A Vindication of the Right of Women and Woman in the Nineteenth Century

Education of Women in A Vindication of the Right of Women and Woman in the Nineteenth Century      Ã‚  Ã‚  Ã‚   In two centuries where women have very little or no rights at all, Mary Wollstonecraft and Margaret Fuller appear as claiming voices, as two followers of feminism. Two women separated by a century but united by the same ideals. In these male- dominated societies, these two educated women tried to vindicate their rights through one of the few areas where they could show their intelligence: literature. So, in the 18th century we find Wollstonecraft ´s A Vindication of the Right of Women and in the 19th her successor Margaret Fuller’s Woman in the Nineteenth Century. Two books written with the same purpose: to vindicate the rights of women and to try to create a better situation for women, yet through two differing points of view, the difference of one century. As there are too many points about the rights of women dealt with by these books, I am going to concentrate in one of these vindictive points: the education of women. Throughout this paper, I am going to show how these two women wrote about women education from two different kind of feminism, what they thought about it and how they dealt with this subject. During the 18th century there was little argument for civil and educational rights for women. There was more concern about racial matters than about women status and rights. When Mary Wollstonecraft wrote Vindication of the Right of Woman, she tried to fulfil this lack of civil and educational rights for women. This is a plea to give equality of opportunity to women. The education she promoted was a mixture of information and rational skills. She stresses the importance of educating both sexes together, somethi... ...t, not only a light version of what was taught to boys. Romanticism did not define female nature only in contrast to men. Romanticism does not describe women as the negative counterpart of men. Fuller’s feminism is also romantic because she believed that women could be free by themselves only if they united together but never if united with men. This difference of feminism is based on the different time both of them live on, while in the 18th century women had no rights at all, in the following one they begin to have access to education, so now the following step was to achieve the liberation that Fuller vindicate in her work. BIBLIOGRAPHY Wollstonecraft, Mary. Vindication of the Right of Woman. New York: Oxford University Press, 1972. Fuller, Margaret. Woman in the Nineteenth Century and Other Writings. New York: Oxford University Press, 1994.   

HCL Corporate Ethics Essay

* Code of ethics statement:- HCL Core Values: * To uphold the dignity of the individual: In line with HCLT ‘s â€Å"Employees First† philosophy, wherein employees are the organization main focus, they place significant emphasis on the respect and dignity of every HCLT employee. HCLT employees are empowered to drive innovation, transforming client engagements and markedly improving client satisfaction. HCLT believes in valuing employees as individuals (not resources), upholding the dignity of all people and displaying tolerance and respect. * To honor all commitments: They keep their commitments to each other and with every stakeholder. * Commitment to quality, innovation and growth in every endeavor: HCLT is committed to supporting quality processes and employee productivity through a working environment and culture in which they feel appreciated and allow innovation to thrive. * To be responsible corporate citizens: They believe in encouraging a sense of social responsibility and to give back to society. They take pride in being a company with a strong social conscience. They firmly believe that every drop counts and every step aimed at helping the community is an important step. Their commitment to making a positive difference to the community and the environment in which they operate is a sustained effort and not just a one-off initiative. EFCS culture at HCL: They create value in a specific place, the interface between their HCLT employees and their customers. This is called the â€Å"value zone.† The â€Å"Employees First, Customers Second† (EFCS) philosophy is about placing the employees first and customers second to activate the value zone – the place where the frontline employees interact with customers and create real value for them. This recognizes employees as the strategic elements, turns the management structure upside down and democratizes HCLT‟s functions and way of working. Every employee who works in the value zone is capable of creating more or less value. The whole intent of EFCS is to do everything that can enable those employees to create the most possible value. This approach has led us to take a number of actions to turn the organizational pyramid upside down. In other words, they want management to be as accountable to the people in the value zone as the people in the value zone are to management. Their recruitment and promotion policies are based on meritocracy and ability to learn, adapt and assimilate change. They ensure equal opportunities irrespective of gender, nationality, disability, sexual orientation, religion or ethnicity in hiring, pay and/or career advancement. They focus on promoting workplace diversity and have specific supplier vendor diversity programs.

Essay on Shakespeares Hamlet is both Madman and Genious

Madman or Genius? Scholars have been disputing the sanity of Hamlet, for over four hundred years, in the play Hamlet, by William Shakespeare. Is he an insane madman or a vengeful, devious, genius? There are many contradictory ideas and theories on Hamlet’s so called psychosis, his procrastination in avenging his father’s death, and his actions towards his mother. In the first act Hamlet seems to be in a perfectly sane state of mind. It is the second scene where the reader begins to see a change in Hamlet’s character. Ophelia meets with Polonius and recalls the meeting she previously had with Hamlet. She tells her father that Hamlet came to her disheveled, and in a traumatized state of mind, speaking of†¦show more content†¦To be or not to be is, for all intents and purposes, Hamlet debating on whether he should sustain the pains of living in such a harsh world and fight to avenge his fathers murder, or take his own life. George Brandes states that â₠¬Å"Hamlet suddenly realizes that everything is entirely different from what he had imagined, and feels as if he must die because he cannot set it right† (Brandes). Hamlet is bewildered as to whether he should avenge his fathers death. However, in the back of Hamlets mind, which keeps him in constant mayhem, is his loyalty to his family and moreover his father. In act four scene two Hamlet meets with Rosencrantz and Guildenstern, and he seems to be breaking down into insanity. Hamlet has just killed Polonius, and Rosencrantz and Guildenstern were sent by Claudius to question him as to where he placed the body Polonius. The outlandish thing about this scene is that Hamlet seems to play with Rosencrantz and Guildenstern and does not give them a straight answer. Hamlet has practically transformed into a different person and does not seem to be completely sane. Next is another situation that can not entirely be explained. The situation being Hamlets multiple delays in avenging h is fathers death. The first that Hamlet learns of how his father actually died is in act one scene five, where Hamlet follows the ghost of his dead father who explains to Hamlet that he was murdered by Claudius. This all took place at the