Patricia Benner Essay Example | Topics and Well Written Essays - 1250 words

Patricia Benner - Essay Example Benner proceeded to function as medical attendant for quite a while, remembering a period for an emergency unit, crisis room, as a staff nurture, and in home consideration. She at that point came back to the scholarly community, as an analyst at the University of California. In 1984, she composed the work which set out the fundamental standards of her persuasive speculations †From beginner to master †Excellence and Power in Clinical Nursing Practice. Benner had gotten extremely keen on the Dreyfus model of abilities procurement, and, in this work, adjusted this to nursing. Her fundamental expectation in doing so was to respond to the inquiry ‘how do medical attendants figure out how to do nursing?’ (enursescribe.com). This book depended on 21 arrangements of meetings Benner had led with recently graduated medical attendants and their preceptors. Moreover, Benner met or watched about 51 experienced clinical medical attendants, a further 11 recently graduated attendants, and 5 senior nursing understudies, trusting ‘to further depict and portray attributes of attendant execution at various degrees of instruction and experience’ (Benner, 1996, p.xiv). Among Benner’s numerous different works are the 1996 book Expertise in Nursing Practice: Caring, Clinical Judgment, and Ethics, with Christine Tanner and Catherine Chesla, and Caregiving, with Suzanne Gordon and Nel Nodding, distributed around the same time. Her work has had a tremendous impact on nursing preparing and practice, and as of now in 1985, the year after the distribution of From beginner to master, she was chosen for the association of the American Academy of Nursing. Benner has additionally been chosen a privileged individual of the Royal College of Nursing. This impact has additionally spread well past the United States. For instance, Benner’s work has given the premise to an updated arrangement of nursing practice and training in three states in Australia (earthlink.net). Benner suggested that a

How Women Abolitionists Fought Slavery

How Women Abolitionists Fought Slavery Abolitionist was the word utilized in the nineteenth century for the individuals who attempted to nullify the establishment of servitude. Ladies were very dynamic in the abolitionist development, when ladies were, as a rule, not dynamic in the open circle. The nearness of ladies in the abolitionist development was considered by numerous individuals to be shocking not as a result of the issue itself, which was not all around bolstered even in states that had annulled subjection inside their outskirts, but since these activists were ladies, and the predominant desire for the best possible spot for ladies was in the local, not people in general, circle. By and by, the abolitionist development pulled in a significant number ladies to its dynamic positions. White ladies came out of their residential circle to neutralize the oppression of others. Dark ladies talked from their experience, carrying their story to crowds to evoke sympathy and activity. Dark Women Abolitionists The two most celebrated dark ladies abolitionists were Sojourner Truth and Harriet Tubman. Both were notable in their time are as yet the most acclaimed of the dark ladies who neutralized subjection. Frances Ellen Watkins Harper and Maria W. Stewart are not also known, however both were regarded scholars and activists. Harriet Jacobs composed a diary that was significant as an account of what ladies experienced during subjection, and carried the states of servitude to the consideration of a more extensive crowd. Sarah Mapps Douglass, some portion of the free African American people group in Philadelphia, was a teacher who likewise worked in the abolitionist development. Charlotte Forten Grimkã © was additionally part of the Philadelphia free African American people group engaged with the Philadelphia Female Anti-Slavery Society.â Other African American ladies who were dynamic abolitionists included Ellen Craft, the Edmonson sisters (Mary and Emily), Sarah Harris Fayerweather, Charlotte Forten, Margaretta Forten, Susan Forten, Elizabeth Freeman (Mumbet), Eliza Ann Garner, Harriet Ann Jacobs, Mary Meachum, Anna Murray-Douglass (first spouse of Frederick Douglass), Susan Paul, Harriet Forten Purvis, Mary Ellen Pleasant, Caroline Remond Putnam, Sarah Parker Remond, Josephine St. Pierre Ruffin, and Mary Ann Shadd. White Women Abolitionists More white ladies than dark ladies were conspicuous in the abolitionist development, for an assortment of reasons: In spite of the fact that the development of all ladies was limited by social show, white ladies had more opportunity than dark ladies to move about.White ladies were bound to have the pay to help themselves while doing abolitionist work.Black ladies were, after the Fugitive Slave Act and the Dred Scott Supreme Court choice, in danger of catch and transport toward the South on the off chance that somebody affirmed (appropriately or wrongly) that they were gotten away slaves.White ladies were commonly preferable taught over dark ladies were (despite the fact that not in any way on a standard with the training of white men), remembering for formal rhetoric aptitudes well known as a point in instruction at that point. White ladies abolitionists were frequently associated with liberal religions like the Quakers, Unitarians, and Universalists, which showed the otherworldly balance all things considered. Many white ladies who were abolitionists were hitched to (white) male abolitionists or originated from abolitionist families, however a few, similar to the Grimke sisters, dismissed the thoughts of their families. Key white ladies who worked for the cancelation of servitude, helping African American ladies explore a crooked framework (in sequential order request, with connections to discover increasingly about each): Louisa May AlcottSusan B. AnthonyAntoinette Brown BlackwellElizabeth BlackwellEdnah Dow CheneyLydia Maria ChildLucy ColmanPaulina Kellogg Wright DavisMary Baker EddyMargaret FullerAngelina Grimke and her sister, Sarah GrimkeJulia Ward HoweMary LivermoreLucretia MottElizabeth Palmer PeabodyAmy Kirby PostElizabeth Cady StantonLucy StoneHarriet Beecher StoweMary Edwards WalkerVictoria WoodhullMarie Zakrzewska Progressively white ladies abolitionists include: Elizabeth Buffum Chace, Elizabeth Margaret Chandler, Maria Weston Chapman, Hannah Tracy Cutler, Anna Elizabeth Dickinson, Eliza Farnham, Elizabeth Lee Cabot Follen, Abby Kelley Foster, Matilda Joslyn Gage, Josephine White Griffing, Laura Smith Haviland, Emily Howland, Jane Elizabeth Jones, Graceanna Lewis, Maria White Lowell, Abigail Mott, Ann Preston, Laura Spelman Rockefeller, Elizabeth Smith Miller, Caroline Severance, Ann Carroll Fitzhugh Smith, Angeline Stickney, Eliza Sproat Turner, Martha Coffin Wright.

Sample Persuasive Paper for Business Ethics

Sample Persuasive Paper for Business Ethics Persuasive Paper for Business Ethics Apr 5, 2019 in Persuasive Essay Introduction For a long time, it was common that most of the businesses did not include community development goals in business objectives. They were not considered as fundamental responsibilities. However, most of the organizations are learning that the cutting-edge innovation and competitive advantage includes integrating corporate social initiatives into business strategies. In most cases these considerations are achieved through corporate social responsibility (CSR). These are activities undertaken by the company in consideration of ethical values, legal requirements, as well as respect for the community and environment. In addition, social activities are supported through initiatives that contribute to community health. For instance, AIDS prevention, early detection of breast cancer, timely immunization, and education on how to preserve the environment. Moreover, support from corporations may take many forms, such as cash contributions, grants, promotional sponsorships, and technical experti se.

Womens Role In World War I - Free Essay Example

Sample details Pages: 8 Words: 2489 Downloads: 5 Date added: 2019/05/17 Category History Essay Level High school Tags: War Essay World War 1 Essay Did you like this example? Womens roles in World War I were limited because of the gender roles constructed in society at the time. In support of this, Janet Lee, who wrote The First Aid Nursing Yeomanry provides information on womens roles around the time of World War I and demonstrates the stereotypes that were present. Lee says that at the end of the nineteenth century women were considered passive, submissive, emotional, and self-sacrificing which led to their assumed inferiority at the time (Lee 144). Another scholar, Einav Rabinovitch-Fox, who wrote New Women in Early Twentieth Century, talks about the various female identities and how they changed with the progression of womens movements. Fox describes that by the turn of the nineteenth century, womens movements began to grow, including the rise of the Gibson Girl. The Gibson girl was a new image of female identity. This idealistic, slim, white woman, was often depicted engaging in leisure activities such as sports, or other outdoor activities. This was an improvement in the image of women at the time because it gave them more freedoms which allowed for the possibility that their long held domestic images were malleable after all. This newfound identity would pave the path for women to transform what women might negotiate for themselves as they sought to enter the public world (Lee 140). Don’t waste time! Our writers will create an original "Womens Role In World War I" essay for you Create order With the onset of World War I, men leaving for war left job positions open to be filled by women. With this, women were able to take on more positions in the homefront while simultaneously allowing for an expansion of roles in the military, through ideals of womanhood and womens unique nurturing and civilising qualities [which] supported claims for equality and civil rights (Vining and Hacker 335). Women were able to take on roles of care in the war as ambulance drivers and nurses, which is depicted in Radclyffe Halls short story Miss Ogilvy Finds Herself (1934). Additionally, some women who werent able to take on these roles instead supported the war effort in a different way, as is illustrated in I Sit and I Sew (1918) by Alice Moore Dunbar- Nelson. Even though this progression seemed to be a major advancement for women, men would not relinquish the power they held in society. Men had long held the positions of control and were able to make most of the decisions surrounding laws that worked to maintain their power. The state, composed of majority of men, did not want to allow women to enter the war because it would send a message that they were acknowledging womens rights as citizens, and therefore their ability to make decisions that would affect all of society. Considering the stigma that women were passive and emotional they were certainly not seen fit to make these types of decisions. Nevertheless, womens movements were advancing their agenda with the onset of the political New Woman. Unlike the previous ideal of womanhood associated with the Gibson Girl, the New Woman was mainly associated with the growing influence of women in politics and reform movements, especially the struggle for womens rights (Fox 6). Fictional wom en such as Miss Ogilvy and the woman in the poem I Sit and I Sew countered the social constructs of gender by contributing to the war effort despite attempts to hold them back. I argue that their contributions allowed them to challenge their traditional roles but did not allow for a complete revision of gender in society. In a poem written by Wilfred Owen in 1921, called Dulce Et Decorum Est the atrocities that occurred during World War I are described. World War I saw the onset of both trench and chemical warfare making it one of the most gruesome wars in history. With the onset of new technology enabling less soldiers to be on the front today, we often forget those who stood on the ground fighting with all of the brutalities of earlier methods of warfare. Because of this, poems that describe war, such as Dulce Et Decorum Est are important because they give the reader some insight on the experiences of war, including details of the chemical warfare: Gas! GAS! Quick-boys! An ecstasy of fumbling/ Fitting the clumsy helmets on just in time, but someone was yelling out and stumbling/And floundering like a man in fire of lime (ll. 9-12). In this quote, Owen describes the chaos of war, and his own experiences seeing men dying. Women in the home front were much aware of what was going on with the war and wanted to help fight. The fictional character Miss Ogilvy demonstrates proof of this in the short story Miss Ogilvy Finds Herself. Miss Ogilvy struggles with the social constructs present at the time, keeping her from fighting alongside her equal male counterparts. She describes how she felt not being allowed to take part in the war, how she wished to go up to the front-line trenches, she wished to be actually under fire, she informed the harassed officials (Hall 11). This quote tells the reader of Miss Ogilvys passion to fight in the war, not caring how gruesome it might be. Miss Ogilvy counters ideals of femininity at the time by demonstrating the very image of [women] as soldier[s].was fundamentally disturbing to wartime definitions of both femininity and masculinity (Watson 2004, 57) (Lee 145). Allowing women to enter the war whilst simultaneously enforcing concepts of femininity at the time, threatened both male and female ideas of gender roles. On one hand, men were considered brave for facing the brutalities of war and Womens military service disrupted the logic that only men were sacrificed as combatants, therefore only men might qualify for political citizenship (Lee 142). By allowing females, who were not considered functional outside of their domestic ability, to engage in the same acts that men were, it takes away from mens perceived braveness. On the other hand, it allowed women to demonstrate their capabilities in handling the same brutalities that men had always been glorified for, and thus supported womens movements towards equality. Women like Miss Ogilvy countered the stigmas by directly participating in the war. Miss Ogilvy formed an ambulance unit, which saw as much of the battle as those on the frontline without the same recognition. According to scholars Margaret Vining and Barton C. Hacker, in an article entitled From Camp Follower to Lady in Uniform, women in the late 1800s continued to push the bounds on what they were allowed to do in war and began forming organizations such as the Red Cross and others, that sought to include all classes of women, providing them with more leadership opportunities. Their increased roles raised to a new level the debate over the proper role of women in modern democratic society (Vining and Hacker 362). Real women, such as Vining and Hacker discuss, and fictional women like Miss Ogilvy set an example for women to follow, sparking the thought process that if one woman could do it, so could another. Radclyffe Hall provides evidence of this in Miss Ogilvy Finds Herself when she describes how Miss Ogilvy went to London and it was really surprising how many cropped heads had suddenly appeared as if it were out of space; how many Miss Ogilvies, losing their shyness had come forward, asserting their right to serve, asserting their claim to attention (12). This quote tells the reader that there were many women who thought the same way Miss Ogilvy did, and with numbers comes more strength. According to the article by Vining and Hacker, because women were so well organized on their own, when the war did begin, they took on active roles in the American Red Cross, which was one of the most far-reaching relief organizations during the war with eight million female volunteers. Because women were set up when the war began, men had no choice but to accept their help, allowing women to take some of the control that men had previously held. Contributions of women such as Miss Ogilvy and others like her allowed for a group of women to come together and push the bounds on what men would permit them to do. Women who were not able to help with the war effort in this way, seemed to have lesser involvement; in reality their influence made just as much of an impact to countering ideas of femininity as those who were directly involved. Some women seemed to be subdued in the roles society had provided; however, a quiet revolution was brewing in their minds. In the poem I Sit and I Sew by Alice Moore Dunbar-Nelson, the narrator dreams of being allowed to participate in the war but is not able to because of the societal constructs that chain her to domestic duties. The speaker describes how she is forced to stay at home, which was common at the time because of the middle-class ideal of femininity inherited from the Victorian era [that] might locate respectable womanhood in the leisured activities of the domestic household and see it as unnatural for women to function outside this sphere (Lee 140). In the poem, the woman dreams of joining war but is constrained by gender roles and must sew, The little useless seem, the idle patch (Dunbar-Nelson 15-16). The monotony of the womans task causes her to question why she cant do the same things that men are allowed to do in terms of war. Questioning her own roles shows that she is no longer agreeing with them. Men recognized that once women started a movement, they would continue to push their agendas until their results of equal status were conceived, and wanted to keep them from actively trying to achieve this goal by keeping them busy with other things, such as sewing, knitting or gardening. The men keeping them oppressed did not realize that despite their hands being occupied, their minds were busy with plans and thoughts of war. Men did not consider their thoughts because of the belief that thinking of battle might invoke a passive and emotional response in women. Dunbar-Nelson describes wasted fields, and writhing grotesque things/ Once men. ( ll. 10-11). Because she conveys war in this way, it shows that the speaker does not glorify war. Just like Miss Ogilvy, she knows exactly what she would be getting into by joining the war. This is an attitude of nationality that men did not support women having. Enabling them to have this mindset would only reinforce the womens movements about equal rights because it would [instill] women with a sense of duty to society and nation (Vining and Hacker 359). This thought would threaten the existing structure of power because it implies that women will fight for what they want at all costs instead of being repressed as they once had been. The woman in I Sit and I Sew had this mindset and although she does not get to join the war effort in the poem, her contribution of thoughts helped make an impact on the minds of women around her, helping to further the growing movement of womens rights. However, both texts seem to imply that although their contributions were significant, society was never comple tely changed. In Miss Ogilvy Finds Herself there is a moment when the story shifts, and Miss Ogilvy travels back in time and becomes a male Neanderthal who has a female partner. During this chunk of the story, there is a battle going on between the two tribes. This portion is different from the rest of the tale because it exaggerates the gender roles present in Miss Ogilvys society. Halls use of gender swapping seems to imply the exact opposite of what Miss Ogilvy counters throughout the rest of the story. The Neanderthal man (Miss Ogilvy) refers to the female partner as his small berry(Hall 29), implying that she is weak and fragile, a stereotype of women during Miss Ogilvys time. Miss Ogilvy finds herself in the position of power she has craved all along. Finally able to fight and attain power in this fictional society, something which she was never able to achieve in her real world. Miss Ogilvys fantasy shows her as the ultimate contributor to the war by allowing her to be a male who dominates over females, and thus gaining not only the status to fight on the front line but also to make decisions concerning others. Miss Ogilvys ideal mate being the exact stereotype that she is fighting against seems to suggest that women will never gain any real power simply because they are women. Only the changing of sex into a male will allow them to achieve power in society. Hall could have portrayed Miss Ogilvys fantasy as a changing society in which women are allowed to fight and men are those that are stereotyped as weak. Because she did not do so, it shows that both Hall and the fictional character Miss Ogilvy believe that their status as women in society makes them eternally doomed to succumb to a power complex that will not change. Similarly, in the Dunbar-Nelson poem I Sit and I Sew although the woman imagines herself in battle, she remains confined to the domestic duties that she is unable to escape. Both Dunbar-Nelson and Hall seem to suggest that although women are able to make contributions to the changing of society, they fail to alter it completely. These texts challenge stereotypes of the time by placing the characters in contexts that dont agree with their predetermined gender roles, but they fail to bring forward a changing of society. Ultimately, the reader learns that fighting for a cause you truly believe in can only get you so far. Miss Ogilvy winds up dead by the end of her fantasy, and never returns to her real world. This proposes that the only way for her to escape the bounds of society is to disappear permanently, offering no resolution to the changing of gender roles. This is an issue that carries on decades after the war ended. Gender roles that were established before the nineteenth century have lasting impacts on what women are able to do in society today. Societal constructs created in the past, influence what jobs women are able to attain, pay they receive and many other aspects. Fictional characters like Miss Ogilvy and the woman in I Sit and I Sew demonstrate the ongoing battle to achieve equal status that women faced in the past and are still relevant in the present. Miss Ogilvy and the woman in I Sit and I Sew as well as real nineteenth century women, showed how their contributions to World War I challenged typical gender roles of society at the time. The poem and short story fail to bring forward a changing of society, showing that the battle for gender revision in society has not been won. Women are still faced with this issue today and will continue to fight modern ideas of gender construction just as those before them.

Descriptive Essay About Vacation - 1188 Words

As our children were growing older, we realized this year was probably our last vacation with all of our kids. As such my husband, Mike and I decided to take our kids and our dog by canoe and kayak almost 200 miles down the mighty Makenzie River. Jennifer aged 17, Shelly 13, and Ricky 9, prepared for a week without phones, stores, or television. Our plan was to canoe from Fort Simpson to Wrigley. Wrigley was the end of the road after the Mackenzie Highway. It would be an incredible family adventure. We loaded camp equipment, a canoe, a single and a two person kayak into two vehicles. The drive was long. It was 1600 kms down the road before we encountered the first set of several waterfalls the Northwest Territories has to offer.†¦show more content†¦Before our departure, we treated ourselves to breakfast at the local hotel. It was a wakeup call to the lack of availability of many things we take for granted in the south. All three of the kids ordered milk with the meal, but there was only one glass available until the truck bringing supplies would arrive later in the day. It was the same story with the apple juice. Unlike how the kids behave at home, I was impressed with how much the kids were willing to accommodate each other here. Early summer in the north brings the midnight sun where the daylight lasts 24 hours a day. We especially enjoyed this one night when the river seemed as smooth as glass. Our boats seemed to skim across the water with little effort. Because of the peaceful and effortless journey we chose to paddle until early morning before pitching our tents on a small island in the middle of the river. Eventually the hot sun of the day awoke us as the tents heated like ovens. Leaving the uncomfortable tents we were greeted with horseflies and mosquitoes that rallied around us looking for any point of bare skin to leave their nasty welts in our flesh. Back on the river, nearing Camsell bend, the mountains began. The Mackenzie Mountains are not near as tall as the well-known Rocky Mountains, and here the river widens to about five kms (Mackenzie River Trip, PDF.), but we soon discovered the south shore ofShow MoreRelatedDescriptive Essay About Vacation842 Words   |  4 PagesOctober 2017 Narrative Essay The air was filled with salt and warm sunlight. The waves were crashing against the Hawaiian sand causing a beautiful and relaxing sound. With flapping wings and squawking noises, seagulls were stalking tourists in the search of food. The soft, hot sand was soothing to the touch. The palm trees danced in the swaying wind and the aroma of distant barbecues and sunscreen wafted in the air. As a native Floridian, the thought of a Hawaiian vacation was appealing. Hours ofRead MoreDescriptive Essay About Vacation992 Words   |  4 PagesIt was a few days before our plane left for Cancun, Mexico. I was going on vacation for my parents tenth anniversary. I also got to go with some of my friends who were, Trent Gleeson, Luke Bader, and Josh Hagedorn. My friends and I all played football and we were going to miss a couple days of camp and weights so we planned to use the gym at the resort. We were all packed and so excited to leave in the morning. We woke up super early so we could be some of the first people in line. Once we arrivedRead MoreDescriptive Essay About Vacation1179 Words   |  5 PagesWhat comes to mind when I say the word, â€Å"vacation†? According to Merriam Webster, vacation is â€Å"a period of time that a person spends away from home, school, or business usually in order to relax or travel†. My family (my mom, little brother, my grandmother, and I) take a vacation every summer to relax and have fun in the sun. Our destination and vacation spot this particular year, 2016, was the beautiful city of Panama City Beach, Florida. 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I would soon realize that vacations are not about the location, but that this is time to be carefree in the world, and just enjoy time with family. One Hundred and seventy six, fifty three, twenty eight, ten, one. I started my countdown five months before vacation. When June 18thRead MoreDescriptive Essay About Vacations1824 Words   |  8 PagesThe boring summers had already made their way in my boring life again this year. But this time it was the worst summer in the history of worst summers. The vacations of St. Stevens School always started early but this time it was planned one week before the time. I woke up and turned my face towards the clock. The minute hand showed me that I still had twenty five minutes to sleep but I somehow made my way out of bed and headed towards the washroom. I caught my glimpse in the mirror once I was holdingRead MoreDescriptive Essay About My Summer Vacation1300 Words   |  6 PagesIt was a beautiful day to try something new at Doheny State Beach in Dana Point, California. It was a long year in fourth grade, and my family and I were excited to start our summer vacation. As we pulled our tra iler on the southbound I-5 freeway towards San Diego, I could see the temperature gauge on my father’s truck slowly dropping to the mid 70’s. We were in a packed car with my father, mother, older brother,younger sister, snacks and drinks everywhere, and me, entranced by the game on my brandRead MoreSummary Of Once More To The Lake840 Words   |  4 PagesIn his essay â€Å"Once More to the Lake,† author E.B. White reflects on experiences he has had throughout his life at a family vacation spot. Although he writes the essay as an adult, he focuses on many childhood experiences with his father at the lake, comparing them to experiences he is having at same lake with his son. White begins by recalling his first time at the lake. He examines the similarities and differences between the two generations of lake experiences through rhetorical techniques inRead MoreAnalysis Of O Connor s A Good Man 869 Words   |  4 Pagesgot from his reactions to her. Even the children did not seem to respect the old lady. O’Connor’s story was very descriptive. Throughout the whole story there were little descriptions of setting that enabled the readers to have a very clear image of the scenery in the story. After some research about the author and the story itself, I came to find that most of O’Connor’s stories are about spirituality, salvation, and morality. From the information on Wikipedia, I found out that she was Catholic. ThisRead MoreLove in Anton Chekhov’s The Lady with the Dog Essay example1542 Words   |  7 Pagesand his love interest Anna, are given the emotional freedom to feel love toward one another. This freedom is the driving force in the story which represents an escape from their unhappy lives. Chekhov tells the readers about the forbidden love between two people during vacation through evaluation of the point of view, the setting, and the characters of â€Å"The Lady with the Pet Dog.† The definition of point of view is the vantage point from which the story is told. The narrator of â€Å"The Lady with

Bourdieu and social class within the educational system Free Essays

The subject of social class within the educational system seems to be the elephant in the room. Issues of race, gender, discrimination and making safe places are addressed constantly within the pedagogy yet we ignore the realities of social stratification, especially when it comes to the classroom and the curriculum we are expected to teach. According to Bourdieu, the education systems of western societies function in such a way as to legitimatize class inequalities (Bourdieu, 1977). We will write a custom essay sample on Bourdieu and social class within the educational system or any similar topic only for you Order Now Success in the education system is enhanced by the possession of cultural capital (which is etermined the dominate culture) and Lower-class pupils do not, in general, possess these traits. Bourdieu then supposes that the failure of the majority of these pupils is inevitable. This, he postulates, explains class inequalities in educational attainment. , For Bourdieu, educational credentials help to reproduce and legitimatize social inequalities, as higher-class individuals are seen to deserve their place in the social structure. Place in the social structure is not pre determined and education often is a factor in the upward mobility in SES. Muller and his team describe cross-national imilarities and differences in the two steps in which education intervenes in the process of intergenerational class mobility: the link between class of origin and educational credentials attained, and between these credentials and class position allocated to (Muller et al. , 1989). They conclude that the patterns of association between class origin and education, and between education and class destinations are similar across the nine nations. However, the strength of these associations demonstrates cross-national variations. This paper is one of the first comparative tudies of social mobility, which used the data sets collected in the early 1970s from nine European countries investigated in Comparative Analysis of Social Mobility in Industrial Nations (CASMIN) project. Nevertheless, this article supports FJG hypothesis which argues that class origin inequalities in relative mobility chances will be roughly constant across nations . Social mobility, class and education is further explored through a longitudinal study conducted by Johnson, Brett Deary (2009). They proposed that social class of origin acts as ballast, restraining otherwise eritocratic social class movement, and that education is the primary means through which social class movement is both restrained and facilitated, thereby giving weight to Bourdieu’s theory of Cultural Reproduction. They conclude that parental social class attainment contributes to educational attainment, which in turn contributes to participant social class attainment, suggesting that educational attainment contributed to social class stability. Education is important to social mobility and, thus, appears to play a pivotal role in the association between ability and social class attainment. When looking at the relationship between ability and social class attainment, it is useful to also look at the different types of culture capital. Andersen and Hansen (201 1), for example, distinguish between two interpretations of cultural capital: â€Å"narrow’ and â€Å"broad. † The narrow interpretation refers a child’s exposure to ‘high cultural’ products or activities (Bourdieu’s concept ot objectified capital): tor example, having objects of art at home, or a tastefully furnished home, visits to the theatre or art museums, or playing the piano (p. 608). These signs of high culture may not mprove a student’s work in any objective way, but they are rewarded through subjectivity involved in assessing academic performance. The same is true of the broad interpretation of cultural capital, which is â€Å"general linguistic skills, habits, and knowledge, including cognitive skills,† which are â€Å"used in a strategic manner by individuals, who thereby may receive advantages or profits† (p. 608). This kind of cultural capital is passed from parents to children through school work (p. 608). Bourdieu’s description of educational capital encompasses this outlook. One of Andersen and Hansen (2011) implications in schools which supports Bourdieu’s theory of cultural capital is that: â€Å"Students from classes with highest cultural capital will perform the best academically, on each horizontal level† (of social class) (p 611) This is often seen played out when looking at the Socio Economic Status schools. Bankston and Caldas (2009) examine how legal desegregation of American schools starting in the 1950s and 1960s was countered by de facto segregation due to â€Å"social class, residential patterns† and other forms of social marginalization. Since the verage socioeconomic status of a student population affects a school’s educational achievement levels, upper and middle class families eluded and hindered desegregation by moving to different school districts, suburban communities, by choosing private schools etc. Bourdieu’s concept of education through institutional capital sees education as a place where one acquires the skills to enter different positions within the labour force -and those positions in turn determines one’s socioeconomic status.. Bankstone and Caldas state that policy assumes that differences in educational achievements are caused by the concrete schools and in articular by its teaching staff. Schools are believed to determine socioeconomic conditions instead of the other way around. As educators, not only must we be aware that class differences are present in the classroom, but, perhaps, look for ways to minimize the gulf between classes and increase capital culture in those who do not possess as much as others. Technology may be one way to do this. There seems to be a push towards using new technologies in the classroom. Considering class inequality and cultural capital, an educational model that aims to bridge the divide by bringing students together to the ame level of technological proficiency would be desirable. Kapttzke (2000), following a case-study in an Australian school, concludes that integrating student- based projects using information technology is a way to bring students with tech sa’. n. y back from the brink of alienation. Kapitzke states that â€Å"teachers who ignore the texts, identities, skills and interests of the young do so at their own peril. † (p. 0) Faced with a growing techno-cultural capital gap, educators need to â€Å"view students as fellow explorers and co-workers† (p. 60) and possibly working on innovative rojects like revamping a school’s computer network. The student who led the project ended up teaching not only students but teachers too. Not only would cultural capital be affected, it is most likely that a student’s social capita l Conversely, a study done in Californian schools shows a different side of the story. Cuban (2001) and fellow researchers explored the paradox of high access to technology with low real use. This was explained by traditional constraints on teachers such as time and structure, as well as annoying deficiencies in the technologies, such as computer crashes, that limited teachers’ initiatives. The teachers stressed â€Å"that using computers in their classes made demands upon them that made their Job harder. † (p. 828) In the end, â€Å"inadequate time in the daily schedule to plan work together goes to the heart of teacher use of new technologies and their preferred teaching practices† (p. 28) and resulted in the teachers preferring traditional teacher-based discussions, lectures and activities supplemented with some time for technologies. Cuban and his colleagues believe that technology will never revolutionize the classroom; instead, â€Å"historical legacies of high schools in their chool structures and technological flaws will trump the slow revolution in teaching In conclusion, the Kapitzke article highlights an innovative practices† (p. 830 ). way of maximizing tech-sawy students’ cultural capital and thereby pushing for equality and integration. However, as the Cuban article points out, technology will likely be relegated to special projects when deemed appropriate by a teacher relying on various methodologies. While dynamic technologically innovative teaching methods have their place they are not the magic answer to solving cultural capital and class inequalities. How to cite Bourdieu and social class within the educational system, Papers

The Olympics Essays - Mythological Kings, Multi-sport Events

The Olympics Two and a half years ago, 1996 A.D., the world watched as the city of Atlanta, Georgia hosted the modern Olympics over a span of twenty-one days. The first modern Olympics were held 103 years earlier in 1886 at Athens, Greece. Many people don't know that there was an actual Ancient Greek Olympics that started over 2,500 years ago. These Olympics were also held in Greece, but not in Athens. They were held at Olympia a now archaeological site/town in the part of western Greece called Peloponnese. As stated above the Ancient Olympics were held in Olympia, Greece. In pre-historic times though, Olympia was home to temples of Cronus and Rhea (parents of Zeus) and Gaia, Mother Earth.. A low cone shaped hill called the Hill of Cronus dominates the area. Dorian invaders who came from Thessaly, ruled the land sometime before 1000 B.C. They worshiped Zeus and brought a new mythology to the area. They even named a pair of neighboring mountains Ossa and Olympus in memory of their native region. Olympia was not just the site of the games; it was also a place of worship. The sacred site was known as Altis, which occupies a meadow where the two rivers Apheios and Kladeos meet.. It is here where two important temples lay, the temple to Zeus, the king of gods, and the temple of Hera, his wife. The foundation of the temple of Hera was laid in the mid-seventh century B.C., and is among the oldest remaining examples of Classical Greek architecture. The temple stood for over 1,000 years and contained a statue of Hera enthroned with Zeus standing at her side. It is here, on a sacrificial altar, in front of her temple that the sun lights the torch for the modern Olympics with the aid of mirrors. The building of the temple of Zeus from 470 B.C. to 456 B.C. at the height of Classic Greek Architecture, coincided the successful defense of Greece against Persia. The temple had six enormous columns front and back and thirteen on each side. Each of the columns were made with the local conchiferate stone which was covered with a fine coat of lime. The temple itself is 210 feet long and over 90 feet wide and was the largest temple in the Peloponnese. The temple contained a huge statue depicting Zeus enthroned, made of gold, ivory, and chryselephantine. It was built by Phidias one of the best sculptor of the times, and is one of the seven wonders of the ancient world. It is said to have stood forty feet high, but no one is sure because it was removed, in the fourth century A.D., by Christian Byzantine conquerors, to Constantinople. Soon afterward it was destroyed in a fire. The Olympics, according to the Greek philosopher Aristotle, were started in 776 B.C. when Iphitus, king of the city-state of Elis, and Lycaurgus, king of Sparta, signed a peace treaty. The games were open to all Greeks. The pact is inscribed in a bronze disk that hung in the temple of Hera. Elis that was rich in cattle and philosophers, never achieved the power of Sparta and its only claim to fame was the Olympics which it held inside its borders. Pausanis in the Descriptions of Greece wrote a more mythological approach to how the games started in the second century A.D. It is said that Cronus first reigned in heaven, and that a temple was made for him in Olympia by the men of that age, called the Golden race. When Zeus was born Rhea gave him to the Idaean Dactyls, named Herakles, Paesonaes, Epimedes, Iasius and Idas, for his safekeeping. Then Herakles as the oldest made his brothers run a race and the winner was crowned with a wreath of wild olive branch. So in turn the Idaean Herakles is credited to have first arranged the games, and to have given them the name Olympic. He also is said to have made the rule that they should be celebrated every four years. There are even more stories as to why the Olympics started. Some say that Zeus himself wrestled Cronus, his father, for the kingdom of heaven, and that they are held in honor