Essay Samples on Language - How to Do Essay Samples on Language Quickly

Essay Samples on Language - How to Do Essay Samples on Language QuicklyGetting your essay samples on language done right is a relatively simple matter. You simply need to take a good look at your learning objectives and set up the rules in which you will work with. Remember, you are going to be studying for an essay exam and not for the SAT or any other college entrance test.You can, in fact, write a long essay in only one day. What's more, you will soon find that this is a challenging and exciting proposition. If you can write a good story in a short period of time, there is no reason why you can't make it happen. So let's discuss a few tips about how to approach these types of assignments.First of all, just like in any other job or field, you have to write your resume and cover letter first. These documents contain all the information that the hiring manager needs in order to decide whether to offer you a job or not. The resume and cover letter should not only show some knowledge o f the company but also state why you deserve a chance. This is true for any company or career field, so you will want to include this information in your essays as well.Your goal is to get your resume in front of the hiring manager's inbox in a couple of days. The goal is to have your resume or cover letter read by a manager or hiring manager within two weeks. If you miss the deadline, then you won't be able to secure the position. So make sure that you write your essays as quickly as possible, even if you need to rewrite a portion of them.Another great benefit of this strategy is that you don't have to think about writing for three months. Now, don't get me wrong. The goal is to secure a job in less than three months. But you don't want to focus on getting it in as little time as possible.Make sure that you carefully plan the writing process. Write your essay samples on language as if you were a real writer. Have a set deadline and stick to it. This will help you stay focused and w ill actually motivate you to write faster.Finally, take note of the feedback you receive from your instructors. If they say that you have a lot of talent for writing, then take that as a positive. If they suggest that you have a problem with grammar, try making the necessary changes to your grammar software or to the English dictionary.

Old Man And The Sea Essays (936 words) - The Old Man And The Sea

Old Man And The Sea "The Old Man and the Sea" is a heroic tale of man's strength pitted against forces he cannot control. It is a story about an old Cuban fisherman and his three-day battle with a giant Marlin. Through the use of three prominent themes; friendship, bravery, and Christianity; the "Old Man and the Sea" strives to teach important life lessons to the reader while also epitomizing Santiago, the old fisherman, as a Hemingway code hero. The relationship between Santiago and the boy is introduced early in the story. They are unlikely companions; one is old and the other young, yet they share an insuperable amount of respect and loyalty for each other. Santiago does not treat Manolin as a young boy but rather as an equal. Age is not a factor in their relationship. Manolin does not even act as a young boy; he is mature and sensitive to Santiago's feelings. He even offers to disobey his parents and accompany Santiago on his fishing trips. Santiago is viewed as an outcast in his village because he has not caught any fish for more than eighty-four days and is therefore "unlucky". Nonetheless Manolin is loyal to Santiago and even when his parents forbid him he wants to help his friend. Their conversations are comfortable, like that of two friends who have known each other for a long time. When they speak it is usually about baseball or fishing, the two things they have most in common. Their favorite team is the Yankees and Santiago never loses faith in them even when the star player, Joe DiMaggio is injured with a heel spur. In this way Santiago not only teaches Manolin about fishing but also about important characteristics such as faith. In the story Santiago's bravery is unsurpassed but it is not until he hooks the "great fish" that we truly see his valor and perseverance. Through Santiago's actions Hemingway teaches the reader about bravery and tenacity in the face of adversity. He demonstrates that even when all is lost and seems hopeless a faith and willful heart will overcome anything. Santiago had lost his "luckiness" and therefore the respect of his village. Through the description of his cabin we also suspect that Santiago is a widower. Although Santiago has had many troubles he perseveres. He has faith in Manolin, in the Yankees, in Joe DiMaggio, and most importantly in himself. This is perhaps his greatest attribute because without it he would never have had the strength to persevere and defeat the giant Marlin. Faith is not the only thing that drives his perseverance. Santiago also draws upon his past victories for strength. After he hooks the Marlin he frequently recalls his battle with a native in what he calls "the hand game". It is not just an arm wrestling victory for him it is a reminder of his youthful days. His recollections of this event usually proceed a favorite dream of his in which he sees many lions on a peaceful shore. These lions represent him when he is young and strong and could overcome any challenge. Although he is an old man and his body is no longer like it used to be his heart is still great and he eventually defeats the Marlin. Santiago's perseverance and bravery are further illustrated when he tries to fight off the sharks. He was a fisherman all his life and therefore he knows that the fate of his catch is inevitable yet he persists to fight the sharks. The battle between him and the sharks is about principles not a mere fish. Santiago is still a great warrior at heart and warriors fight until the end. One of the greatest and most obvious pieces of symbolism in the story is Christianity. From the beginning of the story the reader is shown a unique relationship between Santiago and Manolin. Their relationship parallels that of Christ and his disciples. Manolin is Santiago's disciple and Santiago teaches Manolin about fishing and life. One of the greatest lessons that Santiago gives is that of a simple faith. "Have faith in the Yankees my son." This type of faith reflects the basic principles of Christianity. Hemingway's description of Santiago further illustrates Christian symbolism. Hemingway gives a reference to the nail-pierced hands of Christ by stating that Santiago's "hands had deep creased scars". Hemingway also parallels Santiago's suffering to that of Christ by stating that "he settled ...against the wood and took his suffering as it came". Even more profound is the description of Santiago's

Inclusion - Both Practice and Educational Philosophy

Inclusion - Both Practice and Educational Philosophy Definition Inclusion is both a practice and a basic underpinning of modern educational philosophy. A Practice The practice of inclusion in public schools is based on the legal concept of Least Restrictive Environment (LRE) When Congress passed PL94-142, the Education for All Handicapped Children Act, it was in response to the findings of the U.S. Supreme Court in 1971 in PARC (Pennsylvania Association of Retarded Citizens) vs. the Commonwealth of Pennsylvania. The decision stated that children with handicaps were protected under the Equal Protection Clause of the 14th Amendment of the U.S. Constitution. Least Restrictive Environment has come to be known, through legal challenges and due process, as that educational experience that is most like that received by non-disabled students. Districts (the Local Education Authority) are expected to offer a full spectrum of placements in the best interest of children, from full inclusion, which means receiving all instruction in the general education setting, to residential treatment,when it is in the best interest of the child, and all alternate levels of restriction have been exhausted.   It also requires that students with disabilities attend schools in their neighborhood, rather than in special schools.   Most students receive support and services in something between the two extremes, as for students with significant academic challenges, they often do the best when they receive explicit instruction in the resource room, where the difference in their skills and their need to focus are not compromised by active students.  Ã‚   The amount of time spent in a special education setting needs to be designated in their IEP, as well as being justified there. Inclusion as a Philosophy Inclusion is also an educational philosophy. Supported by research, it fosters belief that children with disabilities do better in general education settings with typically developing peers. It also advances the understanding, also supported by research, that best practices in special education, especially differentiation, provide the most success for general education as well as special education students. Unlike mainstreaming which proposed to stick students qualifying for special education in general educations to sink or swim, inclusion holds that students of broadly differing abilities can succeed with appropriate support. Although integration is sometimes used interchangeably with inclusion, it is more generally understood as the effort to bring minorities, English Language Learners and new immigrants from diverse populations, into local educational communities, and the practices that best foster smooth integration into social and cultural groups.   Certainly, good teaching is good teaching, and strategies that help integrate English Language Learners also supports students with specific learning disabilities in building and enriching language development.    Pronunciation: in-kloo-shun Also Known As: integration, inclusional (in Canada and England) Examples: The Rye, New Jersey school district has clearly demonstrated its commitment to inclusion by hiring and training extra special education teachers to co-teach in middle school and high school classrooms with general education teachers.

Viewing the Globe Research Paper Example | Topics and Well Written Essays - 500 words

Viewing the Globe - Research Paper Example I’m primarily a subsistence farmer, which involves growing enough crops and rearing livestock for my family to live off. I also work 8 hours a day on a local cocoa plantation, but pay is poor, and I only earn $3 per day. In the evening, my wife prepares our family meal. My favorite dishes include stews and fufu, which is a dough-like combination of plantains and cassava or yams, sometimes accompanied by freshly made soup if we have enough food. Vegetables and rice are other important staples of my family’s diet because they are cheap, easy to grow and high in energy. My family rarely buys groceries in shops because we can’t afford them. However, we trade items to get household goods we need. For example, my youngest daughter caught a virus last month, and I traded 8 pints of milk with the local chemist for the medication she needed. The weather is a big challenge and threat to our subsistence farming. The dry season occurs from November-March, with temperatures e xceeding 30Â °c. Last year, an extended draught destroyed half of my crops, which sadly resulted in our youngest child dying of malnutrition.

Fine art Portfolio Essay Example | Topics and Well Written Essays - 2000 words

Fine art Portfolio - Essay Example In most countries in Europe, railways have been in the past been owned and operated by state companies. In situations with one railway corporation there is no call for joint station. Lincoln Memorial Lincoln memorial stands at the west ending of the state mall as a neoclassical testimonial to the 16th president. The monument, intended by Henry Bacon, after primordial Greek place of worship, erected 190 feet lengthy, 119 feet extensive, and about 100 feet tall. It was encircled by a peristyle of 36 fluted Doric columns, one for each one of the thirty-six provinces in the combination at the ultimate loss of Lincoln, and 2 columns in antis at the entry at the back of the walkway. The north and south chambers enclose engraved inscription of Lincoln Gettysburg address the second opening. Lying between the north and south chambers is the middle hallway containing the lonely shape of Lincoln sitting in meditation. The piccirili brothers under the supervision of the sculptor, Daniel F. C, ca rved the figure in four years. The effigy of Lincoln weighs 175 tons and 19 feet high. Jefferson memorial The unique sketch was for the figure to be only ten feet high, but this altered so that the dimension of the compartment would not dwarf the figurine of President Lincoln. Commission to plan that tombstone initially projected in 1867, shortly after Lincoln’s fatal outcome. The Legislative body approved the bill to construct this memorial in 1910. Building began in 1914, and the monument opened to citizens in 1922. Jefferson memorial is a presidential monument in Washington dedicated to President Jefferson Thomas, one of the American naissance fathers and the third leader of the United States. The architect Russell J. P designed the neoclassical building and lay down by the Philadelphia service provider McShain John. Construction began in 1938 and was finished in 1943. Thomas bronze effigy added in 1947 to the existing structure. The cenotaph managed by the national park s ervice beneath its nationwide mall and cenotaph parks partition. It became evident that the place showed suit for another high profile monument since it sat in a straight line south of the white house. The monument possibility came in 1934 when leader Roosevelt, a lover of Thomas inquired to the commission of fine arts concerning the likelihood of building a monument to Thomas, together with it in the strategy for the centralized triangle scheme, which underwent construction by then. Building began on 1938 and the foundation stone laid on 1939 by leader Franklin Roosevelt. The position of the memorial is in Washington West Potomac Park on the shore of Potomac River. It has faced criticism from the campus of Alberta lecturer Hamowy Ronald. The lincoln Memorial gets millions of visitors year in year out. National Archives National archives are very important documentation maintained by a state. The organization charged with preserving and documenting management of records. Firstly, ea ch division and organization of the United States administration was accountable for maintaining its own credentials, which often resulted in the loss and damage of account. Legislature established the state documentation in 1934 to centralize record maintenance, with the archivist of the United States as its core manager. The agency was included in general services management in 1949, but in 1985, it became a self-governing

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

The Return: Midnight Chapter 11

When M. le Princess Jessalyn D'Aubigne had drunk her fil of Damon's blood – and she was thirsty for such a fragile thing – it was Damon's turn. He forced himself to remain patient when Jessalyn flinched and frowned at the sight of his ironwood knife. But Damon teased her and joked with her and played chasing games up and down the enormous bed, and when he final y caught her, she scarcely felt the knife's sting at her throat. Damon, though, had his mouth on the dark red blood that wel ed out immediately. Everything he'd done, from pouring Black Magic for Bonnie to pouring out the star bal ‘s liquid at the four corners of the Gate to making his way through the defenses of this tiny gem of a castle had been for this. For this moment, when his human palate could savor the nectar that was vampire blood. And it was†¦heavenly! This was only the second time in his life that he'd tasted it as a human. Katerina – Katherine, as he thought of her in English – had been the first, of course. And how she could have crept off after that and gone, wearing just her short muslin shift, to the wide-eyed, inexperienced little boy who was his brother, he would never understand. His disquiet was spreading to Jessalyn. That mustn't happen. She had to stay calm and tranquil as he took as much as he could of her blood. It wouldn't hurt her at al , and it meant al the difference to him. Forcing his consciousness away from the sheer elemental pleasure of what he was doing, he began, very careful y, very delicately, to infiltrate her mind. It wasn't difficult to get to the nub of it. Whoever had wrenched this delicate, fragile-boned girl from the human world and had endowed her with a vampire's nature hadn't done her any favors. It wasn't that she had any moral objections to vampirism. She'd taken to the life easily, enjoying it. She would have made a good huntress in the wild. But in this castle? With these servants? It was like having a hundred snooty waiters and two hundred condescending sommeliers staring her down as soon as she opened her mouth to give an order. This room, for instance. She had wanted some color in it – just a splash of violet here, a little mauve there – natural y, she realized, a vampire princess's bedchamber had to be mostly black. But when she'd timidly mentioned the subject of colors to one of the parlor maids, the girl had sniffed and looked down her nostrils at Jessalyn as if she'd asked for an elephant to be instal ed just beside her bed. The princess had not had the courage to bring up the matter with the housekeeper, but within a week three baskets ful of black-and-off-black throw pil ows had arrived. There was her â€Å"color.†And in the future would her highness be so good as to consult her housekeeper before querying the staff as to her household whims? She actually said that about my â€Å"whims,† Jessalyn thought as she arched her neck back and ran sharp fingernails through Damon's thick soft hair. And – oh, it's no good. I'm no good. I'm a vampire princess, and I can look the part, but I can't play it. You're every bit a princess, your highness, Damon soothed. You just need someone to enforce your orders. Someone who has no doubts about your superiority. Are your servants slaves? No, they're all free. Well, that makes it a little trickier, but you can always yell louder at them. Damon felt swol en with vampire blood. Two more days of this and he would be, if not his old self, then at least almost his old self: a ful vampire, free to walk about the city as he liked. And with the Power and status of a vampire prince. It was almost enough to balance out the horrors he'd gone through in the last couple of days. At least, he could tel himself that and try to believe it. â€Å"Listen,†he said abruptly, letting go of Jessalyn's slight body, the better to look her in the eye. â€Å"Your glorious highness, let me do one favor for you before I die of love or you have me kil ed for impudence. Let me bring you ‘color' – and then let me stand beside you if any of your menials grumble about it.† Jessalyn wasn't used to this kind of sudden decision, but couldn't help but be carried along with Damon's fiery excitement. She arched her head back again. When he final y left the bijoux palace, Damon went out the front door. He had with him a little of the money left over from pawning the gems, but this was more than enough for the purpose he had in mind. He was quite certain that the next time he went out, it would be from the flying portico. He stopped at a dozen shops and spent until his last coin was gone. He'd meant to sneak in a visit to Bonnie as wel while doing his errands, but the market was in the opposite direction from the inn where he'd left her, and in the end there just wasn't time. He didn't worry much as he walked back to the bijoux castle. Bonnie, soft and fragile as she seemed, had a wiry core that he was sure would keep her inside the room for three days. She could take it. Damon knew she could. He banged on the little castle's gate until a surly guard opened it. â€Å"What do you want?†the guard spat. Bonnie was bored out of her mind. It had only been a day since Damon had left her – a day she could only count by the number of meals brought to her, since the enormous red sun stood forever on the horizon and the blood-red light never varied unless it was raining. Bonnie wished it was raining. She wished it was snowing, or that there would be a fire or a hurricane or a smal tsunami. She had given one of the star bal s a try, and found it a ridiculous soap opera that she couldn't understand in the least. She wished, now, that she had never tried to stop Damon from coming here. She wished that he had pried her off before they had both fal en into the hole. She wished that she had grabbed Meredith's hand and just let go of Damon. And this was only the first day. Damon smiled at the surly guard. â€Å"What do I want? Only what I already have. An open gate.†He didn't go inside, however. He asked what M. le Princess was doing and heard that she was at a luncheon. On a donor. Perfect. Soon there came a deferential knock at the gate, which Damon demanded be opened wider. The guards clearly didn't like him; they had properly put together the disappearance of what turned out to be their captain of guard and the intrusion of this strange human. But there was something menacing about him even in this menacing world. They obeyed him. Soon after that there came another quiet knock and then another, and another and so on until twelve men and women with arms ful of damp and fragrant brown paper had quietly fol owed Damon up the stairs and into M. le Princess's black bedchamber. Jessalyn, meanwhile, had had a long and stuffy post-luncheon meeting, entertaining some of her financial advisors, who both seemed very old to her, although they had been changed in their twenties. Their muscles were soft with lack of use, she found herself thinking. And, natural y, they were dressed in ful -sleeved, wide-legged black except for a fril at their throats, white inside by gaslight, scarlet outside by the eternal blood-red sun. The princess had just seen them bow out of her presence when she inquired, rather irritably, where the human Damon was. Several servants with malice behind their smiles explained that he had gone with a dozen†¦humans†¦up to her bedchamber. Jessalyn almost flew to the stairs and climbed very quickly with the gliding motion that she knew was expected of proper female vampires. She reached the Gothic doors, and heard the hushed sounds of indignant spite as her ladies-in-waiting al whispered together. But before the princess could even ask what was going on, she was engulfed in a great warm wave of scent. Not the luscious and life-sustaining scent of blood, but something lighter, sweeter, and at the moment, while her bloodlust was sated, even headier and more dizzying. She pushed open the double doors. She took a step into her bedchamber and then stopped in astonishment. The cathedral-like black room was ful of flowers. There were banks of lilies, vases ful of roses, tulips in every color and shade, and riots of daffodils and narcissus, while fragrant honeysuckle and freesia lay in bowers. The flower peddlers had converted the gloomy, conventional black room into this fanciful extravaganza. The wiser and more farsighted of M. le Princess's retainers were actively helping them by bringing in large, ornate urns. Damon, upon seeing Jessalyn enter the room, immediately went to kneel at her feet. â€Å"You were gone when I woke!†the princess said crossly, and Damon smiled, very faintly. â€Å"Forgive me, your highness. But since I am dying anyway, I thought that I should be up and securing these flowers for you. Are the colors and scents satisfactory?† â€Å"The scents?†Jessalyn's whole body seemed to melt. â€Å"It's†¦ like†¦an orchestra for my nose! And the colors are like nothing I've ever seen!†She burst into laughter, her green eyes lightening, her straight red hair a waterfal around her shoulders. Then she began to stalk Damon back into the gloom in one corner. Damon had to control himself or he would have laughed; it was so much like a kitten stalking an autumn leaf. But once they got into the corner, tangled in the black hangings and nowhere near a window, Jessalyn assumed a deadly serious expression. â€Å"I'm going to have a dress made, just the color of those deep, dark purple carnations,†she whispered. â€Å"Not black.† â€Å"Your highness wil look wonderful in it,†Damon whispered in her ear. â€Å"So striking, so daring – â€Å" â€Å"I may even wear my corsets on the inside of my dress.†She looked up at him through heavy lashes. â€Å"Or – would that be too much?† â€Å"Nothing is too much for you, my princess,†Damon whispered back. He stopped a moment to think seriously. â€Å"The corsets – would they match the dress or be black?† Jessalyn considered. â€Å"Same color?†she ventured. Damon nodded, pleased. He himself wouldn't be caught dead in any color other than black, but he was wil ing to put up with – even encourage – Jessalyn's oddities. They might get him made a vampire faster. â€Å"I want your blood,†the princess whispered, as if to prove him right. â€Å"Here? Now?†Damon whispered back. â€Å"In front of al your servants?† Jessalyn surprised him then. She, who had been so timid before, stepped out of the curtains and clapped her hands for silence. It fel immediately. â€Å"Everyone out!†she said peremptorily. â€Å"You have made me a beautiful garden in my room, and I am grateful. The steward† – she nodded toward a young man who was dressed in black, but who had wisely placed a dark red rose in his buttonhole – â€Å"wil see to it that you're al given food – and drink – before you go!†At this there was a murmur of praise that made the princess blush. â€Å"I'l ring the bel pul when I need you† – to the steward. In fact, it wasn't until two days later that she reached up and, a little reluctantly, rang the bel pul . And that was merely to give the order that a uniform be made for Damon as quickly as possible. The uniform of captain of her guard. By the second day, Bonnie had to turn to the star bal s as her only source of entertainment. After going through her twenty-eight orbs she found that twenty-five of them were soap operas from beginning to end, and two were ful of experiences so frightening and hideous that she labeled them in her own mind as Never Ever. The last one was cal ed Five Hundred Stories for Young Ones, and Bonnie quickly found that these immersion stories could be useful, for they specified the names of things a person would find around the house and the city. The sphere's connecting thread was a series about a family of werewolves named the Dz-Aht-Bhi'iens. Bonnie promptly christened them the Dustbins. The series consisted of episodes showing how the family lived each day: how they bought a new slave at the market to replace one who had died, and where they went to hunt human prey, and how Mers Dustbin played in an important bashik tournament at school. Today the last story was almost providential. It showed little Marit Dustbin walking to a Sweetmeat Shop and getting a sugarplum. The candy cost exactly five soli. Bonnie got to experience eating part of it with Marit, and it was good. After reading the story, Bonnie very careful y peeked through the edge of the window blind and saw a sign on a shop below that she'd often watched. Then she held the star bal to her temple. Yes! Exactly the same kind of sign. And she knew not only what she wanted, but how much it should cost. She was dying to get out of her tiny room and try what she had just learned. But before her eyes, the lights in the sweetshop went dark. It must be closing time. Bonnie threw the star bal across the room. She turned the gas lamp down to just the faintest glow, and then flung herself on her rush-fil ed bed, pul ed the covers up†¦and discovered that she couldn't sleep. Groping in ruby twilight, she found the star bal with her fingers and put it to her temple again. Interspersed with clusters of stories about the Dustbin family's daily adventures were fairy tales. Most of them were so gruesome that Bonnie couldn't experience them al the way through, and when it was time to sleep, she lay shivering on her pal et. But this time the story seemed different. After the title, The Gatehouse of the Seven Kitsune Treasures, she heard a little rhyme: Amid a plain of snow and ice There lies kitsune paradise. And close beside, forbidden pleasure: Six gates more of kitsune treasure. The very word kitsune was frightening. But, Bonnie thought, the story might prove relevant somehow. I can do this, she thought and put the star bal to her temple. The story didn't start with anything gruesome. It was about a young girl and boy kitsune who went on a quest to find the most sacred and secret of the â€Å"seven kitsune treasures,†the kitsune paradise. A treasure, Bonnie learned, could be something as smal as a single gem or as large as an entire world. This one, going by the story, was in the middle range, because a â€Å"paradise†was a kind of garden, with exotic flowers blooming everywhere, and little streams bubbling down smal waterfal s into clear, deep pools. It was al wonderful, Bonnie thought, experiencing the story as if she were watching a movie al around her, but a movie that included the sensations of touch, taste, and smel . The paradise was a bit like Warm Springs, where they sometimes had picnics back at home. In the story, the boy and girl kitsune had to go to â€Å"the top of the world†where there was some kind of fracture in the crust of the highest Dark Dimension – the one Bonnie was in right now. They managed somehow to travel down, and even farther down, and passed through various tests of courage and wit before they got into the next lowest dimension, the Nether World. The Nether World was completely different from the Dark Dimension. It was a world of ice and slippery snow, of glaciers and rifts, al bathed in a blue twilight from three moons that shone from above. The kitsune children almost starved in the Nether World because there was so little for a fox to hunt. They made do with the tiny animals of the cold: mice and smal white voles, and the occasional insect (Oh, yuck, Bonnie thought). They survived until, through the fog and mist, they saw a towering black wal . They fol owed the wal until final y they came to a Gatehouse with tal spires hidden in the clouds. Written above the door in an old language they could hardly read were the words: The Seven Gates. They entered a room in which there were eight doorways or exits. One was the door through which they had just entered. And as they watched, each door brightened so they could see that the other seven doors led to seven different worlds, one of which was the kitsune paradise. Yet another gate led to a field of magical flowers, and another showed butterflies flittering around a splashing fountain. Another dropped to a dark cavern fil ed with bottles of the mystical wine Clarion Loess Black Magic. One gate led to a deep mine, with jewels the size of a fist. And then there was a gate which showed the prize of al flowers: the Royal Radhika. It changed its shape from moment to moment, from a rose to a cluster of carnations to an orchid. Through the last door they could see only a gigantic tree, but the final treasure was rumored to be an immense star bal . Now the boy and girl forgot al about the kitsune paradise. Each of them wanted something from another of the gates, but they couldn't agree on what. The rule was that any party or group who reached the gates could enter one and then return. But while the girl wanted a sprig of the Royal Radhika, to show that they'd completed their quest, the boy wanted some Black Magic wine, to sustain them on the way back. No matter how they argued they couldn't reach an agreement. So final y they decided to cheat. They would simultaneously open a door and jump through, snatch what they wanted, and then jump back out and be out of the Gatehouse before they could be caught. Just as they were about to do so, a voice warned them against it, saying, â€Å"One gate alone may you twain enter, and then return from whence you came.† But the boy and the girl chose to ignore the voice. Immediately, the boy entered the door that led to the bottles of Black Magic wine and at the same instant the girl stepped into the Royal Radhika door. But when each turned around there was no longer any sign of a door or gate behind them. The boy had plenty to drink but he was left forever in the dark and cold and his tears froze upon his cheeks. The girl had the beautiful flower to look at but nothing to eat or drink and so under the glowing yel ow sun she wasted away. Bonnie shivered, the delicious shiver of a reader who had gotten what she expected. The fairy tale, with its moral of â€Å"don't be greedy†was like the stories she'd heard from the Red and the Blue Fairy Books when she was a child sitting on her grandmother's lap. She missed Elena and Meredith, badly. She had a story to tel , but no one to tel it to.