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The Corporal Punishment System
« Apr 29, 2009 9:43:13 GMT -6 »
THE CORPORAL PUNISHMENT SYSTEM
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NOTE: The following is a summary, explanation and structure of the site's version of the "Corporal Punishment System." This to be referenced as the violence and educational policy seen throughout the site.


Table of Contents
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Section One: Summary

Section Two: History

Section Three: System Structure and Hierarchy

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« Last Edit: May 12, 2009 22:42:29 GMT -6 by Conner » Back to Top  
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The Corporal Punishment System
« May 12, 2009 16:33:11 GMT -6 »
Summary
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The Corporal Punishment System, often simplified as "The System," is a federal public policy upheld by the United States government to grant disciplinary action to academic institutions that involve forceful reprimand. In other words, the government allows for schools throughout its borders to use violence, abuse and aggressive tactics against their own student body in order to establish discipline, obedience and order.

In essence, whenever a student either fails to complete their designated assignments, duties or appropriate behavior - or they fail to complete homework, attend class or show respect to the school's faculty - the staff are open to use corporal means to punish them - from the menial whipping to excessive exercise, or worse, the violent assault upon the student to break and injure them. The System was designed as a means to strike the fear of superiority into the student body, using pain and suffering to remind them who has power, and that if they do not fulfill their potential, the System will break them.

Throughout the United States - and the entire world - the "Corporal Punishment System" is seen by the public as a simple idea used as a hovering threat to remind the "children" what is right. In fact, most institutions consider the use of the System as a success, as it grants incentive for the student body to fulfill the role expected of them. As a result, many schools throughout the United States are peaceful, with the majority treating corporal punishment as something only used to "fix the failures," and with the "bad apples" shrinking to a small percentage, the System is now a tool rarely even seen, merely a potential threat that lingers in the back of every student's mind.

Still, since its establishment the Corporal Punishment System has been resisted. Many of those who were either incapable of completing the sharp, strict expectations of their faculty quickly learned instead how to fight back and rebel against those in power, leading to a counter-culture of barbarity and chaos. Though small in number compared to the mass majority of the System's institutions, the rogue students that resist the System's might have grown in numbers over the decades, and are often now considered the carriers of every students' wishes. Most children cannot survive the terror of the System's rage and fall in line, but they still secretly cheer for the success of those who can - or fear them as well, due to the terrible atrocities that they soon bring from their newly gained power.

For the System is both a factory of monsters and sheep, with very few in between. Most accept the hand slapping them, while some gnaw at its fingers and gain a thirst for its blood. Still, some learn to hate the System and its products and wish to merely survive, or even destroy its power. In the end, the world created by the System is a darker, bloodier one, as those in power strive to press their vision onto their students, and the children rebel to find their own paths, forced to rely on their fists and feet to obtain a path. And in this world, where blood is king, only the strong can gain power and survive.
« Last Edit: May 12, 2009 20:03:33 GMT -6 by Conner » Back to Top  
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The Corporal Punishment System
« May 12, 2009 19:13:59 GMT -6 »
History
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NOTE: The following is an elaborate coverage of the System's entire history, from its unofficial founding in 1972 to the present. It references the motives, causes, effects, and fictional perspectives of how each American Presidency - from Nixon to Obama - have treated the System thus far. It also explains how the common System constructs of Pillars, lack of expulsion power, brutality of faculty, school assessments and other traditional XIN factors occurred.

Beginnings
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The concept of corporal punishment is nothing new, as it draws from centuries of violence used as a deterrent to deviance. Yet, the System humbly began as a response to "major offenses" by paddling the child's rear three times. Used by a quiet South Carolina elementary school principal, the policy sparked intense debate over the use of corporal punishment as a justified reprimand. Yet, the argument rose in 1971, a point in American history where the nation was falling into chaos and internal war over countless disagreements: discrimination, disease, drug use, Vietnam, violence and freedom. The question concerned morality and practicality - the former of which quickly fell victim to the desperate need for order. And as the radicals of the nation realized just how simple the Corporal Punishment System really could be, the matter of practicality solved itself without much issue. By 1972, under a Presidential Executive Order, the System was established.

The System was established as a means for President Nixon's administration to reign in proper control of each state's educational budget and concentrate its efforts on silencing the protests of the younger generation. Nixon wanted to try and quell the rising counter-culture from its source, and he felt the System was an ideal way to not only remind the "hippies" and rebels who led the nation, but also install a new moral judgment into the young. He also saw it as an opportunity to kick the rising reliance on drug use in the teeth and quiet the city riots by thinning their numbers. From the top, the System seemed to be a perfect solution.

In practice, the first years of the Corporal Punishment System saw little resistance, as the terror of school faculties forcing uneducated children to choose between pain or a textbook silenced many and forced them to focus on the only lane of survival offered to them - finishing their homework, passing their tests, and staying on the good side of their homeroom teachers. Those few students that had cared for their education prior to the System's institution saw little of the System's fist turned to them, due to faculty members remembering the names of those they saw as ideal students. Some urban schools even referred to these ideal students as "pillars of excellence and intellect," a reference that would later become a new branch of the System in the decades to come.

Escalation[/b][/color]

Still, what little resistance was given often required more severe reprisals. If a rebellious student could not be taught to complete their classwork through hours of strenuous exercise or whipping, then the staff decided that the only option would be to break them. Rebels would be called to stand before a group of faculty only to be jumped and beaten to an inch of their life, becoming examples to their peers - furthering fear and encouraging other teachers to rely on brute violence more often. This brought fire to the staff and ice to most students, but not all; to those few, the punishment slowly boiled a poison in them, making them even harder to control.

The end result was that within two years' time, the System quickly grew from harsh disciplinary action to outright abuse between teacher and student, some schools becoming war zones as their populations turn to revolt to fight. But there was no space for reform or improvement, as the establishment's founder President Nixon was too busy surviving his own lies from the Watergate scandal. Unable to focus on the problems taking rise in the System, Nixon chose to ignore them entirely, and as he resigned, he chose to leave the problem to his successor, President Gerald Ford.

But the System's successes were too much for anyone to argue against, as they had properly brought some form of order to the masses. So the question was not on how to dismantle or reform the System, but how to silence the cries. Between his own two years as President, the Ford administration was too busy with the ailing economy and post-Vietnam War cynicism to focus on the increasingly dark scenes of the System's campuses. The apathy proved to allow for a great spread of bloodshed, as frustrated and beaten students began to break their own teachers in urban areas, leading to mass expulsions and a growing need for able-bodied faculty. The angry children filtered into the broken streets and only made for fuel to the fire.

The mood did not change with the election of President Carter, as the Democrat had far too many problems to handle to concern himself with the System either. As the feuds blasted wilder throughout, the demand for new academic staff at all educational institutions reached such a point that the federal government had to lessen their standard for educators, turning a blind eye as former convicts and abused men and women flocked to fill the roles, giving new brutal muscle to the now whimpering educators. Though the textbook-toting monsters quelled the majority and left the weak in fear, the strong and bloodied continued to fight, and more students were tossed out on to the streets, leaving them to join street gangs and crime organizations to survive. Carter was too busy with the Iranian hostage situation to worry over "mere children."

Transition[/b][/color]

But the tides shifted with the election of 1980. President Ronald Reagan, former governor of California, had seen the rise of the System in his own state and how it mingled with the anger and violence of the 70s. Having experienced many of the period's darkest events, Reagan felt that the only way for the Corporal Punishment System to remain in control was to reestablish a moral reason behind its actions and vindicate those students who follow the code. Beaming an aura of American pride and good feelings throughout the nation, the feeling of tiredness with conflict and violence brought a drastic end to concerns - at least publicly. The media suddenly chose to completely ignore whatever injustice or terror remained throughout the world, creating a sort of "peace."

Reagan chose three solutions: to make the Corporal Punishment System an official law of the government; to add a new amendment to the bill; and to sprinkle the majority of System authority into the individual states. Within the first few months of his election, Reagan introduced the "Learning First" bill to Congress, which would simultaneously establish the Corporal Punishment System as an official policy of the government's academic pursuits and create a subcommittee on the System that would work under the House Committee of Education and Labor; the law passed with ease.

Included in the bill was language concerning a "Honorary Pillar Rank" which allowed for individual schools to promote particular students of academic or extracurricular excellence to positions of power where they could enforce the school's policies onto the student body. Each school was left to decide how they interpreted the titles and if they'd even be necessary. Indeed, most schools throughout the United States kept the titles as the traditional positions of sports Captains, Student Body President or Valedictorian, or ignored the system entirely. Still, those schools situated in the urban areas often took advantage of individual students working to quell violence through their own means, and these helped to create the infamy behind the rank.

Finally, each state was left to their own devices on how to regulate the System, so long as the structure remained enforced. This led to a far more effective response to each state's own issues, as those with more violent schools were able to better target the threats and break them down, while other states with more cordial institutions were able to reward them. Such a diversity in systems allowed for different names and styles to rise, leading to different hierarchies of power and relationships between student and faculty. Some states granted the enforcement of the System to city or county governments as a whole, while other states left individual schools to stand alone, while others still created Boards or Councils to regulate districts or the entire state's schools. Another byproduct was the growth of different Pillar systems, as some used three of the Pillars to support one while others relied on old titles for power, and others still merely ignored the Pillarship, instead leaving its titles to the student body.

As a result, the illusion of peace and calm fell upon the nation's schools, as feuds lessened and culture spilled back into the hearts of children and teenagers alike. Though the standard of faculty requirements was still low and clashes between students and staff were always present, America seemed to "forget" that the internal crisis ever happened. Of course, those living in the underworld of crime did not, but they would soon have their day again by the end of the Reagan era. But for eight years, that was an immeasurable calm in comparison to what would come.

Resurgence[/b][/color]

Around the start of 1990, the United States began to see a spark in gang violence light again. Street gangs in the ghettos of Los Angeles and all throughout began to war over the sell and distribution of drugs and illegal weaponry, and one of the clearest sources for new recruits came from the schools themselves. Gangs treated the System as if it were their own personal training camp, finding those rebellious teenagers with ease and not only turning them to their cause, but also returning the desire for resistance against the school faculty once more. Over the course of a few months, Central and Southern California became a warzone of different groups, and students in the System were no different. It was in this period that another element of the System schools began to rise: the use of fighting gangs or groups by teenage students to stake claims for power around campus.

The war began anew, and now each side had a new weapon. The Pillarship title rebound as an essential place for enforcing the schools' laws, and flocks of Pro-System fighters clashed with the rebel gang members. Faculty returned to their brutish ways and attempted to break and punish whatever student gave them an excuse. More students were expelled, only leading to more violence throughout. Worse, the violence was starting to spread into other academic institutions as well - it was no longer a problem of public schooling. Private schools and college universities started to see their own student bodies rebelling and ignoring the rules of their superiors, leading to even larger confrontations. Military academies were forced to implement harsher disciplinary actions against their own cadets, and the actual battalions of the United States military saw less rigor and order in the discipline of their soldiers. The order that Reagan had established was falling apart, and President George H. W. Bush - like his predecessors - was too occupied to have concern.

The new violence would reach its peak in 1994 - about two years after the election of President Bill Clinton - before reaching a plateau. In fact, it would be the energy of American culture that would divert the interests of students from their violent ways, and a sort of acceptance on how the System worked brought many to give in to apathy. Still, the clashes were far from over, and many now felt that the Corporal Punishment System was too embedded into the psyche and structure of the United States to ever be repealed. Further, the Post-Cold War era began to see a rise of similar systems of corporal punishment throughout the world, in nations like Brazil, China, Japan and others in Southern Europe, parts of teh British Commonwealth and the former Soviet Union. Each had their own variations, but many held to the same basic ideals. In contrast, there were nations that resisted the System's ideals and held firm anti-corporal policies, such as Canada and Northern Europe.

Millennial Peak[/b][/color]

The year 2000 and onward saw faint differences in the System's structure, though the Presidency of George W. Bush saw a return to rebellion and chaos. Alas, the Bush administration contained the influence of the Ford and Reagan administrations, as Bush's father, Donald Rumsfeld and Richard Cheney all served in the period. As a result, a return to moral code and implementing the students as a source of military discipline became a private policy of the new administration that began with the "No Child Left Behind Act." The law established that every school was expected to properly educate every student, and that any sort of failure would not be tolerated, but it also included the language that no child could ever be expelled from mandatory education for any reason whatsoever.

This led to a series of school evaluations from the various states - who still had dominant authority - that were to decide if an institution was fit for schooling their student body, and if not, the campus was to be shut down and the students sent to more capable campuses. As a result, a series of schools - many in cities and the Midwest - were closed due to failing grades, and their students were dispersed to various schools. However, through the "Patriot Act" passed just after the terrorist attacks on September 11th 2001, the government began to use their influence to track the rebellious attitudes of particular students and purposefully send them to specific schools designed to "break them."

This policy of clustering the System's most dangerous students into particular institutions continued for years, even escalating once other forces became involved. And after 2004, the government began to grant military interests access to the schools to promote the career path of a soldier to the rebellious teenagers as a means to bolster the number of soldiers stationed in Iraq and Afghanistan. But these policies, along with the individual and state policies of each school, back fired on the administration, as the isolated schools and other general locations ran rampant with bloodshed and disorder. Every attempt by various authorities led to no solution, and for the past five years, the nation has no seen any sort of improvement or lightening of the violence.

Even with the election of President Barack Obama, no plans have been made to reform or dismantle the System - for even the progressive candidate of change is not willing to risk his position and challenge a thirty-year old institution. Like all of his predecessors before him, the latest President will stick to larger matters, and leave the fate of the System for the faculty and children to decide.

And so, the clash continues between the various forces, and the rise of blood and war will only continue. The Corporal Punishment System is far from over.

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The Corporal Punishment System
« May 12, 2009 22:32:39 GMT -6 »
System Structure and Hierarchy
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NOTE[/font]: The following is a breakdown of the complete blueprint of the United States' Corporal Punishment System and the specifics of California, explaining the responsibilities of every position of power and their ranking in relationship to one another. The list ranks the positions from ascending to descending.

Federal Powers
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The President: As the executive leader of the United States, the elected President has the power to indefinitely control the executive branch's policies pertaining to the System, particularly with the use of Executive Orders, through the Department of Education, and the proposal of vetoing of bills. Has a tremendous influence on any System policy, and has a hand in several aspects of the System, though not all, due to its status as a State power.

Subcommittee on Corporal Punishment: A congressional group that is subordinate to the Committee on Education, its official purpose is to oversee the effectiveness and resource needs of every public institution in the United States that implements the Corporal Punishment System. Unofficially, the subcommittee is known as the designer for major planning behind the structure of the System, and many choices and actions can be traced by the highest echelons of this organization.

United States Military: Though unofficially bound to the activities of the System, it has been clear that for the last six years, interest in the various academic schools by the various Armed Forces has increased. Though few can determine how the military is involved, many suspect it is to draw more soldiers from its dark lifestyle into the disciplinary world of war.



California State Powers
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Board of Education: An institution created to oversee the specific effectiveness and enforcement of Corporal Punishment in public institutions throughout the state. The board is comprised of various appointed state bureaucrats that work under the leadership of the Board Director and his three Deputy Directors. The board regulates the flow of revenue to each school and undertakes any necessary school evaluations.

School Administration: The managing staff for an individual institution oversees the established yearly budget and educates the student body to the best of their ability. Each faculty member is lawfully bound to use violent force to discipline any uncooperative student. Cannot expel any student from the school, no matter how severe their actions. Have access to establishing their own Pillar System.


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