Shirley JacksonS The Lottery Essays (542 words) -

Shirley Jackson'S The Lottery Shirley Jackson's, The Lottery, has raised questions in the back of every reader's mind towards the destructive yet blind rituals of mankind. A reflection of ourselves is what we see when looking through the pond of Jackson's mind. The Lottery clearly expressed Jackson's feelings concerning traditional rituals through her story, opened the eyes of its readers to properly classify and question some of today's traditions as cruel, and allowed room to foretell the outcome of these unusual traditions. Jackson's feelings towards the misuse of tradition as an excuse to cause harm have triggered her creativity for the creation of The Lottery. Jackson obviously saw examples of this misuse of tradition and ingeniously placed it into an exaggerated situation to let us see how barbaric our actions are. The townspeople, in the story, all come together for the annual lottery; however, in an interesting twist, those participating stone the winner to death. Everyone in the story seems horribly unci vilized yet they can easily be compared to today's society. Perhaps Jackson was suggesting the coldness and lack of compassion the human race can exhibit in situations regarding tradition and values. The People who were stoned to death represented values and good being as the townspeople, who represented society, cold-heartedly destroyed them ( Jackson 79 ). Immediately after reading The Lottery, one can compare the ritual, in the story, to some of today's barbaric traditions in a new point of view. Hazing is a tradition that has been around forever. Some people do not see anything wrong with giving a new person a hard time; however, this ritual has caused numerous deaths and countless injuries all over the world. Hazing is a ritual performed in high schools, gangs, colleges, and even your own best friend can be in on it. Perhaps just as barbaric as the stoning, no good at all results from hazing. The running of the bulls, in Italy, may also be compared to The Lottery. Many deaths h ave been cause by the bulls running ramped through the streets, yet this tradition is not about to be abolished due to the endless support of participators along with media and tourists. What does it take to end these cruel and misunderstood traditions and evolve into a more civilized society where we can see what kind of harm they cause? In the story, the townspeople were against abolishing the tradition of stoning and if our society feels the same, there will never be a chance for our civilization to grow together. What ever happened to the townspeople in this story? Could they have finally given in and abolished the lottery for the next year? Perhaps they never did abolish the lottery and eventually destroyed each other on a wide-scale basis. Any way you chose to compare the situations, our future depends heavily upon the allowance of evolution through our present standpoints and how we select to alter it. Human nature will prevail no matter what our society wants to alter; howev er, who is to say that human nature is a violent one without compassion for fellow spirit? Shirley Jackson's story outlined more than just a cruel tradition; it outlined the essence of evolution upon a civilization and the human race. English Essays

Chinese Influence to Japan and Korea essays

Chinese Influence to Japan and Korea essays Chinese Buddhism was introduced into Korea in the fourth century, and from there taken to Japan two centuries later. In this paper, I would like to compare what are the Chinese influences to Korea and Japan in the temples of Buddhism field. In addition, does Chinese really directly influence these two countries? The reason that I pick Korea and Japan as a comparison is because I have been to these two countries and visited some temples of them. My feeling is that even though those temples have some similarities but unique. I think it may be interesting to introduce the transformation of the temples. In addition, my grandfather is a Buddhist and I actually got some useful information form him about the paper. Historically, Japan has been subject to sudden invasions of new and alien ideas followed by long periods of minimal contact with the outside world. Over time the Japanese developed the ability to absorb, imitate, and finally assimilate those elements of foreign culture that complemented their aesthetic preferences. For example: Even though Japanese temples are influenced by China and Korea, it still keeps its original ideas and having its own style. On the other hand, while the foreign influence on Korean art cannot be ignored, it is almost impossible to appreciate the real value of Korean art without properly understanding the underlying context of Korean history and culture. This obvious truth has more often than not been overlooked Buddhism was first brought from China to the Korean Peninsula in 372 CE. The first Korean temples to be built, according to records, were Songmun-sa (or Ch'o-mun-sa) and Ibulran-sa. A Buddhist temple compound is far more than just a collection of buildings. First of all, the land is chosen according to the ancient science of geomancy which considers the shape of the mountains, position of water and the cardinal directions. Next the Main Hall is built, accompanied by special ceremonies. The oth...

Imperative Mood - Definition and Examples in English

Imperative Mood s in English In English grammar, the imperative mood is the form of the verb that makes direct commands and requests, such as Sit still and Count your blessings. The imperative mood uses the zero infinitive form, which (with the exception of be) is the same as the second person in the present tense. There are three major moods in English: the indicative mood is used to make factual statements or pose questions, the imperative mood to express a request or command, and the (rarely used) subjunctive mood to show a wish, doubt, or anything else contrary to fact. Etymology From the Latin, command Examples Save Ferris. (Slogan in the movie Ferris Buellers Day Off, 1986)Be kind, for everyone you meet is fighting a hard battle. (Philo of Alexandria)Read, every day, something no one else is reading. Think, every day, something no one else is thinking. Do, every day, something no one else would be silly enough to do. It is bad for the mind to be always part of unanimity. (Christopher Morleys final message to friends, colleagues, and readers, published in The New York Times after his death on March 28, 1957)Go to the edge of the cliff and jump off. Build your own wings on the way down. (Ray Bradbury, Brown Daily Herald, March 24, 1995)If this is coffee, please bring me some tea; but if this is tea, please bring me some coffee. (attributed to President Abraham Lincoln)Roar, roar, roar, Henderson-Sungo. Do not be afraid. Let go of yourself. Snarl greatly. Feel the lion.(Saul Bellow, Henderson the Rain King. Viking, 1959)Touch the great artery. Feel it bound like a deer in the might of its lig htness, and know the thunderless boil of the blood. Lean for a bit against this bone. It is the only memento you will leave to this earth. Its tacitness is everlasting. In the hush of the tissue wait with me for the shaft of pronouncement. Press your ear against this body, the way you did when you were a child holding a seashell and heard faintly the half-remembered, longed-for sea. (Richard Selzer, The Surgeon as Priest. Mortal Lessons: Notes on the Art of Surgery. Simon Schuster, 1976) Let the river rock you like a cradleClimb to the treetops, child, if youre ableLet your hands tie a knot across the table.Come and touch the things you cannot feel.And close your fingertips and fly where I cant hold youLet the sun-rain fall and let the dewy clouds enfold youAnd maybe you can sing to me the words I just told you,If all the things you feel aint what they seem.And dont mind me cause I aint nothin but a dream.(lyrics by Jerry Merrick, sung by Richie Havens, Follow)Shut up, Brain, or Ill stab you with a Q-tip! (Homer Simpson of The Simpsons)Never give in  . Never give in. Never, never, never, neverin nothing, great or small, large or pettynever give in, except to convictions of honor and good sense. Never yield to force. Never yield to the apparently overwhelming might of the enemy. (Winston Churchill)Get up, stand up, Stand up for your rights.Get up, stand up, Dont give up the fight. (Bob Marley, Get Up, Stand Up!)Just do it. (Nike advertising slogan) Come in, then. Dont stand staring. Close that door quick! Hustle! Dont scrape your feet on the floor. Try to look intelligent. Dont gape. (P.G. Wodehouse, Something Fresh, 1915) Pronunciation: im-PAR-uh-tiv mood

Were the Anti-Federalists Correct Was the 1787 Constitution a Betrayal Essay

Were the Anti-Federalists Correct Was the 1787 Constitution a Betrayal of the American Revolution - Essay Example The push and the predicted effects of the constitution however created opposing forces to the ratification of the U.S. constitution. The federalists strongly supported the constitution and its formation of the central government because the formerly relied confederation articles were ineffective, and a strong national government would be able to control uncooperative states and excess powers of foreign policies that affected the U.S., and protect the right of its people who had delegated their powers back to the government. The anti-federalists had raised several objections over the approval of the constitution by the states and their population with respect to the envisioned ramifications, arguing that it would burden Americans in their future. Earlier on, the anti-federalist warned that State power would be threatened by a strong national government, where the centre of gravity would shift to the national government (â€Å"Antifederalists† gps.edu). Although power sharing be tween the national and States’ government was supported by both, the risk of giving too much power as supremacy to the national government at the expense of the States would be high. Considering the challenges facing the new republic, federal opposition â€Å"insisted that the freedom won by the Revolution would be best preserved not by expanding the power of the national government but by tightly circumscribing its power† (Mooney 51).... The anti-federalists objections pushed federalists to include a bill of rights to guarantee civil liberties to the people. The aim of the opposition on the bill of rights was to limit the powers of the central government to prevent intrusion into the state powers. To both of the parties’ achievements, the bill was later adopted and the few states which were reluctant to ratify the constitution became convinced. First of all, the 10th amendment of the constitution only clarified the existing enumeration powers of the federal government, but refused to adjust its powers to make a change. As a result, the States felt obliged to support the constitution, due to the assurance of the tenth amendment, which confirmed that powers not delegated to the central government would reside with the respective States (Mooney 58). In other words, it was a meander to achieve support of the states by limiting the federal government the right to interfere with individuals and not the state. Nothin g was new because individuals were already protected by the bill of rights in the respective States constitutions; the only change was its further inclusion in the national constitution, yet the federal powers over war, taxes, commerce, and implied powers were not restricted by the amendment (Dry 5). Today everyone realizes and sympathizes with the anti- federalist opposition for their fear of constitution to leave out the bill of rights that turned out to be very essential. Even with the 1st enactment of the bill of rights, suppressive scenarios like the approval of the Alien and Sedition Acts that threatened foreigners’ liberty, and seriously limited freedom of speech and especially of the press affirmed anti-federalist argument. The inclusion of the bill of

What is the social responsibility of corporate management Essay

What is the social responsibility of corporate management - Essay Example CSR also describes the persistent dedication by a company to behave morally, and contribute to economic advancement while enhancing the value of life of the labour force and their families, as well as the neighbouring society. External stakeholders usually take a keen interest in the operations of an organization. These stakeholders usually examine the exterior circle of the organization. This implies that he stakeholders examine what the firm has done, excellent or awful, with regard to its products as well as services. They also investigate on a company’s effect on the ecology and neighbouring societies and how it supervises and advances its labour force. The stakeholders are also usually interested in a company’s financial performance which reflects the quality of supervision as a gauge of probable future performance (Trillbar, p. 1). There is evidence of divergent opinions of what CSR should mean from a number of diverse communities across the globe. Some individuals refer to CSR as a process that aims at building the capacity of communities for sustainable existence. It reveres cultural disparities and discovers the business chances in building the aptitudes of workers, the society and the national administration. This viewpoint presents that CSR is about benevolence to community. This is the conventional viewpoint of the concept of CSR as a charitable process. This implies that commercial enterprises make earnings, unconstrained apart from satisfying their responsibility to disburse taxes. Then these enterprises donate a portion of earnings to philanthropic courses. It is described as staining the act of the organization to obtain any advantage from the generosity. Conversely, there is also the standpoint of operating the principal business in a socially accountable manner, complemented by venture in societies for concrete, commerce case reasons. This standpoint is sustainable since the social accountability

The Struggles of Ireland: The Fenian Movement :: Essays Papers

The Struggles of Ireland: The Fenian Movement In a time of subordination, there were many a people who felt they had to fight back against the strings of inequality and unfairness. The united people would organize and spread their ideologies to the people so they would join in their beliefs. A group similar to this appeared in 1858 in Ireland with the gathering of the Fenians. The Fenian Movement was a secret society of revolutionaries that wished to gain Ireland’s independence by force (â€Å"Fenian Movement†). This revolt was led by the former leaders of the Young Ireland Uprising, John O’Mahony and James Stephens. O’Mahony and Stephens had left Ireland because they were persecuted by the British authorities for their seditious ideals. After fleeing to Paris together, they later separated and took different journeys. John O’Mahony arrived to America in the year 1853, searching for civilians who would band with him and his standards for another insurrection. At the same time, James Ste phens in 1856 came back to Ireland moving from location to location because of the situations that were happening during that time. In March of 1858 he formed a secret society in Dublin. This society was known as the Irish Republican Brotherhood. Simultaneously, in America, John O’Mahony formed a secret society that was called the Fenian Brotherhood. The name of this group came from the famous Irish hero, Finn Mc Cumhail (Fin Mc Cool). One of the goals that these groups had in mind was to obtain independence from the British government. There were many reasons for the formation of this troupe. Ranging from the British oppression to the Famine, from emigration and the Young Ireland Uprising to the Civil War, these events were fundamental in the formation of said revolutionaries. All these events cemented a feeling of nationality in the Irish people’s hearts that allowed them to join such an organization. With the purpose to â€Å"defend the Irish Republic, now virtually established† (qtd. in Gwynn 269) the Fenians strived to do what others had tried before them. One of the reasons for the Fenian Movement was the emigration that seemed to sweep the citizens. â€Å"The peasantry believed that their poverty and the need to emigrate was caused by misgovernment.†(Broin 14) They moved to South America, Canada and Australia, but they mostly immigrated to the United States.

Past Movements in Education and Analysis of Curricuar Reforms Essay

For an individual, it must be treated as a continuous process that should not end when graduation rites in each particular level of schooling are being held. True education is life, it must always be a part of our daily living, whether through formal or informal means. Educational systems in general, and educational curriculum in particular, also need not to be static. The curriculum should respond to the demands of a fast-changing society. To some extent, it should also be global or internationally-aligned. These are the reasons why foreign and local educational educators in the past and until now have been introducing educational reforms and innovations. They have been searching means to address the problems being met in the implementation of a certain curriculums and to ensure the total development of every learner. I. The Past Movements for Social Change in the School System Social change affects education. Centuries ago, pioneers of education have sought to introduce renewal in education. Their ideas were far ahead than the actual renewal that took place later on. Among them were Commenius, Condorcet, Rousseau, Pestalozzi, Froebel, Dewey, Drecoly, Montessori and Freinet. 1. Johann Amos Commenius -â€Å"Father of Modern Education† Most permanent educational influences: a. practical educational work Comenius was first a teacher and an organizer of schools, not only among his own people, but later in Sweden, and to a slight extent in Holland. In his Didactica Magna (Great Didactic), he outlined a system of schools that is the exact counterpart of the existing American system of kindergarten, elementary school, secondary school, college, and university. Didactica Magna is an educational treatise which aimed to seek and find a method of instruction by which teachers may teach less but learners may learn more, by which the school may be the scene of less noise, aversion, and useless labor, but of more leisure, enjoyment and solid progress; and through which the Christian community may have less darkness, perplexity (confusion) and dissension (disagreement), but on the other hand, more light, orderliness, peace and rest. b. formulating the general theory of education In this respect he is the forerunner of Rousseau, Pestalozzi, Froebel, etc. and is the first to formulate that idea of â€Å"education according to nature† so influential during the latter part of the eighteenth and early part of the nineteenth century. c. the subject matter and method of education -exerted through a series of textbooks of an entirely new nature His published works: Janua Linguarum Reserata (The Gateway of Language Unlocked) – contained his c onviction (certainty) that one of the prerequisites for effective educational reform was a fundamental change in language of instruction. Orbis Pictus (The World of Sensible Things Pictured) – contributed to the development of the principles of audio-visual interaction. It was the first successful applications of illustrations to the work of teaching, but not the first illustrated book for children. Schola Ludus (School as Play) – a detailed exposition of the doctrine that all learning should be made interesting, dramatic and stimulating. These texts were all based on the same fundamental ideas: (1) learning foreign languages through the vernacular; (2) obtaining ideas through objects rather than words; (3) starting with objects most familiar to the child to introduce him to both the new language and the more remote world of objects: (4) giving the child a comprehensive knowledge of his environment, physical and social, as well as instruction in religious, moral, and classical subjects; (5) making this acquisition of a compendium of knowledge a pleasure rather than a task; and (6) making instruction universal. He also developed the pansophic scheme, the view that education should take the whole of human knowledge as its universe. For him, truth was indivisible and was to be seen as a whole. Thus by relating each subject to every other subject and to general principles, pansophia was to make the learner capable of wisdom. 2. Marquis De Condorcet Marie-Jean-Antoine-Nicolas de Caritat took his title Marquis de Condorcet from the town of Condorcet in Dauphine. He advocated that the aims of education were: o cultivate in each generation the physical, intellectual and moral facilities and, thereby contribute to the general and gradual improvement of the human race. He envisioned a national system of public education designed to develop the natural talents of all, making real equality possible. His proposals of the five levels of public instructions areas follows: 1. Elementary- for the teaching of the ‘elements’ of all knowledge (reading, writing, arithmetic, morals, economics and n atural science)and would be compulsory for all four years 2. Secondary school- of three years’ duration, teaching grammar, history and geography, one foreign language, the mechanical arts, law and mathematics. The teaching at this and the first level would be non-specialized. 3. Institutes- responsible for ‘substituting reasoning for eloquence and books for speech, and for bringing philosophy and the physical science methodology into the moral sciences’. The teaching at this level would be more specialized. Pupils would choose their own course of study (at least two courses a year) from among four classes: mathematics and physics, moral and political sciences, science as applied to the arts, and literature and fine arts. 4. Lycee – the equivalent of universities, with the same classes as the institutes and ‘where all the sciences are taught in full. It is there that scholars-teachers receive their further training’. Education at this and the first three levels was to be entirely free of charge. 5. National Society of Science and the Arts – a research institute responsible for supervising the formal education system as a whole and for appointing teachers. Its role would be one of scientific and pedagogical research. 3. Jean Jacques Rousseau According to the history of education, he was the first great writer to insist that education should be based upon the nature of the child. Rousseau’s Emile is a kind of half treatise, half novel that tells the life story of a fictional man named Emile. In the history of education, the significant contributions of Johann Heinrich Pestalozzi are: 1) his educational philosophy and instructional method that encouraged harmonious intellectual, moral, and physical development Pestalozzi’s most systematic work, How Gertrude Teaches Her Children (1801) was a critique of conventional schooling and a prescription for educational reform. Rejecting corporal punishment, rote memorization, and bookishness, Pestalozzi envisioned schools that were homelike institutions where teachers actively engaged students in learning by sensory experiences. Such schools were to educate individuals who were well rounded intellectually, morally, and physically. Through engagement in activities, students were to learn useful vocations that complemented their other studies. 2) his methodology of empirical sensory learning, especially through object lessons Pestalozzi designed object lessons in which children, guided by teachers, examined the form (shape), number (quantity and weight) of objects, and named them after direct experience with them. 3) his use of activities, excursions, and nature studies that anticipated Progressive education. He also emphasized the importance of the nature of the child and propounded (advocated) that in the educational process, the child must be thought in relation to the subject matter. He sought to understand the nature of the child and to build his teaching around the natural, progressive and harmonious development of all the powers and capacities. He is an advocate of each man’s right to education and of society’s duty to implement that right and pave the way to universal national education. His motto â€Å"Learning by head, hand and heart† is still a key principle in successful 21st-century schools. 5. Friedrich Froebel The German educator, Friedrich Froebel, was one of these pioneers of early childhood educational reform. Froebel’s educational principles: a) free self-activity As an educator, Froebel believed that stimulating voluntary self-activity in the young child was the necessary form of pre-school education (Watson, 1997a). Self-activity is defined as the development of qualities and skills that make it possible to take an invisible idea and make it a reality; self-activity involves formulating a purpose, planning out that purpose, and then acting on that plan until the purpose is realized (Corbett, 1998a). Corbett suggests that one of Froebel’s significant contributions to early childhood education was his theory of introducing play as a means of engaging children in self-activity for the purpose of externalizing their inner natures. ) creativity Froebel designed a series of instructional materials that he called â€Å"gifts and occupations†, which demonstrated certain relationships and led children in comparison, testing, and creative exploration activities (Watson, 1997b). A gift was an object provided for a child to play with–such as a sphere, cube, or cylinder–which helped the child to understand and internalize the concepts of shape, dimension, size, and their relationships (Staff, 1998). The occupations were items such as aints and clay which the children could use to make what they wished; through the occupations, children externalized the concepts existing within their creative minds (Staff, 1998). Therefore, through the child’s own self-activity and creative imaginative play, the child would begin to understand both the inner and outer properties of things as he moves through the developmental stages of the educational process. c) social participation A third component of Froebel’s educational plan involved working closely with the family unit. Froebel believed that parents provided the first as well as the most consistent educational influence in a child’s life. Since a child’s first educational experiences occur within the family unit, he is already familiar with the home d) motor expression Motor expression, which refers to learning by doing as opposed to following rote instructions, is a very important aspect of Froebel’s educational principles. Froebel did not believe that the child should be placed into society’s mold, but should be allowed to shape his own mold and grow at his own pace through the developmental stages of the educational process. 6. John Dewey He contributed the educational philosophy which maintains that education is life, education is growth and education is a continuous reconstruction of human experiences from the beginning to the end of life. He was the spokes person of progressive education which states that aims have significance only for persons, not for processes such as education, and arise only in response to problematic situations in ongoing activities. Aims are to be viewed as anticipated outcomes of transactions, as intrinsic aspects of the process of problem-solving, and as a motivating force behind the individual’s approach to problem-solving situations. The Progressive Education Association, inspired by Dewey’s ideas, later codified his doctrines as follows: a. The conduct of the pupils shall be governed by themselves, according to the social needs of the community. b. Interest shall be the motive for all work. c. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken, rather than as task-masters. d. Scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely essential to the intelligent direction of his development. . Greater attention is paid to the child’s physical needs, with greater use of the out-of-doors. f. Cooperation between school and home will fill all needs of the child’s development such as music, dancing, play and other extra-curricular activities. g. All progressive schools will look upon their work as of the laboratory type, giving freely to the sum of educational knowledge the results of their experi ments in child culture. He believed that education has two sides: the psychological and the social on the same plane. Education must start from the psychological nature of the child as the basis for directing his energies into totally useful channels. Schools must be set up to include bond the individual and social goals. The needs of a new society are to be taken into consideration in modifying methods and curriculum. 7. Ovide Decroly He influenced instruction in the kindergarten, the aim of which was to guide the child’s desire for activity and to give him a sense of discipline and norms for his social behavior (same with Dewey) 8. Maria Montessori Maria Montessori left a long lasting mark on education around the world.