Important assignment in History Class Essay

Reading: â€Å"Rules for Peasant Life in Japan-1619† In the â€Å"Rules for Peasant Life in Japan-1619,† the society is ruled by an authoritarian leader. Social inequality existed, wherein strong social and class differences among people were identified and reinforced through laws. Peasants were considered as people from â€Å"lowly origin† (Kanetaugu, 306). They were also expected to earn for their families, to pay their taxes, and to contribute to other public obligations. The ruling body was malevolent, because when peasants could not pay their taxes, they take away the peasants’ wives. The ruling class also indicated that they may do whatever they wish with these women, a clear sign of threat to the peasants. The ruling party even included that the elite can rape these women, and yet the peasants would be the ones, who would suffer because of tarnished images. In 1916 Japan, there was no gender quality, because women, who were found to have extramarital affairs, were immediately exiled, even when the proof was merely because they had excessive amount of tea reserves. At the same time, women were mandated to take care of their men and their basic needs, the whole day, as if they were slaves to their men. For instance, daughters and wives were required to â€Å"sew and weave China-grass† clothing for their men (Kanetaugu, 305). Wives and daughters should also serve their male family members and massage their feet afterwards. They must do the bidding of their male family members. Hence, this is a society remarked by authoritarian leadership, social inequality, and gender inequality. Reading: â€Å"The Declaration of the Rights of Women by Olympe de Gouges, 1791. † Olympe de Gouges (1791) describes a gender-equal social climate. It is a climate that allowed women to freely express their opinions and to fill public positions. It is also a climate that made women responsible for their errors. De Gouges is not asking for women to be exempted from the law. Instead, she states in Article VII: â€Å"No woman is an exemption†¦Women, like men, obey this rigorous law† (de Gouges, 416). For her, women are also strong enough to be held accountable for their mistakes. She also depicts a benign ruler, who will protect and advance equal rights and treatment for men and women. She also believes that sovereignty depends on the people, and on its most basic foundation, the â€Å"union of woman and man,† or in other words, the family (de Gouges, 416). This indicates libertarian views, wherein the voice of the people reigns supreme. de Gouges also demands public transparency of taxes and activities in Articles XIII and IX. Finally, de Gouges depicts a world, wherein men and women are equal in every regard. For her, women should not be given preferential treatment because of their gender, and at the same time, they must enjoy the same rights and opportunities for growth as men. Hence, the state must ensure that men and women both possess the rights to liberty, security, property, and protection from oppression. Reading: â€Å"Program for Cuba by Fidel Castro- 1956. † Fidel Cuba espouses a social climate that is based on socialism. Through socialism, the oppressed sectors that he identified- the unemployed, farm laborers, industrial workers, small farm workers, underpaid teachers and professionals, and small businesspeople- would be given the full right to change or abolish the Constitution, and free themselves from traditional social, political, and economic obstacles, through following the Five Revolutionary Laws. The ruling body is benign to the underprivileged sectors, whom Castro felt had been used by the politicians and companies to make profits out of their lives. The benign ruler also confiscates lands for large landowners to be distributed to all â€Å"planters, non-quota planters, lesses, share-croppers, and squatters who hold parcels of five caballerias of land or less† (Castro, 556). This ruler also ensures that workers are handsomely paid for their services, by having the right to share 30% of the profits of companies. The Fourth Revolutionary Law also provides fifty-percent share for laborers involved in sugar production. Hence, Castro aims to change the ownership of and access to the forces of production, so that the poor can improve the quality of their lives. Women were not particularly mentioned in this reading. Still, Castro also did not differentiate women from male workers and professionals. It is inferred that Castro also envisioned equality of the sexes, wherein men and women can finally have the resources that they need, in order to feel like real human beings, who can genuinely pursue self-development.

Anna Mae Pictou Aquash essays

Anna Mae Pictou Aquash essays Anna Mae Pictou-Aquash was born on March 27, 1945 in a small Indian village in Nova Scotia, Canada. She experienced extreme poverty in her childhood, on a small Mic-Mac Reservation. However, she learned of the richness of her peoples culture. She attended an off-reservation school where she could experience the harsh daily racial discrimination that caused most of her fellow Mic-Macs to drop out. She continued her education into high school until one day, she and her siblings came home to find that their mother had abandoned them. She then dropped out of school and turned to the only profession she knew, working the potato and berry harvest. In 1968, she joined the Natives Call for Equal Rights, Cultural Recognition and the Fulfillment of the Treaties, working as a volunteer in the Boston, MA Indian Councils headquarters. Her duties centered on helping young, urban Natives to develop self-esteem in an attempt to avoid alcohol abuse; which is very frequent in Indian communities. She became active in AIM (American Indian Movement) protesting not only for American Indian rights, but also for the negative image in which they are portrayed in American history. Aquash then began to working the Teaching and Research in Bicultural Education School Project (TRIBES). The curriculum consisted of traditional subjects as well as Indian history, values, and beliefs to ingest pride in the students. The project was successful, but it closed in 1972, when funding was cut. Later Anna engaged in teaching and assistance, and when offered a scholarship for Brandeis University, in Massachusetts, she declined it to continue her work i n the black and Indian communities. In 1972, Anna participated in AIMs promoted Trail of Broken Treaties March in Washington, D.C., an event that drew Indians from all places and the first time a national organization of Indians had faced a confrontation as a united people. In April of 1973,...

Hamlet Essays (2557 words) - Theatre, Literature, Fiction

Hamlet Essays (2557 words) - Theatre, Literature, Fiction Hamlet Hamlet is a play written by William Shakespeare that very closely follows the dramatic conventions of revenge in Elizabethan theater. All revenge tragedies originally stemmed from the Greeks, who wrote and performed the first plays. After the Greeks came Seneca who was very influential to all Elizabethan tragedy writers. Seneca who was Roman, basically set all of the ideas and the norms for all revenge play writers in the Renaissance era including William Shakespeare. The two most famous English revenge tragedies written in the Elizabethan era were Hamlet, written by Shakespeare and The Spanish Tragedy, written by Thomas Kyd. These two plays used mostly all of the Elizabethan conventions for revenge tragedies in their plays. Hamlet especially incorporated all revenge conventions in one way or another, which truly made Hamlet a typical revenge play. Shakespeares Hamlet is one of many heroes of the Elizabethan and Jacobean stage who finds himself grievously wronged by a powerful figure, with no recourse to the law, and with a crime against his family to avenge. Seneca was among the greatest authors of classical tragedies and there was not one educated Elizabethan who was unaware of him or his plays. There were certain stylistic and different strategically thought out devices that Elizabethan playwrights including Shakespeare learned and used from Senecas great tragedies. The five act structure, the appearance of some kind of ghost, the one line exchanges known as stichomythia, and Senecas use of long rhetorical speeches were all later used in tragedies by Elizabethan playwrights. Some of Senecas ideas were originally taken from the Greeks when the Romans conquered Greece, and with it they took home many Greek theatrical ideas. Some of Senecas stories that originated from the Greeks like Agamemnon and Thyestes which dealt with bloody family histories and revenge captivated the Elizabethans. Senecas stories werent really written for performance purposes, so if English playwrights liked his ideas, they had to figure out a way to make the story theatrically workable, relevant and exciting to the Elizabethan audience who were very demanding. Senecas influence formed part of a developing tradition of tragedies whose plots hinge on political power, forbidden sexuality, family honor and private revenge. There was no author who exercised a wider or deeper influence upon the Elizabethan mind or upon the Elizabethan form of tragedy than did Seneca. For the dramatists of Renaissance Italy, France and England, classical tragedy meant only the ten Latin plays of Seneca and not Euripides, Aeschylus and Sophocles. Hamlet is certainly not much like any play of Senecas one can name, but Seneca is undoubtedly one of the effective ingredients in the emotional charge of Hamlet. Hamlet without Seneca is inconceivable. During the time of Elizabethan theater, plays about tragedy and revenge were very common and a regular convention seemed to be formed on what aspects should be put into a typical revenge tragedy. In all revenge tragedies first and foremost, a crime is committed and for various reasons laws and justice cannot punish the crime so the individual who is the main character, goes through with the revenge in spite of everything. The main character then usually had a period of doubt , where he tries to decide whether or not to go through with the revenge, which usually involves tough and complex planning. Other features that were typical were the appearance of a ghost, to get the revenger to go through with the deed. The revenger also usually had a very close relationship with the audience through soliloquies and asides. The original crime that will eventually be avenged is nearly always sexual or violent or both. The crime has been committed against a family member of the revenger. The revenger places himself outside the normal moral order of things, and often becomes more isolated as the play progresses-an isolation which at its most extreme becomes madness. The revenge must be the cause of a catastrophe and the beginning of the revenge must start immediately after the crisis. After the ghost persuades the revenger to commit his deed, a hesitation first occurs and then a delay by the avenger before killing the murderer, and his actual or acted out madness. The revenge must be taken out

Tort Assignment Essay Example | Topics and Well Written Essays - 1500 words

Tort Assignment - Essay Example Dickman. In Donoghue, Lord Atkin spoke in his judgment: â€Å"You must take reasonable care to avoid acts or omissions which you can reasonably foresee would be likely to injure your neighbour. Who, then, in law is my neighbour? The answer seems to be – persons who are so closely and directly affected by my act that I ought reasonably to have them in my contemplation as being so affected when I am directing my mind to the acts or omissions which are called into questions.† ([1932] AC 562 at p 580). This is known as the Neighbour Principle. In Anns, Lord Wilberforce identified the loss suffered by the complainants as material physical damage. Two (2) stages were laid down to establish the obligation: (1) whether or not, in a reasonable foresight of the defendant, lack of care may cause damage, injury or loss to the defendant. If in the positive, then there is a prima facie duty to care; and (2) in case of an affirmative answer, is there a necessity to limit the extent of said obligation. An example of the first test is the digging up of a big hole large enough to accommodate an adult. By leaving the hole open, it can be reasonably foreseen that any blind man without any companion may fall on said hole. Undoubtedly, there is an obligation on the part of the one who dug up the whole. On the other hand, an example of the second test is the injury suffered by a suspect of a robbery in the hands of a policeman who caught him in the act but attempted to fight back. Despite the injury suffered by the suspect, the policeman cannot be held liable because the injury was caused by his performance of duty. In Caparo, the two tests laid down in Anns were expanded, adding the following: is it fair to impose upon the defendant the obligation to care towards the complainant? Applying the above principles in the instant case, the liabilities of the parties are as follows: Arsane is liable for his tortious act. As mentioned earlier, every person is liable for the co nsequences of his acts. Here, Arsane knew as a carpenter that the wooden floor may have inflammable materials. He is supposed to understand that cigarette is not allowed in the workplace because it can become a source of fire. Presumably, Arsane knows his obligation to take good care of the premises as well as the materials therein. A duty to care exists on the part of Arsane, not just as a worker but also as a co-worker. However, since Arsane was very much taken away by the music, he allowed himself to light a cigarette and much worse, threw the same while still lighted, indoors! Such an act of gross negligence is definitely a clear breach of obligation to care. Arsane has absolutely no defence to justify his tortious act. Such an act of negligence caused severe damage. First, to Sir Dino, who suffered loss of properties and potential income. Second, to Benger, who suffered material physical damage due to loss of his right foot. However, Arsane cannot be made liable for the nervous shock suffered by Benger’s wife, twin sister, and mother due to lack of proximity. Although the nervous shock suffered by the three was directly related to the injury suffer

Why do student cheat and what should the consequences be Research Paper

Why do student cheat and what should the consequences be - Research Paper Example Many students plagiarize and are caught. The truth is that in order to provide depth of research, a writer will need to combine primary and secondary sources. In the sciences, for example, raw data is important, but how that data has been interpreted by others, over the years, is also very significant. You need to cite that work and not merely present it as your own. It is important to use academic libraries, online databases such as ProQuest, and Google Books and Scholar, in order to find these sources and put them into action. Beware collecting or holding on to irrelevant information, which is sometimes a temptation. It is easy to get sidetracked and create a â€Å"bulge†Ã¢â‚¬â€a part or paragraph of the essay that has no real connection with the thesis. It is also easy to forget where your work starts and where someone else s begins. That is how a lot of plagiarism begins. You copy a lot of quotes into your paper hoping to use them and cite them properly, but over the week s you begin to forget what work is yours and what work is not. There are many examples of this happening to students (Richardson). An article by Sue McGowan and Margaret Lightbody provides a lot of useful information about plagiarism and its consequences. The authors of this paper are deeply concerned about it. They suggest that instead of threatening to punish students who plagiarize work, a more effective approach is to educate them about the affects and consequences of plagiarism. The authors describe an experiment to help educate accounting students. The study asked students a number of important questions relating to plagiarism. For example, when is it necessary to cite references. What does it mean to paraphrase? What are the potential punishments or disciplinary actions for performing an act of plagiarism? The authors concluded that providing students with an incentive to put references in their work is a good way to avoid acts of plagiarism. They

Recruitment, management, leadership, team work and individual Essay

Recruitment, management, leadership, team work and individual motivation - Essay Example Leaders and managers are assigned for the purpose of monitoring, controlling, judging and organizing the workforce using specific techniques. The most popular and effective technique to control and manage the workforce is to motivate them using motivational techniques. Motivating a team of workers and individuals in an organization would encourage them to work efficiently and enthusiastically. The overall objective of this paper is to assess the different methods of recruiting, selecting, managing, leading and motivating the workforce of any business (Sharma, 2000, pp. 76). Section 1 Recruitment of new staff members: An advertisement is given by a company to fill a vacancy for a floor supervisor in a factory of canned foods. The company will give an advertisement which would include the job description, requirements, person specifications and all the relevant information which is needed for an applicant to chose, apply and qualify for the job. The advertisement will be like the docum entation prepared below. Job Advertisement: Floor Supervisor-Production Floor Manufacturing Company Salary: $20,000 per annum, negotiable as per experience and qualifications. Date posted: 1-05-13 Closing date: 15-05-13 Contact: Steve Jones (Branch Manager) A manufacturing company is looking for a supervisor for their production floor. The supervisor will be the team leader, and will have a respectable position in the factory. The supervisor will be responsible for the work performance of the workers working under him on that floor. The workers with him will be a part of his team. The purpose of this job is to have a team leader that will guide and monitor the performance of the workers working in the production department, the supervisor will be answerable for the faults and errors seen in the production floor and will be given the authority to direct the workers in the best possible way. The person specification for this job is that the applicant must be a graduate because all the work with the machinery is technical and requires great skill. The applicant must have at least one year experience of working in a factory with machinery. The skills and attributes must be that of a good leader, must have good communication skills, and must be able to supervise effectively. The applicant must be physically active and need to be on feet during working hours. Overall the applicant must be friendly, honest, patient and responsible. Job Description: Description: Floor Supervisor Job Purpose: The purpose of this job is to have a team leader that will guide and monitor the performance of the workers working in the production department, the supervisor will be answerable for the faults and errors seen in the production floor and will be given the authority to direct the workers in the best possible way. Main duties: Monitoring the production process Responsible for labor attendants Allocation of the duties amongst the workers Job rotation of the workers Solving conflicts if any arise between workers Responsible for the individual development needs of the workers Reporting to the manager for any maintenance and repairs needed in the machinery Managing discipline on the production floor Training new workers Suitable applicants will be short listed for the interview. The candidate will be introduced to the managers and will be assessed on his confidence and body language. Impact of legal, regulatory and ethical considerations on recruitment and selection: The recruitment process

Emotional Intelligence Essay Example for Free

Emotional Intelligence Essay The article titled, The Emotional Intelligence of Leaders, written by Daniel Goleman, emphasizes on the emotional intelligence aspect of leadership and discusses various points regarding emotional intelligence in leaders and in people in general. There is a clear separation of raw intelligence technical expertise from that of emotional intelligence. It is explained that raw intelligence and technical expertise are the basic skills and capabilities required of a leader, but that emotional intelligence is the element that, combined with the basic skills, makes up a successful leader. It involves demonstrating qualities of the heart, in that leaders should be able to connect with people on a human level, in addition to possessing the basic leadership skills. Following the discussion of the anatomy of emotions, the article describes that there are five main elements of emotional intelligence that are explained in the article, including self-awareness, managing emotions, motivating others, showing empathy, and staying connected, which is then proceeded by a discussion of raising your EQ. In the discussion of the anatomy of emotions, the amygdala is said to be a structure in the limbic system that stores emotional memory and perceptions. Some of these memories can include being happy, sad, and angry. When a situation occurs, you go back to your emotional memory to process a response or reaction. The first main element of emotional intelligence is self-awareness. In terms of leadership, self-awareness is described as a capability that allows one to have and to practice self-confidence and self-assessment. Self-assessment allows you to pay attention and properly assess the natural feelings that occur when faced with situations or decisions as a leader. It is important for a leader to have these natural gut feelings and to appropriately process and incorporate these feelings into leadership decisions. In doing so, a leader will possess a sense of self-confidence in their actions and decision making. It is what gives a person the sense of gallantry in their leadership role. The second element of emotional intelligence is managing emotions, which is explained as the ability to deal with ones own stress and impulsivity,  especially in terms of anger, anxiety, and sadness. In doing so, one can pay more attention to situations and decisions that they are faced with as a leader, and less attention on the emotional disturbance that is faced with being rudderless in managing their emotions. By managing your emotions and practicing self-control, leaders can avoid poor decision making and will demonstrate improved leadership abilities. The next element described is motivating others, which involves management and leaders to be able to emotionally motivate and inspire others. Optimism is explained to be an important aspect of motivating others. It is said that the optimist can deal with setbacks better than the pessimist. In the event of a setback, an optimist leader would be able to overcome the issue and try again, learning from the setback and striving to push forward toward the goal or mission. Whereas the pessimist would give up, demonstrating a lack of ability to motivate their team. The ability to motivate others is a strong quality of emotional intelligence in leadership. Another element described in the article is showing empathy, which is the ability to read emotions of others, and again, connecting with people on a human level. Empathy shows your team a sense of connection and that you care about what they are feeling. Often, when empathy is not present, people can feel unappreciated and disconnected, leaving them overwhelmed and probably not at their best performance. It is crucial that leaders stay connected and in tune with their workforce. The last element is staying connected, which describes the ability to make and maintain a connection with your people. A leader should demonstrate a positive presence, and show their keenness and optimistic attitudes as this will reflect on their team and, most likely, will have a direct affect on how their workforce reacts. Expressing these kinds of emotions will surely have an influence on the team. Additionally, this will also contribute to the teams potential and performance, which is always a goal of a manager or leader. The final section of the article explains the ability to raise your EQ or  emotional intelligence. It is the qualities of the heart that make up ones emotional intelligence, and although much of it comes naturally, some can still be taught. It takes desire, dedication, and coaching to successfully increase your emotional intelligence. In summary, it is emotional intelligence and the ability to connect with people on a human level, including understanding peoples emotions as well as expressing your own in an appropriate leadership manner, that gives leaders the fully rounded skill set to effectively lead people. Leaders should certainly possess raw intelligence and technical expertise, but more importantly, they must know how to connect with their teams and stay in touch with their emotions, as well as demonstrate positive emotions themselves. Emotional intelligence is something that can be learned, but is also a human ability that can come naturally to many at a young age. Leaders, in any environment, should understand the importance of emotional intelligence and the effects that it has on themselves, their teams, and the overall performance within their groups. The article titled, Thought Leadership: a radical departure from traditional, positional leadership, written by Mitch McCrimmon, discusses the differences of shared or distributed leadership, leaderful organizations, and thought leadership, while focusing on thought leadership as a new and emerging leadership style that is shaped differently from the traditional positional leadership style. There are three main sections of the article, including new leadership, what is thought leadership, and the key characteristics of thought leadership. In discussing _the new leadership_ style of thought leadership, the article explains that, unlike leaderful organizations and shared leadership, thought leadership does not involve the traditional managerial roles that are identified as leaders. Rather, the thought leadership involves individual innovative employees that demonstrate an ability to challenge a current status or process and provide new ideas to better a project or an organization as a whole. The discussion of _what is thought leadership_ provides insight of the abilities of a thought leader, and describes some skills that thought leaders do not need to possess. A though leader has the abilities to advocate new ideas that merit attention, whether by corporate management, co-workers, customers, and even market industries. An individual possessing this type of leadership style can be thought of as innovative individual and a thinker. Thought leaders, however, do not need to possess the traditional positional managerial skills, and can even lack the typical leadership skills, such and motivational skills. In fact, thought leaders to not need to oversee projects, be decision-makers, or manage task execution. The new idea can be presented in discussion, argument, and by presentation. It is usually up to a hierarchical management team to actually execute the new idea. The final section consisted of the _key characteristics of thought leadership_, in which some key points are identified. Just to name a few, thought leadership does not always start with management and work downward. In fact, it can start with employees and move upward to a management level. It is not limited to internal sources, and can originate from external sources outside of an organization. Thought leadership is typically not tasked or identified as a position in an organization, but is a naturally organic ability. However, in most cases, it requires some ability to influence or convince people that the new idea will provide value. In summary, thought leadership differs from the traditional positional leadership, such as shared leadership and leaderful organizations, in that it does not require the typical managerial and leadership skills. It relies on individual innovativeness and the ability to convey your new ideas and convince that your ideas will provide value. Of the two articles summarized, I believe that the article on emotional intelligence was more convincing. I say this because the article on thought leadership was more informational and provided a different outlook on leadership styles and abilities, whereas the article on emotional intelligence pointed out a type of intelligence that is required to be a  good leader. Emotional intelligence allows us to connect with our emotions, and the emotions of our teams, which I believe is critical in almost any leadership role where a group of people report to one first-line leader. That one leader should be able to relate to the human senses that drive people, and motivate them as employees and people, as well as encourage them to excel. In my own personal experiences, I have seen an extreme lack of ability in leaders to connect with people and deal with emotions, whether their own emotions or their teams emotions. This has surely led to my perception of incompetence in these particular leaders. In one situation, I had a leader that I felt very fond of and very confident in their ability to lead, until one day they showed a moment of breaking down (actually crying in the office) and it left me feeling a poor sense of morale in the organization and the leadership at hand. I think the emotional display was unnecessary and should have been handled privately. In this case, the individual lacked the ability to manage their emotions. With respect to thought leadership, I have not had any prior introduction to the topic, but in reading and understanding the article, I believe that I possess some thought leadership abilities. I say this because I often offer new ideas to improve processes and operations. In my most recent job, I came on board and within two weeks, identified several areas that needed improvement and offered ideas to improve these processes. With approval from management, I began to execute these new processes. Understanding that it is not necessarily up the thought leader to actually execute, I was faced with a lack of resources and decided to take the initiative to fully execute. In comparison, I believe that emotional intelligence is required to be a good leader, and a thought leader is not required to be emotionally intelligent; however; emotional intelligence should be a quality of most leaders. As stated in the Thought Leadership article, emotional intelligence is not essential for thought leadership. () As both aspects of leadership are great abilities to possess, they are not both required to be any particular type of leader. Personally, I believe that as a thought leader can live in  anyone, it takes a special ability to be in touch with your emotions and the emotions of the team, an ability that I believe is especially crucial in leading people. REFERENCES: Goleman, D. (1998). The Emotional Intelligence of Leaders. _Leader to Leader_, (10), 20-26. Retrieved from Business Source Complete database. McCrimmon, M. (2005). Thought leadership: a radical departure from traditional, positional leadership. _Management Decision_, 43(7/8), 1064-1070. Retrieved October 22, 2010, from ABI/INFORM Global.