a pillar. The CIDA (Canadian International Development Agency) does several works for the purpose of handling the problem of poverty, by the provision of education to all the people equally and make the improvements in the sources of livelihood of the general people. The concept of democratic governance was also applied by CIDA in Haiti. CIDA established about 9000 centers for voting and gave registration to about more than 3.5 million of people for voting in the election of the year 2006. In the strengthening of the democratic institutions also, CIDA played an important role in Haiti. It established Haitian Parliament and other several Ministries in the form of democratic institution for the advancement of the educational level in Haiti. For the increasing level of access in the scope of primary education in Haiti, CIDA provided a great support. These efforts were made by CIDA for the development of the socially excluded children, in order to improve and protect them from the child labor and other risky activities (Democratic Governance in the Americas: Canada’s Role, 2007). For the improvement of the worsened condition of Haiti, education can prove to be a corner stone. For the development of the democratic way of life in the nation, transformation and advancement of the Haitian education system in the government, as well as, the general public of Haiti is essential. It is clear now, that for the improvement in the situation of the human rights in Haiti, there is a great requirement of the acquisition of the democratic government. As a step in this field, a development of the US policy is made for the strengthening and nurturing the democracy in governance. This also helps in the improvement in the illiteracy level and alleviation of the poverty. This policy provides assistance to the citizens of Haiti by the provision of effective services in the filed of health and education. The Breadth This is the first and the most important section of the discussion paper. In this section, the main focus is given to the theories of the democratic governance. The concept of these theories is focusing on the democracy and education system. The theories discussed here, are given by Jean Jacques Rousseau, John Dewey and Jean Piaget. All these three are the great philosophers of their own time. All these have given several views on the issue of democratic governance and the education system. The views of these theorists have a great implication in the school system of Haiti, to structure the education system, with the full integration of the aspects of democracy, given by all these three creative theorists and the interaction of both these aspects with each other. Theories of Democratic Governance Education The democratic governance has a great integration with the consensus of the society, as it is a long extent of procedures, which assists the society in the implementation of the better social and regulatory decisions such as government policies and laws, social justice, social welfare, human rights, protection of different sources of environment etc. For this purpose, several institutions or organizations are developed in different nations. In this series, the governing bodies included are the legislature, executive bodies, judiciary, private organizations, political parties, educational institutes and several other major bodies. In short, it can be summarized that the democratic governance is an essential provision to bring equality and fairness for the entire mass of the citizens in the matters of social aspects, education, livelihood and other social and economic aspects. The education and role of democratic governance in education are the two important aspects, which are viewed by the several numbers of theorists in the world. The concept of democratic education is a very composite philosophy for the purpose of learning and governance of the educational institutes such as the primary and secondary schools. In democratic education, there is a provision of the free participation of the school students and the faculty members in the democracy of the schools on an equal level. In these kind of educational centers, there is found a decision making process, which is based on decision sharing. The decision making is shared by the school students and the faculty members. In the democratic education, the decisions made are related to the working environment of the schools, way of teaching and learning of the students and several other concerning issues. Though, the contribution of all the theorists in this field has equal importance; yet, there are three theorists, who have contributed a lot in the field of democratic education. These theorists are: Jean Jacques Rousseau John Dewey and Jean Piaget The theories of these theorists are being given for the education system and democracy. The theories given by them have a great implication for the development of the democratic education in the Republic of Haiti. Theory of Rousseau Jean Jacques Rousseau was a great Philosopher of his own time. Rousseau composed several articles, philosophies and theories on politics and education. He emphasized on the thoughts of the modern aspects of politics and education. A great contribution was given by Rousseau for the support of the various educational methods, which put emphasis on the separation of the children from the society. The purpose of this implementation by Rousseau was to make the children capable of handling the adverse conditions of the environment by making them enable to handle them, to a great extent. According to Rousseau, the problems recognized by him were very unusual, as this was recognized that in the field of teaching and education, there was a problem of legitimation. Rousseau suggested in this theory of democratic education, that there is a great requirement for the adults to be honest with their children. The adults according to Rousseau were required not to conceal the realities that they have the power to make their children forced for education, as they have this as a physical compulsion. According to him, when the children grow up till a certain age group, they themselves become engaged in the activities of their own processes. According to Rousseau, human beings are born in free conditions; but after being a part of this society, they are bound with the chains of social regulations. At some points, where a requirement of the executive bodies is essential to accomplish a law, both the theories of Rousseau namely ‘Educational Theory’ and the ‘Political Theory’ appear to be integrated. According to Rousseau, in all the human beings, there exists a congenital capacity to grow. This capacity of development resides in our internal body organs and the faculties of the schools and learning institutions help in the further development of these capacities. Rousseau stated that if the natural tendencies of the humans are permitted to develop without any kind of limitations, the individuals can reach to a state of exemption and happiness. This is given a particular term by Rousseau namely ‘Education of nature’. In contrast to his own statement, Rousseau proclaims that without the provision of the freeness and happiness the human kinds can not have moral excellence. Without virtue, the man can have only happiness; but he will lack his worthiness. According to him, the man gives a great importance to virtue. The capacity of the man for worthiness is the special trait of human beings, which makes him distinguished from the creatures. The animals are free to live in their natural habitats and they are happy; but they do not have virtues of their own (Dewey, 2005). Rousseau is an educational reformer, who prescribed that there are three sources through which, we can get education. These three sources are the nature, other human beings and the non- living things. With the education, which we acquire from the nature, the human being can develop his internal organs, as well as, the inner capabilities. With the education acquired by the human beings, we come to know, the ways to implement the education acquired by the nature. From the things, which are found in the surroundings of the human beings, they have several kinds of personal experiences through which, they make developments in their personalities. There is a state at which the man can achieve this real goal. This is the state, when all the three types of education gained by man, becomes harmonized and aims for the same target. For the complete growth of a man, the aggregation of the above three kinds of education, is a very essential aspect according to Rousseau. The statements given by Ro usseau constitute the underlying truths about the education in alignment with some developments (Snauwaert, 1993). Rousseau stated that the educative development is based on the three important factors namely: The operative natural process and the structure of the internal body organs of the human beings. The application of the activities performed by the internal organs of the human beings, which are influenced by the behavior of the other persons. The interaction of the human beings with the environment in a direct way. Theory of Dewey The next theory related to education and democracy is given by John Dewey. He was also a great Philosopher of his own time. He gained popularity due to his contribution as an ‘Educational Reformer’ in America. The thoughts and ideas given by John Dewey influenced the standards of education in the United States of America and the other parts of the world; such as Haiti. The inner qualities of Dewey made him enthusiastic democrat and he stated that the success of the democracy is only possible, when, the people of a particular region, are well developed on the basis of the educational abilities These are the democratic thoughts, which include the ideas about the interaction of the education and democracy. In the first half of the twentieth century, a great influence of the ‘Educational Theory’ of John Dewey was seen. The democracy does not have a single meaning. According to Dewey, the democracy has a different meaning, which he stated in the report of the mission started by him, as a part of the educative mission. This aim to provide this new definition of the democracy was to present the new ideas of the education in concern with the democracy. According to Dewey, Democracy is not a kind of faith; rather it has a very simple meaning. In this sense, the energies of men can be tuned, when; they have the full fledged permission to show their varying qualities. According to him, Democracy does not have a faraway goal for human beings; but is a very easy way to have a spirit of freedom, among all the individuals. The essence of this kind of freedom is the individuals’ responsibility for the every aspect of their development. In the same report, the views of Dewey about the nature of democratic education are also included. According to this report, in a democracy, the development of an educational system for the development and sustaining of life depends on the actual worth and the dignity of the individuals and the proper identification of these two traits of the individuals. This is organized in such a way, that the entire individuals can have equal opportunities of gaining education according to their own abilities and knowledge level of having the education. For the critical analysis, the democracy provides the freedom of inquiry to the individuals and special training to them for the purpose of the critical analysis. The democratic education has the capability to promote the broad and conceptual discussion of all the information, based on facts that in the educational environment of great competence, the students have varying development stages. Such kind of broad discussion are not possible to be promoted in an educational environment; where the students are given only a limited prescribed syllabus for the basic studies and only some particular course materials are given for the study purpose. It is also stated by Dewey, that the uniformity and the standardization are not only two aspects on the basis of which, the degree of success of education in a democracy can be measured. This should be the obligation of the education that through its provision, all the individuals become cooperative and responsible for the society. The abstract of the democratic education is to promote the development of the democratic citizens, who can have the feeling of regarding the rights of other individuals in accordance with the fulfillment of their own obligations, towards the society by the observation of the different rationales of the democracy including equivalence of equals, rule of majority and different ideas of individuals. On this basis, the individuals can demand for the provision of their own rights and positive results of their efforts, for the perfection in the personality of the individuals. The democratic education has a very effective objective of the establishment of the perfection in the personality of the individual regarding their character and the development of more and more members in the society, who are much responsible for the well- being of the society. There were considered two important factors in the theory of democratic education by Dewey. These two factors are the civil society and the schools. These are the two important areas, which need special attention for the promotion of the intelligence on the basis of experimental studies. According to Dewey, to construct the civil society again in a different form, there is a keen requirement of the complete democracy. This level of complete democracy can’t be gained only by the extension of the rights of voting for the individuals, but it also needs the assurance that, there should be an equal opinion of all the individuals for the policies framed in the democracy in any field of human development. According to Dewey, the education does not only mean a formal education; but it calls that the people should have equal level of knowledge intelligence, for the generation of the beneficial laws and for the generation of the appropriate judgments. According to Dewey, the education gives the life effective growth and development without any formal element. In the reciprocal of this term, the democracy should be in the form of a social system based on education. In other words, a democratic society is the society, in which, there is an enormous role of education in the growth and development of the citizens. The inverse arrangement of this type of society is that, there should be provision of the education and the requirement of the further education by the means of self governance. The desire of democracy is realized in the presence of several other factors. America as a good democratic nation, has realized the power of democracy with a great success. But Dewey did not have clear facts about the establishment of democracy in America. According to him, demarcates are the individuals, who consider that instead of giving any training for a particular task and turning the perception of the individuals for their growth and development, education is the better way to reach such goals. In education, the major role is played by the Educators. According to them, the democracy is a type of social system, in which the Educators greatly encourage the growth of the individuals and help the people to have an association of free and inducing behavior for others. According to Dewey, in such a social system, the individuals can have positive growth. Dewey states that ‘Democracy’ cannot be considered only as a governmental structure, but is a social organizational system of a distributive nature. In such a system of democracy, all the individuals are free to combine their actions and thus, generate an induced mixture of the human interests with the inclusion of several cultural perspectives. In a democracy, all the values and aims of the different individuals challenge each other and they work for the achievement of some uncertain results. In this kind of system, the new approaches are generated for the attainment of these results. The life is a long and continuous process. In this process, the formal education acts an integral part. The formal education executes several works for us, as it directs the human beings to tread some constructive paths. In the views of Dewey, the philosophical methodology and the educational exercises; both are the two equivalent aspects. In the educational institutions, it is learnt by the students that to have affection for any kind of subject matter or text matter is not important, but important is the process through which, the knowledge related to that particular area can be derived. In regards to the field of education and democracy, two other aspects can also be considered as equally important. The first aspect is linked with the communication philosophy given by Dewey and the other one is the consideration of the theory of education, quite similar to the communication theory. In this way, Dewey has proved that the concept of communication and education has dual interaction with each other. This is why; the concept of ‘Democratic education’ is specially focused in the theory of Dewey. Both the concepts of the Dewey’s theory namely education and democracy has clear indication towards the concept of democracy. The concept of communication denotes the sharing of the common interests of the general people; but it puts emphasis on the identification of the co-relative interests of the people as an aspect of the administration. The concept of education focuses that; there should be organization of the social groups, which have free interaction among each other. These social groups can also make modifications in the habits of the social groups by the frequent readjustments according to the new situations, which are produced because of the changing conditions of the society. The social groups, which are constituted on the basis of the democracy, are mainly characterized by these two specific traits. The democratic societies are more interested in the systematic education, rather than other social groups; because in such a society, the people have actualization of the way of life in which, the interests of the people are diffused with each other and they have positive attitude towards the re-adjustment and progress. In such social groups, the education seems to have a great devotion on the part of democracy. In regards with a democratic government, it is said that those governments, which stand upon the right of voting are not the fully successful governments, if the general citizens of a particular democracy are not well- educated. In the democratic societies, the explanations of the external authority are repudiated, if these are not created on the basis of the educational aspects. Democracy is not only a type of government but, this can be considered as the affiliated system of living in which the people are linked with their transmitted experiences. Democracy is characterized by two aspects such as distributed pertains of people and attempting the larger varieties of the capabilities, of the individuals. These two characteristics of the democracy are not generated through the intended efforts of the individuals or their planning; but are considered to be developed by the intercommunication, immigration and business activity among the people, which are carried out by the facts of science over innate force. In general terms, if the stratification of a society into two different classes is considered mortal, it should be analyzed then, that all the intellectual possibilities of the society are approachable by all the individual members of the society in a convenient way. The democratic societies, which are divided into different classes, are required to give the specific education to all its constituents incorporated in the ruling section. There are some social groups, which are completely mobile. In such societies, the member persons should be fully educated, so that, they can adapt the newer conditions easily. If they are not become able to adapt the newer situations, the new changes overcome the different areas of these societies, which were not comprehended by them. Dewey also gave a philosophy of ‘Platonic education’. In this theory, the implication of the different ideas, of democracy in the education, is discussed (Campbell, 1996). In the educational field, the most permanent inher Democratic Government and School System of Haiti Democratic Government and School System of Haiti About the paper The given discussion paper is based on the topic ‘Democratic Government and School System of Haiti’. In the given paper, the main focus point is the education system of Haiti, which is an island of West Indies. Due to the adverse condition of the Republic of Haiti, since the independence of the nations, the education system is very ineffective and is the main cause of poverty and lower economic level of the country. In this paper, it is evaluated that with the democratic structure of the education system of Haiti, how can effective measures be taken for a positive impact on the social and intellectual development of the people over there; especially, the youth and the adult populace. The given learning paper is divided into three parts namely the breadth, the depth and the application. All the three parts of this learning paper are interconnected with each other and the discussion of these three parts have a flow of information. In the first part of the discussion paper namely the ‘breadth’, the theories related to education and democracy and are analyzed. The theories suggested in the given paper are given by Jean Jacques Rousseau, John Dewey and Jean Piaget. The concept of these theories is based on the formation of the organizational structure of Haiti. In addition to this, the Historical perspective of Haiti and its struggle for the imposition of the educational practices and values of the western countries is also described in the same section of the paper. With the use of the given theoretical framework, interlink between the race, education and democratic governance is also analyzed in the same segment of the discussion paper (Investing in Ins truction for Higher Student Achievement, 2003). The next segment of the learning paper is the ‘depth’. In this part of the paper, the annotated bibliography of a series of the current scholarly articles is made. The articles selected are related to the subject of democratic governance in Caribbean, especially, in context with Haiti. In addition to this, the current political events occurred in Haiti are also discussed in the same section of the paper. Also, the impact of the outside consequences on the governance of Haiti and Caribbean is also evaluated in the same paper and the effect of these governances on the poverty rates of these regions is also being explored in the same section of paper. The third and last section of the paper, which is the ‘application section’; the theories of democratic governance are analyzed with the foreign and economic affairs of the United States on the education sector of Haiti. In addition to this, the societal and economical indexes of the Haiti and Caribbean and the effect of internal governance factors or the pressure of the global business organizations of the United States on these indexes, is also included. The several other alternatives for the democratic governance are also investigated in the series, which were given by the three theorists in the first section of the discussion paper. Introduction Haiti, which is an island situated in the West Indies. The official name of Haiti is the ‘Republic of Haiti’. This is a Caribbean country, which is considered as a French speaking nation or Creole is also followed by the citizens of Haiti. This republican nation is located in the west side of the island of Hispaniola. The country was not independent, since its origin and got recognition as an independent nation in 1804 from France. In that period, this island was considered as the lowest country on the literacy level and the most deficient country among the entire hemisphere of west side. During the 1990s, Haiti was aimed for the establishment of the democracy by the international community (Haiti, 2009). From the population point of view, Haiti is counted among the highly populated nations of the world. Of the modern times, Haiti is figured as the ‘first independent nation of blacks’. During the period of nineteenth and twentieth century, several numbers of struggles were experienced in Haiti. Among the major struggles, the struggle for gaining more power by the several classes of the nations and struggle for the negligence of the advancements in the filed of social and economic aspects. These efforts gave birth to the several types of occupations in the military of the United States. The occupations were mainly promoted during the period of 1915 and lasted till the year 1934. At the end of the twentieth century, the Republic of Haiti restored democracy. This was executed in the year 1987, when a new ‘Constitution’ was ratified and a Bicameral Parliament was elected in Haiti. In this governmental system, the head of the states were the Prime Minister and the President. The President used to appoint a Supreme Court (Florà ©n-Romero, 2008). The governmental system of Haiti is categorized into three sections namely the Executive, Legislative and Judicial Government. There is one ‘Senate’ consisting of 30 seats and a ‘Chamber of Deputies’ comprising of 99 seats in the legislative section of the government. The term of these two sections of the legislative governments, is for six years and four years. The other section of the government, which is the executive power, is headed by the President of the Republic. The President is considered the head of the state and the head of the government is the Prime Minister. The third section of the government, which is the judicial power, is coordinated by the Supreme Court. The Democratic government had a great impact on the school system of Haiti. In the earlier period in Haiti, there were no uniform schedules for the schools. This is because in those times, the school system of Haiti was aided by the privately run schools. During that period, the population of the students rose with a great speed. Moreover, there were no arrangements of faculties in the schools and the schools lacked the equipments used for the educational purpose. The school timings were also shortened due to the ineffective system of education. The school systems of Haiti in the past periods had to serve the different groups of pupils. As periodic changes, schools were firstly developed in Haiti in the year 1905, after the emerging of the Constitution. The Constitution prescribed for the ‘compulsory primary education’ that was free of cost. The primary schools of the rural areas were created with several limitations; specifically, agricultural degree program with the introduction of the ‘Education Act’ of the year 1848. Later, the educational system was encouraged by the leaders of post colonial period of the Haiti; but the development of a comprehensive and convenient school system was not possible. Still, there are no means for education, as there are no provisions of the formal educations for the majority of Haitians. On the other hand, the primary school education is given to the small minority groups (Haitians— Their History and Culture, 2004). The Democratic government of Haiti made sincere and continuous efforts for the provision of better education to its people. Though, the efforts of the Haitian Government were much effective, yet, the results of the efforts, of the government were not according to the desired level. There was a great requirement of the initiation of a sincere reform and through the establishment of that reform; the country could utilize ‘education’ as an instrument for the enhanced growth of the nation. There were no clear signs to show the education as a focused point for the basic requirements of the country. In that period, the preferences of the Haiti population were not towards the public education governance; this was because, in those years, the Haitians were only interested to send the upper class children to the schools. And for the purpose of study, they used to go France and they were recognized as French people (Haiti Educational System-Overview, 2009). The entire education system of Haitians was fully based on ‘Racialism’. There was an in-depth tendency among the Haitian Communities regarding the education of the society. The formal system of the education in Haiti was fully designed in such a way, that there were two classes of the community namely the urban elites and others. The urban elites were very few of the total population, about 20% and only they were supposed to have education; while the other 80% population in the countryside, was fully neglected from such kinds of right of education. This error in the Haitian education system was required to be reformed by the administrative affairs. The students were required to given education through proper system with the provision of classrooms (Hanus, 1997). There was a completely formal system of education. In that system, the kids of age group of 4 to 6 years were sent to the private schools for getting the primary education. This system was traditionally considered by only those families, which were capable to afford the payment of the education. There were no changes in the scenario due to the decree held in the year 1982. The decree put stress on the democratic principles of the government accessible at the universal level. There were no effective facilities in the public schools for the children. The classrooms in the public schools were overcrowded, which are still in the same position. There were no means of security, comfort and hygiene facilities for the children. In the schools, there were no provision of drinking water for the children, no electricity facilities and no space for the recreational purpose of the students. The schools were far away from the localities; due to that the students had to walk several miles for acquiring education. The faculties were not sincere towards their work due to ‘absenteeism’ or were late from their duties, as they had to face the same problem, as was faced by the children. For the reformation of the educational system of Haiti, there have been made several efforts in the recent years (Rotberg, 1997). The aim of these reforms is to make the system of education easily accessible to the poor, in order to fulfill their needs and making changes in their social structures (Bourdieu Passeron, 1990). But these reforms could not be successful at the optimum level and as a consequence, most of the parts of Haiti remained having the old system of education. The main efforts to make changes in the educational system were brought in 1970s. An effective change was made in the year 1978, when the urban and rural primary schools were united and their provisions were protected by the DEN (National Department of Education). After this period, the whole education system was restructured. In the new system of education, the basic education for ten years became essential in addition to the secondary education of three years. Several effective changes were made in the educational materials and the course of study. The major change made in this period was the adoption of the ‘Haitian Creole’ as a basic language for the instructional purpose. In such condition of ineffective education system, the democratic governance is required to have some effective measures, in order to make amendments in the situation of the educational practices. For the purpose of sustainable developments in the long run and for the reduction of the poverty, the democratic governance is the most important and essential measure. In the foreign policy of Canada, the democratic governance is considered as a pillar. The CIDA (Canadian International Development Agency) does several works for the purpose of handling the problem of poverty, by the provision of education to all the people equally and make the improvements in the sources of livelihood of the general people. The concept of democratic governance was also applied by CIDA in Haiti. CIDA established about 9000 centers for voting and gave registration to about more than 3.5 million of people for voting in the election of the year 2006. In the strengthening of the democratic institutions also, CIDA played an important role in Haiti. It established Haitian Parliament and other several Ministries in the form of democratic institution for the advancement of the educational level in Haiti. For the increasing level of access in the scope of primary education in Haiti, CIDA provided a great support. These efforts were made by CIDA for the development of the socially excluded children, in order to improve and protect them from the child labor and other risky activities (Democratic Governance in the Americas: Canada’s Role, 2007). For the improvement of the worsened condition of Haiti, education can prove to be a corner stone. For the development of the democratic way of life in the nation, transformation and advancement of the Haitian education system in the government, as well as, the general public of Haiti is essential. It is clear now, that for the improvement in the situation of the human rights in Haiti, there is a great requirement of the acquisition of the democratic government. As a step in this field, a development of the US policy is made for the strengthening and nurturing the democracy in governance. This also helps in the improvement in the illiteracy level and alleviation of the poverty. This policy provides assistance to the citizens of Haiti by the provision of effective services in the filed of health and education. The Breadth This is the first and the most important section of the discussion paper. In this section, the main focus is given to the theories of the democratic governance. The concept of these theories is focusing on the democracy and education system. The theories discussed here, are given by Jean Jacques Rousseau, John Dewey and Jean Piaget. All these three are the great philosophers of their own time. All these have given several views on the issue of democratic governance and the education system. The views of these theorists have a great implication in the school system of Haiti, to structure the education system, with the full integration of the aspects of democracy, given by all these three creative theorists and the interaction of both these aspects with each other. Theories of Democratic Governance Education The democratic governance has a great integration with the consensus of the society, as it is a long extent of procedures, which assists the society in the implementation of the better social and regulatory decisions such as government policies and laws, social justice, social welfare, human rights, protection of different sources of environment etc. For this purpose, several institutions or organizations are developed in different nations. In this series, the governing bodies included are the legislature, executive bodies, judiciary, private organizations, political parties, educational institutes and several other major bodies. In short, it can be summarized that the democratic governance is an essential provision to bring equality and fairness for the entire mass of the citizens in the matters of social aspects, education, livelihood and other social and economic aspects. The education and role of democratic governance in education are the two important aspects, which are viewed by the several numbers of theorists in the world. The concept of democratic education is a very composite philosophy for the purpose of learning and governance of the educational institutes such as the primary and secondary schools. In democratic education, there is a provision of the free participation of the school students and the faculty members in the democracy of the schools on an equal level. In these kind of educational centers, there is found a decision making process, which is based on decision sharing. The decision making is shared by the school students and the faculty members. In the democratic education, the decisions made are related to the working environment of the schools, way of teaching and learning of the students and several other concerning issues. Though, the contribution of all the theorists in this field has equal importance; yet, there are three theorists, who have contributed a lot in the field of democratic education. These theorists are: Jean Jacques Rousseau John Dewey and Jean Piaget The theories of these theorists are being given for the education system and democracy. The theories given by them have a great implication for the development of the democratic education in the Republic of Haiti. Theory of Rousseau Jean Jacques Rousseau was a great Philosopher of his own time. Rousseau composed several articles, philosophies and theories on politics and education. He emphasized on the thoughts of the modern aspects of politics and education. A great contribution was given by Rousseau for the support of the various educational methods, which put emphasis on the separation of the children from the society. The purpose of this implementation by Rousseau was to make the children capable of handling the adverse conditions of the environment by making them enable to handle them, to a great extent. According to Rousseau, the problems recognized by him were very unusual, as this was recognized that in the field of teaching and education, there was a problem of legitimation. Rousseau suggested in this theory of democratic education, that there is a great requirement for the adults to be honest with their children. The adults according to Rousseau were required not to conceal the realities that they have the power to make their children forced for education, as they have this as a physical compulsion. According to him, when the children grow up till a certain age group, they themselves become engaged in the activities of their own processes. According to Rousseau, human beings are born in free conditions; but after being a part of this society, they are bound with the chains of social regulations. At some points, where a requirement of the executive bodies is essential to accomplish a law, both the theories of Rousseau namely ‘Educational Theory’ and the ‘Political Theory’ appear to be integrated. According to Rousseau, in all the human beings, there exists a congenital capacity to grow. This capacity of development resides in our internal body organs and the faculties of the schools and learning institutions help in the further development of these capacities. Rousseau stated that if the natural tendencies of the humans are permitted to develop without any kind of limitations, the individuals can reach to a state of exemption and happiness. This is given a particular term by Rousseau namely ‘Education of nature’. In contrast to his own statement, Rousseau proclaims that without the provision of the freeness and happiness the human kinds can not have moral excellence. Without virtue, the man can have only happiness; but he will lack his worthiness. According to him, the man gives a great importance to virtue. The capacity of the man for worthiness is the special trait of human beings, which makes him distinguished from the creatures. The animals are free to live in their natural habitats and they are happy; but they do not have virtues of their own (Dewey, 2005). Rousseau is an educational reformer, who prescribed that there are three sources through which, we can get education. These three sources are the nature, other human beings and the non- living things. With the education, which we acquire from the nature, the human being can develop his internal organs, as well as, the inner capabilities. With the education acquired by the human beings, we come to know, the ways to implement the education acquired by the nature. From the things, which are found in the surroundings of the human beings, they have several kinds of personal experiences through which, they make developments in their personalities. There is a state at which the man can achieve this real goal. This is the state, when all the three types of education gained by man, becomes harmonized and aims for the same target. For the complete growth of a man, the aggregation of the above three kinds of education, is a very essential aspect according to Rousseau. The statements given by Ro usseau constitute the underlying truths about the education in alignment with some developments (Snauwaert, 1993). Rousseau stated that the educative development is based on the three important factors namely: The operative natural process and the structure of the internal body organs of the human beings. The application of the activities performed by the internal organs of the human beings, which are influenced by the behavior of the other persons. The interaction of the human beings with the environment in a direct way. Theory of Dewey The next theory related to education and democracy is given by John Dewey. He was also a great Philosopher of his own time. He gained popularity due to his contribution as an ‘Educational Reformer’ in America. The thoughts and ideas given by John Dewey influenced the standards of education in the United States of America and the other parts of the world; such as Haiti. The inner qualities of Dewey made him enthusiastic democrat and he stated that the success of the democracy is only possible, when, the people of a particular region, are well developed on the basis of the educational abilities These are the democratic thoughts, which include the ideas about the interaction of the education and democracy. In the first half of the twentieth century, a great influence of the ‘Educational Theory’ of John Dewey was seen. The democracy does not have a single meaning. According to Dewey, the democracy has a different meaning, which he stated in the report of the mission started by him, as a part of the educative mission. This aim to provide this new definition of the democracy was to present the new ideas of the education in concern with the democracy. According to Dewey, Democracy is not a kind of faith; rather it has a very simple meaning. In this sense, the energies of men can be tuned, when; they have the full fledged permission to show their varying qualities. According to him, Democracy does not have a faraway goal for human beings; but is a very easy way to have a spirit of freedom, among all the individuals. The essence of this kind of freedom is the individuals’ responsibility for the every aspect of their development. In the same report, the views of Dewey about the nature of democratic education are also included. According to this report, in a democracy, the development of an educational system for the development and sustaining of life depends on the actual worth and the dignity of the individuals and the proper identification of these two traits of the individuals. This is organized in such a way, that the entire individuals can have equal opportunities of gaining education according to their own abilities and knowledge level of having the education. For the critical analysis, the democracy provides the freedom of inquiry to the individuals and special training to them for the purpose of the critical analysis. The democratic education has the capability to promote the broad and conceptual discussion of all the information, based on facts that in the educational environment of great competence, the students have varying development stages. Such kind of broad discussion are not possible to be promoted in an educational environment; where the students are given only a limited prescribed syllabus for the basic studies and only some particular course materials are given for the study purpose. It is also stated by Dewey, that the uniformity and the standardization are not only two aspects on the basis of which, the degree of success of education in a democracy can be measured. This should be the obligation of the education that through its provision, all the individuals become cooperative and responsible for the society. The abstract of the democratic education is to promote the development of the democratic citizens, who can have the feeling of regarding the rights of other individuals in accordance with the fulfillment of their own obligations, towards the society by the observation of the different rationales of the democracy including equivalence of equals, rule of majority and different ideas of individuals. On this basis, the individuals can demand for the provision of their own rights and positive results of their efforts, for the perfection in the personality of the individuals. The democratic education has a very effective objective of the establishment of the perfection in the personality of the individual regarding their character and the development of more and more members in the society, who are much responsible for the well- being of the society. There were considered two important factors in the theory of democratic education by Dewey. These two factors are the civil society and the schools. These are the two important areas, which need special attention for the promotion of the intelligence on the basis of experimental studies. According to Dewey, to construct the civil society again in a different form, there is a keen requirement of the complete democracy. This level of complete democracy can’t be gained only by the extension of the rights of voting for the individuals, but it also needs the assurance that, there should be an equal opinion of all the individuals for the policies framed in the democracy in any field of human development. According to Dewey, the education does not only mean a formal education; but it calls that the people should have equal level of knowledge intelligence, for the generation of the beneficial laws and for the generation of the appropriate judgments. According to Dewey, the education gives the life effective growth and development without any formal element. In the reciprocal of this term, the democracy should be in the form of a social system based on education. In other words, a democratic society is the society, in which, there is an enormous role of education in the growth and development of the citizens. The inverse arrangement of this type of society is that, there should be provision of the education and the requirement of the further education by the means of self governance. The desire of democracy is realized in the presence of several other factors. America as a good democratic nation, has realized the power of democracy with a great success. But Dewey did not have clear facts about the establishment of democracy in America. According to him, demarcates are the individuals, who consider that instead of giving any training for a particular task and turning the perception of the individuals for their growth and development, education is the better way to reach such goals. In education, the major role is played by the Educators. According to them, the democracy is a type of social system, in which the Educators greatly encourage the growth of the individuals and help the people to have an association of free and inducing behavior for others. According to Dewey, in such a social system, the individuals can have positive growth. Dewey states that ‘Democracy’ cannot be considered only as a governmental structure, but is a social organizational system of a distributive nature. In such a system of democracy, all the individuals are free to combine their actions and thus, generate an induced mixture of the human interests with the inclusion of several cultural perspectives. In a democracy, all the values and aims of the different individuals challenge each other and they work for the achievement of some uncertain results. In this kind of system, the new approaches are generated for the attainment of these results. The life is a long and continuous process. In this process, the formal education acts an integral part. The formal education executes several works for us, as it directs the human beings to tread some constructive paths. In the views of Dewey, the philosophical methodology and the educational exercises; both are the two equivalent aspects. In the educational institutions, it is learnt by the students that to have affection for any kind of subject matter or text matter is not important, but important is the process through which, the knowledge related to that particular area can be derived. In regards to the field of education and democracy, two other aspects can also be considered as equally important. The first aspect is linked with the communication philosophy given by Dewey and the other one is the consideration of the theory of education, quite similar to the communication theory. In this way, Dewey has proved that the concept of communication and education has dual interaction with each other. This is why; the concept of ‘Democratic education’ is specially focused in the theory of Dewey. Both the concepts of the Dewey’s theory namely education and democracy has clear indication towards the concept of democracy. The concept of communication denotes the sharing of the common interests of the general people; but it puts emphasis on the identification of the co-relative interests of the people as an aspect of the administration. The concept of education focuses that; there should be organization of the social groups, which have free interaction among each other. These social groups can also make modifications in the habits of the social groups by the frequent readjustments according to the new situations, which are produced because of the changing conditions of the society. The social groups, which are constituted on the basis of the democracy, are mainly characterized by these two specific traits. The democratic societies are more interested in the systematic education, rather than other social groups; because in such a society, the people have actualization of the way of life in which, the interests of the people are diffused with each other and they have positive attitude towards the re-adjustment and progress. In such social groups, the education seems to have a great devotion on the part of democracy. In regards with a democratic government, it is said that those governments, which stand upon the right of voting are not the fully successful governments, if the general citizens of a particular democracy are not well- educated. In the democratic societies, the explanations of the external authority are repudiated, if these are not created on the basis of the educational aspects. Democracy is not only a type of government but, this can be considered as the affiliated system of living in which the people are linked with their transmitted experiences. Democracy is characterized by two aspects such as distributed pertains of people and attempting the larger varieties of the capabilities, of the individuals. These two characteristics of the democracy are not generated through the intended efforts of the individuals or their planning; but are considered to be developed by the intercommunication, immigration and business activity among the people, which are carried out by the facts of science over innate force. In general terms, if the stratification of a society into two different classes is considered mortal, it should be analyzed then, that all the intellectual possibilities of the society are approachable by all the individual members of the society in a convenient way. The democratic societies, which are divided into different classes, are required to give the specific education to all its constituents incorporated in the ruling section. There are some social groups, which are completely mobile. In such societies, the member persons should be fully educated, so that, they can adapt the newer conditions easily. If they are not become able to adapt the newer situations, the new changes overcome the different areas of these societies, which were not comprehended by them. Dewey also gave a philosophy of ‘Platonic education’. In this theory, the implication of the different ideas, of democracy in the education, is discussed (Campbell, 1996). In the educational field, the most permanent inher