Hate crime a moder phenomenon Essay Example | Topics and Well Written Essays - 10000 words

Hate crime a moder phenomenon - Essay Example Therefore, the objective of this study is to conduct a comprehensive review of related literature to somehow close the gap in current scholarship about hate crime. Another objective is to broaden these analyses to other contexts, such as cultural and social. Moreover, defining, measuring, and explaining hate crime is challenging. After reviewing and summing up several of the most important theoretical points of view and conceptual themes in the first chapter, this study discusses the actual difficulties related with data gathering. The second chapter will discuss that even though empirical findings and research literature are still insufficient and mainly descriptive, current investigations have embarked on relating hate crime incidents to population movements, economic developments, and modifications in the political setting. The third chapter will lay out the strengths and weaknesses of descriptive methods that are commonly applied in studying hate crimes. Then the last chapter will present the study’s policy implications and recommendations. Those trying to grasp or understand the origins and nature of prejudiced violence are prone to disillusionment by existing literature of discrimination, racism, and prejudice. Even though numerous academics seek to clarify behavioural expressions of intergroup violence, this scholarship is governed by the exploration of beliefs and attitudes (Broyles 2009). Research after research explores how adults consider racial/ethnic groups or policies intended to promote minority welfare (Sears, Sidanius, & Bobo 2000), usually depending on surveys to measure what is diversely termed xenophobia, intolerance, racism, or prejudice. Even though researchers evaluate prejudice in more and more refined ways, they pay quite little attention to the investigation of bigoted behaviour and attitude, aside from voting conduct (Broyles 2009). Behavioural expressions of discriminatory figure more notably in the attempts of social

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Rivalry is a relationship between two or more actors characterised by extreme competitions, and usually psychological antipathy. It is shaped by the past relations between the antagonists and recent interactions between them. The definition of rivalry encompasses two dimensions: competitions over the issues and psychological antipathies. The issues in rivalry may comprise of external or domestic political factors. Rivalry requires a certain level of recognition by actors of two rival states to distinguish them from competitions. It is distinguished from competition among actors by its non-anonymity. In rivalry, each actor knows that autonomous actions will affect the behaviour of every other rival state. In response to these actions, other actors will also react self-protectively. Rivalry is a process that consists of two elements, competition and socialisation. Competition is a situation within which actors find themselves while socialisation is ongoing process that takes place within a competitive situation. Both, Competition and socialisation are determined by capabilities of the rival states. Capabilities allow state a certain position in the international system. If this position is attained it becomes a primary concern for socialization to maintain. Competition accounts for rivalries between states with similar capabilities. Thus, Rivalry is a dynamic state of affair which keeps on f luctuating over the time. Prior to Islamic Revolution, Iran and Saudi Arabia were both status quo monarchies under the US’s ‘twin Pillar’ System. It was the Iranian Revolution that spelt out a radical change in interstate relations between Iran and Saudi Arabia that led to an uncertainty in their relations. The threat that Islamic revolution... ...e. In case of Syria, Saudi Arabia has tried to topple down Iran’s important ally Bashar al-Assad regime. Saudi Arabia aspires to smash the axis between Iran and Syria. By this way, it weakens Iran’s influence in the region and disrupts Iran’s supply links to Hezbollah and Hamas which eventually weakens Iran. Thus, actions taken by Iran and Saudi Arabia against each other on various issues reflect the rivalry between them. In almost all parts of West Asia, the rivalry between Iran and Saudi Arabia is prevalent and inclined to increase in depth, scope, and intensity. The two states aims at steering the course of events, shaping developments, and influencing decisions according to their respective political preferences. Hence, it can be said that the rivalry between Iran and Saudi Arabia is shaped by the past relations along with the recent developments in the region.

Educational achievement Essay

Educational institutions have two basic functions. On the one hand, they act as agencies of socialisation, transmitting social rules, norms and values; on the other hand, they are mechanisms of allocation, channels for selecting and training people to fill the many occupations of industrial economies. This dual function of socialisation and allocation is fulfilled to some degree by all educational systems. However, in a society with a complex division of labour there is often a contradiction between the two functions of socialisation and allocation. This essay will use both Marxist and Functionalist perspectives to question the educational system. Educational policies after the Second World War were primarily concerned with facilitating greater, and more equal, access to educational qualifications. This was attempted in R A Butlers 1944 Educational Act which sought to make entry to selective schools and universities meritocratic, that is dependent on ability rather than social status or wealth. The Act proposed a system in which children would be transferred at the age of eleven to grammar, secondary modern, or technical schools according to their ‘age, aptitude and ability’. Grammar schools continued to be seen as superior and biased towards middle class males due to the academic subjects, Mathematics (traditionally a male subject) and English being the key indicators used to measure the students. Since we have simple tests of discovering children’s natures (and there are luckily two varieties of these) we can perfectly easily tailor the schooling they get to suit these natures. Such a position accords a pretty self fulfilling and pessimistic function to education, and the fact this process of division has always produced a high correlation with the division between middle class and working class children simply serves to confirm the appropriateness of the division in the first place. ( Miller, 1992 pg. 15 ). The above quotation highlights how the commonly held attitudes towards the working class only reinforced the class distinction. Talcott Parsons stated in his writing on education its † Functions to allocate these human resources within the role structure of adult society†, (Haralambos and Holborn, Sociology Themes and Perspectives 1995 pg. 729). Perhaps if the government had built a larger quantity of technical colleges then the education system would have been more successful in allocating individuals into work roles that match their abilities. By its very nature the eleven plus looked at student’s academic skills completely ignoring student’s personal abilities. Whereas in the education systems of Germany and Japan, in the same period, the majority of students took a vocational path in order to secure educational success. Perhaps this is why their societies achieved greater industrial and economic accomplishment (Abercrombie, Warde Contemporary British Society 1994 pg. 350). Equally, successful entry to a grammar school was not guaranteed if the student had passed their eleven plus exam, this was due to the limited number of places. If we compare the number of grammar schools in Surrey, (which is known for its large percentage of upper and middle class), to the number in the industrial Midlands (with its high population of working class), there is proportionally less number of places for students, therefore making the educational system largely a postcode lottery. It is sighted in Plummer’s ‘Failing Working Class Girls’, that not only did grammar schools have better teachers but also superior buildings and resources- An overwhelming proportion of working class children were being educated in elementary schools. Their inferior buildings and resources, lack of graduate teachers and limited curriculum, compared badly with the better resourced secondary grammar and fee paying schools, attended mostly by children from middle class backgrounds. (Plummer 2000 pg. 15). From the 1960’s onwards, education was increasingly measured in terms of economics i. e. as an institution of national interests rather than personal fulfilment. During this period racial and ethnic minority groups entered the debates, due to immigration becoming more prevalent. It was assumed that children coming from these backgrounds needed to become like the white populous as quickly as possible therefore little genuine progress was made (Finch, 1984). Perhaps this is due to the nature of the curriculum for example, history lessons concentrating on white European perspective with often-fanciful representations of ethnic cultures. Equally teachers and local authorities did not understand their growing presence in schools and it emerged that in some schools, Head teachers were refusing to admit more black pupils (Donald and Rattansi, ‘Race’, Culture and Difference, 1992 pg. 14). Professor John Rex, a leading figure in British Race Relations Research, accused ‘black youth’ of being â€Å"arrogant, rumbustious and contempurious† and having â€Å"†¦ a certain fascination for violence†. (Rex, New Debates in Black Politics 1990 pg. 18 and 33). It’s hardly surprising that these students felt marginalised. In addition under achievement of ethnic groups appeared to be over looked- †¦ many of the teachers indicated they had never considered seriously the apparent failure or under achievement of working class or black children in the education system. (Lee, Pride and Prejudice; Teachers, Class and an Inner City Infants School, 1987 pg. 108). Girls coming from an ethnic minority are not the only group held back from achieving their full potential – equally white girls coming from middle class backgrounds feel this. Even today, the dominant (arguably unconscious) ideologies to reinforce cultural norms of gender behaviour (Walker and Barton, 1983); both pupils and staff give these norms in schools. Girls are not expected to do as well, are not brought up to be assertive to the same level as their male counterparts, and therefore tend to underachieve and blame themselves for it (Light and Dwek, 1987). Staff praise different qualities. Until very recently girls choices in curriculum activities were limited, they were encouraged to veer away from scientific or technical subjects; Deem 1978 sights girls examination result successes tend to be in art subjects, which have limited value for entry into employment and therefore lead females down a different route in further education. The format of exams themselves and other measures of curricular achievement are biased towards males e. g. multiple choice tests are geared towards ‘male logic’ than ‘female’ abilities. Issues such as these highlight the importance that moves are made to alter prejudice expectations and the way assessments are undertaken; including educating teachers to understand their own biases, promoting a change in the expectations of girls so they can achieve what is really within their interests and capabilities. Another area in which the education system is failing today is the treatment of those to be deemed as special needs. The 1988 Education Act defined this by ‘learning difficulty that calls for special educational provision to be made’. This definition obviously makes some comparison with a ‘norm’, this norm is not specified and different education authorities have different averages. Although steps are being taken to move away from labelling since the 1983 Warnock Report many such pupils are still educated separately within schools themselves or special schools together, this again becomes a self-fulfilling prophecy. Barton and Tomlinson (1981) ask, ‘ at which point does caring become controlling? ‘ this is due to current attitudes that problems are psychological, rather than social and pupils are categorised. Despite the promises of the 1940’s Act and the many worthwhile reports that have been commissioned (and largely ignored), still the education system in Britain is riddled with inequalities as set out above. The education system has lost its focus on personal fulfilment. Arguably the pupil has become a homogenised asset to be utilised in the interest of economic progress. If the child does not meet this criteria then they are virtually excluded to protect the accepted norms that society seeks to reinforce on tomorrow’s world. In the ideal situation school children will learn a variety of skills throughout their schooling, to aid his or hers development to achieve their full potential. By the time a young person leaves school at whatever age suits their abilities and aspirations, they should be a self confident and fulfilled individual. Each individual should have gained a wealth of knowledge, motivation for further development, life skills and exam success, which realistically reflects their capabilities. Equally a pupil should have had the opportunity to form friendships with peers and to have built relationships with teaching staff, thus providing a positive image of society at all levels. Everyone should have been exposed to new ideas and activities. This is an ideal; how many people having experienced the British Education system would relate their own schooling to this statement? For many this statement is totally alien to their experiences due to the inherent prejudices the institution reinforces such as the class structure, racism, sexism, beaurocracy and commercialism of schools. It is evident that British schooling has changed considerably since 1945, in many ways there has been great improvement for the majority of pupils. However still today there are a significant group covering ethnic minorities, girls and Special Educational Needs pupils who have largely been over looked so far. If Britain is to make the most from its human resources it is vital that attitudes change so that the individuals’ potential, which is currently ignored, may be fulfilled. Bibliography Miller, J. , 1992, More Has Meant Women: The Feminisation of Schooling, Institute of Education and London: Tufnell PressParsons, T. , 1995, Haralambos, M & Holborn, M. , Sociology Themes and Perspectives. Fourth edition. London: Collins Educational Abercrombie, N & Warde, A. , 1994, Contemporary British Society. Second Edition. Cambridge: Blackwell Publishers. Plummer, G, 2000, Failing Working Class Girls. Stoke-On-Trent, Trentham Books. Finch J. , 1984,’Its Great To Have Someone To Talk To’: The Ethics and Politics of Interviewing Women’, in C. Bell and Robert (eds) Social Researching: Politics, Problems, Practice, London: Routledge and Kegan Paul. Donald J. , Rattansi A,.1992, ‘Race’ Culture & Difference, London, Sage Publications. Rex J. , 1990, Debates in Black Politics, Warwick, Warwick University. Lee, J. , 1987, Pride and Prejudice: Teachers, Class and an Inner City Infants School, in m. Lawn and G. Grace (eds) Teachers: The Cultural and Politics of Work, Lewes: Falmer Press O’Donnell G. , 1985, Mastering Sociology, Basingstoke, The Macmillan Press. Pugh, M,. 1994, State & Society A Social and Political History of Britain 1870-1997, London, Arnold Publishers. Other Sources: Campaign for Real Education web-site – www. cre. org. uk Word Count 1,691.

An Inspirational Quote on Adolf Hitler - 871 Words

Long ago a wise man once stated† This inspirational quote analyzes the world we live in. A Tyrant is a ruler of a cruel and oppressive character; someone who is remembered, but has no power and is dismissed by many. On the other hand, a Martyr is the one who makes great sacrifices or suffers much in order to further a belief. This clearly depicts that when a Tyrant reaches his death, he will only be known for the moment, whereas a Martyr who will be missed and remembered for decades for his positive characteristics. In life, your character will be judged for your legacy, therefore, those who give a positive message to the world, and those who fight for what’s right and those who sacrifice their life for others are the ones that will never be forgotten throughout history. This quote plays an important role to our history. Back in the late 1919’s, Adolf Hitler came into power. Hitler was a man of cruel character; he was unsympathetic and racist to mankind. As a br utal dictator, he put Jewish people, Black people, anyone that didn’t match his perfection in concentration camps. There he put them through unbearable torture as each one was forced to work until they nearly passed out with little or no food. As a result of his actions, more than million lives were lost. In this case, Adolf Hitler is known to be the Tyrant. In the early 1960’s Martin Luther King Jr gave a speech; a speech of what he believed in and what he fought for most of his life. As a result of his phenomenalShow MoreRelatedEssay on Jesse Cleveland Owens1114 Words   |  5 Pagesand sprinter whose speed and inspirational defiance of Hitler shocked the world. The 1936 Olympics were held in Berlin and Adolf Hitler of the Nazi party believed that these Olympic Games would showcase the great skill of the Aryan (Caucasian) race, and the last person he would expect to show him up would be an African-American man (Barnes 1). 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Rigby (1998) focused on the 25 m ost popular management tools and techniquesRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 Pageshearts as well as their heads. Aroused feelings, however, can be used either positively or negatively, constructively or destructively. Some leaders have been able to inspire others to deeds of great purpose and courage. On the other hand, as images of Adolf Hitler’s mass rallies or present-day angry mobs attest, group frenzy can readily become group mindlessness. As another example, emotional appeals by the Reverend Jim Jones resulted in approximately 800 of his followers volitionally committing suicide