Sociology of Education Essay Example for Free

Sociology of Education Essay Education is a social institution that sociologists are very interested in studying. This includes teaching formal knowledge such as reading, writing, and arithmetic, as well as teaching other things such as morals, values, and ethics. Education prepares young people for entry into society and is thus a form of socialization. Sociologists want to know how this form of socialization affects and is affected by other social structures, experiences, and outcomes. Sociology of education is a field that focuses on two separate levels of analysis. At a macro-level, sociologists work to identify how various social forces, such as politics, economics, culture, etc. , creates variation in schools. In other words, what effects do other social institutions have on the educational system? At a micro-level, sociologists look to identify how variation in school practices lead to differences in individual-level student outcomes. That is, when schools have different teaching methods or have different practices, how does that affect the individual students and what are the individual outcomes? Example of Sociological Studies on Education A classic study by sociologist James Coleman done in 1966, known as the â€Å"Coleman Report† looked at the performance of over 150,000 students and found that student background and socioeconomic status were much more important in determining educational outcomes than were differences in school resources, such as per pupil spending. He also found that socially disadvantaged black students benefited and did better in school when they were in racially mixed classrooms rather than black only classrooms. This ignited controversy that still continues today. Major Sociological Theories of Education Like any other topic in sociology, the three major theoretical perspectives (functionalism, conflict theory, and symbolic interaction theory) each have different views on education. The functionalist perspective argues that education serves many important functions in society. First, it socializes children and prepares them for life in society. This is not only done by teaching â€Å"book knowledge,† but also teaching the society’s culture, including moral values, ethics, politics, religious beliefs, habits, and norms. Second, education provides occupational training, especially in industrialized societies such as the United States. Unlike in less complex societies or in the United States prior to 1900 when most jobs and training were passed on from father to son, most jobs in the United States today require at least a high school education, and many professions require a college or post-graduate degree. The third function that education serves, according to functionalist theorists, is social control, or the regulation of deviant behavior. By requiring young people to attend school, this keeps them off the streets and out of trouble. The symbolic interaction view of education focuses on interactions during the schooling process and the outcomes of those interactions. For instance, interactions between students and teachers can create expectations on both parts. The teacher begins to expect certain behaviors from students, which in turn can actually create that very behavior. This is called the â€Å"teacher expectancy effect. † For example, if a White teacher expects a black student to perform below average on a math test when compared to White students, over time the teacher may act in ways that encourage the black students to get below average math scores. Conflict theory looks at the disintegrative and disruptive aspects of education. These theorists argue that education is unequally distributed through society and is used to separate groups (based on class, gender, or race). Educational level is therefore a mechanism for producing and reproducing inequality in our society. Educational level, according to conflict theorists, can also be used as a tool for discrimination, such as when potential employers require certain educational credentials that may or may not be important for the job. It discriminates against minorities, working-class people, and women – those who are often less educated and least likely to have credentials because of discriminatory practices within the educational system. The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. Educational Sociology and Sociology of Education are two branches of study that are sometimes understood as one and the same branch, but they are actually not so. They indeed show some differences between them when it comes to the subjects of their study and the nature of the branches f study On the other hand educational sociology is the branch of study that deals with the various methods providing better education to society through an in depth research of our culture and society. Educational sociology is a subject that has to take both the sociologists and the educationists into consideration. This makes the subject an invaluable asset to all the students and researchers of social sciences, particularly sociology and education. It is a general belief that such of those who are involved in a deep study of education will benefit more from the branch of educational sociology In the poem of Okot p Biteks â€Å"My Husbands Tongue is Bitter† is evident in its use of the self  and other. The speaker of the poem is a black woman talking to her husband. The husband sees their colonizers as modern, progressive, civilized and educated. He considers learning English and following their acts would also make him one of them (colonizers), and by doing so, he will acquire the identity of the self. On the other hand, he offended his wife and his own people by citing and ennumerating their deeds as backward, primitive and ignorant.

Irony in Guests of the Nation Essay -- Guests of the Nation Essays

Irony in Guests of the Nation      Ã‚   In the short story, "Guests of the Nation," Frank O'Connor uses irony to illustrate the conflict which men face when their roles as combatants force them to disregard the humanity of their enemies. In both life and literature, irony exists when there is a contrast between expectation and reality. Verbal irony is defined as "a figure of speech in which the actual intent is expressed in words which carry the opposite meaning" (Thrall 248). In dramatic irony there is a contrast between a character's perception of a situation and the actual facts. Often "some of the actors on the stage or some of the characters in a story are 'blind' to facts known to the spectator or reader" (155) . The short story "Guests of the Nation" by Frank O'Connor illustrates both types of irony.    The title of the story, "Guests of the Nation," is an example of verbal irony. In the story, the two Englishmen, Belcher and Hawkens, are not "guests," but rather prisoners of the Irish soldiers, Jeremiah Donovan, Noble, and the narrator, Bonaparte. The contrast between their "real" status as prisoners and their "apparent" role as guests is developed throughout the story. The narrator says that "I couldn't at the time see the point of me and Noble guarding Belcher and Hawkins at all, for it was my belief that you could have planted that pair down anywhere from this to Claregalway and they'd have taken root there like a native weed" (591). Thus it was obvious that the men had no intention of trying to escape; they were behaving like guests. Because of the contented, nonthreatening demeanor of the two men, Bonaparte says that "after the first day or two we gave up all pretense of keeping a close e... ... Belcher and Hawkins remain at ease, thinking themselves safe. In the end both Hawkins' futile appeal to the friendship of his "chums" and Belcher's resignation serve to emphasize the horror of the executions.    Thus, in "Guests of the Nation," Frank O'Connor uses irony to illustrate the conflict that soldiers feel when they recognize the humanity of their enemies and yet they are compelled to kill them. O'Connor suggests the soul destroying impact of the conflict in his final words: "And anything that happened to me afterwards, I never felt the same about again" (598).    Sources Cited: Thrall, William flint, Addison Hibbard, and Hugh Holman. A Handbook to Literature. New York: Odyssey, 1960. O'Connor, Frank. "Guests of the Nation." Literature for Composition. 4th ed. Sylvan Barnet, et. al. New York: Harper Collins, 1996. 590-598.

Match made in heaven Essay

â€Å"There is nothing nobler or more admirable than when two people who see eye to eye keep house as man and wife, confounding their enemies and delighting their friends. † Homer That bard created such two people in The Odyssey, their contrasting roles concealing the similarities in their natures. Both Penelope and Odysseus dealt with â€Å"a world of pain†, but in very different settings: she wastes away at home, while he faces a myriad of adventures and sufferings around the Greek world. Although Homer assigned them dissimilar parts in his epic, however, his story still reveals striking resemblances between Odysseus and Penelope: they possess positive qualities and several faults in common as well as one major dissimilarity, all of which are the secrets to their long and blissful marriage and help them to see â€Å"eye to eye. † One can easily see why Ithaca’s king and queen remained happily united for so many years when looking at the shining characteristics they share. Both are wondrously loyal, even when faced with an abundance of temptations. Over the course of twenty years, Odysseus knew countless lovely women, from Nausicaa to Calypso, yet he remained determined to return to his wife. Likewise, Penelope had her choice of one-hundred and eighty of the best men in Greece all vying for her hand, but she still â€Å"falls to weeping for Odysseus† every time she thinks of her beloved husband. Undoubtedly, The Odyssey’s happy ending could not have occurred without their mutual fidelity. Cunning brilliance is the second attribute common to both Odysseus and Penelope, and it served to reunite them as much as their reciprocal devotion did. Odysseus is known as the â€Å"man of twists and turns†, and presumably, he used his acumen to select a wife who could match him in matters of the mind. Being the hero of the story, Odysseus’s brains are flaunted by Homer in his every action, from his escape from the Cyclops to all the creative stories he fabricated. But Penelope’s wisdom can also be detected within the text, and is crucial to the plot. For example, take the often-retold story of her web, woven and unwoven to keep the suitors at bay for three years, or when in Book 18, she coyly elicited expensive gifts from each suitor to compensate for some of her husband’s squandered estate. One can also adduce the test she devised for the suitors as a confirmation of her sagacity: â€Å"The hand that can string this bow with the greatest ease†¦ he is the man I follow. † Penelope knows very well that it is highly unlikely that one of her brazen suitors could muster the strength needed to shoot â€Å"his polished bow†: it was just another clever way postpone marriage. Had Penelope not â€Å"sp[un] out her wiles†, much like her husband had done abroad, the lovely queen of Ithaca would probably have been coerced into an unwanted union long before Odysseus returned. Not only are the queen and king of Ithaca alike for possessing dominant traits of loyalty and astuteness, they also share several shortcomings. Firstly, although they are devoted enough to pine for each other for two decades, neither were one hundred percent loyal to their spouse. Odysseus did not remain faithful to Penelope, sleeping with Circe, then Calypso, and perhaps some mortal women unworthy of being mentioned as well. Odysseus claims that he lay with the Circe for the sake of diplomacy, but if so, then why did he stay in her â€Å"arching caverns† for over a year, leaving only at his crew’s urging? Homer also hints at Odysseus’s voluntary treachery during his seven-year detainment with Calypso, including lines such as â€Å"they lost themselves in love†, and â€Å"since the nymph no longer pleased. † Is the bard implying that the nymph with lovely braids once pleased him, and thus, he willingly copulated with her? Penelope, being a woman, could not have had such affaires d’amour and still be considered loyal. However, because she was only a woman, she still harbored an innate desire to attract men. In Book 18, she fulfilled Athena’s wish that she should â€Å"display herself to her suitors, fan their hearts, inflame them more† in order to receive the suitors’ gifts, but perchance also to satisfy her own longing for attention – after all, Penelope is a woman whose husband has been gone for more than twenty years. She succeeds in accomplishing both: After she descends the stairs, â€Å"the suitor’s knees went slack, their hearts dissolved with lust† and they showered her with â€Å"gorgeous presents. † Homer seems to reiterate this fact that Penelope enjoyed the courtship of so many fine, young princes, even though her suitors were a burden and a plague to the household. Book 19 includes a passage describing a dream Penelope had, in which an eagle, which later reveals himself as Odysseus, destroys her flock of geese by â€Å"snap[ping] their necks and kill[ing] them one and all†, the geese obviously symbolizing her gaggle of suitors. Penelope is comforted by this dream and seems to hope that it foreshadows future events, but also acknowledged that she â€Å"wept and wailed† and was â€Å"sobbing, stricken† at the slaying of her geese. Hence, though Penelope does remain honorable and is faithful to Odysseus during the twenty years when they were apart, she still, perhaps subconsciously, fostered a desire to do otherwise. However, Penelope’s slight interest in her suitors may not be a have been such a bad thing; on the contrary, it could have inspired her to forgive her husband more easily if he ever told her of his dalliances with goddesses. Second, both Odysseus and Penelope are characterized as â€Å"wary†, and although their caution helped them to succeed in many situations, both are overly circumspect at times, causing them to be suspicious of those who love them most. One of the most tense and heartbreaking scenes in the book takes place in Book 23, when Penelope is face to face with her devout husband for the first time after twenty years of separation, yet refuses to acknowledge him, prompting Telemachus to reproach: â€Å"What other wife could have a spirit so unbending? Holding back from her husband, home at last for her After bearing twenty years of brutal struggle- Your heart was always harder than a rock! † Her son is right, but Penelope still refused to speak to Odysseus, even after Telemachus’s rebuking, causing the great-hearted Odysseus to â€Å"blaze up in fury† over his wife’s distrust. An analogous incident took place later between Odysseus and his old father. Seeing Laertes in the orchard, Odysseus observed him sitting alone, â€Å"his heart racked with sorrow†, a sight enough to make even â€Å"long-enduring Odysseus† stop to weep. Yet, even so, Odysseus decided to test the old man first, to â€Å"reproach him with words that cut him to the core. † It was wholly unnecessary to verify the loyalty of Laretes, for after all, the man is his father and if that were not enough, Odysseus had heard testimonies to Laretes’s grief from Eumaeus as well as his own mother in Hades. Odysseus’s often-praised caution prompted him to be rather irrational his handling of the situation, telling a tale that causes his dear father to grieve even more: â€Å"Both hands clawing the ground for dirt and grime, he poured it over his grizzled head, sobbing, in spasms. † His suspicion inflicts unnecessary pain on his father, much as Penelope’s caution angered him; nevertheless, it is because their minds operate in such a similar fashion that they are able to understand each other’s rash actions, caused by that extreme â€Å"wariness† which dominates their reasoning. It was because of their faults that Odysseus and Penelope could see â€Å"eye to eye. † But for all their innate likenesses, one main difference remains between the hero and heroine of The Odyssey: Odysseus has pride, a kind of virile self-regard that Penelope surely lacks, for better or for worse. Odysseus’s excessive self-respect gets him into many difficult circumstances: his odyssey of misery would not have occurred had he not revealed his identity to the Cyclops because he could not bear being remembered as â€Å"Nobody†. One cannot imagine that Penelope would find ever herself into such a predicament. However, there are some instances during the plot of The Odyssey when Penelope should have displayed more dignity. Several times throughout the story, Telemachus scolds her in a disrespectful manner, telling her to â€Å"Tend to your [Penelope’s] own tasks†, declaring that he â€Å"hold[s] the reins of power in this house. † Penelope didn’t put her teenage son in his proper place, opting instead to meekly withdraw to her own quarters. Had Telemachus spoken similar words to his father, Odysseus’s ego certainly wouldn’t have allowed such a lack of reverence, and Telemachus most likely would have received some tough love at his hands. Pride is the only significant distinction between the characters of Odysseus and Penelope, but it is a meaningful difference as well. If Ithaca’s queen was as self-righteous as its king, one could expect many royal family squabbles instead of the marital bliss they are famed for. Penelope is modest and demure, attributes that are absolutely necessary in order to live in harmony with a proud man like Odysseus. In conclusion, Odysseus and Penelope are alike in almost every respect, with their good qualities holding them together, their faults leading to understanding, and their one dissimilarity producing compatibility. That is why they were able to build the strongest kind of love, the love described in I Corinthians 13:7 : † Love never gives up, never loses faith, is always hopeful, and endures through every circumstance. † The Odyssey itself is a testimony to this kind of bond between husband and wife, a bond forged by harmonious natures, able to survive through twenty years of separation, temptation, and suffering.

Objective 310.2.3-08 Develop an Ethics Program Essay example

Objective 310.2.3-08 I and two other individuals have decided to start a company that will provide management consulting services to nonprofit organizations. The company will have 15 to 20 employees. Since many of our clients will be paying with funds provided by government sources, we have decided it would be appropriate to have an ethics program in place before we start offering services. A company must have an effective ethics program to ensure that all employees understand its values and comply with the policies and codes of conduct that create its ethical culture (Ferrell, Ferrell Fraedrich, 2008, p. 211). In order to develop an effective ethics program, it must contain certain items. It must first have a code of conduct†¦show more content†¦As with other types of codes of conduct, it will contain methods for reporting violations, how discipline is distributed and how it is adjudicated. When developing the code, besides the input of stakeholders, I and my two partners will be directl y involved in forming its content. We will consult our legal counsel to ensure we have avoided any potential legal problems. Six values that have been suggested as being desirable for codes of ethics include: trustworthiness, respect, responsibility, fairness, caring and citizenship (Ferrell, Ferrell Fraedrich, 2008, p. 215). We will use these as a guide when developing our code, as it fits into our desire to have a values orientation for our ethic program. The code will direct all officers and employees while conducting company business to: obey all rules, regulations and laws, conduct themselves with honesty and integrity and to avoid all conflicts of interests with the company business, report to work in condition to work and be free from the influence of alcohol or drugs, respect the rights and deal fairly with all clients, keep honest and accurate records and reports of company information, respect the diversity of all and not engage in discrimination or harassment, preser ve the confidentiality of all company information entrusted to them, maintainShow MoreRelatedDevelop an Ethics Program2151 Words   |  9 PagesObjective 310.2.3-08: Develop an ethics program for a company. Created Company Name: Blue Moose Management Consultants Welcome to our team. We are dedicated to providing our employees a pleasant work atmosphere helps to ensure excellent customer service and protection to our clients through Blue Moose Management Consultants (BMMC) You have been selected from a pool of other candidates because we believe you have the right attitude for success.   In addition, we feel you will add value to our