Muslim Women Living In A Westernized Society Theology Religion Essay

Muslim Women Living In A Westernized Society Theology Religion Essay The following research report was requested and granted by Philip Broster, The Business Communication lecturer at the Tertiary School in Business Administration, for 8 October 2012. Permission was granted by Philip Broster to conduct research on the debate regarding the wearing of hijab and the western pressures of this felt by Muslim women who study at TSiBA Education. His specific instructions were to: Compile a research report based on the previous research proposal to research the debate regarding the hijab and the pressures felt by Muslim women at TSiBA. Present a literature review as well as findings in a written document and to conclude by identifying a relationship, if any , between the literature and the findings of the research. The report is to be submitted on the 8 October 2012. Table of Contents INTRODUCTION Subject of the research The Debate Regarding the Hijab, Investigating the Pressures Felt by Muslim women living in a Westernized Country: A TSiBA case-study. Background to the research Literature on this topic is abundant as research has been conducted globally on the topic of the hijab as to the reasons why women should and should not wear the hijab. The research conducted was made possible through the use of surveys, interviews, questionnaires and observations. Katherine Bullock in particular, a Canadian community activist, author and lecturer did extensive research on the topic of the hijab and published her findings in the form of a book called Rethinking Muslim Women and the Veil which challenges Historical and Modern Stereotypes.  She has also published articles on Muslim women and the media, and Islam and political theory. Purposes of the research The objectives of the study are to examine if the dominant negative Western perception affects the reasons why the Muslim community is divided on the subject of hijab. This research addresses the concern for a dialogue that could inform westernised societies about the personal reasons why some female Muslim students wear hijab and why others do not. I want my research to be meaningful, relevant to local communities and to open my mind and that of others by being taught through research and personal interviews about the subject. Scope and limitations This study was conducted in a very short period of time with a very small sample group as the pool of participants was limited to the Muslim students at TSiBA Education. The data set is meaningful, but not representative of the vast range of Muslims in different contexts. It will however show a diversity of views within a common theology and faith. A more sizable sample within the target group would have provided a larger and more conclusive amount of data. This can have a bias that favours the educated and the youth of Cape Town. Another limitation of my study was that all of the participants belonged to one ethnic group being from the race regarded in South Africa as Coloured. This was due to the fact TSiBA Education is a relatively small university whose Muslim female population is a fraction of the total students of which there were no Muslim women from a different race or culture. The research conducted could have benefitted from a more diverse pool of applicants. Plan of development This research report was compiled in the following manner. Firstly I provide my literature review which I put together for the purpose of exploring what has previously been written on the topic so that you and I may learn from it and be aware of it as we go about this research. Secondly I made a survey form of 3 pages long that contained relevant questions which I derived from the process of compiling the literature review. Thirdly, At random I selected 10 Muslim women studying at TSiBA to be my participants and followed through by conducting my survey about each one of them. Lastly, I analyzed the data obtained from the surveys and make this information available to you while also comparing my research findings to the findings derived from my literature review. METHODOLOGY Literature review The first piece of work I did was conducting research on the topic of the hijab in order to compile a literature review. My literature review took a significant amount of time in relation to how long the actual research demanded. Information was abundant regarding the topic of hijab, modernization, the dominant Western perception and the medias role in the portrayal of Muslim women that I found it particularly challenging to sift out important points from the all information available. My literature review saw two sessions of editing with my Communications lecturer who helped me construct and organized the important information once I identified it. Participation The target group for the research was initially 20 South African Muslim women between the ages of 18 and 40. This age group was the target of this study because they were the current generation of TSiBA students and were experiencing modern South Africa in a time when it seemed there was an ever increasing influx of Western culture after Apartheid. The age group is also likely to include married women who might be inclined to think differently about the hijab as their marriage might have changed the way each looks at the hijab. The participants of my research were all female as I had hoped, but unfortunately all of them belonged to one ethnic group being from the race regarded in South Africa as Coloured. There were 2 married women, and 8 unmarried women. 5 of them wore hijab and 5 of them were women who choose not to. Method of data collection One method of obtaining data was employed. The research draws on qualitative data from comprehensive surveys conducted on 10 Muslim students regarding hijab. The survey was constructed in a manner that it took students approximately 5 minutes to complete. After many different drafts of the survey I went to the Tertiary School in Business Administration (TSiBA) Education to distribute the final version. My survey included the opinions of both young women who wear the hijab and those that do not. I did not ask for names in any section of the survey to ensure the anonymity of all my human subjects. In the end I collected 10 surveys in total which was a smaller sample group than I had initially hoped. After gathering the surveys, I analyzed the results manually. LITERATURE REVIEW Introduction The debate regarding the wearing of religious garb in public, specifically coverings worn by Muslim women has increased over the past few years resulting in a lot of controversy among those who agree with the practice and those who do not (iqraonline.net). Hijab is seen all over the world, especially in places with a high concentration of practicing Muslims. The hijab has resulted in severe media disputes and now denotes the difference of cultures. The French, along with the west expected that the hijab would pass away into history as westernization and secularization took root. However, in the Muslim world, especially among the younger generation, a great wave of returning to hijab was spreading through various countries. This current resurgence is an expression of Islamic revival (Nakata, 1994). The Topic of Hijab External to South Africa The views of feminists The Western media and feminists often portray the  hijab  as a symbol of oppression and slavery of women (www.al-islam.org). A theory of Orientalism has been in existence since 1978 which argues that the Muslim population is deemed backward, uncivilized beings who are outcasts in Western society (Said, 1978). Many feminists, both Western and Islamic argue that the hijab is a symbol of gender oppression and that the Islamic veiling of women is an oppressive practice. Fadel Amara, an Islamic feminist and Muslim female member of French government describes the burqa as a prison and a straightjacket which is not religious but is the symbol of a tyrannical political project for sexual inequality (King, 299.). Feminists argue that public presence and visibility is important to Western women. This overlaps sexism and racism as well as there are two arguments made by feminists who are divided on the topic of the hijab. a) The argument of oppression One argument is for hijab to be banned in public as they encourage the harassment of women who are unveiled and because public presence and visibility represents their struggle for economic independence, sexual agency and political participation. In the Western culture, celebrities are regarded as trend-setters defining what is acceptable. The hijab is therefore also seen as a problem because it poses challenge to the view of unconventional visibility and freedom of self-expression. (www.theage.com). Although it is true that many women do choose to wear the hijab, it is not the case for all women. In many Middle Eastern and North African countries women are forced, persecuted and abused for noncompliance with the hijab. This was demonstrated in Pakistan where an extremist killed a womens activist and government minister because she refused to wear the hijab. King states, From Afghanistan to Algeria to Sudan, Pakistan and Iran- women are systematically brutalized and caught in a deadl y crossfire between the secular and fundamentalist forces. Some Islamic feminists argue that although the statement in the Quran about women covering themselves was not meant to oppress women, the interpretation of those verses by Islamic societies does in fact oppress women. Although it can be argued that the hijab is a symbol of the oppression that occurs against women in Islam, many Islamic women dont agree. It is true that under some Islamist rule, specifically in some North African countries, Afghanistan, Iran, and Saudi Arabia women are oppressed and forced to wear the hijab, but in an international context, this is the exception to the rule regarding womens practices of wearing the veil. Salma Yaqoob, a Muslim woman who chooses to wear the hijab explains the veil is not only an oppressing force in Islamic countries that require the veil, but also in Western countries that ban the veil. Yaqoob adamantly contends that by infringing laws that restricts womens choice on whether or not to wear the veil, they are also being oppressed. I am opposed to the Saudi and Iranian governments imposition of the veil and that of the Taliban previously. But this is also why I oppose the ban on wearing the hijab. In both cases the woman herself is no longer free to make a choice. In both cases her dignity is violated. Yaqoob explains that more women are currently banned from wearing the hijab, than are required to wear it. b) The argument of liberation It can be argued that rather than oppressing, the hijab is liberating. The second argument made by feminists supports the argument of fundamentalist Islamic leaders who argue that Muslim women have the right to choose to wear or not to wear a hijab as it is part of a Muslim womans duty to wear a hijab. These feminists demand that the French ban be withdrawn because they believe the oppressing force behind the veil is when authority figures, both Islamic and Western, take away a womans right to choose. They defend the veil as a mark of agency, cultural membership, and defiance. Tayyab Bashart, a feminist scholar and Muslim who teaches in France explains her beliefs A woman in hijab, who is a functioning member of society, symbolizes an empowered, independent woman, rather than someone who lacks self-determination and is a puppet of society (Basharat, 2006). The veil itself is just a piece of cloth. Human beings interpret the hijab according to social and religious constructions. Throu gh the Western discussion and banning of the hijab in public schools, the Muslim school girls of France lose their freedom to express their spirituality. The desired effect of the 2004 law is to fight gender oppression and inequality in the public school system, but as a residual effect, it actually diminishes womens freedoms rather than enhancing them. The law on the headscarf supports the oppressing Western discourses about veiled women and attempts to Westernize French Muslim schoolgirls. Western Governments In Islamic countries like Saudi Arabia, Afghanistan and Iran, the full covering, more commonly known as the burqa, has been made compulsory upon female citizens. In contrast to this, the unwillingness to understand the religion and culture of Muslims has resulted in traditional clothing such as the burqa and the hijab being banned with the hope of Westernised societies achieving secularism in Islamic countries. Katherine Bullock shines light on the differences in judgment over hijab by having identified themes from her research on women and the religion of Islam. She divides these themes into the descriptions of those who are for and those who are against the hijab. According to Bullock, critics of the veil rely on secular liberal assumptions about society and human nature and therefore the veil is supposed to be and described as a symbol of oppression because it: Covers up (hides), in the sense of smothering, femininity Is apparently linked to the essentialized male and female difference (which is taken to mean that by nature, male is superior, female is inferior); Is linked to a particular view of womans place (subjugated in the home); Is linked to an oppressive (patriarchal) notion of morality and female purity (because of Islams Emphasis on chastity, marriage, and condemnation of pre- and extra-marital sexual relations); Can be imposed; and Is linked to a package of oppressions women in Islam face, such as seclusion, polygamy, easy male divorce, unequal inheritance rights. Western countries has developed this view and disregarded other views of what public visibility may be to different women with differing beliefs. (www.theage.com).An example of this is that France has decided upon the banning of the hijab to be worn in schools. Frances 2004 law, popularly referred to as the law on the headscarf, reveals the difficulty of respecting conflicting ideas between diverse communities, especially when one community, in this case the Muslims of France, is a minority. According to this law, female students are banned from wearing the hijab as well as all other openly religious symbols in public schools. France bans women from wearing the hijab in public schools because many feminists and lawmakers argue that veiling women serves as an oppressing force, a force that silences women. Alia Al- Sari states in her article The Racialization of Muslim Veils: A Philosophical Analysis many feminists see the headscarf As a symbol of Islamic gender oppression that à ¢Ã¢â €š ¬Ã‚ ¦should be banned from public schools, a space where gender equality is presumed (or desired). Supporters of the law believe it fights gender oppression and gives equality to women in the school system. Media attitudes in reporting Islam and hijab While the media cannot be the only party held accountable or blamed for societal attitudes towards smaller cultures and religions, theses media moguls create the lens through which reality is perceived (Bullock Jafri, 2000). Western media sees itself as a democratic powerhouse and therefore is frequently answerable for legitimising and distributing racism and bias against religious communities such as Muslims (Bullock Jafri, 2000). The media in Westernised societies portrays Muslims as tricky, sleazy, sexual and untrustworthy, as uniformly violent, as oppressors of women, and as members of a global conspiracy (Bullock Jafri, 2000). For example, in 1998 a shift was noted regarding the European medias depiction of women who wear the hijab. Veiled women were no longer portrayed as exotic but instead as a threat to society (Macmaster Lewis, 1998,). This highlights the contrasting representations of Muslim women as concurrently being oppressed and threatening. In 2005 Begum argues that these images of Islamic dress were increasingly used in the media as visual shorthand for treacherous extremism, and that Muslims living in Europe were suffering from the consequences of these associations (Begum, 2005). The increase of these media portrayals and political deliberation has segregated the Muslim community and had a further disruptive effect on society and feminism at large. (Begum, 2005) Since then, the media in France reported on a women who was suspended for wearing a hijab under her hat while working as a meter reader, a fashion show of veiled women that was banned, the hindrance of hijab-wearing mothers from volunteering in schools, the refusal of cafeteria service to a student wearing a hijab and the banning of a witness to a civil service wedding from signing the documentation based on the argument that hijab prevented her from proper identification. Many authors on this topic dispute that because of the medias cultural fascination with Muslim womens dress as symbols of oppression, Muslim women often have to resort to focusing on that facet of their identity as well, even if they would rather discuss something else. These authors state that even cases of responsible journalism have a propensity to devalue Muslim women. This is because Muslim women are primarily depicted as exotic, victimised, or threatening outcasts rather than your ordinary peaceful next door neighbours. (www.reportingdiversity.org.) It is evident that the hijab remains a hot topic in Western countries and that the wellbeing and identities of Muslim women in Westernised societies are related to the wearing of the headscarf as a consequence. Hijab within the Muslim Community The opinions of Muslim women vary in their decision about whether or not to wear the hijab. The hijab, according to many Muslims, has multiple uses and meanings. The hijab is a symbolic of modesty and morality. According to Islam, the hijab functions as a shield for a woman against the lustful gaze of men. The hijab also serves as a cover to preserve the modesty and piety of the woman, as that is her main role as stated in the Quran. The most basic debate over the hijab is over the requirement of the hijab. This is an issue that is debated by many Muslim scholars. First in order to understand why there is an issue it is important to understand the power of the Quran. The Quran is the word of God brought to humanity by his last messenger the Prophet Muhammad (Peace Be Upon Him). Islam is the religion of total submission to Allah (God the Father) and obedience to Allah. As the Quran is Gods word then it also means total submission and obedience to Quran. The first issue with the requirement of the hijab comes from whether the hijab is in the Quran or not. There are two sides to this argument; there are those who say that the hijab is a requirement because it is in the Quran and those who say that it is not because it is not part of the Quran Reasons why Muslim Women wear the hijab The laws of the Quran Amr Khaleds, a popular Islamic scholar, layman, and highly influential Muslim speaker, represents the school of thought that considers the hijab to be directly in the Quran and thus a requirement for Muslim women. He quotes these Quranic verses that make the hijab obligatory to Muslim women. O Prophet! Tell your wives and your daughters and the women of the believers to draw their cloaks (veils) all over their bodies. That will be better, that they should be known (as free respectable women) so as not to be annoyed. And ALLAH is Ever Oft-Forgiving, Most Merciful (Surah 33: verse 59). In this verse women are told to cover their bodies so that they should be known as modest women and are not harassed. According to Amr Khalads lecture Al-Hijab, the hijab also serves the purpose of forcing men to not sexually objectify women but to see her as a vessel of intelligence and high moral values. Khalad says that the hijab reinforces the fact that Islam has placed the beauty of a female on a higher value in the eyes of men by providing protection of her beauty from uncontrolled lusts and desires, and instead ordering men to respect greater the inner beauty of her soul. Thus, the real value of women is associated with the degree of her modesty and her abidance by it (Khaled Al-Hijab). Yaqoob states her personal reasons why she wears the veil, For me, the wearing of the hijab denotes that as a woman I expect to be treated as an equal in terms of my intellect and personality and my appearance is relevant only to the degree that I want it to be, when I want it to be.. This is the traditional Islamic rational for the hijab and why it is important in Islam (Khalad AlHijab). A symbol of resistance A study about hijab in the West also provides another theory that I believe can also be applied in South Africa because it is a country heavily influenced by the West. The idea of the hijab as a symbol of resistance is explored by Tarik Kulenovic but not necessarily one that is strictly political. Tarik Kulenovics theory suggests that the hijab in the West is a matter of identity, a physical symbol of a womans Muslim identity. This symbol also carries a message of religiosity in a modernizing society which encourages a secular life style and scorns tradition. Kulenovic asserts that the modern identity of Muslim women, which includes the wearing of the veil, is primarily the identity of resistance to the values that individuals find foreign to them and as such imposed on them (Kulenovic, page 717). Thus, in modern society, the hijab can be thought of as a means of retaining a religious life style while assimilating to the demands of the modern world. Another reason women choose to wea r the hijab is that they find that the hijab serves as an empowering factor. The Interpretation of the hijab by those who wear it Katherine Bullock, through her research, provides some reasons why women wear the hijab. The hijab to these wearers: 1. Does not smother femininity; 2. Brings to mind the different-but-equal school of thought, but does not put forward essentalized male-female difference; 3. Is linked to a view that does not limit women to the home, but neither does it consider the role of stay-at-home-mother and homemaker oppressive; 4. Is linked to a view of morality that is oppressive only if one considers the prohibition of sexual relations outside marriage wrong; 5. Is part of Islamic law, though a law that ought to be implemented in a very wise and women-friendly manner, and 6. Can and should be treated separately from other issues of womens rights in Islam. Spirituality Some women have a deep spiritual and religious connection to the veil and firmly disagree with the view of it as a sign of oppression. Many Muslim women feel uncomfortable without wearing it because the hijab is deeply-rooted in their personal values and religious tradition. A main reason women choose to wear the hijab, is as expression of spirituality. Bashart states in his book that Muslim women carry with them their sacred private space into the public space by use of the Hijab. In this view of the hijab, the veil is not simply an article of clothing; or a symbol of oppression it is a tool of spirituality for women. Fadwa El Guindi, author of The Veil: Modesty, Privacy and Resistance, says veiling patterns and veiling behaviour are. about sacred privacy, sanctity and the rhythmic interweaving of patterns of worldly and sacred life, linking women as the guardians of family sanctuaries and the realm of the sacred in this world. Reasons why Muslim Women do not wear the hijab In the Quranic this verse although it says to draw the cloak all over their bodies, it does not specifically say the hair. In addition, it does not specify in what way, to what extent, and in what manner women should cover themselves. There are many modern alternative views to this idea that the hijab is compulsory because it is in the Quran. For example, Dr.Reza Alsan, an internationally acclaimed writer and scholar of religions, the founder of AslanMedia.com and also one of the leading scholars in the alternative view, considers the hijab not an obligatory aspect of being a Muslim woman. Aslan claims that the hijab is shockingly not compulsory upon Muslim women anywhere in the Quran. Instead he claims that the veil was an Arab culture before the arrival of Islam, through contact with Syria and Iran, where the veil was the sign of the upper class women. According to Lelia Ahmed and those who fall in the second school of thought like Aslan, the only places that the hijab is applied t o women is when it is addressing the wives of Prophet Muhammad. Thus the veil was only associated with the prophets wives and his daughters not all women of Islam. This school of thought does not deny that modesty was expected of all believers. Believing women are instructed to guard their private parts and drape a cover over their breasts when in the presence of strange men (Surah 24:31-32) as quoted by Aslan. Here specific parts of the body are named that women should guard and cover including the private parts and the breast but the hair is not mentioned. Thus those in this school of thought like Leila Ahmed and Reza Alsan do not believe that the hijab is mandatory for Muslim women because it is not mentioned in the Quran. Conclusion of Literature review This research investigates the reasons why the Muslim community is divided on the subject of the veil and if the dominant negative perception of hijab (as the hijab being oppressive) has affected, if at all, the wearing of hijab in TSiBA Education. In the attempt to answer this question, the research has presented two hypotheses: (1) Living in South Africa, a country with great Western influence, causes some Muslim women to fear wearing the hijab and to abandon it all together (2) Muslim women choose to wear the hijab for spirituality reasons despite constant the pressures of the West 5. RESULTS OF OBSERVATIONS While analyzing the results, I was interested to see if there would be a correlation between the findings in my literature review and the results of my research. My data collection was a result of 10 surveys this research revealed that my two hypotheses were in agreement with a majority of this small sample of subjects. The data collected represents the opinions and beliefs of a total of 10 human participants which is 50% of the total intended target group. Thus, the data collected must only be interpreted as speculative and cannot be assumed applicable to all Muslim women or all Muslim female students. The results were as follows: 5 of the 10 participants wore the hijab. 3 of those 5 said that they strongly agree to wearing the hijab for religious reasons while 2 participants said they agree that they wear it for religious reasons but that religion is not the main reason why they wear the hijab. 3 out of the 5 Muslim wear the hijab even though the hijab makes them feel like they dont fit in with their peers. 1 person however does feel that she fits in with her peers and in her community because she wears the hijab. The hijab makes all five participants who wear the hijab feel protected and safe in public. 3 of them strongly agreed while 2 agreed. 5 participants said that all Muslim women should wear hijab when asked if they believe all Muslim women should wear the hijab, the opinions were 50/50. Interestingly, Out of the 5 participants that wear the hijab, 1 person said that she does not believe all Muslim women should wear hijab; 1 woman who does not wear the hijab said that even though she doesnt wear the hijab yet, she believes all Muslim women should wear the hijab. When asked if women who do not wear the hijab can be good Muslims: 8 women agreed that Muslim women can be good Muslims if they do not wear the hijab, 1 participant had no opinion saying one shouldnt judge, if you judge, what kind of Muslim does that make you?, 1 said Muslim women cannot be good if they do not practice the hijab. When asked for their definition of hijab, 60% defined it as covering with loose fitting clothes, 20% said all forms acceptable and 20% just covering your hair. The rating (1= no influence, 5= influenced but not explicitly forced,10 = I had no choice) of influence of family on participants choice to wear or not to wear hijab: From the 5 participants who wear hijab, 1 rated a 5, 1 rated a 6, 1 rated an 8 elaborating that her parents are religiously strict, 1 rated a 2, and 1 rated a 7 saying that the sudden death of her aunt influenced her choices in life and her consideration of the hijab. From the 5 participants who do not wear the hijab, 2 participants rated 5; 2 rated the influence of their family as a 1 and 1 participant rated 9 saying that her family allows her choice not to wear the hijab. The limitations section showed that all participants felt free to drive a car, study at a university, find a job, travel freely outside of Cape Town, own a computer and have access to the internet. 5 participants felt that they were not hired for a job because they wear the hijab while 1 participant said that she is new to wearing the hijab so the question is not applicable to her No participants felt that they were not hired because of NOT wearing the hijab TSIBA Womens view on the issue/view of hijab in the West 9 participants agree that the West (Europe and America) has a dominantly negative view on hijab. 1 participant had no opinion When asked their opinion of the Western perception and the West should continue not to encourage women to wear the hijab. 4 participants strongly disagree, 3 disagree, 3 had no opinion and 1 participant said she strongly agrees. When asked if they thought the West is ill-informed and should make more of an effort to understand the hijab and why Muslim women wear it: 6 participants said they strongly agree , 3 agreed and 1 participants said she had no opinion. 6 participants have friends from the West while the remaining 4 do not. DISCUSSION This research investigates the debate regarding the reasons why some Muslim women wear hypotheses were confirmed in a majority of this small sample group. In the attempt to answer these questions, the research has presented two hypotheses suggesting that: (1) Living in South Africa, a country with great Western influence, causes some Muslim women to fear wearing the hijab and to abandon it all together. (2)The main reason Muslim women choose to wear the hijab is for spirituality reasons despite the constant the pressures of the dominant Western perception. Defining the hijab The point of view unknown to me before starting my research was that there are Muslim women who did not know that there were differing interpretations about what the hijab is tangibly. In fact, from the surveys it is evident that amongst Muslims there is a concept of a correct hijab and an incorrect hijab. Before my research commenced, the purpose of the research was not intended to identify whether my target population was aware that many Muslims have differing beliefs the hijab. My research revealed that within the Muslim community there exist different interpretations of what the hijab is tangibly. 60% of participants claimed that the correct physical hijab is a head scarf and long loose fitting clothing that conceals the shape

Hrm in South Africa

International Human Resource Management Your assignment is to take a country of your choice and consider how the human resource management function has been shaped by the internal and external contexts. Conclude your assignment with some suggestions as to what the future might hold for the field of HRM in your chosen country. The idea behind the module is for you to explore the meaning and implications of the concepts and ideas of international and comparative human resource management. There is no one way of defining and understanding the nature and purpose of HRM.HRM varies according to the cultural and institutional environment in which it is conducted. It is suggested that you choose a country with which you are familiar, perhaps your home country, as this may enable you to provide examples to support your analysis. However, the important point is to choose a country that may be readily researched by access to texts and other available information. Assessment criteria: These are referred to in your Handbook. However, as a guide you need to show understanding of the various concepts and ideas discussed in the sessions, including knowledge of the perspectives to the employment relationship.This will include the extent to which culture impacts upon the relationship; how political, economic and social contexts influence the relationships; indicate some understanding of differing approaches to management development and have some understanding of the importance of employee relations. Brief outline of the essential criteria: Distinction – an assignment demonstrating wide coverage and understanding of the subject, including a strong critical analysis and evaluation. Commendation – an assignment demonstrating wide coverage and understanding of the subject, with some critical analysis and evaluation.Pass – an assignment demonstrating wide coverage and understanding of the subject, but mainly description rather than critical analysis and evaluati on. Structure Choose a country that has been researched in the past†¦ i. e. a place where HRM practices are commented on and discussed. Consider and comment on internal and external context that have influenced HRM factors CRITICAL ANALYSIS OF EXISTING RESEARCH Conclude with recommendations, as well as suggestions as to what the future may hold for HRM in the country of choice. An analysis of current HRM practices in the Republic of South Africa IntroductionThis study will investigate and explore two to three aspects of HRM practises within the Republic of South Africa. In order to gain an insight into how the country functions, it will be important to understand the various internal and external factors that may have influenced current HRM practices. South Africa is a multicultural country with a rapidly growing economy, and is widely seen as one of the most stable democracies in Africa, having recently emerged from the infamous apartheid era. The South African economy is the largest in the continent, and the 28th largest in the world.The country lobbied heavily, and was eventually invited to join the economic and political organisation BRICS in 2011 (Smith 2011), and has just successfully hosted the annual BRICS conference (2013) for the first time. Concerns have however been expressed over whether South Africa deserves its place among the BRICS, as the country has the lowest levels of government spending, life expectancy, and literacy rates within the group, while the South African GDP comprises just 2. 5% of that of the combined BRICS’s GDP (Smith, 2013).In addition, while the populations of India and China stand at over a billion people, South Africa has a population of 50 million of which almost a quarter are unemployed and live on less than ? 1 a day (Seria & Cohen, 2009). This high poverty level is a major contributor to the crime rates in South Africa, with Johannesburg being infamous for its high levels of crime (Diseko, 2010). The most c oncerning crime considered to be the extent of rape and violence against women in South Africa. With two rapes occurring every minute (Itano, 2003), a typical South African woman is estimated to have a 40% chance of being raped (Middleton, 2011).Domestic violence is also reportedly high, with statistics suggesting that one woman is killed by her husband/partner every eight hours in South Africa (Faul 2013). The practice of ‘corrective rape’ is a major problem, which is based on the incorrect belief that the rape of lesbians can ‘cure’ them of homosexuality (Mufweba, 2003). The South African government is well aware of all these problems, and has made a number of attempts to tackle them head on, including the amendment and strengthening of laws that deal with sexual offences.The government notes that the problem â€Å"is reflective of deep-seated, systemic dysfunction in our society† (Government Gazette South Africa, 2007). Diseko (2010) argues that t he high crime levels have had a massive impact upon the South African economy, with recent research showing that the country has been experiencing a brain drain (Kok, 2006). Moolman (2012) highlights cases of high numbers of skilled engineers and other professionals emigrating to MDRs (More Developed Regions) such as Australia and North America.Dreyer, cited in Moolman (2012) argues that while South Africa holds 80% of the world’s chromium, manganese, gold and platinum reserves, the shortage of skilled workers means that costs are becoming too high for the industry to be profitable. The statistics for 2001 show that only 181 managers or skilled professionals immigrated to South Africa from MDRs, with 645 going the opposite way (Statistics South Africa 2003, cited in Kok, 2006). These statistics highlight the struggle that South Africa faces with regard to the attraction and retention of talented skilled workers to help keep its economic growth on an upward trajectory.However, Diseko (2010) argues that this phenomenon is reversing, and cites South Africa’s rapidly growing economy and political stability have seen it once again become a ‘net importer’ of skilled workers. He claims that South Africa now appears an attractive proposition to South African expatriates as well as foreign skilled workers, and argues that this ‘net import’ of skilled workers is driven by economic factors such as the recession within MDRs, such as Europe and North America. Cultural factors are also vitally important within the business environment, as they affect the context of business and social interactions.Hofstede has developed a In order to understand the cultural aspect of South Africa countryHofstede (2013) This essay will explore current HRM practices in South Africa, with three major aims Identify your country of choice Justify your choice of country Provide a contemporary overview of the country (50 words) Identify the cultural features of your chosen country using Hofstede or another cultural theorist Explain how those cultural features impact upon HR practices in that country (100 words) Identify the PESTLE factors affecting your chosen country. Explain how those PESTLE factors impact upon HR practices in that country. 100 words) What might the future hold for HR in your chosen country? (50 words) These areas will be investigated through a review of existing literature, which will be critically analysed in order to identify areas that may be developed in future. Definition – highly debated, as various HR practitioners define this in different ways. Macey & Schneider (2008) argue that the term is used to describe behaviours, traits and psychological states, and their associated outcomes. Access Talk about how the new educational processes being introduced will enhance variation among the talent pool if it works. ttp://geert-hofstede. com/imprint. html http://geert-hofstede. com/dimensions. html SA at the m oment may have the need for people and have the people, but the skills of the people may not match up to the requirements. what has been driving the change, crime rate in johannesburg, violence, more economic potential than actual, growing quite fast, next to BRICKSA is the definition of emerging economies going to include SA? Look at growth rate of BRICKSA economies and  compare to European and US economy. TABLE Stagnation in western economies, but is growth being shown as a comparative within the BRICKSA economies.References Diseko, L, (2010), â€Å"South Africa’s brain drain generation returning home†, Available at: [http://articles. cnn. com/2010-11-18/world/south. africa. migration_1_south-africans-violent-crime-job-seekers? _s=PM:WORLD], Accessed on: 15/03/13 Erasmus, B, Van Wyk, M, Schenk, H, (2003), â€Å"South African Human Resource Management – Theory & Practice (3rd Edition)â€Å" Formeset, Epping, Cape Town Faul, M, (2013), â€Å"South Africa vi olence against women rate highest in the world†, Available at: [http://www. huffingtonpost. com/2013/03/08/south-africa-violence-against-women_n_2837804. tml], Accessed on: 03/08/13 Government Gazzette South Africa, (2007) [Online], â€Å"Criminal law (Sexual offences and related matters) Amendment Act 2007†, Available at: [http://www. info. gov. za/view/DownloadFileAction? id=77866], Accessed on: 12/03/13 HRPractice, (2011), [Online], â€Å"Findings from a pilot survey†, Available at: [http://www. hrpractice. co. za/newsletters-online/200907. html] Accessed on:12/02/13 Itano, N, (2003), [Online], â€Å"South Africa begins getting tough on rape†, Available at: [http://womensenews. org/story/rape/030224/south-africa-begins-getting-tough-rape#.UVB2sBzIbX4], Accessed on: 15/03/13 Macey, WH, & Schneider, B, (2008), â€Å"The meaning of employee engagement†, Industrial & Organisational Psychology, Volume 1, pp. 3-30 Middleton, L, (2011), â€Å"Correctiv e rape: Fighting a South African scourge†, Available at: [http://www. time. com/time/world/article/0,8599,2057744,00. html], Accessed on: 12/03/13 Moolman, S, (2012), [Online], â€Å"The brain drain continues†, Available at: [http://www. miningweekly. com/article/the-brain-drain-continues-2012-08-10], Accessed on:15/03/13 Mufweba, Y, (2003), [Online], â€Å"’Corrective rape makes you an African woman’†,Available at: [http://www. iol. co. za/news/south-africa/corrective-rape-makes-you-an-african-woman-1. 116543#. UVB9mhzIbX4], Accessed on: 14/03/13 Seria, N, & Cohen, M, (2009), [Online], â€Å"South Africa’s unemployment rate approaches 23. 5%†, Available at: [http://www. bloomberg. com/apps/news? pid=newsarchive&sid=aoB7RbcZCRfU], Accessed on:14/03/13 Smith, D, (2013), [Online], â€Å"South Africa: More of a briquette than a BRIC†, Available at: [http://www. guardian. co. uk/world/2013/mar/24/south-africa-bric-developing-economy ], Accessed on:13/03/13 SA HR Best Practice Summit Reportback http://www. hrfuture. et/education-and-training/sa-hr-best-practice-summit-reportback. php? Itemid=265 ARE YOUR EMPLOYEES ENGAGED? http://www. hrpractice. co. za/news/news. html http://www. info. gov. za/view/DownloadFileAction? id=117580 Human resource practices and discrimination in South Africa: overcoming the apartheid legacy http://www. ingentaconnect. com/content/routledg/rijh/2002/00000013/00000007/art00008 Managing human resources in South Africa: A multinational firm focus http://www. emeraldinsight. com/books. htm? chapterid=1761939 http://books. google. co. uk/books? id=uilaYjWdvN4C&printsec=frontcover#v=onepage&q&f=false

Bullying & media

Our society functions under the assumption that certain individuals are more powerful than the others, thus, we have the play of powers in every human social interaction. The social strata of our country is an example that some individuals are more powerful than the rest. However power can either be a boon or bane to society depending upon how a person exercises his power. Thus we have come to conclude that power is good when it is used for the benefit of many (deontology) and it becomes bad when it is used to suppress the rights of others or to render harm to those who can’t oppose it.In schools where students are viewed as individuals of the same status, there are some who exhibit bullying as a way to show authority. This may include intentional physical assault, verbal abuse and other means that causes harm to others. It has become a phenomenon in schools around the world and may cause stress, fatigue, trauma, injury and etc (Einarsen, et. al. 2002). The media has helped to highlight such misdemeanor and much information has been disseminated for the benefit of the parents, schools and social workers.Some schools have made programs to identify the bully and the victim for them to provide counseling sessions for the bully and personality development for the victim. These anti-bullying policies were designed to teach bullies of conflict resolution, negotiation skills, and impulse control the victims were given support and protection. Though this program generally aims to stop bullying, an article written by Robin Grille tells us that these program simply punish the bullies and fails to address the root cause of the problem.Since the program segregates the bully and the bullied, we discriminate on the bully as though he was the root cause of the problem. We blame him for the trouble when in fact there is a gargantuan of factors that should be considered before pointing the finger at the bully. Perhaps an understated fact in our plight to address bullying is that there are certain factors that affect the behavior of all human beings. In the case of bullies, studies show that those who come from authoritarian parenting which often entails spanking and closed doors for explanation and negotiation either becomes the bully or the bullied (Baldry, 1998).This is because children’s differ in the way they react to environments wherein they are subjected to pain or rendered powerless. Studies show that only 43% of hospitalized children due to parental abuse consider themselves as abused children (Berger. Et al. 1998). The rest thinks that they deserve the punishment; in turn they simply try not to commit the same mistake again. To elucidate on that matter, children who thinks that the physical harm that they received was a worthy punishment for their wrongs has tendencies to be bullied or to become the bully.If a parent spanks a child for every wrong that he has done, he would think that for him to correct the wrong doings of others i t is acceptable for him to physically hurt other too for them to learn their lesson. As a consequence, those who become the victims or the bullied may think that they deserve being bullied because they aren’t strong enough or they did not do something right. Thus, they begin to justify bullying simply because their parents bully them in their households. It is then evident that the bully and the victim aren’t the only ones to be blamed for such behavior.The environment in the household which is dominated by the parents has much to play in the bullying phenomenon. Researches shows that those who admit that they were physically abused by their parents and openly protest against the act has lesser chances of tolerating cruelties. Since these children already have the concept of the wrongness of the act, they won’t tolerate being bullied or to bully other children (Berger. Et al. 1998). Psychology dictates that children imitate adults especially their parents. The m ost basic example of imitation is how parents teach their children how to speak.First words such as mommy and daddy are to be repeated by adults over and over for the child to copy. Same goes with other skills such as walking, eating and etcetera. Thus, children learn from society by imitating. If a child is exposed in an environment that tolerates violence then the child will in turn learn how to be violent and considers it as a norm (Strassman, 2007). A bully or the victim is an indication that the family in which they came from tolerates bullying or similar forms of abuse, punishment, and cruelties.Furthermore, in a book written by Gayle Macklem it is said that household environment strongly affects a child’s behavior since this is where he first imitates his social skills. Simple teasing which can be a form of bullying often occurs at home as older sisters and brother or even the parents themselves. Teasing mostly happens at school and study shows that 39% of students in the 2nd grade admit that they respond in a hostile manner when they are teased (Macklem, 2003).Simple form of teasing between brothers can be resolved by parents easily but those who use authoritarian parenting often use power to stop teasing without even discussing the root cause of the problem. This is effective in preventing physical harm, however this does not stop the cause of the problem and similar teasing would eventually occur. The best way that parents should do is to discuss the cause and let their children speak their minds without the use of verbal abuse. This can lead to a resolution and will then teach children how to settle conflicts in peaceful means.However, since parents today have lesser time for their children given that both have to work to support the family, most parents don’t have the time to discuss with their children the importance of settling their fight. Perhaps the worst thing that parents do is to further instigate a fight by heating up the tea sing between siblings. Families belonging to the lower class or those who live in areas that where violence is high often view teasing as entertainment and a harmless act between sibling. This can be true however; teasing can often render emotional stress to children.They either seek for vengeance or become meek and withdraw from the world. With teasing as the most basic example of how a bully is shaped in the household, it is evident that parental intervention is needed. Thus we come into a conclusion that bullies are simply children who where also bullied at home. This further supports the argument of Robin Grille that bullies should not be the ones to be blamed for their behavior hence, it’s the parents ho are to be blamed. For a school program against bullying to work, it is important that we address the main cause of the issue and not just the after effects.Sure we can teach the bully how to handle stress and other skills to resolve conflicts in means that do not include physical injury and verbal abuse, but this is not the best way to resolve the problem. Since the cause of bullying is rooted at home, we should look into the families and perhaps try to address the problem from the source. It is best for schools to include parents in the counseling sessions to address bullying at home rather than waste their efforts in transforming the bully into a harmless individual which will eventually become futile since we send the child back to the environment that shapes bullies.If we really want to address bullying then we must go to the root cause, and in that case, it is the family upon which the emotions of the child is first molded. Perhaps in this way we can directly pinpoint the source of the emotional distress in the child and the family. However one setback of this is that the school may find it difficult to contact parents and make them come to school for a scheduled interview. This is a tedious process and may require ample amount of time to prop erly get to the root cause.However if this country is really determined to stop bullying then these measures should be undertaken to make sure that school environments are safe for their children. This would in turn foster proper learning and better social skills for their children. Since society now place much value on emotional intelligence, we must make sure that our children is emotionally stable and that should start at home with their parents as the role models. Reference Baldry, AC & Farrington DP (1998) Parenting Influences on Bullying and Victimisation Journal of Legal and Criminological Psychology Vol 3(2) pp.237-254 Berger, A. et al (1988) The Self-Report of Punitive Childhood Experiences of Young Adults and Adolescents Child Abuse and Neglect Vol 12 pp. 251-262 Einarsen, S. et. al. (2002) Bullying an Emotional Abuse in the Workplace. London Strassman, J. (2007). How to Defuse Aggressive Behavior in Kids. Date accessed November 28, 2007. http://www. parenthood. com/articl es. html? article_id=3833 Macklem, G. L. (2003) Bullying and Teasing: Social Power in child

Home Confinement is the Solution to Prison Overcrowding...

Home Confinement is the Solution to Prison Overcrowding Prison overcrowding is one of the largest problems facing the American criminal justice system today. Many people may think this issue does not affect them, but the problem becomes important when overcrowding forces prisoners to be granted early release. In cases of extreme brutality, the sentence served by criminals can be short. Because prison space in the city is tight, each offender can be accommodated only briefly (Punishment). Prison overcrowding causes a controversy of positive and negative views concerning the construction of more prisons. Supporters claim that building more prisons is the only solution, while opponents argue that alternative methods†¦show more content†¦In the article Prison Staff Feel Effects of Horrendous Overcrowding, Jilly Welch states that, Many prisons are employing only the minimum number of officers to meet health and safety standards. Arguments have been made that if prison overcrowding is not properly managed, the security of prisons will be endangered, placing staff and inmates in unsafe, life threatening conditions, and jeopardizing public safety. Supporters claim that more prisons need to be built to accommodate offenders as well as to ensure the safety of staff members. The number of inmates in the nations jails and prisons rose again last year, to a record 1.8 million, though crime rates have dropped for seven consecutive years (Welch). Supporters of building prisons argue that without the growth of prisons, crime rates would have risen dramatically. Therefore advocates claim that building more prisons will help to continue decreasing the rate of crime while facilitating the needs of prison overcrowding. They say that prisons need to be designed to facilitate inmate supervision by staff in the most cost-effective manner. If they are not designed correctly, the cost of extra personnel can be extremely high, outweighing any initial advantage in construction cost that a more staff-intensive design might have had (Tipp 114). Therefore, supporters claim that although the construction of prisons may be expensive, if theyShow MoreRelatedThe Problem Of Prison Overcrowding1572 Words   |  7 Pagesthe past 30 odd years, California’s priso n population has grown by 750 percent (â€Å"California’s Perpetuating Prison Crisis†). As this percentage perpetuates to make substantial gains, inmates are suffering in confinement cells, officials are negotiating over the issue, and the public is protesting to make their opinions count. The prison crisis has continued to grow over the years, causing a great uproar among all of California’s 32 state prisons. 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Because of this perspective the prison system in America is in need of seriousRead MoreCorrections Timeline2539 Words   |  11 Pagesin today’s correctional system, as well as, recommendations for ways in which the current correctional system could be improved upon. There is no doubt that America is one of the world’s most sophisticated and advanced countries. Therefore, the prison system must follow accordingly, abiding by the government regulated rules and regulations of equality and fairness that this country was founded upon. Unfortunately for some of the citizens of the United States, they do not always abide by these