Assess the Contribution of Marxism to Our Understanding of the Role of Education Essay

Using material from Item A and elsewhere assess the contribution of Marxism to our understanding of the role of education. As mentioned in Item A, Marxists take a critical view of the role of education. They see society as based on class divisions and capitalist exploitations. The capitalist society is a two class system as mentioned in Item A and it consists of a ruling class, the bourgeoisie and the working class, the proletariat. The bourgeoisie exploits the proletariat according to Marxists and they believe that the education system only serves the needs and interests of the ruling class, as mentioned in Item A.  Marxists also education as functioning to prevent revolution and maintain capitalism. According to Louis Althusser, the state consists of two elements or apparatuses, both which work to keep the bourgeoisie in power. Firstly, the repressive state apparatuses (RSAs), which maintain the rules of the bourgeoisie by force or the threat of it. The RSAs include the police, courts and army. When necessary they use physical force to repress the working class. Secondly, the ideological state apparatuses (ISAs), as mentioned in Item A, maintains the rule of the bourgeoisie by controlling people’s ideas and beliefs. The ISAs include religion, the mass media and the education system. In Althusser’s view, the education system is an important ISA and it performs two important functions. Firstly, it reproduces class inequality by transmitting it from generation to generation, by failing each successive generation of working class pupils in turn, as mentioned in Item A. secondly; it legitimates class inequality by producing ideologies that disguise its true cause. The function of ideology is to persuade workers to accept that inequality is inevitable and that they deserve their subordinate position in society. If they accept these ideas, they are less likely to challenge or threaten capitalism, as mentioned in Item A. Other Marxists such as Bowles and Gintis develop these ideas further. They argue that capitalism requires a workforce with the kind of attitudes, behaviour and personality type suited to their role as alternated and exploited workers willing to accept hard work, low pay and orders from above. In this view, the role of the education system in capitalist society is to reproduce an obedient workforce that will accept inequality as inevitable. From their own studies of 237 New York high school students and their findings of other studies, Bowles and Gintis concluded that schools reward precisely the kind of personality traits that make for a submissive, complaint worker. For instance, they found that students who showed independence and creativity tended to gain low grades, while those who showed characteristics linked to obedience and discipline such as punctuality, tended to gain high grades. From this evidence they concluded that schooling helps to produce the obedient workers that capitalism needs. They do not believe that education fosters personal development. Rather, it stunts and distorts students’ developments. Bowles and Gintis argue that schooling takes place in ‘the long shadow of work’ i. e. work influences education, resulting in close parallels between schooling and work in capitalist society. Relationships and structures found in education mirror or correspond to those of work, hence known as the correspondence principle. For example, in school in a capitalist society reflects work in a capitalist society by distinguishing between the authority and where people fit in the hierarchy; the hierarchy in the school is with the head teacher at the top and then teacher and students and similarly in a workplace there is the head of company followed by department managers and workers. The correspondence principle is seen to operate through the hidden curriculum, which refers to all the things that students learn at school without being formally taught those things. For example, punctuality, conformity and obedience are taught through the hidden curriculum. This is different from the formal curriculum, which refers to the knowledge and skills pupils are taught explicitly in lessons such as math and science. The hidden curriculum therefore consists of ideas, beliefs, norms and values which are often taken for granted and transmitted as part of the normal routines and procedures of school life. Bowles and Gintis argue that it is through the hidden curriculum that the education system prepares us for our future as workers in capitalist society. Bowles and Gintis also argue that in order to prevent rebellion from those disadvantaged by the inequalities of capitalism, it is necessary to produce ideologies that explain and justify inequality as fair, natural and inevitable. If people think inequality is justified then they are less likely to challenge the capitalist system. According to Bowles and Gintis, the education system plays a key role in producing such ideologies. They describe the education system as a giant ‘myth making machine’ and focus on how education promotes the ‘myth of meritocracy’. Meritocracy refers to a system where everyone has an equal opportunity to achieve, where rewards are based on ability and effort. This means that those who gain the highest rewards and status deserve it because they are the most able and hardworking. Bowles and Gintis argue that meritocracy does not actually exist. Evidence showed that the main factor determining whether or not someone has a high income is their family and class background, not their ability or educational achievement. By distinguishing this fact, the myth of meritocracy serves to justify the privileges of the higher classes, making it seem that they gained them through open and fair competition at school. This helps persuade the working class to accept inequality as legitimate, and makes it less likely that they will seek to overthrow capitalism. The education system also justifies poverty, through what Bowles and Gintis describe as the ‘poor-and-dumb’ theory of failure. It does so by blaming poverty on the individual rather than blaming capitalism. It therefore plays an important part in reconciling workers to their exploited position, making them less likely to rebel against the system. All Marxists agree that capitalism cannot function without a workforce that is willing to accept exploitation. Likewise, all Marxists see education as reproducing and legitimating class inequality. That is, it ensures that working class pupils are slotted into and learn to accept jobs that are poorly paid and alienating. However, whereas Bowles and Gintis see education as a fairly straightforward process of indoctrination into the myth of meritocracy, Paul Willis’ study shows that working class pupils can resist such attempts to indoctrinate them. As a Marxist, Willis is interested in the way schooling serves capitalism. However, he combines this with an interactionist approach that focuses on the meanings pupils give to their situation and how these enable them to resist indoctrination. Through his study, Willis found that the lads (12 working class boys), form a distinct counter-culture opposed to the school. They are scornful of the conformist boys who they call the ear’oles. The lads find school boring and meaningless and they flout its rules and values, for example by smoking and drinking, disrupting classes and playing truant. These acts are a way of resisting school. They reject a ‘con’ the school’s meritocratic ideology that working class pupils can achieve middle class jobs through hard work. Willis notes the similarity between this anti school counter-culture and the shop floor culture of male manual workers. Both cultures see manual work as superior and intellectual ork as inferior and effeminate and this explains why they see themselves as superior both to girls and effeminate ear’oles to aspire to non manual jobs. Their resistance explains why they end up in these very jobs themselves- inferior in terms of pay and conditions- that capitalism needs someone to perform. For example, having been accustomed to boredom and to finding ways of amusing themselves in school, they don’t expect satisfaction from work and are good at finding diversions to cope with the tedium of unskilled labour. Marxist approaches are useful in exposing the myth of meritocracy. They show the role that education plays as an ideological state apparatus, serving the interests of capitalism by reproducing and legitimating class inequality. However, postmodernists criticise Bowles and Gintis’ correspondence principle on the grounds that today’s post-Fordist economy requires schools to produce a very different kind of labour force from the one described by Marxists. Postmodernists argue that education now reproduces diversity, not inequality. Marxists disagree with one another as to how reproduction and legitimation take place. Bowles and Gintis take a deterministic view. That is, they assume that pupils have no free will and passively accept indoctrination. This approach fails to explain why pupils ever reject the school’s values. By contrast, Willis rejects the view that school simply ‘brainwashes’ pupils into passively accepting their fate. By combining Marxists and interactionist approaches he shows how pupils may resist the school and yet how this still leads them into working class jobs. However, critics argue that Willis’ account of the lads romanticizes them, portraying them as working class heroes despite their anti social behaviour and sexist attitudes. His small scale study of only 12 boys in one school is also unlikely to be representative of other pupils’ experience and it would e risky to generalize his findings. Critical modernists such as Raymond Morrow and Carlos Torres criticise Marxists for taking a class first approach that sees class as the key inequality and ignores other all other kinds. Instead, like postmodernists, Morrow and Torres argue that society is now more diverse. They see non-class inequalities, such as ethnicity, gender and sexuality, as equally important. They argue that sociologists must explain how education reproduces and legitimates all forms of inequality, not just class, and how the different forms of inequality are inter-related. Feminists make a similar point. For example, as Madeleine Macdonald argues, Bowles and Gintis ignore the fact that schools reproduce not only capitalism, but patriarchy too as females are largely absent from Willis’ study. However, Willis’ work has stimulated a great deal of research into how education reproduces and legitimates other inequalities.

Role of an Army leader Essay Essays

Role of an Army leader Essay Essays Role of an Army leader Essay Essay Role of an Army leader Essay Essay The function of an army leader is to supply intent. way. and motive to soldiers while go oning to transport out the mission or undertaking that is at manus. As a leader in the ground forces. one must keep their cognition of the criterions of behavior. policy. jurisprudence. regulations of battle. and the Geneva Conventions. Leaderships of the ground forces must be able to understand that their actions. behaviours. and determinations are a direct reflects of their leading and the ground forces as a whole. As a leader in the ground forces. one must be able to stand for the army’s leading values as a direct representation and they must be able to be a function theoretical account for their soldiers to follow. Army leaders are committed to developing value based leading and seeing to the wellbeing of Soldiers and their households. The function of an army leader extends influence beyond the direct concatenation of bid. An army leader is a direct representation of the organisation in which they represent and the armed forces in general. As a leader in the ground forces. one must take by illustration and must be a direct representation of the criterion and of good behaviour. Leaderships are responsible for set uping and keeping positive outlooks and attitudes. which produce the scene for positive attitudes and effectual work behaviours. Leaderships must be able to promote and back up the growing of persons and squads to ease the accomplishment of organisational ends. Leaderships need to fix others to presume places within the organisation. guaranting a more various and productive organisation. Guidance is an of import of being a leader in the ground forces by guaranting those undertakings are consistent and accomplished in a timely mode. Harmonizing to Army Regulation 600-100 ( AR 600-100 ) . there are three degrees of leading. The degrees of leading are direct. organisational. and strategic. As a direct leader. you are the frontline leader to the soldiers such as their squad leaders or squad leaders. Direct leaders are responsible for constructing cohesive bonds amongst their squad and to authorise their subsidiaries along with implementing policies to be able to carry through the mission. As a direct leader. you must be able to run independently. but within the bounds of the commander’s purpose. Organizational leaders on the other manus are those that must cover at higher echelons such as a battalion or brigade degree. Their policies influence the bid clime. and they must be adept in communicating. dialogue. critical logical thinking. and interpersonal accomplishments. They must be skilled at complex determination devising and job resolution and hold a good apprehension of the full scope of full-spectrum operations. Strategic leaders set the organisational construction. allocate resources. and joint the strategic vision. Strategic leading involves running the ground forces from developing strategic programs. policies. counsel. and Torahs to finding force construction designs based on future mission demands and capablenesss. As a strategic leader they must be able to prioritise over-arching ground forces plans against viing involvements while jointing ground forces plans and policies to the highest degrees of DOD and the authorities. All leaders have the duty of mentoring those junior enlisted soldiers below them in rank and to develop them to the fullest extent possible. Army leaders can develop junior soldiers through preparation and instruction and are responsible for supplying feedback to the soldier through guidance. coaching. and mentoring. As a leader when you coach a junior soldier. you are simply supplying counsel to the soldier in ways to carry through a undertaking at manus. Coaching is a tool best used to convey out that single quality as a future leader and to heighten their leading abilities. One of the most of import functions as an army leader is to mentor lesser experient soldiers and assist them to make their fullest possible both personal and professional. Leader must be able to mentor soldiers in both a professional and insouciant mode. Another function of a leader is to develop soldiers in a manner that they will represent the warrior ethos as it is stated in the soldier’s credo. The ground forces has a committedness to the development of its hereafter leaders by supplying the proper preparation in values. properties. and progressively complex and unstable universe. Respect and leading is something that goes manus in manus. To be a good leader. you must be able to derive regard in order to be a good leader and be able to keep moral amongst the soldiers in which you are trying to take. The definition of regard is an attitude of respect. esteem. or esteem ; to pay proper attending to and demo consideration towards an person and to handle them politely. Respect is something that is need in the ground forces due to the fact that as single advancements in rank they take on more duties and must be able to take soldiers and in order to take soldiers. first you must be able to give regard to your soldiers for them to demo you respect. Without regard in the ground forces there would be no signifier of order or criterion in which a leader can keep a soldier to as a usher to follow. Respect is an property that must be earned in order to be given. In order to acquire regard. you must foremost be able to handle soldiers with regard and as grownups. Respect is a major facet in mundane life in both a professional and personal mode. Respect is the foundation on which our society lives. The darkest times in our country’s history can be traced to a deficiency of regard. When Torahs are ignored there can be no civility. The Torahs in our society are based on regard. both for ourselves and those around us. For one to be considered a good leader there must be an even sum of leading and regard that is portrayed to the soldiers. Soldiers are more disposed to esteem leaders that show them respect alternatively of those that do non demo them esteem. As a leader of soldiers. you must be able to divide the line from friend and leader but must be able to give regard in order to acquire regard. Respect is one of the nucleus ground forces values and every soldier should populate by it if they are portion of the ground forces and they must adhere to the ground forces values in their mundane lives.

The Physician Hippocrates and Greek Medicine

The Physician Hippocrates and Greek Medicine Hippocrates, the father of medicine, may have lived from c. 460-377 B.C., a period covering the Age of Pericles and the Persian War. Like other details about Hippocrates, we really know very little beyond the fact that he is considered a great physician and was counted the greatest by the ancient Greeks. Born in Cos, site of an important temple of Asclepius, god of medicine, Hippocrates may have studied medicine with his father. He traveled around Greece training medical students that there are scientific reasons for ailments. Before him, medical conditions were attributed to divine intervention. Hippocrates maintained that all diseases have natural causes. He made diagnoses and prescribed simple treatments like diet, hygiene, and sleep. Hippocrates is the author of the saying Life is short, and the Art long (from his Aphorisms). The name Hippocrates is familiar because of the oath that doctors take (Hippocratic Oath) and a body of early medical treatises that are attributed to Hippocrates (Hippocratic corpus), which includes the Aphorisms. Hippocrates and Humoral Theory Quiz Hippocrates Medical Texts Hippocrates is on the list of Most Important People to Know in Ancient History. Also Known As: The Father of Medicine, the divine old man, Hippocrates of Cos Examples: Hippocrates of Cos isnt the mathematician Hippocrates of Chios. Go to Other Ancient / Classical History Glossary pages beginning with the letter a | b | c | d | e | f | g | h | i | j | k | l | m | n | o | p | q | r | s | t | u | v | wxyz

Case study Example | Topics and Well Written Essays - 1500 words - 5

Case Study Example Ahmed. It is not possible to cure Mr. Ahmed. Under these circumstances, Nurse Janet Simpson suggested the family members to talk with Dr. Hopkins and the staff Imam from pastoral care sitting in a conference room. The Imam explained to Doctor Hopkins that according to their religious belief, cessation of brain activity is not considered as death of a human being. At the same time, the Imam explained the family members that according to the medical staff, very soon Mr. Ahmed’s brain would cease functioning. It would be considered as death, even though cardiovascular system might still function. As time passed, Mr. Ahmed became a brain dead person. Dr. Hopkins again approached the family with the same request, to turn off the ventilator. However, family members did not agree to it, and Nurse Simpson also reminded Dr. Hopkins about what the Imam said. Dr. Hopkins was in a quandary. She answered the Nurse; â€Å"By the death, we mean brain death and that is the law†. Shite religious beliefs do not consider that the cessation of brain activity is death of a human being. This is Mr. Ahmed’s familys religious belief. This is client’s autonomy. This is client’s family’s autonomy. Dr. Hopkins, as a physician understands that she has to fulfill her medical duty by turning off the ventilator, because the patient is a brain dead person. This is Dr. Hopkins autonomy as a physician. She cannot exercise this autonomy. Her act may be classified as malfeasance, or considered to be against the beneficences to Mr. Ahmed and his family. The dilemma is a situation in which the choices of one of two opposing decisions are equally difficult. Dr. Hopkins choice is to turn off the ventilator or stay with the Shite religious belief. She understands that Mr. Ahmed medically is a dead person. Keeping the ventilator on she cannot perform a miracle. At the same time, she understands she has to follow Shite Muslim cultural tradition. Dr. Hopkins

Violence on Television Essay Example | Topics and Well Written Essays - 750 words

Violence on Television - Essay Example There is no doubt that television has its good side. It can be both entertaining as well as educational. It gives good opportunity for children to learn more about different cultures, and gain exposure to ideas they may never encounter in their own community.Besides, it also gives them a chance to see different places and learn about various aspects on life in different parts of the world. In addition, there are also several motivational programs with positive role models and good moral stories that can influence kids to change their behavior for the better (UMHS n. pag, 2007). However, the concern today is the impact of violence that is projected in the television. Ever since the beginning of television, the effect of TV violence on society has been commonly studied and strongly debated. There are several studies that provide evidence that violence in television can be linked to the real life violence. For instance, a study conducted by four universities and financed by the cable industry found that of nearly 2,700 shows analyzed in a 20 week survey of 23 channels, 57% were said to contain at least some violence (Zoglin 58-61). [1] One of the biggest concerns is the negative effect of television on children. Researchers hypothesize that viewing TV violence can lead to three potentially harmful effects: increased antisocial or aggressive behavior, desensitization to violence (becoming more accepting of violence in real life and less caring about other people's feelings), or increased fear of becoming a victim of violence (Smith and Donnerstein 167-202).12 [2] Television can be a powerful influence in developing value systems and shaping behavior. Unfortunately, much of today's television programming is violent. Children and adolescent concur some of the negative moral influences through TV such as media violence, portrayals of sexual exploitation and attitudes, vulgarity and rudeness, intense and disturbing imagery, passive watching - the "couch potato" syndrome, alcoholism, drug abuse, and other kinds of disturbing activities. For example, the average American child will witness 200,000 violent acts on television by age 18 (Dowshen and Gavin n. pag 2005). These may lead to serious psychological problems. Too much of TV means that children not exercising, reading, socializing, or spending time outside. Children, who view violent events, are also more likely to believe that the world is scary and that something bad will happen to them. These could have serious negative influence on the growth and development of the child. A review of scientific literature on media violence provides ample evidences that the connection of media violence to real-life aggressive behavior and violence has been largely exposed (Donnerstein and Linz 271-284). Estimates suggest that as much as 10% to 20% of real-life violence may be a duplication of media violence (Comstock and Strasburger 495-509). National Television Violence Study presented the following after a three years study: nearly two thirds of all programming contains violence; children's shows contain the most violence; portrayals of violence are usually glamorized; and perpetrators often go unpunished (Federman 1998). Violence on television can influence people to commit crimes. There is an increase of juvenile crimes in the world. While television violence is not the only cause of aggressive or violent behavior, researchers believe that it is clearly a significant factor. It is important

Mate choice & plumage polymorphism in the feral pigeon (Columba livia) Essay

Mate choice & plumage polymorphism in the feral pigeon (Columba livia) - Essay Example Assortative mating is a process where two similar or dissimilar individuals mate where as Disassortative mating involves choosing of a partner for progeny benefits from the range of the parental genotypes. Aim of this paper is to evaluate the association of plumage polymorphism and mate choice in feral pigeons using Chi-square test. In particular, this paper analyzes the plumage colour preference as either dependent or independent in the mating process of the male and female feral pigeons. If the pigeons choose their partner in harmony with plumage colour then it is defined as dependent pairing and if they choose their partner without considering colour then it is independent pairing with respect to plumage colours. The purpose of the study is to understand feral pigeon’s plumage based mating increases the reproductive output and extend their lifespan which are also based on environmental conditions. The colour categories used for this study are melanic, blue-grey and other colours including pale/brown pigeons. â€Å"The other colours noted in feral pigeons are faded, pale, reduced, opal, indigo, milky, pearl eye and more.† (Miller 1997). The research on feral pigeons plumage based mating is carried as described in academic handbook using Chi-square test of independence. Chi-square test of independence tests the association between two definite variables. Colour of males’ plumage and colours of females’ plumage are the variables used in this test. The result (χ2) is then looked up on a Chi-square (χ2) table with a number of degrees of freedom (df). â€Å"We determine df for the Test of Independence by the formula df = (r-1)(c-1), where r = the number of rows and c = the number of columns.† (Yount 2006, p.6). â€Å"Chi-squared distribution table.† (The chi-squared distribution table, n.d.). ‘Expected Value’ Calculation: Using the ratios (relative frequencies) of three colour morphs in observed population, the expected values

Human Resource Management Research Paper Example | Topics and Well Written Essays - 2000 words

Human Resource Management - Research Paper Example The benefits scheme, recruitment of individuals, motivation, communication, morale boosting, safety of the employees, and recruitment must all revolve around human resource management. In the words of Cornelius (2001), individuals have to be well managed, as well as the culture and environment in which they work. Through HRM, the employees are given an opportunity to be effective and productive in their lines of duty. Accomplishment of the organizational goals is only possible through direction and rules imposed on the employees through HRM. Proper implementation of HRM roles sees the success of the organization, and providing a sense of direction to the employees. Organizations are expected to not only to thrive with HRM, but also accomplish a lot (Swanson & Holton, 2001). This piece shall aim at highlighting various aspects of HRM- recruitment, training, management, compensation, training, selection, affirmative action amongst others, and how they impact on the organizational succe ss and performance. The essay shall also focus on the importance of having all these aspects coordinated and linked in an attempt to see to the success of the organizations. To a great extent, none of these aspects is more important than the other, since all contribute greatly to the ultimate organization’s success. ... Swanson & Holton (2001) indicate that in employee and labor relations, the administration and staff are able to continuously develop the staff by training them and having proper avenues towards solving the employee issues. Compliance with the laws of the organization and that of the state is possible through adherence of the policy of employee and labor relations. These relations are useful, according to Swanson & Holton (2001), for proper investigation of cases and issues that relate to the employees, for instance harassment, discrimination amongst others that are carefully scrutinized and assessed. Discipline among the employees is of high standards since the employers are able to closely monitor discipline of the employees, as well as coach and guide them on the need to uphold proper standards and adhere to the code of conduct of the organization. Employee and labor relations department is also helpful in coordinating and conducting collective bargaining processes for the employee s (Swanson & Holton, 2001). Implementation and interpretation of the employee contracts is well scrutinized by this department; thus, minimal grievances in the organization. Employees are also mobilized to act as a group, all in an endeavor to implement the organizational goals and objectives. In essence, the employee and labor relations department should always offer direction in all employee related issues, in the mission to execute goals and values of the concerned organization. Occupational  Safety and Health  (OSH) The right to safe and healthy working condition has to be exercised by all the employees, in an attempt to attain the organizational goals.