Julius Caesar- Brutus Cassius Who Is the better leader

In William Shakespeare?s Julius Caesar, Brutus and Cassius are very influential characters. Each character makes many mistakes with the assassination plans and the strategies at Philippi. Each man has his reasons for their mistakes, if it is either their idealism, being uncompassionate or not, fully thinking for their actions. Brutus and Cassius are very contrasting people; one man is better suited to be a leader of a battle and an Empire, than the other. That man is: Marcus Brutus. Although Brutus makes many consequential mistakes, his errors are made because his nobleness outranks his intelligence. Whereas for Cassius, his mistakes are made from poor decision making. Brutus himself knows that he is often too honourable and not as†¦show more content†¦Cassius has no morals like the Brutus does. We learn a lot about the ?evil, mischievous, deceptive? Cassius in one of his soliloquy. He reflects on the weakness of Brutus and how he is better than Brutus. He says that is he had been Brutus and Brutus him, he would not of joined the conspiracy. ?Well, Brutus, thou art noble; yet I see, / Thy honourable mettle may be wrought / ?If I were Brutus now, and he were Cassius, / he should not humour me.? (Act I Scene II, L. 308 ? 309, 314 ? 315). In the same soliloquy we learn that he is a very deceptive person. He decides that he will throw letters into Brutus?s house, chair that he as wrote. Brutus will think the letters are from citizens, who disagree with Caesar and the future of Rome. ?I will this night/ In several hands, in at his window throw, / As if they came from several citizens, / Writings, all tending the great opinion / That Rome holds of his name; wherein obscurely / Caesar?s ambition shall be glanced at:? (Act I, Scene II, L315 ? 320.) Deceptiveness is one of Cassius gr eatest strengths. A man who is as deceptive as Cassius is not fit to lead a battle, not to mention an Empire. They have one final obvious reason why Cassius is indisputably not suited for leader is that in troubled times he loses control, and does not know what to do. Before the assassination Cassius is veryShow MoreRelatedNiccolo Machiavellis The Prince and Shakespeares Julius Caesar958 Words   |  4 Pageslessons idealistic and unrealistic for leaders. Machiavelli wrote his book, The Prince, to show the ruling Meddici family that the world is not a fairy tale. Prior to Machiavelli writing The Prince, the majority of books depicted people as virtuous and ethical. However, The Prince is not the only work of literature that manifests Machiavellian techniques. William Shakespeare’s Julius Caesar utilizes similar methods. As shown in Julius Caesar and The Prince, a leader who follows Machiavelli’s advice willRead MoreJulius Caesar Character Analysis1546 Words   |  7 Pagesplays, The Tragedy of Julius Caesar, it demonstrates that being too trusting of someone could end with b ad consequences. 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Brutus, a tragic hero in the play, Julius Caesar, is a great example who has some significant good and bad leadership and language qualities. He is one of the â€Å"conspirators† whose main intention of murdering Julius caesar was because of the well-being of Rome. He was brainwashed and manipulated by the cunning, Cassius. He was very shrewd and didn’t want Julius CaesarRead MoreMarcus Brutus: Shakespeares Tragic Hero in The Tragedy of Julius Caesar1238 Words   |  5 Pagesillustrates Marcus Brutus as a tragic hero in the play The Tragedy of Julius Caesar. Shakespeare defines tragic hero as a flawed character who has good fortune, and then loses all he has prized, leading to his misfortune, but a tragic hero must have that momen t of enlightenment, that moment where a character can see that he caused his own downfall and receives the blame for his own tragedy. The Tragedy of Julius Caesar is based on an historical event- the assassination of Julius Caesar; however, theRead More Brutus is the Tragic Hero in Shakespeares Julius Caesar Essay927 Words   |  4 Pages The tragedy â€Å"Julius Caesar† by William Shakespeare should be renamed â€Å"Brutus† because Caesar is not the tragic hero. He is only in a small portion of the play and does not possess a major tragic flaw; however Marcus Brutus fits the description of tragic hero much better than Julius Caesar. Typically, tragedies are named after the tragic hero, which Aristotle describes as: a person of noble birth with a tragic flaw that leads to his or her downfall because of that flaw. Brutus exhibits all of theseRead MoreThe Tragic Hero Of Marcus Junius Brutus Minor Essay1418 Words   |  6 Pages27, 2015 Tragic hero Marcus Junius Brutus Minor was the son of Marcus Junius Brutus Maior and Servilia Caepionis. His father was killed by Pompey the Great in dubious circumstances after he had taken part in the rebellion of Lepidus; his mother was the half-sister of Cato the Younger, and later Julius Caesar s mistress. Some sources refer to the possibility of Caesar being his real father,despite Caesar s being only 15 years old when Brutus was born. Brutus uncle, Quintus Servilius Caepio, adoptedRead MoreTragic Flaw of Brutus678 Words   |  3 PagesThe play Julius Caesar, by William Shakespeare, entails the rise and fall of Julius Caesar and Brutus, the man plotting against him. At the opening of the play Julius is being celebrated for his victory over Pompey. Later, he is offered kingship; but Caesar refuses the crown. On the ides of March Brutus and some other men come before Caesar to plead a case; except, their only motive is to kill Caesar. 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Social policy and youth studies- Written personal statement, Free Essays

Introduction and Aims Having completed a period of work experience within a childcare environment, I have gained a wide variety of experience and developed my own personal attributes, which I feel will ultimately enable me to become a valuable and responsible member of a childcare team, focusing on youth studies and social policy (Farrell Travers, 2005). This personal statement aims to chart the journey which I have undergone in the last year, including looking at those attributes and skills that I have either developed or improved, as a result of applying the learning which I have obtained during my time operating within a work experience environment. Crucially, I also had the opportunity to speak with far more experienced individuals than myself and this gave me an insight into how my career was likely to develop, from this point onwards. We will write a custom essay sample on Social policy and youth studies- Written personal statement, or any similar topic only for you Order Now I am currently coming to the end of my second year of studies and therefore, whilst I gained considerable knowledge during this work experience, there are still certain aspects of my own personal development which I need to focus on and further areas of development that will enable me to become even more efficient, in the future (Sanderson Percy-Smith, 1995). Work Experience Background My work experience took place within a childcare environment, dealing with eight year old children. I worked alongside several different professionals, including those who dealt with the day-to-day care of the younger children, as well as those involved more in the policy development of new skills among the older children, such as preparing them for formal education and supporting those who were already in formal education (Callender, 2000). I worked primarily alongside the lead individuals dealing with children of school age, i.e. those who were six to eight years old and this involved looking at the types of activities and work they were undertaking during the school day, in order to ensure that childcare activities outside of the school day, at the very least, did not contradict the work being undertaken within the school environment. A greater emphasis was also placed on social and emotional skills which were seen to be developing at a rapid rate during this age category, particu larly when children entered formal education for the first time (Pettit et al 1999). Skills, Attributes and Values Gained During Work Experience During my work experience within a childcare environment several skills attributes and values were gained. Many of these were gained as a result of shadowing a very experienced member of the team, as it enables me to identify ways in which I could potentially operate, in the future. The main skills which I gained during this work experience included the ability to think in a much more rounded way about situations being presented to me. During my first year of education, a large proportion of the activities were based on developing the ability to complete worksheets that would be appropriate for the children in my care, as well as much of the administrative activity that I perceived to be central to the childcare environment (Training and Employment Agency 1999). Whilst it remained important to follow educational policies, particularly with those children who were already of compulsory school age, I became much more aware of my need to adapt and to be flexible to the needs of the chil dren, rather than simply shoehorning the day-to-day activities within the childcare environment into my chosen plan or policy. I also gained a much greater value when it came to the discussions with children and recognising the importance of social interaction and giving children the opportunity to express themselves (UEA, 2002). My own ability to identify potential social and psychological problems, as well as identifying children who were possibly having issues outside the immediate childcare environment increased dramatically, as a result of shadowing my mentor and spending time simply observing activities within the childcare environment (Smith Barker, 2000). Personal Skills and Attributes for Employability Many of the skills and attributes which I developed in myself were those that I identified in the more experienced member of the staff and I felt would be good as transferable skills within my future studies. However, although the focus here was on children between the ages of six and eight, these skills could potentially be applied across a broad range of different ages and this is therefore something that will be useful for me in my future work experience and employment. The ability to identify key policy issues and then apply them in a wide variety of different situations is incredibly useful and a central aspect of my studies. Understanding underlying social policies is also critical, as anyone involved in a childcare environment needs to be able to look at the broader social implications, so that the day-to-day work that is undertaken with the children supports these social policies (Munton, et al 2001). I also feel that I have developed additional skills in terms of identifying the various different needs of children, depending on their demographic situation. This type of understanding, again, will be useful in a wide variety of different situations. Moreover, the ability to apply policies and practices in a sensitive and appropriate manner will provide useful opportunities for me, in the future, particularly when it comes to leading change within a childcare environment (SQW and NOP, 2002). Next Steps and Career Development Following on from this period of work experience and when combined with the skills and knowledge which I achieved during my first two years at university, I feel that I am now ready to look towards applying these skills in a practical sense (Alderson, 1995). Furthermore, I am looking for opportunities to work within an environment that will enable me to lead change and develop new working approaches that were potentially allow the childcare environment to adapt to different situations, rather than following strict lesson plans or care plans. By placing a heavy emphasis on dealing with general social policies, I feel that I shall be much better placed for establishing ways of working which are not currently being used and this is where I intend to focus my work, in the future. References Alderson, P, (1995), Listening to Children: Children, Ethics and Social Research London: Barnardos Callender, C, (2000), The Barriers to Childcare Provision Department for Education and Employment Research Report 231 London: Stationery Office Farrell, P., Travers, T. (2005). A healthy start: Mental health promotion in early childhood settings.Australian e-Journal for the Advancement of Mental Health, 4(2), 1–10. Munton, A, McCullum, B, Rivers, K, (2001), Childcare Quality Improvement and Assurance Practices Department for Education and Employment, Research Report 266 Pettit, G, Bates, J, Dodge, K, Meece, D, (1999), ‘The Impact of After School Peer Contact on Early Adolescent Externalising Problems in Moderated by parental Monitoring, Perceived Neighbourhood Safety and Prior Adjustment’, Child Development, 70, p768-778 Sanderson, I, Percy-Smith, J, (1995), The Out of School Childcare Grant Initiative: An Interim Evaluation Department for Education and Employment, Research Series no 44 Smith, F, Barker, J, (2000), The Childcare Revolution: A Decade of Kids’ Clubs London: Kids’ Clubs Network SQW and NOP, (2002) The 2001 Childcare Workforce Surveys Department for Education and Skills Training and Employment Agency (1999), An Evaluation of Playcare Report by Policy Research Institute for Training and Employment Agency, Belfast UEA, (2002), A National Evaluation of Breakfast Clubs Department of Health How to cite Social policy and youth studies- Written personal statement,, Essay examples

Essential Element of Contract System †Free Samples to Students

Question: Discuss about the Essential Element of Contract System. Answer: Introduction: In the case of Esso Petroleum Co Ltd v Mardon [1976] Q.B. 801 the plaintiff had suffered losses because of the misinformation provided by the claimant. In this case the misinformation was not provided deliberately but reasonable steps could have been taken by the defendant to avoid the misinformation being provided. The court held that the actions of the defendant accounts to negligent misrepresentation. The court further ruled that in situation of a negligent misrepresentation the aggrieved party may claim any consequential damages and also has the right to recession. A consideration is an essential element of a contract. There are certain rules which are provide by precedent case laws to determine that a consideration is lawful or not. One of such rules had been used in the case of Foakes v Beer (1884) 9 App Cas 605. In this case Mr Foakes has been provided an order to get payments from Mrs Beer. She told Mr Foakes that she will accept 500 now and rest later and would not take any interest. However the court held that Mrs Beer is entitled to the interest as no additional consideration has been provided by the defendant to forgive the interest. However where a promise changes the position of the party not may be enforced though the equitable promissory estoppels doctrine even without a consideration as per the case of Alan v El Nasr [1972] 2 WLR 800 . The doctrine forces the person making a promise to comply with it if it would be inequitable otherwise. In the landmark case of Hyde v Wrench [1840] EWHC Ch J90 the issue of counter offers and their effects on the first initial offer had been discussed by the court. It had been ruled by Lord Langdale in the cases that the initial offer is cancelled by a counter offer. Wrench had made an offer to Hyde to sell his farm at 1000. Hyde stated that he will purchase the farm at a price of 950. However Wrench did not accept the offer. Hyde then decided to purchase the farm at 1000 which was the original offer. However Wrench did not agree and Hyde claimed a contract. The court held that there was no contract as the counter offer of 950 canceled the initial offer. In contract law, general a past consideration is not considered to be valid and thus does not have any legal significance. In the case of Roscorla v Thomas [1842] EWHC J74 it had been ruled by the court that past consideration cannot be considered for the purpose of claiming damages under the provisions of contract law. However in the case of Pao On v Lau Yiu Long [1979] UKPC 17 it had been ruled by the court that where the action has been done on the requires of the promisor and there was an understanding that the act is to be compensated then past consideration is valid. Richard has approached with Shocks Are Us to purchase new shock observers for his jeep. He has been informed by their agent that the most suitable shock observers which could function on rough ground are that of D200. However D200 were not suitable for rough ground and as a result the Jeep crashed and suffered damages of $2000. The representation provided by the agent was therefore false. She has provided the wrong information negligently which was used by Richard to get into the contract. Thus there is negligent misrepresentation and Richard can rescind the contract and claim consequential damages as per Esso Petroleum Co Ltd v Mardon. There was an already existing contractual obligation which Richard owed to George according to which the rent of the lease was to be increased every year at a rate of 10%. However the George agreed with Richard that he will forgive the additional rent for the present year. Based on the promise of George, Richard invested the money he had to purchase extra tools for his business. Although if the Foakes v Beer case is applied there will be no way in which Richard can avoid paying the additional rent to George as past consideration is not valid consideration. However as there has been an actual change in position of Richard because of the promise of George, as per the case of Alan v El Nasr the promise will be enforceable. The initial offer made by Tom to purchase the car which had been valued at $20000 by Richard was at a price of $18500. The offer was not accepted by Richard as a counter offer has been made by him to sell the car at a price of $19000. This means that as per the principles provided by Lord Langdale in the case of Hyde v Wrench the offer of $18500 made by Tom has been cancelled by the counter offer of $19000 by Richard Thus Richard cannot make accept the initial offer of Tom.It has been discussed as per the above case of Roscorla v Thomas that past consideration is not a valid consideration. Past consideration means an act which has been done prior to an offer being made. Martin used to take care of Richards garage without any consideration or promise of payment. Richard promise Martin that he would provide him with his car which he gives for rent at $50 to be used for free as he had been taking care of his garage. However this is a past consideration and does not fall within the exception of the Pao On v Lau Yiu Long case. Thus no contract is formed. Conclusion Negligent misrepresentation has been made by agent of Shocks Are Us and Richard can thus get damages and rescind the contract Richard is not liable to pay George for the rent he had forgiven No contract exists between Tom and Richard Past consideration was not valid thus agreement is not enforceable between Martin and Richard. References Alan v El Nasr [1972] 2 WLR 800 Esso Petroleum Co Ltd v Mardon [1976] Q.B. 801 Foakes v Beer (1884) 9 App Cas 605 Hyde v Wrench [1840] EWHC Ch J90 Pao On v Lau Yiu Long [1979] UKPC 17 Roscorla v Thomas [1842] EWHC J74

10 Amendments - First Changes to the Constitution

10 Amendments - First Changes to the Constitution The first 10 Amendments to the U.S. Constitution are known as the Bill of Rights. Those 10 amendments  establish the most basic freedoms for Americans including the rights to worship how they want, speak how they want, and assembly and peaceably protest their government how they want. The amendments have also been subject to much interpretation since their adoption, particularly the right to carry a gun under the Second Amendment. A bill of rights is what the people are entitled to against every government on earth, general or particular, and what no just government should refuse, or rest on inference, said  Thomas Jefferson, the author of the Declaration of Independence and the third president of the United States. The first 10 amendments were ratified in 1791. History of the First 10 Amendments Before the American Revolution, the original colonies were united under Articles of Confederation, which did not address creation of a central government. In 1787, founders called a Constitutional Convention in Philadelphia to build a structure for a new government. The resulting Constitution did not address the rights of individuals, which became a source of contention during the documents ratification. The first 10 amendments were predated by the Magna Carta, signed in 1215 by  King John  to protect citizens against abuse of power by the King or Queen. Likewise, the authors, led by James Madison,  sought to limit the role of the central government. Virginias Declaration of Rights, drafted by George Mason immediately after independence in 1776, served as a model for other state bills of rights as well as the first 10 amendments to the Constitution. Once drafted, the Bill of Rights was quickly ratified by the states. It only took six months for nine states to say yes - two short of the total needed. In December 1791, Virginia was the 11th state to ratify the first 10 amendments, making them part of the Constitution. Two other amendments failed ratification. List of the First 10 Amendments Amendment 1: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. What it means: The First Amendment is, to many Americans, the most sacred of the first 10 amendments because it protects them from persecution over their religious beliefs and government sanctions against the expression of opinions, even those that are unpopular. The First Amendment also prevents the government from interfering with journalists responsibility to serve as watchdogs. Amendment 2: A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed. What it means:  The Second Amendment is one of the most cherished, and divisive, clauses in the Constitution. Advocates for the right of American to carry guns believe the Second Amendment guarantees the right to bear arms. Those who argue the United States should do more to regulate guns point to the phrase well regulated. Gun-control opponents say the Second Amendment merely allows states to maintain militia organizations such as the National Guard. Amendment 3: No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law. What it means: This is one of the simplest and clearest amendments. It forbids the government from forcing private-property owners to house members of the military. Amendment 4: The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. What it means: The Fourth Amendment protects the privacy of Americans by prohibiting the search and seizure of property without cause. Its reach is indescribably broad: every one of the millions of arrests made annually is a Fourth Amendment event. So too is every search of every person or private area by a public official, whether a police officer, schoolteacher, probation officer, airport security agent, or corner crossing guard, writes the Heritage Foundation. Amendment 5: No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. What it means: The most common use of the Fifth Amendment is the right to avoid incriminating oneself by refusing to answer questions at a criminal trial. The amendment also guarantees Americans due process. Amendment 6: In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense. What it means: While this amendment seems clear, the Constitution doesnt actually define what a speedy trial is. It does, however, guarantee those accused of crimes a decision on guilt or innocence made by their peers in a public setting. That is an important distinction. Criminal trials in the United States take place in full public view, not behind closed doors, so they are fair and impartial and subject to judgement and scrutiny by others. Amendment 7: In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law. What it means: Even if certain crimes rise to the level of being prosecuted at the federal level, and not the state or local, defendants are still guaranteed a trial before a jury of their peers. Amendment 8: Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. What it means: This amendment protects those convicted of crimes from excessive jail time and capital punishment. Amendment 9: The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. What it means: This provision was meant as a guarantee that Americans hold rights outside of just those specified in the first 10 amendments. Because it was impossible to enumerate all the rights of the people, a bill of rights might actually be construed to justify the government’s power to limit any liberties of the people that were not enumerated, states the Constitution Center. Thus the clarification that many other rights exist outside of the Bill of Rights.   Amendment 10: The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people. What it means: States are guaranteed any power not delegated to the U.S. government. Another way of explaining it:  the federal  government holds only those powers delegated to it in the Constitution.

Presentation essays

Social Issue Research/Presentation essays Marijuana ( aka grass, pot, weed) is the common name for the crude drug made from the plant, Cannabis sativa. Over 400 chemicals are in marijuana, including the main mind altering ingredient, THC. The amount of THC in the marijuana determines how strong the effects will be. Factors of the strength of the marijuana is, the type of plant, weather, soil, and the time of harvest. Another form of marijuana is a joint. A joint is a cigarette made from the dried particles of the plant. Hashish or hash, is made by taking the flowers of the marijuana plant and the resin from the leaves and pressing it into cakes or slabs. Hash is usually stronger than regular marijuana, containing five to ten times as much THC. Pure THC is almost only available though research, so substances sold on the street claiming to be THC can turn out to be something else like PCP Not everyone uses marijuana just to get high. Marijuana can be used as medicine, helping cancer and AIDS patients gain appetite and relieve nausea. If marijuana was legal, the government would be able to enact standards of quality and purity of the drug. Eliminating the street drug which is often contaminated or extremely potent, causing disease and sometimes death for those who use it. But the most basic reason that marijuana should be legal is that there is no reason for it not to be. Individuals deserve the right to make choices for themselves. Last time i checked the government only have a right to limit those choices if the individual's actions endanger someone else. And this does not apply to marijuana, since the individual using it is doing it according to his or her free will. The second important reason that marijuana should be it that there is not good evidence that prohibition decreases drug use, in fact in some cases it might increase drug use. One unintended effect o f the prohibition of marijuana is the popularity of it in high schools. It is actually easier f...

Nursing Bachelor Essay Example | Topics and Well Written Essays - 2250 words

Nursing Bachelor - Essay Example There are multiple activities with the pressing demand of time, and when I reflect on these events, it seems they could have been catered better with a more effective time management. I had been assigned to this patient who had an anterior cruciate ligament construction in the left knee, and these postoperative patients have multiple requirements. This patient was diabetic and had chronic obstructive pulmonary disease. The tasks can be divided into making the bed, recording vital signs and charting them, positioning the patient, feeding her, examining generally and in the operative site, recording the findings in the chart, administering medications, performing common bedside tests, informing the supervisor, and looking out for any complications and reporting them. This seems to be a long list, and I found it is extremely insufficient time within the shift to accomplish all tasks in a proficient and efficient manner. As a result, everything was getting disorganized. I decided to talk to my mentor and seek her advice. She told me that I was not being able to manage time very effectively. Inexperience is indeed a factor, but if the principles of time management are applied to my work, this would ease matters a lot. She talked to me about the importance of time management and also gave me some tips of time management as applicable to our work. ... I decided to apply her principles in work. This happened very soon, where I could optimize my actions on the basis of priority. My patient was shouting in the ward since she had pain, and she wanted me to give an analgesic injection. At the same point in time, she was having a scheduled injection of antibiotics on an 8-hourly dose. The patient's shouting sounded urgent, the pain must have been intolerable, and I assumed a cool composure and decided to attend the injection of the antibiotic first. The antibiotic dose needed to be administered in the right time since it has relationship with concentration of the drug in blood that will kill the bacteria. If it was not injected in the right time, this might cause infection in the postoperative joint, and the whole surgery may be baffled in terms of outcome. I, therefore, prioritized the antibiotic injection against a painkiller shot. I finished the antibiotic and then went ahead to prepare for the pain killer injection. While reflecting on this, I found that I did the right thing, but I was feeling ashamed that I could not suppress my irritation with the patient. This is because I failed to convince myself that as a nurse, I must be clear and confident enough about my different roles and must be able to differentiate those roles on the basis of priority in the ward that applies differently to the same patient in different situations, and that should be guided by importance that can have far-reaching implications in care, never by apparent urgency. I concluded that it is all about being able to attach importance to the activities in different roles in order of gravity is the essence of time management. From the next day onwards, I made a schedule for my work in the ward. I decided that I

Zinn Essay Assignment Example | Topics and Well Written Essays - 250 words

Zinn Assignment - Essay Example Zinn has strong arguments and I agree that the perspective of the victims of â€Å"progress† is valuable to history. According to Zinn, racism was created to ensure that slavery, which was profitable for some people, could continue. To prevent collaboration between white and black people, which could lead to a successful rebellion against the wealthy people, certain laws were introduced. These laws declared blacks as inferior to whites, which produced a racial awareness. Inferior status and derogatory thinking blended into racism. I agree with Zinn, because his arguments are well thought through. Knowing the cause(s) of racism is important to be able to overcome it. Chapters 4 to 8 are all dealing with types of violent and nonviolent resistance or rebellion against various forms of oppression, such as the American Revolution. The fight against oppression is still a topic nowadays and it will always be an issue. Therefore, it is important to know how people rebelled against oppression in the past. In Chapter 7, Zinn addresses how women dealt with oppression and how some women demanded to be treated equally. Many women refused to accept their domestic position, which influenced the women’s rights movements. I found it very interesting that women did not only stand up for their own rights, but that they also spoke out against slavery. It seems that many women fought two battles, which is