Geggus, David Patrick. Haitian revolutionary studies. Essay Example for Free

Geggus, David Patrick. Haitian revolutionary studies. Essay After the 1695 Ryswick Treaty between France and Spain, France took control of St. Domingue (Willie 2001, p 36). The legal rights bestowed upon the French gave them the jurisdictional capacity to reign over the western region of Hispaniola. Government officials from France took care of the administrative and governing bodies of St. Domingue. The Ryswick Treaty paved way for the French to colonize St. Domingue and take preeminence in virtually every fundamental aspect of the region. The social, economic and political realms of the people of St. Domingue were largely defined by the French colonial systems in place (Willie 2001, p 36). The weighty colonial systems of the French in St. Domingue led to a stratified social system, dividing the people into social classes. The Les Grand Blancs were the superior whites who consisted of the planters and royal officials of the colony. The Les Petit Blanc, considered as the lowest group of whites consisted of the artisans, shopkeepers and bookkeepers in St. Domingue. By 1789, the total umber of whites in St. Domingue was 30, 000. The Mulattoes or free coloreds, numbering 28,000 by 1789, consisted of children fathered by white French men with black women (Willie, 2012, p 38). Emancipation of the free coloreds gave them an opportunity to own slaves as their white counterparts. They possessed one third of the real estate in St. Domingue. The slaves, who numbered 450, 000 by 1789 were the least in the social ladder (Ghachem 2003, p 4; Willie 2001, p 38). They literally owned nothing and were devoid of any degree of liberty compared to the other social classes. The social stratification structure in St. Domingue resulted into social, economic and political disparities that constantly caused friction among the social classes in the social ladder. Every social class sought to defend its rights and freedoms; the quest for justice and liberty was deeply engraved in each of the social classes (Geggus 2002, p 14). A critical analysis of the perceived economic and social injustices experienced by the groups is ultimately significant in understanding the causes and aims of the St. Domingue Revolution. Indeed, a critical evaluation of the social ladder in the French colony is imperative in comprehending the causes and aims of the St. Domingue Revolution from 1791-1804. The economic demography of St. Domingue in the late 18th century               Ã‚  One cannot talk about the St. Domingue Revolution (1791-1804) without expounding on the economic demography of the then, largest French colony. Dominated by agriculture and trading relations, the French colony was indeed export motivated. The colonial economy maximized on sugar, coffee, cotton and indigo plantations. The colony had 3000 coffee plantations, 800 sugar plantations, 800 cotton plantations and 2950 indigo plantations (Willie 2001, p 36). The expansive plantations placed St. Domingue strategically among the French colonies; in fact, it was the richest plantation colony of the French. The second half of the 18th century saw St. Domingue expand to become the largest exporter of coffee and sugar in the world; this placed France at a strategic place in the world economy (Willie 2001, p 36). The increased growth and demand in the colonial economy in St. Domingue triggered the colonialists to continually restructure the plantation systems. A constant increase in the number of slaves in the colony by the colonialists fueled the destabilization of the social balance in St. Domingue. In a bid to maintain a robust and thriving colonial agricultural economy, the colonialists subjected the slaves into hard labor, which consequently eroded their state of freedom and liberties. The lowest social class in the French colony experienced social and economic deficiencies that exacerbated their poor living standards. The poor living standards meant that the mortality rate of the slaves, sky- rocketed and necessitated the capture of more slaves for the further expansion of the colonial economy. The complicated economy in late century St. Domingue saw an increase in the number of slaves, which led to slave insurrections prior to 1791(Marsh and Nicola 2011, p 21). The desire of the slaves to attain freedom and liberty precipitated the St. Domingue revolution that historians claim changed the landscape of world affairs, and contributed to the demise of slavery. Hence, the social imbalance created by the economic demography of St. Domingue led to the inception of the revolution. The economic and social disparities of the social groups               Ã‚  Economic and social disparities were at the height of the causes and aims of the St. Domingue revolution (Geggus 2002 p 14). The social classes often clashed with one another in a bid to secure their social, economic and political justices. However, this was not an easy endeavor; hence, precipitating repeated crises that brought social and economic imbalances in the colony. The colonial masters sought to maintain the colony’s economic valor, and for this to happen, the relentless friction among the social clashes continued inevitably. Certainly, the social ladder triggered disparities that heightened the imbalances in the colony. The Les Grant Blancs who were born in the colony expressed feelings of discontent against the whites born from France, their motherland. The whites from France took charge of the most important government offices in the colony. The whites born in the colony (creoles) expressed dissatisfaction because they wanted to participate effectively in the government (Geggus 2002, p 6). The inability of the Les Grant Blancs to have a greater autonomy in the running of the colonial administration affected their social status in the colony. The group perceived that being on top of the social ladder deemed it right to have autonomy over the affairs of the colony. The planters and wealthy members of the group perceived that the ceremonial positions they were given in the assembly was not tantamount to their social status. The reduction of their status to minor aristocrats precipitated their desire to command more grounding against the European-born colonialists. As a result, there was a social stru ggle and imbalance as the group sought to gain the legal rights of controlling the colony. The Les Grant Blancs also wanted to have the freedom of trade. As the plantation owners, they wanted to have more economic autonomy from the proceeds of their produce. Apparently, the colonialists controlled the produce from the island, which was its major asset because of the strategic economic benefits associated with it. The French government introduced the Exclusive trade system, which ensured that the control of goods had to come exclusively from France. Moreover, the high taxation levied on the colony did not auger well with the group. The white plantation owners continually sought to have economic independence from the French government and the colonial administrators. The economic struggles between the Les Grant Blancs and the royal French colonial administrators brought economic imbalances that often threatened the integration of the groups. The white planters saw that the economic advances were creating injustices that needed to be addressed. According to Willie (2001, p 39 ), the Les Grant Blancs believed that the colony officials wasted St. Domingue’s resources. Therefore, the plantation owners and members of the assembly constantly attacked the executive officials from France. It was widely acknowledged that the wealth of the French colonies was primarily meant to benefit France, but not the colonies. This brought mixed reactions in the colony, with the superior whites advocating for the abolishment of heavy taxes and a greater control of the colony’s trade relations. The Les Petit Blanc consisting of poor white men did not have good relations with their rich counterparts. The social disparities between the two groups caused sharp conflicts that often resulted into physical violence. The Les Petit Blanc did not like the fact that their rich counterparts had immense wealth, which they could only imagine. The privileges that the Les Grant Blancs enjoyed created a stratified social structure that made the Les Petit Blanc inferior. The Mulattoes or free coloreds were also inferior to the wealthy planters and civil officers. The interaction between the poor whites and the Mulattoes as well as the slaves made the rich whites to perceive them as less important in the economic status of the colony. The economic and social superiority of the rich whites resulted into strained relationships between them and the â€Å"Les Petit Blancs†. Undoubtedly, the strained relationships stemmed from the economic and social disparities of the colony’s stru cture. Of importance still, is the relationship between the whites and the Mulattoes/ free coloureds. The disparities between the social classes came because of the economic and social characteristics of the Mulattoes. The free coloureds were seen as extremely ambitious and a threat to the social and economic dominance of the whites. They were strong and showed great prospects of social mobility and capacity to compete with the whites. Additionally, most of the Mulattoes were highly educated; hence, posing challenges to the dominant whites. The whites did not like the fast-rising nature of the free coloureds; they wanted them to remain inferior to them and settle at the bottom of the social class ladder. The social and economic disparities between the groups caused numerous conflicts that destabilized the power of the colonial administration. Due to the massive influence of the Mulattoes/free coloureds, the colonial legislature introduced strict laws to limit their influence (James 1963, p 97). The enacted laws forbade them from holding public office, joining the colonial army, wearing European clothes, organizing social functions, marrying whites and residing in France. They were also forced to work for free for a certain number of days per year, according to the French law. The free coloureds were economically and socially deprived of their rights because of their race and their prospects of social mobility. The Mulattoes did not agree with the social and economic injustices committed against them; hence, they sought to find for their rights (Ott 1987, p 67). These factors caused tensions between the whites and the Mulattoes and consequently led to the intense fighting between the groups in 1791. The slaves, majorly from African origin were subjected to hard labor and deprivation of their rights as humans. They were the lowest in the social ladder, and yielded nothing in respect to their social and economic statuses. They experienced harsh conditions subjected to them by the superiors. The economic and social disparities between them and the other groups denied them the opportunity to enjoy their rights and dignity. In 1791, as the Les Blancs, Les Petit Blanc and free coloureds were fighting one another because of the prevalent social and economic disparities, the slaves maximized on the opportunity to start revolts in St. Domingue (James 1963, p 110). The slaves, favored by their numbers, fought against the whites and free coloureds because of the torments they faced as inferiors in St. Domingue. Undeniably, the social and economic disparities among the social classes in the colony contributed greatly in the St. Domingue Revolution. The Declaration of Rights of Men               Ã‚  The Declaration of Rights of Men of 1789 was an instrumental document of the French Revolution in the expression of human rights. The document played a vital role in the establishment of the fundamental human rights that have continued to influence the modern world. In the wake of the French Revolution, there was need for setting up of laws that recognized the basic human rights and the equality of all people before the law. The declaration came at a time when rights and liberties were highly violated at the merit of a few. The French Revolution sought to fight for liberty, equality and fraternity rights (Manigat 1977, p 420). Certainly, the Declaration of the Rights of Men played a dominant role in the start of St. Domingue Revolution. After the document brought the realization of human rights and universal laws in France, the social classes in St. Domingue sought to fight for their rights and privileges in a highly stratified colony. The Les Blancs wanted the right to makes laws, the abolishment of trading restrictions from France and wanted to have social equality with the French whites. They also wanted the scrubbing off, of royal bureaucracies in St. Domingue. The Declaration of the Rights of Men inspired the free coloureds to fight for social and political rights and the abolishment of discrimination. On the other hand, the slaves fought for their personal freedom from the oppression by the other social classes. Based on the discussion above, it is worth noting that the Declaration of the Rights of Men inspired the St. Domingue Revolution. Conclusion               Ã‚  In conclusion, it is notable to assert that the St. Domingue Revolution (1791-1804) was because of various factors. Social and economic disparities in the colony were a major factor in the start of the revolt that certainly ended slavery in the island. The social classes that lived in St. Domingue often clashed in respect to the economic and social factors defining them. The deprivation of rights and liberties among the social groups led to conflicts that often turned physical. The need for economic and social rights and the quest for justice in the late 18th century St. Domingue led to a successful slave revolt that resulted into the birth of the nation of Haiti. As historians put it, the St. Domingue Revolution was significant in defining the history of European colonialism. Indeed, the upheaval is significant in understanding the history of French imperialism. References Geggus, David Patrick. Haitian revolutionary studies. Bloomington, IN: Indiana University Press, 2002.Ghachem, Malick W. Slavery and citizenship in the age of the Atlantic revolutions. Alfred, N.Y.: Alfred University, 2003. Print. Ghachem, Malick W. The Old Regime and the Haitian Revolution. Cambridge: Cambridge University Press, 2012. Print. James, C. L. R. Parliament and Property. In The Black Jacobins; Toussaint LOuverture and the San Domingo Revolution. Second Ed. New York: Vintage Books, 1963 Willie, Doris. Renaissance and Revolt. In Lest you forget: a study and revision guide for CXC Caribbean History. Kingston, Jamaica: Jamaica Pub. House, 2001. 38-65 Manigat, Leslie F. The Relationship between Marronage and Slave Revolts and Revolution In St. Domingue-Haiti. Annals of the New York Academy of Sciences 292, no. 1 Comparative P (1977): 420-438.Marsh, Kate, and Nicola Frith. Frances lost empires: fragmentation, nostalgia, and la fracture coloniale. Lanham, Md.: Lexington Books, 2011.Ott, Thomas O. The Haitian revolution, 1789-1804. 1st ed. Knoxville: University of Tennessee Press, 1987. Source document

Frank and Ritas Relationship Essay -- Educating Rita Relationships Es

Frank and Rita's Relationship At the start of the play, Frank and Rita can be seen as opposites; Frank is a middle aged academic, whilst Rita is a young, female hairdresser. Any friendship between the two seems unlikely, but they quickly warm to one another as first appearances show. They are both involved in unsatisfactory relationships, and they both want more from life than it seems to offer. The main difference between the characters are that, whereas Rita has recognised her unhappiness and is determined to change it through becoming educated, Frank is more negative and prefers to drown his sorrows in alcohol. Frank and Rita become friends because she needs him to teach her, and he needs the vitality and freshness that she brings to his life. Willy Russell presents Frank and Rita’s relationship, and the changes it goes through, in a variety of ways. The relationship starts off well when they meet each other in scene one and the contrast of personalities is shown very well, Frank leads the boring lifestyle, whereas Rita bursts in and is full of life- their personalities and characters are totally opposite. Frank could do with a bit of something different in his life and this is why he takes to her so warmly. I think that the reader comes under the impression that Frank may want something out of this relationship other than teaching his literary knowledge. RITA: This Forster, honest to God he doesn’t half get on my tits. FRANK: Good. You must show me the evidence. This quote shows that Frank likes to flirt with Rita and shows that literary knowledge is not all that is on his mind. Rita, however, just wants to learn and be good friends with Frank but nothing more. From Rita’s perspective fra... ... goes on to tell Rita how he has changed her and that he doesn’t like the change he sees. Frank in his own words then says that he can’t bare Rita anymore. Through the last few scenes both of them have changed considerably and Frank especially does not like the change that he sees in Rita and due to this he continues to argue with her. The most important thing is that education has given Rita choice. She now has a lot more freedom to what she wants, as she is educated, she can choose form a number of jobs, she can choose which type of people she wishes to socialise with an so on. I think that overall both of them have learned that sometimes times change and people change and In the end I think they both accept this as they get on good ground with each other. At the very end Rita gives Frank a hair cut that she has promised him since Act one scene one. Frank and Rita's Relationship Essay -- Educating Rita Relationships Es Frank and Rita's Relationship At the start of the play, Frank and Rita can be seen as opposites; Frank is a middle aged academic, whilst Rita is a young, female hairdresser. Any friendship between the two seems unlikely, but they quickly warm to one another as first appearances show. They are both involved in unsatisfactory relationships, and they both want more from life than it seems to offer. The main difference between the characters are that, whereas Rita has recognised her unhappiness and is determined to change it through becoming educated, Frank is more negative and prefers to drown his sorrows in alcohol. Frank and Rita become friends because she needs him to teach her, and he needs the vitality and freshness that she brings to his life. Willy Russell presents Frank and Rita’s relationship, and the changes it goes through, in a variety of ways. The relationship starts off well when they meet each other in scene one and the contrast of personalities is shown very well, Frank leads the boring lifestyle, whereas Rita bursts in and is full of life- their personalities and characters are totally opposite. Frank could do with a bit of something different in his life and this is why he takes to her so warmly. I think that the reader comes under the impression that Frank may want something out of this relationship other than teaching his literary knowledge. RITA: This Forster, honest to God he doesn’t half get on my tits. FRANK: Good. You must show me the evidence. This quote shows that Frank likes to flirt with Rita and shows that literary knowledge is not all that is on his mind. Rita, however, just wants to learn and be good friends with Frank but nothing more. From Rita’s perspective fra... ... goes on to tell Rita how he has changed her and that he doesn’t like the change he sees. Frank in his own words then says that he can’t bare Rita anymore. Through the last few scenes both of them have changed considerably and Frank especially does not like the change that he sees in Rita and due to this he continues to argue with her. The most important thing is that education has given Rita choice. She now has a lot more freedom to what she wants, as she is educated, she can choose form a number of jobs, she can choose which type of people she wishes to socialise with an so on. I think that overall both of them have learned that sometimes times change and people change and In the end I think they both accept this as they get on good ground with each other. At the very end Rita gives Frank a hair cut that she has promised him since Act one scene one.

Workplace Security Essentials: A Guide for Helping Organizations Create Safe Work Environments Essay

MEMO Introduction                   This is to address the need of workplace surveillance for the benefit of both the employees and the employer. It is an important practice because it helps to prevent and reduces cases of theft, and also to monitor what the employees are engaging in during working hours. This is not any way targeting to infringe the employees’ rights of privacy. Video filming for surveillance will be done at sensitive departments only as allowed by the law and such areas include entrance and exits. Controversies                   The issue of workplace surveillance has raised controversies in the implementation because of the different interests of the employers and employees. Most of the employees are always not in agreement with the surveillance measures taken at their work place (Smith, 2010). These employees argue that surveillance has a negative effect on their productivity as it denies them freedom to work without fear of being watched. However, employers believe that surveillance is important as it keeps employees focused and more productive. It also reduces theft cases, which is beneficial to both the employer and the employees. Legislation                   Employees should enjoy some privacy rights at their workplace despite the presence surveillance by the employer (Stam, 2013). There are some places within the workplaces that employees cannot be monitored. Example of areas where surveillance cannot be done include the toilets and the changing rooms. If this legislation is not respected then the employees should sue the company for privacy rights infringement. Future Direction                   It is both important to have workplace surveillance and also give the employees their privacy rights as stipulated by the law. The company should in future harmonize the employees privacy needs with the need for surveillance in order to create a good working environment that serves both their interests. It is important for the company to monitor business communication to ensure that employees are doing the right thing (Staples, 2011). At the same time employees should enjoy their privacy at social places such as the tea room for their own talks out of the work area. Harmonizing the employer and employee needs, will create a better working environment. This increases the employers trust and makes the employees more productive due to job satisfaction References Smith, E. (2010). Workplace Security Essentials: A Guide for Helping Organizations Create Safe Work Environments. New York: Butterworth-Heinemann. Stam, K. (2013). The Visible Employee: Using Workplace Monitoring and Surveillance to Protect Information Assets-Without Compromising Employee Privacy or Trust . New York: Information Inc. Staples, W. (2011). Everyday Surveillance: Vigilance and Visibility in Postmodern Life. Cambridge: Cambridge University Press. Source document

Shakespearean Insults From A to Z

William Shakespeare is one of the best insult-slinging writers in the English language. Do you ever find yourself wishing you had an inventive way to let off steam? Try some of these clever Shakespearean quips, organized alphabetically by the work in which they are found. Shakespearean Insults Alls Well that Ends Well (2.3.262)â€Å"You are not worth another word, else Id call you knave.†As You Like It (3.2.248)â€Å"I do desire we may be better strangers.†The Comedy of Errors (4.2.22-5)â€Å"He is deformed, crooked, old and sere, /  Ill-faced, worse bodied, shapeless everywhere; /  Vicious, ungentle, foolish, blunt, unkind; /  Stigmatical in making, worse in mind.†The Comedy of Errors (4.4.24)â€Å"Thou whoreson, senseless villain!†Coriolanus (2.1.36)â€Å"You abilities are too infant-like for doing much alone.†Coriolanus (2.1.59)â€Å"They lie deadly that tell you you have good faces .†Coriolanus (2.1.91)â€Å"More of your conversation would infect my brain.†Coriolanus (5.1.108-9)â€Å"For such things as you, I can scarce think theres any, yere so slight.†Coriolanus (5.4.18)â€Å"The tartness of his face sours ripe grapes.†Cymbeline (1.1.128)â€Å"Away! Thourt poison to my blood.†Hamlet (2.2.198) â€Å"They have a plentiful lack of wit.†Hamlet (5.2.335-6)â€Å"Here, thou incestuous, murderous, damned Dane, /  Drink off this potion!†1 Henry IV (2.4.225-6)â€Å"This sanguine coward, this bed-presser, this horseback-breaker, this huge hill of flesh!†1 Henry IV (2.4.227-9)â€Å"Sblood, you starveling, you elf-skin, you dried neats tongue, you bulls pizzle, you stock-fish! O for breath to utter what is like thee! you tailors-yard, you sheath, you bowcase; you vile standing-tuck!†1 Henry IV (3.3.40)â€Å"There’s no more faith in thee than in a stewed prune.†2 Henry IV (2.4.120-22)â€Å"Away, you cut-purse rascal! you filthy bung, away! By this wine, Ill thrust my knife in your mouldy chaps, an you play the saucy cuttle with me. Away, you bottle-ale rascal! you basket-hilt stale juggler, you!Henry V (2.1.100)â€Å"O braggart vile and damned furious wight!†Henry V (3.2.30)â€Å"He is white-livered and red-faced.†1 Henry VI ( 3.2.54)â€Å"Hag of all despite!â€Å"1 Henry VI (5.4.30-1)â€Å"Take her away; for she hath lived too long, /  To fill the world with vicious qualities.†3 Henry VI (5.6.54-5)â€Å"Teeth hadst thou in thy head when thou wast born, /  To signify thou camest to bite the world.†Julius Caesar (1.1.36)â€Å"You blocks, you stones, you worse than senseless things!†King Lear (2.2.14-24)â€Å"A knave; a rascal; an eater of broken meats; base, proud, shallow, beggarly, three-suited, hundred-pound, filthy, worsted-stocking knave; a lily-livered, action-taking knave, a whoreson, glass-gazing, super-serviceable finical rogue; one-trunk-inheriting slave; one that wouldst be a bawd, in way of good service, and art nothing but the composition of a knave, beggar, coward, pandar, and the son and heir of a mongrel bitch: one whom I will beat into clamorous whining, if thou deniest the least syllable of thy addition.†King John (4.3.105)â€Å"O you beast! /  Ill so maul you and your toasting-iron, /  That you shall think the devil is come from hell.†Measure for Measure (2.1.113)â€Å"You are a tedious fool.†Measure for Measure (3.1.151-3)â€Å"O faithless coward! O dishonest wretch! /  Wilt thou be made a man out of my vice?†Measure for Measure (3.2.56)â€Å"Some report a sea-maid spawn’d him; some that he was begot between two stock-fishes. But it is certain that when he makes water his urine is congealed ice.†The Merry Wives of Windsor (2.3.21)â€Å"Thou art a Castilian King urinal!†The Merry Wives of Windsor (5.5.60)â€Å"Vile worm, thou wast o’erlook’d even in thy birth.†Othello (4.2.50)â€Å"Heaven truly knows that thou art false as hell.†Pericles (4.6.156)â€Å"Thy food is such /  As hath been belchd on by infected lungs.†Richard III (1.2.58)â€Å"Thou lump of foul deformity!†Richard III (1.2.159)â€Å"Out of my sight! thou dost infect my eyes.†The Taming of the Shrew (4.1.116)â€Å"You peasant swain! You whoreson malt-horse drudge!†The Tempest (3.2.29-30)â€Å"Why, thou deboshed fish thou...Wilt thou tell a monstrous lie, being but half a fish and half a monster?†Troilus and Cressida (2.1.10)â€Å"Thou bitch-wolfs son!†Troilus and Cressida (2.1.16-7)â€Å"I think thy horse will sooner con an oration than /  thou learn a prayer without book.†Troilus and Cressida (2.1.41)â€Å"Thou sodden-witted lord! thou hast no more brain than I have in mine elbows.†Troilus and Cressida (4.2.31)â€Å"Go hang yourself, you naughty mocking uncle!†Troilus and Cressida (2.1.106)â€Å"I shall cut out your tongue.† /  Ã¢â‚¬Å"Tis no matter, I shall speak as much wit as thou afterwards.†