The Crucible vs. Japanese Internment free essay sample

Dread can make individuals not think straight and over respond in significant circumstances. In The Crucible, dread caused Tituba and Abigail to reprimand guiltless individuals for associating with the fallen angel so as to spare themselves. This activity later developed into the entire town being dreadful of the fallen angel being in their essence. In like manner, after the assault on Pearl Harbor numerous U. S. residents dreaded another assault causing doubt of Japanese Americans all through the nation. In both of these circumstances, dreading for ones security was one of the variables prompting widespread panic. Much the same as dread, terrorizing was another purpose behind agitation to spread through masses of individuals. In the two cases, terrorizing was utilized to constrain ground-breaking pioneers to conform to the desires of the majority. With doubt of Japanese Americans ascending all through the United States, numerous residents needed the Japanese individuals gone. Weights from state delegates in the long run influence President Roosevelt to require the avoidance and internment of every single Japanese resident from the West Coast. We will compose a custom article test on The Crucible versus Japanese Internment or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page In the Crucible, when Judge Danforth would address Abigail of coming clean Abigail would threaten him by blaming him for working with Satan. This made the appointed authority tune in to whatever Abigail said. Both of these cases show that regardless of how huge or little the gathering of individuals, terrorizing can cause even ground-breaking pioneers to oblige the mania. After all the unrest the townspeople of Salem and the Japanese individuals managed, the individuals in power came to acknowledge how the circumstances were turning crazy. When things began to quiet down in the U. S. what's more, individuals perceived how inadequately the Japanese Americans were dealt with, they were discharged structure the camps in 1945. AS an approach to offer some kind of reparation, Congress gave the Japanese a minimal expenditure to help pay to recover their property. In the Crucible, a significant number of the pioneers began to see that the hangings were gaining out of power and the madness was raising. With an end goal to stop it, they attempted to get individuals to admit to black magic to put the entire thing to an end. Lament and movement of madness had the option to put the two issues to an end. The Salem Witch Trials and Japanese internment were both unfortunate occasions cause by widespread panic. At the point when dread and terrorizing of the majority is constrained upon pioneers it can make them settle on rash and awful choices. At the point when choices dependent on delirium are made they wind up being lamented and to be halted. The Salem Witch Trials and Japanese American Internment both show how craziness can draw out the most noticeably awful in an individual, a network, and a nation.

Why Human Rights and Humanitarian Policy concentration is the right fit for Jake Sprang MIA 19 COLUMBIA UNIVERSITY - SIPA Admissions Blog

Why Human Rights and Humanitarian Policy concentration is the right fit for Jake Sprang MIA 19 COLUMBIA UNIVERSITY - SIPA Admissions Blog Thanks to SIPA student Jake Sprang MIA 19, Human Rights and Humanitarian Policy concentration, for this guest post.  You can read the case for the Urban and Social Policy concentration from Dylan Hoey MPA19 here. When I was applying to graduate school, I focused above all on finding the right “fit.” I was looking for a school and a program that merged my interests in human rights, international development and humanitarian response. When I came to Admitted Students’ Day, I had been accepted into SIPA to study  Economic and Political Development, and was torn between three different universities. By the end of the day, I knew I would be going to SIPA and that I would be studying human rights and humanitarian policy. During Admitted Students’ Day, I had the privilege of hearing from the directors of several of the concentrations. But, when I sat down in the information session with Professor Elazar Barkan and Susannah Friedman, Directors for the  Human Rights and Humanitarian Policy  concentration, everything clicked. Professor Barkan told the room that, when deciding which program to study, we needed to focus on what we wanted our professional identity to be. It was at that moment, I knew that being “development professional” wasn’t what I wanted. If I wanted to work in humanitarian response, I needed to study humanitarian response. That night, I switched to humanitarian policy, accepted my offer letter, and haven’t looked back. Since I made that decision, I have constantly been validated that I made the right choice for me. While there are many reasons why I’m proud to be in the HRHP concentration, there are three that stand out above the rest. 1. Human Rights and Humanitarian Policy gives students a more cohesive analytical framework that other concentrations.  In HRHP, we learn about approaching human rights and humanitarian response from a rights-based approach. Simply put, when we study humanitarian response, we start by focusing on ensuring and upholding the human rights and dignity of people affected by complex emergencies. We focus on the rights they are denied and how we as responders must work with them to ensure their rights as individuals and a community are protected throughout all phases of response. This approach is incredibly unique at SIPA. While many concentrations, especially Economic and Political Development and the  MPA in Development Practice,  focus on building practical skills, they do not provide the cohesive strategy for analyzing problems that will be faced in human rights careers.  It’s like have a bunch of tools without a toolbox. On the other hand, the HRHP program gives students both: the to ols to implement humanitarian response, and the toolbox: the analytical framework of a rights-based approach. 2. Human Rights and Humanitarian Policy is the most flexible concentration at SIPA, allowing students to customize the program to their needs.  One thing I love about the human rights and humanitarian policy concentration is the fact that I can build experience in the areas that most interest me. For example, if I want to learn about Water and Sanitation in Complex Emergencies, that class is an HRHP elective, cross-listed at the  Mailman School of Public Health. Or, if I want to learn about the rights of Refugees, Forced Migration, and Displacement, I can take that course through the  Institute for the Study of Human Rights.  I can do the same with the Law School, studying Transitional Justice, or Gender Justice. And if I want to take a non-HRHP course, I have the space in my schedule, due to the flexibility offered by the program, which has less core requirements than other concentrations. HRHP gives me the opportunity to seek out the courses that interest me and develop the practic al skills that I want to obtain. The program lets me choose the tools that I want in my toolbox. 3. I want my professional identity to be firmly grounded in Human Rights and Humanitarian Policy.  At the end of the day, you need to pick the SIPA concentration that fits best for you. For me, I want to identify as someone working in the humanitarian field coming with a strong grounding in human rights. Designing humanitarian response programming is vastly different from development programming. To be a humanitarian, I realized that I needed to study humanitarian response. I’ve seen the importance of this professional identity through some of my cross-listed courses, with both development and humanitarian students. My colleagues have built an amazing set of skills for analyzing and designing international development programs. However, these skills don’t quite fit with the humanitarian field. It’s like asking a plumber to fix your roof. If you want to seek a career in human rights or humanitarian response, you need to make sure that you have the right tools and toolbox for the job. You can only get those through the HRHP concentration. In closing, I want to make a small plea. When looking at the world today, it’s clear that human rights are under attack. The foundations of the human rights order developed after the Second World War is being eroded by the rise of nationalistic regimes across the globe. While this human rights system was and remains deeply, deeply flawed, it was the only system we had to protect vulnerable people from oppression and the deprivation of their rights and dignity. On the humanitarian side, things are equally grim. Mass displacement of people, driven by conflict, climate change, natural disasters and poverty is leaving millions of people in need of humanitarian relief. With the global North becoming increasingly unwilling to act, lower and middle-income countries are largely footing the bill. The need for humanitarian relief is greater than ever, and will only grow more and more pressing. We need future policymakers who are passionate, intelligent and dedicated to addressing these growing challenges. Pick the concentration that fits best for you, but I know that I wouldn’t feel as fulfilled studying anywhere or anything else.

Escaping Slavery The Ultimate Choice for Frederick Douglass - Literature Essay Samples

In the Narrative of the Life of Frederick Douglass: An American Slave, Douglass documents his life as a slave and eventual escape. Although he does not offer a timeline or name the people involved in his escape, he describes his feelings regarding the subject. Douglass conveys his attempt to escape from bondage in the face of evil and almost certain death by using rhetorical strategies to ensure that readers can identify with his story. While most readers cannot relate to Douglass’ struggle which is beyond full comprehension for 21st-century readers- he makes it accessible by providing clear images and widely known anecdotes. Douglass argues that an escape from slavery is a terrifying, and dangerous feat that greatly lacks certainty of success, but he would still prefer to take on these obstacles than remain hopelessly enslaved. Douglass argues that escaping slavery creates a multitude of fears and obstacles that seem impossible to overcome. He vividly describes the obstacles he and his fellow slaves must face in order to attain freedom. He writes, â€Å"Now it was starvation, causing us to eat our own flesh;—now we were contending with the waves, and were drowned;—now we were overtaken, and torn to pieces by the fangs of the terrible bloodhound.† He uses powerful imagery to clearly describe the frightening and unappealing consequences of a failed escape from slavery. He goes beyond simply offering starvation as a possibility, but asserts that escaping slaves would reach a point where they would â€Å"eat their own flesh† from lack of sustenance. This detailed depiction offers a truly terrifying image, which appeals to the audience’s humanity and demands empathy because no human should have to endure this gruesome experience. He uses dashes to create a pause in reading, so the previous line resonates with the reader before starting the next. The repetition of the word â€Å"now† builds each horrifying possibility upon the last, ensuring that the reader anticipates an even more terrifying option. The repetition creates a list of obstacles, as though they must overcome one obstacle after another, in order to succeed. \ The tone of hopelessness and impossibility supports the assertion that slaves attempting to escape bondage would likely confront a dreadful reality. He asserts that, â€Å"this picture sometimes appalled us, and made us / ‘rather bear those ills we had, /Than fly to others, that we knew not of.’[1]† Douglass invokes Shakespeare’s language from Hamlet’s soliloquy, in which he expresses that humans would rather live in misery than face the unknown. These words reflect Douglass’s choice to either accept his current state of enslavement or risk his life by contending with the possible consequenc es of escaping, including death. By invoking Shakespeare, Douglass presents his uncertainty in a manner that creates a universal understanding, even among people who otherwise would be unable to relate. Douglass drives home the point that no matter what one’s circumstances, the fear of the unknown can supersede all other fears. Most people would rather suffer with what they know than risk the comfort of familiarity however awful for the unknown. By writing that the reality of death â€Å"sometimes† appalled him and other slaves, he concedes that stories of the terror slaves experience in their attempts to escape were sometimes powerful enough to quell notions of escape. In addition to associating possible escape with sheer fright, Douglass argues that a successful escape is extremely doubtful, but that he prefers to harbor a minuscule amount of hope that he’ll reach freedom. He believes that possible reward is one worth dying for. He states, â€Å"There stood slavery, a stern reality, glaring frightfully upon us, —its robes already crimsoned with the blood of millions, and even now feasting itself greedily upon our own flesh. On the other hand, away back in the dim distance, under the flickering light of the north star, behind some craggy hill or snow-covered mountain, stood a doubtful freedom—half frozen—beckoning us to come and share its hospitality.† By personifying slavery, Douglass underscores the power and presence of slavery. He proves the doubtfulness of freedom by the contrasting a â€Å"very stern† slavery that exists very prominently in his reality with the â€Å"dim distance† at which free dom stands. His use of the repetition of prepositions â€Å"away†, â€Å"under†, and â€Å"behind†, demonstrates the extreme difficulty one must endure to reach freedom. He shows that the distance to freedom is further than any person has ever traveled, and therefore almost impossible as he states that it lies beneath the North Star. He calls into question the possibility of ever reaching it. He further describes freedom as â€Å"half-frozen,† proclaiming that even upon reaching freedom, it may not be accessible. That is, if an escaped slave reaches a free state, doubt remains if they would ever have the opportunity to live according to the freedoms afforded to them because in reality they could be returned to bondage or remain treated as inferior. Overall, the succession of prepositions emphasizes the doubtfulness of a successful escape because each prepositional phrase after the other shows how many obstacles stand in the way. Ultimately, he believes th at even after describing the challenges involved with attaining freedom, its promise still tantalizes him. The personification of beckoning freedom proves how real freedom still is to him like its reaching out to him, even in the context of doubt. Douglass then continues on to describe how, â€Å"In coming to a fixed determination to run away, we did more than Patrick Henry, when he resolved upon liberty or death. [2] With us it was a doubtful liberty at most, and almost certain death if we failed. For my part, I should prefer death to hopeless bondage.† Douglass uses allusion in his reference to Patrick Henry’s famous speech, â€Å"give me liberty or give me death†, which provides a powerful similarity and contrast. The words â€Å"liberty† and â€Å"death† carry an equal possibility in the case of Henry; one would realize either liberty or death. One the other hand, Douglass offers a less feasible option of â€Å"liberty† and a more plausible alternative of â€Å"death† by adding the words â€Å"doubtful† and â€Å"certain†, underscoring the vast unlikelihood of a successful escape. He asserts that a successful escape is unlikely by using patriotic rhetoric and c omparing his plight to that of arguably the greatest underdogs in American history. Although, he proposes the contrast to that with his own situation by making his chances of success seem even less possible. He again uses this reference to create a universal understanding about the gravity of his situation, so people can relate and better understand his struggle. Despite his previous declaration that he sometimes would rather remain in his current misery than face the fear of the unknown, Douglass ultimately concludes he would rather struggle to gain his freedom with no certainty it would become a reality than continue to live according to the certain terms that slavery promises. Through the use of verbal rhetoric, Douglass expresses both the emotional and physical challenges he face confronts when considering an escape from slavery. He offers imagery to help readers resonate with his plight. His vivid descriptions speak to the terror of escape and the horrors of physical human bondage. He implicitly depicts the cruelty of slavery through his decision to face an uncertain and possibly worse future than remain enslaved. Even when he declared that he preferred remaining in his current and certain state of misery because the fear and terror of escape was too horrifying, by the end of the passage he ultimately proves that slavery is too great of a misery to endure. Douglass shows that when faced with unthinkable challenges, people often prove their will to live and defiance against those who seek to inspire fear. Douglass’s story exemplifies that the refusal to surrender one’s dignity and refusal to sacrifice one’s dignity is worth dying for. In the end, his faith in freedom overcomes his crippling fear.

Management Is An Essential Aspect - 892 Words

Emotional Intelligence By Morgan D Dec 3, 2012 Copyright (c) 2012 Morgan D Management is an essential aspect in the running of any organization in the world. Despite the nature, size or location of an organization, sound management is an essential ingredient to ensure that the organization achieves its mission, goals and objectives. Management is therefore the process through which an organization is capable of achieving desirable outcomes by influencing the behaviour and activities of individuals within a given environment (Henderson, 2008). James (2010) stated, Management is a social process that consists of planning, control, coordination and motivation (p. 23). It is therefore the responsibility of a manager to ensure that his/her organization is well managed. This will guarantee that the operations within the organization are run in an effective and efficient manner. To achieve the set goals and objectives of the organization, a manager therefore needs to understand himself/herself and other individuals who are directly or indirectly affected by his actions. This mainly includes the employees who work under him/her and the stakeholders. A manager therefore needs to have emotional intelligence. With emotional intelligence, a manager will be able to have self-awareness, self-management, social awareness and relationship management. With these four components, a manager will be able to achieve the goals and objectives of the organization as well as his own goals andShow MoreRelatedEssential Aspects Of A Site Management Plan1611 Words   |  7 PagesIntroduction As Paul Hawken states, good management is the art of making problems so interesting and their solutions so constructive that everyone wants to get to work and deal with them. This paper will explore the essential aspects of a Site Management Plan. 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Ruby Bridges Six-Year-Old Civil Rights Hero

Ruby Bridges, the subject of an iconic painting by Norman Rockwell, was only six years old when she received national attention for bravely desegregating an elementary school in New Orleans, Louisiana. In her pursuit of a quality education during a time when African Americans were treated as second-class citizens, little Ruby managed to become a civil rights hero.  Ã‚   First Years Ruby Nell Bridges was born on September 8, 1954, in a cabin in Tylertown, Mississippi. Her mother, Lucille Bridges, was the daughter of sharecroppers and had little education because she worked in the fields. Lucille sharecropped with her husband, Abon Bridges, and father-in-law until the family moved to New Orleans. There, Lucille worked night shifts so she could take care of her family during the day while Abon worked as a gas station attendant. School Desegregation In 1954, just four months before Ruby was born, the Supreme Court ruled that legally-mandated segregation in public schools violated the Fourteenth Amendment, making it unconstitutional. But the landmark court decision, Brown v. Board of Education, didn’t lead to immediate change. Schools in the mostly Southern states where segregation was enforced by law, often resisted integration, and New Orleans was no different. Ruby Bridges had attended an all-black school for kindergarten, but as the next school year began, New Orleans all-white schools were required to enroll black students. Ruby was one of six black girls in kindergarten who were chosen to be the first such students. The children had been given both educational and psychological tests to ensure they could succeed. Her family was not sure they wanted their daughter to be subjected to the backlash that would occur upon Ruby’s entrance into an otherwise all-white school. Her mother, though, became convinced that it would improve the childs educational prospects. So, she talked her husband into allowing Ruby to take the risk of integrating a white school for â€Å"all black children.† Integrating William Frantz Elementary On that November morning in 1960, Ruby was the only black child assigned to the William Frantz Elementary School.  The first day, a crowd shouting angrily surrounded the school. Ruby and her mother entered the building with the help of four federal marshals and spent the day sitting in the principal’s office. By the second day, all the white families with children in the first-grade class had withdrawn them from school. In addition, the first-grade teacher had opted to resign rather than teach an African American child. An educator named Barbara Henry was called to take over the class. Although she did not know it would be integrated, Henry supported that arrangement and taught Ruby as a class of one for the rest of the year. Henry did not allow Ruby to play on the playground, for fear for her safety. She also forbade Ruby from eating in the cafeteria due to concerns that someone might poison the first grader. Rubys integration of William Frantz Elementary School received national media attention. News coverage of her efforts brought the image of the little girl escorted to school by federal marshals into the public consciousness. Artist Norman Rockwell illustrated Rubys walk to school for a 1964 Look magazine cover, titling it â€Å"The Problem We All Live With.† When Ruby began second grade, the anti-integration protests at William Frantz Elementary continued. More African American students had enrolled in the school, and the white students had returned.  Barbara Henry, Ruby’s first-grade teacher, was asked to leave the school, prompting a move to Boston. As Ruby worked her way through elementary school, her time at William Frantz became less intense, and she spent the rest of her education in integrated settings. The Toll of Rubys Efforts Rubys entire family faced reprisals because of her integration efforts. Her father was fired after white patrons of the gas station where he worked threatened to take their business elsewhere. Abon Bridges would mostly remain jobless for five years. In addition to his struggles, Rubys paternal grandparents were forced off their farm. Ruby’s parents divorced when she was 12. The African American community stepped in to support the Bridges family, finding a new job for Abon and babysitters for Rubys four younger siblings. During this tumultuous time, Ruby found a supportive counselor in child psychologist Robert Coles.  He had seen the news coverage about her and admired the first-graders courage, so he arranged to include her in a study of black children who had desegregated public schools. Coles became a long-term counselor, mentor, and friend. Her story was included in his 1964 classic Children of Crises: A Study of Courage and Fear and his 1986 book The Moral Life of Children. Adult Years Ruby Bridges graduated from an integrated high school and went to work as a travel agent. She married Malcolm Hall, and the couple had four sons. When her youngest brother was killed in a 1993 shooting, Bridges took care of his four girls as well. By that time, the neighborhood around William Frantz Elementary had become mostly African American. Due to white flight, the once integrated school had become segregated again, attended largely by low-income black students. Because her nieces attended William Frantz, Ruby returned as a volunteer. She then founded the Ruby Bridges Foundation to help involve parents in their children’s education. In 1995, psychologist Robert Coles wrote a biography of Ruby Bridges for young readers. Called The Story of Ruby Bridges, the book thrust Bridges back into the public eye. She appeared on the Oprah Winfrey Show, where she was reunited with her first-grade teacher Barbara Henry in 1995. Bridges included Henry in her foundation work and in joint speaking appearances. Bridges reflected on the role that Henry played in her life, and Henry recalled the role that her young pupil played in hers. Each described the other as a hero. Bridges had modeled courage, while Henry had supported her and taught her how to read, which became the students lifelong passion. Moreover, Henry had served as an important counterbalance to the mobs of racist white people who tried to intimidate Bridges as she arrived at school each day. Bridges wrote about her experiences integrating William Frantz in 1999s Through My Eyes, which won the Carter G. Woodson Book Award. In 2001, she received a Presidential Citizens Medal, and in 2009, she wrote a memoir called I Am Ruby Bridges. The following year, the U.S. House of Representatives honored her courage with a resolution celebrating the 50th anniversary of her first-grade integration. In 2011, Ruby Bridges visited the White House and then-President Obama, where she saw a prominent display of Norman Rockwell’s painting The Problem We All Live With. President Obama thanked Bridges for her efforts, telling her, â€Å"I probably wouldn’t be here† without her contributions to the civil rights movement.

Defining the enterprise role of MNCs - Free Essay Example

Sample details Pages: 7 Words: 1985 Downloads: 8 Date added: 2017/06/26 Category Marketing Essay Type Analytical essay Did you like this example? An MNC can be defined as a corporation or enterprise that conducts and controls productive activities in more than one country Todaro (2009). Multinational corporations can be characterised as large in size and operate worldwide and the parent company is the headquarter. As business companies try to increase their market share and maximise profit they tend to go multinational operating on a global scale because different countries vary in government rules and regulation. Don’t waste time! Our writers will create an original "Defining the enterprise role of MNCs" essay for you Create order Companies use PEST analysis to decide which host country will be suitable depending on Political, Economic, Social and Technological factors to operate their activities. It can be argued that developing countries encourage Foreign Direct Investment to improve economic growth, increase employment opportunities and improve infrastructure ( IMF 2006). Also MNCs have the advantage to invest in foreign countries especially in the developing countries due to availability of raw materials which can be produced at a lower cost of production. Companies can be monopolies controlling the market price over their competitors imposing barrier to entries. Local people are willing to work at a low rate of pay therefore cheap labour saves companies cost. On the other hand Todaro (2009) argues that we must recognize that multinational corporations are in the development of business, their objectives is to maximise their return on capital. MNCs search out for the best profit opportunities and are unconcerned with issues such as poverty, inequality, employment conditions and environmental problems. Research released by ( UNCTAD 2009) shows us a considerable value of global corporations and the increase in FDI to the economy. FDI flows steadily grew from 2004 and peaked in 2007 in a record of $1.3 trillion as illustrated in the diagram below. Although global FDI peaked in 2000 and fell a slower growth since then until 2003 due to the aftermath of the 9/11 terrorist attacks. Global FDI inflows 1980-2008 by group of economies ( billion of dollars). Source: UNCTAD, 2008, p.7 Global corporations are critical to business, management and the economy. At the end of these essay the reader will be in a better position to understand major issues relating to management of MNCs, what difficulties management faces depending on cross culture, human rights including gender and equality, ethics and responsibilities, communication barrier and giving case examples of companies. GENDER AND EQUALITY Women in management in the Middle East In the diverse world we live in we all vary in culture. Culture derive from language, attitude, education, social class, value, religion, economy, manners, policies, material. Hofstede (1991). Managers understand the importance of culture and they try to adapt to various culture because it is an important issue in management. Recent research by ( Huthchings 2010) suggest that women account for only 14% of senior executive post from USA and less than 5% from Europe represent in MNCs, women from South America, Eastern Europe, Asia, Middle East and Africa are less represented as international managers regardless of their increase represented as middle and senior managers in their own country. In Adler (1994) research explains three barriers to under representation of women at Macs including foreigner prejudice, company resistance and womens own lack of interest. Foreigner prejudice Companies are unwilling to send women on international duty because of foreign prejudice against women which makes them ineffective managers. Close to three quarter of human resource managers form MNCs surveyed believed that foreigners are so prejudiced against female that women managers would not succeed on their expatriate assignment (Hutchings 2010). Companies are not able to maximise the talent of women managers, ideas and managerial skills, if given the chance on expatriate assignment eliminating foreign prejudice they can be successful. Corporate Resistance Some companies hold assumption about women as managers and their availability, appropriateness and preference for international duty. Research done by (Adler 1994) proved that men believed that women are qualified for a career in domestic position and not international positions also male colleagues perception of women and unsupportive attitude towards female by companies has led to corporate resistance reducing the number of women at senior positions in MNCs. Corporate organisations are not helping and encouraging women to achieve their goals and dreams. Organisations should advice women with career development activities, give chance for promotion to senior management position so that they can mentor and support their fellow female in the organisation. Women managers disinterest Women are disinterested in following up expatriate positions but as Hutching (2010) argues that women are interested and ready for international duty, the only difference is when children are involved then they tend to decline the international duty. Also womens perception in international duty also affects them leading to reduction of women managers representation at MNCs. Further research by Metcalfe (2007) examines barriers of Arab Middle East womens career advance and finds out that lack of diversity and equality frameworks in organisations, work family conflict and limited organisation training support. It can be argued that the Islamic law on gender order on equal rights has different philosophies and creates gendered work hierarchies which can determine mens job and womens job supporting discrimination in work places limiting women to progress with their career in business. Every MNCs want equality in gender and respect diversity in work place but such factors above af fect management, especial Human Resource management when it comes to employee recruitment. It would be fair to say MNCs have less represent women in management in the Middle East due to the barriers of perception, culture and religion. A good example would be the Coca Cola Company. Coca Cola is operating business activities for 124 years and operate in over 200 countries. The company has no senior executive women representing in Middle east. Adler (1994) theory of women perception against international duty and the research by Hutching (2010) of less than 14% senior executive post from USA supports the fact why there are less women representation. If you pay more attention or research into the Coca Cola Company website under leadership, in the Board of Directors out of 14 directors only three are women, under the Operation Group of leadership out of 9 leaders there is only one female. CORPORATE SOCIAL RESPONSIBILITIES ( CSR) AND ETHICS Tesco and Trafigura CSR is the continuing commitment to behave ethically and contribute to economic development while improving the quality of life of the workforce and their families as well as of local community and the society at large. CSR report (1999). Tesco is Britains biggest and most profitable supermarket (Corporate watch.org). In recent years the company expanded into the international market dominating the supermarket industry in Europe and Asia. Despite the growth in world market questions are raised over their CSR and ethics global sourcing in the garment industry. Tesco imports its garment and textile from some of the world poorest countries, the company does not label its cloths with the country of origin and its value brand labelled as Tesco product meaning worker are not aware who they are supplying to. It is very often that workers in the developing countries are willing to work at a low wage and poor working conditions therefore Tesco sell clothes at a cheap price, at a low cost of production and maximum saving made from low wages. Today Tesco have gained more ground aware of CSR and ethics, the company is yet to be come first zero carbon business, supports Cancer Research UK race for life and voted as CLIC Sargent charity of the year 2009. The company success is due to the improvement in management. Managers are able to deal with and understand CRS especially when dealing with developing countries because they need to be careful with cross culture and ethics. Due to poverty, people work in poor condition, accept low wages, work over time and the minimum age law is broken and parents send children under the age of fourteen to work. Managers face these task everyday to protect human rights, brand image of the company, keep the loyal customers and attract more customers because if a mistake is done it would be an advantage to the to the competitors. On the other hand Trafigura is a multinational oil trading company with bases in London, New York, Genev a and Netherlands. From 2006 the company faced court charges for the disposal of hazardous waste in Ivory Coast. The waste disposal polluted the most parts of the city Abidjan causing a wave of illness break out and death. The chemical waste damaged vegetation and polluted the environment and still causing environmental problems. Trafiguras turn over is twice the size the economy of Ivory Coast. Trafigura paid compensation but the damage caused is too much. Issued face by the companys management and all other global corporation is corruption and communication difficulties. The reason for Trafigura waste disposal was that the contractor who was supposed to properly discharge the waste safely with no harm caused, realised the cost would be expensive and opted for the cheaper option. Also there was a communication barrier in language and the style of communication used such as email was not clear enough to explain how and to what degree the the waste is discharged. CONCLUSION MNCs play a major role in the economy, research by UNCTAD (2009) revels that investment by multinational corporations in foreign markets from 2004 to 2006 contributed $ 1.3 trillion to the economy. These global corporation are important to the economy, politics and business. Gender and equality can be affected by culture and perception. As Adler (1994) argues that foreign prejudice, corporate resistance and women disinterest has led to under representation of women in work place. Due to these perception women are not able to progress with their career in business. Further research by Metcalfe (2007) indicates barriers to Arab women in the Middle East career advancement and finds out that lack of equality in organisations and Islamic law on gender and equality has different philosophies which can determine men and women job creating discrimination in work place. It would be fair to argue that culture, perception and religion has led to the under representation of women in MNCs . A good example would be Coca Cola Company. Business management abide the codes of equal right and opportunity and diversity but barriers in culture and perception leads to unequality. CSR and ethics is immodest to business and the community. It is the companies obligations to look after the environment and be corporate social responsible. Management in global corporation REFERENCES Adler, N. (1994) Competitive Frontiers: Women Managing Across Borders. Journal of Management Development. 13 (2), p. 24-41. BBC. 2009. Trafigura knew of waste dangers [online]. Available from: https://news.bbc.co.uk/1/hi/programmes/newsnight/8259765.stm [Accessed 25th April 2010] BBC. 2006. Pepsi apoints first female boss [online]. Available from: https://news.bbc.co.uk/1/hi/business/4791137.stm Corporate watch. 2005. Off the peg: Tesco and the garment industry in Asia [online] Available from: https://www.corporatewatch.org/?lid=1825 [Accessed 18th April 2010] Curator, M, M., 2009. Womens Empowerment, Arab Style [online]. Available from: https://www.imow.org/economica/stories/viewStory?storyId=3644HYPERLINK https://www.imow.org/economica/stories/viewStory?storyId=3644 Farndale, E., Scullion, H., and Sparrow, P. (2010) The role of corporate HR function in global talent management. Journal of World Business. 45 (2), p. 161. Greenpeace. 2006. Deadly cargo dumped in the Ivory Coast [online]. Available from: https://www.greenpeace.org/international/news/ivory-coast-toxic-dumping [Accessed 25th April 2010] Hofstede, G. 1991. Culture and Organisations. McGraw Hill, Maidenhead. Hutchings, K., Metcalfe, B.D and Cooper, K.B. (2010) Exploring Arab Middle Eastern womens perception of barrier and facilitators of international management opportunities. The International Journal of Human Resource Management. 21 (1), p. 61-83. Liu, W. (2010) The Environmental Responsibilities of Multinational Corporation. Journal of American Academy of Business, Cambridge. 15 (2), p. 81-88. Mellahi, K and Collings, D. (2010) The barriers to global talent management: The example of Corporate elites in MNEs. Journal of World Business. 45 (2), p. 143. Metcalfe, B.D. (2007) Gender and Human Resource Management in the Middle East. International Journal of Human Resource Management. 18 (1), p. 54-74. Ojasalo, J. ( 2009) Risk, Cultural Theories and Global Management. The Business Review, Cambridge. 14 (1), p. 83. Todaro, P.M and Smith, C.S. (2009) Economic Development. 9th ed. Addison Wesley: Pearson Education. United Nations Development Program. Human Development Report, 2008. New York: Oxford University Press, 2008.

Apology On Apology Of Socrates - 852 Words

Saru Maharjan Professor Nathan Poage Philosophy 1301 March 2, 2017 Apology of Socrates Socrates was a Greek philosopher and the founder of western philosophy. Plato was the student of Socrates who was very motivated by the life and teaching of Socrates. Plato was also one of the greatest Philosopher of ancient Greece. Apology is the actual recorded speech of Socrates by Plato, which was delivered at the trail to defend himself. Many people did not agree with Socrates, so they made several charges against him, which is recorded in the Apology. Some of the accusations made against him were studying the things in the sky and below the earth, corrupting the young, making a worse argument into a strong argument and not believing in the gods†¦show more content†¦But Socrates never charged the people for listening to him. Even though Gorgias doesn’t fulfill the need of philosophy, they were not charged. Socrates compares himself with Gorgias, Prodicus, and Hippias and he proved that the false rumors about him were not true. Another charge made against Socrates was corrupting the young, which Meletus claims he was guilty of. â€Å"He says I am guilt of corrupting the young, but I say that Meletus is guilty of dealing frivolously with serious matters, of irresponsibly bringing people into court.† (Cooper 28) Meletus blamed that Socrates was guilty of corrupting a young man. He again asked logical questions to the Meletus to defend himself. He says Meletus was not concerned about the young man, he himself was concerned about and knows about the law. Law is the only thing that was improving the young man. He again asked Meletus how he was corrupting the young man. He was improving the young man, which everybody was doing. The members of the council, audience, and members of the assembly everybody was making a good man. As per Socrates, Meletus thinks everybody doing the same work was making good men but Socrates was corrupting a young man by doing the same work Socrates was also charged for not believing on the gods. â€Å"I think he contradict himself in the affidavit, as if said ‘Socrates is guilty of not believing in godsShow MoreRelatedThe Apology by Socrates1099 Words   |  4 PagesApology, in Socrates day, stood for defense rather than seeking forgiveness, as it is now commonly used. To Socrates, it did not matter to him whether or not he was persecuted, as long as he did what was correct. Socrates whole philosophy is that to know knowledge is to have wisdom, and to have wisdom is to know oneself. The people of Athens did not like Socrates due to both the early accusers and late accusers; however, Socrates provides an argument to put these fallacies to rest. Plato’s ApologyRead MoreSocrates and the Apology1136 Words   |  5 Pagesbest sources of information about Socrates philosophical views are the early dialogues of his student Plato, who tried to provide a faithful picture of the methods and teachings of the great master. The Apology is one of the many-recorded dialogues about Socrates. It is about how Socrates was arrested and charged with corrupting the youth, believing in no god(s) (Atheism) and for being a Sophist. He attended his trial and put up a good argument. I believe that Socrates was wrongfully accused and shouldRead MoreSocrates And The Apology Of Socrates1322 Words   |  6 Pages Socrates is quite the unique individual compared to most, if not all, other Greeks at that time. In the Apology, Socrates gives an analogy of himself being a gadfly and that his gadfly like actions are favorable for Athens and that the actions are goods he is providing. From his service he claims to live a more private life than a public life when discussing virtue. This paper is going to discuss Socrates and his analogy of a gadfly, approach to others about virtue, his conduct effect on democracyRead MoreSocrates Apology Of Plato s Apology981 Words   |  4 PagesPart I: Essay Outline Question #2 At 23b of Plato s Apology Socrates claims to be wiser than his interlocutors because, unlike them, he does not think he knows what he does not know. Question: Is this self-assessment genuinely meaningful or is it merely clever word play? Thesis Statement: I think Socrates’ message behind his speech to his interlocutors was to both state his superior wisdom and gain the attention while doing so. Outline I. Introduction A. Opening Statement 1. What is wisdomRead MoreApology of Socrates Summart924 Words   |  4 PagesSummary Platos The Apology is an account of the speech Socrates makes at the trial in which he is charged with not recognizing the gods recognized by the state, inventing new deities, and corrupting the youth of Athens. Socrates speech, however, is by no means an apology in our modern understanding of the word. The name of the dialogue derives from the Greek apologia, which translates as a defense, or a speech made in defense. Thus, in The Apology, Socrates attempts to defend himself andRead MoreSocrates in Apology and Crito1045 Words   |  5 Pagesâ€Å"The irreverent, disobedient Socrates of the Apology is inconsistent with the Socrates of the Crito.† Construct an argument supporting or refuting this claim. Be sure to incorporate textual evidence. In Plato’s Apology, Socrates comes off as a defiant and disobedient man with little respect for his accusers and even for the jurors on whom his fate depends. This may seem in stark contrast with the stoic Socrates in Crito who would rather accept the death sentence than let his friend Crito helpRead MoreApology and Phaedo, by Socrates833 Words   |  3 Pagesancient Greek philosopher, Socrates. In the texts that are going to be analyzed in this essay, Apology and Phaedo, are the retellings of words and thoughts of Socrates by Plato, a pupil and admirer of Socrates. Both texts lecture about the topic of death and though both are the thoughts of Socrates at different times of his life, they have similar and contrasting views on the outlook of death. The Apology is the most authentic account that has been preserved of Socrates defense of himself as itRead MoreSocrates’ Speech in Apology975 Words   |  4 Pagesa warning to Socrates. Aristophanes is a â€Å"friendly critic† of Socrates and warns Socrates to change his ways for Athens and for the good of himself (Whidden). Plato’s Symposium and especially his Apology of Socrates justify the claims made in Clouds about the dangers of philosophy and Socrates to the public, even if Plato’s Socrates is less exaggeratedly hubristic than the Socrates in Clouds. Socrates takes the warning from the Clouds seriously. In Socrates’ speech in Apology, he disregardsRead MoreSocrates Apology Analysis1149 Words   |  5 Pages In her analysis of Socrates’s frame of work, Roslyn Weiss defends Socrates to seeker of knowledge. Weiss argues that Socrates should be viewed as a skeptical inquirer because of his pursuit to what is x? As Weiss puts it, Socrates is aware of his own ignorance and knows that one cannot know what things are by simply using definitions. She emphasized for one to a teacher, one must be an expert. From this point of view, it can be inferred that to teach someone you must have all the background andRead MoreThe Apology And Phaedo By Socrates914 Words   |  4 PagesIn the Apology and Phaedo, as Socrates prepares to die his friends are concerned about him and why he does not fear death, but rather looks forward to this. Plato through Socrates makes this statement of his beliefs of death and what lies beyond this final barrier of consciousness. Plato believes that we live on through our souls and into another body. Socrates faces death with excitement because in his eyes to die is to practice perfect philosophy. This comes from his Argument of Opposites and the