Inequality in Education

Inequality in Education Is Inequality in Education Being Reduced? What Effect Does This Have on Other Aspects of Womens Lives? Throughout history, women have been repressed in many different ways by patriarchal systems within society. In Western society, women have gradually gained more power in many aspects of their lives and some (including many post-feminists) would even go so far as to say that equality has been achieved. However, in certain developing countries feminism is a relatively new idea and women may still have very few or limited rights. A common issue with patriarchal societies is gender discrimination in regards to schooling. In Europe, women have been discriminated against in education as far back as the medieval period. Girls were not formally educated, but rather learned from their mothers. Female role models within their community showed them how to perform household tasks, care for children and enforced the importance of feminine behaviour in order to attract a husband. It was in the mid to late 19th Century that formal education became available to females, in the form of same-sex colleges. Womens education started to be considered more seriously following the Representation of the People Act 1918, which allowed some women to vote in Parliamentary elections. WWII also changed attitudes to girls education, as women had been put to work while their husbands were abroad and realised that they had the potential to be more than ‘just housewives and the Education Act of 1944 ensured â€Å"free education for all from primary to secondary†, including females. In 1975 the Sex Discrimination Act was passed, and women were legally required to be given the same occupational opportunities as men. Legally, education was finally balanced between the genders, which was definite progress towards equality when compared with the uneducated females of previous centuries.However, once legal barriers preventing women from achieving in education were removed, feminists began to focus on issues of socialisation. What a patriarchal society expected and approved of in females was ha rder to combat than legislation. Sue Sharp (1976, pg 132) interviewed girls in Ealing schools, and one said that â€Å"I think men should [have careers]. If they [girls] want to they can, but I think it suits men really. Once men start on something, I suppose they go ahead, but women they always change their minds†. The girls in Sharpes 1976 study showed limited career aspirations, and put more emphasis on their desire to marry and raise a family. This attitude was reflected in the fact that in the 1970s there were twice as many males in higher education than females (Major).However, when Sharpe repeated her study in 1994 the results were different. Although girls were still likely to aspire to â€Å"Womens Work† such as childcare and beauty therapy, some showed interest in fire-fighting or mechanics. They also showed a desire to have a successful career so as not to be financially dependent on a husband in case of breakdown of a marriage, and expected husbands to help with household tasks. Also, as of 2009 Major claimed that â€Å"there are now more women than men in higher education 51% to 49% is the average†. Parents often encourage or even expect their daughters to attend university and find careers for themselves, and Darla Shine goes so far as to argue that women do not have professional careers are sometimes negatively stigmatised as being â€Å"slobs†.The number of qualifications girls get could thoroughly affect many aspects of their adult life. One of the most obvious differences education makes to an individuals life is their possible income. Graduates with the highest level of qualification earn, on average, more than twice the wage of employees with no qualifications and are also half as likely to be unemployed (Careers Scotland, 2009). Poverty can lead to health issues (due to a poor diet or low quality of heating or sleep in cheaper housing) and depression and stress. Crime is also more prevalent in low-income areas, so uneducated females may be either victim of a crime or be arrested for crimes themselves, leading to imprisonment. It is, therefore, clear that refusing women this one right to education, or somehow limiting it, can contribute to gender inequality in almost all aspects of later life. In conclusion, steps have most definitely been made towards a less male-orientated system of education. Recognising that most girls perform better in coursework than the end of term exams, many establishments have altered the assessment style to cater towards both genders. Girls are performing better than boys in school, but â€Å"gendered subjects† are still criticised as they reinforce gender stereotypes. Some organisations, such as CC4G are trying to help girls branch into male-dominated areas such as computer technology. Sharpes study and Majors article show the differences that 20 years can make, so who knows what the result of two more decades of feminist activism will be? Sociological Theories on Gender Inequality in Education Most types of feminism are based on the idea that gender is a social construct which a child is labelled with at birth depending on its sex. Therefore, any ideas of male dominance in cultures are seen to be a consequence of socialisation and not a natural and biological state of being. This leads to the conclusion that men and women can potentially have the same sets of skills, and can learn all subjects equally well in education establishments if patriarchal socialisation does not interfere. Feminists recognise that girls often choose to pursue subjects such as English, social sciences, healthcare and childcare or beauty therapies in colleges and university, whereas males opt for more technical fields of study or manual labour. Although they accept that females make this choice themselves, some feminists are concerned that this choice is subconsciously made due to a â€Å"hidden curriculum† within schools which channels the two sexes into particular roles that are expected of them by society. The subjects picked by girls rely more on emotions and femininity, whereas technical subjects lead to well-paid executive occupations or â€Å"macho† physical labour. Radical feminists argue that men consciously exploit women in society by limiting them to subjects that are seen as feminine in order to prepare young girls for their intended role as wife and mother. Oakley (1974) noted that men might approve of women who are moderately successful in their occupation, as long as they are willing to run the home as well. This is known as a â€Å"triple shift†, where the woman provides financial support by working, emotional support for the family, and keeps the home in order. Liberal Feminists also believe that society is still discriminatory against women, yet trust that progress is being made towards equality and males are generally cooperative to the cause. They believe that males have been socialised to act in certain ways which discriminate against women, but do not necessarily exploit females consciously and that some of the problems lies within womens own attitudes. They refer to the studies of Sue Sharpe, which show that girls opportunities and ambitions are improving, and are optimistic that over time equality will be achieved. Sharpe (1976, pg 66) states that â€Å"It is in the media that the most conventional and exaggerated stereotypes are found, parodying the ways in which people are supposed to live†. It is thought that because education establishments are usually run by males, with women in pastoral positions such as teachers and learning assistants, girls do are not shown that it is men who hold executive positions. New Right theorists believe that gendered subjects can have positive effects, as the traditional gender roles which they prepare young people for can strengthen nuclear families so that they are self-sufficient both economically and emotionally. Functionalists take a ‘march of progress view and say that joint conjugal roles are becoming more common in Western homes. Ferri and Smith (1996) observed that in dual full-time earner households, fathers were more likely to share in child care and domestic work. This is allowing women to pursue professional careers more easily, so young females are expected to do well in education from an early age in preparation for their adult working life. Functionalists say that a school is a positive form of socialisation which teaches females skills that will aid them in the future. Socio-biologists on the other hand, believe that gender is inherent to sex and behaviour is controlled by your DNA. They point out that the male and female hormones cause different behaviour which would explain why males and females choose different paths of education. Oestrogen creates more emotional behaviour, which links to childcare or social sciences, and testosterone creates competitive personalities which cause men to choose professional subjects which will in future help them provide for their mate and offspring. Dawkins (2006) states that â€Å"behaviour is genetically programmed according to sex and genetic differences underlie mens dominant position in society†. This theory thinks that gender roles are a product of evolution, as males and females which followed this pattern of behaviour could reproduce and raise offspring in a stable environment to pass on their genes, making gender roles a product of evolution. They note that other animals have gender roles, and it is, therefore, the natural state.In summary, most theories agree that much progress has been made towards equality for the sexes in education. The theories do however disagree on whether gendered subjects are harmful or beneficial to society. Feminists also draw attention to the fact that even if equality is gained within education, the workplace is still male dominated, and the â€Å"glass ceiling† discriminates and prevents women reaching their full potential. Equality in education is just one stepping stone on the way to completely equal rights, in all aspects of life. Bibliography DAWKINS, Richard (2006) The Selfish Gene, 30th Anniversary Edition. Oxford, OUP. ENSLIN, Penny and TJITTAS, Mary (2004) Liberal feminism, cultural diversity and comparative education, Comparative Education, 40: 4, 503 — 516 FERRI, E and SMITH, K (1996) Parenting in the 1990s. [online] Findings Social Policy Research 106. York, Joseph Rowntree Foundation. Last accessed on 12th December 2009 at www.jrf.org.uk OAKLEY, Ann (1974). The Sociology of Housework. London, Martin Robinson. MAJOR, Lee Elliot (2009) Why boys cant keep up with the girls [online] Last accessed 11th December 2009 http://www.guardian.co.uk MURRAY, Jenni (2009) British History In-depth: 20th Century Britain: The Womans Hour [online]. Last accessed 8th December 2009 at http://www.bbc.co.uk/history SHARPE, Sue (1976) â€Å"Just Like a Girl† How Girls Learn to be Women, Middlesex, Penguin Books. SHINE, Darla. 10 Golden Rules for a Happy Housewife [online]. Last accessed 11th December 2009 at http://www.juniormagazine.co.uk BLACKS ACADEMY. Sue Sharpe: Just Like a Girl. [online] Last accessed 14th December at http://www.blacksacademy.net/content/2984.html BRITISH HISTORY. A History of the County of Middlesex: Volume 1: Physique, Archaeology, Domesday, Ecclesiastical Organization, The Jews, Religious Houses, Education of Working Classes to 1870, Private Education from Sixteenth Century (1969) [online], pp. 311-312. Last accessed 9th December 2009 at http://www.british-history.ac.uk/ CC4G. CC4G [online] Last accessed 10th December 2009 at www.CC4G.net CAL POLY POMONA. The Educational Legacy of Medieval and Renaissance Traditions: the Education of Men and Women [online]. Last accessed 7th December 2009 at http://www.csupomona.edu THE GUARDIAN (2006) Girls get with the (computer) program. [online] Last updated 10th January 2006. Last accessed 14th December 2009 at http://www.guardian.co.uk/educationCAREERS SCOTLAND. Key messages Qualifications and earnings. [online] Last accessed 14th December 2009 at www.careers-scotland.org.uk NATIONAL ARCHIVES. The Struggle for Democracy: Getting the Vote [online] Last Accessed 8th December at www.nationalarchives.gov.uk SPARTACUS. Women and University Education [online] Last accessed 9th December 2009 at www.spartacus.schoolnet.co.uk Domestic Division of Labour. [online] Last accessed 13th December 2009 at http://www.lexden-publishing.co.uk Equal But Different (2009) [online] Last updated 14th December 2009. Last accessed 15th December 2009 at http://equalbutdifferent.blogspot.com/

Compare and Contrast the Renaissance with the Middle Ages

Romantic poetry began with French Revolution in 1789. Romantic period is based on freedom of thought. The transition from structured form to imagination and individualism. Romanticism is means return to nature. Another means we can say ; everything take place around nature. In that period supernatural things is our imagination. Nature is the most significant subject in this period. Writers inspire from the nature. In that period William Wordsworth one of the most important poet in romantic period. ‘Romanticism (also the Romantic era or the Romantic period) was an artistic, literary, and intellectual movement that originated in Europe toward the end of the 18th century and in most areas was at its peak in the approximate period from 1800 to 1850. Partly a reaction to the Industrial Revolution, it was also a revolt against the aristocratic social and political norms of the Age of Enlightenmentand a reaction against the scientific rationalization of nature. It was embodied most st rongly in the visual arts, music, and literature, but had a major impact on historiography, education and the natural sciences. Its effect on politics was considerable and complex; while for much of the peak Romantic period it was associated with liberalism and radicalism, in the long term its effect on the growth of nationalism was probably more significant.’ In that paragraph it is told about romanticism. When we read that paragraph we will understand how the improve and which area the improve romanticism.William wordsworth is one of the most important poet in romantic period. He use simple / clean language. His poem are based on nature. William wordsworth beliefs in healing / cureing power at nature. According to William wordsworth ; Nature is the best teacher. We may learn everything from nature. For instance ; He wrote I wandered lonely as a cloud. I wandered lonely as a CloudI wandered lonely as a Cloud That floats on high o'er Vales and Hills, When all at once I saw a crowd A host of dancing Daffodils; Along the Lake, beneath the trees, Ten thousand dancing in the breeze.The poem is rich with imagery and in the first stanza, he describes the scene as he wonders ‘as lonely as a cloud.’ He compares himself to a solitary could that is floating over valleys and the hills and then he sees a ‘crowd’ of golden daffodils which are under the trees and beside a lake and dancing in the breeze. He is admiring the beauty around him and capturing a beautiful snatched moment in time that nature has presented to him. So that he issues love of the nature.Willam wordsworth wrote Lyrical Ballads with Samuel Taylor Coleridge. Lyrical Ballads is a collection of poems. Its first edition was first published in the 1798. ‘The most of the poems in Lyricall ballads were written by wordsworth , four poems were contributed by Coleridge including his most poem ‘The Rime of Ancient Mariner.’’ The Lyrical ballad is said to ha ve begun the movement of romanticism in english poetry , the basic idea was to take the art of poetry into the reach of common people , in aspect of language and feelings.‘Its second edition was published in 1800’ , contains some more poems by Wordsworth , in this edition he also added a preface in which he described his thoughts and understanding on poetry. The Lyrical Ballads hold a very important place in english literature, as it significantly tried to change the course of english poetry and made it to be easily understood by common people. Here I am pasting both the first and the second edition of Lyrical ballads , which are freely available on my places on many places.

Computer Games †Good or Bad

Before we decide whether or not computer/video games are bad, there are many facts and opinions to consider. For example, many people feel that these games are too violent and that they cause an undervelopment in the frontal lobe. Others feel that games are helpful and educational. There is also a health concern. According to Professor Ryuta Kawashima, â€Å"The importance of this discovery cannot be underestimated. There is a problem we will have with a new generation of children – who play computer games – that we have never seen before.The implications are very serious for an increasingly violent society and these students will be doing more and more bad things if they are playing games and not doing other things like reading aloud or learning arithmetic. † I do not agree with this statement fully, though I can understand that it does occur in some cases. I love playing computer and video games. When I was younger I used to play a James Bond game with my frien ds. We also played Mortal Kombat and Street Fighter. I used to love those games, and I remember making them â€Å"turn off the blood† because I ddin’t like that side to it.I still play video games, and though they may include shooting, fighting and other violence, you don’t see me beating up somebody because of a video game. I do know that there are some bad people in the world who have hurt someone because they were influenced by violent games. Another concern is the underdevelopment of the frontal lobe. As written by Tracy McVeigh, education editor, â€Å"Whenever you use self control to refrain from lashing out or doing something you should not, the frontal lobe is hard at work. Children often do things they shouldn’t because their frontal lobes are underdeveloped.The more work done to theicken the fibres connecting the neurons in this part of the brain, the better the child’s ability will be to control their behaviour. The more the area is sti mulated, the more these fibres will thicken. † I think I agree with this statement, becasue I have seen the behaviour of the people around me, they seem out of control sometimes. They speak before they think, they fight constantly and are always in other people’s faces. One guy states â€Å"I’m not going to argue that violent entertainment is harmless.I think it has helped inspire some people to real-life violence. I am going to argue that it’s helped hundreds of people for every one it’s hurt, and that it can help far more if we learn to use it well. I am going to argue that our fear of ‘youth violence’ isn’t well-founded on reality and that the fear can do more harm than the reality. We act as though our highest priority is to prevent our children fron growing up into murderous thugs – but modern kids are far more likely to grow up too passive, too distrustful of themselves, too easily manipulated†.I agree more wi th him than Professor Kawashima, because I don’t find that video games influence EVERYONE to be violent. I feel that they release anger by hurting fictional characters on a screen rathern than real-life people and animals. Professor Angela McFarlane says â€Å"Adventure, quest and simulation type games have a lot of benefit – they’re quite complex and create a context in which children can develop important skills†¦We’re not advocating arcate, shot-the-baddie type games†¦Now that’s interesting when the stereotype is that children play on the computer exclusively on their own.Teachers and parents then broke that down into skills of negotiation, planning, strategic thinking and decision-making. † I feel that if television can teach us, so can video games. Video and computer games can cause health problems. In every instruction book for games there are warnings. Some people suffer from a condition called Photosensitive Epilepsy. As sa id by Professor Graham Harding, â€Å"Photosensitive epilepsy is best defined as a tendency to recurrent convulsions, precipitated either by flashing lights or patterns. † I have only ever had one fit in my life, when I was younger.I was diagnosed with occipital epilepsy. I’ve always played video games and hadn’t had a problem. We got a PS2 (PlayStation 2) for Christmas last eyar, and while I was playing I felt dizzy. This occured with every game on PS2 except Buzz, though it’s a quiz game and doesn’t have all those flashy graphics. I can play on the Computer, my Nintendo DS and my GameCube without a problem, it seems to just be the PS2. I agree that video games can cause health problems, though if you do everything you need to (e. g. not playing a certain game, having a break etc. you should be alright. Computer games – are they good or bad? In my opinion, I think that they are enjoyable, though they aren’t for some people. Those peo ple who can be so cruel as to murder an innocent kitten or beat up a person due to these games are the reasons why there are doubts about computer and video games. Computer games are both good and bad. Good because they are enjoyable and can be educational, though bad because they cause some violence. Just remember, more people kill in the name of God than violent computer games.

Developing autonomous practise in mental health nursing Free Essay Example, 2000 words

Over the years, he has been admitted at various psychiatric wards and at present he is discharged into the community to live in his own flat and is being supported by the intensive supported housing team who care for and support patients to live independently in their own homes as a part of recovery process. While assessing George after a referral to the intensive support housing team during his stay as inpatient at the rehabilitation centre, he seems to be quiet and reserved and on some occasions he appeared to be distracted by his thoughts and was slightly noticed to be impatient. During the assessment, it was also reported that occasionally he declined most of the engagement and support services given to service users. Family History George was not born like other normal children; he was delivered through vacuum extraction. He was different from other children of his age in terms of his mental health development. Due to his retarded mental growth and slow speech, he was admitted to special needs school when he was 6 years of age till he was 8.We will write a custom essay sample on Developing autonomous practise in mental health nursing or any topic specifically for you Only $17.96 $11.86/pageorder now He was bullied when he was at mainstream school. He left school when he was 15 years of age but later he returned to take his GCSE’s. He was the eldest of four sons and his father was a retired self-employed builder and his mother is a mental health nurse. When his father died he attended the funeral procession. He shared good relationships with his brother and sister. It was also reported that his relationship with his mother was good but he describes that he was bullied by his father as a child. There was no report of immediate relatives with any mental illness but his father’s brother had a psychotic episode about twenty five years ago. Nonetheless, he was reported to have fully recovered from the illness and there have not been reports of any episode since his recovery. Drug/Alcohol George in the past used illicit drugs and often consumed alcohols but currently he denies using drugs but admitted to drink alcohol occasionally. Social History He currently lives in his own rented one bedroom flat in the community and under the care and supervision of the intensive supported housing community team. Past Psychiatry History He has been diagnosed with schizophrenia and has exhibited regular psychotic symptoms. Risks In the past, he has had a history of sexual abuse and aggression towards his family and healthcare staff along with vandalizing properties and exhibiting threatening behaviours. These behaviours are more prominent when he is under the influence of alcohol.