Hildren with emotional and behavioural disorders Essay

Hildren with emotional and behavioural disorders - Essay Example "The students with severe and profound mental disability, autism and complex needs are offered to follow the Frame Educational Programme for Special Needs Education tailored to meet their needs and built up on the principles of the national programme for compulsory education and reflecting the students special needs" http://www.european-agency.org/nat_ovs/czech/9.html SEN students need special provisions and other support system according to their individual needs, like speech therapy, additional teaching staff, psychological counselling, special pedagogical support, more hours, sign language or more material visual, audio or any other kind of compensatory assistance. Through Acts of Legislation, Governments of advanced countries have empowered themselves to open exclusive schools for SEN students and at the same time, have also taken meaningful steps towards integration and inclusion of these students into the mainstream. Special need education within the Education System has been given careful attention in most of the countries today. "Looked at in this way, inclusion, understood as a movement for educating learners with special educational needs in mainstream schools and classes, is a resolution that emphasizes the commonality pole of the dilemma. It focuses on learners who are 'different' in ways that have the most obvious educational significance, and argues for their right to be educated alongside their peers, within a common institution and, frequently, within a common curriculum" Mitchell (2005). Please put page number here; I don't have the book. Schools are wary of accepting these students, due to their low attainment, and additional responsibility. Schools are also worried about the extra demands on teachers, peer group, emotional upheavals for normal children and the possibilities of SEN students being ragged by other able-bodied children, and this so, in spite of inclusion and integration. "All learners are the same in their essential human characteristics, in the rights and entitlements which are ascribed to them and in their participation within some more-or-less loosely defined process of education" Dyson, Alan, (March 2001). British Journal of Special Education, Volume 28, No. 1, p.25. In Dyson (2001), we come across various methods of inclusions that could be adaptable and challenging and the most important are one-track, dual-tracks and multi-tracks. Almost all the countries that are tuned to inclusion are trying to adapt one system or other and sometimes both according their needs. As an explanation, it could be told that one-track means serving all students in one system, under the same curriculum, same classes without marginalising the SEN people and treating them as equal and similar to other students. Psychologists feel that this would provide permanent bonding and friendship with normal children and the inferiority complex would disappear, as they feel accepted. It also provides challenge, appreciation and hope for future. Theoretically, this is the best method in which SEN people do not feel segregated. But the practical challenges facing could be different from the best theory and children with problems might not be able to cope with the pressures and trials of rigorous education. Under such circumstances Dual-Track education could help, by way of

The Reality Shows Essay Example for Free

The Reality Shows Essay There are many TV shows around the world , some of them are very funny and meaningful, but there are some shows that are very, very pointless and outrageous. In that kind of shows the TV viewers make badly fun of the participants. And after the show they experience the pain of shame. For example one of that reality shows is â€Å"Price of Truth† . If you are participant in that stupidity, they ask you very personal questions for a lot of money each. For example one of these question is â€Å" Have you ever had perverted thoughts about your sister.† , this is unacceptable , you can’t humiliating people like this especially on air. For me dignity is more important than money and everybody should understand this. Reality shows must make people smile and relaxed from the horrible day , but this idiocy do the opposite. And the more important is that the children are watching this crap and its affect on their discipline and conversational vocabulary. And then we are mad at them without thinking whose fault is for their mistakes. But we can’t do anything about it , because nobody cares what we think , the people who can stop this shameful and harmful shows cares only about the money which are coming from these shows and they don’t see the consequences. That’s why I would never be a participant in that kind of bullshit. I recommend you think about what are you going to watch or being participant in.

Women in The Color Purple and The Handmaids Tale

Women in The Color Purple and The Handmaids Tale [NM1]The most common way people give up their power is by thinking they dont have any.[1] [NM2]This quote from Alice Walker encapsulates the premise of her novel The Color Purple and Margaret Atwoods The Handmaids Tale. Both novels aim to educate and enlighten their audiences to the psychological effects of female subjugation. Walker and Atwood utilise a myriad of literary techniques, and the power of the female first-person narrative; illuminating to all readers the victimisation and suppression of women in patriarchal societies and households. Walkers quote is reflective of the protagonists in both novels; only when they think they have no power, is when they are truly powerless. This theme can be ascertained from the opening epistles of The Color Purple, the reader is immediately lambasted with the psychological effects of persecution on the protagonist, Celie, at the hands of her father[2], Alphonse. Walkers deployment of the first-person epistolary structure subconsciously precipitates for the reader becoming Celies emotional muse. Walker forces us to see Celies undistorted emotions in the truest form possible as Celie writes her letters for God, not an audience, allowing the letters to reflect her emotions, unplagued by an America burdened by institutional racism and patriarchy. Thus, the letters highlight the psychological effects of sexual and societal subjugation, undistorted by the environment that submerges her. Walker presents African-American homes[3] as parallel to white households, with the dominant male asserting power over the women and children, comparable to how the African-Americans were treated by the racist white society of 1930s America.[ 4] Walker adheres to the traditional literary representation of African-American women[5] in the novels inauguration, representing Walkers protagonist, as a victim of her society and environment. Psychologist Charles L. Proudfit, published, Celies Search for Identity: A Psychoanalytic Developmental Reading of Alice WalkersThe Color Purple.[6], labeling Celie as having gone through the typical thought process a child abuse victim. Celies first letter opens: Dear God, I am fourteen years old. I am I have always been a good girl.[7] Celie crosses out I am, changing the auxiliary verb to have, self-justifying her subjugation[8], believing the abuse is deserved and her treatment is justified[9]. The auxiliary device is jarring to the reader as Celie believes only God will see the letters, yet she doesnt feel that she is a good girl, despite being the most divine character in the novel, epitomised by Walker naming her Celie, a derivative of caelummeaning heaven in Latin. The crossing out I am reaffirms Proudfits analysis, she no longer believes that she is a good girl, but rather a tainted stain on the fabric of society; reiterated by the usage of the past tense, surrendering the prior image she had of herself. Walkers presentation of Celie suggests that she wholeheartedly believes that she is deserving of the abuse. Celie does not respond with rage to her subjugation initially, bowing to the agonistic authority of her Pa stating, sometimes it bees that way.[10] Subsequently, validating the abuse she is receiving by crossing out her past self-image, replacing it with the new solemn view point. The understated nature to the mentality change highlights the damaging psychological effects of the subjugation of women, a clear reference to Walkers driving quote. Celie thinks she has no power; but in reality, Celie has more power than anyone truly knows. Walker includes this to show that only when a woman gives up her power is when she is actually powerless, illuminated th rough the structure and deployment of specific language devices evoking a poignant response from both contemporary and contextual audiences. Comparably, in Margaret Atwoods, The Handmaids Tale, the women are subjected to incomprehensible oppression. In the dystopic, fundamentalist administration, Gilead, the female characters are stripped of the individualism that truly makes them women, their identities quashed and cut to fit the roles the government established to continue their patriarchal agenda. Atwood presents the abrasiveness of Gilead as a microcosm of everyday society in conjuncture with The Color Purple being representative of domestic life. Atwoods heroine, a female assigned as Offred, had the onerous burden of being a Handmaid; assigned as a surrogate to elitist, Serena and Fred Joy (alias, The Commander.) In her placement, Offred lost all freedoms she enjoyed pre-Gilead, replaced with set meals, activities and as a prerequisite of her role prearranged sexual intercourse sessions. Despite showing the dreadful conditions of Gilead, allegorically this can be interpreted as a social commentary from Atwood, repres enting patriarchal abusive relationships. In these relationships, the misogynistic figure controls every facet of life with abuse not exclusively physical. Instead, affecting every aspect of the recipients life, entailing financial and most destructively, mental abuse, with real and Gileadean society modelled around the idea that, A rat in a maze is free to go anywhere, as long as it stays inside the maze[11]. Represented further by the prearranged ordinances of the Handmaids, akin to Celie, the Handmaids and the people stuck in real abusive relationships they cannot escape. Correspondingly, in many abusive relationships the recipients begin to think what they are facing is normal per se, rather than fighting, accepting their suffrage as something to be expected; represented initially in both novels. Subsequently, relinquishing all power that they held reinforcing the idea of Alice Walker, psychological subjugation stretches into every single part of our lives, no matter where you g o, you can never escape your own mind. Prior to Gilead establishment, readers see Offred character as a rumbustious spirit, breaking free from societal norms, seen in Atwoods analeptic digressions from her unconventional relationship, meeting Luke at cheap hotels for sex. However, when delivered to Gilead she forgets the power that she holds, her perseverant psychological state is disintegrating with the threat of the Colonies[12] reinforcing to the reader the idea Offred must mentally shackle herself adhere to the limitations of life established. Reflecting to the audience that authoritarian subjugation has the power to inflict so much fear that we strip ourselves of the desire to fight for the liberty and freedom that we know is right. Highlighting the contrast between the protagonists, Offred is aware of her subjugation and is unable to rebel against it due to the potential backlash. Contrastingly, Celie, as aforementioned appears accepting of her role as deserved, or inevitable; alternatively, Offred preaches passive resistance taking liberation from the psychological onslaught. This can be ascertained by the description of her existence as theatrical: I stand on the corner pretending I am a tree.[13] Here, Walker presents to the reader the resilience of women in the face of patriarchal subjugation, and reflects the quote of Walker. Offred refuses to give up her power as can be seen from the choice of verb pretend. Suggesting, as a woman she has not changed psychologically due to her subjugation, rather she must appear changed to survive; separating herself from the image expected of her, never losing sight of how she perceives herself despite the indoctrination she is subjected to. Atwood encapsulates this by the comparison to a tree, trees perceiver throughout history, standing, unmoving, dependant on humans for preserving its life, exactly like Offred. Alternatively, others readers may interpret this as, despite not being able to escape physically from its surroundings but can soar upwards above the small, damaging thoughts of man; and survive unchangingly preserving its own identity, flourishing and blooming in the process. This is where we can see Offred, she conforms to the regime, but does not allow it to define her changing her self-perception, separating her physical and mental self. Offred understands she is just playing a role; analogous to a tree, despite all that is going on around her she is able to stay strong and unwavering in her quest to survive. The only way she can do this is by maintaining her mental strength and thus her power, despite the depravity circulating around her. Consequently, Atwood presents to the reader that Offred, despite not being a conventional literary hero -submitting outwardly to the regime- is unquestionably powerful, inspiring people in comparable real life positions, reinforcing the idea via tree imagery that by maintaining psychological strength she can never be felled. As aforementioned, Walker presents Celie in accordance with the traditional representation of African-American women in literature: timid, weak. Nevertheless, she undergoes a psychological transformation becoming an empowered woman, when she builds her relationship with the psychologically liberated Shug Avery. Prior to Averys arrival, Celie idolises her second to God alone. Shug becomes dependant on Celie whilst she nurses her, temporarily allowing Celie to feel equal to someone. In the process, Shug fills Celies emotional void she was deprived of, when Olivia was taken, Celie works on Shug like she a doll or like she Olivia.[14] Walkers diction, utilising the common noun doll produces connotations of childhood and play. Therefore, its prevalence in the sentence could represent that Celie has been deprived of a childhood due to the subjugation she encountered, but now she has Shug as her dependant, she appears psychologically liberated. Accordingly, Walkers syntax metaphorically rep resents to the reader the evolution of Celies character development. This interpretation is reinforced by critic and psychologist Daniel W. Ross, Celie in the Looking Glass: The Desire for Selfhood in The Color Purple. Ross identifies the doll as a transitional device for girls developing in childhood, preparing for the nurturing roll that they will experience as future mothers. A modern reader may not interpret it this way as in the 21st century not all women want to grow up to have children. However, when published in 1982 this was the norm of society, especially within the context of a 1930s African-American community in the South. With Ross interpretation and understanding of Walkers intentions, one can see that when people have the support to break free they do. Celie has clearly begun to employ some of the psychological growth stunted in her childhood, Shugs presence and later friendship acts as a tool for Celie enabling her to continue maturing despite the subjugation targete d against her by Mr.______. In conjunction with Walker, Atwood portrays the psychological effects of subjugation on Offred as decreasingly damaging, with her resilience against the regime. The structure of Offreds internal dialogue as a palimpsest of past events embodies the idea that Gileadean attempts to indoctrinate psychologically, but has failed control their private cognitions. This theme is shown in Offreds description of the Lilies of the Valley and its previous function as a theatre, Students went there a lotà ¢Ã¢â€š ¬Ã‚ ¦ women on their own, making up their mindsà ¢Ã¢â€š ¬Ã‚ ¦ We seemed to be able to choose, then.[15] Atwoods analepsis represents to the reader despite the subjugation encountered in the patriarchy, a better way of life exists, almost as a vision of higher reality, identically to the role God and Nettie play for Celie. Despite these flashbacks being painful for Offred, by forcing herself to remember she keeps her power and the tenacity for survival. Atwood uses these flashbacks to sho w Offred rebelling against the indoctrination as early as Chapter five setting a precedent for the rest of the novel, and for people in real life situations comparable to Celie. Chapter five is when Offred becomes aware of her subjugation and wants to fight it, following an encounter with Japanese tourists, We are fascinated, but also repelled. They seem undressed. This shows immediately quickly from the start of the novel, the weak can be indoctrinated, if you are not strong and dont maintain your mental strength in the subjugating surroundings you will fall. Nevertheless, Atwood presents Offred as a macrocosm of all women with the idea that a woman always has the power to think no matter what situation she is in. We can see this with the realisation that follows Offreds quote I think: I used to dress like that. That was freedom. [NM3]This quote explicitly highlights Offreds psychological development, from accepting the ideas promoted in Gilead to an outright rejection of the philo sophy of the role females are supposed to undertake. The punctuation of this quote acts as an audible and visible barrier between the mind control of Gilead and the mental liberty that Offred desires. Atwood tactfully uses the colon in place of a comma to show the separation between her desire to think and the actual thoughts that she has. Atwoods presentation allows the reader to see the cognitive functions of her brain, rejecting the indoctrination that she had received at the red centre. Also, extenuating how far society has affected her that it takes time and effort to come to a judgement that she previously associated with on a material level. By opening this door, Atwood presents the idea that having made this initial rebellion, she is reclaiming her power and can move on to reject other elements of society. Shunning Aunt Lydias freedom from in favour of having the freedom to, and thus we can see a decrease in the psychological effects that the authoritarianism has on her. Hen ce, Atwoods reinforcement of Walkers theme, when one becomes mentally liberated from subjugation they gain the metamorphic ability to transform into an unstoppable entity with the power to continue your personal insurgence. Celies psychological development, isnt dependent on Shug alone, she also learns to live alone and function as an independent woman; comparable to Offred, just in a different society. Walker portrays Celie as conquering her subjugation gaining her freedom from the patriarchal society by taking control of her own life but not sacrificing her femininity in the process, as being strong and feminine two things often not mutually associated. Celie takes up sewing, traditionally a matriarchal chore for women who are confined to a domestic setting. But, Walker takes this and turns it into an outlet of expression, creativity and freedom as well as a lucrative business in the process, profiting on femininity. Despite being unrealistic that an African-American girl could make this monumental shift in her life, it should be remembered that these are not explicitly real people but rather representations of a wider narrative that the authors want to convey. When this is considered the deus ex mach ina is powerful symbolism representing, when women are psychologically liberated from subjugation anything is possible for anyone, promoting an idea of female expressionism and psychological advances. We gain this understanding as it exemplifies Walkers own beliefs on feminism and equality as she is a firm believer that femininity doesnt mean subjugation[16]. Reflected by Celies deliverance from subjugation through associating with female characters and partaking in feminine hobbies. If Celie gained her psychological strength by taking on something characteristically male, with men the reader would not have the same veneration towards Celie, breaking from societal convention. In a society dominated by men Celies unique femininity flourishes, showing that women do not need men to succeed highlighting the importance of female cooperation and bonding. Professor Mae G. Henderson[17] reinforces that its female bonding which restores a womens sense of completeness and independenceà ¢Ã¢â€ š ¬Ã‚ ¦ [Celie] exemplifies the power and potential of this bonding. Celies business is metaphorical in the need for female empowerment, its her business and female bonding that has freed her and now she is gaining success Walker reflects this in her mental state. Therefore, the business acts as an important symbol in Celies psychological development. No longer does she feel she deserves the abuse described by Proudfit, comparably to Offred shes striving to create a better tomorrow for herself, reclaiming her mental power lost in her subjugation. Atwood concludes Offreds journey from victim to rebel through the cassette tapes. These recordings prove to Atwoods readers that Offreds consciousness and ability to remember her life prior to Gilead enables her to live on, never relinquishing the past. Whether Offred witnessed the fall of Gilead is left ambiguous, but she proves the regime didnt take her psychological strength. The tapes metaphorically represent her ability to be heard above the government, the indoctrination of the Aunts and the fear of The Eyes all unsuccessful in their psychological subjugation of Offred. Atwood presents that the attempts to psychologically subjugate Offred was never as strong as the desire of women to overcome the problems they are faced with. Similarly, Celies final letter shows the extent to which her character has developed across the breadth of the novel. The novel ends with the realisation that although her generation is growing older, the reunion with her children and Nettie has made her f eel younger than ever; providing psychological closure for the absence of childhood that she has endured. Now she can appreciate the virtue of youthfulness that was stripped from her at the start of the novel. Walker opened with a quote from Alphonse, You better not never tell nobody but God. Itd kill your mammy. Readers can see that in the opening parts of the novel Celie adheres to this subjugation and her letters are never titled to anyone other than God, showing how her voice was suppressed by her father. However, by the end of the novel Celie is talking to all things on earth and otherworldly breaking secular liminality Dear God. Dear stars, Dear trees, Dear sky, Dear peoples, Dear everything. Therefore, we can wee that Walker concludes her novel similarly to Atwood; with both protagonists overcoming the psychological effects of their subjugators by allowing their voices to be freed. Howbeit, where the authors differ is through the legacy their characters leave behind in their messages, both can be seen as mutually optimistic consisting of the fall of Gilead, and a jubilant Celie reunited with her family, giving Celies tale a conclusive ending. But, Atwoods shows, whilst undeniable victories have been made for feminism, society is still misogynistic, ascertained from the language used by Professor Pieixoto being almost identical to that being used in Gilead. Thus, whilst presenting the idea that when one woman is freed from the subjugation the next shall follow; its still the job of her readers and to keep on fighting as society, despite becoming a long was is still patriarchal is not the answer reinforced by the fact that Offred rejected her mothers activism and consequently we are never sure if she enjoys liberation. The authors, via the protagonists take us on a subconscious journey through society with the first-person narrative. Allowing the reader to gain a personal insight into what the individual stories represent, and the best way that the author s can do this is through psychological evaluation. As the brain is something we can never escape, both authors aim to educate the reader on the effects that subjugation has and how by coming together; women can defeat this and triumph against any challenge. Hit this: Critical evaluative application Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. Exhibits a critical evaluation of the ways meanings are shaped. Evaluates the effects of literary features and shows a sophisticated understanding of the writers craft. Presents a sophisticated evaluation and appreciation of significance and influence of contextual factors. Makes sophisticated links between text and contexts. [1] The Best Liberal Quotes Ever : Why the Left is Right (2004) by William P. Martin, p. 173. [2] Later revealed not to be the biological father but at this stage of the novel all the reader and Celie know alike is that he is Pa. [3] //leading to criticism from many Critics as they believe that Walker gives an unrealisitic interpretation of African-American men making them seem barbarous. [4] -2 [5] Valerie Sweeney Prince, Burnin Down the House: Home in African American Literature, New York: Columbia University Press, 2005 [6] Charles L. Proudfit, Celies Search for Identity: A Psychoanalytic Developmental Reading of Alice Walkers The Color Purple, University of Wisconsin Press, Madison, JSTOR. [7] Alice Walker, The Color Purple, Hachette UK, google books,p. 6. [8] https://books.google.co.uk/books?id=jhPGJeTIIisCpg=PA182lpg=PA182dq=heroine+celiesource=blots=D1Y9ayFzjAsig=y2h-11mMOkKSFBJu_FiyItjcYxAhl=ensa=Xved=0ahUKEwjQnO2t4cfSAhWJA8AKHSULDs0Q6AEIPjAI#v=onepageq=heroine%20celief=false come back to [9] Charles L. Proudfit, Celies Search for Identity: A Psychoanalytic Developmental Reading of Alice Walkers The Color Purple, University of Wisconsin Press, Madison, JSTOR. P. 17. [10] [11] P. 174 [12] [13] Alice Walker, The Handmaids Tale, Random House,   New York. P. 30. [14] Color purple pg. 42. [15] HT pg. 40. [16] https://www.theguardian.com/books/2013/mar/09/alice-walker-beauty-in-truth-interview women, at this point, are comfortable referring to themselves as guys, and basically erasing their femininity at every opportunity. I dont get it. [17] S peaking in Tongues and Dancing Diaspora [NM1]AO1: Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression. 26.7% AO2: Analyse ways in which meanings are shaped in literary texts. 26.7% AO3: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. 21.9% AO4: Explore connections across literary texts.   14% AO5: Explore literary texts informed by different interpretations. 11% [NM2]Handmaids tale society is so oppressive See Libby Barton for essay title [NM3]Puritan link

Double the Dose :: Feminist Feminism Gender Equality Papers

Double the Dose "Youz a hooooo! HO! Youz a hooooo! HO! I said dat youz a ho," screams the rapper Ludacris from my alarm clock radio at six o'clock in the morning. I slam the snooze button and curse myself for joining the army. I have physical training today. I jump out of bed and hurry to get dressed. Then, I run over to the training site and join the rest of my fellow classmates. These individuals are becoming very special friends to me. We run together; we do pushups and sit-ups together; we force each other to go further than the limit allows us; we yell at one another; and we feel pain together. The thing I love most about the army is that they aren't really supposed to classify us by any of our differences. As they say, we are one team fighting for a common goal. Yet, it was not so long ago that the military opposed of this type of mindset. Only recently has there been an initiative to integrate both sexes in the army. However, the step to combine men and women in the military doesn't necessari ly mean that bigot views and generalizations about the female gender are erased. In fact, as much as we would like to believe that we are improving as a society with the amount of laws and restrictions that we have against sexism, in truth, the double standards against women still lurk in the minds of many-unspoken but still heard. After an hour of training, I walk back to my dorm to take a shower and get dressed, but not in my regular school clothes-no way, today's Wednesday, the Battle Dress Uniform Day. I look at myself all the time in the mirror when I get dressed, but whenever it's Wednesday, I don't feel like the beautiful women I am supposed to be. For now, I am a man. No jewelry, hair pulled back, baggy camouflage clothes, and the strange feeling in my heart telling me that I'm being trained to kill. I spend the day walking around campus in my uniform trying to ignore the disgusted or confused looks I get from students. "Is she a dike?" I know many ask themselves because, of course, no 'real' woman would ever join the army. Sometimes I wonder myself if I'm a woman trying to be a man.

American criminal procedures Essay

The American Bill of Rights guarantees freedom of speech, religion, and assembly in addition to other significant protections against the suppression of government and official agencies, â€Å"provides a noble action and shield of human dignity. †(Brennan Jr. 1989. p 425) The Bill of rights epitomizes the constant will of humanity for individual rights and protections. Essentially, Bill of Rights as incarnated in the first ten Amendments of American constitution is an acknowledgment of the individual dignity and rights and it also manifest an embargo on the government itself to exploit and manipulate these rights. â€Å"The Bill of Rights, in other words, deals with the protection of the individual against his Government. The protection of an individual against another individual or group of individuals is not implicit in the Bill of Rights, but falls more into the realm of police powers of the Government. † (Wise, James Waterman, 1941. p. 35) The philosophy and ideas of English Philosopher John Locke has been inducted in the Bill of Rights. Locke presented the philosophy of natural rights i. e. that all the individuals are endowed with inherent rights. Locke was of the view that civil society of which the government is an organ, is established to safeguard the individual rights. This idea of natural right greatly influenced the concepts Madison who is considered the creator of American Bill of Rights. The guarantees of fundamental individual rights, provided by the bill of rights are general in its definition and application and applicability rests in the discretion of the â€Å"adjudicative bodies. † This quality of the Bill of Rights capacitate it with the ability to be applicable at the broader level because it â€Å"permit judges to adapt canons of right to situation not envisaged by those who framed (it) there by facilitating (its) evolution and preserving (its) vitality†(Brennan Jr. 1989). Another distinction of the Bill of rights is that it enables the Supreme Court to reform American criminal procedures and align it with the provision and protections in the Bill of Rights. For example in Miranda vs. Arizona case, the Court made it clear that police must inform the person under interrogation his rights. Its ruling included that police must inform the detainee his right to silence and his right to a lawyer. But the attitude of Supreme Court is ambivalent in the above mentioned case and is encircled with controversies. Sixth Amendments provides the right of counsel to the detainees or individual under interrogation or under prosecution in a federal court. The denial of such counseling negates the provision of Bill of rights. Certain ruling by the federal courts exemplify that courts are still in a state of confusion over this issue. â€Å"In dealing with state cases the Supreme Court has distinguished between the situation where an accused is denied the right to consult a lawyer whom he had selected, and that where, being unable to procure any lawyer, the court refused to appoint one. In the former case a conviction cannot standing the latter it depends on the circumstances†. (Fraenkel, O. K. 1963, p. 117). The House vs. Mayo and Betts vs. Bardy cases are clear manifestation of this duality on the part of judiciary. ( House v. Mayo, 324 U. S. 786 (1945) 117, 118 & Betts v. Brady, 316 U. S. 455 (1942) 118) In the absence of an enforcement mechanism or power of vindication, the bill of rights becomes mere moral ideals. These moral ideals are better appreciated rather than practiced. Same is the case with the American Bill of Rights. The courts can take action unless a plea is made to it. But a written charter is also essential to empower the judiciary protect the citizen from the clutches of official hostility. This empowerment through bill of Rights manifested itself in the case of NSA surveillance controversy. U. S. President George W. Bush promulgated a secret executive order soon after 9/11 that capacitated the National Security Agency (NSA) with an authority to carry out wiretapping of suspected persons in America. The hallmark of this executive order was to conduct surveillance without acquiring approval or warrants from a FISA court (Risen. J & Lichtblau Eric. 2005). These order and activity were unlawful and unconstitutional as it violated the legal and constitutional privacy rights of the people provided under Fourth Amendment. Fourth Amendments states that â€Å"The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. †(Hand, L. 1986) The executive order issued by the President Bush for warrantless surveillance is an explicit violation of the fourth amendment as it enables the security agencies to intrude the private lives of American people without providing any â€Å"probable cause† for this act. The illegality of the executive order was further reinforced by the court decision in ACLU vs. NSA case. The U. S. District Court Judge OF Eastern District of Michigen ruled that wiretapping without warrant from FISA is an unlawful and unconstitutional activity as it is the violation of individual privacy rights and freedom. The judge further ordered to eavesdrop on phone calls with immediate effect. In her ruling she wrote: â€Å"The President of the United States, a creature of the same Constitution which gave us these Amendments, has undisputedly violated the Fourth in failing to procure judicial orders as required by FISA, and accordingly has violated the First Amendment Rights of these Plaintiffs as well. † (ACLU v. NSA. 2006 p. 33) The duality of the adjudicative powers is clear from a previous ruling where in Draper case (Draper v. United States, 358 U. S. 307 (1959) 100) the Court advocate in favour of a warrantless search made to an arrest in a public place. The court ruling was based on the ground that law enforcement agency had â€Å"probable cause† to believe that a criminal activity has occurred although they worked on information from an informant formerly found reliable. This was obvious mockery of the civil rights of the individuals. Above mentioned examples illustrates that Bill of Rights is a proper and valid guarantee for the individual rights of American citizens. But lack of a proper reinforcement mechanism makes it dependent. The generality of the provisions of Bill of Rights is an important characteristic that enables the adjudicative agencies to interpret it according to situational context of a particular case. Although certain rulings by the Courts has harmed the true nature and objective of the Bills of Rights and had reduced it to mere cherished ideals but still it is an important tool to protects the rights of American people References ACLU vs. NSA. (2006) http://fl1. findlaw. com/news. findlaw. com/nytimes/docs/nsa/aclunsa81706opn. pdf Brant, I. 1965, The Bill of rights: its origin and meaning. A Mentor book, New American Library, New York. Brennan, William J. Jr. 1989, Why Have a Bill of Rights? Oxford Journal of Legal Studies, vol. 9, no. 4. pp. 425-440 Draper v. United States, 358 U. S. 307 (1959) 100 http://caselaw. lp. findlaw. com/cgibin/getcase. pl? friend=nytimes&navby=case&court=us&vol=358&invol=307 Dumbauld, E. 1979, The Bill of rights and what it means today. Greenwood Press, Westport. Fraenkel, O. K. 1963, The Supreme Court and civil liberties: how the Court has protected the Bill of rights. 2d ed. Published for the American Civil Liberties Union, Dobbs Ferry, N. Y.. Hand, L. 1986, The Bill of rights. College ed. The Oliver Wendell Holmes lectures 1958. Atheneum, New York, N. Y.. Strauss, David A. 1992, Afterword: The Role of a Bill of Rights The University of Chicago Law Review, vol. 59, no. 1, The Bill of Rights in the Welfare State: A Bicentennial Symposium, pp. 539-565. Risen. J & Lichtblau Eric. 2005, Bush Lets U. S. Spy on Callers without Courts, NewYork Time, December 16. http://www. nytimes. com/2005/12/16/politics/16program. html? ei=5090&en=e32072d786623ac1&ex=1292389200

Daisy Miller a Hero Essay

A hero is a person, whom no matter what the situation is, always seems to be able to approach situation with a fearless and courageous attitude, and can is often admired by many. The novel Daisy Miller by Henry James is a fictional story about the life of an American girl in Europe and the situations that she experiences. Daisy reacts to these situations with a fearless and courageous approach. Her actions seem to affect every character in the story and are misperceived by many. Daisy consistently had the courage to stand up to the other Americans, the characters who adapted to the European culture, even though they continued to pressure her, and prevailed by not conforming to European society. Daisy is a hero in this story because of the way she approached and handled situations. A major conflict in the story is the clash of American culture and European culture. Daisy is constantly thrown into situations where she is pressured to conform to some traditional European way of doing things. Daisy does not let this pressure get to her. She instead continues to act without fear of what might happen to her. The text shows many examples of this. A major cultural conflict that happened in the novel is when Daisy is walking around the Pinchio with Mr. Winterbourne and Mr. Giovanelli. Mrs. Walker comes up in her carriage and begs Daisy to get in because of what her reputation might become since she was walking around with two men ( ). After Daisy refuses, Mrs. Walker says â€Å"should you prefer being thought a very reckless girls? and even gets Mr Winterbourne involved by having him give his opinion which lined up with Mrs. Walker’s( ). After examining the text, the reader sees that Daisy responds with a very fearless and courageous way, which in a way can also be compared to a quote from Emerson’s Self Reliance, â€Å"to be great, is to be misunderstood. † â€Å"â€Å"If this is improper, Mrs Walker,† she persued, â€Å"then I am all improper, and you must give me up†Ã¢â‚¬  is a quote that beautifully illustrates Daisy’s heroic personally by not being intimidated from the pressures of society. Another conflict in the novel was that at certain places at certain times, the chances of getting malaria were very high. While many of the locals decided to stay away from these areas, Daisy chose to not live fear. This fearlessness that Daisy displayed, led to Mr. Winterbourne confronting her and Mr. Giovanelli at the coliseum late at night about her catching the Roman fever (). Giovanelli responded to Winterbourne by saying he informed Daisy it was a â€Å"grave indiscretion† which Daisy responded with prudence (). Even now that Daisy was severely warned about the disease she still showed no fear and showed how she could be an inspiration to other women by saying she had a lovely time seeing the coliseum by moonlight and if she felt any danger she would take some pills (). â€Å"I don’t care,† said Daisy in a little strange tone, â€Å"whether I have Roman fever or not† shows how Daisy would not let fear dictate her life( ). Daisy Miller was a hero because of the fearless qualities that she displayed in the novel Daisy Miller. She may not display the common stereotypes of other fictionalized heroes such as flying or x-ray vision, but she does have influence on people, especially women, on how they can act regardless of what culture they are from. This view on life is very important because it shows young women, that they are empowered to handle situations anyway they like. Even when she died, many people showed up to her funeral and admired her. Giovanelli even stated at her funeral that out of all the women she was the â€Å"most innocent † ( ).