Work Schedule For Independent People - Free Essay Example

The unanimous Declaration of the fifty united States of the American education system When in the Course of American events it becomes necessary for one demographic to dissolve the hourly bands which have connected them with another and to assume among the powers of the government, the separate and equal station to which the Laws of Nature and of Natures God entitle them, a decent respect to the functions of teenagers requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That whenever any Form of system becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new system, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. † Such has been the patient sufferance of these students; and such is now the necessity which constrains them to alter their former Systems of time management. The history of the present government is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these students. To prove this, let Facts be submitted to a candid world. Those with the ability t o change have refused to address the problems associated with the lack of sleep and lack of respect for natural sleep cycles. Those with the ability to educate other people who also have the authority to address these problems because it is not in their own interest. Those with the ability to stop the oppression of the early hour rise have not chosen to use this ability because they find comfort where those without the power find pain. Those with the ability to change the hours of school have chosen to sit ignorantly among young people who have felt the effects of newer pain in many of the same forms, believing that since they dealt with the same pains, the younger generation must be acting in a childish and spoilt manner. Those with the ability to change the hours of school have forgotten or have never thought that the new ways of educating are more backbreaking and mind-melting with each new addition. Those with the ability to change the hours have mistaken genuine anguish, stress, and educated arguments as teenage argumentative behavior. Those with the ability have ignored their comrades who are more educated with the same subject, even those who spend their whole occupational life studying it, because they are, simply put, indolent and slothf ul. Those with the ability who care, or perhaps pretend to care, about teenage mental and physical health have done either very little or nothing whatsoever to push harder for simple education reforms that would change even local education hours. Those with the ability to change the hours almost always present the same argument: That teenagers spend too much time on social media to get their proper sleep, and that is why their grades are poor; because they chose to use their devices instead of doing their homework, but they forget that homework is an oppression in and of itself. Kindergarteners through College students agree that homework is neither helpful nor healthy nor engaging and overall not wanted by anyone except teachers who would rather show a video explaining what they are supposed to be explaining than give the work and teach it in class. Social media and use of devices is a popular coping mechanism for teenagers because no self-respecting student is able to find time between school, needs, responsibilities, searching for colleges and scholarships, extracurricular activities, sports, homework, and at the high school level work to find the time to actually participate in social events with family and friends and no time can be found to meet new people, and so the device gives the light and time and connections stolen from the day by expectations of the child to talk to people, to see new things, to learn what they truly want to learn and to obsess over pleasantries they may never get to experience in adulthood and there is no chance of experiencing as a teenager, in the place where no time, energy, nor money are at the disposal of the human. In the past, students have rallied and petitioned and practice all forms of protest against the hour to start education except violently. Students write, admittedly, on surveys of mental health that our stress levels are so terrible we rely on stolen or prescribed medications and drugs, insane amounts of over the counter supplements, calming substances in huge quantities, etcetera. Students will announce on a daily basis how depleted and drained they feel. Students will declare suicidal thoughts in a way that it seems normal or at least simply disrespectful. It is, sometimes, exaggerated. But those with the power to change this cannot stand in the way of that change they could bring and claim that those who have taken their own lives because of the stress caused by the deprives of school (Homework, Wrecked sleep schedule, Making up for it by drinking, smoking, drugging, using addictive devices, having to take therapy or get diagnosed with anxiety or a learning disability [That would plausibly be beneficial to the student in a non-classroom based non-standardized education system] in order for anything to get even unnoticeably better) are doing this to themselves. And so, in the face of ignorance and resistance, the teenagers who have not turned to unhealthy coping mechanisms out of the sheer fear of not succeeding in life, are assembled and appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these government-sanctioned schools, solemnly publish and declare, That these united students are, and of Right ought to be Free and Independent People, that they are Absolved from all Allegiance to the, Hours of school starting before eight oclock and that all connection between them and the hours of the adult seven to seven work schedule and lifestyle, is and ought to be totally dissolved; and that as Free and Independent students, they have full Power to sleep until the natural teenage waking hour of eight, enjoy serenity, contract opinions to adults who will actively in their everyday life represent them, establish joy in energized and proper living, and to do all oth er Acts and Things which Independent students may of right do. † And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor. New Hampshire: Josiah Bartlett, William Whipple, Matthew Thornton Massachusetts: John Hancock, Samuel Adams, John Adams, Robert Treat Paine, Elbridge Gerry, Emmerson Fitts Rhode Island: Stephen Hopkins, William Ellery Connecticut: Roger Sherman, Samuel Huntington, William Williams, Oliver Wolcott New York: William Floyd, Philip Livingston, Francis Lewis, Lewis Morris New Jersey: Richard Stockton, John Witherspoon, Francis Hopkinson, John Hart, Abraham Clark Pennsylvania: Robert Morris, Benjamin Rush, Benjamin Franklin, John Morton, George Clymer, James Smith, George Taylor, James Wilson, George Ross Delaware: Caesar Rodney, George Read, Thomas McKean Maryland: Samuel Chase, William Paca, Thomas Stone, Charles Carroll of Carrollton Virginia: George Wythe, Richard Henry Lee, Thomas Jefferson, Benjamin Harrison, Thomas Nelson, Jr., Francis Lightfoot Lee, Carter Braxton North Carolina: William Hooper, Joseph Hewes, John Penn South Carolina: Edward Rutledge, Thomas Heyward, Jr., Thomas Ly nch, Jr., Arthur Middleton Georgia: Button Gwinnett, Lyman Hall, George Walton.

Pale Fire Pale Fire - Literature Essay Samples

Nabokovs Pale Fire fractures the traditional doppelganger story (as do other novels of his, such as Despair, The Real Life of Sebastian Knight, and Lolita), which often relies on clear black-and-white doubles (Stevensons Dr. Jekyl and Mr. Hyde comes to mind), by coloring in the nuanced tones between the aptly named John Shade and his commentator, Charles Kinbote. Several instances blur the line between the two men; perhaps one invented the other, perhaps they are one and the same, perhaps they invented each other. This is somewhat irrelevant, as there is enough conflicting evidence for all cases to be made in Nabokovs detective story. What is important, rather, is that Pale Fire, the poem, ties to the commentary neither of these could exist without the other. In the end it is art that carries through, not any mans personality; as Kinbote concludes, Yes, better stop. My notes and self are petering outMy work is finished. My poet is dead (300).Nabokov immediately paints his conv oluted double theme with a favorite pigment, numbers. Kinbote tells us that Shade was born July 5, 1898, died July 21, 1959 he was alive for 61 years and 16 days (13). Furthermore, the second and third cantos 334 lines double (plus two more) the 166-lined first and fourth cantos. Kinbote, too, has an affinity for doubles, as revealed in the foreword: nother tormentor inquired if it was true that I had installed two ping-pong tables in my basement. I asked, was it a crime? No, he said, but why two? Is that a crime? I countered, and they all laughed (21-2). Nabakov is known for his distaste of doppelgangers; The doppelganger is a great bore, he once lamented. Much of his fiction is devoted to advancing the doppelganger past the relatively simplistic clash of the superego and the id in previous literature. His wordplay even ping-pong sounds like the same word repeated, is often ironic and self-conscious of its mystery novel intents: I was about to have a kind of little semin ar at home followed by some table tennis, with two charming identical twins and another boy, another boy (23).Kinbote explains his purpose, even his existence, by arguing that authorial intent is meaningless without a guiding hand: without my notes Shades text simply has no human reality at all since the human reality of such a poem as hishas to depend entirely on the reality of its author and surroundings, attachments and so forth, a reality that only my notes can providefor better or worse, it is the commentator who has the last word (28-9). Shades attachments seems an oblique reference to Kinbote himself, adding to Kinbotes presumption that not only is an authors work incomprehensible without adding a critics eye, but that the authors life was, too, tempered by Kinbotes presence. Whether this is Nabakovs view is difficult to ascertain; given his mockery of Kinbotes commentary on why Shade gave a hurricane the name Lolita: Why our poet chose to hive his 1958 hurricane a little- used Spanish name (sometimes given to parrots) instead of Linda or Lois, is not clear it seems more feasible that Nabakov believed the original body of art, and not its layers of skin, should stand the test of time.With its multiple pairings and confusions (one of Graduss alias is Jacques de Grey, pointing to a possible alliance to Shade; Kinbotes identity complex with Zemblan King Charles II), Pale Fire can be read as a detective novel of misplaced identity; allegorically, it seeks to answer the question of what gives art its artistry here, it is not the poem, nor the commentary, but overall Nabakovs novel that provides the final synthesis. After all, regardless of inner machinations, Nabakov ultimately invented all of the characters.