What Attitudes, Beliefs, and Assumptions Correlate with Individual Support for Hate Crimes Directed at the Muslim Community Post September 11, 2001

Introduction Following the attacks of September 11, 2001, Muslims have become victims of hate crimes because of the attitudes, beliefs, and assumptions that link them to terrorism. According to various academic research publications, counter terrorist groups and other Muslim groups including the Metropolitan police, there were about 962 Islamophobic offenses in London in early 2009 (Umbreit, Lewis, Burns, 2003).Advertising We will write a custom research paper sample on What Attitudes, Beliefs, and Assumptions Correlate with Individual Support for Hate Crimes Directed at the Muslim Community Post September 11, 2001? specifically for you for only $16.05 $11/page Learn More Prior research indicates that Americans perceive Muslims negatively because the media consistently associates Muslims with the violent activities of terrorism and other civil wars in the Middle East region (Lambert Githens-Mazer, 2010). The consistent association of Muslims with viole nt acts and terrorism has led development of stereotypes among Americans, which portray Muslims as people who do not value human dignity and peace (Umbreit, Lewis, Burns, 2003). Thus, the media influences how Americans perceive Muslims and consequently commit hate crimes. Therefore, this research paper will discuss and analyze various beliefs, attitudes, and assumptions that make individuals to support hate crimes directed at the Muslim community. Furthermore, the paper will discuss how the media shapes beliefs, attitudes, and assumptions about Muslims and terrorism, and thus causes Americans to conduct hate crimes against Muslims. Problem or Objective The main objective of this research paper is to assess and analyze some of the attitudes, beliefs, and assumptions that make Americans and other groups to associate the Muslim community with violence and terrorism. Moreover, the paper aims at analyzing how the media influence perceptions of Muslims among Americans by linking Muslims with acts of violence and terrorism, which normally emanate from the Middle East. To come up with a comprehensive report, the paper will discuss and give some examples of hate crimes and terrorist activities that have happened in the Middle East and America after the September 11, 2001. In this view, the paper will analyze how Americans perceive Muslims in relation to terrorism and hate crimes. To elucidate the relationship between hate crimes and terrorism, the paper will use survey as research design. The study will administer questionnaires to various Americans to provide information about their beliefs, attitudes, and assumptions in relation to Muslims and their association with terrorism and hate crimes. Various theories of hate crime and terrorism indicate that political violence and acts of terrorism are very common in the Middle East (Bonino, 2012). Hence, it is evident that terrorism and hate crimes are common in the Middle East. Literature Review According to British large st mainstream Muslim organization, there have been Islamophobic attacks and hate crime against the Muslim community, which have been increasing as evidenced by constant assaults on Muslims and vandalisms of mosques (Lambert Githens-Mazer, 2010).Advertising Looking for research paper on criminology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Although there has been an increase in the number of hate crimes and violence, it is clear from various previous researches that very few of these acts have been reported to the police (Lambert Githens-Mazer, 2010). According to the Muslim Council of Britain (MCB), the minority Muslim community is 42 times more likely to be a victim Terrorism Act than other minorities (McCorkell, 2011). In April 2009, 762 Islamophobic offenses were reported to the Metropolitan Police in London when compared to the 333 offenses that were reported at 2010/2011 (McCorkell, 2011). Furthermore, reports from two police of ficers in the United Kingdom indicate that around 1,200 anti-Muslim crimes were reported in 2010, while only 546 anti-Semitic crimes were reported in the same year (Lambert Githens-Mazer, 2010). Since the cases of hate crimes reported among Muslims are high, it indicates that they experience high rates of hate crimes. The cases of hate crimes are not only common among adult people, but also common among children. According to Sandoval, Lysiak, Scharpiro (2011), a fellow student beat a 13-year-old Muslim girl because she was wearing a headscarf, which he and his classmates believed to be a sign of terrorism. According to Federal Bureau of Investigation (FBI), about 1,700 cases of hate crimes against Muslims were reported in the year 2002 (Lambert Githens-Mazer, 2010). The cases of hate crimes in American are higher than in the United States, which means that Americans perceive Muslims as terrorists, and thus direct hate crimes at them. Ample evidence shows that the increase in cas es of hate crimes against Muslims has been due to negative stereotypes of Muslims in the media, especially among the communities of Muslims in the Middle East (Craig-Henderson, Brown-Sims, 2004).). In some social places such as schools, markets, buses, planes, and even political meetings, hate crimes and negative attitudes towards Muslims are usually very common (Bayoumi, 2011). This means that Muslims are not safe in social places because they are prone to hate crimes against them. Although hate crimes against Muslims emanate from terrorist activities such as September 11, 2001, propaganda spread by the media has continued to paint Muslims negatively. According to the FBI report, in 2010 and 2011, hate crimes against Muslims increased up to 50% due to the anti-Muslim propaganda (Lambert Githens-Mazer, 2010). This shows that there is less reporting of hate crimes by the public to the police. Other studies estimate that the real number of Muslims who are victims of hate crimes rang e from 3,000 to 5,000 (Lambert Githens-Mazer, 2010; Falcone, 2006). Although cases of hate crimes reported increase, Muslims still have some reservations as they claim that Christians perceive their struggles against hate crimes as a means of enhancing their dominance (Lambert Githens-Mazer, 2010). In this view, the Muslim community usually fears reporting hate crime to the police because most of them are Christians.Advertising We will write a custom research paper sample on What Attitudes, Beliefs, and Assumptions Correlate with Individual Support for Hate Crimes Directed at the Muslim Community Post September 11, 2001? specifically for you for only $16.05 $11/page Learn More The social media has a significant influence on beliefs, attitudes, and assumptions, which associate Muslims with terrorism. The negative publicity of Muslims has compelled Muslims to come out and defend their religion strongly in a bid to dissociate themselves from terrorism an d acts of violence (Love, 2009). One incident that illustrates the prevalence of hate crimes against Muslims is in the report of the Niagara Regional Police, where a 16-year-old girl was charged for assaulting a 17-year-old Muslim girl on her way from the Mosque (Carr, 2011). The incident is not an isolated case because hate crimes are common in Canada. Owing to the prevalence of hate crimes in the United Kingdom, campaigns against hate crimes have aided in reducing their occurrence. The murder of Fusilier Lee Rigby in Woolwich did pave the way for massive campaigns against hate crimes (Tasker, 2012). Hence, Muslims hope that the campaigns would help in reversing the trends of hate crimes against them. Research Questions What are the attitudes, beliefs, and assumptions that correlate with individual support for hate crimes directed at the Muslim community post September 11, 2001? How does the media shape perceptions of Americans about Muslims and makes them to commit hate crimes? Subject for Study In this research paper, the subjects of study are students in schools and a few adults present in social gatherings. The study aims to collect beliefs, attitudes, and assumptions that Americans has regarding hate crimes directed at Muslims in various schools and other social gatherings. The victims of hate crimes are important in the study because they provide firsthand experience of hate crimes (Zahedi, 2011). In this view, the study will also target students who are victims of hate crimes. Students and members of general experience are important subjects of study because they have at least witnessed cases of hate crimes in social gatherings. As the study deals with human subjects, the study will administer informed consent in compliance with ethical principles of research (Ahmad, 2004). Moreover, the study will guarantee confidentiality of the information obtained from participants. Given that hate crimes is a sensitive issue among people, the study will approach participants professionally with great caution lest some get angry and vent their frustrations on researchers. Measurement Since the study is a correlational study, it seeks to establish the existence of correlation between two different variables. One variable comprises of social factors that make Americans to support hate crimes against Muslims. These social factors are beliefs, attitudes, and assumptions, which tend to associate Muslims with terrorism and acts of violence. The second variable is the prevalence of hate crimes against Muslims.Advertising Looking for research paper on criminology? Let's see if we can help you! Get your first paper with 15% OFF Learn More From the literature review, it is evident that the Muslim community fears reporting hate crimes committed towards them, since the police rarely take them seriously (Kwan, 2008). Thus, the study will establish the prevalence of hate crimes among Muslims with the objective of correlating them with the social factors that contribute to their occurrence among Muslims. Methodology The study will use metaanalysis and survey as research designs. Metaanalysis will aid in the analysis of secondary data from various sources. In the collection secondary data, the FBI’s hate crime reports will provide valuable information and statistics relating to hate crime against Muslims. Besides the FBI’s reports, Muslim websites will also provide data that depict the prevalence of hate crimes against Muslims. Additionally, the study will collect primary data using survey administered to the participants. The study expects participants to provide their beliefs, attitudes, and assumptions rega rding the relationship between Muslims and terrorism. The questionnaire that the study will employ in conducting the survey has the following questions: In your opinion, what do you think has led to the increase in cases of hate crimes and violent activities? Have you been involved in any hate crime act in the last six months? In your opinion, who should bear the blame for hate crime and terrorism? How can you rate the level of terrorism and violent activities taking place in the Middle East? How do the Americans conduct hate crimes against the Muslim community? Do you think the Muslims are responsible for current activities of terrorists as the media claim? What is your attitude and belief towards the Muslim community? Analysis The literature review indicates that there is a close association between Muslims and terrorism. Following the events of September 11, 2001, Americans started to associate Muslims with terrorism, which provided a platform for the media to spread beliefs, a ttitudes, and assumptions that paints Muslims negatively (Choudhury, Fenwick, 2011). In this view, the study hypothesizes that Americans have a negative perspective about Muslims because the media constantly portrays violent acts of terrorism and civil wars within the Middle East, and thus making Americans to associate violence and terrorism with Muslims. Hence, the study will analyze data collected from the survey to establish if beliefs, attitudes, and assumptions that Americans have about Muslims relate to the support of hate crimes. It is expected that beliefs, attitudes, and assumptions that perceive Muslims negatively in relation to terrorism contribute to the hate crimes. On contrast, presence of beliefs, attitudes, and assumptions that perceive Muslims positively in relation to terrorism reduces the occurrence of hate crimes. Thus, the survey will provide beliefs, attitudes, and assumptions of Americans, and so give social factors that make them commit hate crimes against M uslims. Moreover, the research will examine secondary sources with a view of obtaining statistics about the prevalence of hate crimes against Muslims in various parts of the world. The prevalence of hate crimes is important because it depicts the gravity of the crime and experiences that Muslims undergo. Given that many cases of hate crimes are unreported due to negligence on the part of the authorities and criminal justice system, FBI’s statistics are essential for analysis of prevalence of hate crimes. Sandoval, Lysiak, and Scharpiro (2011) reports that the girl endured hate crimes for a long period because school officials ignored her when she reported. Hence, the analysis of secondary sources to establish the actual prevalence of hate crimes against Muslims is necessary in the study of hate crimes. The study will also seek to associate the negative publicity of Muslims with hate crimes. In this view, the study with an attempt to correlate the presence of social factors su ch as beliefs, attitudes, and assumptions with the prevalence of hate crimes. The study assumes that the media shapes beliefs, attitudes, and assumptions that associate Muslims with terrorism. Essentially, what makes Americans to commit hate crimes against Muslims emanate from the beliefs, attitudes, and assumptions that the media has imposed on them. Portrayal of the Muslims as potential terrorists has compelled them not to report cases of hate crimes that they experience. The negative portrayal of Muslims has led them shy away from reporting any form of hate crimes committed against them because they fear the police would not listen to them (Phillips, Moore, 2009). Moreover, the constant negative publicity of Muslims creates stereotypes that make them vulnerable to hate crimes in wherever they work or travel. Therefore, analysis of the roles that media play in influence beliefs, attitudes, and assumptions is essential. Conclusion From the research paper, it is clear that the nega tive attitudes and beliefs that the Americans have against the Muslims are to some extent supported by the way the media associate the Muslim community with violence and terrorism. Additionally, from the paper, it is evident that despite the prevalence of hate crimes in the Muslim community, Muslims do not report them because they are afraid that the police would ignore. Therefore, the paper suggests that to reduce hate crimes directed at Muslims, the criminal justice system should focus on creating a peaceful relationship between the Muslims and the Americans. Given that the media shapes the beliefs, attitudes, and assumptions that associate Muslims and terrorism, it should use its power to demystify stereotypes that have made Americans to commit hate crimes against Muslims. In this view, if the media and Americans eliminate stereotypes that they have about Muslims and terrorism, hate crimes would not only disappear in America, but also across the world. References Ahmad, M. I. (20 04). A Rage Shared By Law: Post-September 11 Racial Violence as Crimes of Passion. California Law Review, 92(5), 1259-1330. Bayoumi, M. (2011). Between Acceptance and Rejection: Muslim Americans and the Legacies of September 11. OAH Magazine of History, 25(3), 15-19. Bonino, S. (2012). Policing Strategies against Islamic Terrorism in the UK after 9/11: The Socio-Political Realities for British Muslims. Journal of Muslim Minority Affairs, 32(1), 5-31. Cainkar, L. (2006). The Social Construction of Difference and the Arab American Experience. Journal of American Ethnic History, 25(2/3), 244-278. Carr, J. (2011). Regulating Islamophobia: The Need for Collecting Disaggregated Data on Racism in Ireland. Journal of Muslim Minority Affairs, 31(4), 574-593. Choudhury, T., Fenwick, H. (2011). The impact of counter-terrorism measures on Muslim communities. International Review of Law, Computers Technology, 25(3), 151-181. Craig-Henderson, K., Brown-Sims, M. (2004). An Investigation of Afri can American College Students’ Beliefs about Anti-Middle Eastern Hate Crime and Victims in the Wake of September 11. Western Journal of Black Studies, 28(4), 511-517. Falcone, J. (2006). Seeking Recognition: Patriotism, Power, and Politics in Sikh American Discourse in the Immediate Aftermath of 9/11. A Journal of Transnational Studies, 15(1), 89-119. Kwan, M.P. (2008). From oral histories to visual narratives: re-presenting the post-September 11 experiences of the Muslim women in the USA. Social Cultural Geography, 9(6), 653-669. Lambert, R., Githens-Mazer, J. (2010). Islamophobia and Anti-Muslims Hate Crime: U.K case studies. Web. Love, E. (2009). Confronting Islamophobia in the United States: Framing civil rights activism among Middle Eastern Americans. Patterns of Prejudice, 43(3/4), 401-425. McCorkell, A. (2011). Muslims Call for Action against hate Crimes. Web. Phillips, J. M., Moore, L. J. (2009). China: Economic, Political, and Social Issues. New York, USA: Nova Sc ience Publishers. Sandoval, E., Lysiak, M., Scharpiro, R. (2011). Girl Attacked for Wearing a Veil Says 11-year-old Bullied, Beat her for months with Another Student. Web. Tasker, Y. (2012). Television Crime Drama and Homeland Security: From Law Order to â€Å"Terror TV.† Cinema Journal, 51(4), 44-65. Umbreit, M. S., Lewis, T., Burns, H. (2003). A community response to a 9/11 hate crime: Restorative justice through dialogue. Contemporary Justice Review, 6(4), 383-391. Zahedi, A. (2011). Muslim American Women in the Post-11 September Era. International Feminist Journal of Politics, 13(2), 183-203. This research paper on What Attitudes, Beliefs, and Assumptions Correlate with Individual Support for Hate Crimes Directed at the Muslim Community Post September 11, 2001? was written and submitted by user Damaris Morrow to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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Renaissance in 12th Century Culture and Thought How appropriate is the label renaissance, when applied to twelfth century thought and culture? Introduction During this essay we shall be exploring the period of the Twelfth Century in Europe. We are concerned with the extent to which this period, which was one of extraordinary social, economic, and political change, with profound developments in thought and culture can be considered a Renaissance. First it is necessary to examine the true meaning of the label ‘renaissance’. What are the most important features of a renaissance that mark it out from other periods of time? In the first part of our work we shall attempt to define the parameters of what a ‘renaissance’ is. The Second part of our work will examine the historic background of the Twelfth Century. 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In our conclusion we will conclude on whether it is accurate, useful or appropriate to apply the term ‘renaissance’ to the Twelfth Century. The term ‘renaissance’, or re-birth is usually associated with the Italian Renaissance in the 14th and 15th Centuries which later spread throughout Europe.[1] This period saw a revival in classical texts and sources of knowledge in a variety of fields, mathematics, law, philosophy, art and education to name but a few. Educational reform spread these ideas throughout Europe, leading to developments in knowledge, technology and agriculture, as well as social changes which saw a population shift to towns and cities.[2] In essence renaissance is referring to a revival, in this case the classic texts and teachings of the Ancient Greeks. It is generally accepted by historians today that there were several ‘renaissances’ in Europe, in the Ninth, Twelfth and 14th Centuries, where increased access to classical texts and other social factors led to artistic, technological and social developments throughout Society.[3] When referring to the Twelfth Century Renaissance most historians mean the period between 1050 and 1250, and unlike the early period of the later Renaissance, developments happened throughout Europe and did not begin in one region or Country.[4] Chapter One The Twelfth Century was arguably one of the most important in medieval times, if not in the whole of European History. The rediscovery of many Latin and Greek texts following the fall of the Greek Empire and increased contact with Islamic scholars led to an increase in scientific knowledge, and to developments in all intellectual fields. The Twelfth Century saw great advances in technology, which combined with a warmer climate and greater stability led to an agricultural surplus, an improved quality of life and new opportunities. This more dynamic European Society invented spectacles, paper, developed the use of gunpowder, more accurate clocks and printing methods.[5] For a period the Latin and Greek texts were simply re-produced by an increasing number of European Scholars. Gradually once all these works were discovered and thoroughly absorbed, many Scholars began to build upon this knowledge and adapt it for contemporary use, no more so than in the field of law. Roman law and a revival of jurisprudence spread throughout Twelfth Century Europe, replacing traditional, custom based law and helping create stability. One of the best examples of this was in Henry II of England’s legal reforms. Like in many parts of Europe trial by ordeal or battle was still common, and the application of the Kings justice was not uniform throughout his British territories. Henry II established trial by jury and set up magistrate courts so that his representatives could administer legal rulings on his behalf. This was the beginning of the Modern day justice system, it made the legal system fairer and helped establish the authority of the Church and State throughout Europe.[6] The artistic pursuits flourished during the Twelfth Century, the fields of poetry, architecture, music, and literature all developed greatly. This was partly a result of the increased wealth and security in many parts of Europe, but it was also an indication of the self confidence, creativity and curiosity of a more dynamic European Society eagerly absorbing new sources of knowledge from the Latin and Greek texts, the Islamic and Byzantium worlds.[7] This artistic revival also had some links to the more humanist philosophies and teachings from the great Twelfth Century scholars and teachers. Humanist thought also developed in the period around the Twelfth Century, and many academics, such as Morris, believe that the Twelfth Century saw the beginnings of the discovery of the individual and the origins of rational thought.[8] The rise of the individual led to a wider interest in self expression, human relations and self discovery, it was a point when man became interested in the positi on of the individual in relation to Society and its institutions.[9] This apparent rise of rational thought however did not coincide with a decline of the powers of the Church. Indeed during this period the Christian Church went through a period of dynamic reform, strengthening its influence and power to a point where the Pope would attempt to exercise power and influence over Monarchies and Empires. It was Innocent III, a proponent of both religious and secular legal codes, who called for a Crusade against the infidels in 1198, and he who made the English King John his vassal.[10] The Twelfth Century remained a period of faith where to even question whether there was a God was considered madness. How then was the knowledge gleaned from the classical Greek and Latin texts disseminated throughout Europe? The establishing of Universities in places such as Paris, Oxford and Bologna was perhaps one of the greatest events of the Twelfth Century. Students from all over Europe travelled to these centres of learning, and helped to spread their new scholastic thought and ideas back to their homelands.[11] The Universities not only helped to re-introduce classical knowledge back into Europe but helped build upon and adapt the works to better serve the very different European Society that they inhabited, a Society that was rapidly changing and beginning to explore the world outside the European frontiers. We have established then that the period of the Twelfth Century, which for many academics means 1050-1250, was a period of great economic, social, political and religious change. In our next chapter we will argue that the label Renaissance is worthy of such a profoundly important era. Chapter Two The Twelfth Century did indeed contain many of the features that defined the 15th Century Renaissance in Italy. The discovery of Latin and Greek texts allowed for great advances in the scientific, social, political and legal fields as well as other intellectual pursuits. After the long process of absorbing the vast array of texts, Twelfth Century Scholars built upon that knowledge just as some of the great Italian minds in Florence did several hundred years later. The adoption of Roman legal canons and the revival of the arts are two examples of a European re-birth a fundamental change in Society for the better inspired by the classical works.[12] If anything the Twelfth Century was perhaps even more open minded than its later Italian Renaissance, adopting and learning from cultures previously regarded as heathens and heretics. A Renaissance cannot be defined simply as an interest in classic texts or the adoption of some aspects of ancient Intellectual ideas into Society. The Italian Renaissance was a flowering and development of ideas that were inspired by classical texts and sources. The Twelfth Century saw rapid developments in virtually every intellectual pursuit as a result of the re-discovery of Latin and Greek texts. It helped lead to the rise of new towns and helped spread vernacular literatures. As Haskins demonstrates it was in many ways the early beginnings of the modern world, surpassing the achievements of the authors of those ancient texts. ‘It saw the culmination of Romanesque art and the beginnings of Gothic, the revival of the Latin classics and of Latin poetry and Roman law: the recovery of Greek science, with its Arabic additions, and of much of Greek philosophy: and the origin of the first European universities.’ Another main feature of the Italian Renaissance is the spread of humanist ideas and philosophy. We have previously demonstrated that Humanist thought and philosophy flourished in the Twelfth Century, and the origins of the Individual, an important Western concept, arose in this period of intense intellectual change and development. The supremacy of the Church was not challenged, but a philosophy of rationality and of valuing the human spirit that so defined the Italian Renaissance and indeed the later Enlightenment flourished in the newly created schools and Universities of Twelfth Century Europe.[13] It is irrelevant to compare the relative contributions of each Renaissance in a bid to establish which is more important or which period contributed more to the formation of modern, secular Europe. We are merely concerned with whether the label ‘renaissance’ is a suitable label for the Twelfth Century. Academics such as Haskins and Brooke do clearly believe it was a Renaiss ance and have given clear evidence to support their claims.[14] In our final chapter we will examine the theories of other academics who argue that it is neither appropriate nor relevant to describe the Twelfth Century as a Renaissance. Chapter Three For many historians, such as Panofsky and Chenu, it is inaccurate to describe the Twelfth Century as a true ‘renaissance’.[15] There are several different reasons for this approach. Scholars like Panofsky believed that although Latin and Greek works were re-discovered and that this led to a degree of development, the change was limited to a small range of Intellectual pursuits. Although many in the Twelfth Century imitated the texts and borrowed some of their teachings, they failed to truly appreciate the fact that the ancient world was a completely different culture from their own, their understanding of the works and of the time itself was limited and narrow and unlike the scholars, artists and philosophers of the Italian Renaissance they did not seek to return to classical age or change the society in which they lived, merely adapt some classical teachings to suit their environment.[16] Other historians are not quite so dismissive of the huge range of achievements in the period around the Twelfth Century, and historians like Chenu recognise the importance of the era whilst believing that the label of renaissance does not do the period justice. The engine of artistic, economic and political growth was not the re-discovery of the Latin and Greek texts but the improving economic and social conditions. The true re-birth was the revitalization of the Christian Church, which inspired a new hunger for learning, discovery, and invention and created an atmosphere in which the ancient texts could be adapted to improve the conditions of a newly invigorated Christian Society which was increasingly placing rationality and reason at the heart of its teachings. The Twelfth Century was a unique, profoundly important era that should be studied in its own right, not as a mere pre- Renaissance but an age that helped usher in the beginnings of Modern Western Society.[17] Conclusion In conclusion then, how appropriate is the term ‘renaissance’ to describe Twelfth Century thought and culture? This essay has demonstrated that the Twelfth Century was a period of momentous social, economic, political and religious change. Those developments had a major impact in shaping the modern Western World. Increased prosperity and security created new opportunities and a seemingly universal desire for learning and advancement led to new inventions, the formation of new institutions and the adoption of philosophy which facilitated the rise of humanism and the individual as the centre of Western thought. The contribution of classic Latin and Greek texts cannot be underestimated, the knowledge revealed and subsequently built upon spurred developments in medicine, law, philosophy, technology, theology and art. Unlike the Italian Renaissance Twelfth Century men did not hark back to the ancient times, nor did they wish to re-order Society, merely make it better, more Ch ristian and more humane. It is our conclusion then that using the label ‘renaissance’ for this period is useful in initially expressing the profound importance of this period both in Medieval history and in the effect it has had on the development of Western culture itself. Through its usage we demonstrate that the 14th and 15th Century Renaissances were not as unique as many historians would have us believe, and that the so called dark ages were not the continuous period of ignorance and backwardness so often imagined. But the Twelfth Century is more than a pale imitation of the Italian Renaissance, it is a period of time worthy of separate study and analysis, in the future it maybe that Society will regard this period as the true Renaissance and the later Italian period a development on the achievements and work of a dynamic, original and inspired Century. Bibliography Benson R L Constable G (eds.), ‘Renaissance and Renewal in the Twelfth Century’ (Cambridge Mass., Harvard University Press, 1982, 1991). Brooke C N L, ‘The Twelfth Century Renaissance’ (London, Thames Hudson, 1969) Chenu M-D, ‘Nature, Man and Society in the Twelfth Century ‘(Chicago, Chicago UP, 1968, 1997) Constable G, ‘The Reformation of the Twelfth Century’ (Cambridge, Cambridge University Press, 1996). Cook W R Herzman R B, ‘The Medieval World View: An Introduction’ (Oxford, OUP, 1983) Duby G, ‘The Europe of the Cathedrals’ (Geneva, Skira, 1966) Haskins C H, The Renaissance of the Twelfth Century (classic) (Cambridge Mass., Harvard UP, 1927) Hollister C W, ‘The Twelfth Century Renaissance’ (New York NY, Wiley, 1969) Holmes U T, The Idea of a Twelfth-Century Renaissance Speculum 26 (1951) Morris C, ‘The Discovery of the Individual 1050-1200’ (Toronto, Toronto UP, 1987) Packard S R, ‘Twelfth Century Europe’ (Amherst Mass., Massachusetts UP, 1973) Panofsky E, ‘Renaissance and Renascences in Western Art’ (New York NY, Harper Row, 1970) Southern R W, ‘Medieval Humanism and Other Studies’ (Oxford, Blackwell, 1970, 1984) Stiefel T, ‘The Intellectual Revolution in Twelfth Century Europe’ (London, Croom Helm, 1985) Swanson R N, ‘The Twelfth Century Renaissance’ (Manchester, Manchester University Press, 1999) Treadgold W (Ed), ‘Renaissances before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages’ (Stanford Ca., Stanford UP, 1984) Trevor-Roper H R, ‘The Rise of Christian Europe’ (London, Thames and Hudson, 1965) Wolff P, ‘The Awakening of Europe’ (Harmondsworth, Penguin, 1968, 1985) Footnotes [1] Ferruolo, Stephen C, ‘The Twelfth-Century Renaissance’ in Treadgold W (ed), Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages (Stanford Ca., Stanford UP, 1984) p.114 [2] Haskins C H, The Renaissance of the Twelfth Century (classic) (Cambridge Mass., Harvard UP, 1927) p.5 [3] Cook W R Herzman R B, The Medieval World View: An Introduction (Oxford, OUP, 1983) p.212 [4] Swanson R N, The Twelfth Century Renaissance (Manchester, Manchester University Press, 1999). [5] Packard S R, Twelfth Century Europe (Amherst Mass., Massachusetts UP, 1973) [6] Haskins C H, The Renaissance of the Twelfth Century (classic) (Cambridge Mass., Harvard UP, 1927) pp193-224 [7] Brooke C N L, The Twelfth Century Renaissance (London, Thames Hudson, 1969) [8] Morris C, The Discovery of the Individual 1050-1200 (Toronto, Toronto UP, 1987) [9] Ferruolo, Stephen C, ‘The Twelfth-Century Renaissance’ in Treadgold W (ed), Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages (Stanford Ca., Stanford UP, 1984) p.126 [10] Cook W R Herzman R B, The Medieval World View: An Introduction (Oxford, OUP, 1983) p.203 [11] Stiefel T, The Intellectual Revolution in Twelfth Century Europe (London, Croom Helm, 1985) [12] Hollister C W, The Twelfth Century Renaissance (New York NY, Wiley, 1969) [13] Ferruolo, Stephen C, ‘The Twelfth-Century Renaissance’ in Treadgold W (ed), Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages (Stanford Ca., Stanford UP, 1984) pp122-132 [14] Brooke C N L, The Twelfth Century Renaissance (London, Thames Hudson, 1969) [15] Chenu M-D, Nature, Man and Society in the Twelfth Century (Chicago, Chicago UP, 1968, 1997) [16] Ferruolo, Stephen C, ‘The Twelfth-Century Renaissance’ in Treadgold W (ed), Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages (Stanford Ca., Stanford UP, 1984) p116 [17] IBID, P.134

Salvador Dali: Influences Essay examples -- essays research papers

Perhaps one of the world's greatest artists is the Hispanic artist Salvador Dali. He won many awards and became very successful in his work as an artist. During his childhood and thereafter, during the Depression, Salvador Dali's artwork and personality were influenced by many different people and entities. Dali's personal life exhibited to his contemporaries and those who enjoyed his works after his lifetime the various influences that led to his artistry. During his childhood, his family life was difficult and operose. This had an extensive influence on Salvador and his artwork. His father opposed Salvador's chosen occupation. By the time the young wonder was twenty years old; his father had already disowned him. Both his mother and his father were embarrassed and disappointed by their son and his vocation. Dali's uncongenial side showed through in a painting titled The Enigma Of William Tell, which depicted Lenin nearly nude with a deformed buttock supported by a crutch. The group found this picture to be offensive because of the disrespect it showed to the proletariat. Dali's obsession with Hitler also angered the Surrealists and made the group demand explanations of his works. Within the same time period, Dali managed to offend the International Exhibition of Surrealist Art by wearing a diving suit to a convention and almost suffocating himself in the suit. On the other hand, Dali was also an achiever. He worked very hard on whatever he was doing to attain success.... Salvador Dali: Influences Essay examples -- essays research papers Perhaps one of the world's greatest artists is the Hispanic artist Salvador Dali. He won many awards and became very successful in his work as an artist. During his childhood and thereafter, during the Depression, Salvador Dali's artwork and personality were influenced by many different people and entities. Dali's personal life exhibited to his contemporaries and those who enjoyed his works after his lifetime the various influences that led to his artistry. During his childhood, his family life was difficult and operose. This had an extensive influence on Salvador and his artwork. His father opposed Salvador's chosen occupation. By the time the young wonder was twenty years old; his father had already disowned him. Both his mother and his father were embarrassed and disappointed by their son and his vocation. Dali's uncongenial side showed through in a painting titled The Enigma Of William Tell, which depicted Lenin nearly nude with a deformed buttock supported by a crutch. The group found this picture to be offensive because of the disrespect it showed to the proletariat. Dali's obsession with Hitler also angered the Surrealists and made the group demand explanations of his works. Within the same time period, Dali managed to offend the International Exhibition of Surrealist Art by wearing a diving suit to a convention and almost suffocating himself in the suit. On the other hand, Dali was also an achiever. He worked very hard on whatever he was doing to attain success....

Choose One of the Following Models of Psychosynthesis

Choose one of the following models of psychosynthesis: (a) subpersonalities, (b) ‘I’ and the sense of identity, (c) the egg diagram. Discuss and critique its usefulness as a tool for understanding your own development and its possible application to clinical work. This essay will choose to discuss model (b) ‘I’ and the sense of identity, particularly in relation to the work of John Firman.This essay aligns with the definitions of â€Å"I† and Self as outlined by Assagioli (1965), that â€Å"I† is one’s sense of personal self, the centre of our consciousness and will, and not to be confused with the psychological contents of consciousness. Assagioli recognized a powerful integrative principle acting within the human psyche – the Self, stating that â€Å"I† is a â€Å"projection† or â€Å"reflection† of Self, seeing Self as the Ground of Being, the luminous Source from which our being flows.I agree with Firmanâ €™s (1997) singular use of the term Self to refer to the entirety of â€Å"I†s deeper being. Through the process of psychosynthesis, Assagioli believed that the â€Å"I† could become freed up to establish itself as an autonomous centre serving the Self, and it is this â€Å"freeing up† of â€Å"I† from its surrounding â€Å"contents†, including its many constellations of personalities, known as subpersonalities in psychosynthesis, that can allow for a person’s authentic sense of identity to emerge.This essay will focus on the fundamental nature of empathy in psychosynthesis thought, as an inherent quality of â€Å"I†, with its source in Self, and how, through the emerging sense of my own sense of â€Å"I†, the development of my own personal centre, this psychological tool assisted in my understanding of my own development, and was in fact utterly key to it. I will then discuss and critique the â€Å"I†s possible appl ication to clinical work, especially in relation to the importance of developing empathy.Empathy in this sense refers to the potential of â€Å"I† to be fundamentally loving towards all aspects of the personality (Firman and Gila 2007). This emergence of â€Å"I† may be seen as the heart of psychosynthesis therapy, and the pre-requisite for authentic self-expression in the world, as Assagioli affirms, â€Å"I am a living, loving, willing self† (Assagioli 1973, 156).It is precisely the ability of the therapist to provide an authentic unifying centre for the client that Assagioli emphasized as imperative to the development of personal identity, seeing such a unifying centre as â€Å"An indirect but true link, a point of connection between the personal man and his higher Self, which is reflected and seen in that object† (Assagioli 1965,25). Thus, the empathic, relational interaction with such an external unifying centre conditions the formation of an inner r epresentation or model of that centre, which can be called an internal unifying centre.In this sense the inner centre becomes capable of fulfilling the same function as the external one. In psychosynthesis, the â€Å"I† is taken as the sense of identity with its roots in Self. Assagioli (1965) affirmed the essential unity of â€Å"I† and Self, but he was also careful to maintain a distinction between them, since â€Å"I† is one’s personal sense of self flowing from the more universal nature of Self. In psychosynthesis, it is this relationship, between â€Å"I† and Self, that forms the very ground of Self-realization, defined here as one’s sense of authentic relationship.Assagioli’s insight into the nature of personal identity, or â€Å"I†, is central to psychosynthesis thought, and he was also clear not to confuse such personal identity with organizations of psychological content. Rather he saw â€Å"I† as distinct but n ot separate from any contents of experience, from any and all processes or structures of the personality† (Firman & Gila 2007, 9). One primary way Assagioli stressed to reveal the nature of â€Å"I†, was through introspection, an act of self-observation, attending to the ever arising contents of experience in consciousness. †¦the point of pure self-awareness (the â€Å"I†), is often confused with the conscious personality just described, but in reality it is quite different from it. This can be ascertained by the use of careful introspection. The changing contents of our consciousness (the sensations, thoughts, feelings, etc) are one thing, while the â€Å"I†, the self, the centre of our consciousness is another. † (Assagioli, 1965, 18). Here, a clear distinction is made between one’s sense of identity and one’s personality, a central and profound distinction within psychosynthesis thought.I began my own personal journey with a gre at need to establish my own sense of identity. I had a very broken experience of self that many times led me into a crises of identity. It was through the practice of introspection, or self-attention, in the form of continuous attention to the consciousness â€Å"I†, or the inner feeling â€Å"I†, that I developed my own sense of self. In my teenage years, my sense of identity would constantly move through what was for me, a very fragmented terrain of personality, and I had a very fragile connection to an authentic centre of identity within my personality matrix.Through the process of self-attention, I was able to establish an authentic sense of identity. Once this sense of â€Å"I† had been established as a â€Å"good enough† sense of self within me, a process of self-empathy could develop as a result of this, providing me with an â€Å"internal holding environment† (Winnicot 1987, 34), of empathy and love, an internal unifying centre, a ground fr om which to include ever more of my experience, allowing me greater exploration of self, and a centre from which to form such experiences into creative expression in the world.This leads onto one of the most useful aspects of this model in my experience, which is the concept of disidentification, a necessary requisite of empathic love. This refers to the capacity of â€Å"I† to not get stuck in, identified with, any particular contents of experience, such as thoughts, feelings, sensations, subpersonalities, etc, but rather to be able to shift and move through them all (Firman & Gila 2007).My personal practice of attention to the inner feeling â€Å"I† acted for me as an external unifying centre, that over time, coupled with my own therapeutic experience, became the internal holding environment of my own authentic sense of â€Å"I†. Through this psychosynthetic approach to identity, one may come to discover that one is not what one sees, that is the contents of c onsciousness, but rather, one is the seer themselves, the point of pure consciousness embodied within the various contents.Through this capacity of the â€Å"I† to be distinct but not separate from such contents of consciousness, the possibility of self-empathy may be born, whereby one learns to enter into a relationship with all parts of oneself, experiencing each, without losing one’s inherent sense of identity. This was of invaluable use to me in my development as it allowed me to find an anchor as it were, a point of stability, within an ever changing flow of experience.And for me, it was this process of disidentification that allowed me to disentangle myself from â€Å"survival personality† (Firman & Gila 1997), that defensive part of me that had formed as a result of not being â€Å"seen† and validated as an â€Å"I† when I was a child, due to what self-psychology calls â€Å"empathic failures† in my early holding environment. In my ca se this was due to a mother who â€Å"saw† me through a projection of her own self thus resulting in my own core essence not â€Å"being seen†.This led to deep â€Å"primal wounding† in me, and from this it becomes clear how Assagioli’s â€Å"introspection† may serve as part of what can heal such â€Å"primal wounding,† which Firman and Gila define as â€Å"an experienced disruption in the empathic mirroring relationship between the personal self or â€Å"I† and Self† (Firman & Gila 1997, 89). This may allow for a sense of continuity of being to be established, since the I-Self connection is that essential empathic connection, hinting at the relational source of human being.In my experience, one of the potential dangers of this model is that the concept of â€Å"I† may be taken literally, as a thought, rather than as a person’s authentic experiential centre of being. Here, a danger is that the tool of disidentific ation could act as a further form of dissociation rather than allowing space for the deeper vulnerabilities of the personality. For me, this manifested in that I would identify with the pure â€Å"I† as a single and specific mode of experience that rendered other modes remote, becoming a further aspect of my â€Å"survival personality†.However, since disidentification has been defined as â€Å"simple, introspective, self-empathic witnessing†¦. founded in the transcendence-immanence of â€Å"I† – the ability of â€Å"I† to be distinct, but not separate from the contents of awareness. † (Firman & Gila, 1977, 56), it is identification, and not disidentification that is the dynamic underlying dissociation. It is important here to bring in the concept of subpersonalities, that may be defined as the â€Å"many constellations of thought, each composing an identity† (Ram Dass, cited in Firman & Gila 1977,63), since the theoretical istinc tion between one’s authentic sense of identity and the many â€Å"subpersonal† identities is essential in psychosynthesis. Firman & Russel (1994) use the concept of â€Å"authentic personality† when referring to this â€Å"empathic reaching† within oneself to realize the authentic, whole expression of one’s essential nature or â€Å"I-amness†, which they argue is akin to the true â€Å"inner child†; and they distinguish between what they call one’s true personality â€Å"core†, and the varying â€Å"ego-states† or subpersonalities.Psychosynthesis therapy is able to provide a powerful environment of support and nurturance for the emerging sense of a client’s authentic â€Å"I-amness†, allowing for the client’s self-expression to begin to express their â€Å"true nature†, rather than their sense of identity and self-expression being based on an unconscious attempt at self-defence.So these ideas are very useful in relation to understanding how a person’s authentic sense of â€Å"I† or identity can become enmeshed in â€Å"survival personality† due to childhood wounding, and how, through the therapeutic experience of an â€Å"authentic unifying centre†, and a â€Å"holding environment† that fosters authentic, spontaneous expression of self rather than defensive focus on survival, the emergence of authentic â€Å"I† may emerge as the central feature of a person’s personality and identity, potentially allowing them a more creative and authentic life in the world.The point here is that identity is relational, and not an isolated event, and thus, a clinical setting may provide a holding environment that may allow for a â€Å"good enough† healing of a person’s I-Self connection to allow for enough personal continuity of being, begetting a stronger path of self-actualization. In my experience, my own therapist p rovided me with an external unifying centre that has continued to be a powerful centre for me and my journey into authentic relationship (Self-realization).My own psychotherapy became for me my first relational experience that allowed me to feel â€Å"seen†. â€Å"When I look, I am seen, therefore I exist. † (Winnicot, 1988b, 134), and thus begun my work of personal psychosynthesis with grounded and self-actualizing potency. For me, I realized that my true work lay in the mastery and integration of my total being â€Å"around the unifying centre of the â€Å"I†Ã¢â‚¬  (Assagioli, 1965, 51).Chris Meriam (1996) makes it clear, as already discussed, that the first principle of empathic enquiry, applied to ourselves, is our willing exploration of our subjective world as a way of understanding that world, holding ourselves as â€Å"I† distinct but not separate from all that we encounter. â€Å"When we relate to ourselves in this way – simultaneously t ranscending and engaging the vast array of psychological content†¦we become more deeply self-understanding, self-empathic† (Chris Meriam 1996, 18).Applying this to a clinical setting, Meriam speaks of the inner world of the client being engaged in much the same way allowing for the emergence of their own â€Å"I† and authentic sense of identity. In this sense, the therapist remains distinct but not separate from the client’s world, also taking the same stance towards the clients â€Å"issues†. It is referring to this capacity of empathic â€Å"I† that Firman & Gila (2007) speak of â€Å"I† as â€Å"transcendent-immanent†.This ability to â€Å"hold† the client in their â€Å"I-amness† allows them the opportunity for empathic engagement with â€Å"any and all† of their subjective experience. Thus, the emerging sense of empathic â€Å"I† that is given possibility through psychosynthesis therapy, allows a c lient to bring to awareness unconscious identifications that may be functional within their psychological patterning, constricting their consciousness and inhibiting their growth. In this vein, Assagioli writes, â€Å"We are dominated by everything with which our self becomes identified† (Assagioli 1965, 22).Here Assagioli is speaking of unconscious identification where we have become â€Å"captured† by our subjective world rather than standing in a â€Å"free† position to it. So the empathic â€Å"I† or personal self of the therapist allows the therapist to offer interventions based on an emerging understanding of the client’s subjective world as an interpenetrating mixture of higher, middle, and lower unconscious material â€Å"-of personal and transpersonal activities and states of awareness-all underscored and held together by a deeper empathic Self. (Chris Meriam 1996, 16) Here again, it is worth noting the potential danger of an individual m isusing the idea of transcendence as a form of â€Å"spiritual bypassing† (Firman & Gila 2007) of certain unwanted identifications or more â€Å"difficult† psychological content, thusly ignoring the deeper â€Å"transcendent-immanent† capacity of empathic â€Å"I† to engage in the full exploration of subjective experience.It is to be aware that withdrawal from psychological content as a form of avoidance is dissociating from the very ground of empathic relationship, and thus, authentic personal sense of identity is â€Å"disconnected†. However, within proper use of empathic â€Å"I† is held the tremendous potential that can be offered through the clinical setting in relation to the development of a person’s â€Å"I† and sense of identity.Here, as Chris Meriam (1996) notes, not only is â€Å"I† inherently of empathic nature, but also includes qualities of observation and awareness, responsibility, power, and choice. †Å"I† has consciousness and will. These potentialities of â€Å"I†, ever in line with true psychosynthesis, allow for the possibility of an ever deepening sense of identity and self-knowledge, an ever deepening degree of self-realization, and an ever widening field of authentic self-actualization, as one learns to express oneself with, and be guided by, integrity and creative self-expression in the world.In conclusion, it is clear how utterly central the â€Å"I† and sense of identity are to psychosynthesis and psychosynthesis therapy. In my own case, the profound insight into â€Å"I† underpinned my connection not only to my own inner and authentic sense of self, helping me distinguish between â€Å"I† and my â€Å"community of selves†, but also how it also lay down the foundations of my authentic relational experience with others.In this light, I feel that one of the major aspects of this model, is the understanding of the I-Self relationshi p as â€Å"containing† the very source of empathy, and thereby situating the very â€Å"heart† and â€Å"core† of personal identity as an empathic and relational experience, rather than an isolated event of personal liberation independent and detached from the relational field altogether, as posed by so many traditional spiritual paths. Also, through â€Å"I†s empathic presence in a clinical setting, and with applied echniques such as personal â€Å"introspection†, psychosynthesis therapy may allow for an ever more authentic and emerging sense of self within the client. Here the main point brought forth is that the psychosynthetic, psychotherapeutic relationship â€Å"works†, fundamentally, because of its allowance and nurturing of the clients emerging sense of empathic â€Å"I†, ultimately fostering the development of an internal unifying centre and the subsequent development of authentic personality. Taking this further, we might co nclude that empathy is the key to understanding our connection to all forms of life and all existence. We may even have a keen sense that everything from the tiniest particle of sand to the most distant star is held together in empathic wholeness. † (Chris Meriam 1965, 23) Thus, may â€Å"I† offer not only one’s authentic sense of identity, but â€Å"I† may also be the very point of relational connection itself, and the very heart of communion with All-That-Is.

Causative Verbs in English for ESL Learners

Causative Verbs in English for ESL Learners Causative verbs express an action which is caused to happen. In other words, when I have something done for me I cause it to happen. In other words, I do not actually do anything, but ask someone else to do it for me. This is the sense of causative verbs. Intermediate to advanced level English learners should study the causative verb as an alternative to the passive voice.  There are three causative verbs in English:  Make, Have  and  Get. Causative Verbs Explained Causative verbs express the idea of someone causing something to take place. Causative verbs can be similar in meaning to passive verbs. Here are some examples for your comparison: My hair was cut. (passive)I had my hair cut. (causative) In this example, the meaning is the same. Because its difficult to cut your own hair, its understood that someone else cut your hair. The car was washed. (passive)I got the car washed. (causative) These two sentences have a slight difference in meaning. In the first, its possible that the speaker washed the car. In the second, its clear that the speaker paid someone to wash the car.   Generally speaking, the passive voice is used to place emphasis on the action taken. Causatives place the stress on the fact that someone causes something to happen. Causative Verb Examples Jack had his house painted brown and gray.The mother made her son do extra chores because of his behavior.  She had Tom write up a report for the end of the week. The first sentence is similar in meaning to:  Someone painted Jacks house  OR  Jacks house was painted by someone.  The second sentence indicates that the mother caused the boy to take an action. In the third, someone told someone to do something. Makeas a Causative Verb Make as a causative verb expresses the idea that the person requires another person to do something. Subject Make Person Base Form of Verb Peter made her do her homework.The teacher made the students stay after class.The supervisor made the workers continue working in order to meet the deadline. Haveas a Causative Verb Have as a causative verb expresses the idea that the person wants something to be done for them. This causative verb is often used when speaking about various services. There are two forms of the causative verb have. Subject Have Person Base Form of Verb This form indicates that someone causes another person to take an action.  Have  someone do something  is often used to management and work relationships.   They had John arrive early.She had her children cook dinner for her.I had Peter pick up the evening newspaper. Subject Have Object Past Participle This form is used with services that are commonly paid for such as car washing, house painting, dog grooming, etc.   I had my hair cut last Saturday.She had the car washed at the weekend.Mary had the dog groomed at the local pet store.   Note: This form is similar in meaning to the passive. Getas a Causative Verb Get is used as a causative verb in a similar way as have is used with the participle. This expresses the idea that the person wants something to be done for them. The causative verb is often used in a more idiomatic manner than have. Subject Get Person Past Participle They got their house painted last week.Tom got his car washed yesterday.Alison got the painting appraised by an art dealer.   This form is also used for difficult tasks we manage to complete. In this case, there is no causative meaning.   I got the report finished last night.  She finally got her taxes done yesterday.I got the lawn done before dinner.   Have done = Get Done Have done  and  get done  have the same meaning when used to refer to paid services in the past. I had my car washed. I got my car washed.  She had her carpet cleaned. She got her carpet cleaned.

Trends in Human Resource Management

Trends in Human Resource Management Introduction It has been observed that human resource practices are characterized by certain designs and changes based on trends in the working environments. Consequently, the effect of a particular trend has resulted into implementation of a particular human resource management approach to ensure the intended purpose of effective management is realized.Advertising We will write a custom coursework sample on Trends in Human Resource Management specifically for you for only $16.05 $11/page Learn More A number of trends have been observed to contribute to the changes in human resource management and their impacts explained on the basis of staffing, training and development, salary allocation, promotion as well as career planning. Discussion Increasing health regulation by government has affected the manner in which human resource management takes place in terms of provision of free health care for employees at work place. Where such services are not offered fo r free, there has been need for the organization to allocate some resources for accomplishing this purpose. Aging workforce has ensured that positions occupied by older people are advertised so that when they retire, new employees take over from where they have left. Thus, human resource personnel have to ensure that any aged employee is replaced at the right time through recruitment and training (Rothwell, 2010). The trend of increasing and outsourcing employees or leasing employees has been applied in situation where the workforce needs to be obtained from a different place or when specific skills which are not available in an organization are needed. Increasing diversity has ensured that a particular type of people is considered when providing employment opportunities. For instance, when a company wants to employ more women than men, there will be need to ensure that more women vacancies are advertised compared to men. The trend of recruitment of multigenerational workforce has b een observed to take effect where a company needs to recruit employees of various ages in different capacities. Companies that need to recruit more youth may need to advertise the maximum age for the applicants in order to prevent certain age groups from dominating the work force (Bernardin, 2002).Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More There has also been the need to increase the use of social networks in areas such as job advertisement and employee motivation. As a result, human resource administrators have made their accessibility possible in organizations to assist employees in accessing information regarding the company. It has also ensured vacant jobs are posted on social networks to ensure more potential employees get access to them. When the trends of employment requires that foreign employees are recruited, human resource managers have always ensured that th ey advertise the vacancies by making sure potential foreigners are reached. This has made the personnel in the human resource departments to focus their resources on such channels as internet and online applications to enable applicants from other countries make their applications (Barry and Hollenbeck, 2005). Global warming has contributed to recruitment of staff with pollution management skills to assist the company in making decisions regarding environmental management. These experts have been assigned the task of monitoring the levels of pollution in these companies and provide the right advice for regulation of amount of pollutants. Shortages of labor in a particular field of employment have ensured that human resource department allocate sufficient resources are channeled towards recruitment, training and orientation of employees in these areas. Stagnant economic growth in the U.S and the entire world has ensured that human resources are channeled to areas where there is possi bility of slow growth in an organization. The resources have been allocated for advertisement of goods and services, customer care improvement and quality products and services provision. References Barry, G. Hollenbeck, S. (2005) Fundamentals of Human Resource Management. London: McGraw-Hill/ Ryerson Limited. Bernardin, G. (2002). Human resource management: an experiential approach. London: London: McGraw-Hill/Irwin.Advertising We will write a custom coursework sample on Trends in Human Resource Management specifically for you for only $16.05 $11/page Learn More Rothwell, W. (2010). Human Resource Transformation: Demonstrating Strategic Leadership in the Face of Future Trends. New York: Nicholas Brealey Publishing.

Is China a military threat to the U.S. or its Southeast Asian allies Research Paper

Is China a military threat to the U.S. or its Southeast Asian allies - Research Paper Example ly influence continues to manifest hostility towards China, with provocative stands by the Philippines and Japan with regard to ownership of Islands in the contested regions belittling China’s growing stature in global politics. The traditional differences in foreign ideologies between the two nations does not seem to be resolved soon, since national interests of the two nations fall on opposing sides. With the competition for the global arena as the next stage to exercise global politics, China and the US continually find it difficult to resolve the hardline stand due to heightened globalization setting. From the experiences of the past encounters with global politics, China will focus on chanting a different course and justify current success from acting differently. In terms of recent astronomical economic performance in China, funding military exploration and ambitious intelligence systems raises concerns against such moves. In a world experiencing a spell of minimal aggression among nations, military expansion at the scale such as that witnessed in China recently triggers memories of the infamous Arms Race. Interesting timing of these developments in China at a time when global economic performance falls below China’s rate of economic growth translates to some form of opportunistic provocationi. Estimation of China doubling military spending by 2015 is a blatant insult to efforts of US peace building around the world. As such, the US can justify the move to assist and empower the allies in the southeast Asia regionii. The account of China’s performance in terms of human rights protection in a rapidly democratized world is not only taken as an insult to the US but also to the international community. The isolation of Chinese internal affairs from the rest of the world calls for participation of the US in the global campaigns of a democratic global society further fuels the tension of a military provocation. Despite the participation of China in

American Revolution Plutocaracy or Democracy in TOWARD AN AMERICAN Essay

American Revolution Plutocaracy or Democracy in TOWARD AN AMERICAN REVOLUTION - Essay Example He writes, "The reason for the Constitution was to empower people of property over common people. Indeed, our definition of self-government and freedom have become linked, if not equated, to the interests of the corporation." (ch. 3, 'A Great Compromise,' para. 4) It is a compelling book in the tradition of writers such as Howard Zinn and America's resident crank, Gore Vidal,(1) which should be read by every citizen in this country who thinks they know what the Constitution says, who wrote it and why. The Framers of the Constitution, as Fresia points out, would have likely agreed with an IBM ad quoted in the book: "The Constitution is a political work of art . . . and . . . It's also the most important contract of your life." (Ch 1, 3 Obstacles, 1st para.) Almost every man attending and contributing to the Constitutional Convention was wealthy in land and humans, i.e. slaves. As property owners, 'better people,' these men relied on real and implied contracts to protect what they owned. A government that could not provide such protection would be no government at all. to British entrepreneurs - Peers and Knights - the right to colonize and to make money from lands in the New World.(2) As Fresia makes clear throughout his book, this right to make money became a right to govern in the New World and eventually became justification for American landowners to sever ties with England and to create their own mercantile country. What thes What these men of wealth and property wished to establish was a legal system, a government that protected their wealth. They did not wish to be subject to the whims of, as Rufus King put it, ". . . the poor and illiterate." (ch. 3, Ratification, end of 1st para). Indeed, James Madison, the 'Father of the Constitution,' wrote: Landowners ought to have a share in the government, to support these valuable interests, and to balance and check the others. They ought to be so constituted as to protect the minority of the opulent against the majority. (Ch. 3, Checks & Balances, 2nd to last para.)What has escaped many people in their understanding and reverence of The Constitution is that it is a document which was designed to secure the rights of the wealthy, the better people, while shutting out those without property or wealth. At the Convention of 1787, Alexander Hamilton put it succinctly when he said, "Give therefore to the first class [rich and well-born] a distinct, permanent share in the government. They will check the unsteadiness of the Second."(2) What he meant by Second was the masses or, as he once called them, "a great beast." (Ch 1, para 6) Check the Balances Of significant influence on the Constitution and the men who wrote it were the political theories of British philosopher