Human Capital Management System

3 Steps to Acing Your Upcoming Group Interview You’ve been approached in for a board meet. Perhaps you’re threatened. Perhaps frightened. Possibly you’re not even sure you comprehend what that really involves. Whatever your degree of fear, here are three simple strides to traversing your board meet tranquilly and in one piece. Stage 1: BEFOREYou reserve the privilege to ask who will be on your board. Do this. At that point inquire about each board part as well as could be expected. You’ll have the option to make sense of a considerable amount and get ready better for what each may be generally quick to ask you. What does this specific gathering of individuals educate you regarding what the organization is attempting to assess?You can likewise ask to what extent (generally) the meeting should last. This will give you a nice sentiment for what amount to and fro conversation will be conceivable, how much space you’ll be given to pose inquiries, to what extent your answers can be, etc.Step 2: DURING Treat every individual on the board like an individual not simply one more anonymous face. This isn't an indifferent divider asking you inquiries. Every questioner on your board is another chance to make a human association and persuade that a lot more individuals in the organization what an extraordinary fit you would be.Be sure to observe everybody’s name as they are presented. Record every one if that causes you recall. When responding to questions, talk straightforwardly to the person who asked, yet then attempt to widen your answer out to cause the remainder of the board to feel remembered for the discussion.Step 3: AFTERYou’ve took in their names and put forth an attempt to interface with each board part presently thank every single one of them earnestly withâ solid eye to eye connection and a quality handshake. From that point forward, it’s the typical post-meet follow-up methodology. Be that as it may, recall that you have to keep in touch with one card to say thanks for each board part. It appears to be a torment, however it’s these little contacts that will help set you apart.The board talk with: 6 hints for previously, during, and after

Soliloquies In Shakespeares Macbeth Essays - Characters In Macbeth

Speeches In Shakespeares Macbeth Essays - Characters In Macbeth Speeches in Shakespeare's Macbeth Despite the fact that individuals in retributive equity feel fulfillment, the culprit can likewise endure. William Shakespeare?s ground-breaking Macbeth shows the crumbling of a noteworthy and decent broad, Macbeth, who turns into an appalling legend after enticements from the witches and his better half to perform murders. Macbeth discourses empower the crowd to encounter the contention inside Macbeth and along these lines, gain a comprehension of the purposes behind his conduct and choices. Thus, the huge inversion of Macbeth?s fortunes at long last leaves the crowd filled not with feel sorry for, yet in addition amazement, at the acknowledgment that individuals can endure significantly. Macbeth?s discourses before the homicide of Duncan shows the energetic inside battle of himself, as his still, small voice is battling against his malicious personalities. Likewise, they shows Macbeth has brought his own ruin upon himself. The crowd will at that point have sympathy about Macbeth?s weakening brought without anyone else while seeing his decision of following the underhandedness. Macbeth is a fearless and decent broad in Scotland. His achievement in the fight against the intruders of Scotland picks up regard from the King Duncan and his individual fighters. Be that as it may, the devilish powers, represented by three witches, temptates Macbeth. The witches hail Macbeth as the Thane of Glamis what's more, Cawdor who will be above all else and hail Banquo, who is an aristocrat of Scotland and Macbeth?s companion, as one who will end up being the dad of a line of rulers. Macbeth desire somewhere down in his heart begins developing at that time. In Act I, scene iii, when Macbeth is contemplating the satisfaction of the two predictions given by the witches previously, My idea, whose murder yet is nevertheless fantastical, shakes my single province of man(I, iii, 139- 140) In this discourse, Macbeth mirrors his thought regarding the two certainties told by the witches. He is driven to become lord, as he responds apprehensively when the witches notice his destiny. The general thought of homicide shakes his single condition of man. Be that as it may, at this! point, he is faithful to the lord, and he dismisses murder, If chance will make them ruler, why, possibility may crown me, without my stir.(I, iii, 143-144) The expectations by the witches may have reinforced the criminal expectations that he had presumably never yet set out to communicate unmistakably, even to himself. He isn't union with wrongdoing, he is unbiased, however clearly allurement is working upon him. However, he may survive the promptings of his malicious aspiration by an exertion. After the fight, Macbeth is welcomed with profuse thanks by Duncan. Duncan at that point reports that he will make Malcolm beneficiary to the seat. In Act I, scene iv, Macbeth in his aside expresses that this declaration is a bar to his desire and calls upon murkiness to cover what he wishes to be finished: That is a stage on which I should tumble down, or, in all likelihood o?erleap, for in my way it lies. Stars, shroud your flames; let not light observe my dark and profound wants: The eye wink at the hand; yet let that be which the eye fears, when it is done, to see (I, iv, 49-54) As Duncan makes the declaration, Macbeth begins thinking about whether murder is the main manner by which he can accomplish the majesty. His desire defeats his better nature. He calls upon the stars to shroud their light, demonstrating that his dark wants comes out, and he thinks it is too abhorrent to even consider being seen. Macbeth?s picture of the eyes? winking upon crafted by the hand is expressive both of his extraordinary repugnance for the deed and of his exceptional want to get what the deed will achieve. Simultaneously his let that be marks the point at which his entranced consideration of the idea of killing Duncan turns into a goals, despite the fact that he will falter from it. The restriction among eye and hand is characteristic of the common war inside him. In Act I, scene iv, not long after Duncan?s appearance to Macbeth?s mansion, Macbeth offers voice to his inclination concerning the impulsiveness and the horrendousness of the anticipated homicide: In the event that it were done when ?tis done, at that point ?twere well it were done rapidly. On the off chance that th? death could encumber up the result, and catch, with his delay,

Essay Topics - How to Choose the Best For Your Childs Grade

Essay Topics - How to Choose the Best For Your Child's GradeWhen it comes to choosing essay topics for your child's class, you may not have an easy choice. When it comes to selecting topic ideas for your child's essay, you'll want to make sure that they are able to write well on their own. This means that they should be able to choose a topic without the guidance of others, and they should know how to evaluate the details.You might have heard that a story is one of the best essay topic ideas, but if you are looking for a story to use, you may want to think about different stories that your child has written. For example, some children may prefer the Harry Potter books, while others prefer The Chronicles of Narnia series. All the same, it is important that your child chooses an essay topic based on your own liking, as it will be your child's assignment for your class.One idea for your child is to choose a theme that the class is to work on during their essay, such as gardening or sewi ng or cleaning, to give your child a chance to show off the skills she or he has. Once the theme is chosen, you'll need to make sure that it is realistic and fun.Another option for grading essays is to use the essay assignment as a chance to give your child something to work on. Instead of giving them a project to write on, use it as a way to encourage them to come up with ideas for a story or a game. You can also use this type of essay assignment to work on leadership skills, while you grade them.There are many types of essay topics that you can select for grade essays, and you'll want to make sure that you get creative when selecting essay topics. Since the topic is based on your child's performance, you'll want to make sure that you select topics that match up to what your child is capable of doing. Most likely, you'be able to select topics from his or her favorite books, movies, or games.In addition to using your child's ideas as essay topics, you might consider using the essay assignment as a way to give your child extra time to work on other things. Make sure that the essay is a work-in-progress, as your child's progress will be assessed. This will help to determine whether or not the task is worth the time and effort.Finally, don't forget that this assignment can be a fun way to reward your child for writing a grade-worthy essay. There are plenty of ways to make it a work-in-progress, and this will allow you to enjoy having your child keep you on your toes throughout the assignment.

Should prostitution be legalized - Free Essay Example

Sample details Pages: 7 Words: 1960 Downloads: 1 Date added: 2019/06/23 Category Society Essay Level High school Tags: Prostitution Essay Did you like this example? One article reads, In Munich, for instance, streetwalking is restricted to nine designated areas of the city. In two of these areas, streetwalkers may ply their trade at any time of day. In the other seven, prostitutes are allowed on the streets only between 8 pm and 6 am. Prostitutes who solicit and negotiate off the street may practice at any time of day in any part of Munich, except in the city center (Yondorf, 1979). Prostitution has been legalized in many European countries including, Austria, Denmark, England, Holland, Italy, Norway, Sweden and West Germany (Yondorf, 1979). Brothels were also legalized in Nevada in 1971 and theres an estimated 21 in existence today. Prostitution is legal in certain countries and now the US is starting to ponder the question of legalized prostitution. The question it, should it be? Don’t waste time! Our writers will create an original "Should prostitution be legalized" essay for you Create order For prostitution strengths/weaknesses Weitzer notes that there are around 90,000 arrests made every year in the US for the violation of prostitution laws. Studies have shown that millions of dollars are spent on enforcing prostitution laws every year and the San Francisco Crime Committee determined that spending on trying to control the issue buys essentially nothing of a positive nature. While the Atlantas Task Force on Prostitution believed it was a waste of money. They also believed that law enforcement didnt help much and little protection could be offered anyways. The problem could only be contained (Weitzer, 2000). Alternatives to the criminalization of prostitution was evaluated in this article. Decriminalization Decriminalization would eliminate forms of criminal penalties and would leave prostitution unregulated. There is virtually no public support of decriminalization and public policy makers are virtually opposed. Taken to the most serious level, decriminalization would allow prostitutes and their customers to engage sexually without restriction, except for prohibitions on public nudity and sex, (Weitzer, 2000). Legalization Legalization of prostitution would be the licensing or registration, confining prostitutes to red light districts, state-restricted brothels, mandatory medical exams, special business taxes, etc. The goal behind this tactic is that it would eliminate some of the above problems. However, the public seems to be divided on the issue, while policy makers seem to be silent on the issue as it would be condoning prostitution. Legalization confines prostitution to specific areas. In Nevada, where prostitution is legal in some areas, brothels are limited to small-scale operations in rural parts of Nevada. But this model still doesnt solve the problem of street prostitution in urban areas. To determine whether or not this tactic would be successful depends on a prostitutes willingness to move along with the regulations at hand. Prostitutes who have johns are sometimes not allowed to work in the zoned areas. Even with the stipulations, putting regulations who can work in the sex industry, some would still be excluded, forcing them to work illegally. Even with zoning, theres not a hundred percent that street prostitution would actually be confined to those zoned areas. Along with decriminalization, legalization has no foreseeable future (Weitzer, 2000). Two-track model With decriminalization and legislation both having an unforeseeable future, a two-track model was laid out. The first was indoor prostitution. That means, all forms of indoor prostitution including call girls, escort agencies and massage parlors would be legal. Claims made say that law enforcement spends countless hours and time in undercover operations related to indoor prostitution. So, by making it legalized, costs would be cut. In 1990, federal raids culminated a total of $2.5 million on a two-year undercover investigation. The second track proposed was restructuring street prostitution control. This model would enforce a greater awareness of streetwalkers and johns, strengthening the enforcement on the streets. This would also bring reform to the need for a more comprehensive program of meaningful job training and other needed services for those who want to leave prostitution. (Weitzer, 2000) Weitzer notes, Getting prostitutes off the streets requires positive incentives and assistance in the form of housing, job training, counseling, and drug treatment, but the dominant approach is overwhelmingly coercive rather than rehabilitative. Past experience abundantly shows the failure of narrowly punitive intervention. Without meaningful alternatives to prostitution there is little opportunity for a career change. Essentially, the two-track model outlined have advantages over decriminalization and legalization. It is superior for these reasons: public preferences regarding the proper focus of law enforcement, efficient use of criminal justice resources, and the harm-reduction principle. Key goals to this policy would be (1) redirecting control efforts from indoor to street prostitution, (2) gender-neutral law enforcement, and (3) providing support services and assistance for persons who want to leave prostitution, (Weitzer, 2000). Against prostitution strengths/weaknesses The other side is that any form of legalized prostitution increases sex trafficking and does not protect women. The Texas International Law Journal states, that legalized prostitution increases the demand for trafficking victims. When prostitution is legal, customers want unlimited access to these women, most of whom are culturally diverse, creating demand and a reason for international trade of women (Holman, 2009). Legalization also increases the Black Market. But, some scholars have disagreed and claimed that the legalization of prostitution reduces the black market. Katri Sieberg says, if it were legalized then the government†and not the organized criminals†would control it; and the government could gain from taxing it. However, it has not been proven accurate. In fact, black markets continue to flourish in areas where prostitution is legalized. Legalized prostitution is a traffickers best shield, allowing him to legitimize his trade in sex slaves and making it more difficult to identify trafficking victims. Even in countries where women are required to obtain a working permit to prove that they work there, several NGOs have discovered that traffickers involved in the black market illegally use the work permits and will coach women to refer to themselves as independent migrant sex workers. Some say the legalizing prostitution will help the women against abuse. They also claim that its a victimless crime because the woman is choosing to put herself in that position. American journalist John Stossel wrote: Dont prostitutes own their bodies? Shouldnt they be able to freely contract to use their bodies as they wish? Who was hurt here? This is a victimless crime. But prostitution is not a victimless crime. Prostitutes are still experiencing a high rate of abuse even in countries where it is legal and regulated. In an international study, 186 prostitutes were interviewed who were also victims of abuse. They claimed that even though it may have been a legalized brothel that had regulations, abuse was still a present factor. By legalizing prostitution, pimps and johns are given the position to become business man sexual entrepreneurs instead of criminals. A survey concluded that 76% of prostitutes in the US have been beaten by their pimp. Another frequent argument is that legalized prostitution will help to protect the womens health. Its true that health checks are required, However this only applies to the prostitutes, so it is only protecting the customer from risk of STDs. Some argue that legalizing prostitution will protect their health as most brothels will require them to have health exams. Some countries even enforce a strict condom policy, but theres no way to always ensure that happens. A lot of times, men will pay extra for sex without a condom. Because the women are desperate, a lot of times they will forgo their health in order to make more money. In a US survey of prostitutes, 45% stated that men had been abusive when asked to wear a condom. The womens pimps are not usually concerned with their health and will force them to not wear a condom if a customer will pay more. Furthermore, even if the women were protected from the violence of their pimps and customers, physical health with the use of condoms, their mental health would be ruined. A lot of times, the women will be repeatedly raped to be conditioned for a life of prostitution. Prostitutes are forced to service many men every day and often must meet quotas in order to get paid. Studies have shown that prostituted women often show the same psychological injuries as war veterans and tortured victims. Psychologist Melissa Farley also found that a study of 68% of prostitutes in nine different countries were diagnosed with PTSD (Holman, 2009). Raymond also states that the legalization of prostitution encourages men to purchase women and use them for their own sexual purposes. Many men who previously would not have risked buying women for sex now see prostitution as acceptable. When legal barriers disappear, so too do the social and ethical barriers to treating women as sexual merchandise. Legalization of prostitution sends the message to new generations of men and boys that women are sexual commodities and that prostitution is harmless fun. (Raymond, 2003). Legalization of prostitution does not enhance a womans choice. Most women did not choose prostitution from a range of other options. It was their only option. And they were desperate to feed themselves and their children survival strategies. In his studies, Raymond said that these women didnt choose prostitution out of a plethora of other options. Rather than consenting to prostitution, a prostituted woman more accurately complies with the extremely limited options available to her. Her compliance is required by the fact of having to adapt to conditions of inequality that are set by the customer who pays her to do what he wants her to do. Self-sovereignty Another article states that criminalization of prostitution violates the right of self-sovereignty in depriving individuals of important forms of control over their own minds and bodies, but non-legalization does not violate this right. Therefore, it suggested that as a matter of principle, to advocate decriminalization but to oppose legalization. (Marneffe, 2012) Likewise, I will say that prostitution is criminalized when there are criminal penalties for the sale of sexual services. Prostitution is decriminalized when there are no criminal penalties for the sale of sexual services. Prostitution is legalized when there are no criminal penalties for operating a sex business, such as a brothel or escort service, and no criminal penalties for acting as a paid agent for sexual services, and no penalties for purchasing these services from anyone above the age of sexual consent and legal employment. Marneffe claims that by criminalizing prostitution, you are taking away a persons ability to have control over their own mind and body, which is taking away their right to self-sovereignty. But by non-legalizing prostitution, you are not prohibiting those rights. Laws that prohibit someone from selling their body for a service and doing what they want with it is taking away a moral right. But laws that obstruct someones ability to own a brothel does not take away a moral right because the person still has control over their mind and body. He believes self-sovereignty means, We have the right to decide what to reflect on, what to daydream about, what to imagine, what experiences to have in our minds using our own bodies, and what moods to try to be in. We have a right to decide what to put into our bodies, how to take care of our bodies, how to use our bodies for our own benefit, work or pleasure. At the same time, it doesnt mean that right has no parameters. Marneffe gave this example: A man does not have the right throw his body off the top of a skyscraper no matter who might be below. So, because of this, there needs of be a theory of self-sovereignty in place to make clear the conditions to which the government can interfere when it comes to limiting an individuals control over their mind and body. One possible theory he proposed was in Mills One Liberty: the government may limit an adults liberty against his will in ways that can be justified as protecting others from harm, (Marneffe, 2012).

Essay on Contrasting The Religions of Christianity and...

The world has many different belief systems including Christianity and Buddhism. Both are similar and different in many ways. These religions are used in different places around the world and influenced the lives of its followers and the society in which they are practiced. Christianity is more diverse and complicated in its beliefs and totally depends on faith. In contrast, Hinduism is a belief more based on the simplicity of culture and tradition. Christianity was founded in the early first century. It is centered around the belief of the resurrection of Jesus Christ. It is the largest religion in the world with around 2 billion followers. Christianity is a monotheistic religion. This means that Christians believe in only one†¦show more content†¦Mary was a human being who gave birth to Jesus Christ through immaculate conception. Angels are believed to be spiritual beings created by God before the world was created. They exist to glorify God, minister to God, and to act as messengers to the people on Earth. In Christian belief, demons are angels who rebelled against God and were banished from the heavens. The leader of the rebellious angels is Satan. Heaven is believed to be a place in which believers have freedom from suffering and sin in the presence of God. Hell is a place in the afterlife where sinners are punished. This belief system influences people to live a good, spiritual life dedicated to God and to do good deeds in order to enter the kingdom of God called heaven. Worshipers follow the Ten Commandments such as â€Å"Thou shall not steal† and â€Å"Thou shall not kill† in order to be good Christians and be blessed by the Lord our Father. Christianity, if practiced literally, it would altogether eliminate wars and bring peace to the world. Christianity introduced schools in churches and monasteries to educate the poor and nobility. Christianity also influenced artists in the works that they produced. Music has also been influenced such as gospel and spiritual songs. The symbol of the Cross has been used in many different ways such as jewelry with a variety of metals and jewels (gold, silver, gems etc.). Hinduism is an ancient religion with no known founder or date ofShow MoreRelatedSimilarities Between Christianity And Hinduism1166 Words   |  5 PagesBy definition, religion is considered as, â€Å" the belief in and worship of a god or group of gods.â₠¬  Various religions can be found internationally and many are practiced worldwide. Both Christianity and Hinduism are very popular religions, and have a substantial amount of followers. In fact, Christianity and Hinduism are the largest, and third largest religions of the world, respectively. They have been tremendously influential on the world and have, arguably, shaped it into what it is today. DespiteRead MoreChristianity And Hinduism : A Theological Perspective1391 Words   |  6 PagesWhen looking at Christianity and Hinduism there are many ways to look at each religion from a theological perspective. This is why the best way to look at the broad view of these religions would be to analyze each by comparing and contrasting what each religion is about. The first point to look at would be at how Hinduism and Christianity are very similar in how they view the world. This can be seen in how they both strive to achieve a state of higher being whether it be with the eternal sta teRead MoreReligion And Its Impact On Religion Essay1277 Words   |  6 PagesReligion can be one of the most controversial topics in conversation due to difference of opinion not to mention beliefs. People have individualism, free will, and culture that determines the way to live life as well as perspectives about the afterlife. Wars have continued through centuries over religious perspectives and dissimilar beliefs even though there are many similar traits within major religions worldwide. Time continues to move although lives are lost over mistrust, hate and divide ofRead MoreCompare and Contrast Buddhism and Christianity1311 Words   |  6 PagesReligion is one of the oldest and most sacred traditions of the human species. Religion started off as a basic belief in an afterlife, and then further developed into tribal religions, which evolved into ancestral worship, then to polytheism, and lastly into monotheism. Monotheism in the form of Christianity is the largest religio n of the modern world, and it has similar beliefs to other world religions such as Buddhism. Christianity and Buddhism are similar because both religions teach aboutRead MoreSimilarities and Differences Between Christianity Hinduism1635 Words   |  7 PagesExamine and comment on contrasting standpoints about God and/or existence in relation to the topic you have investigated. Christianity and Hinduism seem to have profoundly different views in relation to God and/or existence. For example, creation within Christian belief is primarily ex-nihilo (out of nothing). God created everything in 7 days from the light and darkness, to the day of rest. This can be illustrated by reference to Genesis 1:1 – 2:4a â€Å"In the beginning God created the heavens andRead MoreThe Importance Of The Religion Of Hinduism And Hinduism849 Words   |  4 PagesReligion is an important component of culture and cultural identity. The strength of its practice could depend on the location. For the Religion of Hinduism, heavy influence is held all across India. Hinduism holds many contrasting values and practices from the religion of Christianity. The first notable instance of the Hindu religion when opposed to Christianity is that while the Christians believe in 3 deities (The Holy Trinity), The Hindu religion holds the belief that there are many deitiesRead MoreThe Social Question And Existential Question Of Religion793 Words   |  4 Pagesand the existential question of religions have always played a huge role in the implementation of individuals to communities and its connection to God’s or a divine figure’s plan in the universe. Therefore by comparing, contrasting and assessing the religions of Christianity and Hinduism this essay will seek to answer both the social question of human unity and the existential questions of human relation to a divine being’s plan for the universe. For Christianity the social question of how and whyRead MoreA Look into Hinduism Essay example763 Words   |  4 Pagesmakes Hinduism so strange. Hinduism lacks an uniting belief system and many people do not know faithfully what makes up the Hindu religious belief. After one goes in-depth concerning Hinduism, one must be familiar with the fundamental details about this difficult religion. Do you realize that almost 80 percent of the India people find themselves being Hindus? Hinduism is in addition known as the Sanatana-Dharma, which means everlasting religion. Hinduism is the third leading religion followingRead MoreAnalysis of Hinduism and Islam651 Words   |  3 Pages Amongst the various religions practice are Islam and Hinduism. Both of these religions are widely practiced by people who believe in the same ideals or concepts. These separate religions are similar to one another, but also contrasting. Common themes can be found between Hinduism and Islam, but the differences are predominant as well. Those who practice Islam are typically Arabic and are called Muslim’s. This practice is based off of the text called the Qur’an. The Qur’an is a bible of sorts toRead MoreThey Are Staring At Me And My Aunt Gold Teeth1226 Words   |  5 Pagesand other Sikhs. In â€Å"My Aunt Gold Teeth,† the reader experiences Gold Teeth s religious inspirations and conflicts through the viewpoint of her nephew. Considering these similarities, Naipaul contrasts the third person viewpoint, the meaning of religion, and the characteristics of wealth between the stories to express different aspects of Indian life. In both stories, Naipaul uses third person viewpoints; however, each story has a different third person perspective. Throughout â€Å"They Are Staring

Good Parenting free essay sample

Parenting is indeed a full time job, and there is never a perfect parent. There are judgments made by people in today’s society saying how one parent is better than the other, but by who’s standards? I believe that I’ve narrowed the â€Å"standards to good parenting† down to three main points. One, when a parent provides their child with a valuable sense or morals and character. Two, when a parent provides the best they can for their child. What I mean by that statement is when a parent takes the necessary responsibilities and actions to raise their own child. Last but not least, a parent is someone their child can go and talk to. When these standards are met, the parent has succeeded. When someone becomes a parent, the pressure is on. Responsibilities must be taken in order to provide for the child. For example, one may take on an extra job to help be financially stable. We will write a custom essay sample on Good Parenting or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page By having this extra money things become more flexible and stable in the household. Parents can afford school supplies, food, clothes and a shelter for their child. When a parent provides for their child, it gives the parent a sense of pride. A responsible adult also makes sacrifices. It may be not getting their nails done every other week like they used to, or, it may be just spending more time with them. If a parent does this for their child, then they are on the right side of parenting. Second step to good parenting, is being a child’s best friend. As a parent, the child should feel comfortable coming to their parent for anything. They could be asked for advice or they may just want their parent to listen to them. Either way, the child shows that they have trust in the relationship with their parent. Knowing that their child can trust you is a huge accomplishment. If a parent does not succeed at becoming their child’s friend, things can get pretty difficult. The child begins to sneak and lie about certain things in hopes that the parent won’t care about what is really going on. Sooner or later, the child begins to get into more and more trouble which provides stress upon the parent and family. Nobody wants this outcome for their child or family, so being there for the child and becoming their friend is one of the best things a parent can do. Last but not least, any good parent guides their child and provides them with a good set of moral values and character. These traits can be passed down from generation to generation or learned throughout the course of life. Character is what the child develops while growing up, but the parents are the ones who guide them and shape the way they grow. They provide an outline that will stick with them for many years to come. Later on in life, they will become a parent and hopefully pass their traits and values along to their kin. There are many more qualities that parents can have to be called a good parent, but I believe these three are the most important. These three â€Å"standards† have a big impact on their child’s life and that’s why I think they are the most important. No matter what, people are going to have their own standards and opinions but that doesn’t make you a bad parent if you don’t follow their rules. You are a good parent when you do the best you can do for your child, if you are there for your child and last but not least, if you have provided a good sense of moral values.

Profile of Hamas free essay sample

This document is a Microsoft Word template designed to help you complete your assignment. Please use it alongside the full assignment guidelines which can be accessed from the Module and Assignment Information section on the module homepage on the LMS. You must type and submit your assignment on this template. Remember, you need to save this template to your computer before you start typing your assignment. If you don’t save it to your computer you will lose your work. You should then submit your assignment by email to: [emailprotected] ac. uk |Date |16 may 2013 | |Name |Dennis Donald Ribeiro-Addy | |Email address |[emailprotected] co. k | |Student ID Number |Dr1285 | |Topic |PROFILE OF HAMAS | |Total Number of Words |2655 | Please ensure that your completed assignment contains proper references (check your Welcome Pack or the Essay Writing Introduction on the LMS, for guidance) and a Bibliography. Be careful not to use privileged information when writing your assignment, but only information from open sources. We will write a custom essay sample on Profile of Hamas or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Assignment Topic The table below displays the assignment topic in brief. |Assignment |Description |Assignment Outcome | |Write a Profile of a Terrorist Group |You will write a profile of any one of the terrorist |This assignment will help you to | | |groups provided as options. understand what factual details to | |Options | |study, to analyse the data and be able| |(select any one) |The assignment will necessarily focus on two aspects –|to judge the lethality, impact and | | |Facts and Analysis. |strategic tendencies of a terrorist | |IRA * | |group. | |LTTE |1. Analysis | | |give a brief background to the origins |You will also provide a brief assessment of the | | |of the IRA, before covering the more |group’s impact and write a comment on the future of | | |recent history including the Troubles, |the group. | | |the ideological ifferences leading to | | | |the splits between OIRA, PIRA and RIRA | | | |(and CIRA), up to the present day, | | | |taking careful account of the | | | |assignment tasking. | | Facts HAMAS: A PROFILE Hamas is one of the several organisations designated as a terrorist group by the United States Government and the Government of Israel. Its name stands for the Al-Harakat Al-Muqawwama Al-Islamiyya in Arabic or simply, the Islamic Resistance Movement as explained by Robert Satloff. HAMAS as an Arabic word connotes zeal or enthusiasm which is a perfect driving force behind its violent activities both in the the Gaza strip and the occupied territories of Israel. HAMAS is domiciled in the Gaza City, where it wields so much political power after its electoral success in the January 2006 elections. Hamas therefore governs the Palestinian territories except the West Bank which is controlled by its sister rival Fatah. It is therefore not just a terrorist organisation seeking to destabilise Israel but a political force seeking to establish its legitimacy and relevance from the mandate of the people of Palestine. Hamas has refused up to date to recognise the right of Israel to exist and has particularly sought to undermine the Oslo Peace Accord. Origins of HAMAS Hamas was founded in 1987 in response to the Palestinian uprising or ‘intifada’. It is an offshoot of the Muslim Brotherhood which was founded in Egypt as a religious and political organisation in the early 1920s with the aim of pushing for the realisation of Islamic ideals across the globe, particularly within the Middle East and North Africa. This is in conformity to several other international Islamic terrorist organizations that claim to have direct and indirect links to the Muslim Brotherhood. HAMAS has Sheikh Ahmed Yassin of Egypt as its founding father who early on founded the predecessor to HAMAS-the Mujama-as a charity organisation. Out of his charitable vision, HAMAS has flourished from being a merely charitable organisation into a well organised international terrorist organisation that receives commendation and condemnation from allies and foes across the globe respectively. As Siddharth Ramana puts it succinctly, â€Å"HAMAS is a unique actor in the Middle Eastern politics Hamas was an outcome of the Muslim brotherhood, an international Sunni Movement, of which Hamas is the Palestinian chapter†(www. WorldAnalysis. net, 2013) Aims and Ideology of HAMAS As an organisation, HAMAS is driven by a primary mission. As such, HAMAS has captured all its intentions and mission in its Charter of 1998 which was adopted to serve as a guide to how it operates. This mission is in two folds- first, to realise the annihilation of the State of Israel and second, to establish an Islamic rule within the Gaza strip and West Bank. As captured by Dr. Amy Zalman in her analysis of HAMAS as a terrorist organisation, she states that HAMAS â€Å"combines Islamic objectives with Palestinian nationalism†, (Zalman, 2013). HAMAS therefore considers the destruction of the state of Israel as its utmost goal since its continued existence poses a threat to their aim of spreading Islamic rule within the Gaza Strip and the West Bank, aside retrieving the land they think rightfully belongs to the Palestinians. Therefore, over the 25 years of its existence, all activities of HAMAS have therefore been geared towards inflicting pain and havoc on the Israelis through bombings, abductions and killings in various forms (Zalman, 2013). The ideology of HAMAS is shared by several Islamic leaders across the Middle East and North Africa, the most prominent among them being the current Iranian President Mahmoud Ahmadinejad who echoed the HAMAS goal that the State of Israel ought to be â€Å"annihilated† at all cost. Leadership of HAMAS The leadership of HAMAS has always been dominated by radical Islamic scholars and well educated professionals. According to Robert Satloff in his article A primer on Hamas: Origins, Tactics, Strategy and Response, there are three circles of leadership for Hamas. These are the local leaders within the Gaza Strip and the West Bank, which include current leaders such as Ismail Haniyeh and Mahmoud Al-Zahar, then the external â€Å"political bureau’’ made up of Khalel Mashal and Musa Abu Marzouk and members of the international Muslim Brotherhood comprising leaders such as Muhammad Akef-head of the Muslim Brotherhood in Eqypt and Yusuf Al-Qaradawi of Qatar. It shows how globally widespread the leadership of Hamas is. Generally, the leadership of HAMAS is not clearly and accurately defined since it is most likely part of their strategy to remain elusive to Israeli and US government targets. As stated by GlobalSecurity in its report- Hamas Leadership, ‘‘Hamas decided to try to avoid creating targets for Israel. Since that decision, Hamas has not had a clear single leader†, (www. GlobalSecurity. com, 2013). Particularly, HAMAS has kept information on most of its very important leaders in the dark after the Israeli government killed two of its most prominent leaders, Sheik Ahmed Yassin on 22 March 2004 and Abdel Aziz Rantisi on 17 April 2004. Originally founded by Sheik Ahmed Yassin of the Gaza Strip, HAMAS has been very economical with information on the location of its leadership team members. However, as is the case with many organisations, the vision of the founder Sheik Ahmed Yassin in many ways still directs the way HAMAS is run. A key legacy of Sheik Ahmed Yassin is the 1988 Charter which largely captures his vision of HAMAS in great detail and provides a comprehensive framework for its realisation and implementation up to today. In essence, his vision of HAMAS lives on although he has passed on 9 years ago. However, Thomas Joscelyn posists that the external leadership of HAMAS wielded much more radical influence on the group than its internal leadership in the Gaza Strip (Thomas, 2006). Currently, Hamas is headed by Khaled Meshaal who was re-lected in April 2013 by the powerful Shura Council of Hamas. He was born in the West Bank but lived most of his life in exile, in Syria and Egypt. He has also survived several assassination attempts in the past. Other notable leaders of Hamas are the US educated industrial engineer Musa Abu-Marquz , Cairo educated doctor Mahmoud al-Zahar, the US educated Aziz Dweik, Sheik Hassan Yousef, Sheik Muhammed Abu Tayr and Mohammed Deif ( www. GlobalSecurity. org, 2013). It is also worthy of mention that most of the Hamas leadership are highly educated with most of them being educated in the United States of America or Egypt. Structure of HAMAS Hamas seems not to have any well-established organisational structure for governance although it has both military and political ambitions. At best, it is structured in a way that cannot be easily deciphered by any observer since the roles of its leaders seem overlapping and its political and military arms closely interconnected making it difficult to make any distinctions between the two. For instance, Sheik Ahmed Yassin played the dual role of both a political leader and a military mastermind for the organisation from the several interviews he granted when he was alive (ibid). Nevertheless, it is admissible that Hamas has grown in both scope and scale over time, derived from the pursuit of its original objectives of providing charitable services to the people of Palestine and Egypt while fighting what it terms the â€Å"Israeli occupation† so as to establish an Islamic government in the region. HAMAS has both political and military departments through which it pursues its activities. Through its government in the Palestinian held territories, Hamas enforces security and order and collects taxes from the people to run its government. The Izz Al Din Military wing created by Hamas is very much responsible for the prosecution of its military objectives and the meting out of violence on people it considers the enemies of Islam, especially Jews. Strategies and Attack Record of HAMAS HAMAS is a highly sophisticated organisation that receives support from its sympathisers from within Gaza Strip and abroad. As chronicled by Dr. Amy Zalman and Robert Satloff, the strategy of HAMAS has largely been to wreck havoc on the State of Israel and its citizens through its use of violent force such as suicide bombings, grenade attacks, kidnappings, abductions, short-range rocket attacks and murder using knives. Also, HAMAS over the years has consistently kept the practice of issuing fierce rhetoric against the State of Israel through the media. . Interestingly, HAMAS was originally founded as a non-violent movement to pursue charitable deeds among the Muslims populations of Egypt and Palestine. Over the years HAMAS has carried out various notable but deadly attacks on the State of Israel in keeping faith with its avowed aim of exterminating Jews. These attacks have led to the colossal lost of human lives and property: First, the killing of two Israeli soldiers and the kidnapping of young Gilad Shalit, an Israeli corporal on June 25th, 2006 was a major achievement for the HAMAS group. It offered the captured corporal Gilad Shalit as a bargaining chip for the release of Palestinian prisoners who were languishing in Israeli jails. This strategy eventually yielded fruits for HAMAS when Gilad Shalit was exchanged for over 1,000 Palestinian prisoners in Israeli-Palestinian Prisoners Of War (POW) swap in 2011 (www. CNN. com, 2011) Second, an attack by a HAMAS suicide bomber on the Jerusalem bus station on 6th February, 1996 led to the death of 9 Israeli soldiers and 17 civilians, with several others wounded. Third, an attack on a bus terminal at Tel Aviv which resulted in the death of 21 Israelis and a Dutch tourist was another fatal blow inflicted by HAMAS on the Israelis. Further, HAMAS has claimed responsibility for several hundred grenade and suicide attacks on Israel for most parts of its existence as an organisation (www. GlobalSecurity. com, 2013) Evidently, although the cardinal goal of HAMAS has been to inflict pain and injury on the State of Israel with its citizens and interests home and abroad, it has in many cases attacked and killed people from many other countries too. Hamas has equally aligned itself to the Muslim Brotherhood globally in promoting its own agenda and shares sympathy with other pro-Jihadist organisations. It receives funding from the Islamic Republic of Iran in particular and many private donors, particularly of the Muslim Brotherhood fraternity as well as other Arabian Gulf-countries. According to Dr Amy Zalman, most of these funds are channelled through Islamic Charity organizations which have been clamped down due to the international fight against terrorism. These alliances provide a critical financial basis for it its capacity to thrive in the face of all the threats it is faced with itself as an organization. Analysis HAMAS: IT’S IMPACT Hamas has demonstrated throughout its existence so far that is committed to the destruction of Israel through its acts of terrorism irrespective of the consequences. It thus operates a highly sophisticated network of donors, sympathisers and leaders as well as adherents who all see the mission of HAMAS as a means to a â€Å"justified and justifiable† end. The impact of HAMAS has been both internal, within the Gaza Strip and the West Bank and external, within the Arabian Middle East countries, particularly in Iran, Syria, Jordan and Egypt in North Africa where it has kept close cultural and religious ties to the people and the leadership regimes. Within the West Bank, HAMAS has managed to make itself a very relevant political force that cannot be ignored by the United States Government or the Israeli government in their discussions related to the peaceful resolution of the â€Å"occupation† crisis as seen from the eyes of HAMAS. It is one of the constants in the Palestinian power equation where it continues to shape the balance of power with Fatah and the PLO. The Palestinian Liberation Authority (PLO) which for many years was led by its revered figure Yassar Arafat, arguably has been made less powerful by the emergence of HAMAS as a government within the Gaze Strip. Through its charitable acts and the provision of essential services such as schools, security, clinics and health centres, HAMAS has endeared itself to the people of their controlled territories. The confidence reposed in HAMAS by the people as against FATAH , the rival , faction is the testament to their relevance in the power relations within Gaza Strip and the West Bank. It also stands to reason therefore that their goal of the Islamisation of the West Bank and its Gaza territories have not been a mere rhetoric but a goal it has achieved so far. HAMAS is also the catalyst for the radicalisation of Palestinians without which it cannot prosecute its political and violent acts. Further, HAMAS has through its alliance with the Muslim Brotherhood, kept the Arabian region of the Middle East alive with radical jihadist ideologies making the region a very volatile one. Several narratives on the Middle East crises point to the fact that Hamas is a unique schemer in the politics of the area. It is to all intents and purposes an Islamic ovement with a purely domestic agenda and activities restricted to the Gaza strip for now yet it also has capacity to be a transnational player influencing regional issues. Also from several accounts on Middle East conflict the chief feature of popularity of Hamas has been its active use of political Islam to solicit support for development activities in Gaza and destructive action against Israel. Consequently the impact of its ideology and tactics has received regional attention. In an article publishe d by Siddhartha Ranana in World Analysis he stated that for the Arab states Hamas proves to be a double edged sword. This is because on one hand it would like to express support for a group which actively opposes Israel while on the other hand threatens regimes in the region with the tactics it adopts and that essentially Hamas most visual and well publicized tactic is terrorism. The Future of HAMAS The future of HAMAS remains uncertain and unpredictable looking at the mission it has set for itself because the US and Israeli governments will never back down in labelling them as a terrorist organisation so far as their goal-the destruction of the state of Israel -remains unchanged. The US government policy regarding non-negotiation with terrorist organisations is to a large extent non-negotiable so there is much predictable difficulty in how the opposing parties can end many years of violent confrontation without sitting at the negotiating table. Also, the legitimacy HAMAS derives from the people in the Gaza Strip and the West Bank is another essential factor in the determination of its future. HAMAS is faced with the challenge of remaining relevant with its local populations by delivering services to the people while at the same time propagating its message of violence against Israel, home and abroad. It is this dilemma that HAMAS has to contend with for a long time to come. There is less possibility that a HAMAS led Palestinian Authority will receive favourable support from the international political circles should it continued to win elections legitimately since no country will want to associate with a terrorist organization be it a group, institution or overnment. The fate of HAMAS therefore fairly lies in the hands of its people who make those critical choices as to who leads them during elections. For HAMAS to continue to survive and operate, it will need the critical support of its international donors who are mostly from Iran, Syria and Egypt because without its financial muscle, it will become too weak to organise and operate within the region. These Islamic allia nces provide both material and ideological support for its continued survival. However, with the likes of Mahmoud Ahmadinejad hold on power coming to a close with over 686 candidates vying to replace him for the Iranian Presidency, coupled with the uprising across the middle East and Northern Africa resulting in socio-economic instabilities in some instances, there remains bigger clouds of uncertainty over the future role key state actors like Iran will continue to play in support of HAMAS. In the final analysis , the future of Hamas will depend on the leadership, sponsorship from allies, ideological support from the Muslim Brotherhood and the outcome of the Arab spring.

The Great Grandfather of the Sandalwood Mountains

The Great Grandfather of the Sandalwood Mountains Maxine Hong Kingston’s work has long fascinated critics for its investigation of speech, language and storytelling as a means of unlocking some of the deepest secrets of the Chinese culture, a culture that observes very clear behavioral distinctions between genders.Advertising We will write a custom essay sample on The Great Grandfather of the Sandalwood Mountains specifically for you for only $16.05 $11/page Learn More Kingston belongs to a culture wherein women â€Å"use story as a means to understanding and survival,† whereas for the most part the men of the Chinese culture â€Å"tend toward silence† (Pinkser n.p.). In Maxine Hong Kingston’s The Great Grandfather of the Sandalwood Mountains, from her non-fiction work China Men, the author explores the theme of enforced silence and its consequences in numerous facets. The story details not only what happens from the standpoint of political oppression, but also how the theme of enforced silence plays itself out in families, often in an intergenerational manner. Critic Sanford Pinsker understands that the enforced silence, especially that which is staunchly observed among Chinese men, â€Å"forces Kingston to invent multiple versions of what may have happened in her fathers past† (Pinkser n.p.). The Great Grandfather of the Sandalwood Mountains exists as an epic family history, and follows the world travels of a number of generations of Chinese men. Kingston recounts the journeys of her â€Å"family of male sojourners across America and away from womenfolk and children in China. This dispersed arrangement of family members was the predominant form the traditional Chinese extended patrilineal family system took during the peak years of emigration† (Pinkser n.p.). Although these generations of men traveled the world and witnessed many wonders, their culture of enforced silence bid them not to share most if not all of the details of their exper iences. In Kingston’s The Great Grandfather of the Sandalwood Mountains therefore, we see the impact of this silence as family members attempt to make sense of their heritage with only anecdotal and speculative information available to them, often delivered from third and fourth hand sources, not from the grandfathers themselves.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More One of the reader’s first experiences of the theme of enforced silence occurs when Kingston discusses the third wife of her maternal grandfather (Kingston 85). The woman in question is not given a name, nor does Kingston reveal the grandmother’s origin, explaining only that â€Å"my maternal grandfather had brought a third wife back from his third trip West, Bali or Hawaii or South America or Africa† (Kingston 85). The impact of the silence – in this case, the suppression of detail about this element of the family – reveals itself in the fate of the grandmother. Kingston claims that â€Å"I am glad to see the black grandmother ended up with a son and grandson who are articulate. When she came to China she â€Å"jabbered like a monkey,† but no one answered her. Who knows what she was saying anyway? She fell mute† (Kingston 85). In this passage from the text we glimpse the consequence of enforced silence on the grandmother – her family essentially ignores her, until she stops attempting to communicate with anyone at all (Kingston 85). In this example, though Kingston does not overtly state it, the enforced silence destroyed a member of her family (Kingston 85). The above example also brings up the idea of enforced silence in the area of interracial marriages. Despite the fact that interracial marriages clearly happened between the grandfathers who traveled the world and the women of other races and cultures that they met a nd fell in love and married there, all details of these unions are kept silent and buried in the culture, and even within the families where they occur, as evidenced by the lack of information that Kingston seems to know about this relative. Critic Linda Ching Sledge has spoken of the issue of interracial marriages and its treatment in Kingston’s work and in the Chinese culture at large. In Sledge’s words, Kingston’s The Great Grandfather of the Sandalwood Mountains draws an accurate portrait of â€Å"the thorny issue of miscegenation† in the Chinese culture (Sledge 19). According to Sledge, â€Å"it is well known that intermarriage was strictly forbidden to Chinese by Confucian teachings, for it went against the classical notion established in the Li Chi that marriage was a religious duty between consenting families to secure the services in the ancestral temple for the predecessors and to secure the continuance of the family line for posterity.† (Sledge 19). The enforced silence in regards to the black grandmother in this case has deep cultural roots in the ancient teachings of Chinese philosophy, economic practices and social customs, although the appearance of the black grandmother herself speaks volumes about the â€Å"long ignored problems of sojourner history- loneliness, homesickness, sexual frustration- without cultural bias† (Sledge 19). Advertising We will write a custom essay sample on The Great Grandfather of the Sandalwood Mountains specifically for you for only $16.05 $11/page Learn More Despite the fact that silence was culturally bred, clearly once the sojourners left China, their natural desires trumped their cultural taboos. In Kingston’s The Great Grandfather of the Sandalwood Mountains, we see the impact of enforced silence in the way that the black grandmother is treated, but not in the action of the grandfather himself, who took her as his wife. In Sledge†™s opinion, the reader comes â€Å"to understand and accept the emotional needs motivating these men to enter relationships which violated so profoundly cherished family and religious attitudes because we view such relationships from a sojourners (Bak Sook Goong) own point of view† (Sledge 19). We also see the practice of enforced silence applied in the political arena in Kingston’s The Great Grandfather of the Sandalwood Mountains. In this case the enforced silence relates to keeping quiet and not drawing attention to oneself and one’s family, for fear of rousing the interest and ire of the Communist party. Interestingly, this fear transcends physical borders in The Great Grandfather of the Sandalwood Mountains, and the family remains cognizant of the long arm of the Communist Party – real or perceived – even though they live in the United States. We find an example of this in the text wherein Kingston discusses the enforced silence as an obsta cle to her trip to China. â€Å"I’d like to go to China if I can get a visa and – more difficult – permission from my family, who are afraid that applying for a visa would call attention to us: the relatives in China would get in trouble for having American capitalist connections, and we Americans would be put in relocation camps during the next witch hunt for Communists† (Kingston 87). In Kingston’s The Great Grandfather of the Sandalwood Mountains, the author also illustrates a contrasting perspective on enforced silence, one that provides an important insight as to how the Chinese sojourners were able to move beyond the constrictive silence of their culture, travel the world and enjoy a fuller experience of life. Kingston’s The Great Grandfather of the Sandalwood Mountains attributes this phenomenon to the influence of nature. In her mind, certain parts of China transcend the enforced silence of their culture through the example provide d by the natural world – nature itself is dynamic, ever changing, and certainly rarely silent. Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the following example, the reader witnesses the impact of enforced silence slowly eroded by the natural curiosity displayed by the ocean. â€Å"†Ocean people are different from land people. The ocean never stops saying and asking into ears, which don’t sleep like eyes. Those who live by the sea examine the driftwood and glass balls that float from foreign ships†¦Sometimes ocean people are given to understand the newness and oldness of the world; then all morning they try to keep that boundless joy like a little sun inside their chests. The ocean also makes its people know immensity. They wonder what continents contain the ocean on its other side, what people live there† (Kingston 90). Here Kingston’s The Great Grandfather of the Sandalwood Mountains gives the reader a glimpse of how the enforced silence of the Chinese men can be broken – through curiosity, through an understanding that there exists a large world out there, one that offers different experiences, different people, and one that perhaps does not suppress verbal expression to the same extent that the Chinese culture does. In this passage Kingston offers the reader one of the main clues as to how the Chinese men who grew up in a system of enforced silence were able to move beyond it and expand their horizons to the wider world. Kingston, Maxine Hong. â€Å"The Great Grandfather of the Sandalwood Mountains.† China Men. New York: Random House, 1977. Print. Pinsker, Sanford. Maxine Hong Kingston: Overview. Contemporary Novelists. Susan Windisch Brown. 6th ed. New York: St. James Press, 1996. Web. Sledge, Linda Ching. Maxine Kingstons China Men: The Family Historian as Epic Poet. MELUS 7.4 (Winter 1980): 3-22. Web.

Chaucer And The Canterbury Tales English Literature Essay

Chaucer And The Canterbury Tales English Literature Essay In reading Geoffrey Chaucer’s most dramatic gallery of portraits in The General Prologue of his most renowned work, The Canterbury Tales, one understands why he is deemed the Father of the English Literary Canon. Chaucer, unlike no one of his time, set out to tell fresh and amusing tales simply to entertain fourteenth century England. The Canterbury Tales tells the tale of twenty-nine pilgrims who meet by chance at the Tabard Inn in Southwark right outside of London. These diverse, yet colorful pilgrims are on their way to visit the shrine of the martyr St. Thomas Becket at the Canterbury cathedral. At the urging of the innkeeper, then turned host they each agree to tell two tales each, one going to Canterbury and one returning. The Canterbury Tales is arranged like a framework, and are meant to the reveal the life of fourteenth century England through the embellished, but classic characters as well as glimpse into Chaucer’s own personal history. Chaucer was born in 13 40 a son of a wealthy London merchant. Like most well to do young boys, he became a page in a noble household. In Chaucer’s case, he became page to the Countess of Ulster, daughter-in-law of King Edward III. This is where Chaucer would have been educated in the values of the aristocratic culture of the time, including its literary tastes which were probably based on French models. While participating in the king’s military expedition against the French, he was captured and ransomed by the king. He became a squire in the king’s household, which required him to take diplomatic voyages abroad. These journeys brought him to Italy. Italy would have a strong influence on his later literary work as he was strongly influenced by Dante, Petrarch, and Boccaccio. He became Controller of the Customs of Hides, Skins and Wools in the port of London, which meant that he was a government official who worked with cloth importers. Chaucer’s experience overseeing imported c loths might be why he could describe his characters so precisely and vividly. After his return to London, he held numerous positions in government, including being a member of Parliament. So, we can see through looking at Chaucer’s history that he gained inspiration for his characters in The Canterbury Tales through his life and work experiences. Chaucer’s intense realism of his characters was virtually unknown to readers in the fourteenth century. He was able to bring people from many walks of life together in the General Prologue of The Canterbury Tales. The pilgrims represent a diverse cross section of fourteenth century English society, a portrait of the nation as a whole. Medieval social theory divided society into three broad classes, called â€Å"estates.† There was the military estate who ruled the clergy, who prayed, and the laity estate who worked. Chaucer’s The Canterbury Tales is an estate satire, which means that it was a critical commentary on the members of each estate. The Knight and Squire represent the military estate. The clergy estate is represented by the Prioress, her Secretary Nun, Priest, the Monk, the Friar, and the Parson. The other characters, such as the Merchant and Skipper are members of the laity. Chaucer’s descriptions of the various characters and their social roles reveal the influence of the medieval genre of estates satire.

Critical Thinking English- A New Earth Chapters One to Ten Essay

Critical Thinking English- A New Earth Chapters One to Ten - Essay Example These emotions are therefore borne out of our reaction to things, and thus, these emotions can be evil. Nevertheless, from Tolle’s book and from this class, one learns that nonreaction is the more spiritual way and that it can be learned only through the view that change is inevitable. From Chapter 3, I particularly like: â€Å"Nonreaction is not weakness but strength. Another word for nonreaction is forgiveness. To forgive is to overlook, or rather to look through†¦the ego to the sanity that is in every human being as his or her essence† (Tolle 41). Oftentimes, when I react to my boyfriend’s comments or to how he behaves, I would normally react with tantrums. However, after that, I somehow realize that I have acted in a stupid way or that something was not right and that no matter how valid the emotion was, it did not seem to be helping the relationship. Afterwards, I would also feel selfish and thus apologize to my boyfriend for my reaction no matter how m uch I did not want to apologize. Before I became a part of this class and before I read Tolle, I thought long and hard about how to appropriately react to the many different hurts that I expect I would get from my boyfriend or from the relationship itself. Little did I know that the flaw was not in the method of reacting to the hurt or to the situation but it is in the whole concept of reaction itself. I believe people, especially I, would normally react to situations because they do not understand the spiritual principle about nonreaction. True strength, according to Tolle, is not reaction but nonreaction. Moreover, nonreaction happens in us when we see only the ego of another person and not his essence. When we begin to see the essence, we forgive almost automatically and we lose the natural tendency to react. In my case, I particularly like the quote from Tolle not because I follow it but because this is something I still have to go through. Ever since we were young, we were alwa ys told to react, and everything that we have learned is based on the idea of human emotion – that certain things can trigger specific emotions in a human being. Somehow, this concept indirectly also teaches us that we are at the mercy of our emotions, and that we cannot do anything except react. Our society has also taught us to react to political matters as well as anything else that happens in the world of fashion, in the news, and even in science and technology, where our emotions do not actually matter or where our emotions would somehow make us feel justified, recognized and vindicated. Our religions have also taught us the same feeling of being vindicated when we have proven others wrong and ourselves morally right and upright. This is true in my case. I feel the vindication whenever I shout at my boyfriend after he does something I did not particularly like. It is the time that I feel I am right, and I feel I am superior and lofty, and most of all – right. Neve rtheless, as long as we rely on our emotions to vindicate us, we will forever react to things around us and we will forever be subject to sorrow and suffering. The key therefore is change. If we are to experience strength from nonreaction, then we have to free ourselves from our emotions, and therefore we have to change. From Chapter 8, the line that appeals to me is: â€Å"Once you see and accept the transience of all things and the inevitability of change, you can enjoy the

Liability of Employers and Occupiers Case Study

Liability of Employers and Occupiers - Case Study Example To see how the law of tort applies and operates, this essay takes up three test cases brought against Sports Ltd., which owns and operates a sports and physical fitness complex. All three cases suggest that Sports Ltd. caused them harm by violating the tort of negligence, the biggest category of tort because it endangers many besides the chance victim and is considered both a public and private wrong. At first glance, Sports Ltd. may be guilty of negligence because management knew that its central heating system in the boiler room that scalded Sally in a bad way was defective and potentially dangerous but the establishment did nothing about it except warn its employees about the risk. This is the essence of the Occupier's Liability Act (OLA) in UK, a statutory tort that applies to health and safety regulations across the workplace (Honore, 1995). OLA provides that "any person such as a shop owner who admits people into his premises owes a minimum duty of care to protect these people's safety (Metaphysics Research Lab, 2003)." A closer look at this particular case, however, will show that Sally shares the blame for the accident that happened to her. The college girl gained entry to the sports complex through the backdoor, which leads into the boiler room, to avoid paying for a ticket at the regular entrance. In Yuen Kun Yeu v Attorney General of Hong Kong (1988), Rowling v Takaro Properties Ltd. (1985), and Hill v Chief Constable of West Yorkshire (1989), liability for the tort of negligence can only occur when the supposed damage can be reasonably foreseen. In other words, the defendant failed to do what a reasonable person would do in the situation presented (Green, 1960). On the scalding sustained by Sally, Sports Ltd. can defend itself against a tort claim by pointing out that its management could not have foreseen such an accident to happen to any guest. The establishment can invoke the principles of volenti non fit injuria (a willing victim cannot claim for damage), contributory negligence, and ex turpi cause non oritur (no right of action arises from a despicable cause), the three standard defenses against a tort claim (Fletcher, 1972). From the evidence, Sally is culpable on all three counts because she consented to the risk of damage by using an entrance that is off-limits to th e public, which action amounts to contributory negligence and "despicable" cause. The action is despicable in the sense that it is wrong and deprives Sports Ltd. of revenue generated from ticket sales. Case 2 - Ashraf In the case of Ashraf, Sports Ltd. can use the same line of defense. Like Sally, Ashraf virtually consented to the risk of damage to his person by insisting on using the corridor on his way to the gym notwithstanding a sign put up by the cleaning woman Maria that says: "Cleaning in Progress: Use Alternative Route." Ashraf as an exclusive member of the exercise club knew a side entrance that could be used as alternative route but he was in a hurry so he risked the corridor and was thus culpable of contributory negligence. The tort law, according to Hocking & Smith (1996), is all about dissecting all possibilities in a case to

The Cause Essay -- essays papers

The Cause Violent crimes occur for many different reasons. Students who rampaged through the high schools throughout the United States have all said to have one thing in common; their peers did not respect the attackers. These students say they have felt bullied, or not belonging or not fitting in to what the â€Å"popular† standards are. So why resort to anger? Many said it feels it gives them the respect that they were deprived of and what they felt they deserved. These students make national and world news headlines, and they feel they have power and control when resorting to violence. Other reasons include drugs and gangs, which are at the top of the list followed by disagreements. CAUSES OF SCHOOL VIOLENCE Types of Gun Violence. Intentional shooting 65% Accident 13% Hostage taking 8% Suicide 8% Undetermined 6% (Reynolds, 1993) Percentages of Gun-Related Incidents on School Property Drugs/Gangs 18% Long-standing Disagreements 15% Playing With or Cleaning Guns 13% Romantic Disagreements 12% Fights Over Material Possessions 10% Depression 9% Vendetta Against Society 6% Racial Incident 5% Name Calling 4% Vendetta Against School Employee 4% Undetermined 4% (Reynolds, 1993) Beyond all others, intentional shootings are at the top of the list for motives of violence in schools. Students deliberately go into schools with a weapon with the intent to use the weapon. The number one reason for this is drugs and gangs followed by long-standing disagreements. These disagreements include the students who were belittled by their peers in school. Most of the accidental shootings include elementary aged students bringing a ... .... 40. Vernberg, E. & Twemlow, S. (2000). Profiling violent youth: comments & observations. Children’s services, (3), p. 171+. Retrieved October 4, 2001 from Academic Search/EBSCO database. (Sept/Oct 2001). Alternative perspectives on school violence. Humanist, (6), p. 36+. Retrieved October 4, 2001 from Academic Search/EBSCO database. (1999) School protective services. Retrieved November 7, 2001, from http://www.schoolprotectiveservices.com (2001, May 30) School safety lessons learned: urban districts report progress. Sept 12, 2001, from http://www.edweek.com/ew/ewstory.cfm?slug=38security.h20 (2000). Violence. World Book Encyclopedia. (Vol. 25). Chicago, World Book, Inc. Walsh, M. (2001, May 23) Court distinguishes between threats, free speech. Retrieved Sept. 12, 2001, from http://www.edweek.com/ew/ewstory.cfm?slug=37speech.h20 The Cause Essay -- essays papers The Cause Violent crimes occur for many different reasons. Students who rampaged through the high schools throughout the United States have all said to have one thing in common; their peers did not respect the attackers. These students say they have felt bullied, or not belonging or not fitting in to what the â€Å"popular† standards are. So why resort to anger? Many said it feels it gives them the respect that they were deprived of and what they felt they deserved. These students make national and world news headlines, and they feel they have power and control when resorting to violence. Other reasons include drugs and gangs, which are at the top of the list followed by disagreements. CAUSES OF SCHOOL VIOLENCE Types of Gun Violence. Intentional shooting 65% Accident 13% Hostage taking 8% Suicide 8% Undetermined 6% (Reynolds, 1993) Percentages of Gun-Related Incidents on School Property Drugs/Gangs 18% Long-standing Disagreements 15% Playing With or Cleaning Guns 13% Romantic Disagreements 12% Fights Over Material Possessions 10% Depression 9% Vendetta Against Society 6% Racial Incident 5% Name Calling 4% Vendetta Against School Employee 4% Undetermined 4% (Reynolds, 1993) Beyond all others, intentional shootings are at the top of the list for motives of violence in schools. Students deliberately go into schools with a weapon with the intent to use the weapon. The number one reason for this is drugs and gangs followed by long-standing disagreements. These disagreements include the students who were belittled by their peers in school. Most of the accidental shootings include elementary aged students bringing a ... .... 40. Vernberg, E. & Twemlow, S. (2000). Profiling violent youth: comments & observations. Children’s services, (3), p. 171+. Retrieved October 4, 2001 from Academic Search/EBSCO database. (Sept/Oct 2001). Alternative perspectives on school violence. Humanist, (6), p. 36+. Retrieved October 4, 2001 from Academic Search/EBSCO database. (1999) School protective services. Retrieved November 7, 2001, from http://www.schoolprotectiveservices.com (2001, May 30) School safety lessons learned: urban districts report progress. Sept 12, 2001, from http://www.edweek.com/ew/ewstory.cfm?slug=38security.h20 (2000). Violence. World Book Encyclopedia. (Vol. 25). Chicago, World Book, Inc. Walsh, M. (2001, May 23) Court distinguishes between threats, free speech. Retrieved Sept. 12, 2001, from http://www.edweek.com/ew/ewstory.cfm?slug=37speech.h20

Piaget Theory of Children Cognitive Development Essay

Much of the research since the late 1950s on the development of role taking and moral judgments has its roots in the research conducted by Piaget in the 1920s. One thrust of Piaget’s theorizing in his earliest writings dealt with the proposition that children progress from an egocentric to a perspectivistic state. He proposed that children younger than 6 or 7 years of age do not clearly differentiate between self and others or between thoughts (the psychological) and external events. A consequence of the failure to differentiate the self from others is that the child is unable to take the perspective of another person. For instance, in communicating with others the child is unable to take into account the requirements of the listener. A consequence of the failure to differentiate thoughts from external events is that the child attributes an objective reality to internal mental events such as dreams. A major developmental transition was posited to occur when the child shifts from an egocentric state to one in which the self is differentiated from others and there is the ability to take another’s perspective. (Angela M. O’Donnell, Alison King, 1999) However, the most extensive research in a social domain undertaken by Piaget during this early period dealt with children’s moral judgments. Those were also the only studies on moral development to be done by Piaget. Three specific aspects of Piaget’s moral development theory had a substantial influence on later research. One was the characterization of moral development as a process of differentiating moral from nonmoral judgments. The second was the proposed interrelations between â€Å"general† cognitive orientations and moral judgments. And the third was the proposed relations between changes in perspective-taking abilities and changes in moral judgments. (Jacques Montangero, Danielle Maurice-Naville, Angela Cornu-Wells, 1997). Piaget proposed that children progress through two moral judgment levels (following an early premoral phase), the first being labeled heteronomous (generally corresponding to ages 3 to 8 years) and the second labeled autonomous. In the heteronomous level, the child has unilateral respect for adults (regarded as authority) and morality is, therefore, based on conformity. The right or good is seen by the child as adherence to externally determined and fixed rules and commands. The young child’s morality of conformity and unilateral respect becomes transformed into a morality of cooperation and mutual respect. The basis for the autonomous level is the emergence of concepts of reciprocity and equality. At this level, rules are viewed as products of mutual agreement, serving the aims of cooperation, and thus are regarded as changeable. (Gwen Bredendieck Fischer, 1999). In formulating the levels of heteronomy and autonomy, Piaget studied children’s judgments about several specific issues, including rules, punishment, intentionality, lying, stealing, and distributive justice. A brief description of the levels can be provided by considering some of the studies of children’s thinking about rules and about intentionality in situations involving property damage, deceit, and theft. The definitions of the moral levels were derived, in part, from the way Piaget had framed children’s general cognitive capacities. Two presumed characteristics regarding the increasing differentiations that occur with development were relevant. One proposed characteristic was the child’s egocentricism, the failure to clearly distinguish the self’s perspective from that of others. A second relevant feature was the young child’s failure to differentiate the physical world from social and mental phenomena; young children confuse the subjective and objective aspects of their experience. (Richard I. Evans, Eleanor Duckworth, 1973) According to Piaget, one concrete manifestation of young children’s inability to differentiate perspectives and to differentiate the physical from the social is their attitudes toward social rules. It was proposed that children at the heteronomous level view all social rules as absolute. The inability to take the perspective of others leads the child to assume that everyone adheres to the same rules. There is a failure to comprehend the possibility that rules may be relative to the social context or to an individual’s perspective. In turn, there is an inability to clearly distinguish physical from social phenomena that leads to a confusion of social regularities with physical regularities, such that social rules are seen as fixed in much the same way as are physical regularities. For instance, Piaget maintained that children regard rules of games as unchangeable; they believe it would be wrong to modify the rules of a game even if they were changed by general consensus. (Harry Morgan, 1997) Another manifestation of the young child’s cognitive confusions is that judgments of right and wrong are based on the material consequences of actions, rather than the actor’s intentions or motives. Piaget examined the relative importance that children attribute to intentions and consequences in situations involving material damage, lying, and stealing. Younger children, it was found, attribute greater importance, in judging culpability, to amount of damage (e. g. , breaking the 15 cups accidentally is worse than breaking one cup intentionally), whereas older children attribute more importance to the intentions of the actor. Similarly, younger children assess the wrongness of lying or stealing, not by the motives of the actor, but by their quantitative deviation from the truth or the amount stolen. In judgments about theft, for instance, children judging by consequences would say that stealing a larger amount to give to a very poor friend is worse than stealing a lesser amount for oneself. (R. Clarke Fowler, 1998). In contrast with the heteronomous level, at the autonomous level respect is no longer unilateral, rules are not viewed as absolute or fixed, and judgments are based on intentions. Piaget proposed that these changes are stimulated by the increasing interactions with peers (such as in school) and the decreasing orientation to relations with adult authority that usually occurs during late childhood. Relations with authorities (parents, teachers, etc. ), he maintained, are likely to lead to conformity and an attitude of unilateral respect on the part of the young child. That is, the child feels that the authorities are superior and that their dictates are right by virtue of their superior status. In order for the shift from a heteronomous to an autonomous orientation to occur the child must more clearly differentiate the self from others and, thereby, be able to take the perspective of others. Relations with adult authorities who impose external rules upon the child are likely to reinforce a heteronomous orientation, whereas relations with peers are more likely to stimulate attempts to take the perspectives of others. Therefore, through increasing interactions with those he or she can relate to on an equal footing, the child is stimulated to view his or her own perspective as one among many different perspectives. In the process, mutual respect replaces unilateral respect for authority and the bases of a sense of justice — reciprocity, equality, and cooperation — emerge. Rules are then regarded as social constructions, based on agreement, that serve functions shared by the participants of social interactions. The increasing awareness of others’ perspectives and subjective intentions leads to judgments that are based on intentionality rather than consequences. (John H. Flavell, 1963) In addition to the connections to general cognitive capacities, Piaget’s characterization of moral judgments was a global one in that development was defined as entailing a progressive differentiation of principles of justice (ought) from the habitual, customary, and conventional (is). In essence, the claim was that concepts of justice do not emerge until the autonomous stage. Thus, the heteronomous morality of constraint and unilateral respect is a morality of custom, convention and tradition, while autonomous morality of mutual respect and cooperation prevails over custom and convention. Prior to the development of concepts of justice, therefore, the child must progress through the â€Å"simpler,† conformity-based conventional orientation. In sum, Piaget proposed a model of development as the differentiation of domains of knowledge. Only at more advanced stages are moral judgments and knowledge of the social order (or even morality and physical law) distinguished. It is precisely on this basis that Piaget thought it was methodologically valid to examine children’s concepts of rules of marble games as a means to understanding their moral reasoning. (Christopher M. Kribs-Zaleta, D’Lynn Badshaw, 2003) Piaget’s professional career has been devoted to exploring the possibilities of a psychological theory of relativity. In this approach neither the subject, who knows, nor the object, which is known, have absolute status. Each is conditioned on the other within a continually changing framework. Change occurs through interchanges of actions and reactions. Actions of the subject are like probes equivalent to statements by which the subject says: â€Å"I think you, the object, are such and such. † When acted upon, objects act back, revealing who and what they are. Morton Ann Gernsbacher, Sharon J. Derry, 1998) Piaget’s contribution to the study of knowledge has been to escape the philosophic traps of subjectivity and objectivity. The former makes knowledge a self satisfying concoction where, for the sake of consistency, the subject creates concepts of objects and reality. This position tends toward error through failure to come to grips with the facts of reality. It puts the subject in control of deciding what reality is and, in the extreme, allows distortion for the sake of maintaining the subject’s version of how things ought to be. Objectivity errs at the other end and, in its extreme, denies self-initiated definition, making the subject only a valid recorder of reality. Distortion can occur either through exposure to odd circumstances or through breakdowns in the subject’s recording devices. The position of relativity seeks solution to both problems. Its clearest expression is found when both subject and object are given defining powers in their interactions. There is double agency, with the object telling what it is just as forcibly as the subject reveals itself through its actions. (Hans G. Furth, 1987) With interactions as the basic reality, the context of knowledge is dynamic. It is also the means to knowledge insofar as subject and object are able to extract orderly relations from their interactions. These relations among actions and reactions color definitions of both agents. They are the medium for knowing and provide the terms by which subject and object attain their forms. This is why, for example, Piaget argues that space, number, and the like, remain open to redefinition throughout development. Numbers are not things to be grasped but are products from relations abstracted from subject-object interactions. True relations become expressed through numbering operations, which coordinate actions of the subject as well as reactions of objects. It appears that Piaget’s approach is unique among contemporary psychological theories by its treatment of relations as the topic of knowledge. Relations are primary, with subject and object being their products. For other theorists, these terms are reversed; subject and object are posited and relations come secondarily. In Piaget’s scheme, neither subject nor object ever gets to know one another with certainty. Together they can work only toward relations that are reliable. Validity is always a relative matter, depending on current relations, which remain open to further redefinition. (Arthur J. Baroody, Alexis Benson, 2001) This point no doubt has stymied most attempts to bring Piaget’s work into the mainstream of psychological theories. It is like the essential key without which notes may sound similar but actually render a different song. The stumbling block is evident, for example, in the many ways phenomena originally generated by Piaget’s position have undergone alteration when considered from the view of more familiar theories. Conservation provides the most telling illustration. Few, if any, of these alternative explanations deal with or care to deal with the phenomenon as a conservation of a subject-object relation. The more common explanation states that number or amount is conceived as constant through physical changes in the object. Within Piaget’s framework, the physical changes are said to remain constant; they are understood as but two versions of a single relation. The relation is between number- or amount-making actions, with their products made ostensible in the reactions of cubes, chips, or clay. Leslie Smith, Julie Dockrell, Peter Tomlinson, 1997) There is a tendency among contemporary theorists to credit Piaget with having shown that children are cognitively active and control rather than being controlled by external objects or other persons. This emphasis has clouded the fact that objects and persons are not benign, simply waiting for children to transform them into this or that concep tion. In order to put relations in clear relief, it is helpful to give these things their proper due in knowledge. It helps even to anthropomorphize their role. Objects are as active as children. They move, change shape, enlarge in size, fall off tables, roll, and otherwise respond when they are contacted. Each reaction is reciprocal to something children do. In the case of conservation, to use an example often cited by Piaget, the child who plays with pebbles in his or her back yard may come to understand number making operations because the stones react as they do to his or her manipulations. That which remains constant in making a row, then a circle, then a tower, and next two columns is only the relation among these actions from the child and the several reactions of the pebbles. (Leonora M. Cohen, Younghee M. Kim, 1999). It is now possible to outline the meaning of relations in the social domain where knowledge is based on interactions between the child and other persons. The following sketch highlights the general points of the theory. (a) Children enter the world as actors, seeking order and regularity. This search describes their inherent motivation for knowledge. b) Children look for order first in their own actions by attempting to find that which is repeatable and reliable in execution of actions. (c) Insofar as actions make contact with other things, or persons, effects of actions are not solely under the control of the child. These things react in reciprocity to the actions exerted upon them and together the action and reaction produce effects that differ from those that would result from either alone. (d) This fact of double agency naturally widens children’s focus from action to interaction. Because other agents act in reciprocity to children’s actions, children are forced to seek explanations for change and order in the interplay between actors. The foregoing points can be summarized as follows. Suppose the child intends that an action have a particular outcome or effect. The child then executes the act in accordance with this intention. Suppose also that the act engages another person who adds to the original act with a reaction. The coupling of these actions may have an effect that is different from the child’s intention or anticipation in performing the original act. It would be futile to seek order either in the child’s or the other person’s parts, alone. This is why for Piaget, the child is led to seek a solution in the coupling and arrives at the conclusion that the actions of persons are reciprocally related. This is also why Piaget contends that naive egocentrism ends most probably during the child’s first year. To maintain an egocentric posture, a child would have to deny the facts of reciprocity made evident through the thousands of interactions experienced in everyday dealings with other persons. Joy A. Palmer, Liora Bresler, David E. Cooper, 2001) (e) Thereafter, the child’s search for order turns to identifying the forms of reciprocal relations that occur in interpersonal interactions. (f) Piaget suggests that there are two such forms. One is a direct and symmetrical reciprocity where one’s action is free to match or counter the other’s action. The second is a reciprocity of complement where one’s action must conform to the dictates set down by the other’s action. g) These two forms describe the basic relations in which people order themselves as actors with respect to other persons, who are also actors. They provide the epistemic unit from which self and other achieve definition. (h) For Piaget, development proceeds as these relations are structured and restructured. They give rise to social and moral conceptions that pertain to the self, other persons, possible relations among persons, and principles of societal functioning, both practical as well as ideal. (Gavin Nobes, Chris Pawson, 2003)

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