Frederick Barbarossa Essays - Hohenstaufen Dynasty,

Frederick Barbarossa Frederick Barbarossa, like other men of his age, was influenced by a growing resurgence of neoclassical sensibilities. It should not therefore be considered surprising that he would have considered himself ruling as Frederick, by the grace of God emperor of the Romans and august forever...(A letter to Otto of Freisling) He like other leaders before and since saw and welcomed the prestige and sense of legitimacy offered by the title of Roman Emperor. To achieve this, kings since the time of Charlamegne had often traveled to Rome in order to be crowned Emperor. The pope as heir to the Church of Constantine provided the symbolic link between the Roman past and the present Empire. It was in this light that in 1154 Frederick entered Italy, to be crowned in Rome and assert his domination over Northern Italy as such. His subsequent involvement in Italy was to bring him and his family line into conflicts, which would have severe effects on the future of the Hohenstaufen line and the German M onarchy. As a result, at a time when other dominant royal families were laying the cornerstones of powerful national monarchies, Hohenstaufen power and the Holy Empire crumbled. Frederick Barbarossa's mother, Judith, was a Guelph , Frederick acted as a mediator between his Hohenstaufen uncle Conrad, and his Guelph cousin, Henry the Lion. Prior to his death Conrad III named Frederick as his successor, hoping that Frederick's reign would end the discord between the rival houses of Hohenstaufen and Guelphs. In 1152, Frederick pacified Germany by proclaiming a general land peace to end the anarchy, and in 1156 he satisfied Henry the Lion by restoring the duchy of Bavaria to him, at the same time making Austria into a new duchy as a counterweight to Henry's power. In Italy, Frederick's policy was to restore the imperial power, which had virtually disappeared as a result of neglect by previous emperors. It was thus necessary for him to reconcile with the pope. In a Treaty in 1153 with Pope Eugene III, Frederick promised to assist him against Arnold of Brescia and against the powerful Normans in Sicily. Frederick entered Italy in 1154 and was crowned in Rome on June 18, 1155. The reluctance of his troops to remain in Italy forced him to return to Germany without assisting the new pope, Adrian IV, against King William I of Sicily. Adrian, allied himself with William in 1156, turned against Frederick. At the Diet of Besan?on in 1157 the papal legate presented a letter that Frederick interpreted as a claim by the pope that the empire was a papal fief. Frederick replied that he held the throne through the election of the princes from God alone and prepared to invade Italy, where Milan had begun the conquest of Lombardy. Adrian explained that he had not intended that interpretation of his words, but Frederick entered Italy, seized Milan, and at the Diet of Roncaglia in 1158 laid claim, as emperor and king of the Lombard's, to all imperial rights, inc luding the appointment of an imperial governor, in every town. The heavy handedness of his German officials led to the revolt of Milan, Brescia, Crema, and their allies, in 1159. The revolt was secretly encouraged by Adrian IV. After a long siege, Frederick stormed and burned Milan in 1162. He also set up an antipope to Adrian's successor, Alexander III, who excommunicated him. Frederick withdrew temporarily, but returned in 1166, captured Rome, and was preparing to attack the pope's Sicilian allies when his army was hit by an epidemic and he was forced to withdraw. In 1167 the Italian communes united against Frederick in the form of the Lombard League, and Frederick retreated with difficulty to Germany, where he turned to increasing his territorial power and pacifying the constantly feuding German princes. In 1174 he returned to Italy. He was decisively defeated at Legnano by the Lombard League in 1176, partly because of lack of support from the German princes, perhaps most notably Henry the Lion. After his defeat Frederick submitted to the pope; he agreed to recognize Alexander III as pope and was afterwards restored to communion. He made peace with the Lombard towns, which was later confirmed by the Peace of Constance

Reflective Report on Cultural Shock The WritePass Journal

Reflective Report on Cultural Shock Executive Summary Reflective Report on Cultural Shock ) illustrate in their study, the single biggest beneficial trait that I could bring into this new setting would be my positive ethical stance.   There are few things more universally valued than the capacity to be honest and fair to each and all of my fellow students. The capacity to alienate one another due to any single cultural factor must be avoided in order to advance the underlying goal of education (Ting-Toomey et al, 2012). With the ability to incorporate a broadening spectrum of intercultural values it is essential to incorporate honesty into every element. 2.1.3 Evaluation This period before leaving for college was good for me.   Alongside the nerves and constant planning, I found myself quite enjoying the potential opportunities. As Chen, Lin, and Sawangpattanakul (2011) describe, the amount of cultural intelligence or CQ that a person possesses the more likely for a smooth transition into the multi-cultural environment. In this case, even though I was a native of Nigeria, my education to date had prepared me for many of the educational leaps that I was about to experience. However, the sheer size of the opportunities easily overwhelms those available in Nigeria. This makes each one of choices seem more important than the next. Utilizing my prior preparation allowed me to make the most of my time as well as lower my personal stress level, making the entire process smoother (Chen et al, 2012). 2.1.4 Analysis My personal feelings of being prepared are obviously at odds with my internal perception.   Even with my prior understanding and preparation, there was still the very strong compunction to bring, buy, or read anything and everything in order to be prepared. The Ting-Toomey et al (2012) study describing the value of confidence   stood out as the single most poignant piece of information: rely on knowledge to guide me. I found myself with less baggage and more confidence. 2.1.5 Conclusion I found that I must rely more on myself and my own growing experience in order to be the best student I could be (Chen et al, 2012).   This basic cornerstone of my education has led me to embrace the unknown and seek to find the best of everything. 2.1.6 Action Plan The single biggest lesson from this period was that as a student I must not over think the situation. To be over prepared can be as bad as being under prepared (Chen et al, 2012). As my opportunities to incorporate new experiences arrive I will be better prepared to approach new situations. 2.2 Induction and Orientation 2.2.1 Description As prepared as I expected myself to be given my efforts, I was surprised by the sheer number of inter cultural opportunities available.   The Trent College level, while substantial, does not offer the world class potential that the University level does, and the rigorous standards and case load reflected this. The very first emotion that I had upon stepping foot on campus was one of being uncertain. As Hofstede (2011) illustrated, the tendency to avoid uncertainty stems from the desire to avoid threat.   With so very many experiences available, which should I avoid and which to make a priority?   Would I find a better academic path given the new opportunities?   Blake, Claudio and Taylor (2009) document the presence of heightened stress and poor performance in the presence of many options. The multitude of decisions that I had to make that first day created a dilemma for me during my initial experiences at Trent University. 2.2.2 Feelings As I entered school that term it was very much like reverse culture shock (Allison, Davis-Berman and Berman, 2011). I went from being relaxed and in charge of my educational experience into a state of the unknown quantity.   I would be these first few days that would serve to determine much of the trajectory of the University efforts.   Therefore the best option is not to isolate myself from the group, but embrace the multi-cultural opportunities as additional components of my education (Allison et al, 2011). There was a hearty mix of trepidation, anticipation and panic as I began term. 2.2.3 Evaluation This initial experience is something that I will carry with me for the rest of my days. As Trowler and Trowler (2010) there should be no hesitation to student engagement.   My fears were rooted more in the potential for the unknown rather than any real factual experience. Therefore the decisions placed before, that at the time seemed so diverse and overwhelming, were in fact ordinary fare. 2.2.4 Analysis There is a basic uncertainty that was clear in my action and feeling during that initial period.   The risk of isolation or over immersion was equally present making it necessary to make careful decisions (Tosutti, Esses and Hagar, 2012).   I found myself with the ability to balance my priorities and make the necessary adjustments in order to make the most of the University.   College level education was much more focused on the preparation for University as opposed to finding roots in real world operation as I found at NTU. 2.2.5 Conclusion Much like my pre-departure period, I learned that my own experiences and education are the best instruments to turn to in times of stress or decision making.   As the Chen et al (2011) illustrated the CQ that a person possesses ads to the capacity for me to attain my scholastic goals. 2.2.6 Action Plan Unlike my time at Trent College any similar event in the future will see me prepared, but not overly so.   Confident, yet excited for the prospects and perhaps most all, certain that I can accomplish the goal given the scope of my skill (Chen et al, 2011). 2.3 Academic Study 2.3.1 Description Chief among my reasons for choosing NTU was the proximity and reputation of the school. The very strong ethical considerations in place serve to enhance the educational choices available to me (Ting-Toomey et al, 2012). Alongside the opportunity presented at the College level that added preparation for advancement, the choice was made easy for me. Yet, the process of evaluation and expected performance had climbed considerably from the college level. This more any other factor proved to provide the largest culture shock. With such a high demand from the students around the world, I had to do well to maintain my place (Ward, Bochner and Furnham, 2013). In my effort to keep pace and even excel, I found myself having trouble processing and learning as effectively as I had at the College level. 2.3.2 Feelings Trompenaar describes a very effective model of cross cultural management that I found very helpful (Marx, 2011).   I felt as if I did not have grasp on the way things worked at the University level.   I had to understand that cultures differ due to orientation, and that the University level was significantly separate from the college experience (Marx, 2011). It was this feeling that led me to the decision that I must not allow my urges to impact my actions because every action was of critical importance at this stage.   My motivation was key to my performance (Marx, 2011) 2.3.3 Evaluation This period of study profited me tremendously.   It was the recognition of ineffectiveness alongside the capacity to adapt that provided me the foundation for building a successful scholastic career (Marx, 2011). 2.3.4 Analysis My approach to my studies was tempered by my lack of experience and confidence in my ability. My tendency to be too specific and compartmentalize did not work anymore and I found myself adrift in terms of study habits (Marx, 2011). Once more, it was my knowledge of relevant theory that allowed for my transition from a place of frustration into a capacity for learning. 2.3.5 Conclusion I found that flexibility was more important than my traditional framework during this period (Marx, 2011). The University culture demanded more than my previous experience that caused me to have to adapt to the situation at hand. 2.3.6 Action Plan Faced with this same learning block I would employ classify my priority is and determine the best step forward. The main dimensions in a cross cultural situation are orientation, task approach and communication, using these I will be able to analyse any scenario (Marx, 2011)    3. NTU Graduate Attributes This section links my learning experiences with the NTU graduate attributes as outlined below. 3.1 Attributes Analysis 3.1.1 Intellectual Ability As I left Trent College, I was confident in my professional skills yet, I was very much aware that I had much more to learn. As the Hofstede Model ably illustrates, the degree of aggregation is equal to the stress level (Hofstede, 2011). To this end I find that my ability to think independently and grasp the University level work has expanded alongside my level of experience. It is my curiosity and drives to learn that serves to propel me along the University ladder.  Ã‚   As Trompenaar and Hampen-Turner (2011) argue, the need to allow the creativity to flow freely enables a well-rounded and comprehensive education. 3.1.2 Information, Communication and Organisational Skills My experience at the college level served to provide a vital foundation for my entry into the university.   This skill, anticipated at my college, allowed me the confidence to begin to utilize the full range of knowledge that I was learning. As Furnham (2010) describes, it is not only the approach to a subject but the manner of its implementation that determines its full potential.   My University education was providing me with the advanced skills to make well founded educational decisions. As Chen et al (2011) argued my personality allowed incorporating my lessons into my personal life, thereby enhancing and smoothing both. 3.1.3 Global Citizenship From such an isolated environment to the open campus of NTU, I have found the educational experience has significantly broadened my horizons. Hofstede (2011) stresses the need to not be isolated from the group, and my ability to work within the educational structure provided as given me a growing appreciation of the fellow students from the around the world that have many of the same goals and desires that I do.   I have learned that it will be my experience that provides me with the tools to be an effective leader in the inter culture environment of today’s business world (Chen, 2011).    4. Conclusion This report has examined the impact that culture shock has had on my educational and study experience since my transition from Nigeria, to the Trent College, to the campus of NTU.   At each stage of the learning experience a new set of challenges was set before me and I was able to use my growing base of knowledge to address these issues. Coming out of Nigeria a primary factor was my lack of confidence and my tendency to avoid confrontation or the perception of academic threat. This attitude only served to limit my options, and that was no way to proceed. I had to face my lack of knowledge and yet forge ahead to address the decisions that had to be made. This experience taught me to reach out and embrace the flexibility that must come with the inter-cultural experience. I found that if I did not remain rigid in my expectations, my time at University could be very rewarding. The transition from the College level to University was as profound as my initial transition from Nigeria to College. I found that instead of focusing on the next academic step, the University opened up the entire horizon. This was the biggest shock of all for me. I have found many of the NTU attributes not only essential but critical during my time here. I need the skill to improve my professional potential, my time at University has shown me that the competition will be tough in every sector of the globe and I must be prepared. My technological expertise has grown boundlessly after given access to the assets on campus, providing even further incentive to learn and excel. NTU has educated me greatly in the area of Global citizenship.   My work with those around me, from so many diverse places, only serves to enhance the opportunities present. Every new idea and concept has the potential to be met with a unique and interesting idea from a different angle. The aim of this report was to reflect on the strengths and detriments of my study experience. I feel that this exercise has allowed me to better understand the elements such as creativity and inclusiveness that is necessary to excel in this emerging global society.   On every level, this study has allowed me to form a better understanding of the isolated Nigerian experience, to the targeted College life and the final opening of boundless University potential.   Each step has come through the expansion of my personal and academic experience.   This allows me to process and understand the many cultural opportunities.   Further, each of these elements combines to give me a far better idea of my scholastic potential: I have the ability to progress as far as my own ambition will take me. As I continue to build on my academic foundation, every step brings me closer to my end goal of achieving my doctoral degree in the field of business. This would allow me to utilize my full education to the very best business advantage. In order to do this I will continue to work to learn the very latest and most relevant theory, coupled with a sound foundation, in order to create the opportunity to find a lifelong career. In the end, this report has helped me to see that it is only the amount of confidence in myself and my abilities that limit my potential. 5. References Allison, P., Davis-Berman, J. and Berman, D. 2012. Changes in latitude, changes in attitude: analysis of the effects of reverse culture shocka study of students returning from youth expeditions.  Leisure Studies, 31 (4), pp. 487503. Blake, B., Claudio, F. and Taylor, R. 2013. EXPERIENCES OF AUSTRALIAN HUMANITARIAN WORKERS. Chen, A., Lin, Y. and Sawangpattanakul, A. 2011. The relationship between cultural intelligence and performance with the mediating effect of culture shock: A case from Philippine laborers in Taiwan.International Journal of Intercultural Relations, 35 (2), pp. 246258. Furnham, A. 2010. Culture shock: Literature review, personal statement and relevance for the South Pacific.  Journal of Pacific Rim Psychology, 4 (02), pp. 8794. Gibbs, G. 1988.  Learning by doing. [London]: FEU. Hofstede, G. 2011. Dimensionalizing cultures: the Hofstede model in context.  Online Readings in Psychology and Culture, 2 (1), p. 8. Langley, R. 1993. Cultures and Organizations: Software of the Mind, by Geert Hofstede.(1991). Maidenhead, UK: McGraw-Hill. 279 pp., $39.95 cloth.  Human Resource Development Quarterly, 4 (3), pp. 319325. Marx, E. 1999.  Breaking through culture shock. London: Nicholas Brealey. Mcneil, N. 2007. F. Trompenaars and C. Hampden-Turner. 2004. Managing people across cultures ISBN-10: 1 84112 472 9 (pbk); ISBN-13: 978 1841 12472 8 (pbk); 382 pages; A $41.95; US $24.95; United Kingdom: Capstone Publishing Ltd.  Asia Pacific Journal of Human Resources, 45 (3), pp. 374375. Ting-Toomey, S. 2010. Applying dimensional values in understanding intercultural communication.Communication Monographs, 77 (2), pp. 169180. Tossutti, L., Esses, V. and Hagar, D. 2012. The Social, Cultural and Political Inclusion of Immigrants: Promising Practices.  Analysis of LIP Strategic Plans: Promising Practices, p. 115. Trowler, P. and Trowler, V. 2010. Student engagement evidence summary.  The Higher Education Academy. Van Der Zee, K. and Van Oudenhoven, J. 2013. Culture Shock or Challenge? The Role of Personality as a Determinant of Intercultural Competence.  Journal of Cross-Cultural Psychology, 44 (6), pp. 928940. Ward, C., Bochner, S. and Furnham, A. 2001.  The psychology of culture shock. Hove [England]: Routledge.

PHILOSOPHY-Check details below Essay Example | Topics and Well Written Essays - 500 words

PHILOSOPHY-Check details below - Essay Example This movement to change the definition and value of marriage between a man and a woman is morally wrong if you believe in Christianity, bad for family values, bad for society, and bad for marriage. (Corvino, 2002)    Some people believe that gay marriage should be legal in every U.S. state and be recognized in the same way that a traditional marriage is between a man and a woman. Gay partners hold commitment ceremonies, some states recognize civil unions, and Massachusetts now allows same-sex marriages. However, according to these groups, gay couples should be entitled to the same civil rights, privileges, and legal protection as traditional married couples. However, this wont happen until gay marriage is recognized by the federal government.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Marriage between man and woman is the most structured form of family style because there is a balance of the sexes that complement each other, and because it also involves masculine behaviors and feminine behaviors that are important for role modeling for children. The other advantage of a heterosexual couple is that when a family is raised, there is absolute clearness in who is the biological parents, where as in a gay marriage who will teach the appropriate behaviors to the children if any, and how will they justify the existence of their children when adopted or when created by a surrogate mother? In addition, gay marriage will affect our understanding of human relations and institutions because of the different issues like divorce, affairs, health benefits, and psychological problems impacted on the children who are raised in this kind of atmosphere. The other consequence of gay marriage would be the distortion of the definition of marriage itself . For thousands of years it has been understood that marriage was between a man and a woman, and that it included a concept of