Novel Summary The Adventures of Huckleberry Finn Essay Example

Novel Summary The Adventures of Huckleberry Finn Essay Huckleberry Finn is a novel that cannot be matched by any other work of literature. Many people today still believe that it is the single greatest piece of literature ever produced to this day. This novel revolutionized American literature and represented the hardship that many African Americans faced back then. This book has been banned in many schools for many years because of the controversy in it, especially with the use of the word nigger. I believe that the depiction of Twains views on slavery and racism show what it was really like back then and how people were. In this novel, it takes the reader on an adventure into understanding slavery, and change in America. Along this adventure, Huckleberry Finn learns many life lessons and things that he did not know before, only with this help of his new friend Jim, who has escaped his slave master, and his friend Tom Sawyer who Huck looks up to and treats better than himself. One of the lessons that Huck learned along his adventure was that societys view on black people and his view on black people were very different. Since the beginning of the novel Huck seemed to be very accepting of everyone, and he did not want to follow societys way of living. In the beginning Huck didnt want to follow how everyone else told him to live. It started with the widow Douglas. She originally wanted to assimilate Huck into being a normal young boy and to dress and act normal, but Huck didnt want to do that, he just wanted to go out and play with his friends and be dirty with his ripped clothes. In the first couple of chapters, Huck, Tom, and their group of friends decided to group up and become bandits, they said that they wanted to kill people, steal their belongings, and take the women and make them their wives. The boys never ended up going through with their plans to be highway robbers, they just planned and gave up after some time. Huck also went against societys wa ys by not going to school a We will write a custom essay sample on Novel Summary The Adventures of Huckleberry Finn specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Novel Summary The Adventures of Huckleberry Finn specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Novel Summary The Adventures of Huckleberry Finn specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Motivating Employees Essay

Motivating Employees Essay Motivating Employees Essay Motivating Employees Today many forms of motivation are used in the work place to get employees to be motivated in doing their tasks at work. When talking about motivating employees you are talking about intrinsic and extrinsic motivation. Each one of these forms of motivation works in its own way to get the employee to accomplish whatever task that needs to be done. Intrinsic motivation is defined as the form of motivation that comes from within a person and not from money or any other form of reward. Someone that is intrinsic motivated will do something because they love doing whatever the task is and want to finish the task. Although someone is intrinsic motivated, understand that by no means that it means that the individual would not seek out what is considered an external reward such as money, prizes, or a payment of some sort. A good example of someone who is intrinsic motivated would be a parent. The reason why I say this, is because a parent accomplishes many tasks without expecting to be thanked or receiving an external reward. Extrinsic motivation is defined as the form of motivation that does come from an outside source such as money, prizes, or rewards. There are many forms of external rewards and they can be very simple to very extreme. Once again though this does not mean that an individual who is pushed by an external reward does not love what they are doing. I have to use myself as an example. I do my job as a night counselor because I enjoy getting a

Securing the Land Borders and the Coastal Waterways from International Research Paper

Securing the Land Borders and the Coastal Waterways from International Terrorism - Research Paper Example What is clear is that international terrorism is on the rise as many extremists continue to propagate their course. This may be economic, religious, political or even social (Schmid, 2008). The main strategy that will aid in reducing chances of terrorism is by securing the land and all water borders. This paper will look at the benefits that accrue from securing land borders and coastal waterways against international terrorism (Young, 2006). The act of terrorism is carefully articulated by a group of individuals who have targets, goals and objectives. This means that they will go to exceptional heights and extremes to accomplish their motives (Schmid, 2008). The land, water and sky, which represent the open space, are factors that work in favor of terrorist activities, if they are not tightly secured. It is crucial for each country to ensure that they have secured their land borders and their coastal waterways. Many countries have been caught in security breaches that have cost the country lives, destruction of property and the general attempt on the country’s sovereignty (Schmid, 2008). Land borders are secured by screening every person that uses the border as a means to travel from one area to the next. This is accompanied by any supporting document approved by law to represent eligibility of entrance (Young, 2006). Each and every person entering any said country by sea must be screened at the water way or harbor for purposes of screening and confirming their presence in the country, legally. The security of the sea and its ports is represented by the travel initiative that has been adopted in the country in question. In the US, any person entering the country using the sea must have certification that complies with the (WHTI). This is the Western Hemisphere Travel Initiative which is a representation of many other documents and certificates of travel (Schmid, 2008). It ensures that the person trying to enter the country using

Law for Business Assignment Example | Topics and Well Written Essays - 2000 words - 1

Law for Business - Assignment Example nless he is, in fact, specially authorized by the other partners; but this section does not affect any personal liability which may arise against any other partner who has so conducted himself as to give reasonable ground to the party dealing with the partner first mentioned for believing him to be so authorized1.There are rights that the third party has and enable the party to enforce agreements against the firm. The enforcement of a term by the third party is when the terms of the contract provides that the party is subjected to subsection and the term that is given by the firm significances to discuss a benefit that the party will obtain. Any claim that can be made by the third parties may not be well defended by the partnership since not all the partners were involved. The subjection that the third party is able to get may not apply when if on a proper coming to an agreement appears that the parties that were involved did not have the intention to have the term being enforceable by the law 2. In the enforcements that are made, the third party must be well identified by the partners in the contract with fine details including name and as a member of a given class or as answering a given description3. There is no need of the person to be in existence when the agreement of the purchases is entered into. The laws of third party involvement in a contract need the subject to be subjected to and also do it according to other relevant terms of the contract. In contracts that Steve involved in, there was no consideration of other terms of partnership that they were in. in exercising rights of enforcement by a third party, there is availability to the third party remedy that would be available to him if there was breach in the contract that was entered to if the third party was already part of the contract. The other rules that apply to the third party are with rules that relate to damages, specific performance and injunctions. There are terms of contracts that restrict

Critically Discuss Standing in Actions for Annulment and the Dissertation

Critically Discuss Standing in Actions for Annulment and the Development of Legal Protection in EU Courts - Article 263-267 Trea - Dissertation Example The analysis this paper presents does not imply a conclusive rejoinder to the debate on standing under Article 263 TFEU. Rather, it attempts to approach the discussion through a different angle. Chapter 3: Direct Concern Technically, the narrow and restrictive approach to direct concern by the Court of Justice limits the success of the applicants. Additionally, if the applicant can show that the measure of personal concern, they are still required to demonstrate that the decision is of direct concern. For instance, the applicant can only establish direct concern in relation to a measure if it was maintained by ECJ that the measure directly affects the applicant’s legal situation and discloses its addressees charged with the task of implementing it. Other restrictions include, even though the applicant can establish direct concern, it must be dependent on whether the action that affects the applicant was with discretion of the Member State (Usher, 2005). On the other hand, citi zens can only challenge decisions that are only addressed to them, and even though addressed to them, it must have a direct impact on them. The Court of Justice views this to be the case if a person is clearly affected in a distinct way in a way that affects him with the UE undertakings or other individuals. Ultimately, it can be argued that the Member States may face a major barrier from their role of taking all suitable measures to ensure the fulfillment of the objectives or obligations of the EU as they face major opposition from the citizens who perceive the union as being â€Å"super-state† and inaccessible. The restrictive nature inhibits the Member States from facilitating the achievement of the Union’s objectives (Abaquense de Parfouru, 2007). Firstly, the interested parties cannot start direction actions by any interested party other than the EU institutions or member states in pending cases before the Court of Justice as such. This is discernible through a pr ocedure where only that party that can demonstrate direct or indirect interest that determine the outcome of the case. In this case, the intervener is restricted from supporting the conclusions of one of the parties, and in that case cannot raise new ground to on which either of the parties has used. This recalls the case in Stichting Greenpeace Council (Greenpeace International) v. Commission, where Fisherman, farmers and environmental groups wished to challenge a decision by the commission, to grant financial assistance to the European Regional Development Fund, to construct new power stations on the Canary Islands. Stichting Greenpeace illustrates that even those who may suffer from hazards resulting from an activity will not have standing if the activity poses a threat to an entire population rather than specific parts of it. A similar conclusion was reached in Danielson concerning the equivalent of Article 263 in Euratom. Initially, where the application an abstract terminology test found that the measure used was without doubt a regulation, the court would stop the proceedings then. However, in current jurisprudence, it appears the European Union Court of Justice (EUCJ) is showing willingness to recognize that some regulations have the potential to cause direct and individual concern. Accordingly, a plaintiff must have enough locus standi to take legal action. Such as in the case of Codorniu SA V Council (Case: C-309/89 [1994] ECR

Influence Of Childhood Memories On Writing English Literature Essay

Influence Of Childhood Memories On Writing English Literature Essay This essay will focus on the influence family background and childhood memories have on writers and the theme of their writings. In both the essays chosen for detailed study here, we see how the authors philosophy of life and things that they chose to explore and write about was set way back in their childhood as a result of the traumas they faced. This paper will present an analysis of how the families of Sanders and Maduro shaped the way these authors understand themselves and relate to others. Scott Russell Sanders was the winner of the Mark Twain Award in 2009 and his work A Private History of Awe was nominated for the Pulitzer Prize. Born in Memphis, Tennessee, to a family of cotton farmers, Sanders had a long and distinguished career as Professor of English at Indiana University. The main vision behind his writing is the shift in cultures from a consumerist to a care-giving society (Sanders). In his essay, Under the Influence: Paying the Price for my Fathers Booze, Sanders had chronicled the trauma he and his siblings had to endure because of his fathers alcoholism. In this memoir Sanders recounts the feelings of guilt, shame and helpless that he felt as a child of ten when he saw his fathers unstable and ferocious outbursts after getting drunk. He blamed himself for it and that feeling of guilt hounded him throughout his life. I tell myself he drinks to ease [à ¢Ã¢â€š ¬Ã‚ ¦] an ache I must have caused by disappointing him somehow (Sanders). To atone for his perceived inadequacies as a child Sanders tried to turn to working hard and trying to keep the family together and taking on his fathers responsibilities, by vainly seeking to erase through my efforts whatever drove him to drink (Sanders). Sanders observes that his own children wonder at what drives him to be a workaholic and tries to allay their fears and any sense of guilt or pressure they may feel by being candid about his own feelings of guilt, hurt and shame at his fathers alcoholism. On maturity he realized that he had castigated himself needlessly as a child and that his fathers alcoholism was a disease and he had no reason to feel responsible for it. However, his fear of drinks and bad conduct that he had witnessed as a child had left a deep scar in his soul. He is reticent about going to pubs with his friends and drinking as much as he is afraid of causing hurt or disappointment to anybody. He is constantly watchful of any adverse reactions from people around him and still carries the shame of his fathers sins deep down inside him and shies away from having that facet of his life exposed in public. The name E.S. Maduro is a pseudonym under which the author talks about her feminist beliefs and her convictions on freedom of choice and awareness for women. She records how her own youthful feelings of rebellion against the social norms of marriage and raising children altered upon maturity but how she clung to her belief that women should have the awareness to make decisions for themselves. They should be allowed to choose their career paths according to their wishes and not be forced into stereotypical roles due to societal pressures. In the essay Excuse Me While I Explode: My Mother, Myself, My Anger the writer describes her feelings of anger, guilt and frustrations when she narrates the story of how her mother and women of that generation had to sacrifice their careers and all their lifes desires to accommodate their families and their duties as home makers and mothers. Excuse Me While I Explode: My Mother, Myself, My Anger first appeared in print as an article in a book entitled The Bitch in the House. In this article Maduro has written about her frustration at the inequality women face in society. It primarily deals with her angst at how she being a post-modern woman who was educated and liberated fell back and did the same things that she has found so loathsome in her mother. She had felt defiant at the way her mother and most women had to give-up their own dreams of a good and successful life to slave at household chores and raising children. Years ago a woman did not have a choice to voice her opinions and the role of housekeeper and dutiful mother was thrust upon her without so much as a thought about how she felt about it. Her toil was taken for granted and the spouse did not even think it inappropriate to allow his wife to do all the housework when he could very easily have offered to help. I believed myself to be a feminist, and I vowed never to fall into the same trap of domestic boredom and servitude that I saw my mother as being fully entrenched in; never to settle for a life that was, as I saw it, lacking independence, authority, and respect (Maduro 5). However, as she grew older and had her own experience of loving and living with her partner she was amazed that she followed the same pattern almost unconsciously and managed both house and work despite her partner wanting to help her with the chores. She puzzles over why this is so because she believed herself to be aware of her rights unlike her mother and in full command over her vocation and what she wanted out of life, yet she slaved at household chores: I feel an odd mixture of frustration and love. Together we have a wonderful, open, trusting relationship, but sometimes I wonder if the hostility already in me, and my need to be angry at someone or something, could eventually destroy our bond (Maduro 12).       The article is an introspection of why she chose to do this. She comes up with the hypothesis that women chose to take on domestic responsibilities even if it meant forgoing some of their own desires because it made a woman proud to be an accomplished home maker and mother. She identified this need in a woman to excel in housekeeping as a source of pleasure and fulfillment. She reflects on the dichotomy between love and frustration, career and home, raising children and vocation and finally finds comfort in the fact that unlike her mother she was not forced into servitude. She did what she did because she wanted to do it, she had the option of turning away and that made a big difference. She is able to resolve her conflict and also that of many other women by reiterating that choosing to be a good housekeeper and mother was an option and you could choose to be one even if you felt strongly for the cause of feminism.

From Western to Asian Environmental Ethics Essay examples -- Asia Reli

The 20th century may be considered the ultimate expression of Western ideals and philosophy: "civilized" humanity's attempt to dominate "uncivilized" peoples and nature. The 21st century soberingly proclaims the shortsightedness and ultimate unsustainability of this philosophy. This paper shows the limitations of a modern Western world-view, and the practical applicability of ideas to be found in Asian philosophies. In outline, the contrast may be portrayed by the following overgeneralizations: (1) From a linear to a cyclical world view; (2) from divine salvation to karmic necessity; (3) from human dominion over nature to human place within nature; (4) from the perfectibility of humanity and the world through science; (5) from atomistic mechanistic individualism to organic interdependence; (6) from competition to cooperation; (7) from glorification of wealth to respect for humanhood; (8) from absolute cultural values to necessary common values. Each of these attitudes is examined in light of what we now know about the world in the 21st century, as Asian philosophy is found applicable to address future problems. (1) From a linear to a cyclical worldview The Judaeo-Christian-Islamic world-view epitomizes linearity. God creates the world out of nothing and destroys it when he pleases; the world has a beginning and an end. Moreover, the beginning and end of the world are within human memory and anticipation; humans trace their lineage back to Adam and anticipate the end of the world. Recent Christians may argue for a more ancient beginning in the Big Bang, but seem no less convinced of the temporality and linearity of the human project. Humans are born from nothing, live only once on this world, and then return to dust or are j... ...f the earth. If the human project is to be maintained more than a few generations into the future, considerations of population control, biological diversity, sustainability of technologies, and responsibility to future generations become unavoidable. These depend not on cultural tastes or traditions; they become minimum prerequisites for human continuity. The shrinking of the globe and the foreshortening of history demand new common values, not based on the power of one group over another, but based on a consciousness of our organic interlinking with each other. Stripped of their cultural paraphernalia and chauvinisms, some Western as well as Asian religious philosophies may already hold this ideal, but one need not be religious to understand and espouse it. The survival of the planet as we know it demands nothing less than human cooperation in this project. From Western to Asian Environmental Ethics Essay examples -- Asia Reli The 20th century may be considered the ultimate expression of Western ideals and philosophy: "civilized" humanity's attempt to dominate "uncivilized" peoples and nature. The 21st century soberingly proclaims the shortsightedness and ultimate unsustainability of this philosophy. This paper shows the limitations of a modern Western world-view, and the practical applicability of ideas to be found in Asian philosophies. In outline, the contrast may be portrayed by the following overgeneralizations: (1) From a linear to a cyclical world view; (2) from divine salvation to karmic necessity; (3) from human dominion over nature to human place within nature; (4) from the perfectibility of humanity and the world through science; (5) from atomistic mechanistic individualism to organic interdependence; (6) from competition to cooperation; (7) from glorification of wealth to respect for humanhood; (8) from absolute cultural values to necessary common values. Each of these attitudes is examined in light of what we now know about the world in the 21st century, as Asian philosophy is found applicable to address future problems. (1) From a linear to a cyclical worldview The Judaeo-Christian-Islamic world-view epitomizes linearity. God creates the world out of nothing and destroys it when he pleases; the world has a beginning and an end. Moreover, the beginning and end of the world are within human memory and anticipation; humans trace their lineage back to Adam and anticipate the end of the world. Recent Christians may argue for a more ancient beginning in the Big Bang, but seem no less convinced of the temporality and linearity of the human project. Humans are born from nothing, live only once on this world, and then return to dust or are j... ...f the earth. If the human project is to be maintained more than a few generations into the future, considerations of population control, biological diversity, sustainability of technologies, and responsibility to future generations become unavoidable. These depend not on cultural tastes or traditions; they become minimum prerequisites for human continuity. The shrinking of the globe and the foreshortening of history demand new common values, not based on the power of one group over another, but based on a consciousness of our organic interlinking with each other. Stripped of their cultural paraphernalia and chauvinisms, some Western as well as Asian religious philosophies may already hold this ideal, but one need not be religious to understand and espouse it. The survival of the planet as we know it demands nothing less than human cooperation in this project.

Lieducation in preliterate societies Essay

Education, History of, theories, methods, and administration of schools and other agencies of information from ancient times to the present. Education developed from the human struggle for survival and enlightenment. It may be formal or informal. Informal education refers to the general social process by which human beings acquire the knowledge and skills needed to function in their culture. Formal education refers to the process by which teachers instruct students in courses of study within institutions. Before the invention of reading and writing, people lived in an environment in which they struggled to survive against natural forces, animals, and other humans. To survive, preliterate people developed skills that grew into cultural and educational patterns. For a particular group’s culture to continue into the future, people had to transmit it, or pass it on, from adults to children. The earliest educational processes involved sharing information about gathering food and providing shelter; making weapons and other tools; learning language; and acquiring the values, behavior, and religious rites or practices of a given culture. Through direct, informal education, parents, elders, and priests taught children the skills and roles they would need as adults. These lessons eventually formed the moral codes that governed behavior. Since they lived before the invention of writing, preliterate people used an oral tradition, or story telling, to pass on their culture and history from one generation to the next. By using language, people learned to create and use symbols, words, or signs to express their ideas. When these symbols grew into pictographs and letters, human beings created a written language and made the great cultural leap to literacy. IIIEDUCATION IN ANCIENT AFRICA AND ASIA In ancient Egypt, which flourished from about 3000 BC to about 500 BC, priests in temple schools taught not only religion but also the principles of writing, the sciences, mathematics, and architecture. Similarly in India, priests conducted most of the formal education. Beginning in about 1200 BC Indian priests taught the principles of the Veda, the sacred texts of Hinduism, as well as science, grammar, and philosophy. Formal education in China dates to about 2000 BC, though it thrived particularly during the Eastern Zhou Dynasty, from 770 to 256 BC (see China: The Eastern Zhou). The curriculum stressed philosophy, poetry, and religion, in accord with the teachings of Confucius, Laozi (Lao-tzu), and other philosophers. IVEDUCATION IN ANCIENT GREECE Historians have looked to ancient Greece as one of the origins of Western formal education. The Iliad and the Odyssey, epic poems attributed to Homer and written sometime in the 8th century BC, created a cultural tradition that gave the Greeks a sense of group identity. In their dramatic account of Greek struggles, Homer’s epics served important educational purposes. The legendary Greek warriors depicted in Homer’s work, such as Agamemnon, Odysseus, and Achilles, were heroes who served as models for the young Greeks. Ancient Greece was divided into small and often competing city-states, or poleis, such as Athens, Sparta, and Thebes. Athens emphasized a humane and democratic society and education, but only about one-third of the people in Athens were free citizens. Slaves and residents from other countries or city-states made up the rest of the population. Only the sons of free citizens attended school. The Athenians believed a free man should have a liberal education in order to perform his civic duties and for his own personal development. The education of women depended upon the customs of the particular Greek city-state. In Athens, where women had no legal or economic rights, most women did not attend school. Some girls, however, were educated at home by tutors. Slaves and other noncitizens had either no formal education or very little. Sparta, the chief political enemy of Athens, was a dictatorship that used education for military training and drill. In contrast to Athens, Spartan girls received more schooling but it was almost exclusively athletic training to prepare them to be healthy mothers of future Spartan soldiers. In the 400s BC, the Sophists, a group of wandering teachers, began to teach in Athens. The Sophists claimed that they could teach any subject or skill to anyone who wished to learn it. They specialized in teaching grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. The Sophists were more interested in preparing their students to argue persuasively and win  arguments than in teaching principles of truth and morality. Unlike the Sophists, the Greek philosopher Socrates sought to discover and teach universal principles of truth, beauty, and goodness. Socrates, who died in 399 BC, claimed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. In 387 BC Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts. He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Plato’s Republic describes a model society, or republic, ruled by highly intelligent philosopher-kings. Warriors make up the republic’s second class of people. The lowest class, the workers, provide food and the other products for all the people of the republic. In Plato’s ideal educational system, each class would receive a different kind of instruction to prepare for their various roles in society. In 335 BC Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. In the 4th century BC Greek orator Isocrates developed a method of education designed to prepare students to be competent orators who could serve as government officials. Isocrates’s students studied rhetoric, politics, ethics, and history. They examined model orations and practiced public speaking. Isocrates’s methods of education directly influenced such Roman educational theorists as Cicero and Quintilian. VEDUCATION IN ANCIENT ROME While the Greeks were developing their civilization in the areas surrounding the eastern Mediterranean Sea, the Romans were gaining control of the Italian peninsula and areas of the western Mediterranean. The Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. As in Greece, only a minority of Romans attended school. Schooling was for those who had the money to pay tuition and the time to attend classes. While girls from wealthy families occasionally learned to read and write at home, boys attended a primary school, called aludus. In secondary schools boys studied Latin and Greek grammar taught by Greek slaves, called pedagogues. After primary and secondary school, wealthy young men often attended schools of rhetoric or oratory that prepared them to be leaders in government and administration. Cicero, a 1st century BC Roman senator, combined Greek and Roman ideas on how to educate orators in his book De Oratore. Like Isocrates, Cicero believed orators should be educated in liberal arts subjects such as grammar, rhetoric, logic, mathematics, and astronomy. He also asserted that they should study ethics, military science, natural science, geography, history, and law. Quintilian, an influential Roman educator who lived in the 1st century AD, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive. VIANCIENT JEWISH EDUCATION Education among the Jewish people also had a profound influence on Western learning. The ancient Jews had great respect for the printed word and believed that God revealed truth to them in the Bible. Most information on ancient Jewish goals and methods of education comes from the Bible and the Talmud, a book of religious and civil law. Jewish religious leaders, known as rabbis, advised parents to teach their children religious beliefs, law, ethical practices, and vocational skills. Both boys and girls were introduced to religion by studying the Torah, the most sacred document of Judaism. Rabbis taught in schools within synagogues, places of worship and religious study. VIIMEDIEVAL EDUCATION During the Middle Ages, or the medieval period, which lasted roughly from the 5th to the 15th century, Western society and education were heavily shaped by Christianity, particularly the Roman Catholic Church. The Church operated parish, chapel, and monastery schools at the elementary level. Schools in monasteries and cathedrals offered secondary education. Much of the teaching in these schools was directed at learning Latin, the old Roman language used by the church in its ceremonies and teachings. The church provided some limited opportunities for the education of women in religious communities or convents. Convents had libraries and schools to help prepare nuns to follow the religious rules of their communities. Merchant and craft guilds also maintained some schools that provided basic education and training in specific crafts. Knights received training in military tactics and the code of chivalry. As in the Greek and Roman eras, only a minority of people went to school during the medieval period. Schools were attended primarily by persons planning to enter religious life such as priests, monks, or nuns. The vast majority of people were serfs who served as agricultural workers on the estates of feudal lords. The serfs, who did not attend school, were generally illiterate (see Serfdom). In the 10th and early 11th centuries, Arabic learning had a pronounced influence on Western education. From contact with Arab scholars in North Africa and Spain, Western educators learned new ways of thinking about mathematics, natural science, medicine, and philosophy. The Arabic number system was especially important, and became the foundation of Western arithmetic. Arab scholars also preserved and translated into Arabic the works of such influential Greek scholars as Aristotle, Euclid, Galen, and Ptolemy. Because many of these works had disappeared from Europe by the Middle Ages, they might have been lost forever if Arab scholars such as Avicenna and Averroes had not preserved them. In the 11th century medieval scholars developed Scholasticism, a philosophical and educational movement that used both human reason and revelations from the Bible. Upon encountering the works of Aristotle and other Greek philosophers from Arab scholars, the Scholastics attempted to reconcile Christian theology with Greek philosophy. Scholasticism reached its high point in the Summa Theologiae of Saint Thomas Aquinas, a 13th century Dominican theologian who taught at the University of Paris. Aquinas reconciled the authority of religious faith, represented by the Scriptures, with Greek reason, represented by Aristotle. Aquinas described the teacher’s vocation as one that combines faith, love, and learning. The work of Aquinas and other Scholastics took place in the medieval institutions of higher education, the universities. The famous European universities of Paris, Salerno, Bologna, Oxford, Cambridge, and Padua grew out of the Scholastics-led intellectual revival of the 12th and 13th centuries. The name university comes from the Latin word universitas, or associations, in reference to the associations that students and teachers organized to discuss academic issues. Medieval universities offered degrees in the liberal arts and in professional studies such as theology, law, and medicine. VIIIEDUCATION DURING THE RENAISSANCE The Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features—that is, the secular or worldly rather than the religious aspects—of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important. Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archaeology, astronomy, mythology, history, and Scripture. The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates (see Printing). But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools. Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing. IXEDUCATION DURING THE PROTESTANT REFORMATION The religious Reformation of the 16th century marked a decline in the authority of the Catholic Church and contributed to the emergence of the middle classes in Europe. Protestant religious reformers, such as John Calvin, Martin Luther, and Huldreich Zwingli, rejected the authority of the Catholic pope and created reformed Christian, or Protestant, churches. In their ardent determination to instruct followers to read the Bible in their native language, reformers extended literacy to the masses. They established vernacular primary schools that offered a basic curriculum of reading, writing, arithmetic, and religion for children in their own language. Vernacular schools in England, for example, used English to teach their pupils. As they argued with each other and with the Roman Catholics on religious matters, Protestant educators wrote catechisms—primary books that summarized their religious doctrine—in a question and answer format. While the vernacular schools educated both boys and girls at the primary level, upper-class boys attended preparatory and secondary schools that continued to emphasize Latin and Greek. The gymnasium in Germany, the Latin grammar school in England, and the lycee in France were preparatory schools that taught young men the classical languages of Latin and Greek required to enter universities. Martin Luther believed the state, family, and school, along with the church, were leaders of the Reformation. Since the family shaped children’s character, Luther encouraged parents to teach their children reading and religion. Each family should pray together, read the Bible, study the catechism, and practice a useful trade. Luther believed that government should assist schools in educating literate, productive, and religious citizens. One of Luther’s colleagues, German religious reformer Melanchthon, wrote the school code for the German region of Wurttemberg, which became a model for other regions of Germany and influenced education throughout Europe. According to this code, the government was responsible for supervising schools and licensing teachers. The Protestant reformers retained the dual-class school system that had developed in the Renaissance. Vernacular schools provided primary instruction for the lower classes, and the various classical humanist and Latin grammar schools prepared upper-class males for higher education. XEDUCATIONAL THEORY IN THE 17TH CENTURY Educators of the 17th century developed new ways of thinking about education. Czech education reformer Jan Komensky, known as Comenius, was particularly influential. A bishop of the Moravian Church, Comenius escaped religious persecution by taking refuge in Poland, Hungary, Sweden, and The Netherlands. He created a new educational philosophy called Pansophism, or universal knowledge, designed to bring about worldwide understanding and peace. Comenius advised teachers to use children’s senses rather than memorization in instruction. To make learning interesting for children, he wrote The Gate of Tongues Unlocked (1631), a book for teaching Latin in the student’s own language. He also wrote Orbis Sensualium Pictus (1658; The Visible World in Pictures, 1659) consisting of illustrations that labeled objects in both their Latin and vernacular names. It was one of the first illustrated books written especially for children. The work of English philosopher John Locke influenced education in Britain and North America. Locke examined how people acquire ideas in An Essay Concerning Human Understanding (1690). He asserted that at birth the human mind is a blank slate, or tabula rasa, and empty of ideas. We acquire knowledge, he argued, from the information about the objects in the world that our senses bring to us. We begin with simple ideas and then combine them into more complex ones. Locke believed that individuals acquire knowledge most easily when they first consider simple ideas and then gradually combine them into more complex ones. In Some Thoughts Concerning Education (1697), Locke recommended practical learning to prepare people to manage their social, economic, and political affairs efficiently. He believed that a sound education began in early childhood and insisted that the teaching of reading, writing, and arithmetic be gradual and cumulative. Locke’s curriculum included conversational learning of foreign languages, especially French, mathematics, history, physical education, and games. XIEDUCATION DURING THE ENLIGHTENMENT The Age of Enlightenment in the 18th century produced important changes in education and educational theory. During the Enlightenment, also called the Age of Reason, educators believed people could improve their lives and society by using their reason, their powers of critical thinking. The Enlightenment’s ideas had a significant impact on the American Revolution (1775-1783) and early educational policy in the United States. In particular, American philosopher and scientist Benjamin Franklin emphasized the value of utilitarian and scientific education in American schools. Thomas Jefferson, the third president of the United States, stressed the importance of civic education to the citizens of a democratic nation. The Enlightenment principles that considered education as an instrument of social reform and improvement remain fundamental characteristics of American education policy. XIIEDUCATION IN THE 19TH CENTURY The foundations of modern education were established in the 19th century. Swiss educator Johann Heinrich Pestalozzi, inspired by the work of French philosopher Jean Jacques Rousseau, developed an educational method based on the natural world and the senses. Pestalozzi established schools in Switzerland and Germany to educate children and train teachers. He affirmed that schools should resemble secure and loving homes. Like Locke and Rousseau, Pestalozzi believed that thought began with sensation and that teaching should use the senses. Holding that children should study the objects in their natural environment, Pestalozzi developed a so-called â€Å"object lesson† that involved exercises in learning form, number, and language. Pupils determined and traced an object’s form, counted objects, and named them. Students progressed from these lessons to exercises in drawing, writing, adding, subtracting, multiplying, dividing, and reading. Pestalozzi employed the following principles in teaching: (1) begin with the concrete object before introducing abstract concepts; (2) begin with the immediate environment before dealing with what is distant and remote; (3) begin with easy exercises before introducing complex ones; and (4) always proceed gradually, cumulatively, and slowly. American educator Henry Barnard, the first U. S. Commissioner of Education, introduced Pestalozzi’s ideas to the United States in the late 19th century. Barnard also worked for the establishment of free public high schools for students of all classes of American society. German philosopher Johann Herbart emphasized moral education and designed a highly structured teaching technique. Maintaining that education’s primary goal is moral development, Herbart claimed good character rested on knowledge while misconduct resulted from an inadequate education. Knowledge, he said, should create an â€Å"apperceptive mass†Ã¢â‚¬â€a network of ideas—in a person’s mind to which new ideas can be added. He wanted to include history, geography, and literature in the school curriculum as well as reading, writing, and arithmetic. Based on his work, Herbart’s followers designed a five-step teaching method: (1) prepare the pupils to be ready for the new lesson, (2) present the new lesson, (3) associate the new lesson with ideas studied earlier, (4) use examples to illustrate the lesson’s major points, and (5) test pupils to ensure they had learned the new lesson. AKindergarten German educator Friedrich Froebel created the earliest kindergarten, a form of preschool education that literally means â€Å"child’s garden† in German. Froebel, who had an unhappy childhood, urged teachers to think back to their own childhoods to find insights they could use in their teaching. Froebel studied at Pestalozzi’s institute in Yverdon, Switzerland, from 1808 to 1810. While agreeing with Pestalozzi’s emphasis on the natural world, a kindly school atmosphere, and the object lesson, Froebel felt that Pestalozzi’s method was not philosophical enough. Froebel believed that every child’s inner self contained a spiritual essence—a spark of divine energy—that enabled a child to learn independently. In 1837 Froebel opened a kindergarten in Blankenburg with a curriculum that featured songs, stories, games, gifts, and occupations. The songs and stories stimulated the imaginations of children and introduced them to folk heroes and cultural values. Games developed children’s social and physical skills. By playing with each other, children learned to participate in a group. Froebel’s gifts, including such objects as spheres, cubes, and cylinders, were designed to enable the child to understand the concept that the object represented. Occupations consisted of materials children could use in building activities. For example, clay, sand, cardboard, and sticks could be used to build castles, cities, and mountains. Immigrants from Germany brought the kindergarten concept to the United States, where it became part of the American school system. Margarethe Meyer Schurz opened a German-language kindergarten in Watertown, Wisconsin, in 1855. Elizabeth Peabody established an English-language kindergarten and a training school for kindergarten teachers in Boston, Massachusetts, in 1860. William Torrey Harris, superintendent of schools in St. Louis, Missouri, and later a U. S. commissioner of education, made the kindergarten part of the American public school system. BSocial Darwinism British sociologist Herbert Spencer strongly influenced education in the mid-19th century with social theories based on the theory of evolution developed by British naturalist Charles Darwin. Spencer revised Darwin’s biological theory into social Darwinism, a body of ideas that applied the theory of evolution to society, politics, the economy, and education. Spencer maintained that in modern industrialized societies, as in earlier simpler societies, the â€Å"fittest† individuals of each generation survived because they were intelligent and adaptable. Competition caused the brightest and strongest individuals to climb to the top of the society. Urging unlimited competition, Spencer wanted government to restrict its activities to the bare minimum. He opposed public schools, claiming that they would create a monopoly for mediocrity by catering to students of low ability. He wanted private schools to compete against each other in trying to attract the brightest students and most capable teachers. Spencer’s social Darwinism became very popular in the last half of the 19th century when industrialization was changing American and Western European societies. Spencer believed that people in industrialized society needed scientific rather than classical education. Emphasizing education in practical skills, he advocated a curriculum featuring lessons in five basic human activities: (1) those needed for self-preservation such as health, diet, and exercise; (2) those needed to perform one’s occupation so that a person can earn a living, including the basic skills of reading, writing, computation, and knowledge of the sciences; (3) those needed for parenting, to raise children properly; (4) those needed to participate in society and politics; and (5) those needed for leisure and recreation. Spencer’s ideas on education were eagerly accepted in the United States. In 1918 the Cardinal Principles of Secondary Education, a report issued by the National Education Association, used Spencer’s list of activities in its recommendations for American education. XIIINATIONAL SYSTEMS OF EDUCATION In the 19th century, governments in the United Kingdom, Germany, France, Italy, and other European countries organized national systems of public education. The United States, Canada, Argentina, Uruguay, and other countries in North and South America also established national education systems based largely on European models. AIn the United Kingdom. The Church of England and other churches often operated primary schools in the United Kingdom, where students paid a small fee to study the Bible, catechism, reading, writing, and arithmetic. In 1833 the British Parliament passed a law that gave some government funds to these schools. In 1862 the United Kingdom established a school grant system, called payment by results, in which schools received funds based on their students’ performance on reading, writing, and arithmetic tests. The Education Act of 1870, called the Forster Act, authorized local government boards to establish public board schools. The United Kingdom then had two schools systems: board schools operated by the government and voluntary schools conducted by the churches and other private organizations. In 1878 the United Kingdom passed laws that limited child labor in factories and made it possible for more children to attend school. To make schooling available to working-class children, many schools with limited public and private funds used monitorial methods of instruction. Monitorial education, developed by British educators Joseph Lancaster and Andrew Bell, used student monitors to conduct lessons. It offered the fledgling public education system the advantage of allowing schools to hire fewer teachers to instruct the large number of new students. Schools featuring monitorial education used older boys, called monitors, who were more advanced in their studies, to teach younger children. Monitorial education concentrated on basic skills—reading, writing, and arithmetic—that were broken down into small parts or units. After a monitor had learned a unit—such as spelling words of two or three letters that began with the letter A—he would, under the master teacher’s supervision, teach this unit to a group of students. By the end of the 19th century, the monitorial system was abandoned in British schools because it provided a very limited education. BIn Russia Russian tsar Alexander II initiated education reforms leading to the Education Statute of 1864. This law created zemstvos, local government units, which operated primary schools. In addition to zemstvo schools, the Russian Orthodox Church conducted parish schools. While the number of children attending school slowly increased, most of Russia’s population remained illiterate. Peasants often refused to send their children to school so that they could work on the farms. More boys attended school than girls since many peasant parents considered female education unnecessary. Fearing that too much education would make people discontented with their lives, the tsar’s government provided only limited schooling to instill political loyalty and religious piety. CIn the United States Before the 19th century elementary and secondary education in the United States was organized on a local or regional level. Nearly all schools operated on private funds exclusively. However, beginning in the 1830s and 1840s, American educators such as Henry Barnard and Horace Mann argued for the creation of a school system operated by individual states that would provide an equal education for all American children. In 1852 Massachusetts passed the first laws calling for free public education, and by 1918 all U. S. states had passed compulsory school attendance laws. See Public Education in the United States. XIVEDUCATION IN THE TWENTIETH CENTURY At the beginning of the 20th century, the writings of Swedish feminist and educator Ellen Key influenced education around the world. Key’s book Barnets arhundrade (1900; The Century of the Child,1909) was translated into many languages and inspired so-called progressive educators in various countries. Progressive education was a system of teaching that emphasized the needs and potentials of the child, rather than the needs of society or the principles of religion. Among the influential progressive educators were Hermann Lietz and Georg Michael Kerschensteiner of Germany, Bertrand Russell of England, and Maria Montessori of Italy. AMontessori Montessori’s methods of early childhood education have become internationally popular. Trained in medicine, Montessori worked with developmentally disabled children early in her career. The results of her work were so effective that she believed her teaching methods could be used to educate all children. In 1907 Montessori established a children’s school, the Casa dei Bambini (Children’s House), for poor children from the San Lorenzo district of Rome. Here she developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment. Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills and studies. It introduced children to such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners. Repetitive exercises developed sensory and muscular coordination. Formal skills and subjects included reading, writing, and arithmetic. Montessori designed special teaching materials to develop these skills, including laces, buttons, weights, and materials identifiable by their sound or smell. Instructors provided the materials for the children and demonstrated the lessons but allowed each child to independently learn the particular skill or behavior. In 1913 Montessori lectured in the United States on her educational method.

Gullivers travels essays

Gulliver's travels essays Gullivers travels by Jonathan Swift is a book of adventure, excitement and literary devices. It is a story about multiple adventures of a man name Gulliver from England during the 16 Century. From the readers point of view, Gulliver is the author and describes very accurately the scenes he encounters many different creatures and inhabitants giving the book an interesting plot and design, never leaving the reader bored. The first unusual inhabitants Gulliver encounters is the Lilliputians. These creatures look just like humans, yet smaller. another land that Gulliver ventures too is Brobdingnag, a country where again, people look just like regular humans, yet much larger. Gulliver returns home, back to England between each voyage but then takes off again and faces off with pirates and other villains. He also stumbles upon the Houyhnhnms, whom are rational thinking horses, and Yahoos whom are humanns that are savage like. Gulliver makes it through all his adventures alive, and finally decides to stay once and for all in England. The story and the plot was really interesting. The author describes everything so well. that the reader feels as of he or she was actually in the situation. The order in which the details are laid out, are so well done that a picture automatically forms in the readers head. Because so many lands and people are introduced, there is much to be describe. For example, the way people and creatures look. the land they live in, there society and government all have to be explained. Not only does Gulliver tell about the broad picture, but at the same time he tells about what is happening to himself, which keeps the reader obsessed with the book. yet all this excitement depends on the reader. One may feel this book is too far-fetched and disliked it. Reason being it is far-fetched is because it is completely fictional with out of this world ...

Charlotte Gilmans feminism theory

Charlotte Gilmans feminism theory Feminism is a collection of movements aimed at seeking, creating, and defending rights for women (Madsen, 2000). Mainly, feminism movements campaigns for equality. Because of the many issues that women face, feminism movements’ seeks equality between men and women in the society (Allen, 2009).Advertising We will write a custom research paper sample on Charlotte Gilman’s feminism theory specifically for you for only $16.05 $11/page Learn More Over the years, women have been oppressed while men have been favored. Feminist movements have always advocated for women’s rights (Madsen, 2000). These movements have opposed domestic violence, cases of sexual harassment, and sexual molestation against women (Kenneth, 2010). This research paper will focus on the work of Charlotte Perkins Gilman. Throughout, the paper will discuss Gilman’s feminism theory and relate it to the issues of women in the contemporary society. Charlotte Perkins Gilma n was one of the well-known American sociologists in the 18th century (Kenneth, 2010). During this period, Gilman was very sensitive and she became concerned about what was happening in her surroundings. She was an exception feminist who represented the women through her creative work of literature, especially poetry (Madsen, 2000). Gilman did a lot of work both fiction and non-fiction (Kenneth, 2010). Her fiction work was dedicated to improving the living standards for women. Generally, Gilman’s work was aimed at forming a big revolution that would put women’s need at the center of focus (Allen, 2009). During her time, Gilman recognized that there existed a lot of inequalities in the society and more particular at the workplace (Allen, 2009). She also noticed that women were not allowed to work in some places. Notably, women would access certain jobs and they were only given duties to work as home markers. For this reason, women had no income; they did not control any sector. Because of this inequality, Gilman focused on restructuring the relation between men and women. She dedicated her work in campaigning for women’s rights and improving social relationships (Madsen, 2000). Gilman’s evolutionary theory and the sexuo-economic relation theory Charlotte Gilman looked at the society in terms of relationships that existed between men and women (Kenneth, 2010). She explored the theory of social evolution in a wider perspective. In this theory, Gilman observed that the society gave men an upper hand in the selection process. Gilman also argued that, social evolution theory had put men at the centre of the society (Kenneth, 2010). Because of this, the male gender takes the responsibility of determining the type of relationship between men and women. Since men are â€Å"superior,† women have to be submissive towards men in all ways. According to theory of social evolution, it is a requirement for women to have sexual contact with m en (Kenneth, 2010).Advertising Looking for research paper on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In responding to this issue, Gilman observed that sexual contact was not always out of free will (Kenneth, 2010). Because of such principles argued by social evolution, women have always been oppressed; they are forced to have sexual contact with men. This forms the basis of gender-based violence. Notably, women are perceived as homemakers. Gilman observes that women are left at home and they are expected to support men in their work (Allen, 2009). The society expects them to give up their dreams to support the family. On the other hand, men occupy the public sphere. They enjoy the best things in the society and control economy and political arenas. Gilman argued that gender roles are constructed by the society and therefore the society needs to change for survival of humanity (Kenneth, 2010). Gilman opposed s ome aspects of social evolution theory. She argued that, separation of men and women using gender roles was only functional in the past and this concept was no longer applicable in today’s society (Allen, 2009). What was functional in the past is now dysfunctional to the society. The identities and gender roles are created through socialization when children are growing up (Madsen, 2000). When children are born, they are dressed in specific clothes associated to men or women. The children are also given different toys to play with as they grow up (Madsen, 2000). Gilman observed that sexual relations and home economics are linked (Kenneth, 2010). Women have to please their husbands through sex while men are to provide for the family. Relationships between men and women are based on sex and money instead of genuine love. Gilman argued that men and women should be free to work and gain economic independence (Kenneth, 2010). One’s economic ability should be separated from intimate relationships. Changes should be made because this social arrangement was unfriendly to both men and women. Men have the burden of providing for the family while women are confined at home. Because of these issues, Gilman campaigned for social reengineering to favor both men and women (Kenneth, 2010). Women have the right to work outside the home and contribute to the society using their intellectual ability and creativity. Current news/ example According to Gilman’s theory, women are treated as â€Å"inferior† beings (Allen, 2009). The social relation between men and women is only meant to uphold men high. Women face sexual harassment, sexual assaults, and domestic violence. The sad news is that, these issues are still present in today’s society (Madsen, 2000). In today’s society, women are still experiencing cases of sexual harassment and assaults. The following current story will elaborate how men treat women as sex objects at the work place.A dvertising We will write a custom research paper sample on Charlotte Gilman’s feminism theory specifically for you for only $16.05 $11/page Learn More According to CBC news (2011), Cpl. Catherine Galliford a former RCMP officer experienced sexual assault during the time she was working at RCMP. During an interview with Catherine, the CBC news reported that another RCMP officer reported a similar case of sexually harassment (CBC News, 2011). The officer by the name Krista Carle made a phone call to CBC during the interview. As she told about the horrific situation, Carle said that she also knew six other women who had been silent about issues of sexual harassment at the work place (CBC News, 2011). According to Krista, these other women had left the force because of constant sexual harassment at RCMP. Krista Carle had graduated together with Catherine in RCMP academy in the early 1990s (CBC News, 2011). Carle claimed that she was sexual harassed and a ssaulted during the time she was working at RCMP (CBC News, 2011). Carle and four other women have already sued the RCMP with the claims that a senior named Sgt. Blundell sexually harassed them (CBC News, 2011). CBC reported that, the four women were â€Å"individually and separately sexually assaulted and harassed by Sgt. Blundel† (CBC News, 2011). To demonstrate how men are favored, the organization upon receiving the news, it only slashed Bludell a day of vacation as a punishment. According to CBC news, Sgt. Bludell was later promoted to become a senior staff at RCMP (CBC News, 2011). From this current story, we learn that women are still oppressed in the society today. In this example, women are treated as sexual objects and they are sexually harassed and assaulted at the work place (Madsen, 2000). Even after news about sexual harassment gets to the management, Sgt. Blundell is not punished severely. According to Gilman’s feminism theory, this is a high level of in equality. This example portrays how men are favored in the society while women are oppressed. It is obvious that the sergeant is not punished severely because he is a man. While punishing the sergeant, the organization looks at this issue from a male perspective. According to feminism’s theory women are there to satisfy men’s need and hence they can be used as sex objects (Allen, 2009). This is the reason why Gilman is advocating for social restructuring. According to Gilman, there is need to have social restructuring so that men and women can be treated on the same standards (Kenneth, 2010). Without re-organization of the social structure, men will be treated as superior being while women will be oppressed by the society.Advertising Looking for research paper on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gilman in her feminism theory observes that women are not awarded with certain position in the society (Allen, 2009). This is also evident in this case study. In the RCMP, Blundell is a senior sergeant while women including Carle and Catherine are junior officers. This is also the level of inequality, which Gilman is opposing in her theory (CBC News, 2011). Gilman’s feminism theory and the contemporary society Although the status of women has improved in the society, they continue to experience challenges. Today, there are some improvements in some areas but the society needs to work extra hard to incorporate women more. Gilman’s theory of feminism argues that women need to be given reproductive rights and control over their body (Madsen, 2000). Although feminism movements have achieved a lot in acquiring rights of women in the society today, women do not have complete control on their body and issues of reproduction. Women are not given opportunities to decide when to have sex and when to have children. Decision by women in this field cannot be effected without men’s approval. Men also make the decision on the number of children that a woman should have. Secondly, women have not been fully integrated in the public domain. Positions of authority and leadership are still occupied by men with a small percentage of women occupying this area. However, in the current world women are able to get employment unlike before when they remained at home. Despite attaining jobs, women do not have opportunities to rise to higher positions at the work place; it is very difficult. Most companies and organizations do not give promotions to women. Gender discrimination at work place has placed women at a disadvantageous position (Allen, 2009). Moreover, the society does not accept that a woman is strong enough to handle challenges that men deal with as leaders. Women’s roles as homemakers have not changed greatly. In most societies, women are seen as homemakers and this has denied women opportunities to join the public domain (Madsen, 2000). On the other hand, men are the ones occupying this positions making them to be a step ahead. Gilman in her feminism theory argued that household responsibilities needed to be professionalized to give women enough time to participate in economic and leadership activities (Kenneth, 2010). Despite of many attempts and endless struggle by women, it has been a challenging journey to get to this level. This is because it is very expensive to get a qualified housekeeper. Women are also forced to make a decision of letting someone else look after their children or concentrate with work and live with the guilt of not taking care of their children. The level of flexibility in domestic roles has not yet been achieved hindering women from creating a balance between their work and household duties (Madsen, 2000). According to Gilman’s theory, the society has looked at women as sex objects to be us ed by men (Allen, 2009). As such, women have been subjected to harassment and gender based violence. At times, women experience such cases of harassment but they do not report these cases. This is because when such cases happen, the blame is directed towards women especially regarding issues of dressing. The society does not treat them as victims. Although, the society has made tremendous improvements in reducing sexual harassment by giving women platforms to speak out and defend themselves, many changes are required in prevention of gender violence and sexual harassment (Allen, 2009). Because of gender mainstreaming in the education sector, women now have access to education compared to past years when women were denied this fundamental right. Gilman in her feminism theory argues that, women have the right to education and involvement in productive labor outside the house/home (Kenneth, 2010). To demonstrate emerging changes, the number of women going to school and graduating as pr ofessionals has been rising gradually over the years. Indeed, feminism movements have accomplished so much in liberating women from oppression. Charlotte Gilman is a feminist who dedicated her work in advocating for women by encouraging and promoting equality she has contributed a lot towards acquiring social change (Puente, 2006). Through her theory, she was able to start the process of social engineering, which has changed the social relations between men and women. The society has learned to appreciate women for who they are. This is a major improvement in the social structure, which benefits both men and women. Recommendation and conclusion It is no doubt that Charlotte Gilman has done a wonderful job through her feminism theory (Allen, 2009). Indeed, she has represented the views of the women by highlighting their plights in the society. Through her views and opinions, the society has been transformed. Today, social restructuring is already taking place and women are slowly by slowly having similar opportunities just like men (Puente, 2006). Today, we have women who are presidents, CEOs, managers, Doctors and so on. To create equilibrium in the society, the opinion is that, women should be at liberty to do what they want with their bodies and lives. They should be able to enjoy what they like doing especially practicing housekeeping and child rearing. There is need to integrate women in the society to enable them have adequate chances to participate in the public sphere. Since women are not less beings, they should be offered equal opportunities just like men to work, take leadership roles, and interact with the outside world (Puente, 2006). Roles of women at home should not be used to discriminate them. Alternatively, there is need to professionalize those roles that are considered for women such as housekeeping and child caring. This will offer women opportunities to explore other careers. Reference List Allen, J. (2009). The feminism of Charlotte Perki ns Gilman: Sexualities, histories,  progressivism. Chicago: University of Chicago Press. CBC News. (2011). More allegations of RCMP officers being sexually harassed. Web. Kenneth, A. (2010) Classical Sociological Theory. (2nd Ed.). New Delhi. Sage. Madsen, D. (2000). Feminist theory and literary practice. London: Pluto Press. Puente, C. (2006). Feminism and dialogics: Charlotte Perkins Gilman, Meridel Le  Sueur, Mikhail M. Bakhtin. Valencia: Universitat de Valà ¨ncia.

Ethnic entrepreneurship Coursework Example | Topics and Well Written Essays - 2000 words

Ethnic entrepreneurship - Coursework Example Other important factors are the number of immigrants in a country, the rate of growth of that ethnic population (because ethnic entrepreneurs tend to serve their niche markets first) and the general age level of that ethnic population (Audretsch, 2002:133). And because of the tendency to provide goods and services to their own ethnic group, a result is super-saturation of that business type in specific industries with the resultant high rates of failure of providing products or services in a small market that is unsustainable for a normal business size. This paper attempts to look deeper beyond language and cultural barriers as factors to explain why it is difficult to make an over-arching set of policies. A successful formulation of this set of policies could be used as guide to future policy formulation that will improve their chances of success. Entrepreneurship plays a decisive role in job creation, economic growth and international competitiveness but the lack of an over-arching set of policies makes it very difficult to have a grand plan that will work in all situations. In other words, there are also the cultural traditions and practices which might make ethnic people unsuitable as entrepreneurs. Discussion Besides language problems, another barrier to a successful ethnic entrepreneurship is the way how these new immigrants gather business information. For the native businessmen, information gathering is done through formal channels such as business associations. But for ethnic entrepreneurs, their sources of information for new business opportunities often is very limited, sometimes to only within their immediate circle of families and close friends. There is also the lingering issue of trustworthiness when it comes to granting of credit. Moreover, an additional burden is the suspicion of disloyalty when an ethnic group is not very business- minded or inclined towards individual achievement but rather promotes social unity. Many of the budding entrepren eurs have to wrestle for acceptance by their wider community in order for them to be allowed to venture on their own (Stiles & Galbraith, 2003:131). Cultural factors can work against certain ethnic groups becoming successful in their entrepreneurial ventures. For some groups, cultural attitudes towards work and money may be contributory factors to the high rates of failure. Factors include ethnic social networks that provide the necessary resources for a business start-up within the immigrant enclave. The research literature on this aspect is however not very encouraging. Immigrant networks can be described as strong ties but the very strength of these ties seems to work against the ethnic entrepreneur. In other words, the second type of social networking which is the weak type is a more accurate predictor of ethnic success in business (Sequeira & Rasheed, 2003:77). Why this is so can be partly explained by the fact that strong social ties are needed in the first stages of a venture but may later on be a hindrance when the business starts to give expansion a try outside of its immediate immigrant enclave. Unless that enclave has very big population, the ethnic entrepreneur must by necessity expand beyond his own ethnic groups. Focusing on his ethnic group is not beneficial in the longer term and is counterproductive. Latent Racism –

Management and Organisational Behaviour Essay Example | Topics and Well Written Essays - 750 words

Management and Organisational Behaviour - Essay Example Change strategy: For any form of organisational change to be successful, it requires motivation for change, a clear vision, political support, a phased transition, and sustenance of momentum (Cummings & Worley, 1995). Peter Meyers did not involve existing management team either in the decision or in the process. He did not even take their suggestion on any of the decisions related to the new product development. Secondly, his decision to select ingredients from cheaper providers resulted in low-quality production as well as issues in operations such as increased wastage, re-work, and spoilage in equipment; this was completely against its high-quality products with attractive packaging sold at affordable prices made from reasonably good quality raw materials. The transition of introducing new products was not phased and not tuned with existing product-quality; moreover, the new products were made from low-quality material, which further affected brand image of J.J.Meyers Co. The metho dology adopted for cutting costs actually increased costs as well as caused huge losses in the form of wastage, rework and unusable machinery, equipment and materials. In addition, low-quality products lowered sales of other products of J.J. ... Political support, as coined by Cummings and Worley (2008) is about power, trust, and ownership. When people are empowered to make critical decisions, they develop ownership towards their responsibilities. In the case of J.J. Meyers, power was exercised by some at the top in the form of abuse, ranting, cursing, and showing authority. For change to be effective power must be shifted across management levels, which did not happen at J.J. Meyers; instead, all power and authority was concentrated at one or two points. When power was shifted, it was done to replace people with inappropriate experience. In total, power was not aligned in the right manner and credible managers were not empowered at all. Leadership: Peter Meyers taking over as the CEO itself was a huge change at J.J.Meyers Co because of his leadership style. Leadership plays more crucial role in the success of an organisation than any other aspect. During any change, the actual struggle of management comes in the form of rec overy, revitalization and recommitment (Bunker & Wakefield, 2005). This means leadership is equally important for the business as much as the change is. Only with effective leadership, change can be introduced in a manner that will sustain the business and improve employees’ enthusiasm and commitment. Peter’s actions and decisions were mostly against effective leadership because his actions did not encourage employee involvement; his actions lacked compassion but depicted greed; his actions failed to recognize employees’ commitment and credibility in multiple ways. Peter did not consult the key members of the business that possessed good experience and had high commitment towards the company. Both head