Uncertainty in Modernism: Family, Identity and Work

Uncertainty in Modernism: Family, Identity and Work Life is more uncertain now than it was in the early 1950s. Discuss this claim. Introduction This assignment will investigate the claim that life is more uncertain now than it was in the early 1950s. Beginning with a brief description of the climate of the 1950s the assignment will then look at three areas, work and welfare, the family, and identity. In doing this the assignment will draw only on material supplied for the module. Post-war Britain was quite different to what we see today. In the early 1950s there was still considerable war damage and so the Government had introduced massive building programmes to make sure that people had adequate housing. The welfare state had been introduced in the years immediately following the war. Based on the notions that the (predominantly male) workforce would enjoy full employment, and that ‘traditionl’ family life would continue, the Government claimed that it would be able to look after its citizens from the cradle to the grave. They were overly idealistic in their views and in the last fifty years Britain has witnessed massive changes in the areas of work and welfare. There have also been changes in family structures and this has had corresponding implications for peoples’ identities. Work and Welfare During the Second World War, and in the years after, people felt that they were secure in their employment. In industry particularly working class men had been conditioned to the view that if they worked hard then they would have a job for life.[1] This was not to say that ordinary people earned a lot of money, they didn’t. Normally sons and daughters would follow in father’s and mother’s footsteps once they left school, In the early 1950s Britain was a stratified society and people did not often move from one class to another. The class into which a person was born therefore was very often the one in which they stayed and this had implications for their life chances in other areas. People did not have the choices that they have nowadays few women went out to work and it was the father’s responsibility to go out and earn money to support his family.[2] There were some uncertainties of course for families who were reliant on one wage. Traditional areas of e mployment are being eroded as the number of industries has declined and more people are taking jobs in areas that were previously seen as women’s work. Nowadays both the man and his wife may be working. They might work full time, part-time, or rely on state benefits. In some households it is a mixture of things.[3] Hutton (1999)[4] maintains that the diverse sources of employment can in themselves be sources of uncertainty because in some areas (agency temping for example) people may not know whether they will have work from one week’s end to the next. This creates divisions between those families who have alternative sources of employment the ‘work rich’[5], and those whose suitability for different types of employment is limited. Such changes in employment patterns affect not only the traditional working classes but also the middle classes. In the early 1950s young middle class men could expect a secure career with a steady climb up the ladder, that is n ot the case today. Many people face redundancies, followed by the hard searching for a new job, in some cases they may find themselves dependent on state benefits for considerable periods.[6] Such changes may also have an effect on a couple’s marriage and if this ends in divorce then both people could be worse off. The wife may find herself looking for work after having been out of the labour market for some years because she was caring for children. This gets worse the further down the income scale a family is. In the past labourers and industrial workers may not have had as much job security as their middle class counterparts because some of them became unfit for work before retirement age. People did have some security however. Nowadays people can end up reliant on state benefits over a very long period and this can result in social exclusion where they are unable to fully participate in society (Mackintosh and Mooney, 2004)[7]. Changing employment patterns have, in many c ases, led to changing roles in society and this has had implications for people’s sense of identity. Identity Mercer (1990) argues that modern society is characterised by diversity and uncertainty and that this has corresponding implications for people’s identities.[8] Changing gender roles and more women in the workplace have resulted in changes in people’s sense of self. In addition to this as Mercer has highlighted Post-War immigration along with rapid social and technological change has brought with it n increasing focus on contemporary eacialised and ehtnicised identities.[9] This mixing of people’s new identities along with older ones contributes to the sense of uncertainty that many people feel is a feature of modern life.[10] Identities are relational, thus blackness is seen in its relationship to whiteness and vice versa. This has led to what have been termed hybrid identities where people draw on different cultural heritages. Social trends such s the greater exclusion of ethnic minorities from better paid jobs and decent standards of living point to the fact th at the social structure in the UK is permeated with racialisation and ethnicisation where people are seen only in terms of their skin colour and ethnicity.[11] These structures in turn, affect people’s identities because they prevent them from becoming something other than that which society has defined. On the other hand changes in society affect social structures which in turn affect people’s identities in myriad ways. Because identities are no longer fixed they are a source of continuing uncertainty. This uncertainty leads to further changes in the social structure. Contemporary people’s identities are unsettled because the changes mentioned above tend to cross ethnic boundaries. For example the changing role of women and their greater inclusion in the labour market has affected not only women’s and men’s identities, it has also led to changes in family structures. The Family Nowadays there seems to be considerable concern over what is termed the traditional family. In the papers and on television journalists are increasingly expressing concern for the death of what they call traditional family values. Critics raise the subject of cohabitation, divorce, same sex marriage, and the increasing number of lone parent households, and regularly pose the question of what is happening to British society. Mooney et al (2004) have said of this that it results in contemporary family life being viewed with a mixture of ‘fear and fascination.’[12] There is widespread concern that the changes we are witnessing in family structure will lead to wider social problems and may have troubling implications for the individuals involved.[13] This raises the question of whether such changes should be viewed with pessimism or whether they are simply a result of the different ways that people order their lives in response to changes in society. Will these changes resul t in changes in patriarchal society or will they serve to further strengthen masculine power and supremacy? Although family roles and responsibilities are changing, for example women are no longer viewed primarily in terms of their housewife role, nor men as the family breadwinner, the family is still a widely accepted concept.[14] It is becoming increasingly difficult to refer to the traditional family without making reference to the past, what some people term, ‘the golden age of the family’.[15]Numbers of people have questioned whether there was such a thing or whether it is an ideological form that served a certain period of society. Conclusion It has been claimed that life is more uncertain now than it was in the early 1950s. Certainly Britain has seen considerable changes in the last fifty years. The welfare state was presaged on notions of full employment which did not foresee the changes that would take place as the result of new technologies. Change does cause uncertainty but that does not mean that it is necessarily a bad thing. Harking back to the early 1950s as a sort of golden age is wrong. History shows that societies that do not change and are not prepared to go forward eventually die out, change may not always be easy and this can result in uncertainty, but worrying about it will not stop progress. Bibliography Block 1 (6) (3) Block 3 (3) (2) Block 1 (8) (4) Block 3(1) (2) Hutton 1999 cited in Block 3 (3) (2) Mercer 1990 cited in Block 1 (8) (4) Mackintosh and Mooney 2004 cited in Block 3 (1) (2) 1 Footnotes [1] Block 1 (6) (3) see page 153 [2] Block 3 (3) (2) see page 78 [3] Page 78 ibid [4] Cited on page 78 ibid [5] Block 3 (3) 2 page 78 [6]ibid [7] ibid [8] Cited in Block 1 (8) (4) page 130 [9] ibid [10] Ibid page 131 [11] ibid [12] Block 3(1) (2) page 46 [13] ibid [14] ibid [15] Ibid page 47

Homosexuality Essay -- Biology Essays Research Papers

Homosexuality For years scientists have been attempting to ascertain whether or not homosexual behavior can be linked to a biological catalyst. From Alfred Kinsey's revolutionary survey in 1947 to the current media upheaval about a prospective "gay gene," the desire to pinpoint a cause for the personalities and behaviors associated with homosexuality has reached new plateaux. The scientific community is constantly developing more and more evidence to suggest that there may well be a neurological explanation for homosexuality. Although historical studies and purposed treatments have ranged from group counseling to shock therapy, recent research suggests that exposure to an abnormally high or low amount of certain hormones could potentially affect sexual behavior. Just as there is no gene for heterosexuality, there can be no "gay gene." Genes are not responsible for an individual's actions; they simply guide the "sequence of a particular protein that may influence behavior" ( 1 ). However, it is possible that there is a genetic factor which is responsible for a protein synthesis resulting in particular sex hormone levels (namely testosterone and estrogen) which could augment certain sex-typical characteristics, and might explain sexual behavior ( 1 ). This paper will discuss various studies which examine the effects of male and female hormones in an attempt to develop a potential correlation between biological foundations and homosexual behavior. According to Fred Delcomyn (2), mammals naturally develop as females "in the absence of sex hormones." Without the intervention of androgens (testicular hormones, specifically testosterone), all mammals develop in utero as female. Not only are the genitals identical in early fe... ...r that personality and behavior are more than simple chemical reactions. While prenatal over-androgenization or estrogenization could potentially be one of the many underlying causes of homosexuality, this has only been shown in certain cases, largely those in which chemical abnormalities have caused effeminate or masculinizing behavioral (and in some cases physical) traits. The studies discussed herein cannot account for the physiological characteristics of every member of the gay, lesbian, bisexual and transgendered community. It is also possible that the amounts of hormones studied are not abnormal, but fall somewhere in the spectrum of human sexuality. Internet Sources: 2. Delcomyn, Fred. Foundations of Neurobiology. New York: W.H. Freeman & Co. 1998 http://salmon.psy.plym.ac.uk/year1/Sexdiff.htm http://jan.ucc.nau.edu/~sg7/eng105/students/Beth.htm

Asian students perform better academically than US students

Asian students perform better academically than U.S. students throughout the entire school year. In order to prove that Asian students do perform better, Harold W. Stevenson and his colleagues proposed a series of large cross-national studies, beginning 1980. Stevenson discussed his studies in the article â€Å"Learning from Asian Schools†. The studies compared Chinese, Japanese, and American children who sampled from first grade and fifth grade classrooms in elementary schools in Minneapolis, Chicago, Sendai, Beijing, and Taipei. The studies found that in mathematics average scores of the Asian first and fifth graders were higher than the American averages. When compared the scores from different grades, the studies found decline in American schools as well as improvement in Taiwan and steady high performance in Japan. In addition, the studies found that in reading the Asian students caught up by the fifth grade following the increased demands in Asian languages, although American first graders tended towards the top on these tests. The test results undoubtedly confirmed the truth about the superior performance of Asian students over American students. According to the studies, Stevenson found that there were three main reasons associated with Asian children†s success: cultural differences, educational system and teacher performance. Asian mothers considered the most important thing in their children†s life is to do well in school; education is equivalent to the children†s future. Therefore, Asian mothers hold high standards for their children†s academic performance, believing that the road to success is through effort, having positive attitudes about achievement, and studying diligently. In contrast, American mothers had very high satisfaction with their children†s academic performance because they lacked measurement standards for performance, and believed their children†s success came from being born with intelligence and being diligent. American mothers also placed a lesser emphasis on academic achievement because they believed their children†s childhood shouldn†t solely focus on school. Asian mothers† attitudes caused their children to work harder to improve their performance. In addition to the cultural difference mentioned above, the different education system also formed a barrier for American students through the road of success. In school daily life, American students spent most of their time in the classroom. Dissimilarly, Asian schools had frequent recesses and a longer lunch period that in turn maintained the students attention to the teachers. The after school activities and clubs in Asian schools made the school an enjoyable place, therefore, students appeared well behaved and well adjusted, which could be proven by fewer complains in school and better attendance by Asian students. Due to the clear academic goal, the more demanding curriculum for Asian students actually did not cause extraordinary stress. Asian teachers† performance also contributed to the students† academic achievements. Compared to American teachers† individual work and self-adjusted schedule, Asian teachers usually consult each other, worked as a group to design teaching techniques in following the national curriculum, hence provided the best understanding from the students. Asian teachers only spent part of their school time teaching and prepared the classes in the teacher†s room for rest of the working time; this allowed them to prepare their classes well. Asian teachers followed preplanned materials and assigned a â€Å"brief period of seatwork throughout the class period†(Stevenson 236), which provide a series of productive interaction and discussions for students. In contrast, American teachers had to cover all elementary school subjects and spent most of their time at school teaching, so they didn†t have enough time to prepare classes. In addition, American teachers explained concept first and gave seatwork later during class, thus reducing the students† attention. Even the Asian teachers† education background was not as high as American teachers, the â€Å"in-service training under the supervision of skilled models†(Stevenson, 236) used by Asian schools gave the teachers the skills to gain students attention, which included giving feedback to students, using more materials that can be manipulated and relating the subjects to the students† daily life. In conclusion, the U.S. had to create a cultural emphasis on academic success and education, which is not merely increase the length of school days but had to change the way of American teachers† jobs performance. Stevenson considered the culture difference might cause some biased results, so he proposed his studies by using wide range of scientific data to gain the precise statistics. According to Stevenson†s studies, Asian students perform better academically is a truism. Nevertheless, American schools will not achieve the same level of success if they completely imitate Asian schools. In addition, Stevenson merely compared the children†s scores might ignore their practice abilities. Although theories dominate practices, the good performance on test paper does not equal to the strong practice abilities. Undoubtedly, the great academic performance achieved by Asian schools is worth praise, however, it is very difficult to compare success factors between different cultures. Therefore, the ways to improve American schools† performance should be adjusted to fit in the need and want of American schools. In other words, merely introducing higher standards, longer school days, and new education systems cannot improve the performance of American schools. Simultaneously, it is very important for American schools to discard the dross and select the essential from Asian schools† academic experiences in order to establish a series of countermeasures. Once American schools recognize their shortcomings and build a new academic culture base on their advantage, American academic achievement will rise to world standards. When I was a third grader of elementary school in China, my Chinese teacher not only impressed me through her outstanding teaching performance but also evoked my interest in writing composition. In Chinese education standards, third grade of elementary school is the time to learn how to write a short narrative composition. I had no idea how to describe an affair†s process. On the first day of class for composition, I felt really nervous because I did not know what I was going to face. I thought the teacher would give us something to write, but what surprised me was that she started the class by telling us a tale of the fisherman and goldfish. I was immersed by the interesting story and felt completely relaxed. After the teacher finished the story, she distributed a copy of it to us and started a discussion about the story. Following a series of â€Å"what if, how and why† questions about the story under the teacher†s instruction, we reached an alliance that the writer†s abundant imagination and remarkable writing skills let readers fall into the story. The teacher did not ask us to write anything after the class; I had already readied to start my first composition in my mind, because I had understood how a good story could bring happiness to people. For the rest of my years in elementary school, I wrote compositions to entertain myself and finally could not live without it. The compositions that I wrote in the third grade were really ridiculous, but I always remembered and appreciated the teacher†s aspiration and encouragement. Without her positive feedback, I would never have benefited from writing Chinese composition. From my personal experience, I believe that Asian students do not gain the remarkable academic achievements by sheer good luck. In other words, the academic success of Asian schools is worthy of praise.

An Overview of Cultural Heritage Months