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Marxs theory of alienation Essays

Marxs theory of alienation Essays Marxs theory of alienation Paper Marxs theory of alienation Paper Essay Topic: Sociology The main focal point of Karl Marxs work was the way society works and how the institutions in society work together or rather how they do not. Marxism is based on conflict theories and ideas, Marx looks into many aspects of society and I will be focusing on the aspect that is capitalism and the relation with alienation. He developed this concept from Hegals work which he was much influenced by. Hegal then described the term alienation as we now know it as estrangement referring to the same ideas that Marx had. I will attempt to critically analyse the relation between the two concepts. I will try to analyse how and where alienation derived from and whether it exist (ed) I will first concentrate on the concept of alienation and all the branches within and then capitalist society in Marxs view. I will distinguish how both alienation and capitalism is interconnected and whether it has any relevance to society as we see it today, namely Briton. Marxs main theories derive from a capitalist society he held the belief that capitalism was born through the relations that the bourgeoisie had with their means of production and the relation that labourers have with their products that they made, this capitalist ideology developed from the feudal societies when free labour existed, as in, a labourer was not emotionally forced to work but worked as an exchange of system such as living on the riches land and worked for them in return. Marx proposed a term primitive accumulation which he used to describe official change from the feudal societies to a capitalist one. The development process of this change begins when the owner is interested in surplus value and then oppression occurs, where the worker produces more however the wages remain the same and so the owner only benefits. The surplus value was discovered by the owners of the production, where the upper class decided that a commodity needed to be produced and would cost less, to buy the raw materials and to make as well but could turn a good profit, just like any business. The working class were gathered as if they themselves were a product to purchase, however Marx viewed this as the worker had his labour to give and to earn a wage in return so it was an equal exchange to begin with. The bourgeoisie were in full swing making profit and opposite to this the worker became resentful and tired of his job as it was not leading to a positive outcome. This then developed in to alienation Marxs notion was that waking up and making a piece of furniture was a controlling factor to the labourer, he cannot quit as he does not have a choice but to labour. I will emphasize on this later). As capitalism developed all the aspects of it were interconnected such as the work place, the worker and the owner, these relationships were intertwined as one needed the other, even though we can argue that one group benefits more. Marx believed that capitalism existed and needed to exist in order for society to work, there had to be a hierarchical system, in terms of working for the owners. (Slavery was not involved). But the workers had the power to sell their labour and maybe have a little control of who they worked for, unless choice of workplace was limited and so mentally directed to certain areas of work i. e factory manual jobs or craftsmen. From this alienation emerges, as mentioned above the property owners or bourgeoisie see an opportunity for surplus value, therefore the worker produces more of this product as instructed, and this product is an useful item for consumption by humans in general so this product has a worth value, hence the more produced the better the value. In spite of this the worker has his product that he manufactured both increase in value and produce, this then reduces the labour value, he continues to produce as this entity is earning him a living. The worker then descends to emotional and physical stress as hes unhappy at work as there is no progress and no way of working up in to a position which will earn him a better living or status. There is no incentive to do better to get somewhere, thus the worker stays at the basic level of manufacturing just to get by. He does not have the choice to leave his job as the risks are great. Then this level of feeling and thinking advances to the notion that the product that is being manufactured is determining his well being and choices in life. The worker has no connection with the end product so the worker cannot feel proud of a whole object that he produced but a part of it. This is described as alienation by Marx. Further to this notion Marx points out that this external factor is taking over the worker, leaving the worker helpless and weak ( Morrison. K, 1998) formations of modern thought) So to sum it up the labourer is alienated in his work, which Marx takes it further and suggests that if the worker is alienating himself from the product in his hands, then the whole process or activity of the product becomes alienated to him as well. For example going to work and making a piece of clothing, the clothes is the product which makes the worker feel alienated and is controlling his welfare, so this means that the going into work turns into alienation of activity (Marx, Morrison, pg93). Making the piece of cloth, sewing it and so on is then external and a controller to the worker. So this complete feeling of alienation: the emotional stress and dislike of the job which does not lead him (worker) anywhere such as a promotion or pay rise. One of the common and simple ways to describe alienation is money man creates this object and gives it a name this object called money ends up controlling the same man that produced it and gave it life. We has humans wake up every day for money go to work to make money, go to university to get a good job which gives us good money. This object money controls our future and the way we make it to the future as well, so it becomes external to us. Feuerbach described the alienation of religion, which he received much criticism for, similar to the money example he believed that humans created a faith and all things surrounding this idea he goes on to say that humans put all their energy into creating this great thing called religion and God, but really it turns out that God and religion controls you and creates you not the other way round. So faith tells you how to live eat and dress tells you what to do, the thing that you humans once created. As well as being influenced Feuerbachs writings he also criticised some of his work. Morrison . K 1998) Marx had many aspects of alienation, he talks about alienation from another man/human/worker he explains this: the worker produces to earn money which means the more produced the more wage. Therefore this idea of thinking develops into a competitive activity, the worker wants to do better then his fellow employees which then leads the competitor to be individual and with a feeling of needing to survive; and the other workers are then external to him which in the end means that the worker is alienated from his fellow workers, he is individualised. From alienation of activity Marx proposes the term objectification, referring to self efficacy. The workers being able to actualise their existence in both a negative and positive way. The realisation of alienation also the way they can and should be in terms of being in control and internalising in society and having a meaning to life through goals and ambitions. (Livingstone Benton. 1992) In terms of criticising Marxs work in alienation the main question arises: is his theory relevant to post modern society or just to the 18th century? Well, several people will agree completely with Marx as many are likely to dislike their jobs then not as most of the times it is a means to an end. For example factory work is viewed as a low status job and could be taken on during tough times for a short period as it unskilled manual work. These types of labour are monotonous with no real promotions or opportunities to further ones self in the workplace. These jobs are tiring, boring and holds no future for the workers which makes them dislike work but they cannot quit as they do not have the choice because they need to survive. This type of attitude can be more associated with the lower or underclass people in todays society as they do not already have the money or the freedom of choosing were they work. Similar to the people in Marxs time. Another problem of not being able to work where someone wants to, because of their race, ethnicity and faith which minimises their choices. On the other hand we can argue against the above point because as society has developed more, there is a more interest in the employees and their well being in the work place. People have more choices and opportunities in were to work and also numerous opportunities are available to improve and make a career out of a once part time job. Many employers offer training to become bigger and better. This is compared to 50 or more years ago where a teenage boy did not have a choice of where to work but his fathers farm when he was older because he would have been bound by tradition or lack of choice available to him. Society today cares about the future and the people who are going to be there are invested in such as children, education standards are always revised and improved, there is countless help and advice available to people who go into employment. Society and the government care more then they did when Marx proposed his ideas, alienation is not so relevant because the concept of job satisfaction has been introduced to employers. Companies are always trying to improve the lifestyle at work and take on the workers ideas to continue improving. In addition to this employees have the prospect of going into managerial positions. Productivity is improved through incentives for example meeting set targets gives the worker a bonus so people are more motivated to do better. Most sectors of work recognises individual input in to a project and are rewarded for their work and encouraged to do more good work wherever they may work. In terms of theoretical criticisms, Weber points out that Marx highlights too much on society and how society is illogical and irrational with relevance to class and power. Weber did not completely agree with capitalism, he believed there was little conflict which contributed to the class struggle and class difference, but shared the view that the conflict was due to the owners of production. Weber argues that Marxs ideas are all related he speaks of materialism production and economic gain as one but should be treated as separate feature in his writings. fails to distinguish between what is strictly economic, what is economically determined and what is economically relevant (Gerth Wright Mills from Max Weber -47). Weber suggests that Marx simplifies the conflicts which exist between classes but are more complex in Webers view. Weber moves on to alienation and he implies that the feeling of alienation is one of normalcy and which is or maybe should be common amongst workers in all types of work, the modern soldier is equally separated from the means of violence (Gerth Wright Mills pg 50). Again Weber suggests that Marx makes a point but emphasises on the issue too much as if it were a crisis. In general Weber believed that Marxs work and some features of his work were given too much thought when not necessary. Weber believed more on bureaucracy and how government and law controlled actions and behaviours in society. From a feminist perspective, Marx did not mention women and whether they felt alienated in domestic labour or child rearing, however during his time women were seen as second class citizens in the background. Marx may have felt that the concept of alienation was of much importance because a person and his future was determined by his job. The question of whether alienation exists or is relevant is still debatable and depends on many factors i. e type of job.

Critical Thinking Essay Example | Topics and Well Written Essays - 1000 words - 6

Critical Thinking - Essay Example The proposition has bureaucratic regulations and guidelines that do not guarantee that guardians are informed. It does not specify a person that will sign the mail, what will happen in case the mail delays, or if guardian is not at home, and if the teenage intercepts the letter. The propositions on my side only endanger the life our teens which can only be taken care of by a caring family. Additionally, the proposition does not protect the teens from the sexual predators and older men. There are already set up institutions that offer behavioral counseling and reporting illegal tasks and activities. Therefore, the proposition will not minimize the cases of teenage pregnancy and cannot force households to embrace communication because it is quite complex and unworkable and not confined on the predators. This will only put the teenagers at risk. Voting against means the teens will be safer and the freedom of choice will be protected. The proposition forces the teenagers to delay their m edical attention thereby suffering serious damages or consider committing suicide. Additionally, I would vote against the proposition since it puts the safety and health of the girls at stake. There is no single guideline that ensures good communication with a family. The only way that could minimize the issue of abortion and pregnancy is through caring, strong families and an outstanding sex education. In summary, I would vote against the proposition because there is no single law that will ensure communication within a family.

Strategic Supply Chain Management Plan or proposal Research

Strategic Supply Chain Management Plan or - Research Proposal Example This atmosphere of work was also to increase the respect towards the work along with individual performances. This positive nature of people and working conditions have accumulated much more innovativeness as well as excellence to improve their business along with maximizing trust and integrity in all the internal as well as external relationships. Allowing these values to incorporate in the businesses, within few years, the Al Marai Co. entered into the world of numerous agricultural products (Almarai, 2015). In early 21st century, the company has replaced more than five decentralized processing plants and launched more than ten small as well as large dairy firms in the central region of Arabia. In perception of this sustainability, it included more than 70,000 shareholders along with business turn over exceeding SAR23 billion. It was clearly stated that, Al Marai Co. has created a long route of sustainable path in all these years. Consistently, by generating quality food parallel to the repeated expansion in the different fields within the domestic food market as well as took initiative to incorporate the modern technology. For the betterment of quality food, with productivity is likely to enhance the effectiveness of the overall company to operate within the globe. The growth strategy of Al Marai Co. was involved with geographical expansion, as well as innovation along with organic growth. Al Marai Co. has incorporated diversified product range such as, bakery products, along with new ‘premium poultry product brand’, named ‘Alyoum’ and baby food products ranges. Along with these, Al Marai Co. also has expanded its geographical territory with the help of launching a joint venture with the International Dairy and Juice (IDJ) Company (Almarai, 2015). Being a food manufacturing company Al Marai Co. showed a great sustainability in terms of their core competencies and values. Fundamentally, competencies were selected for developing the proper

Answer of 2 Question Essay Example | Topics and Well Written Essays - 500 words

Answer of 2 Question - Essay Example The thickness for this slice is given by ∆z = where Gz is the gradient strength, ∆z is the slice thickness, ÃŽ ³ is the young modulus, and ÃŽ ´f is the offset frequency. Therefore, making the offset frequency to be the subject of the formula we get ÃŽ ´f = where ÃŽ ´f is the offset frequency (Sheil, 44). Hence, From the figure, 7.9 showing out the signal of MRI obtained from fat and water there were two signals that were received. These signals include the signals from water which were at 4.8ppm and the signal from fat which was at 1.5ppm. The signal from water was displayed by a peak that was due to protons in water while that from fat was displayed by a peak due to protons within the fat. In the body of an organism, fat and water are the key components of protons. The molecules of fat and water contain a number of protons whose molecules is extremely beneficial in MR signal. From the figure, there were two peaks. One peak, which was 4.8ppm, was due to protons in water. Another peak, which was 1.5ppm, was due to protons in fat. These two peaks had different ppm because of a number of reasons. First, the relaxation time (T1) for water takes a longer duration of time compared to that of fat. This was evident in figure 7.10 where the weighted T1 image recorded reduced signals from water. In addition to this, transverse time of relaxation (T2) of water that was free had a short correlation time compared to that of fat. The decay of T2 is because of the interactions that are magnetic which occur in between the protons that are spinning. It is for this reason that the fat ppm had a shorter peak compared to that of water. Research has shown out that water has a longer time of relaxation since its natural motion frequency is higher compared to the clinically used larmor frequency (Sheil, 10). Relaxation time involves the time taken by protons to remain either coherent or have a phase rotation. This rotation normally

A Review Of Acheson Report Health Essay

A Review Of Acheson Report Health Essay The report also calls for more funding support to schools in deprived areas, better nutrition and the concept of health-promoting schools. Benefit levels for providing nutritional meals to children should be increased and food should be more affordable for fulfilling nutritional needs of children. The report also focuses on smoking and drinking problems urging for restrictions on smoking in public places, a ban on tobacco advertising and promotion, mass educational initiatives, increases in the price of tobacco and the prescriptions for nicotine replacement therapy. The Acheson report also suggests close links between health and mortality rates. The Acheson report has been instrumental in shaping, directing and implementing several changes in the NHS Health policy. Several studies and research reports have been published on the impact and influence of the Acheson report on changes within health care policy. The Acheson report identified three crucial areas on social gradient and health inequalities and suggested that: a high priority should be given to the health of families with children; all policies likely to have an impact on health should be evaluated in terms of their impact on health inequalities; steps should be taken to reduce income inequalities and improve the living standards of poor households. The Acheson Report and UK Health Policies The Acheson Report 1998, an Independent Inquiry into Inequalities in Health was similar to the Black Report 1980 and can be considered as a Department of Health review of the evidence on inequalities in health in England. The Department of Health has responded to the Acheson report by taking an official course of action. The Department of Health mentions that tackling health inequalities is a top priority for the Government, and is focused on narrowing the health gap between disadvantaged groups, communities and the rest of the country, and on improving health overall. The strategy for addressing this problems is published in, Tackling Health Inequalities: A Programme for Action that lays the foundations for meeting the Governments target to reduce the health gap on infant mortality and life expectancy by 2010.A programme for action include a three-year plan for tackling health inequalities and to help local organisations improve the way services are delivered to disadvantaged groups. The programme for action in response to the Acheson report is based on: Supporting families, mothers and children Engaging Communities and Individuals Preventing Illness and providing Effective treatment and Care Addressing the underlying determinants of health The Acheson report suggests that socioeconomic inequalities in health and expectation of life have been found in England for many years and there have been data identifying differences in longevity by ones socioeconomic position. Inequalities of health are measured in terms of mortality, life expectancy or health status and could be categorised by socioeconomic status, ethnic group or gender. The Acheson report suggested that there are differences in the health status of mothers, babies, people of lower socioeconomic status and people who smoke or drink heavily. The report definitely shows that death rates are falling in England and the rates have fallen since 1896. Thus life expectancy seems to have risen in the last few years although healthy life expectancy has not been rising. In fact the proportion of people with long standing illness has risen from 15 percent to 22 percent (Acheson Report, 1998). The Acheson report thus gave new insights on health policies and identified issues that contribute to an increased rate of mortality and possible ill health. It identified several socioeconomic determinants including income distribution and household below average income, education, employment, housing, homelessness, public sector, transport and health related behaviour. Following the report, the Choosing Health White Paper given by the Department of Health sets out the key principles for supporting the public to make healthier and more informed choices in regards to their health. Through the paper, the Government has provided information and practical support to get people motivated and improve emotional well-being and also provide access to services to encourage people to make healthy choices. The government has also drawn up a food and health action plan that focuses on the ways that better health can be achieved through better nutrition at all stages of life and for different groups in society, recognising and addressing different needs, particularly those of disadvantaged groups (Choosing Health, DH, 2004). The government has also set up the Health Improvement Plan and a new NHS plan for tackling health inequalities 81% of people in higher socio-economic groups consider themselves to be in good health now, compared with 61% of people in the lowest groups 76% of people in the higher groups expect to be in good health in 10 years time, compared to 53% of people in the lowest groups (DH, 2004). Putting forward the NHS improvement plan, the Government reiterated the NHS commitment that the NHS is motivated to prevent disease and improve health in general. The Government policies are focused on the fact that inequalities in health cannot be accepted and the fundamental objective is to create healthier choices for disadvantaged groups. The NHS Improvement plan was laid down in 2004 to not only counter health inequalities but also provide better quality of care to patients and provide safer and more effective treatment. The NHS Improvement Plan set out modernisation and health plans putting patients and service users first through more personalised care; a focus on the whole of health and well-being, not only illness; and further devolution of decision-making to local organisations. (DH, 2004) According to the Government report and Action Plan laid out in then Choosing Health White paper the nutritional priorities were given as follows: increase in the average consumption of a variety of fruit and vegetables increase in the average intake of dietary fibre to 18 grams per day reducing average intake of salt to 6 grams per day reduce average intake of saturated fat maintaining the current trends in reducing average intake of total fat reducing the average intake of added sugar (Choosing Health White paper, 2004) The Government took several steps to ensure that the recommendations of the Acheson report is considered for any further changes within the NHS. Accordingly major steps have been taken to ensure consumer awareness on the consumption of healthy foods and development of good food habits. Reducing the proportion of fat, salt in the diet has been recommended and retailers and caterers have been asked introduce healthier range of foods and offer such foods in convenient stores, centre locations and in remote areas of the city. In a plan to tackle health inequalities, the Government has focused on many plans including Offer people personal health plans with support from the NHS. Recruit NHS health trainers to provide advice and support for people to develop their personal health plans. Provide services in the areas of highest need. Offer disabled people the option of taking up a health check. (DH, 2004) Considering the Acheson report on the exaggerated problems of health care among pregnant women and children, the government has also provided eligible pregnant women with vouchers that can be exchanged for fresh fruit and vegetables, milk and infant formula through a new scheme called Healthy Start. A Sure Start scheme is also in place for providing training, guidance and support for early years to children. Practitioners encourage changes in parental behaviour and improve the social and emotional development and physical health of children in the early years. Community Parental Support Projects are also in place that involves training of lead workers in 500 communities. Healthy Schools programmes are encouraged to target deprived schools including Pupil Referral Units. The Government has promoted the concept of healthy schools by 2006, working towards a healthy school status by 2009. The concept of Healthy schools, Sure Start and the Concept for providing Parental Support as well as providing people with personal health plans are some of the steps that the government has taken to ensure the promotion of health. Some of the objectives of the Action Plan have been given as follows. Following the Acheson report, the government focus has shifted from the one aimed to meet national targets to a different approach that could be given as follows: standards are the main driver for continuous improvements in quality; there are fewer national targets; there is greater scope for addressing local priorities; incentives are in place to support the system; and all organisations locally play their part in service modernisation. (Care Standards Planning Framework, 2004). Research Studies We discuss several studies which deal with the Acheson report. Oliver and Nutbeam (2003) point out that health inequalities has been considered seriously for an approach to improve health care and government policies have been developed to explicitly address existing health inequalities that has become an important issue since Labour has returned to power in 1997. The development of health inequalities policies, have been critically examined to assess how such policies could or should be developed. The authors point out that progress in the development of health inequality policies has been made although the progress is less than expected or ideal. Kisely and Jones (1997) have written on the issues of public health ten years after the Acheson report. They point out that the issue of communicable disease control and the role of public health medicine is of considerable concern in the light of outbreaks and NHS reorganisations. The Acheson report seems to have highlighted several issues in this regard. Yet as Kisely and Jones the Reports findings have yet to be fully implemented. The paper calls for a further review of public health function and should include the removal of the specialty from management costs, and the clarification standardisation of the roles of the Director of Public Health (DPH), CPHM and other members of the multi-disciplinary public health team (Kisely and Jones, 1997). Possible organisational implications for a public health approach have also been suggested. Tarlov (1999) has delineated four conceptual frameworks providing the bases for constructing public policy strategies for improving population health and this include: (1) Determinants of population health. (2) Complex systems: (3) An intervention framework for population health improvement. (4) Public policy development process with two phases of public consensus and policy action. The Acheson report can be judged in this context and has provided both a consensus and a policy framework. Back to: Essay Examples Conclusion: The research studies and analysis of the Acheson report suggests that the 1998 Acheson report has been extremely influential in shaping Health care policies in the UK and reducing inequalities in health. Bibliography Primary health care in Londonchanges since the Acheson report. BMJ. 1992 Nov 7;305(6862):1130-3. Tarlov AR. Public policy frameworks for improving population health. Ann N Y Acad Sci. 1999;896:281-93. Blane D. Health inequality and public policy: one year on from the Acheson report. J Epidemiol Community Health. 1999 Dec;53(12):748. Williams A. Commentary on the Acheson report. Health Econ. 1999 Jun;8(4):297-9. Barnes R, Scott-Samuel A. The Acheson report: beyond parenthood and apple pie? J Epidemiol Community Health. 1999 Jun;53(6):322-3. Spencer NJ. The Acheson report: challenges for the College. Arch Dis Child. 1999 Jun;80(6):576-8. Better benefits for health: plan to implement the central recommendation of the Acheson report. BMJ. 1999 Mar 13;318(7185):724-7. Acheson D. Inequalities in health. Report on inequalities in health did give priority for steps to be tackled. BMJ. 1998 Dec 12;317(7173):1659. Oliver A, Nutbeam D. Addressing health inequalities in the United Kingdom: a case study. J Public Health Med. 2003 Dec;25(4):281-7. Kisely S, Jones J. Acheson revisited: public health medicine ten years after the Acheson Report. Public Health. 1997 Nov;111(6):361-4. Choosing Health White Paper, DH, 2004 NHS Plan, DH publication 2004 Acheson Report, DH publication, 1998 Inequalities in health, DH publication 1998 NHS Improvement Plan, 2004

Camera Tricks :: essays research papers

Camera Tricks   Ã‚  Ã‚  Ã‚  Ã‚  The box office movie Spiderman 2 is playing in theater now. The story is about a nerdy American teenager who later becomes an ultimate superhero, bestowed with incredible powers and lots of cool features. It seems childish right; we as adults have watched these types of movies since we were kids. Don’t people ever get bored with it? Probably not - that movie still reached the highest income compared to other movies that are also playing currently on cinemas. And what do you think the cause of that? It is because of people now have becoming so attached to the Media, movies and television especially, to identify themselves with. Neal Gabler once wrote, â€Å"Whatever else American films do, the most popular ones are almost always about wish fulfillment, and the great stars are the ones with whom viewers can identify and through whom they can transcend themselves. They empower the audience.† It is a fact then that the Media tries to portray and characterize the perfect characters in the society through movie screens. â€Å"The movies hit them where they live – in their own state of desperation and doubt. Movies don’t just provide them with escape, as the conventional wisdom would have it. They give teenagers the exhilaration of hope through the illusion of power.† People are being deluded by these so called perfect characters that they have adapted from action figures, super heroes, celebrities and all other glamorous individualities. But are they really so great and perfect after all? Those characters are not even real; they are just illusions that the Media have created. There is a big difference between characters on screens and on reality where people should be aware; whether you like it or not, it will affect you inevitably.   Ã‚  Ã‚  Ã‚  Ã‚  The Media has so many tricks in the matter of creating perfect role models. It illustrates the fancy lifestyle of rock and movie stars; the life of young, rich and famous persons on television as great examples of a perfect life. Most TV shows would picture famous artists and models managed themselves with lots of money, plenty of girl or boy friends, luxurious cars, castled housed and all others magnificent things. Media tries to teach people how money and famous can buy you the high status and power, thus, give everything you want. It seems like a dream come true, right? On the contrary, they seldom show programs picturing the negative side of those glamorous lifestyles.

Ethan Frome and Feminism Essay

Ethan Frome is the main subject of the book Ethan Frome. Ethan’s wife Zeena from Ethan Frome represents middle class women. For a long time, social roles of women in the society and within the family were limited by gender stereotypes and social norms dominated since prehistory in a myriad of cultures. These norms were closely connected and influenced by class location of women and their social status. The following paper will focus on the main characters Zeena, Mattie and Ethan of Ethan Frome and their presentation as literary characters and their attributes of the real world struggle for feminism. It is with Zeena and Mattie that the story hinges upon an idea of the lifestyle of women during this time period and the needs which they staunched through patriarchy. The paper will focus on how the values of this time period did not leave room for independent women and the reaction of women to this societal assignment will also be analyzed. In the work, Ethan Frome by Edith Wharton the author explores questions concerning the role of social class and social position in life of ordinary people especially in reference to the gap between women and men in reference to equality. The female characters are influenced by false social values and traditions accepted by society’s mores, but their ‘awakening’ is caused by different events and life circumstances, so they choose different methods to resist social oppression and tyranny. The dissection of women’s social roles and their ability to traverse these roles will be examined through character analysis of the literature mentioned. Ethan’s story is told, or discovered by the reader when the narrator becomes fascinated by the history of this lone man who comes into town to pick up mail. Interest sparks greater when the silent ride to Corbury Flats is bridged by a hint or two of what Ethan lived, or had done in his life. There are elements of feminism in this book as they relate to the strength of the women of the story, such as Mattie. The main focus of this paper will explore the dual role of feminism and strength of the women through love. A snow storm comes which permits the narrator to spend the night at the Frome farm. Here the reader is shown the complete past of Ethan Frome as told by Mattie in the kitchen. Mattie and Ethan had a forbidden love because Ethan was married at the time of their tryst. Ethan was married to a woman named Zeena and Ethan was logical with himself and thought that it would be better to run away with , and as Lawson states, The warmth of the evening is brought to an apprehensive end by the accidental breaking of one of Zeena’s sacred, never-used pickle-dishes. That the pickle-dish, a wedding gift, has never been used makes it a strong symbol of Zeena herself, who prefers not to take part in life. The depth of Zeena’s reaction to its being broken is revealed by her angrily twitching lips and by â€Å"two small tears†¦ on her lashless lids. † (Lawson 30). And their love could flourish outside of the watchful eye of his wife. Their fate together however was doomed. One winter night when the moon was high in the sky, in desperation for fear of dying slowly without eachother Ethan and Mattie decided a double suicide would be a better fate and symbol of their love. Here certain feminism elements in the story can be examined such as the lack of strength in the character Mattie, but as critic R.  Baird Shuman states, â€Å"there is probably no more pervasive single element in Ethan Frome than the symbolism. † Although Mattie loves Ethan, she does not attempt to ask Ethan for a divorce from his wife, but her ‘logical’ thought pattern suggests to there that suicide is the answer for both of them. There is a definite emasculation in this action as it does not allow the lovers to actually be together in a life, but rather to die dramatically and when this type of death is decided upon it is purely an act of attention to say to the world, or to Zeena that they are better off dead than with her in their lives. Thus, the act of suicide is not a strong feminist action but merely a cowards way out of a live neither of them want, without each other nor understand. The suicide attempt is done by sleigh riding into a tree together. The plan ultimately and tragically fails and they live with Zeena where the narrator finds them. It seems that the true feminist in the novel is Zeena. Despite the fact that she was abandoned by her husband for his new lover, and in the fact that she takes both of them back in, her strength as a character comes through. Ethan Frome was a strong young man doing what he thought was right. It was a sad thing that he married Zeena but then he wouldn’t have met Mattie. Ethan is an upright man with enough loyalty to love to end life with love and enough honor toward marriage to not run off like he was going to do. Ethan was a man with few woes but the ones he did have were seemingly too large to bear. How could he live without his love, but in living at all live being changed by guilt to his wife. He was a sad man that life couldn’t do without because it made him live through the torment of having a faithful wife, this is what Kenneth Bernard speaks of when he mentions ‘true dimensions’. These true dimensions center around the revelation of character through landscape; such as the snow as a symbol of things being dormant between Frome and his wife. Although Ethan was an honorable man there does seem to be a striking difference between Zeena’s honor and Ethan’s honor; could both of them be considered feminist? Feminism is not an theory based primarily on the injustices done to women, but is in fact a statement that women have had injustices done to them, and there is finally action and unification among women and men to stop such actions. So, the question becomes how is Wharton’s book about feminism. The concept of feminism in Ethan Frome is arranged around how the characters react with one another. Zeena is a strong willed woman who does not cheat on her husband and thus is an upright and outstanding wife, except for the fact that Ethan is not in love with her. Zeena does not appear to have any character flaws, but she does seem to be overbearing in parts, unless that is the impression the other characters want to give of her. However, it does seem that the characters only exhibit qualities of feminism during parts of the book. It may safely be surmised that Zeena was only a faithful wife out of spite. She used her faithfulness as a weapon to shove into Ethan’s face to keep him chained to her. Zeena was a typical wanna be invalid: Complaining about anything for attention and if someone found something to be good at she despised that thing and that person. She wanted to be the perfect Christian girl and be good to Ethan and Mattie just so that the town would feel sorry for her and say what a splendid woman she was to be kid to such a vile husband. She wanted that glory, thus although she was a strong woman in her own character this strength was a curse to those around her. The debate then is, is Zeena feminist or just a spiteful woman. Her husband cheats on her, tries to kill himself with his lover, and she takes him back and nurses Mattie. This may seem like a genuinely good woman according to this unbiased facts, however, it is in Zeena’s reaction wherein lies the true character. This type of characterization does not have to be with patriarchy or developing an equality among women and men but facing the fact of Zeena’s deplorable character in the reasons that she allows Ethan and Mattie back in the home. Therefore, although Zeena is a very strong female character there is no reason except a selfish reason of propriety to allow her husband back in the home, and this is not a feminist woman. Mattie’s character can best be described as sweet, loving, and at least trying to do something nice. She puts up with Zeena silently which is more than what most of the women in the novel could have done. She did what love, or what she love wanted her to do and be, a silent woman. A simple country girl looing for a life to live with someone she cares about. Thus, here is the counter to Zeena’s character. Mattie is not a strong character, so love for her does not prove that she is strong but rather weak since her escape is suicide. She does not stand up to Zeena in any way in the beginning or middle of the novel and thus her character is even further away from being considered a feminist than Zeena. In view of this comparison Mattie is not a feminist but Zeena would be considered one, only in comparison with one another. Mattie is a silent woman, she does not challenge what Ethan says to her, she does not voice her own opinion, and she goes along with Ethan’s suicide attempt without a word of complaint or counteraction. Almost the entire story is told in the kitchen, which in a patriarchal society is considered the woman’s part of the house. Although most people attribute women’s liberation to Betty Friedan’s wakening book Feminine Mystique the dates of women’s freedoms go as far back as 1848. During the freedom’s ferment era, women were contributing their time and ideas to many movements. One such movement included greater power for women. During the late 19th century women were not well accepted or permitted to hold positions of power in any political regime. Their daily duties consisted of housework, and motherly duties not to say that women were not including themselves in political venture, but the common belief of women’s place being in the home was widespread. Thus, it seems that the focus of the book should not be on Ethan Frome but these two female characters. The emotional entanglement of Edith Wharton’s characters to their situations of love, sex and death, the reality for the story is one, is the complete circle of the other, and for Wharton this circle represents the emotions of the characters themselves in their unique situation, as Kuribayashi writes, â€Å"†¦erotic impulses are often born of close encounters with death, either one’s own or that of a loved one, though contact with death may also quench one’s sexual urges†. In addressing these topics the subject of writing style isn’t elusive to its relevance in feminism. It is in postmodern feminism style that Wharton writes. This style of writing begets the transcendence of female writers and characters into a world where not necessarily control but freedom from man exists. This is how Wharton writes, with patches of reality mixed with cerebral counterparts. Wharton’s writing style does not reflect a precise example of postmodernism but a hybrid form of it with feminism. She doesn’t write disjointedly but when looked at as a whole, her story comes together to reveal Ethan Frome as a patriarch of the story despite his honor and Mattie as the typical silent woman and Zeena as the witch of the story, and their story is quilted together with a basis of shared experiences coupled with various reactions. Wharton’s style of writing is one that isn’t intrusive as most postmodern writing reflects but is inclusive allowing the reader to form a cohesive viewpoint once each side of the story is known. Wharton doesn’t focus on the complete picture but the experience and emotional narration of the character’s experiences. For these issues the inclusion of Wharton in a literary canon involves this narrative style which is very avant-garde and deserves recognition in her ingenuity and preference for that state of emotional landscaping (for it is through the details of the lives and events of these women and Ethan that the quilting effect or common thread is revealed). This is the new literary canon as derived from Munro; feminist postmodernism. This metaphoric approach to writing ensures that her craft delivers reference to feminism for each of these three characters. In this the narrative gives space to the character’s desires. For Wharton, these desires aren’t about love necessarily but about being touched and gaining experience and not being lonely as Ethan seems to be. The true genius in Wharton’s new literary canon is that of upsetting the normal devices of narrative. As Nunes states, â€Å"As a metaphor for narrative, quilting/piecing destabilizes notions of unity, coherence, and balance; it becomes a source of disruption for patriarchal narrative structure† (1997). The style of piecing together a story becomes in this new tradition of a canon a feminine aspect. Wharton works her writing style in metaphor. In Ethan Frome each character circles around to the next until they complete eachother, despite this circle having a negative connotation. Her writing style doesn’t necessitate an attachement between the characters but does give concord to their actions. The capacity Edith Wharton has to deliver a unique and persistent narrative exudes her place in the literary canon and the new definitions she lends to it. Her style of writing, at once reflecting her life and at once giving the reader clear identities to the characters and their emotional attachments to each other or to their own experiences makes Edith Wharton a literary genius. It is her writing wit, intelligence, eroticism and her complexities in dealing with these issues through characters and personal development that contribute to the changing face of feminist postmodernism. The association the main characters have with each other and their identities is what makes this story intriguing in a feminist way, and their identities seem to be lost with one another as the story progresses is definitely felt. Through lack of communication between the genders, the characters find themselves imprisoned with one another.

Reflection in Higher Education Learning Essay

Personal development planning (PDP) can involve different forms of reflection and reflective learning. Much has been written and said about reflection in recent times, but for many, it remains a somewhat mysterious activity – or is it a capacity? Whatever it is, if the titles of modules and courses, and references in QAA benchmark statements are anything to go by, we are using it extensively in a range of contexts in learning and professional development in higher education. This paper is intended to provide a background to reflection and reflective learning for the development of PDP within the higher education sector. It will provide a brief guide to current thinking about reflection, a discussion of its application in higher education learning and some practical support for the use of reflective activities. Developing a conception of reflection Like many topics in higher education, the notion of reflection has encouraged both a theoretical and a practical literature. The focus of this paper is primarily on the practical uses of reflection but a brief discussion of theoretical approaches will locate the thinking in an academic context and it will facilitate further study of the topic where this is required. The aim in this section is to produce a conception of reflection that takes account of the theory but that can be applied practically and usefully in formal and informal learning contexts. But we start from where we are†¦.. Starting from where we are†¦Ã¢â‚¬ ¦a common-sense view of reflection There is no point in defining reflection in a manner that does not relate to the everyday use of the word if further confusion is not to be created. ‘Reflection’ a word we use in everyday conversation. What might we mean by it? In common-sense terms, reflection lies somewhere around the notion of learning. We reflect on something in order to consider it in more detail (eg ‘Let me reflect on that for a moment’). Usually we reflect because we have a purpose for reflecting – a goal to reach. Sometimes we find ourselves ‘being reflective’ and out of that ‘being reflective’, something ‘pops up’. There has been no conscious purpose as such – but there is a useful outcome and there may have been a subconscious purpose. It is also apparent that we reflect on things that are relatively complicated. We do not reflect on a simple addition sum – or the route to the corner shop. We reflect on things for which there is not an obvious or immediate solution. Often the latter will be instigated by or associated with a range of feelings and the experience of such reflection may be emotional or spiritual. We return to issues concerning emotion and reflec tion later. It would seem that reflection is thus a means of working on what we know already. We put into the reflection process knowledge that we already have (thoughts, ideas, feelings etc), we may add new information and then we draw out of it something that accords with the purpose for which we reflected. A simple definition of reflection might be: Reflection is a form of mental processing – like a form of thinking – that we use to fulfil a purpose or to achieve some anticipated outcome. It is applied to relatively complicated or unstructured ideas for which there is not an obvious solution and is largely based on the further processing of knowledge and understanding and possibly emotions that we already possess (based on Moon 1999): Some theoretical approaches to reflection Reflection is theorised in so many different ways that it might seem that we a looking at range of human capacities rather than apparently one. To start with, we review briefly several of what might be called the ‘classical’ approaches. John Dewey wrote on the educational implications of a range of human mental functions over the earlier years of the twenty first century. His work was based on keen observation of the functioning of others and reflection on his own processes. Dewey’s interest in his own processes makes his writing particularly interesting in the current context. It appears that somewhere in the middle part of this century education researchers forgot that they are people too with, between their finger-tips, an amazingly useful resource from which to learn about human functioning. The return to this understanding could be seen to be an important benefit of the interest in reflection. The legitimacy of ‘I’ and ‘my functioning’ is being re-established and the role of personal development planning will also carry this forward in the near future. Dewey saw reflection as a specialised form of thinking. He described it as: ‘a kind of thinking that consists in turning a subject over in the mind and giving it serious thought’. His definition of reflection is that it is: ‘Active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and further conclusions to which it leads†¦it includes a conscious and voluntary effort to establish belief upon a firm basis of evidence and rationality’ (Dewey, 1933). Jurgen Habermas (1971) focused on the way in which humans process ideas and construct them into knowledge. Reflection plays a role in this process. Habermas talked about three kinds of knowledge –  instrumental knowledge – where we know ‘how’ or ‘that’ and where the concern of the knowledge is to understand and thereby function within, and control our human environment. – knowledge that is concerned with the interpretation of human action and behaviour. We largely ‘interpret’ in the social sciences in order to better our understanding of society and human behaviour. – knowledge that is a way of working with knowledge, acting on the first two forms of knowledge. This form of knowledge is developed through critical or evaluative modes of thinking and leads towards the emancipation or transformation of personal, social or other situations. It concerns the quality of the bases on which we make judgements. There is some disagreement about the role of reflective processes in the development of instrumental knowledge – given that the development of sophisticated science can match this form of knowledge. However, it certainly has an important role in the interpretation and comparisons of understanding in the second level and in the critical and evaluative modes of the third. David Kolb (1984) is well known for his development of the Kolb cycle – or cycle of experiential learning. The cycle is drawn in many different ways using different words that sometimes seem to affect its meaning. It is depicted below in a simplified manner that it is not too far from Kolb’s words: Concrete experiencing (have an experience) Active experimentation Reflective observation (try out what you have learned)(reflect on the experience) Abstract conceptualising (learn from the experience) The cycle revolves with new learning undergoing active experimentation and ‘recycled’ through new experiencing. In this way what was a cycle becomes a spiral (Cowan 1998). Thus Kolb considered reflection as a mental activity that has a role in learning from experience. In the Kolb cycle, reflection features as a development of the process of observation – and apparently it occurs before a person has learnt. Others would see reflection as part of learning and part of the processing of material already learned, having a  kind of cognitive ‘housekeeping role’ as well as generating new learning (Moon, 1999a). The notion of reflection as part of the means of learning something new seems to conflict with the common-sense use of the term (above). There is a massive literature on experiential learning, much of which is based on the Kolb cycle, and much of which perhaps over simplifies what is an immensely complex activity. While the cycle does have has value, it may say more about how we manage the learning of others, than about the process of learning per se (ie. it is more about the teaching process). Donald Schon focused on reflection in professional knowledge and its development (1983, 1987). He suggested that there is a crisis in the professions related to a mis-understanding of the relationship of theory to practice and of the kind of theory that a professional uses to guide her practice. The espoused theory – as learnt in formal institutions and in professional training – is not the theory that proficient professionals eventually use to guide practice. They build up an expertise from their practice (theory-in-use) by being reflective. Schon noted that the theory in use tends to be tacit. Professionals are not necessarily able to describe the basis on which they act. A particular role of professional development is to make this ‘knowing-in-action’ explicit so that it can be the subject of further reflection and conscious development. Schon suggests that there are two types of relevant reflection. Reflection-on-action is the reviewing that occurs after an event while reflection-in-action is part of the processing of an effective practitioner while actually acting. There are doubts expressed about the existence of a form of reflection that occurs while an individual is acting (eg Eraut, 1994) and sometimes Schon has been inconsistent in his writing. However he has had great influence in stirring up debate on the nature of professional knowledge and the role of reflection in professional education. Many others have written about reflection, most developing ideas from those mentioned above. Examples are Boud, Keogh and Walker, 1985; Boud and  Walker, 1998; Cowan, 1998, and Brockbank and McGill, 1998. Much of the material in this paper is derived from Moon, 1999 which takes a broader and sometimes more critical view of reflection and focuses on its relationship to learning. We thus have described a common-sense view of reflection and those of four influential theorists but we could be reviewing four different human activities that happen to have the same name – reflection. Might there be a common idea lurking there, or an explanation as to how the ideas could fit together? Moon (1999) suggests that the differences in approach are accounted for largely by different focuses – either on the process of reflection, on the purpose for it or the outcomes of reflection – in effect, how it is used. Schon, for example, is concerned about reflection as a mechanism for professional and perhaps personal development while Habermas is concerned with its role in the building of theory. Kolb explores the role of reflection in learning – setting a context for it, but referring relatively little to reflection itself. Dewey is exceptional in taking a holistic view of reflection as a process – a view that accords with the common sense definition above. Before we pull these ideas into a summarising model there is one more stray factor that some, but not all of the approaches to reflection mention and that is the role of emotion in reflection. Some theorists see the role of emotion in reflection as very significant and frequently neglected (eg. Boud, Keogh and Walker, 1985). However, there are questions to be asked. Is the emotional content of reflection always present and influential? We would seem to be able to reflect on a number of ideas without emotional content to the reflection. Then – are emotional effects the subject matter of the input and output of reflection (like other ideas on which reflection occurs), or do they steer the process of reflection (acting as a kind of milieu in which reflection takes place). Could they be part of the process of reflection? If they are part of the input and / or outcome – is it ‘knowledge of how I feel’ or is it the actual feeling that is part of the  input and / or outcome? All of these seem to fit experiences of reflection and there is no clear answer in the literature. A relatively simple input – outcome model of reflection seems to summarise the variety of approaches to reflection in the literature. It locates the approach of Dewey and the common-sense definition as concerned with the input and the actual psychological event of reflecting with others largely concerned with the outcomes of reflection. In other words, it suggests that reflection is a simple process but with complex outcomes that relate to many different areas of human functioning. Fig 1 provides a summary of these ideas and a basis for the consideration of reflection in PDP. Broadly it adopts the definition for the process of reflection on page 2 but recognises that there are different contexts for reflection that often influence our understanding of its meaning.Fig 1 An input / outcome model of reflection The relationship between reflection and learning What is the relationship between reflection and learning? Much has been written about both reflection and learning and there seems to be an assumption that reflection is related to learning – but what is the relationship? We explore it in this section (there is more detail in Moon, 1999) Reflection and the learner’s approach to learning One set of ideas that seems to be significant to unravelling the relationship between learning and reflection within the process of learning seem to be the research on approaches to learning (Marton, Hounsell and Entwistle, 1997). This research suggests that there is a fundamental difference in success in learning between adopting a ‘deep’ approach and a ‘surface’ approach to a learning task. A deep approach is where the intention of the learner is to understand the meaning of the material. She is willing to integrate it into her existing body of previous ideas, and understandings, reconsidering and altering her understandings if necessary. The new ideas are ‘filed’ carefully and integrated. In contrast, a surface approach to  learning is where a learner is concerned to memorise the material for what it is, not trying to understand it in relation to previous ideas or other areas of understanding. It is as if the new ideas need to be retained f or the moment, but not ‘filed’ for any lasting purpose. These approaches to learning are not ‘either or’ situations, but at extremes of a continuum and the same learner may choose to learn differently according to the task at hand. The conception of a continuum of approaches to learning allows us to hypothesise a hierarchy of stages of learning along the continuum that characterise surface and then progressively deeper approaches to learning. This is a useful device when we attempt to locate reflection in the process. It is important to note that we cannot actually see that learning has occurred, we can see only the results of learning which can be termed the ‘representation of learning’. The same area of learning might be represented in different ways – writing, oral account, graphic display and so on and it is through the description of the representation of learning that we identify the stages of learning. The stages are as follows: Noticing, – the least detailed form of learning – you cannot learn something if you do not notice it at some level (which could be unconscious). Representation is of the material is as memorised, modified only by the degree to which it is forgotten. Making sense – getting to know the material as coherent – but only in relation to itself. Facts may be fitted together like a jigsaw but not related to previous understandings. Representation is coherent reproduction, but not related to other ideas and not processed. Making meaning – the beginnings of deep approach – there is a sense of meaningfulness but there is not much evidence of going beyond the given. Representation is of ideas that are integrated and well linked. There is the beginning of development of a holistic view. Working with meaning – a sense now of going beyond the given, linking into other ideas. There is the creation of relationships of new material with other ideas. Representation is reflective, well structured and demonstrates the linking of material with other ideas which may change as a result. Transformative learning – evidence that the new learning has transformed current understandings in reflective processes. Representation demonstrates strong restructuring of ideas and ability to evaluate the processes of reaching that learning. There are creative / idiosyncratic responses. On the basis of this model, There are at least three ways in which reflection might be seen as relating to learning. a) Reflection has a role in the deeper approaches to learning – the last three stages described above, but not in surface approaches to learning (the first two stages); b) We learn from representing learning – when we write an essay or explain something or draw a picture of it, we represent it to ourselves and learn from the re-processing (Eisner, 1991). This is a reflective process; c) We ‘upgrade’ learning. For example, we can go back to ideas learnt only to the stage of ‘making sense’ (eg in the form of facts – bits and pieces) and can reprocess those ideas through reflection, integrating them with current understandings (Vygotsky, 1978). This might be conceived as a kind of ‘chewing the cud’ exercise – or cognitive housekeeping (see earlier). These forms of learning from reflection are commonly exploited in the patterns of higher education pedagogy. In the case of the first (a), there is much literature on the encouragement of students to take a deep approach to learning (Marton et al, (1997). At the same time, there is acknowledgement that nature of current higher education may inhibit these attempts (lack of contact with students, the ‘boxed’ nature of learning in a modular system etc). In particular it is worth remembering that assessment tends to drive student learning and if students (can) perceive that a deep  approach is the manner in which to succeed in a learning task, they are more likely to adopt such an approach. In terms of learning from the representation of learning (b), we ask students to reprocess their learning into essays, examinations, reports and explanations in tutorials. It is interesting to consider the implications of Eisner’s suggestion that we learn differently from different forms of representation. In different forms of representation we exploit reflection differently. We probably do not fully enough exploit the representation of learning as a means of enhancing learning in current higher education. A well functioning tutorial system is an example of a means by which we encourage students to upgrade their learning (c). A student lecture is not ideal ground for taking a deep approach to learning. It seems likely that the attempt to get notes down on paper would interfere with the processing involved in taking a deep approach to learning. Preparation for and involvement in a tutorial is the opportunity for many students to reflect on and process their learning into a more meaningful state – in other words, to ‘re-file’ it. Revision for examinations is another opportunity for review of previous learning such that understanding is deepened (Entwistle and Entwistle, 1992). It is interesting to note that the value of the Kolb cycle (see above), and the whole notion that learning is enhanced through experimentation or ‘doing’ is explained by a) and b). If learners are required to represent their learning in some meaningful activity, they will have have been forced to adopt a deep approach to the learning in the first place – or to upgrade their surface quality learning (c ) into more meaningful material. Reflection provides the right conditions for learning We have suggested above some ways in which reflection is immediately related to the learning process, but there also seem to be other forms of this relationship that are usefully described in the notion that the activity of reflection provides the right conditions for good learning (Moon, 1999a).  We summarise these ideas below, continuing the lettering system from above since these are more ways in which learning and reflection are interrelated. d) Reflection slows down activity, giving the time for the learner to process material of learning and link it with previous ideas. There is evidence that when a lecturer pauses in a lecture, the ‘wait time’ enables students to learn better (Tobin, 1987). We could more often stop and ask students to think about an issue that has arisen in a lecture (etc). e) Reflection enables learners to develop greater ‘ownership’ of the material of learning, making it more personally meaningful to themselves and improving their grasp of it (Rogers, 1969). It will also enhance the student’s ‘voice’ in her learning (Elbow, 1981). f) A particularly important means by which reflective activity generally supports learning is through the encouragement of metacognition. Metacognition is the awareness of one’s own cognitive functioning – in this case, learning. There is evidence that good learners have better metacognitive processes than poor learners (Ertmer and Newby, 1996). Study skills programmes that support learner’s awareness of their learning processes seem to be more successful than those that focus on techniques (Main, 1985). g) We suggested above that reflection occurs when we are dealing with material that is relatively complicated – or ill-structured. If we are encouraging students to reflect, we are, in a sense, challenging their learning. There is evidence that it is by challenging learners with ill-structured material of learning, that they improve their cognitive ability (King and Kitchener, 1994). 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IDENTFYING AN ORGANISATION LOOKING FOR IT SYSTEM THAT USED IN AND GIVE RECCOMANDATION ABOUT IT.

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