Essay Feminism and Jane Austens Emma - 1151 Words

In eighteenth century which feminist in social status was not popular by that time, author can only through literature to express her thought and discontented about society. Jane Austen’s Emma advocates a concept about the equality of men and women. Also satirizes women would depend on marriage in exchange to make a living or money in that era. By the effect of society bourgeois, Emma has little self-arrogant. She is a middle class that everyone could admire, â€Å"Young, pretty, rich and clever†, she has whatever she needs. She disdains to have friends with lower levels. However, she is soon reach satisfaction with matchmaking for her friend. Story characterizes a distorted society images and the superiority of higher class status. It†¦show more content†¦Although Highbury was just a small population town, the particular social structure was reflecting this type of class structure about Britain. For instance, the love amongst Robert Martin and Harriet was no t acceptable in Emma’s eyes. Robert Martin was a successful respectable farmer; Harriet is a friend of Emma and illegitimate of a tradesman nevertheless she received well cared and properly educated. So Emma couldn’t agree while Mr. Martin proposed marriage to Harriet, subsequently Emma Convinced Harriet to Refused to associate with Robert Martin. And try to match Harriet and Mr. Elton who was considered as higher rank of society status, young priest with record of great educating. In Emma describe of Mr. Martin â€Å"he may be the richest of the two, but he is undoubtedly her inferior as to rank in society.†(Emma, Chapter7, and p.33) it is clear that time, marriage most depended on and compromised with the values of their social status. The Fear of Marriage and Feminism Jane Austen’s ideas differed with the patriarchal system of her times. She elicited feminist concepts to contradict of the patriarchal structure; Emma’s first determined not to marry. When Harriet once asked why Emma never thought about marriage, she replied that most women were married because of insufficiently social ranking or money. She certainly had all of these privileges, so she won’tShow MoreRelatedJane Austen and Her Feminism1158 Words   |  5 PagesJane Austen and Her Feminism ---analyzing of feminism revealed in Pride and Prejudice Introduction It is universally acknowledged that Jane Austen was a major woman novelist in English; but it is also a truth that almost as universally ignored that Jane Austen was a feminist. By intensively reading her six novels (Sense and Sensibility, Pride and Prejudice, Northanger Abbey, Mansfield Park, Emma and Persuasion) and studying feminism, I have found some significant and fresh thingsRead MoreEssay about Feminism in Jane Austen1034 Words   |  5 Pages Feminism in Jane Austen quot;I often wonder how you can find time for what you do, in addition to the care of the house; and how good Mrs. West could have written such books and collected so many hard works, with all her family cares, is still more a matter of astonishment! Composition seems to me impossible with a head full of joints of mutton and doses of rhubarb.quot; -- Jane Austen, letter of September 8 1816 to Cassandra quot;I will only add in justice to men, that though to the largerRead More Patriarchy in Jane Austens Sense and Sensibility Essay1535 Words   |  7 PagesPatriarchy in Jane Austens Sense and Sensibility Despite the fact that Jane Austen has become what Julian North describes as a â€Å"conservative icon in popular culture† signified by her depictions of â€Å"traditional class and gender hierarchies, sexual propriety and Christian values,† the novel _Sense and Sensibility_ provides, if not a feminist perspective, a feminist discourse lacking in Emma Thompson’s film version (North 38). In this essay, I attempt to argue briefly that the novel, which initiallyRead MoreFeminism, By Jane Austen1314 Words   |  6 Pagesnovel, Emma, Austen presents a view of feminism that, at this point in time is quite outstanding for her to do. Men were the dominant gender and in England women remained submissive to the men at all times. Women had specific roles in the household and in society. When the girls are young, they are expected to obey their fathers until they are grown and passed off to a husband so they are financially supported at all times during their life. Emma i s a story about the everyday life of Emma WoodhouseRead MoreFeminist Undertones in Pride and Prejudice2078 Words   |  9 PagesFEMINIST UNDERTONES IN ‘PRIDE AND PREJUDICE’ Introduction Jane Austen authored the novel ‘Pride and Prejudice’ in 1813, a period in the social history of England that saw most women as best equipped for the private and domestic realm. An ideal woman was the picture of chastity, innocence and compliancy. Even women authors in this period were expected to adhere to genres that were considered to be solely their domain- the refined arts, householdRead MoreJane Austen s Emma And Amy Heckerling s Clueless Essay1574 Words   |  7 PagesThough written over two centuries apart, the protagonists in Jane Austen’s Emma and Amy Heckerling’s Clueless, are very much alike. They are strong female characters of a certain social standing, that are expected to abide by a particular set of rules and adhere to societal norms. Unlike most young women, Austen’s Emma and Heckerling’s Cher are able to disregard social expectations ¬ — like Emma’s idea of marriage, and Cher’s idea of sex — si mply because they are privileged and socially stable enoughRead MoreThe Importance Of Romanticism1046 Words   |  5 Pageseducation needed to be perceived as in contrast to what it was believed to be. After the large uproar that A Vindication of the Rights of Woman created, Wollstonecraft’s writing inspired many other female writers to join the fray. Alongside Wollstonecraft, Jane Austen was another monumental figure in the women’s rights movement. Austen addressed issues with women’s education, but she did so in a more subtle way than other authors of her time. Rather than pointing out issues head on, Austen created storiesRead MoreNorthanger Abbey and the Bildungsroman1694 Words   |  7 PagesThe Female Bildungsroman Like other Jane Austen novels, such as Emma or Pride and Prejudice, Northanger Abbeys primary trajectory is the development of the main female character. Even though Catherine Morland is not a typical female Bildungsroman, her realizations in who she is and who she is becoming are very evident throughout the novel. Websters Dictionary defines the Bildungsroman as a novel which traces the spiritual, moral, psychological, or social development and growth of the mainRead MoreRomanticism : The Era Of Romanticism1810 Words   |  8 Pageseducation needed to be perceived as in contrast to what it was believed to be. After the large uproar that A Vindication of the Rights of Woman created, Wollstonecraft’s writing inspired many other female writers to join the fray. Alongside Wollstonecraft, Jane Austen was another monumental figure in the women’s rights movement. Austen addressed issues with women’s education, but she did so in a more subtle way than other authors of her time. Rather than pointing out issues head on, Austen created storiesRead More Blanche DuBois: The Antithesis of a Modern Woman Essay4496 Words   |  18 Pagesmentally unstable to fully deal with the events that occurred in her life. This clearly illustrates that Blanche is not a modern woman, but a mere victim of unfortunate and tragic events. Jane Austen was not a feminist herself, but many contemporary feminists consider her to be the forerunner of feminism. Although Jane Austen lived a rather sheltered life, she wrote from the narrowness of life that was imposed upon her. Her novels centered around the problems that young women faced in society and the

The Prevalence Of Obesity And Obesity - 1196 Words

The prevalence of obesity has increased significantly in populations worldwide. The World Health Organization (WHO) (2015) estimated that 400 million adults were considered obese worldwide and is projected to double by the year 2015. Traditionally, obesity is associated with high caloric intake and lower levels of physical activity in high income Western countries. However, low and middle income countries are increasingly becoming obese and becoming a major public health concern in regards to quality of life and life expectancy (WHO, 2015). Many serious health conditions in the developed world are associated with obesity, including stroke, coronary heart disease, type 2 diabetes mellitus, hypertension, certain cancers, and cardiovascular†¦show more content†¦Stress and illness diffe by ethnicity/race as differences in exposure to social and environmental stressors, culture strategies for coping with stress, biological vulnerability to stress, and perception of stress as an i llness are all plausible biological components of obesity, although not fully understood (Caprio et al., 2008). Genetic Factors Ethnicity and race may have underlying genetic components that may be associated with the development of obesity as various regions of the human genome suggest harboring genes increase the risk of obesity (Akabas, Lederman, Moore, 2012). Additionally, metabolic comorbidities in obesity may be related to different patterns of fat distribution. For example, African Americans have less visceral and hepatic fat than white and Hispanic individuals (Akabas, Lederman, Moore, 2012; Caprio et al., 2008). Racial and ethnic differences in metabolic rate have found that differences in fat free mass or organ mass have been shown not to contribute to weight gain among certain populations (Caprio et al., 2008). Also, differences in insulin secretion and responses are different among ethnic and racial groups. Hispanic and African Americans have shown to have lower insulin sensitivity compared to Caucasians (Akabas, Lederman, Moore, 2012; Caprio et al., 2008). However, African Americans have higher circulating insulin levels than

Theory of Cognitive Development and Children Free Essays

Discuss the concept of ‘constructivism’ (from Piaget’s theory of cognitive development). Use a mix of theory and research to back up your ideas about whether or not the child constructs his/her own development. The understanding of how children comprehend the world around them has been a highly researched part of cognitive development in Psychology. We will write a custom essay sample on Theory of Cognitive Development and Children or any similar topic only for you Order Now Jean Piaget was one of the first researchers to develop a theory suggesting that children understand the world around them by actively seeking information from their environment, and continuously expanding their knowledge by organizing, adapting and assimilating this information Berlin, (1992). Piaget’s theory known as constructivism theory, has undergone a high level of scrutiny, centring on the understanding of children’s cognitive abilities, and neglecting the intelligence of assistance. Through analysing current research this paper aims to explore Piaget’s constructivism theory. Children’s development has been a topic of interest since the 1920’s, following the creation of an intelligence test developed by Piaget and his colleagues where Piaget discovered that younger children made systematic mistakes from those of older age, consequently proposing that children change qualitatively with age, Bremner et al. (2012). Studying his own children Piaget formed the constructivism theory arguing that children built their knowledge through organization (children organize their information in schemas, assimilation (using pre-existing information) and adaptation and accommodation (adapting to the condition of the environment), by searching for in formation from their environment to expand their understanding of the world, Beilin, H. (1992). Piaget proposed children take an active role in their cognitive development, and independently construct the world around them. He proposed that children face different problems as they move through the stages, and it is the solving of these problems that teach them and assist them in learning and developing their thinking. The knowledge they receive from solving these actions are not imitated or innate, instead are ‘actively constructed’ by the child. In this sense, Piaget suggests that thought is obtained from action, when actions are internalised, ones thinking increases. The child is influenced by their previous ideas and new experiences, and based on this they construct new ideas. Piaget suggested that cognitive structuring, actions representing specific ‘acts’ of intelligence, is developed and linked to stages of child development. Piaget proposed children undergo four developmental stages where cognitive structuring occurs. These stages are sensorimotor stage (from birth to two years of age), preoperational stage (from three to seven years of age), concrete operations stage (from eight to eleven years of age), and formal operational stage (from twelve years of age until adulthood) Piaget, J. Inhelder, B. (1969). In the first stage, sensorimotor which Piaget divided into six sub-stages, intelligence is demonstrated through basic motor skills such as sucking to experimenting with external objects by using schemas in order to reach their goal. ). Piaget suggested that until the age of seven months (during their third sub-stage of sensory motor stage), infants do not understand that the world consists of permanent objects. He argues that if at this stage you hide an object in front of the infant they show disappointment or simply stop looking for the object as if the object disappeared. Not until infant reaches eight months (the fourth sub-stage of sensory motor stage), does the child start to look for hidden objects, which shows that at this stage infants start to understand object permanence, Piaget, J. Inhelder, B. (1969). One of Piaget’s studies that received a great deal of attention is the A-not-B error study, which he explains that if an object is hidden in front of an infant (location A); at around eight months of age they would reach toward the hidden object. However if the object is moved to a different location (location B) infants until twelve months of age would still reach for the first location. The failure to reach the correct location Piaget explains as egocentrism clamming that at this stage children fail to see the situation in a different point of view thinking that because the object was placed in the first location that that object would permanently be there, Piaget, J. Inhelder, B. (1969). Testing Piaget’s A-not-B theory Kaufman and Needham (1999) tested 40 six and a half month infants. Using habituation technique they concluded that infants looked longer when the objects were moved. Contrary to Piaget’s findings, they suggested that infant special orientation development happens at much earlier age, arguing that Piaget underestimated infant ability. The second and third stage Piaget proposed are the preoperational and concrete stage at this stage children understand object permanence (that objects continue to exist even though they cannot ee them) , spatial layouts and also the use of language for problem solving starts during the preoperational stage through constructing existing information and eventually expanding this information. However until the age of seven children still see the world from their egocentric view (i. e. refusing to see the world from a different point of view). At the concrete stage children are able to solve visual problems such as lining in order dolls from the tallest to the shortest, however they are not able to solve mental probl ems, Piaget, J. Inhelder, B. 1969). The fourth and last stage that Piaget proposed is the formal stage. At this stage Piaget argues that children can think abstractly, consider possibilities and formulate hypothesis. Piaget’s formal operational stage has been criticised by researchers such as Kuhn et al. ,(1982) who discovered that although constructing knowledge seems to be sufficient for the sensory-motor and preoperational stage, it does not seem to be the same case with the concrete and formal operational stage since not all adults show formal operational thought. There have been numerous studies conducted which provide support for constructivism theory. Guthrie et al (2004) compared different instructional methods for student’s reading skills, these methods included a strategies instruction approach, and an approach combining strategies instruction and constructivist motivation techniques, such as incorporating student choices, collaboration, and hands-on activities. The constructivist approach, called CORI (Concept-Oriented Reading Instruction) produced a high student reading comprehension, motivation, and cognitive strategies (Guthrie et al, 2004). Similarly Jong Suk Kim (Kim, 2005) found that when students were taught using constructivist-teaching methods, they achieved higher levels in academia compared to using traditional teaching methods. Students also voiced preferring constructivist methods over traditional ones. However, one of the biggest criticisms of Piaget’s theory has been the ignorance of social and cultural influences on child development. Contrary to Piaget, who believed that allowing children to experiment and express their own ideas enabled their constructive processes to develop knowledge, Vygotsky’s (1962) sociocultural theory proposed that learning and development are derived collaboratively from socialisation and education. He argued that simple knowledge such as perception and attention are mental abilities are innate, and although children actively developed their thought rocesses through the environment, they could also, with assistance from others, reach a higher level/stage of cognitive development than the stage they are at when they perform alone. Vygotsky named this ‘the zone of proximal development’, â€Å"†¦the distance between the actual development of a child as determined by the independent problem solving, and the level of potentia l development as determined through problem solving under adult guidance or in collaboration with more peers Vygotsky (1978)† Vygotsky’s (1978, p. 56). Therefore, although his theory is similar to Piaget in that he believes cognitive development is restricted to a limited range at a certain age, he believes that with the aid of social interaction, for instance the help of a mentor, an individual/child can understand concepts and schemas that they would be unable to comprehend alone. In this sense it questions the extent to which children construct their own environment and developments as children’s knowledge may develop at a much faster rate through interaction and guidance of more experienced peers , such as older siblings, parent or teachers, Gauvain and Cole (1997). Evidence supporting Vygotksy can be seen in a study by Gauvain et al. , (1997). He found that if you test a group of nine year old pupils with a number of problem solving skills (at Piaget’s concrete operational stage) and test a group of twelve year old pupils (at Piaget’s formal operational stage), and not assist them, they would show the same level of intelligence, concluding that knowledge is not simply constructed through experience but also through techniques taught by others. Similarly, Mayer (2004) proposed that â€Å"a recent replication is research showing that students learn to become better at solving mathematics problems when they study worked-out examples rather than when they solely engage in hands-on problem, Mayer (2004, p. 18) Conclusion Piaget’s four-stage knowledge development theory is highly researched criteria within developmental Psychology. The use of constructing previously learnt information into new information through experience seems to be more effective at an early age. His theory seems to underestimate the children’s ability and knowledge; however it overestimates adolescence ability. It also is unarguable that constructivism theory fails to acknowledge the social effects that have been shown to play a crucial part in knowledge development. However it is not to say that Piaget’s constructivism theory should be discarded altogether, since Piaget was the pioneer in introducing clinical methods to explore children’s thoughts. This remains the fundamental theory used in child development research. Moreover, as mentioned above, Piaget’s constructivism theory is highly used in schools, guiding teachers in how to enable children to explore their own environment through expression and experimentation. In conclusion, knowledge development could be acquired through both construction of ones own experiences, and the help of more experienced peers. References 1. Beilin, H. (1992). Piaget’s enduring contribution to developmental psychology. Developmental Psychology, 28, 191-204. 2. Bremner A. et al. , (1986). Developmental Psychology. Developmental Psychology. 3. Bodner, Gg. M. (1986). Constructivism a theory of knowledge. Journal of Chemical Education, 63, 873-878. 4. Gauvain M. and Cole. M. (1997). Readings on the development of children. W. H. Freeman and Company. New York. 5. Guthrie et al. , (2004) Increasing reading comprehension and engagement through concept oriented reading instructions. Journal of educational psychology, 96 (3), 403-423. 6. Kaufman, J. and Needham, A. (1999) Objective spatial coding in 6. 5-month-old infants in a visual dishabituation task. Developmental science, 2(4), 432-441. 7. Kuhn et al. , (1982), Systematic and metasystematic reasoning:A case for levels of reasoning beyond Piaget’s stage of formal operations. Developmental psychology, 53, 1058-1069. 8. Kim J. S. (2005). The effect of constructivist teaching approach on student’s academic achievements, self- concept and learning strategies. Asia pacific and education review, 6 (1) 7-19. 9. Mayer (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59 (1) 14-19. 10. Piaget, J. Inhelder, B. (1969). The Psychology of the Child. NY: Basic Books. 11. Vygotsky L. S. (1962). Thought and Language. Massachusetts: The M. I. T. Press. 12. Vygotsky L. S. (1978). Interaction between learning and development. Mind and society, Cambridge: Harvard university press. How to cite Theory of Cognitive Development and Children, Papers

Engineering Women and Leadership

Question: Discuss about the Engineering for Women and Leadership. Answer: Introduction: The discourse on whether leaders are born or made seeks to discover whether leadership qualities can be learned or they are innate. One side of this debate is the thought that people are born with certain leadership attributes, and those who are not born with these attributes cannot become successful leaders, while the other side strongly suggests that leadership skills develop over time as a result of learned leadership methods and life experience. I do not agree with them because most successful leaders spent a lot of time studying leaders and leadership, there is no evidence one's DNA can influence leadership, leaders have unique leadership styles and personalities, and excellence is a result of hard work. Many outstanding leaders throughout history spent a lot of time researching on leadership. Warren Bennis, an author of more than 30 books and a key adviser to at least four presidents of the United States, did not only spend much of his time studying leaders and leadership but also on the faculties of Harvard and Boston University. After doing all these things, he came to a conclusion that the concept that leaders are born is the most dangerous leadership myth. This myth, according to him, is deadly because it implies that people are either born with certain charismatic qualities or not. He also holds that if the basic desire to learn the major capacities and competencies of leadership; anyone can learn them and emerge as a great leader. Warrens example offers one of the best illustrations that leaders are made through focused effort, hard work, and daily action (Bennis 2011; Ihlenfeldt 2011). While proponents of the myth of leaders are born consider that there are some genetic qualities that one must have to become a leader, it is clear that these qualities are not the main determinants of leadership abilities. These qualities can also help to speed up leadership development. However, there is no empirical evidence that leadership is determined by an individuals DNA. Research has established that gender plays very limited roles in explaining the difference in leadership abilities. Certain studies have pointed out that women are slightly more effective leaders than men. Some other findings have also disputed this study by citing that it appears to be the result of many leaders applying higher standards when appointing women in leadership positions (Zoli 2008). In addition, there are many different types of leaders. Because of this, there are just very limited characteristics that one can rely on to predict leadership potential. People who are social, curious, ambitious, and flexible have a high possibility of becoming leaders. However, research has also shown the IQ contributes less than five percent chance that one would become a leader. Leadership behavior is a combination of both environmental and genetic factors. This increases the chances of some people rising to leadership positions. While this is a possibility, research indicates that in between 30 percent and 60 percent of the cases, leadership behaviors are developed over time. When leaders are interviewed, they tell stories of their personal struggles and many other things that they had to endure while learning to lead and these disparities are responsible for the emergence of many types of leaders (Judge n.d.). Many of those who hold that leaders are born also think that leadership is a product of charismatic personality. While this attribute is essential to the success of most leaders, the success of leaders is significantly more than outgoing personality and smooth talk. Leaders throughout history have exhibited unique leadership styles and personality. By reflecting on the personality and leadership styles of leaders such as Martin Luther King Jr., Bill Gates, Warren Buffet, Steve Jobs, Winston Churchill, and Abraham Lincoln, one notes that the personality and styles of each of these leaders were unique. It becomes clear that their leadership was a natural extension their unique experiences, their life story, and their clear purpose. One thing that becomes very clear after reviewing their styles is that leaders are self-made. They are hardly a product of their genetics. This shows that a leader is a reflection of who they are and the change that they anticipate to make in the world. To b e an effective leader, for that matter, one must understand who they are (Ambler, et al. 2012; Ambler 2016). Leaders are also made because no one can lead without demonstrating their leadership abilities to their followers. Research has shown that excellence is a product of deliberate practice. This finding shows that most people have the ability to become great leaders. All they need to do is take deliberate efforts to unlock their leadership potential. One needs to step out of their comfort zone, take risks, work hard, and stretch them (Anders et al. 2014; Bucciarelli 1997). In conclusion, the concept that leaders are born is a destructive leadership myth. People who hold that leadership is a product of their genetics are significantly less likely to take any important initiative, learn from their mistakes, and commit to any of their personal goals. This fact demonstrates that the real leadership issues are that many people have not taken their time to understand their purpose and vision for their world, are not willing to pay the price required to become leaders, and are not committed to learning how to express their unique leadership abilities. Leadership is not something that anyone is born with, one cannot inherit it, and it is not the result of ones DNA. Anyone can be a leader when they connect their purpose on earth and outstanding strengths with a burning desire to make some difference in the world. Therefore, instead of wanting to know whether leaders are born or made, we should be asking what contributions we want to make in this world to make i t a better place than we found it. References Ambler, G., Says, K. H., Says, G. A. (2012, July 29), Home. Accessed March 16, 2017, from https://www.georgeambler.com/how-experiences-shape-and-make-leaders/ Ambler, G. (2016, April 15). Home, Accessed March 16, 2017, from https://www.georgeambler.com/successful-leaders-know/ Anders EricssonMichael J. PrietulaEdward T Cokely, 2014, July 31, the Making of an Expert. Retrieved March 16, 2017, from https://hbr.org/2007/07/the-making-of-an-expert Bennis, W. G, 2011, Leadership: helping others to succeed, Insight Pub. Co., Sevierville, TN. Bucciarelli, J, 1997, Leaders are made!: a building block approach to effective leadership, Blue Note Books, Cape Canaveral, FL. Ihlenfeldt, W. A, 2011, Visionary leadership: a proven pathway to visionary change, AuthorHouse, Bloomington, IN. Judge, T., n.d., Intelligence and Leadership: A Quantitative Review and Test of Theoretical Propositions, Accessed March 16, 2017, from https://www.timothy-judge.com/Leader%20IQ--JAP%20published.pdf Zoli, C, 2008, Engineering: women and leadership, San Rafael: Morgan Claypool.