Education and socialisation

Education and socialisation It appears that educational success generally rises with family income, many sociologists see material deprivation as the major cause of inequality in educational success. Halsey, Heath and Ridge (1980) examined the education careers of males, and found that those from higher social backgrounds were much more likely to stay in education past the minimum leaving age than those from working class backgrounds. They pointed out that a major reason for this was the cost of staying in education, and this denied many working class people from gaining higher-level educational qualifications. Douglas (1967) also believed that poor living conditions in the home were major factors in educational failure. In a survey, he divided his sample into two groups: those who had sole use of household facilities, such as bathrooms, and those who did not. He found that the children living in unsatisfactory condition scored much more poorly on tests that those in satisfactory ´ conditions. Reason suggeste d for this include poor housing conditions and diet leading to ill health, leading to absence from school, and underperformance while there Of course, sociologists from different schools of thought have very different opinions on such divisions within schools. Functionalists would argue that the inequalities that exist within the education system do so for positive reasons. Talcott Parsons argued that schools take over from the family as the primary source of socialisation, transmitting societys norms and values and preparing children for their role in adult life. School provides the future workforce with the basic skills required to enable them to respond toà ¢Ã¢â€š ¬Ã‚ ¦constantly changing occupational requirements (Bilton, Bonnet, Jones, Stanworth, Sheard Webster, Introductory Sociology, 1987, Pg.308). Parsons believed that school is a meritocracy and, regardless of class, those with the ability to do well will flourish, entering the workforce at a more specialised level and those without that ability will do less well, entering the workforce at a more menial level. Thus, both will be prepared for their future role in society and the appropriate places within the labour market will be filled. The functionalists view is a narrow one, and in this and other cases it has been accused of painting too rosy a picture of inequality functionalists may argue that it is necessity for the success of society, that not everyone can achieve in school, go on to University and consequently higher paid employment, but this offers little consolation to those who feel they are being or have been kept down by the education system. Parsons in particular has been criticised for failing to give consideration to the possibility that the values transmitted by the educational system may be those of a ruling minority rather than of society as whole (Haralambos and Holborn, Sociology Themes and Perspectives, 1995, Pg.729). The fact that teachers are generally middle class themselves could mean that the values being taught in school right away contradict those being taught at home, possibly leaving the child feel confused and unable to live up to conflicting standards. Marxist Pierre Bourdieu argued that the role of the education system is to reinforce class differences. This, he believed, is achieved by promoting the dominant culture ´ of the ruling classes in the classroom through the use of language, ensuring that working class students will be less likely to understand and be understood. This disadvantages working class pupils, and by creating educational success and failure, reinforces class. Basil Bernstein expounded this theory with the notion that the different speech codes used by the middle and working classes causes divisions in itself. The restricted code ´, which is context bound and requires previous common knowledge between users, and the elaborated code ´ which is not context-bound, and does not require previous common knowledge. He believed that middle class children are fluent in both codes, but that working class children are confined to the restricted code, and are therefore placed at a distinct disadvantage, because teachers use the elaborated code. Middle class children are therefore more likely to understand the teacher, and be understood themselves and consequently achieve more in school. Marxists would generally argue that equality is impossible in a class-based society. As with functionalists, there is a belief in the link between education and the economy however, unlike functionalists who see the link as a positive one, which serves to benefit industrial society for Marxists, the education system exists in order to mould children into their class-defined roles in order to benefit capitalist society, thus it serves the bourgeoisie well and keeps the proletariat down. Other factors inside the classroom can also determine educational success or failure. For example, concepts of labeling theory and self-fulfilling prophecy. These rely on the notion that if someone is labeled in a particular way, others will respond to their behavior in terms of that label, and the person will act in terms of that label, resulting in a self-fulfilling prophecy. This was illustrated in a study by Rosenthal Jacobson, who selected a random sample of 20 pupils to take an IQ test and told the pupils teachers that they could be expected to show a significant intellectual development. After a year, the same pupils were re-tested and generally gained higher IQ scores. Rosenthal and Jacobson said that this improvement had occurred not just due to intellectual development, but because the children had been labelled in such a way that the teachers would have higher expectations of them, which they believed influenced pupils performance a self-fulfilling prophecy took place pupils were expected to achieve more, so they did. Similarly, in a study by R.C. Rist of kindergarten children, it appeared that teachers are more likely to perceive middle class children as being of higher ability than working class children (their class being judged by their appearance, use of language and previous encounters the teachers may have had with the childs parents), and treats them as such. He was also able to show, in keeping with Rosenthal Jacobsons study, that the children classified as being of higher ability performed better throughout their time in education. This suggests that because of labeling by teachers, working class children may be placed at a distinct disadvantage. In separate studies, Lacey and Hargreves examined the effects of streaming in schools, as was used in the tri-partite system in Britain in the post war period, and found that children from working class backgrounds were more likely to be placed in lower ability streams. They also found that in these classes, the children were denied high-quality teaching and knowledge, and that the teachers spent more time controlling behavior than teaching the class. This works to disadvantage those in the lower ability streams, thus, disadvantaging those from working class backgrounds. It is worth pointing out, however, that none of these studies examined why teachers labeled working class students in this manner. As previously mentioned, the fact that most teachers are from middle class backgrounds themselves would seem to influence their impression of working class children such personal preconceptions are unavoidably brought to the classroom, instantly putting working class children at an unfavorable disadvantage to their middle class peers. However, it should also be mentioned that the methodology used in these studies has been brought into question. The afore mentioned study by Rosenthal Jacobson in particular was criticized. Neither researcher had been present in the period that they suggested the teacher would have reacted more encouragingly towards the pupils, said to culminate in the self fulfilling prophecy, meaning that the behavior of the teachers was mere speculation on the part of Rosenthal Jacobson. Also, the quality of the tests they used was doubted, suggestions being made that their tests were of dubious quality and were improperly administered. (Haralambos and Holborn, Sociology Themes and Perspectives, 1995, Pg.764). Unfortunately such accusations are often unavoidable in sociological research. Restrictions on funding, time etc. can often mean that lengthy research cannot be carried out in depth, resulting in, as in the case of the Rosenthal Jacobson experiment, the researchers perhaps returning after a period to do further examinations, often having to choice but to make inferences about certain behaviors or actions. Ethical problems also place restrictions on some sociological research again, in the case of Rosenthal Jacobson, it could be said to be unethical to tamper with such an important thing as a childs education. It may have had positive results for the children in this case, but what if researchers wanted to prove that self fulfilling prophesies are also applicable in reverse that if a child is though of badly, then they will behave badly? Such experiments undoubtedly have ethical implications yet the experiments themselves are important in sociology. How can society be studied without interaction with society? There are other ways in which research can be carried out participants can be made aware of all aspects and implications of the experiment. However, this can cause an altered reaction in participants they can become too aware of observations being carried out and modify their behavior accordingly. The sociological researcher must be aware of the possible difficulties and make a decision on whether or not the research should be carried out. Through the studies and perspectives we have considered, it is undoubtedly the case that class division exists within the education system and even functionalists would not disagree that schools serve to reinforce such inequalities. It is in what harm or good these damages do to society that sociologists must be concerned with. From what we have discussed here, it seems that there are many different explanations of class-based differences in educational success the factors attributed to causing inequality in other areas can also be applied here. The reasons for class-based differences in education are undoubtedly complex, as we have looked at here, and so it is difficult to determine a root cause.

Flash bulb memory

Critically evaluate the claim that flashbulb' memories are qualitatively different to other memories Memory In psychology is the physical series of events within the brain that encode, store and retrieve information within the human body. When information is encoded within our memory it reaches our primary five senses and is converted into chemical and physical stimuli. This stimuli is stored in the next stage of the memory process where information if retained for potentially decades of time within us. We can retrieve this information by locating it within our subconscious.This can be effortless or difficult but this is based around the type of memory concerned. Memory itself can be broken down into three areas as shown by this image (The Human Memory 2013) Long-term memory is the area of concern as this is where the topic of Flashbulb memory and the memories that it can be qualitatively analysed with are found. Long term memory is exactly what you would expect it to be and that is the storage of information within the brain over vast periods of time which is a seemingly never ending storage system.Information decays over time as people grow old but it is in ome debate whether humans ever really forget information or it simply becomes too strenuous on the brain to recall the information in question. (The Human Memory 2013) Flashbulb memory is the main topic and is within the category of long-term memory and in its most simple form it is the memories a person forms when they witness a shocking or very significant event within the world.An example of a ‘significant event' in the world may be the assassination of a world leader or the day you won the lottery for instance as an example of what both a shocking and a significant event may be for someone in the world. An individual after having witnessed or experienced a life altering event may experience the effects of flash bulb memory and astonishingly be able to remember an event at a very high level of det ail at the moment the event took place.For example an individual may have the ability to recall where they were at the time and who they were with, perhaps what they were wearing or what emotions they were feeling throughout the event when it took place. A quick example of an event that many said to have retained a precise and accurate account of in the United States what the assassination of President John F. Kennedy even decades after it has taken place. [1] It is the first type of memory that showed the potential interaction between emotion and the cognitive process of memory itself and how they can actually be linked together.However it is still being debated whether the flash bulb memory is simply a unique or special type of memory or is it the same and Just as unreliable as other types of memory. Brown ; Kulik created and experiment in 1977 from which they became the first ambassadors of notion that that flash bulb memory was triggered by important events in an individual's li fe. It was the first type of memory that showed the potential interaction between emotion and the cognitive process of memory itself and how they can actually be linked together.Brown and Kulik describe flash bulb memory as the remembrance ot extremely detailed and vivid memories which are significant to the individual concerned. They also are memories that are extremely resistant to being forgotten over large quantities of time. In the Study Brown & Kulik originally carried out in 1977 the way in which many viewed how they saw light bulb memory and in essence redefined it. The aim of this study was to find out if dramatic or ndividually momentous events would cause these so called flash bulb memories'.They initially asked forty white and black American citizens if they could remember vivid imagery when they heard that a major event in the past had happened in a questionnaire format. Examples given were the assassination of John F. Kennedy or the death of Princess Diana as well as o thers. They then tested their initial prediction (that these influential events would have caused and now cause recollection of light bulb memory) against non-consequential more monotonous events in a person's life. Overall it was found that flash bulb memory was more likely to be remembered of a shocking, disturbing or momentous event in a person's life.Issues personally relevant were also likely to be remembered with flash bulb memory. (1B Psychology (Diana) 2011) It is believed by many that a flash bulb memory can be more accurate and longer lasting than alternative memory types such as Brown ; Kulik who believed flash bulb memories were long term aspects of a person's inherent memory in which they could remember specific instances and aspects they otherwise could not, while hey did believe these memories were not always accessible by the person as they deteriorate with age. They also believed that an event remembered with flashbulb memory would depend heavily on different factor s.The proximity firstly between the person impacted and the event itself would affect the memory as the closer a person was to an event the more involved and immersed they would become in the scenario. The emotion the individual felt when the scenario played out is another key factor as this emotion may be so strong it triggers a light bulb memory. The distinctiveness of he scenario is very important. Was it common place and very much familiar and the person feels like they can simply discard the event or is it so unfamiliar it is almost disturbing or creates a burning curiosity and amazement which consequently leads to a flash bulb memory.So from this information Brown & Kulik clearly feel that flash bulb memories are unique themselves and have special properties which set them apart from ordinary types of memory. (Wikipedia flash bulb memory 2013) Counter arguments created by Michael McCloskey were made in which he and his fellow olleagues analysed Brown & Kuliks hypothesis and re sults to form their own findings on the subject of flash bulb memory. Their aim was to find out whether there was really a difference between ordinary trivial memories and distinctive ‘important' ones and whether there really is a special mechanism used for a person's flash bulb memory.The notion that flash bulb memories are simply memories of important events in an individual's life that are completely viable and explicable in terms of the ordinary memory and do not show the existence of a new specific and special mechanism. Michael McCloskey also writes that an event may be seen by the person as more distinctive, influential and consequentially memorable but there is not a way a ‘qualitative distinction' can potentially be shown between memories for learning about these shocking and important instances and memories for simply learning about monotonous trivial scenarios.

Formation and Maintenance of Relationship

Describe and evaluate the formation and maintenance of relationships In the field of psychology, the most common relationships are classified into 3 types: * Romantic relationship * Social relationships (Friendship) * Family relationship Romantic relationships Formation: According to the Reward/ Need satisfaction theory of Bryne and Clore in the 1970s, some romantic relationship may develop due to their satisfaction and happiness they achieve when spending time with the other partner. Most people when being asked why they are attracted to their partners would reply back with answers like attentive, attractive, supporting, caring, etc.This suggests that we are more likely to be attracted to people that we are satisfied or gratified to be with. Most stimuli in our lives can be classified into negative and rewarding ones. We tend to search for rewarding stimuli and avoid the negative stimuli. The things that we are most likely going to find rewarding tend to reflect our unsatisfied need s such as the need for company, financial security, an attractive partner and so on. Mutual attractions usually occurs when one meets the other’s needs although one might need company and the other in search for financial security. Maintenance:What keeps relationships going? Some relationship never seem to last and have any passion in while some can be extremely long-lasting and may even last for a life-time. Maintaining relationships was never a one-way process, it involves and requires the interaction of both the participants, each with their own needs and expectations. The partners not only have to serve their own needs but also satisfy the needs of their partners. The social exchange theory by Thibaut and Kelley in 1959: In terms of profit and loss, individuals always attempt to maximise the profit and minimise the effort needed.Rewards that may be received in a relationship can vary from care, money, companionship and sex. The effort needed that is the costs may vary fro m financial investments, time spent and attention given. The reward minus the costs is equal to the outcome or the profitability of the relationship. The stress of a relationship is dependent on the profitability of the relationship. Equilty theory of Walster et al. in 1978: This theory suggests that the most successful and longterm relationships are ones that have a balanced giving and receiving.It had a central assumption that everyone long for fairness in their relationship and when one puts a lot of effort into the relationship but gets little in return, they would feel unfair and inequity would create stress in the relationship, The greater the unfairness and inequity is, the more distress it would create in the relationship. Other theories: Other theories such as the one put forward by Steil and Wletman in 1991 suggests that men and women may judge the equity of a relationship more differently.Studies have shown that when the income is mainly from the male side, the career wou ld become a more important priority and it is usually agreed by both sides. However, when the female earn more than the male, neither partner rated their career as priority. Social relationships: Friendship Interpersonal psychology research object: Psychological relationship between people, is something much deeper than behavior, the relevance and necessity of the law of the behavior of the individual exchanges.Interpersonal theory of psychological research tasks: Is to fully reveal and clarify the general rules and mechanisms of interpersonal development, analyze the theoretical basis of interpersonal figure out individual and personal interaction of individuals and groups, and people in the system of interpersonal functioning explore interpersonal attitudes, social perception, self-perception, psychological control, interpersonal influence, interpersonal attraction, interpersonal conflict and group behavior, interpersonal.To establish interpersonal psychology unique concepts, term inology, category system, to provide a basis for further improve interpersonal psychology scientific theoretical system, accumulation of material for the enrichment and development of psychological theory and methods, this is a long and arduous job. At the same time, but also the interpersonal psychology in China as soon as possible, that is suitable for China's national conditions, after selection – intake – the Chinese way, to establish the actual interpersonal psychology system in line with China's national conditions for reform and opening up.Task of the interpersonal psychological research practice: (1) the right to deal with interpersonal relationships. (2) to adjust the interpersonal relationships. (3) continue to improve interpersonal relationships. (4) the development of new relationships. (5) correct deformity relationships. Interpersonal relations and social relations: (1) interpersonal and social relations are two different concepts, can not be confused.Int erpersonal relationships as a social relationship between the role and any other kind of social relations, is bound by the constraints of the relations of production, but also by other social relations, and thus should be examined in the interpersonal relationships within the social relations. At the same time, we should also see interpersonal relationships is the true reality of social relations phenomenon. 2) interpersonal and objective social relations is generated at the same time, interpersonal outset by the constraints impact of social relations, social relations exist in the relationships among Of course, social relations with the interpersonal concept of two-level has different theoretical generalization force. Emphasize the reality of the relationship between the overall aspects of non-personalized social relations, interpersonal relationships is more individual, personalized to show the reality aspect.Relationships are formed on the basis of the social relations, but not t he same thing. Social relations is the object of sociological research, which on the one hand to study the relationship of the human and material; the other hand, social relations, including the relationship between the ideological, legal relationship, the moral relationship. While interpersonal interpersonal direct psychological relations, it is constrained by social relations, is a reflection of social relations, but it has a certain relative independence.Relationships are a product of social relations: (1) any kind of interpersonal is always social relations. (2) the fundamental nature of human relationships is determined by the nature of the social patterns of social relations of production. (3) changes in interpersonal relationships is determined by changes in social relations. (4) the complexity of the personal relationships is determined by the complexity of the social relations. Necessity of interpersonal Research:Not exist in isolation, the links with the community, is boun d to a variety of relationships, including family relationships, friend relationship, Jacky (students) relationship, the teacher-student relationship, employment relationship, comrades relations, colleagues and leadership and leadership relations. With the thoughts, feelings, and behavior in the process of interaction of these relationships, interaction and communication with others, these relations between different objects will point to different directions.Healthy relationship is to attract and cooperation; but because of the environmental impact of personality factors, psychological factors and other reasons, many people deal with bad interpersonal relationships will inevitably be caught in the contradictions and pain, the relationship between the parties do not have enough wisdom to resolve resulting inner conflict, will be plunged into a crisis of human relationships, even interpersonal psychological barriers, thereby reducing their life happiness index.Important links between interpersonal and psychological health, good interpersonal comes from a healthy state of mind, self-confident, optimistic, calm, fraternity, to help others, humility, tolerance, and so on, these good quality behavior in interpersonal play a very good role in promoting, healthy relationships can also make people relieve stress, calm down, people's personal development, physical and mental health also played a positive role.On the other hand, problems in interpersonal relationships, will be more or less there some psychological problems, even psychological barriers interpersonal, in the interaction between people, they express more conceited, self-esteem negative psychological interference of others, suspicious, sensitive, jealous, resulting interpersonal again and again thwarted. Therefore, to study the psychology of interpersonal relationships came into being.

The Pursuit For World Domination - 1305 Words

In the early 20th century, world domination was a realistic notion advocated by American leaders, specifically, then-Governor and future President, Theodore Roosevelt. Many outspoken political commentators opposed this notion and believed world domination was excessive and unnecessary and was not in America’s best interest. One of these political commentators was none other than the revered Mark Twain, who, in his 1901 satirical piece, â€Å"To the Person Sitting in Darkness†, attempts to expose the downsides of American expansionism. Twain accomplishes this by satirically describing the pursuit for world domination as a â€Å"game† between coercive countries and highlighting the deceptive nature of these countries to win the â€Å"game†. Also through†¦show more content†¦By using imagery and symbolism, Mark Twain attempts to demonize American foreign policy by portraying it as dishonest and opportunistic. Twain uses the term â€Å"Christendomâ⠂¬  to describe America and other players of the â€Å"game† whose objective is to conquer foreign nations. Twain uses the term â€Å"Those Sitting in Darkness† to describe the nations â€Å"Christendom† is attempting to conquer. It is readily apparent that Twain is implying that the nations who house â€Å"person’s sitting in darkness† have not seen the light of â€Å"Christendom†, which means they are non-Christian nations. To drive home this point Twain gives the example of China, a prominently secular nation, stating it houses countrymen who are â€Å"sitting in darkness† (Twain 3). Twain explains that in order to to gain access to these countrymen and conquer their land, America must appeal to their trust by showing them the â€Å"Blessings of Civilization†. This is a form of religious imagery as Twain is implying that â€Å"Christendom† is blessed by a higher power and have an appealing set of morals and virtues t hat they can offer unblessed nations. However, Twain suggests in numerous occasions that these â€Å"Blessings of Civilization† are merely a guise to help gain the trust of â€Å"those sitting in darkness† in order to better conquer them. After describing the â€Å"Blessings of Civilization† Twain mockingly states, â€Å"There. Is it good? Sir, it is pie. It will bring into camp any