Managing Diversity and Equality (human resources) Case Study

Managing Diversity and Equality (human resources) - Case Study Example P 13 to 18) This paper seeks to discuss the new role of the Human Resource element that has emerged in the organisation in terms of managing diversity and equality. This role will be discussed through the use of the following categories: These four categories are most basic to the functioning of the modern day organisation. The human resource or human capital element in the organisation has emerged as one that perpetuates this role at every level of the organisation through an effective integration of personal and organisational goals. (Johnson, 1996. P 13 to 18) The company that will be dealt with in this paper is the Anukul Group. This company basically manufactures exclusive designer furniture, stained glass and patchwork linen. It is a company owned by Dipti Mahapatra in India and has been in the business for close to two decades. Having started in the year 1988, this company started out as a small unit with four tailors and has now gone ahead to become one of the most prestigious names in interior decoration in the state of Orissa. The demand for Dipti's products grew and there was a market for interior decoration. By 1993, Dipti was busy undertaking several turnkey projects for complete furnishing of guest houses, hotels, as well as the Governor's residences in the state of Orissa. Orissa is a small state in the Eastern part of India. ... In 1995, Dipti decided to include custom made designer furniture as well as stained glass art in her product offerings list. By 2000, Dipti became a household name in the small state of Orissa with regular articles on her work in the newspapers and other magazines apart from televised interviews. In the 2006, Dipti decided to move to a bigger city. She moved to Bangalore, but has found that there is a certain amount of stagnation on the business front. Problem Areas: Orissa is a small state in the Eastern part of India. It is cut off from any major development that takes place elsewhere in the country. For this reasons, Dipti wanted to shift. Following are the problems that she has encountered: Lack of teamwork and initiative. Difficulty in managing HR: Dipti does not know the local language and hence she has had a problem with finding employees. Bangalore is a big city and she still needs to cross a variety of learning curves in order to know the market and prospective clients. Entrepreneurial Control System: A control system in organizations largely influences its ability to recognize the social and cultural modes of control within it so as to lay down in clear terms the role of the entrepreneur when it comes to deliberating social control over the employees concerned. (Thompson, 1998) This part of the paper will first of all outline the issues that have been dealt with by Paul M Collier in his Risk and Management Accounting. This will be applied to the case of the Anukul Group. For starters, Collier has identified the role of the entrepreneur as regards the social control he exercises over the employees, as a crucial factor in the control system

Cost of Financial Intermediation Essay Example | Topics and Well Written Essays - 3000 words

Cost of Financial Intermediation - Essay Example The general view among experts in this field is that if administrative authorities are in favor of competition, it will lead to the presence of larger number of players in the banking sector that would automatically lead to lower bank rates as competing bankers will vie with each other to attract customers, and will automatically have to become efficient in their functioning in order to stay afloat in such highly competitive environment. So, the economy as a whole would be able to enjoy efficient banking services coupled with comparatively affordable bank rates. However, if entry in banking sector is strictly regulated, it would result in less competition and might also lead to lesser efficiency and almost certainly higher bank rates as the few banks that would be operating in the finance sector would remain assured of clients as the latter would have no option but to approach these few bankers for finance. It must be repeated, however, that these statutory regulations differ so wide ly between countries and regions that the only plausible method of measuring the impact of such biases and restrictions on bank rates and efficiency would be to consider each instance individually and comparing it with the larger and more generic backdrop of financial efficiency. (Demirg''-Kunt, Laeven and Levine) Impact of net interest margin and overhead expenditures on Cost of intermediation Cost of intermediation is substantially impacted by net interest margin and it would be worthwhile to study in a little more detail as to the exact characteristics and features of net interest margin. Put simply, the net interest margin signifies the income of banks and it consists of the interest a bank earns by lending money to borrowers and the interest it has to pay to its depositors. The exact measure of net interest margin is obtained by dividing the difference between a bank's interest earning and interest expenditure by the volume of interest bearing assets. The net interest margin thus is related to the traditional functions of banking industry - accepting deposits at lower interest rates and lending them at higher rates of interest. The overhead expenditure ratio of a bank is calculated by dividing bank overhead costs by the total assets of the bank. It is but obvious that the more inefficient a bank the higher would be its overhead expenditure ratio. But overhead expenditures are not only dependent on pure operational efficiency of a bank. It also depends on the prevailing market regulations and freedom or otherwise for players to leave or enter the banking sector as and when the desire to do it arises. The degree of freedom of entry or exit is, quite obviously, determined by the statutory or law enacting authorities of the country. It might be worthwhile to mention at this juncture that though freedom of entry and exit primarily determines the extent of competition in the banking sector, there are other equally important issues that determine the ability of the commercial banks to offer credit to potential

American Japanese Internment Camps Essay Example for Free

American Japanese Internment Camps Essay 1.0   Introduction Japanese Americans refer to all Americans of the Japanese heritage who were born in Japan or the descendants of those who were born in Japan. Initially, they were the largest Asian American group but currently they are sixth largest group in those of mixed race and mixed ethnicity. The largest group of these people is found in California while others are distributed in other states such as Washington, New York, Illinois and Hawaii.   Although every year there is quite a considerable number of Japanese immigrants who enter United States, the net migration still remains low since the older Japanese Americans still leave United States and go back to their original country, Japan. Japanese Americans have a long history in the United States since history records that the first group arrived American in the late 1800s.   In the year 1942, the United States government forced all the Japanese Americans and the Japanese who had settled along the Pacific Coast to relocate to war relocation camps which were referred to as internment camps.   Since the internment camps resulted from the presence of Japanese Americans, this research shall first focus on their history and later discuss about the internment camps. 2.0   History of Japanese Americans in the 19th Century United States has ever been known as the country of immigrants as a result of war, food shortages and political persecutions in other countries where the immigrants hail from. Japanese people happen to make a large percentage of the immigrants, and as highlighted earlier, they began to migrate in to the United States from the late 1800s.   The main cause of the immigration of the Japanese was to work in the sugar plantations which were established along the Pacific by traders who had settled in the Hawaiian Kingdom. The sugar industry had grown tremendously as it was aided by the Americas civil war in the year 1861-1865, and that called for more workers after the Hawaiian population was decreasing due to disease. Other workers were leaving the plantations for better work, and as a result the Hawaii’s foreign minister sought more workers from Japan. Consequently, in the year 1868, the first one hundred and forty nine Japanese immigrants arrived in Hawaii.   Since they were not used to the harsh conditions in the region and all the hard work in the sugar plantations, about forty of them returned to Japan. The rest went ahead and even intermarried with the Hawaii residents. The first Japanese immigrants in to the Hawaii gave formed the Japanese American community.   In the year 1886, the Japan and the Hawaii signed labor convection after which a lot of Japanese migrants arrived to Hawaii as contract workers and some went to California as student laborers.   According to the studies of Niiya and Japanese American National Museum-Los Angeles, Calif. (1993), the Japanese migration to Hawaii was mainly labor migration which intensified following Chinese exclusion from the United States in the year 1882.   It also involved emigration back to Japan and also to West Coast. It was halted by the Gentlemen’s Agreement in the year 1908 and finally by the Exclusion Act in the year 1924. 2.1   Reasons for the Japanese Migration to America Although most of the Japanese went to America for the contract labor, some still had others reasons. For instance, some just followed their parents like the case of one teenage girl who narrates that she just followed her dad. In another case, a woman followed her spouse after he had stayed for quite some time without returning back to Japan. Though she had thought that they would make enough money and return home, they ended up settling there permanently. Student’s immigrants also made a good number of Japanese Americans especially in San Francisco. In the year 1890, there were about three thousand Japanese students in America. Since they did not have enough money for their upkeep and studies, they resulted in to working in the plantations to earn extra money. Consequently, they ended up living in very poor conditions and one newspaper described them as â€Å"poor students and youths who have rashly left their native shores. Hundred of such are landed every year, with miserably scant funds in their pockets†¦Their objection is to earn with labor of their hands, a pittance sufficient to enable them to pursue their studies in language, sociology and politics† (Niiya Japanese American National Museum (Los Angeles, Calif.) 1993 pp. 3). 2.2   Japanese Americans Life in the Early 20th Century Contrary to what most Japanese had expected, life in America was quite hard for any one else other than the Native Americans.   The life and the work were made difficult by the banks, labor recruiters, and the immigration agents who used to charge Japanese immigrants extortion fees. In addition to the economic exploitation, the Japanese Americans also used to face racial discrimination. The social attitude, laws, and practices limited and excluded them from enjoying life fully, liberty, and also property. The salary that they were getting was barely enough to sustain them, leave alone saving money to enable them go back to Japan.   Most of them wished they were back in Japan like one worker who used to be paid fourteen dollars a month and out of those dollars, he used to pay more than half for the sleeping quarters. The rest was spent in buying food and other personal use.   In such a situation, it was practically hard for such a person to save enough money that would have enab led him to go back to Japan. As a result, majority were eventually forced to settle completely in America (Niiya, Japanese American National Museum (Los Angeles, Calif.) 1993). 2.3   1941-1945 The harsh living conditions of Japanese Americans continued to worsen as the years progressed.   In the year 1941, the situation worsened further especially after the Japan attacked and damaged the Pearl Harbor. The Americans accused the Japanese Americans of collaborating with Japan and as a result, they betrayed America. Since every one had started spreading rumors of how the Japanese Americans had helped Japan in the war, the whole of the American population started to have a bad altitude towards them.   As a result, many people started to propose for their removal from the Western States, as they feared Japan might attack them from West Coast although Japan did not have such plans. However, other Americans had other reasons for their removal since some coveted their farms. The groups who were pressing for the Japanese Americans removal from the West Coast continued to increase as groups like Anti-immigration Organizations, Chambers of Commerce from every city, and the American Legion joined the rest who were pressing for the same. The major reason why the Americans wanted the Japanese Americans removed was mere hatred other than the reasons that they were giving initially. Henry McLemore, one of the San Francisco Examiner was quoted to have said that â€Å"let us have no patience with the enemy or with any one whose veins carry his blood.† He continued to say that â€Å"I personally hate Japanese† (Spickard 2009 pp. 106). Still, some politicians continued to express their sentiments towards Japanese as some said that it was impossible to know whether they were loyal or not and were often referred to as inscrutable Orientals. With such hatred, it was obvious that the Japanese Americans were not going to escape relocation. The decision of relocating or imprisoning the Japanese Americans was made in the Washington D.C. by the administration of Roosevelt guided by the military leaders. They were arguing that it was of military necessity to do so, though they were not able to demonstrate that necessity. The military leaders believed that Japanese were dangerous regardless of whether they are loyal or not. Moreover, they continued to argue that even giving them citizenship was not to help in any way, since that would not change their nature. Despite the fact that there were a few protests who argued that they had already jailed all the dangerous Japanese Americans, the administration went ahead and made the decision to remove all of them from the West Coast. Studies of Spickard (2009) record that on 19th February 1942, President Roosevelt issued executive order 9066 that empowered the Secretary of War, Henry Stimson, to designate military areas with an aim of excluding Japanese Americans from the West Coas t. As a result, Arizona, Washington, Oregon and California were divided in to two military regions and the Japanese Americans were prohibited from western parts of the states and some inland sections. Following the order, some of the Japanese Americans started to move towards east with their belongings and family. However, moving with such a short notice was almost impossible for them and many American did not want them to settle in their territories. They were continuously harassed, and due to this, they continued to move to the east.   One governor from Idaho was quoted to have said that â€Å"The Japs live like rats, breed like rats, and act like rats. We do not want them buying or leasing land or becoming permanently settled in our state† (Spickard, 2009 pp.107). When voluntary migration failed to produce desirable results, on March 27, DeWitt stopped it and put travel restrictions on the Japanese Americans in the military zone. In addition, the army decided to move all of them in the concentration camps. 3.0   Concentration Camps The concentration camps were the barbed wire enclosures where the Japanese Americans were moved to after the executive order was issued in the year 1942, to bar them from residing in the West Coast parts of America. Though there had been camps earlier in the history of America, these camps were exceptional because a whole ethnic group was forced to reside there. Since Japanese Americans were passive by nature and accepted anything that was imposed on them, as some people argue, they did not resist moving in to the camps neither did they move out of the same without an order. Some people planed to resist legally though much was not derived from the same, since it did not stop them from being evacuated from their places. Studies of Spickard (2009), record that during the evacuation day, one hundred and twelve thousand Japanese Americans were taken to the evacuation camps. The camps were of very poor conditions since it is recorded that even the ground was wet especially on the day of evacuation. There was no adequate light and the rooms were very small. The environment was not favorable either since it was hot during the day and very cold at night. Whichever the case, they had no alternative but to stay in the barbed wire enclosures. The ten camps were located at different locations particularly in the interior west, in the isolated desert areas. Some of the camps were located at Amache, Minidoka, Poston, Manzanar California, Jerome, Tula lake California and Heart Mountain. After evacuation, only six Japanese Americans remained in the local hospitals since they were seriously sick.   Since they were living communally, all facilities were being shared by about two fifty people. Given that the conditions in the camps were not conducive at all, around one thousand and two hundred left the camps when they were given the chance of joining the US Army. Although many of the Japanese Americans had become desperate and frustrated at first given that some of them even attempted suicide, they later decided to adapt to the life of the camps. Each camp had a government owned farm land that was leased to them; they engaged in agricultural activities and produced poultry and dairy products. The cost of food was not high and other services like the medical cares were provided free of charge. Education was also offered free of charge up to the high school level and majority of the internees were recruited as teachers and others were trained to fit in the employment programs that were available at the camps. 3.1   Japanese Americans Life after Relocation from Concentration Camps After January 1945, all people were finally allowed to leave the internment camps.   The Japanese Americans were given the identification card and they were told that once they presented them to the authorities, they would be allowed to go back to their homes. However, though the government had allowed them to leave, they were still afraid of the Americans for they were still hostile towards them. Even the people who received them were similarly harassed by the rest.   One man who had returned to California in May after the executive order was removed was quoted to have said â€Å"Everybody was afraid of being attacked by the white people. The war was still going on at that time and prejudice and oppression were very severe† (Niiya Japanese American National Museum-Los Angeles, Calif., 1993 pp. 19) as he described the situation. Moreover, on top of racial discrimination and other forms of harassment, the Japanese Americans still went through a lot trying to rebuild their lives once again. 4.0   Conclusion The Japanese Americans are among the many immigrant groups found in the United States. Since the late 1800s nearly half a million Japanese immigrants have settled in America and more than twice of that number today claim Japanese ancestry.   Although they went to America being optimistic that they would work hard and establish themselves, some of these dreams were never realized. Some thought that after making some money, they would go back to their motherland which never came to be since life in America was characterized by a lot of economic hardships. In addition, they faced a lot of prejudice and were discriminated against. The worst came to worst during the Second World War when all the Japanese Americans were forced in to camps with no apparent reason –other than being of the same ancestry with the America’s enemy, Japan. The relocation camps which were located far from the West Coast were characterized by the poor living conditions.   Since the year 1942 when the Japanese Americans was relocated to the internment camps, they were able to go back after the year 1945 when the executive order was finally removed.

Slavery In Illinois Essays -- Slavery Essays

Slavery in Illinois This essay talks about the dated events that happened in Illinois, focusing on slavery, from the time it begun, whether it should be implemented or not, its abolishment, and up to the time it ended. The paper also contains a well-opinionated reaction about slavery, how it is different from today. The Civil War Period has always been the primary hub of teaching in any American History classes. The era between the American Revolution and the Civil War was of a great importance since it has been the best and worst part of the western civilization during those times. The limelight was theirs when we turn back the pages of history. Consequently, slavery as an economic system and as a moral disgrace is one of the very most scandalous trend after the coming of the war. Prominent people had actual arguments about whether they are either pro-slavery or abolitionist, thus making the system even worse. Colonization to constraint of slavery on its natural eventual downfall is not merely the case now. Today, normal people have the same opinion about the moral repugnancy of slavery, and are left with a more complex idea about why many people supported the institution of slavery and why it was so difficult to eliminate that "peculiar institution." The first Africans landed in Jamestown, in Virginia in the year 1619. Having them appeared as an indentured servants, there was an institution that allows the black for hereditary lifetime service. From there, transportation of slaves from Africa to the West Indies became rampant. During this time, there were no rules applied for the slaves. The only rule is that restricting all the rights of the servants. (Davis, 79) Because of the ongoing scenario, the British America recog... ...is the historical fact." Up to this date, people still depend on slaves. It might not be as harsh or as controversial as before, but still there were distinctive similarities that should be considering each one as a racist. The Black people or the Africans still carry the brand name that they were once a slave. Even so, one should not be able to acquire such idea since people of today are quite more rational and open than before. †¢ Ekberg, Carl J., Stealing Indian Women: Native Slavery in the Illinois Country, University of Illinois Press 2007 †¢ Dunne, Edward F., Illinois: The Heart of the Nation, 1933 †¢ Dirst, T. Illinois During the Civil War, http://dig.lib.niu.edu/civilwar/teachers/afam1.html; Digitization Project 2005 †¢ Dexter, D. Slavery In Illinois: How and Why the Underground Railroad Existed http://www.freedomtrails2legacies.org/slavery.htm; 2004

Home School vs Traditional School Essay

COMPARE AND CONTRAST HOMESCHOOL AND TRADITIONAL SCHOOL HOOK: In the future, students might have more opportunities to attend a home school and they can make a choice between home school or traditional school . Which would you prefer? BACKGROUND: Parents often debate about the best place to educate their children and nowadays, they often must consider if homeschool or traditional school is the best choice. THESIS: There are some similarities between home school and studying in a traditional school, however there are also many differences. I am going to discuss some similarities and differences between these two ways for (methods of) education. BODY 1 First of all, let’s look at the similarities between these two methods of education. Both of these ways have a similar routine and a similar structure. For example, students can study the same subjects, have the same lunch break and do the same projects. In addition, both ways give students the chance to learn if they want to learn and develop their knowledge and develop their personality. Moreover, there is a similarity between the text books so the basic information on the course will be the same. BODY 2 On the other hand, there are many differences between homeschool and traditional school. For example, when a student studies at home, they are more individual because they have their own opinions, likes and dislikes. This means they have their own personality and other people have less influence. Also, students educated at home can learn faster, whereas in traditional schools too many things happen in the classroom and learning is usually slower. For this reason, students have a better chance to learn more at home. Finally, at a traditional schools students have the chance to socialize and make new friends, while at home they have just the teacher and they haven’t the same chance to develop their social skills. CONCLUSION In conclusion, these are some of the similarities and differences between homeschool and traditional school. SUMMARY On the one hand, they both have a similar routine, a similar chance to learn and the  textbooks are also similar. On the other hand, they are different because homeschool is more individual, there are less chances to meet new friends and the learning is usually faster. OPINION Finally, if you go to homeschool or traditional school you still have to study a lot and really want to succeed, so in the end, I believe both of these ways give a student a good education. Vocabulary Nowadays To consider Must consider- have to think about Chance – opportunity To develop – to build up , increase To develop social skills Knowledge Personality Own – belongs to you only More influence on someone- can change someone’s mind easily Less influence on someone- can change someone’s mind easily Basic- Individual- To socialize – to chat to and meet new people, chatting and talking To be sociable – more chance to be sociable To succeed – to come out positively and get what you want, achieve benefits

Imagine Having A Cut On Your Index Finger That Starts To

Imagine having a cut on your index finger that starts to bleed. A minor cut, so you think nothing of it. You instinctively put the finger in your mouth, pressing the area with your tongue and teeth in an attempt to stop the bleeding. That fails, so you walk to the bathroom sink, turn the cold-water knob, and place the blood-smeared finger under cool running water. Finally, that does the trick. Slap a Band-Aid on it and you’re good to go, doing whatever you were doing before. This time, imagine the dripping of blood doesn’t stop. That horror is what hemophiliacs have to be cautious of. Hemophilia is a rare blood disease that interferes with the body’s ability to create protein-clotting factors, which is a special protein that is essential†¦show more content†¦Signs and symptoms differ, varying with the kind of severity a patient has. Episodic bleeding is the most prominent symptom. Patients with mild severity usually only experience uncontrollable bleedin g after physical trauma or surgery. Individuals with severe hemophilia suffer from frequent and sometimes spontaneous bleeds, ranging from nosebleeds to deep internal bleeding. This must treated immediately due to the possibility of permanent tissue damage or deformity of joints. Other symptoms individuals may experience are extreme fatigue, double vision, low blood pressure, blood in urine and stool, swelling of the joints, along with much more. In the United States, Hemophilia is usually diagnosed in children as early as 36 months post birth for the mild form. It only takes 8 months to diagnose children with moderate hemophilia after birth and 1 month to diagnose severe cases. A simple blood test is the key to a diagnosis of the illness. Prenatal screening can also be used as a method of diagnosis, but comes with risks. As prominent as hemophilia appears to be, it is in fact, a rare disease. Roughly, 400 infants per year are born with the blood illness. Approximately 20,000 indivi duals in the U.S. have hemophilia and about 400,000 worldwide. That number lacks drastically in comparison to malaria and sickle cell anemia. There is one thing it has in common with sickle cell anemia and that is how it’s acquired.Show MoreRelatedImportant of English Language4703 Words   |  19 PagesHow do you learn how to speak English very fast? Is it possible to accelerate your English speaking ability? Is it possible to make massive improvements in only 2-3 months? The answer is yes. But of course, to make massive improvements requires massive intensity and effort. So, how can you do it? How can you improve super-fast? What do I recommend for this kind of goal? 1. Obsession The first and most important thing you need to achieve this goal is incredible passion. 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Essay on The Power of Education in a Young Mens Life

Throughout life young adults and adolescents tend to be faced with many challenges that alter the out come of their adult years by either benefiting or harming it. This is evident in â€Å"The Pact,† by Drs. Sampson Davis, George Jenkins, and Rameck Hunt, and â€Å"Gifted Hands: A Ben Carson Story,† by Ben Carson. These two books are similar in multiple aspects such as: the influences, and environment the characters are exposed to; the characters goals and struggles; and the purpose for writing the books and the lesson learned from reading the books. All of these aspects together develop an underlying theme that both stories have in common. The theme is that education is the key to a tranquil life, meaning life will be easier if you mentally invest†¦show more content†¦Likewise they had alike attitudes because at one moment of all of the men’s lives they realized that education was the key to accomplishing their goal, and made it their main priority. The authors from â€Å"The Pact† implemented their â€Å"education centered† attitudes, primarily after they decided they would become doctors, when they began to threat their academics as a healthy completion to motivate and help each other (Davis et.al). However, Ben Carson possessed this goal and attitude earlier than the other men, but he still had the same ones. Ben Carson’s mother is who gave him the educational mindset because she would never let Carson settle for less (Carson 30). Carson has also had the goal of becoming a doctor since he was a little boy due to being exposed to missionary doctors in the Bible (Carson 24-25). Moreover, the four men were also composed of several differences, primarily in their struggles and triumphs. The three men from â€Å"The Pact† were forced to deal with the conflicts that came with living in a rough neighborhood. While, Ben Carson had to face racism from people in his school environment. 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They have the rightsRead MoreWOMEN AND POLITICAL RIGHTS1515 Words   |  7 Pages The thing women have yet to learn is nobody gives you power.   You just take it.  This quote tells that women power are not given there should take it and that is possible if you are well educated and have peoples support. Political power a person in authority gains the right to influence and pressurize the official policy that can serve his interest well. The least important component of power is money â€Å"money can buy you everything in this world but it can never buy you happiness†Read MoreCompare And Contrast Roosseau And Rousseau1251 Words   |  6 Pagesautonomy (p. 219-221). Wollstonecraft (1792) argued that reason and limit one’s liberty. She argued that those who have resorted to extremes, such as slaves and mobs, have done so because they are outside authority. By granting women equivalent liberty to men, Wollstonecraft suggests that they will be bound by the same reason and authority; women will therefore not feel the need to excessively ab use any limited liberty they have access to (p. 56). Reason Rousseau (1962a) was hesitant to accept that reasonRead MoreThe Differences Between Athens and Sparta - Essay760 Words   |  4 Pagesinfluential powers in ancient Europe, were quite different in many ways. Some of the main differences between Athens and Sparta were their governments, their education systems, their people’s rights, and the way their people were treated as a whole. They had completely different forms of government. They had educational systems that taught things almost completely opposite of each other, one military-based and one more focused on the arts. Also the people had different rights. Athenian men had moreRead MoreNegative Effects Of Masculinity1478 Words   |  6 Pagesbeing strong and rigid, that preconception of what men should like is harmful and reprehensible. However some may still ask: what is wrong with being a man? The answer lies within the definition of masculinity. American culture classifies masculinity as tough, egotistic, powerful, and collected. We use the phrase, â€Å"man up† to exercise power over others while remaining toughened to oneself. â€Å"To be a man† is to play into the stereotypes projected onto young boys by society, with little room for individualismRead MoreEducation in Nazi Germany1334 Words   |  6 PagesEducation In Nazi Germany Adolf Hitler and the Nazi party heavily focused their attention and effort towards the German youth. It was Hitlers goal to create a super race of pure young, Aryan men so that the country would be ready for a long European war, where the Nazis wished to expand their empire. They did this by changing what children learnt in school and creating certain youth groups for both girls and boys. These changes in the education and youth structures largely affected theRead MoreHow Do the Ideas Espoused by Mary Wollstonecraft and Other Feminist Writers of Her Time Relate to Women Today?1302 Words   |  6 Pages In A Vindication of the Rights of Woman, Mary Wollstonecraft presented and developed ideas that were groundbreaking and new for her time. She believed the only way women could view their social roles objectively and differently was through education. Her ideas were â€Å"unambiguously feminist, although by modern standards, they may seem outdated† (â€Å"History of feminism†). But I believe her ideas and theories have relevance for women today inasmuch as todays woman is not as well educated as sheRead MoreEssay about Women and Men of the Victorian Era1343 Words   |  6 PagesWomen were subject to these ideals and practices without any legal or social rights or privileges. In the literary titles by Frances Power Cobbe, Sarah Stickney Ellis, Charlotte Bronte, Anne Bronte, John Henry Cardinal Newman, Sir Henry Newbolt, and Caroline Norton, the positions, opinions, and lifestyles of men and women during the Victorian era were clearly defined. Men in the Victorian e ra were raised to be intellectually and physically sound in order to be skillful in the workplace and the militaryRead MoreGender Equality And Women s Rights1274 Words   |  6 Pagesan education, while Catalyst reaches out to women to carry out equal pay, equal participation in the workplace, and remove discrimination. UN Women attains to human rights for women. Throughout history women have fought for gender equality in the workplace and in education, and every year organizations like AAUW, Catalyst, and UN Women have gotten closer to balancing equality. Improving education for women and girls continues to stay the goal for AAUW. The article â€Å"Girls’ education andRead MoreEducation And The Portrayal Of Women1619 Words   |  7 PagesDuring the Victorian Era, the right to a proper education for women was at the forefront of politics. Although England has Queen Victoria in parliament, nevertheless woman face oppression daily on the basis of their gender; primarily through the lack of education they receive throughout their lifetime. The struggle for education causes men and woman to compose multiple types of literary critiques to argue the social structure that currently exists in their society. The main statement made in political