Incidents of the Life of a Slave Girl - Free Essay Example

Sample details Pages: 7 Words: 2096 Downloads: 10 Date added: 2017/09/19 Category Literature Essay Type Argumentative essay Tags: Harriet Jacobs Essay Did you like this example? In Incidents in the Life of a Slave Girl, Harriet Jacobs writes, Slavery is terrible for men; but it is far more terrible for women (64). Jacobs work presents the evils of slavery as being worse in a womans case due to the tenets of gender identity. Jacobs elucidates the disparity between societal dictates of what the proper roles were for Nineteenth century women and the manner that slavery prevented a woman from fulfilling these roles. The book illustrates the double standard of for white women versus black women. Harriet Jacobs serves as an example of the female slaves desire to maintain the prescribed virtues but how her circumstances often prevented her from practicing. Expectations of the women of the era, as stated in class discussions, resided in four arenas: piety, purity, domesticity and obedience. The conditions that the female slave lived in were opposed to the standards and virtues set by society. It resulted in the female slave being refused what was consider ed the identity of womanhood. It was another manner in which slavery attempted to eradicate the slaves value of themselves. Jacobs continually struggled to maintain these female virtues. Her belief in the ideas of piety, purity, domesticity and is highlighted in her admiration of one rare, benevolent mistress, The young lady was very pious She taught her slaves to lead pure lives The eldest daughter of the slave mother was promised in marriage to a free man; and the day before the wedding this good mistress emancipated her, in order that her marriage might have the sanction of law. (43) Piety was one of the subscribed to virtues. However, in order for one to be pious and obtain religious insight, it would be necessary to read the Bible. This would be an obstacle for the overwhelming majority of slave women as illiteracy was prevalent, Jacobs wrote, . .. it was contrary to the law; and that slaves were whipped and imprisoned for teaching each other to read (61). As Jacobs knew how to read and write, illiteracy was not an impediment. Yet, slaves were forbidden to meet in their own churches, another catch for the female slave attempting to keep the virtue of piety. Jacobs writes of the difficulties the slaves had in obtaining religious instruction after the Nat Turner insurrection, The slaves begged the privilege of again meeting at their little church Their request was denied (57). A slave would only be allowed to practice the religion of their masters, . .. the slaveholders came to the conclusion that it would be well to give the slaves enough of religious instruction to keep them from murdering their masters (57). A typical sermon would consist of Servants, be obedient to them that are your masters (57), this type of sermon had less to do with a womans piety than a slaves obedience. Nevertheless, Jacobs exhibits piety in many fashions, despite these disadvantages. When services begin in the home of a free colored man, Jacobs was invited to attend as she could read, regardless of the risk to herself Sunday evening came and, trusting to the cover of night, I ventured out (57). Jacobs practiced piety as the dictates of the period demanded at a great risk to her safety. She taught a man to read the bible and begs of missionaries to recognize the need to instruct slaves in biblical studies. (61). Jacobs did not only speak of piety, but through these examples, but put it into action and could fulfill this one aspect of the female gender identity. The practice of purity was the virtue most denied to a woman in slavery. Men of society constructed the conventions, established the importance of purity in women. Purity was praised and rewarded in free white women and stolen from black slave women. The system worked against protection of slave women from sexual abuse by their masters. Sexual abuse of slave was not viewed as a criminal offense because she did not count as a woman. Rather, she was property of the owner, who could dispo se of her body and he saw fit. Jacobs master explicitly stated, He told me I was his property; that I must be subject to his will in all things (26). Sexual harassment was taken as a matter of course, I now entered my fifteenth year, a sad epoch in the life of a slave girl (26). Sadly, sexual abuse was accepted almost as a rite of passage for a female slave, that at a certain age, her purity would be stolen. A female slave could not expect to find safe harbor even from the other woman of the house, The mistress, who ought to protect the helpless victim, has no other feelings towards her but those of jealousy and outrage (26). As opposed to acting on behalf of the female slaves, the mistress saw the slave as the problem. Without any assistance, Jacobs consistently attempted to thwart her masters sexual attempts in order retain her purity. Importance of this purity is highlighted in the passage describing her rebellion to build a separate house where he could be alone with her, I vowed before my make that I would never enter it. I had rather toil on the plantation from dawn till dark; I had rather live and die in jail, than drag on from day to day, through such a living death. (46). Jacobs viewed the preservation of purity as passionately as any woman but slavery had placed her in circumstances that left her its certain loss. Enslaved women could not even maintain purity if subscribing to the idea of sexual relations occurring within a marriage, as it was typically denied by law or the owner. Jacobs had fallen in love with a free black man We became mutually attached, and he proposed to marry me. I loved him with all the ardor of a young girls first love. But when I reflected that I was a slave, and that the laws gave no sanction to the marriage of such 33) Jacobs is denied marriage to her lover by her owner, Never let me hear that fellows name mentioned again. If I ever know of your speaking to him, I will cowhide you both Ill teach you a lesson about marriage free niggers! (35-36). However, Jacobs will not allow it to totally destroy her sense of self as a woman. While she has suffered abuse and harassment and the hands of Dr. Flint, Jacobs remained determined that Flint would not succeed at last in trampling his victim under his feet,(46). As she is not permitted purity, Jacobs decided to take a white lover. If she were to be forced to give up her purity it would be at least . .. to a man who is not married It seems less degrading to give ones self, that to submit to compulsion (47). The quotes show Jacobs recognition of the sanctity of marriage has well certain personal standards. Jacobs possesses a sense of self, she feels that she deserves to choose her own lover. Regarding her lover she wrote, There is something akin to freedom in having a lover who has no control over you except that which he gains by kindness The wrong does not seem so great with an unmarried man, as with one who has a wife to be made unhappy (47). Jacobs used her own sexuality as a defense, since keeping her physical purity, a right to other women, had been denied to her. By choosing an unattached man, Jacobs explains that does retain a certain moral purity, as much as could be allowed in her situation The denial of a legal marriage and own a home with him ruled out the possibility for domesticity virtue to be achieved. The women in slavery were not married and living with their own husband and children. The master often used the female slave for breeding, the children taken from the mother and sold. Jacobs poignantly narrates this destruction of family through New Years Day auction of slaves, On one of these sale days, I saw a mother lead seven children to the auction-block. She knew that some of them would be taken from her; but they took all. The children were sold to a slave-trader, and their mother was bought by a man in her own town. Before night her children were all far away. I met that mother in the street, and her wild, haggard face lives to-day in my mind. She wrung her hands in anguish, and exclaimed, Gone! All gone! Why dont God kill me? I had no words wherewith to comfort her. Instances of this kind are of daily, yea, of hourly occurrence. (17) How could the female slave possibly exhibit domesticity in a system where such constructs were not permitted to her? Women in bondage lived in a society where their offspring were not their own, as children . .. follow the condition of the mother (37), they were but the property of the master to be taken and sold at his discretion. While domesticity was highly regarded for the white women, this was not applicable to a black slave my mistress, like many others, seemed to think that slaves had no right to any family ties (33). Yet, domesticity was one of the values that Jacobs most strove to maintain. She had the experience of a traditional family earlier in life speaking of how she had . .. lived together in a comfortable home; and, though we were all slaves, I was so fondly shielded that I never dreamed I was a piece of merchandise (9). Other black women apparently esteemed domesticity, as Aunt Marthy stated Ah, my child, . Stand by your own children, and suffer with them till death. Nobody respects a mother who forsakes her children; and if you leave them, you will never have a happy moment (75). Family and the attempt to preserve some sort of domestic was supreme. Jacobs viewed her refuge in the garret as a means to keep some semblance of domesticity and family life by being near her children. She suffered in seclusion for seven years, residing in the garret that . .. was only nine feet long and seven wide. The highest part was three feet high (91). Jacobs did in the name of family, in yearning for domesticity, for through all her discomfiture she was able to take solace and even joy in at least being able to be near her children, But I was not comfortless. I heard the voices of my children (92). Jacobs pa ins illustrate how strong of a desire for the domestic family life that was denied. Even after obtaining freedom for her children and herself, she writes, The dream of my life is not yet realized. I do not sit with my children in a home of my own. I still long for a hearthstone of my own (156). A traditional family life remained Jacobs most desiderate dream which she partially obtained in her freedom, but not in the same manner that a white woman could enjoy. The one aspect of the ideal Nineteenth century female that most slave women were able to achieve was that of obedience. It was not the same obedience that the free woman was expected to subscribe to it was not obedience to her husband, God or family, but slave woman was expected full, unquestioning obedience to her master. This obedience was achieved by physical force and the slaves knowledge that they were nothing more than property. Obedience was the dictate Jacobs rebelled against. After the refusal of her request for ma rriage Jacobs recognizes her insolence to her master, I know I have been disrespectful, sir ut you drove me to it (35). Jacobs could not acquiesce when such an action would be the complete destruction of her body and soul. The institution of slavery was complete subservience and annihilation of a female slave as an individual being. To practice that kind of obedience, to be submissive, would be certain death to Jacobs, whether in the physical or spiritual sense. Jacobs disobedience occurred when her piety, purity and domesticity where threatened. Instead, Jacobs exhorted obedience to the precept of morality. Moreover, she adhered to obedience of what was considered moral and just for white women. The prescribed of ideas of what construed womanhood in the 1800s surrounded a purity, piety, domesticity and obedience. Those were most of the characteristics that were not permitted for the female slave to practice or acquire. Examining the experiences of Harriet Jacobs in Incidents of the Life of a Slave Girl, one witnesses that while Jacobs desired to practice the dictates of her time slavery forced her to often do otherwise Don’t waste time! Our writers will create an original "Incidents of the Life of a Slave Girl" essay for you Create order

Should Advertising Directed At Children Be Restricted Essay

Should Advertising Directed at Children Be Restricted? The children are our next generation, they are our future. As parents and guardians to children, we do our very best to protect, help guide in the right direction, and sculpt the next generation to be able to make rational and good judgements throughout their lives. In today’s society, companies market their products everywhere, technology is the new advances to our future. We all desire the new trends, like 3D televisions, video games, social media applications, and within all these products are advertisements. On tablets, telephones, and websites, free applications make money by allowing advertisements to be placed on their sites. So as you are playing a game on your device, very 2 minutes some form of advertisement pops up on your screen, unless you make a payment to stop pop-ups. Children in this generation know more about how to use a telephone or tablet than their parents or grandparents. 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Ethnic Autobiography About Self Free Essays

A Rasin in the Sun Act II, Scene I Later on the same Saturday, Beneatha emerges from her room cloaked in the Nigerian clothes that Asagai has brought her. She dances around the apartment, claiming to be performing a tribal dance while shouting â€Å"OCOMOGOSIAY† and singing. Ruth finds Beneatha’s pageantry silly and questions her about it. We will write a custom essay sample on Ethnic Autobiography About Self or any similar topic only for you Order Now Meanwhile, Walter returns home drunk. He sees Beneatha all dressed up and acts out some made-up tribal rituals with her, at one point standing on a table and pronouncing himself â€Å"Flaming Spear. † Ruth looks on wearily. George Murchison arrives to pick up Beneatha. Beneatha removes her headdress to reveal that she has cut off most of her hair, leaving only an unstraightened afro. Everyone is shocked, amazed, and slightly disappointed with Beneatha, prompting a fierce discussion between Beneatha and George about the importance of their African heritage. Beneatha goes to change for the theater, and Walter talks to George about business plans. George does not seem interested. Walter then becomes belligerent as he makes fun of George’s white shoes. Embarrassed, Ruth explains that the white shoes are part of the â€Å"college style. George obviously looks down on Walter—calling him â€Å"Prometheus†Ã¢â‚¬â€and Walter gets even angrier at him. George and Beneatha finally leave, and Ruth and Walter then begin to fight about Walter going out, spending money, and interacting with people like Willy Harris. They do begin to make up, though, by acknowledging that a great distance has grown between them. Mama comes home and announces t hat she has put a down payment on a house with some of the insurance money. Ruth is elated to hear this news because she too dreams of moving out of their current apartment and into a more respectable home. Meanwhile, Walter is noticeably upset because he wants to put all the money into the liquor store venture. They all become worried when they hear that the house is in Clybourne Park, an entirely white neighborhood. Mama asks for their understanding—it was the only house that they could afford. She feels she needs to buy the house to hold the family together. Ruth regains her pleasure and rejoices, but Walter feels betrayed, his dream swept under the table. Walter makes Mama feel guilty, saying that she has crushed his dream. He goes quickly to his bedroom, and Mama remains sitting and worrying. Act II, Scenes II On a Friday night a few weeks later, Beneatha and George return from a date. The Youngers’ apartment is full of moving boxes. George wants to kiss Beneatha, but she does not want to kiss. Rather, she wants to engage George in a conversation about the plight of African-Americans. It seems that George wants to marry a â€Å"nice . . . simple . . . sophisticated girl. † Mama comes in as Beneatha kicks him out. Mama asks if she had a good time with George, and Beneatha tells her that George is a â€Å"fool. † Mama replies, â€Å"I guess you better not waste your time with no fools. Beneatha appreciates her mother’s support. Mrs. Johnson—the Youngers’ neighbor—visits. Mama and Ruth offer her food and drink, and she gladly accepts. She has come to visit to tell them about a black family who has been bombed out of their home in a white neighborhood. She is generally insensitive and unable to speak in a civil manner. She pre dicts that the Youngers will also be scared out of the all-white neighborhood once they move in and insults much of the family by calling them a â€Å"proud-acting bunch of colored folks. † She then quotes Booker T. Washington, a famous African-American thinker and assimilationist. A frustrated and angered Mama retaliates by calling him a â€Å"fool. † Mrs. Johnson leaves the apartment. Walter’s boss calls, telling Ruth that Walter has not been to work in three days. Walter explains that he has been wandering all day (often way into the country) and drinking all night (at a bar with a jazz duo that he loves). He says that he feels depressed, despondent, and useless as the man of the family. He feels that his job is no better than a slave’s job. Mama feels guilty for his unhappiness and tells him that she has never done anything to hurt her children. She gives him the remaining $6,500 of the insurance money, telling him to deposit $3,000 for Beneatha’s education and to keep the last $3,500. With this money, Mama says, Walter should become—and should act like he has become—the head of the family. Walter suddenly becomes more confident and energized. He talks to Travis about his plans, saying that he is going to â€Å"make a transaction† that will make them rich. Walter’s excitement builds as he describes his dream of their future house and cars, as well as Travis’s potential college education. How to cite Ethnic Autobiography About Self, Papers

Ilm M4.01 free essay sample

Managers have subordinates – people who operate at levels below the managers’. 10 In summary10 Leadership and Adaptability10 4. Communication and interpersonal relationships11 4. 1 Explanation11 4. 2 Barriers11 5. Development opportunities12 5. 1 Personal style14 5. 2 Personal development16 M4. 01: Understanding the management role (Work based assignment) 1. Introduction 1. 1 My Role – Principle Desktop Engineer †¢ Medway Council. The council employs around 7,000 people in a wide variety of general and specialist roles. Staff are based in the two main offices: Gun Wharf Chatham Maritime and Civic Centre in Strood. As well as in schools, social services centres and leisure, countryside, heritage and arts centres. †¢ My role within the organisation is Principle Desktop Engineer. I currently have a team of 8 engineers and an apprentice. †¢ The main purpose of the job is to manage the desktop engineer team, providing an effective and efficient desktop service to Medway Council. A full Job description (JDQ) is listed at appendix 1. 2. Medway Council[1] Medway Council is a unitary council responsible for providing services, including education and social services, in Rochester, Strood, Chatham, Gillingham, Rainham, the nearby rural areas and the Hoo Peninsula. The council also ensures that people comply with regulations, supports business and tourism in Medway and works to include everyone and regenerate the area. Services People who need services can find information on our website or at the council’s main offices, the town centre contact points as well as in local papers and radio and in the free magazine for residents, Medway Matters. You can also pay online for many services, including council tax, rent and parking fines and also complain if services are not up to your expectations. Decisions Decisions about our services are made after asking people for their views about, for example, what core values should underpin decisions and much more. Councillors make decisions about everything from refuse collection to regeneration of the area. It is their job to ensure that services are provided cost effectively, where they are needed and without discrimination. Council meetings are publicised in advance and members of the public are welcome to attend. Partnership Working in partnership with others to tackle problems effectively and campaign is co-ordinated through the Local Strategic Partnership and set out in the community plan. Other examples of partnership working are the Children and Young Peoples Partnership and Community Safety Partnership (CSP). Employer As an employer of around 7,000 people, Medway Council offers full and part-time career opportunities. 2. 1 The council’s vision †¢ The Council’s vision for Medway is that Medway will be thriving, confident and healthy, a place where people are proud to live, work and learn. There will be opportunities for everyone to achieve and succeed, and to get the most out of life. We will celebrate the diversity of our communities, tackling disadvantage in all its forms. The local economy will grow an increasing number and range of jobs created by the expansion of existing businesses and the attraction of new ones. With a University for Medway offering opportunities for all local people, we will have a highly educated and skilled workforce, able to meet the needs of employers. Economic prosperity and progress will not however, be achieved at the expense of the environment. People living in Medway will enjoy a high quality of life, with decent, affordable housing. There will be a responsive transport system, helping to reduce traffic congestion. We will improve the environment and maintain it for future generations. †¢ This can only be achieved through the participation of all – the community, the Council, businesses and others sharing ambition and responsibility. We will listen to local people and jointly take pride in improving the place where we live. Networks of voluntary groups working with local people will be encouraged. Medway Council will provide high quality services, always working to improve value for money. Over and above this the Council will consult and involve local people so that decisions are taken on spending limited resources together. The Council will co-coordinate partnerships across boundaries to achieve common objectives. Medway Council will seek to set an example as a good and fair employer. †¢ Medway matters â €“ there is no limit to what we can achieve. Working together we will shape the future of Medway and create an environment of flourishing communities with people who fulfil their potential. . 2 Organisational structure The council is made up of two directorates: †¢ Children and Adults †¢ Regeneration, Community and Culture An additional partnership with NHS Medway includes: †¢ The Public Health Directorate An organisational chart can be found at appendix 2 with a management role table at appendix 3. 2. 2. 1 Functional areas and managerial roles in relation to its purpose Under the Medway Council Personal Development Review (PDR) there are several personal qualities and attributes (PQAs) which middle managers are assessed against: Commitment to diversity and integrity – promoting and managing diversity and demonstrating a fair and ethical approach in all situations †¢ Openness to change – proactively supporting change, seeking opportunities to pr omote improved organizational effectiveness †¢ Confidence and resilience – consistently projecting and promoting a confident, controlled and focused attitude in highly challenging situations †¢ Working with others – leading, involving and motivating others both within Medway and in the community †¢ Effective communication – communicating effectively oth orally and in writing †¢ Commitment to development – committed and able to develop self, individuals and teams to improve organisational effectiveness †¢ Problem solving – understanding and applying relevant information to make appropriate decisions which reflect key priorities and requirements †¢ Situational awareness – maintaining an active awareness of the environment to promote safe and effective working †¢ Commitment to excellence – leading groups to achieve excellence by the establishment, maintaining and managing performance requirements †¢ Planning and implementing – creating and implementing effective plans to deliver a range of organizational objectives †¢ Political/organizational awareness – recognizing the potential political impact and implications of actions from a strategic perspective These are primarily for operational staff but there is an expectation that all middle managers fulfil these roles. 2. 3 Stakeholders and their objectives A stakeholder is any individual or organisation that is affected by the activities of a business. They may have a direct or indirect interest in the business, and may be in contact with the business on a daily basis, or may just occasionally. Our main stake holders are: †¢ Members – they are elected, accountable and drive values and activities. †¢ Staff – they will be interested in job security and pay. †¢ Agencies – Shools, NHS, Housing, Police, Highways, Waste and Building Control. †¢ Other authorities – SE7, a partnership of seven councils that have committed to working together to improve quality of services and to achieve savings. Stakeholders have an interest in the company but do not own it. I would suggest that most people would say the public would be the main stakeholder as the end-user. However there is a stakeholder matrix which is used to assess how much power and influence they have to an organisation. Using this then influences how much attention/priority the organisation should allocate to each. [pic] 3. The role of management in achieving goals To achieve its goals and ensure that the stakeholder’s interests are continually analysed and met, the council employs middle managers. The council goals can only be achieved if everyone works as a team and supports the council vision and values. Middle managers are an important component of this team. Middle managers have a responsibility within the organisation to implement at an operational level, the policy and programs set out by the senior managers and directors. They have a strong impact on the outcome of customer satisfaction, employee satisfaction and the efficiency and development of the organisation. Middle managers within the company also act as role models who interpret and represent the company; they communicate and track the different goals and policies ensuring information flows up as well as down. 3. 1 Responsibilities of middle managers Middle managers relay strategic objections from senior managers to their subordinates. They set local targets, review and evaluate, and report back to senior managers. Communication is therefore crucial in the organisation to ensure everyone fully understands their roles and responsibilities. Middle managers play an important role in promulgating information to their staff from senior managers in an appropriate manner and understandable language to ensure duties are carried out efficiently and effectively, as we have a duty as â€Å"public servants† to provide value for money. In essence they make it â€Å"real†. Various systems are in place to enable middle managers to provide evaluation on targets to senior managers, and provide data for Best Value Performance Indicators (BVPIs). Adair’s Action Centred Leadership model can be used to show how middle managers can show achievement towards the organisation’s goals: By Achieving the Task By Developing the Team By Developing Individuals Importantly as well, Adair set out these core functions of leadership and says they are vital to the Action Centred Leadership model: Planning seeking information, defining tasks, setting aims †¢ Initiating briefing, task allocation, setting standards †¢ Controlling maintaining standards, ensuring progress, on-going decision-making †¢ Supporting individuals contributions, encouraging, team spirit, reconciling, morale †¢ Informing clarifying tasks and plans, updating, receiving feedback and interpreting †¢ Evaluating feasibility of ideas, performance, enabling self assessment Following training, Medway Council middle managers are involved in recruiting staff, conduct appraisals and performance management and absence management, in accordance with service procedures. Middle managers are specialists within their department or team. . 3. 2 Leadership/Management styles How you talk to your staff, how you motivate, how you delegate, how you solve problems and how you make decisions will depend on you view your role as a manager or as a leader. The table at appendix 4 lists the different styles. 3. 3 To lead or to manage You need both. The old proverb says that leadership is doing the right thing; management is doing things right. The difference between the two is not as sharp as the saying would suggest, and both are required for effective corporate growth: leadership risk creates opportunities while management strictness turns them into tangible results. If your organization is not on a journey dont bother about leadership just settle for management advises John Adair. There is a direct correlation between the way people view their managers and the way they perform† [2] Leadership vs. Management What is the difference between management and leadership? The biggest difference between managers and leaders is the way they motivate the people who work or follow them, and this sets the tone for most other aspects of what they do. Many people are both. They have management jobs, but they realize that you cannot buy hearts, especially to follow them down a difficult path, and so act as leaders too. Managers have subordinates – people who operate at levels below the managers’. Leaders have followers, leaders do not have subordinates at least not when they are leading. Many organizational leaders do have subordinates, but only because they are also managers. But when they want to lead, they have to give up formal authoritarian control, because to lead is to have followers, and following is always a voluntary activity. In summary The table at appendix 5 summarizes the differences between being a leader and being a manager. This is, of course, an illustrative characterisation, and there is a whole spectrum between either end of these scales along which each person can range. Leadership and Adaptability We know that what will inspire or motivate one staff member, will not inspire or motivate another; managers therefore need to be adaptable in their responses to staff. 4. Communication and interpersonal relationships 4. 1 Explanation[3] Interpersonal communication is a crucial part of your everyday life, yet you probably rarely think about the way in which you interact with other individuals. DeVito defines interpersonal communications as â€Å"communication that takes place between two persons who have an established relationship; the people are in some way ‘connected’ Thus, as interpersonal communication can occur between romantic partners, business associates, doctors and patients, etc. , it permeates our lives. Often, you devote your interpersonal interactions to attempts at influencing the other individual in some way. 4. 2 Barriers One thing Ive seen as an inhibitor is people like to communicate in different ways. So as a manager, we need to really seek to understand for each person, what they prefer. Some may like short 1-1 sessions that focus on quick communication of facts. Some may like longer communication sessions and be comfortable talking about personal life. Some may want weekly 1-1s, some bi-weekly. Trying to tailor the communication style in personal interactions is important. Another inhibitor Ive seen is globally dispersed teams where communication can often take the form of instant message conversations and emails. I find that at least on occasion, suggesting a quick 5 minute call to cover something can really be of value allows a more personal level of communication and can also allow for off topic communication which can help people connect. Management is based on communication but being able to transfer that into drivers, performance, motivation and sustainability needs leadership and empowerment skills. It is the basis of trust building. You can give someone a reprimand or praise and even both over a coffee and with genuine commitment you have a strong bond to build on. It converts into motivation when focused right. Its not just about communicating its about several crucial interplays of trust, motivation, inspiration, support and leadership. The main barriers we come across are solved on a trust related basis. Even a simple barrier like arriving late for work is a mountain without trust. Bottom line is each team player is different respect will give you the ability to enter and discuss. Trust will aid the action plan then follow up and reward progress mechanisms facilitate team building and mentoring. 5. Development opportunities Every council employee has a PDR covering: †¢ Performance over the last 6/12 months, achieved objectives/targets, areas of good performance. †¢ Areas of performance to be developed further or any other problems or constraints. †¢ Agreed priority objectives/targets for next 12 months (including any Corporate Plan objectives/targets). †¢ Review of development and training over last 12 months. †¢ Agreed future development. †¢ section/department/authority. †¢ Manager’s comments. †¢ Employee’s comments All managers will manage differently as no two people are the same. However if a manager is able to critically appraise their own performance they will be able to identify areas to be developed, or at least to be aware of. The Johari Window (Loft and Hingham) is a widely used model for understanding and training self-awareness, personal development, improving communications, interpersonal relationships, group dynamics, team development and inter-group relationships. [4] [pic] 1. The public area contains things that are openly known and talked about and which may be seen as strengths or weaknesses. This is the self that we choose to share with others 2. The hidden area contains things that others observe that we dont know about. Again, they could be positive or negative behaviours, and will affect the way that others act towards us. 3. The unknown area contains things that nobody knows about us including ourselves. This may be because weve never exposed those areas of our personality, or because theyre buried deep in the subconscious. 4. The private area contains aspects of our self that we know about and keep hidden from others. 5. 1 Personal style The main two styles used by myself now are Negotiating and Facilitating I carried out a self-assessment and had three of staff carry out the assessment for comparison. All four assessments are fairly well balanced showing my main two styles are: Negotiating and Facilitating. Appendix 6 is my self-assessment. Appendix 7 is an assessment by one of my senior engineers. This shows a lower result for Directing and a higher result for Laissez-faire when compared to the other two staff assessments. This person is experienced, knowledgeable and trustworthy and has pride in his work. Appendix 8 is an assessment by one of my junior engineers. This shows an increase in Directing and a small decrease in Laissez-faire. This person is competent but still requires a little coaching at times. Appendix 9 is an assessment by a fairly new member of staff. This shows a significant increase in Directing and a small decrease in Laissez-faire. This person being fairly new to the team still requires Directing while he gets used to the policies and working practices of the organisation. From the assessment results, it is clear that my main two leadership styles are Negotiating and Facilitating, this fits in well with the organisation and is both encouraged and supported by the business. I believe I use the following styles: †¢ Style 1 the directing or telling leader. This style I use on new members of staff and for projects that are high priority and need to be completed by the book. †¢ Style 2 the coaching or selling leader. I use this style when dealing with the every day workloads, I have two senior engineers who manage the internal and external work queues seperately. I leave them to orghanise there own schedule but monitor both queues and expect feed back from them. †¢ Style 3 the supporting or participating leader. I use this style during when I have smaller projects that I can delegate to my engineers knowing that they are fully capable of achieving the goals laid down. †¢ Style 4 the delegating leader. I use this when I delegate more complex projects to my senior engineers knowing that they are fully capable of achieving the goals set out and will seek my advice/approval if any changes are required during the project. 5. 2 Personal development My areas for self improvement would be: 1. Communication, change leadership is enhanced when leaders communicate a little at a time, as often as possible, in as many different ways as possible, and providing as many different perspectives as possible. Once team members have built their own personal model of the future and have checked it out against the reality of what is happening on the ground, so that they can once again begin to make their own decisions, the communication process will have served its purpose. This could be achieved by allowing time for more team meetings to pass on any changes that may be in the pipeline, get an update on how the team feel in general. What has worked – can we improve on current working practices to give an improved and more efficient service to the organisation. What hasn’t worked and why, analyse where the task went wrong and see if it can be avoided in the future, lessons learnt. Finally to give praise/rewards where/if appropriate. 2. Self awareness, more patience with both team members and customers, being an autocratic leader for 20 years leaves its mark. My own personal development plan can be found at appendix 10 Possible organisational improvements: 1. Review working practices on a regular basis and try to improve on them making work more productive, efficient leading to a more effective service to the organisation [pic][pic] [1] Medway Council website [2] Adair, 1997 [3] DeVito, J. A. (2004). The interpersonal communication book, 10th ed. Boston: Pearson-Allyn Bacon. [4] Google Images

There ones was three brothers one of the brothers Essays (379 words)

There ones was three brothers one of the brothers is Winne de P oo h the famous bear of the TV ki ds show and the other is name S horty but his 6'8 and his a body bulder and his not that smar t the last brother his name is B iggy his 4' 3 and his is the smartest of all three. One day at 7pm there was a noc k in the door, bang bang bang , pooh told shorty to go see it is so shorty went to go see how was ate the door shorty picket in the pip hole and the DEA was in the door step dene shorty started to freaked out and went to wacke up P ooh and Biggy and P ooh slap shorty and he slap pooh back pooh said what going on shorty said that the DEA is ate the door dene the DEA nocked door down th ey tackeld Pooh and shorty and B iggy got away to the car and two cops went after them for 2 miles, Shorty said "oh my god I don't go to jail I should've listen to my mom she wanted me to be a doctor but I wanted to get rich fast now the DEA are chasing us'' then Shorty said 'stop being little girl and squirting''. Squirt squirt 'two DEA agents down call the military'' said the DEA behind there car,3 miles past in the radio said RPG water launcher in 200 meters shorty and biggy look at echuder and when they turned the rocket hit the left tier and the car flip over and hit a back yard , the military where approaching so Shorty and Biggy popped the door open .'' BANG ' one of the houses exploded so the brothers jumped the fence during the smoked and rounded to the side of a mobile home and waded till the cops left the area , a military convoyed stopped in front of the mobile home and two military solders jumped out of the convoyed and one of deme said ' search the perimeter ' , Shorty stranded to shake so Biggy said your shacking like a go go dancer tinted up ' and smacked Shorty behind the head

Winning the Vote for Women Around the World

Winning the Vote for Women Around the World When did various nations give all women the right to vote? Many granted suffrage in steps some locales gave the vote for local elections first, or some racial or ethnic groups were excluded until later. Often, the right to stand for election and the right to vote were given at separate times. Full suffrage means that all groups of women were included, and could both vote and run for any office. 1850-1879 1851: Prussian law forbids women from joining political parties or attending meetings where politics is discussed.1869: Britain grants unmarried women who are householders the right to vote in local elections1862/3: Some Swedish women gain voting rights in local elections. 1880-1899 1881: Some Scottish women get the right to vote in local elections.1893: New Zealand grants equal voting rights to women.1894: The United Kingdom expands womens voting rights to married women in local but not national elections.  1895: South Australian women gain voting rights.1899: Western Australian women were granted voting rights.   1900-1909 1901: Women in Australia get the vote, with some restrictions.  1902: Women in New South Wales get the vote.1902: Australia grants more voting rights to women.1906: Finland adopts woman suffrage.1907: Women in Norway are permitted to stand for election.1908: Women in Denmark some women granted local voting rights.1908: Victoria, Australia, grants women voting rights.1909: Sweden grants vote in municipal elections to all women. 1910-1919 1913: Norway adopts full woman suffrage.1915: Women get the vote in Denmark and Iceland.1916: Canadian women in Alberta, Manitoba, and Saskatchewan get the vote.1917: When the Russian Czar is toppled, the Provisional Government grants universal suffrage with equality for women; later the new Soviet Russian constitution includes full suffrage to women.1917: Women in the Netherlands are granted the right to stand for election.1918: The United Kingdom gives a full vote to some women over 30, with property qualifications or a UK university degree and to all men age 21 and older.1918: Canada gives women the vote in most provinces by federal law. Quebec is not included. Native women were not included.1918: Germany grants women the vote.1918: Austria adopts woman suffrage.1918: Women given full suffrage in Latvia, Poland, Estonia, and Latvia.1918: Russian Federation gives women the right to vote.1921: Azerbaijan grants woman suffrage. (Sometimes given as 1921 or 1917.)1918: Women granted limited voting rights in Ireland. 1919: Netherlands gives women the vote.1919: Woman suffrage is granted in Belarus, Luxembourg, and Ukraine.1919: Women in Belgium granted right to vote.1919: New Zealand allows women to stand for election.1919: Sweden grants suffrage with some restrictions. 1920-1929 1920: On August 26, a constitutional amendment is adopted when the state of Tennessee ratifies it, granting full woman suffrage in all states of the United States.1920: Woman suffrage is granted in Albania, the Czech Republic, and Slovakia.1920: Canadian women get the right to stand for election (but not for all offices - see 1929 below).1921: Sweden gives women voting rights with some restrictions.1921: Armenia grants woman suffrage.1921: Lithuania grants woman suffrage.1921: Belgium grants women the right to stand for election.1922: Irish Free State, separating from the UK, gives equal voting rights to women.1922: Burma grants women voting rights.1924: Mongolia, Saint Lucia, and Tajikistan give suffrage to women.1924: Kazakstan gives limited voting rights to women.1925: Italy grants limited voting rights to women.1927: Turkmenistan grants woman suffrage.1928: The United Kingdom grants full equal voting rights to women.1928: Guyana grants woman suffrage.1928: Ireland (as part of the UK) expands womens suffrage rights. 1929: Ecuador grants suffrage, Romania grants limited suffrage.1929: Women found to be persons in Canada and therefore able to become members of the Senate. 1930-1939 1930: White women granted suffrage in South Africa.1930: Turkey grants women the vote.1931: Women get full suffrage in Spain and  Sri Lanka.1931: Chile and Portugal grant suffrage with some restrictions.1932: Uruguay, Thailand and Maldives jump on the woman suffrage bandwagon.1934: Cuba and Brazil adopt woman suffrage.1934: Turkish women are able to stand for election.1934: Portugal grants woman suffrage, with some restrictions.1935: Women gain right to vote in Myanmar.1937: The Philippines grants women full suffrage.1938: Women get the vote in Bolivia.1938: Uzbekistan grants full suffrage to women.1939: El Salvador grants voting rights to women. 1940-1949 1940: Women of Quebec are granted voting rights.1941: Panama grants limited voting rights to women.1942: Women gain full suffrage in the  Dominican Republic.1944: Bulgaria, France and Jamaica grant suffrage to women.1945: Croatia, Indonesia, Italy, Hungary, Japan (with restrictions), Yugoslavia, Senegal, and Ireland enact woman suffrage.1945: Guyana allows women to stand for election.1946: Woman suffrage adopted in Palestine, Kenya, Liberia, Cameroon, Korea, Guatemala, Panama (with restrictions), Romania (with restrictions), Venezuela, Yugoslavia, and Vietnam.1946: Women allowed to stand for election in Myanmar.1947: Bulgaria, Malta, Nepal, Pakistan, Singapore, and Argentina extend suffrage to women.1947: Japan extends suffrage, but still retains some restrictions.1947: Mexico grants the vote to women at the municipal level.1948: Israel, Iraq, Korea, Niger, and Surinam adopt woman suffrage.1948: Belgium, which previously granted the vote to women, establishes suffrage with a few re strictions for women. 1949: Bosnia and Herzegovina grant woman suffrage.1949: China and Costa Rica give women the vote.1949: Women gain full suffrage in Chile but most vote separately from men.1949: Syrian Arab Republic gives the vote to women.1949/1950: India grants woman suffrage. 1950-1959 1950: Haiti and Barbados adopt woman suffrage.1950: Canada grants full suffrage, extending the vote to some women (and men) previously not included, still excluding Native women.1951: Antigua, Nepal, and Grenada give women the vote.1952: Covenant on Political Rights of Women enacted by the United Nations, calling for womens right to vote and right to stand for elections.  1952: Greece, Lebanon, and Bolivia (with restrictions) extend suffrage to women.1953: Mexico grants women the right to stand for election. and to vote in national elections.1953: Hungary and Guyana give voting rights to women.1953: Bhutan and the Syrian Arab Republic establish full woman suffrage.1954: Ghana, Colombia, and Belize grant woman suffrage.1955: Cambodia, Ethiopia, Peru, Honduras, and Nicaragua adopt woman suffrage.1956: Women given suffrage in Egypt, Somalia, Comoros, Mauritius, Mali, and Benin.1956: Pakistani women gain the right to vote in national elections.1957: Malaysia extends suffrage to women.1 957: Zimbabwe grants women the vote. 1959: Madagascar and Tanzania give suffrage to women.1959: San Marino permits women to vote. 1960-1969 1960: Women of Cyprus, Gambia, and Tonga get suffrage.1960: Canadian women win full rights to stand for election, as Native women are also included.1961: Burundi, Malawy, Paraguay, Rwanda and Sierra Leone adopt woman suffrage.1961: Women in the Bahamas gain suffrage, with limits.1961: Women in El Salvador are permitted to stand for election.1962: Algeria, Monaco, Uganda, and Zambia adopts woman suffrage.1962: Australia adopts full woman suffrage (a few restrictions remain).1963: Women in Morocco, Congo, the  Islamic Republic of Iran  and Kenya gain suffrage.1964: Sudan adopts woman suffrage.1964: The Bahamas adopts full suffrage with restrictions.1965: Women gain full suffrage in Afghanistan, Botswana, and Lesotho.1967: Ecuador adopts full suffrage with a few restrictions.1968: Full woman suffrage adopted in Swaziland. 1970-1979 1970: Yemen adopts full suffrage.1970: Andorra permits women to vote.1971: Switzerland adopts woman suffrage, and the United States lowers the voting age for both men and women to eighteen by a Constitutional amendment.1972: Bangladesh grants woman suffrage.1973: Full suffrage granted to women in Bahrain.1973: Women permitted to stand for election in Andorra and San Marino.1974: Jordan and the Solomon Islands extend suffrage to women.1975: Angola,  Cape Verde, and Mozambique give suffrage to women.1976: Portugal adopts full woman suffrage with a few restrictions.1978: The Republic of Moldova adopts full suffrage with a few restrictions.1978: Women in Zimbabwe are able to stand for election.1979: Women in the Marshall Islands and Micronesia gain full suffrage rights. 1980-1989 1980: Iran gives women the vote.1984: Full suffrage granted to women of Liechtenstein.1984: In South Africa, voting rights are extended to Coloureds and Indians.1986: Central African Republic adopts woman suffrage. 1990-1999 1990: Samoan women gain full suffrage.1994: Kazakhstan grants women full suffrage.1994: Black women gain full suffrage in South Africa. 2000- 2005: Kuwaiti Parliament grants women of Kuwait full suffrage.

Research Paper on San Diego County CAFR Example | Topics and Well Written Essays - 2500 words

On San Diego County CAFR - Research Paper Example The city functions under and is administrated by the State of California’s laws and its own Charter, as periodically modified since its acceptance by the electorate in 1931 (CAFR 24). The weather of San Diego County is portrayed by mild winters with most of the annual rainfall between November to March and warm and dry summers. It is known for its natural deep water harbor, long relationship with the U.S. navy, mild year-round climate, extensive beaches, and latest emergence as a biotechnology and healthcare development center. Most people who visit the county head to the wild animal park, San Diego zoo, sea world or Lego land. The national, regional and international economic condition has badly affected San Diego County’s City services and revenue. It has also exaggerated the health of the business community. In this tough economic environment, the City of San Diego has effectively balanced its annual budget and also implemented them on time i.e. by June 30 each year. This paper will provide an analysis of the Comprehensive Annual Financial Report (CAFR) of San Diego County and the city also meet the Governmental Accounting Standard Board (GASB) 34 requirements because the Comprehensive Annual Financial Report has been prepared in conformance with the standards and principles for reporting as set forth by GASB 34. Governmental Accounting Standard Board (GASB) With the implementation of the GASB 34, the financial reporting model for local and state governments has been changed. The financial statements under GASB 34 must include: Management Discussion and Analysis (MD&A); Government wide Statements involving Statement of Activities; Statement of Net Assets; Fund Statements; Notes to Financial Statements and Required Supplementary Information which includes the budgetary comparison. The CAFR of San Diego County meets the GASB 34 requirements as it is prepared in conformance with the standards and principles for reporting as required in GASB 34. Th e CAFR of the City also contains MD&A, Statement of Net Assets; Statement of Activities; Fund Statements; Notes to Financial Statements and Required Supplementary Information which includes the budgetary comparison of General Funds. The objective of the City’s CAFR is to provide with the financial statement which is of material misstatement. It maintains the accuracy of data; and fairness and completeness of the presentation. In addition, the City is keeping on to progress a complete internal control over the framework of financial reporting to ascertain satisfactory management of taxpayer funds (CAFR 22). According to GASB 34 and 51, in the government wide statements; all major assets are capitalized by the City of San Diego. Capital assets of both proprietary and governmental funds are utilized at the government wide level and proprietary assets are accounted at the fund level (CAFR 41). 2011 2010 With the execution of GASB 54, there was a considerable reclassification betw een Unrestricted and Restricted Net Assets. Restricted Net Assets resulted in an increase of $949,227 i.e. by $376,845 and Unrestricted Net Assets goes down by $394,573 (CAFR 36). The statistical section provides information as required by GASB 44. In addition to the financial sta