Analyse how cultural variations can influence communication Essays

Analyse how cultural variations can influence communication Essays Analyse how cultural variations can influence communication Paper Analyse how cultural variations can influence communication Paper Good communication is essential to ensure optimum health care for people from different cultural backgrounds. Culture is something that we all have, so whilst some cultural beliefs and practices may seem strange to a white indigenous British person, then the opposite is likely to be true to a person from a different culture. Harris (1999) asserts that a culture is the socially learned ways of living found in human societies, and that it embraces all aspects of social life, including both thought and behaviour. Leinger (1991) described culture as ‘the learned, shared and transmitted values, beliefs, norms and lifeways of a particular group that guides their thinking, decisions and actions in patterned or certain ways (Burnard and Gill 2008). Culture is learned rather than innate and dynamic and constantly changing. The UK is becoming an increasingly diverse multicultural society and the different migration patterns throughout recent centuries have added to the dynamic nature of the British culture and society. It is estimated that there are at least 3 million people living in the UK where English is not their first language and the challenges that this poses for the NHS and other caring agencies are immense. At the heart of these challenges is the fostering of good communications where people from all cultural backgrounds can understand and respect each other. The first part of this essay outlines some cultural variations regarding communication. In the second part of this essay the implications that these cultural variations have for health and social care practice are investigated. Some of the different cultural variations that are detailed relate to national backgrounds, age, social class and gender. Cultural variations and communication It is a normal human condition to interpret actions, facial expressions, choice of words and other forms of communication according to a person’s cultural conditioning and past experience. As language is the primary vehicle of culture, perhaps the most obvious indicator of a person’s culture is the way they speak. Statistics from the 2011 Census shows that there are more than one hundred spoken languages in London, alone (Bentham, M 2013). There are also major differences in accents, dialect and usage of words throughout the general population of the United Kingdom. Furthermore, language is central to any subculture so different age groups, gender, different occupations and people with different lifestyles and preferences will develop their own cultures and languages. A good example of this is the recent use of the words ‘sick’ (meaning great or awesome) and ‘dope’ (meaning good, great or cool) by teenagers and young people. These words have a complete opposite meaning to people from an older generation. As well as cultural variations in the spoken word there are major variations in the body language of different cultures. Being bear hugged by a Russian person or being rebuked for smiling too much at somebody from Korea highlights the cultural blunders and confusions inherent in today’s global village. In Bulgaria, for instance, they shake their head for yes and nod for no, and in Korea touching your nose is very rude, and in France the V-sign is used for smoking. Other pitfalls include colours and symbols, for example in India the colour of mourning is white whilst in Saudi Arabia it is insulting to cross an ankle over a knee and display the sole of the shoe while talking to another person. Other taboos include Japanese people viewing it as rude to use too much eye contact, whilst in Saudi Arabia eye contact between a man and a woman would be frowned upon and seen by many as the woman being sexually promiscuous. And whilst people from Mediterranean countries are very animated when expressing themselves this may be misinterpreted to someone from a more reserved culture as being aggressive. It is important, therefore, in multicultural Britain that health and social care workers learn and embrace cultural variations in communication, as it is the responsibility of all healthcare professionals to provide equitable care for patients irrespective of their cultural background or communication abilities. Implications for Practice All health and social care workers need to be aware of cultural variations in communication. These include the care assistant who recognises the symbolic importance of the bindi and assists the Hindu service user to apply the red dot, to the midwife who refrains from installing praise on a new born Vietnamese baby because she (or he) understands the significance of Vietnamese taboos and superstitions. Furthermore, the surgeon who realises that the Asian child with a swastika painted on his head is displaying it for good look rather than for Nazi sympathiser reasons and this would hopefully prevent a reoccurrence where a surgeon refused to operate on a patient because they had a swastika tattoo (Day, M 2010). Other examples of understanding cultural variations in healthcare include the pharmacist underestimating the risks of dispensing medicines to non-literate people who statistically are in additional danger of being hospitalised through not being able to understand labels and written instructions. People from non-literate and lower social class groups are also less likely to be as autonomous in healthcare interactions as their white middle-class counterparts. One doctor in primary care reported how low literacy meant that patients were unable to articulate problems accurately and more time was required for explanation. These cultural barriers encourage healthcare workers, such as doctors, to make decisions for patients and service users believing that they are culturally limited in their ability to make big decisions. Equally, many older people may refrain from asking for clarification about matters for fear of being labelled confused or demented (Likupe, G 2014). Johnson et al (2004) reported that physicians in the US were more dominant and engaged in less patient-centred communication with African-American patients compared with white patients. As a result, African-American patients demonstrated reduced adherence to treatment regimens and less satisfaction with care compared with the white patients in the study (Likupe, G 2014) and again cultural variations influenced the communication and in turn outcomes for these patients. These examples highlight how cultural variations and misunderstandings can result in the manifestation of stereotypical views which in turn leads to discrimination. Another study showed that African-American women received different treatment from white women and that stereotyping influenced this treatment. These women were often stereotyped as being aggressive and this affected their interactions with healthcare professionals. Sometimes they felt that their conversations were being misinterpreted. One woman in the study described how a doctor was scared of her because she used her hands often when speaking and the doctor thought she was going to hit him (Likupe, G 2014). Cultural variations will also affect the way that health and social care workers and service users greet each other. The friendly, firm handshake common to the indigenous British population may appear rude to somebody from Arabic Middle-Eastern cultures. And in China, not only are weak handshakes preferred, but the custom is to hold on for an extended time after the initial shake. With no knowledge of this the indigenous healthcare worker may believe that the patient is very nervous. On the other hand receiving an extra firm hand shake from somebody with a South African culture, will not mean that they are being aggressive as in South Africa, the stronger the handshake, the better. Some cultures prohibit physical contact between men and women, so an handshake greeting would not be an option as it may cause offence. In such circumstances a nod of the head may be the appropriate way to greet a service user, and understanding these nuances are vital for building up relationships of respect and trust with the client and their family. There are also other cultural taboos that the healthcare worker will benefit from knowing. For example, not to shake hands over the doorstep when leaving the home of a Russian service-user, as they believe that this may cause an argument. Russian culture also has a different approach to proximity. Proxemics reveals that people handle space differently, depending on the type of culture they come from. If personal space is violated, people from individualistic cultures may react actively while people from collectivist cultures may adopt a passive stance. It is crucial for healthcare workers to understand more about how physical space is dealt with in different cultures in order to increase their comprehension and expression. Axtell (1997 p40) places cultures into the following categories. High contact† are touching cultures (for example, Middle East, Latin American, Greece,†¦), â€Å"moderate contact† are middle ground (for example, France, China, Ireland,†¦) and â€Å"low contact† do not touch (for example, Japan, US, England,†¦). Healthcare workers need to be sensitive to these differences since a body gesture can appear personal or intimate depending on the culture of the person. Perceptions of health and well-being, illness and disease are culturally defined and healthcare workers need to be aware of how this may translate to the way a service user understands and articulates pain. Some commentators have pointed out that some cultures have a more stoic attitude towards pain whilst others are more expressive with their reaction to pain. Expressive patients often come from Hispanic, Middle Eastern, and Mediterranean backgrounds, whilst stoic patients often come from Northern European and Asian backgrounds. However, whilst providing meaning to the way an individual responds to illness and other conditions, healthcare workers should not stereotype and always be vigilante when looking out for signs of ill health. Following on, some people may believe that their illness is caused by God, due to a sin (morality failure), and even karma. For instance, an Indian patient may believe that their illness or condition is due to events in a past life. Whilst acknowledging these beliefs it is equally important that the service user is given the best care in order to produce the best outcomes as possible. It may be that a family member who is helping to perpetuate such beliefs is spoken to sensitively. Safeguarding may also become a concern if a dominant member of the family insists on always being present when healthcare workers are there. For example in matriarchal cultures the head female will expect all communication to first go through her, and in patriarchal cultures it will be the head male. Consequently, a teenage girl from a patriarchal family may be unwilling to speak in front of her father about the real reasons that she wants to visit a healthcare professional. The professional, such as a GP or district nurse needs to be aware of this, especially if the father or mother is always present during healthcare appointments (especially when they are adults). It could be, for example, related to sexual health and early intervention may prevent the dangers of a patient contracting a sexually transmitted infection or having an unwanted pregnancy. Such dilemmas of who to respect can be difficult for the healthcare worker. Being a core value of health and social care interactions, the concept of respect has much cultural meaning. For example, respect may mean different things to people from different cultures, and it is these cultural differences that need to be taken into account when providing care. For example, in most African cultures, older people prefer not to be addressed by their first names and may like to be referred to as uncle, aunt or mama, depending on the relationship and difference in age between those they are communicating with. In Asian cultures older people may prefer to be addressed by their titles, such as doctor, Mr or Mrs (Likupe, G 2014). Due to negative stereotypes of older people it has also be shown that many younger people depersonalise older people in a process known as ‘over-accommodation’ where they use ‘elderspeak’. This involves communication being overly polite and warm, with a slowed speaking rate, increased volume of speech and use of exaggerated intonation and simple language. This for many older people is seen as condescending and patronising, to the older person and can result in lowering their self-esteem. Therefore, healthcare workers need to be aware that this may happen when talking to older people and be active in refraining from using elderspeak and pointing out to colleagues if they see them over accommodating. This is particularly important as elderspeak has been shown to increase aggressiveness and decrease receptiveness to care interventions. A good guide for health and social care organisations would be for them to provide staff with information about different cultural groups. For example, how in some cultures, old age is associated with wisdom, and often used to indicate status and power, and younger people are expected to respect older people. Another factor which has major implications to the way cultural variations may affect communication is the increasing reliance of overseas workers in British healthcare who bring with them a diverse range of cultures. For example, in 2005 Internationally Recruited Nurses (IRNs) accounted for more than 60% of the nursing workforce in some healthcare organisations (Nursing Standard). Whilst the majority of these healthcare workers provide an excellent service there has been criticism that due to language barriers some are unable to engage in ‘small-talk’ with service users. These informal chats between nurse and patient are arguably very important to the patient’s experience and road to recovery. Conclusion It is important for health and social care workers to become familiar with cultural practices and behaviours because unfamiliarity could lead to misinterpretation and misunderstanding, with service users not receiving the desired care, thereby affecting safety and outcomes. The refusal of a Jewish surgeon to operate on a patient with a Nazi tattoo highlights the difficulties of cultural variations in communication and health and social care contexts (Day, M 2010). This also illustrates the power of non-verbal communication and how signs, symbols and the use of body language can influence the way a person interprets another person’s actions and intentions. In Multi-cultural Britain it is important that health and social care providers and educators make sure that the healthcare workforce are aware of cultural variations in health and social care in order to deliver the best care possible and achieve the best outcomes. Reference standard.co.uk/news/london/census-data-shows-100-different-languages-spoken-in-almost-every-london-borough-8472483.html

International Relations Essay Example | Topics and Well Written Essays - 750 words - 1

International Relations - Essay Example Realizing the fact that this menace needs to be tackled collectively, a coalition of 136 countries came into existence to fight this new international manifestation. International terrorism can be referred to as the violent activities carried out in a country by any rival country either by means of physically participating in terrorism or by supporting or exploiting the local individuals through brain-washing or the financial support. It is considered as a new form of warfare thereby avoiding physical contact with rival country, hence ensuring safety of men and material that is likely to be damaged during physical war (Netanyahu and Mekhon, 1981). International terrorism is almost same in tactics and techniques like normal terrorism except for the one fact that it is operated from across the geographical borders. It involves use of terrorism across international borders for the purpose of destabilizing the borders or weakening the solidity among the people and their homeland. The un- guarded borders and un-checked cross-border activities make the terrorism comparatively easier. However the effectiveness of international terrorism can be controlled by a number of means. The most important tool available with terrorist organizations is the media. As in case of hijacking, the interviews of hijackers as well as the victims, broadcasted on media support the terrorists to achieve their goals by communicating their agendas to the world as well as showing helplessness of the government as well as security forces. The unrestricted access to media can help in sabotaging the terrorists’ motives and not letting them project themselves as brave people who are fearless to death (Panday, 2006). Terrorism is a global issue, which can only be tackled by mutual support of most of the countries. At present, United Nations is the only organization which is playing its role in bringing countries against terrorism on one grid and fighting the terrorism as a combined dilemma. H owever, there are certain measures which can be adopted at individual country level to minimize the effects of international terrorism. Pre-emption is one of the means to avoid terrorism which is only possible by gathering requisite information about identity, goals, objectives and likely targets of the terrorists and subsequently countering them pre-emptively. Once a state has been proved to be terrorism sponsor state, it should be isolated by international community and be forced to create unfavourable situation for the terrorists operating from their land. The other passive measures that can be taken to prevent the international terrorism, once they have been identified, are by disrupting their supplies and communications. Thereby rendering the terrorists helpless and without sufficient resources to generate any terrorist activity. Besides gathering the information about international terrorists and isolating its sponsoring states, there is a need to develop emergency response ca pability, so as to react promptly to any terrorist situation / activity that have taken place. The main objective of this response should be the damage control along with denying the terrorists’ access to unchecked media. The outcomes from such counter actions must be shared with international community highlighting the hand or support behind the terrorists and they should be brought to international court of justice instead of merely making a hue and cry

The War Against Boys Assignment Example | Topics and Well Written Essays - 1000 words

The War Against Boys - Assignment Example The ideologies behind these types of feminism were first coined by Hoff Sommers in her famous writings. According to Sommers, gender feminism focuses on the interaction between the society and the cultural gender roles performed by women within the same social setting. On the other hand, equity feminism is associated with equal rights and equal treatment of women in the society. In its practical application, gender feminism has been labeled as bad feminism because it deals with the questioning of the fundamental rules of the society. On the opposite side, equity feminism is credited because it is occupied with the purpose of advocating and supporting the aspect of equal rights to every member of a society. The principles of gender feminism do not question the idea that women should stay at home and play their cultural roles. This type of feminism is only occupied with the aspects of equity and other legal issues. Contrary, gender feminism questions the ideas of cultural roles played by women within a social environment. It seeks to achieve cultural equity among women and men. At this juncture, we will focus at the equity feminism, which is the most dominant contemporary feminism at modern times (Rauchut 349).In every society, those individuals and groups fighting for gender equality con be heard complaining of numerous issues which they are not satisfied with. Therefore, equity feminists are constantly pushing forward their grievances to the relevant authorities for recognition.

Game and Sportsman Essay Example for Free

Game and Sportsman Essay Sportsmanship does not mean only taking part in sports and playing the game in conformity with the rules prescribed, but also playing the game of life in the spirit imbibed on the playing fields. A true sportsman is he who observes all those rules in life which he has been taught to observe in games. One who has achieved skill or proficiency in games but does not learn to apply the principles of sports to life in general does not deserve to be called a sportsman. On the contrary, a man who gives evidence of possessing a sporting spirit in games is still a sportsman. Usually those who play games develop into true sportsmen because their character is molded by the training they are given on the field. It implies fair play. Just in games if any player plays foul, the side to which he belongs is penalized, similarly in the bigger game of life one must always be fair in ones dealings with others. Fairness, honesty, integrity, openness of heart and frankness -these are the qualities that a sportsman must display in life. One should not practice deception, should not bluff, should not cheat others and should indulge in diplomacy or humility. A sportsman never takes undue advantage of the weakness of his adversary nor does he hit below the belt. The art implies obedience to the leader. In games the players have to obey their captain and yield to him on points on which they are in disagreement with him. They must repose the fullest confidence in him. In life too, a sportsman yields to his superior even if he does not agree with him. Respect for discipline is an essential part of sportsmanship. Team spirit is another important element of sportsmanship. In games the various players must cooperate with one another if they wish to win a match. Without mutual co-operation success is impossible. Similarly in whatever sphere of life one may be, one must aid and be aided by ones friends if one is a true sportsman. Sportsmanship consists in working in full harmony with others. In cooperation indeed lies strength. Wherever a common aim binds a number of people together, they must display their sportsmanship by working harmoniously, without friction or mutual jealousy. Finally, the spirit of sportsmanship demands cheerfulness even in the face of a defeat. When two players play a tennis match, the loser does not cherish any grudge against the winner. In fact the loser congratulates his opponent on his success and shakes hands with him. Fair play, respect for discipline, recognition of the need for teamwork and cheerfulness even in the event of defeat are thus the dominant marks of a sportsman. Sportsmanship is worthy of admiration.

How does Browning show the balance of power between men and women in :: English Literature

How does Browning show the balance of power between men and women in My Last Duchess and Porphryria's Lover? In these two poems Robert Browning shows the balance of power in male-female relationships. Both are very similar in the way that they portray the women having more power than they should have, and the men not having the power they think they should have. In the first poem, 'My Last Duchess', Browning shows the Duke not having full control over his wife, the Duchess. In the second poem, 'Porphyria's Lover', the narrator does not have control because she is in a higher class and cannot be with him and she would lower her class and she is not ready to give it up. In 'My Last Duchess', the Duke is talking to someone about the dead Duchess. He first refers to power over the Duchess in the poem when he says about the painting of her behind the curtain, and if anybody wants to see it they would have to ask him first, 'Since none puts by The curtain I have drawn for you, but I' This shows that he still has control over her even though she has passed on. After that he writes about how every little detail seemed to please her, 'She had A heart how shall I say... too soon made glad, Too easily impressed; she liked whate'er She looked on, and her looks went everywhere.' The Duke gets quite angry at this point, 'The bough of cherries some officious fool Broke in the orchard for her,' This is about how a man broke into the orchard, took a bunch of cherry blossom and gave it to the duchess, and made her very pleased, which as you can understand he can give her far better things than a common man can give, 'As if she ranked My gift of a nine-hundred-years-old name With anybody's gift.' He gave her his old and important family name which most women would give their happiness to have, when she married him, which in the Duke's eyes is better than anything else in the world. He says that to comment on this behaviour is stooping down to a lower level, 'And I choose Never to stoop' The Duchess's behaviour becomes beyond tolerable next, 'Oh, sir, she smiled, no doubt, When'er I passed her; but who passed without Much the same smile? This grew; I gave commands; Then all smiles stopped together.' This greatly suggests that the Duke thought he had the power over the Duchess, and used it to order someone to kill her, although he doesn't directly say but he strongly hints it. But Browning cleverly wrote the

Education as a Social Institution Essay

The social institution referred to as Education is comprised of the school system and it is in the school system where knowledge and skills are developed along with cultural and social values and norms. Additionally, through the school system culture and society continue and further those social values and norms thus fulfilling a need prescribed by society. The purpose of this paper is to examine how the theories of functionalism, conflict, and interactionism perceive the social institution of education. As the functionalism theory states, each social institution exists in order to fulfill a social need in addition without the social institution in question, social order would falter. The conflict theory states, a social institution creates and/or furthers social inequalities and assists in maintaining an ascribed social status in the social order however, as the social order is continuously in flux, the social order tries to find a balance in and for society. The interactionism theory tries to understand why individuals who maintain a presence within a social institution act and/or react to each other under certain stimulations (Vissing, 2011). The social institution of education is comprised of what we term as schools therefore throughout this paper the terms education institution, schools, and the school system will be used interchangeably and accordingly. Each individual within a society is introduced to and educated in a system of values and norms pertaining to their particular society beginning at an early age and continuing through the individual’s lifetime additionally, the school system plays a large part in that education as the youth of that particular society develop into adults. The instructors or teachers within the school system act as role models to elicit proper behavior and strengthen cultural and societal norms (Beaver, 2009). Along with the academic curriculum taught in schools, schools also act as a large socializing agent where students are introduced to their first tertiary peer group. Education is a social institution and through the school system it fulfills a social need because the school system is our first tertiary peer group, the school system introduces us to societal norms, and the school system imparts to society, knowledge and skills. As a socializing entity, school is a basic and necessary universal structure for society. Using an interactionism view, this is so, because it introduces us to, reintroduces us to, affirms, and/or reaffirms most of society’s values and norms through a tertiary peer group consisting of other students and the instructors. The school structure shows the student through example and instruction how to integrate into and act within the group setting and the value/reward system of participating in a team setting. This is accomplished through the instructions and guidance presented to them from the instructors. The student is also influenced by the expectations of the instructor, the expectations of their peers, and the manner in which their peers perceive them and their accomplishments (Vissing, 2011). Additionally, failing to meet academic schedules the student may appear irresponsible to their peers and the instructors as they academically fall behind others in their peer and age groups. It has been noted that students generally meet the expectations made of them, in other words if students are expected to perform well they do so, conversely, if they are not expected to perform well they do not (Vissing, 2011). Therefore, the student’s academic achievement level may be determined by the manner in which the instructors view the students and the student’s behavior and achievements. For example, if an instructor views a student as a trouble maker the student will be labeled and treated as such thus deterring the student from reaching his/her full potential. Looking at this issue with the view of the student as the priority, the student’s academic achievement may be a determinant or a direct result of the manner in which the student views school and why the student views the school in such a manner. A student will not excel academically if they do not enjoy attending school in general, or attending specific classes therefore, what are some causes for a student feeling this way. It is evident that the interactions between the students and instructors play a large role in how the students feel about classes and school in general. Two major factors come into play here and they are, the instructors â€Å"social and emotional support for students and the nature of [the instructors’] expectations for students’ academic performance† (Hallinan, 2008). This interaction between student and instructor is of great value as it influences how a student perceives themself and their environment within the school system. For example, students that perceive they are being overlooked or their capabilities are being undervalued by the instructor will perform poorly. Conversely, when an instructor shows the student some attention, and shows them they are capable and of value as a student, the student will perform to the best of their ability. However, for either of these scenarios to persist the instructor must be consistent with their interactions with the student. Moreover, if the instructor’s expectations and interactions are not consistent with regard to the student then the ability in predicting the student’s success in school or their feelings toward school becomes problematic. The predictability of a student’s feelings toward the school system becomes problematic under these conditions because the equation used in this case is a feedback loop based on how well the instructor matches their expectations to the student’s academic abilities. Moreover, the main variable in the equation of predicting a student’s feelings toward the school system is the student’s reaction to the instructor’s expectations of them when trying to determine how satisfied the student is with a class or school in general (Hallinan, 2008). What we see with the interactionism theory is how the instructor can influence the student’s outlook and ultimately the students’ academic outcome by how they interact with the student and their overall expectations of the student and their academic abilities. Additionally the interactionism theory shows how the students peer group may also account for their success or failure in school and individual classes because of the influence the peer groups perceptions of the individual student’s academic performances. Lastly the interactionism theory shows how the students overall feelings and self-perceptions toward the school system as a whole, individual classes, and their own academic performance may also affect the students success and/or failure. What the conflict theory shows is how the school system supports the continuance of the social inequalities between the elite class and the lower class individual in relationship to their achieved status in a culture/society while maintaining the status quo. This allows the elite class of a society to control and direct the school system and its curriculum in a manner that will ultimately benefit that upper class (Beaver, 2009). The conflict theory also acknowledges the competition between peers that promotes a more rounded comprehension of subject matter through stronger and/or competitive study skills and this concept of competition follows a student through school and into the workforce. Additionally, the concept of competition is promoted through a system of rewards both in the school system and in the workforce such as the honor role, the dean’s list, acceptance into honor societies, or becoming employee of the month or year. The school system accomplishes this with its curriculum so that the lower class student will accept the inevitability of a position in the working class and catering to the upper class student by grooming them to acquire and maintain positions in the ruling class (Beaver, 2009) (Vissing, 2011). Additionally, the conflict theorist proposes that the school system controls the thinking patterns and reasoning powers of the students and the manner in which the student acts and reacts in social situations (Vissing, 2011). In addition, through example the students are introduced and instructed in the social values and beliefs of their society and culture. This seeming agenda of the school system is better explained by Yvonne Vissing (2011) when she states, â€Å"this role of education [is called] the â€Å"hidden curriculum†. [It is because] inequality results in a variety of forms, including structured differences in quality of educational institutions available to the rich versus the poor† (p 167). However, this hidden curriculum is not a set curriculum but it is implied and taught in such a way as to be unnoticed by the student’s daily attendance in school system. To explain the hidden curriculum an example of comparison between two different societies will be used. In society-a one of the more important values is individualism; individualism implies the right to freedom of thought and action by the individual. Therefore, in society-a, the school curriculum is designed to promote self-identity and self-esteem. However, in society-b, the value of individualism is looked upon as an undesirable social trait and the students are taught through implication that to be singled out is shameful and social esteem is of more importance than self-esteem. Therefore, in society-b, the curriculum is designed in such a way that students are taught that group honor is of more importance than self-honor is (Davis, 2010). The conflict theory also shows how the business world has a large stake in the type of students the school system turns out and these needs are addressed through a school’s curriculum. Additionally, as the business world, which is directed and controlled by the elite, advises certain change in the curriculum in the school system to meet its needs the school system in some cases modifies and adjusts its curriculum to meet those changing needs. However, this raises the question, in fulfilling the needs of the business world does the school system always advance and groom the best candidate for a controlling position in the workforce or is there a bias in place where instead the most likely candidate is advanced and groomed for those positions (Beaver, 2009). According to Daniel Ashton, in England a collaborative program between government and education tries to address the issues between the school system (Educational Institution) and the business world. One of the issues that is being addressed is, the gap between industry and the school system relating to â€Å"workplace skills† and present educational curricula. The manner in which this gap is being addressed is with an assessment of a person’s natural abilities to assist in developing that person and those abilities to help â€Å"build a dynamic and vibrant society† (2009). It is worthy to note here that among the youth in lower class urban and rural America the perceived likelihood that a high quality education will be of any significance in their future working status is small. Additionally, this is because the sub-culture of the urban and rural lower class American is where they feel comfortable, and the middle/upper class urban/city culture of America is not only unfamiliar to them but also uncomfortable to them. Moreover, as the higher educational concepts are unfamiliar and have no real bearing on their daily lives the lower class student can at best only absorb the higher educational concepts by rote alone if at all (Becker, 1955). Even though many rural school systems persist in advancing the conceptual educational theories, many students in these rural areas still find it difficult to advance and succeed outside their natural comfort zone. Therefore, the ability to excel beyond the working class is deterred by the many technical and vocational training schools in these areas (Becker, 1955). We see with the conflict theory how it supports social and status inequalities through class stratification, the status structure, and through peer competition. Additionally it shows there is a hidden curriculum or agenda that controls the thought pattern of students headed into the workforce of society where they are expected to accept a status of the controlled or controlling members in the workforce based on their family status level in society. In addition, it shows how the business world has a stake in the level and focus of the curriculum administered to the student in relationship to the workforce and social skills the student has acquired upon graduation as they nter the workforce. Lastly, it shows how education is split into generalized higher education, specialized higher education, and vocational education and training in support of both professions and trades in the workforce and business world. Emile Durkheim’s view of education was that over time the school system became comprised of an ordered composite of social disciplines and social structures with the ability to intermesh with like and unlike social structures. However, Durkheim also postulated that society as a whole had a greater ability to modify its structure than that of the social structure of school system (Clark, 1973). Therefore, looking at Education through the school system from a functionalism point of view, the school system is a viable social structure as it fulfills many primary and secondary social and cultural needs. Some of these primary needs are the teaching and reinforcing of cultural values and norms, in addition to the teaching of â€Å"work ethics† and certain general and specific aspects about the work environment the students will eventually enter. One of the more important concepts schools teach in the area of the ‘work’ environment, both in school and out of school, is how to accept success and/or failure and how to move forward under both conditions (Beaver, 2009) (Vissing, 2011). It is also important to look at some of the secondary social needs fulfilled by the school system. In the early introduction to the school system, the student is immersed into a tertiary peer group where they begin to socialize with many others in their age range. In today’s society schools also act as a form of day care system and with extracurricular (sports) programs after the academic period the students are kept â€Å"off the streets and out of the competitive workforce until they have reached a certain age† (Vissing, 2011). In the attainment of viable and competitive employment in the current and future workforce, the school systems offer many specific elective disciplines for many professions and trades in society’s business industries. This system of elective classes assists the student in assessing and being assessed in their abilities and compatibility of a particular profession and/or trade. Additionally, to assist the student and satisfy the business industry the school system has incorporated specialized schools that follow a narrowed or focused curriculum in order to fulfill the burgeoning needs of particular industries in the business and economic worlds. However, these types of schools hold an additional outcome for the more generalized school and its students. Even though a larger number of people enjoy the financial benefits supplied in their profession of choice, the student who graduates from this type of school has a less rounded education than the student who graduates from a traditional school. Additionally, for the business world, the only purpose for this type of education is to fulfill its needs for semi-qualified workers and the benefit derived from this type of education for the worker is that of being employed in a trade and/or profession of their choosing and acquiring the achieved status they desired. Therefore, through this type of narrowed and focused education both the student and the business world are satisfied and share a sense of success (Tufts, 1909). The control of how and what is taught in the school system is directed and enforced by the dominant culture of a society. Therefore, in all school systems students are taught nationalism, nationalism is formed of the values and norms particular to each individual country and that countries culture/society, and each culture will present that nationalism with a bias leaning toward that particular nation/culture. For example, in the United States of America the schools teach about the struggle we had in becoming a nation, the meaning of our national flag and how we honor it with our pledge of allegiance to the nation it represents. What the school system does not teach is the degradation caused to the aboriginal peoples of this country by the dominant imperialist mindset of the people who conquered those aboriginal peoples. Our dominant culture may be intrigued by and even be sympathetic toward the culture and society that was decimated in the making of this dominant nation/culture however, that culture and its values and norms are of little significance in the indoctrination of the nation’s society of its dominant cultural values and norms (Becker, 1955). Although the primary function of the school system is the indoctrination of the student in knowledge and skills to be used later in the work arena it is the latent function of the school system, i. e. : the social interactions within the peer groups the students are introduced to, is of greater importance. The functionalism theory shows that as a bureaucratic structure the education institution is steeped in tradition, and is less likely to change than society is as a whole. The functionalism theory additionally shows the needs of society being fulfilled, through the social values, norms, national icons, work ethics, and accountability of the society it serves. Additionally, the functionalism theory shows how the values of accountability and ethics are accomplished with active peer group integration. In addition, work ethics accomplished through academic structure and schedules. Lastly, we see how the national icons on the dominant culture are instilled on a society with little regard to the subjugated culture that may have been in place prior to being overshadowed or have immigrated to that culture. Using three sociological theories and looking through the school system at the social institution referred to as Education we see how this institution affects society as a whole and fulfills certain social and cultural needs. With interactionism, we see how the expectations of the group affect the individual’s self-expectations and actions within the group, society, and particular culture. Interactionism additionally shows how the school system introduces and instructs students how to interact with each other and society in a positive and healthy manner. When we look at the school system with the conflict theory, we see how it supports the inequalities between the class stratification and the status structure in a society, both at the individual level and the collective level while maintaining the status quo. Additionally, the conflict theory shows how the elite class uses the business sector to influence the curriculum in the school system, which also contributes to the continuance of social inequalities. Moreover, the conflict theory shows how the school system has the power the control the thinking patterns of a society through a ‘hidden curriculum’. What functionalism shows us about the school system is the school system is a viable social structure as it fulfills many primary and secondary social and cultural needs. It additionally shows us some of those social needs, which are the teaching and reinforcing cultural values and norms. In addition, that the school system teaches students â€Å"work ethics† along with specific and general aspects about the work environment they will eventually enter. Moreover, when we look at the educational institution using the functionalism theory we see how the school system confirms the validity of education as a social institution by fulfilling certain needs of a culture and society. Lastly, we see the interrelationship between these three sociological theories and the educational institution. This is shown to us through our peer group, teacher, business, social, status and workforce expectations and interactions. Additionally, we are shown how the educational institution can and does affect our self-esteem, self-perception, and achieved status level.

The Dollhouse Condition of Nora and Torvalds Marriage and...

The Dollhouse Condition of Nora and Torvalds Marriage and Household The dollhouse condition of Nora and Torvalds marriage and household was not only the responsibility of Nora, but also that of both Nora and Torvald. A marriage cannot be a marriage without both the husband and the wife. In Noras case, she as many women during the late 1800s had little rights and respect as a woman. Her opinion was always second best to that of her husbands. To place the blame of the conditions of their marriage only on her shoulders when she could do so little would be like blaming a child for the mistakes of their parents. In the late 1800, women did not work and was not considered head of the household. The man always had the final†¦show more content†¦Although she could do little in her position as a woman, Nora wanted to do what she could to make sure her family was happy and healthy. But dont you see: He couldnt be told! Youre missing the whole point, Kristine. We couldnt even let him know how seriously ill he was. The doctors came to me and told me his life was in danger that nothing could save him but a stay in the south. Dont you think I tried to work on him? I told him how lovely it would be if I could go abroad like other young wives. I cried and begged. I said hed better remember what condition I was in, that he had to be nice to me and do what I wanted. I even hinted he could borrow the money. But that almost made him angry with me. He told me I was being irresponsible and that it was his duty as my husband not to give in to my moods and whims- I think thats what he ca lled it. All right, I said to myself youve got to be saved somehow, and so I found a way-(976) Nora showed responsibility when the happiness of her household was threatened. She stepped up to the plate to fix things even though her methods were not right in the eyes of the town. She wanted to save the man she loved with all of her heart. Nora was guilty of one thing. Loving her husband. Dear Nora, I forgive you this fear youre in. although it really is an insult to me. Yes, it is! It is an insult to think that I am scared of a shabby scriveners revenge. But I forgive you, for its such a beautifulShow MoreRelatedSymbolism In Ibsens A Dolls House1187 Words   |  5 Pagesbeyond the words and get the deeper connotation embedded in the actions. Analysis of Symbolism in the play A Doll House One of the most important symbols is evidence from Norah s action of shutting the door and leaving her husband behind in the house. Nora slamming the door and existing showcases a new woman who leaves behind the male-dominated society and chooses to go her way and be free. This represents modernity and women’s revolutionary step in the 19th century that was done in attempts to seekRead MoreSymbolism In Ibsens A Dolls House1173 Words   |  5 Pagesbeyond the words and get the deeper connotation embedded in the actions. Analysis of Symbolism in the play A Doll House One of the most important symbols is evidence from Norah s action of shutting the door and leaving her husband behind in the house. Nora slamming the door and existing showcases a new woman who leaves behind the male-dominated society and chooses to go her way and be free. This represents modernity and women’s revolutionary step in the 19th century that was done in attempts to seek