Challenges To Masculinity In World War 1

Challenges To Masculinity In World War 1 In the years 1914 to 1918 half of all men between the ages of 15-49 left behind their usual lives and jobs to toil on the battlefields and war related occupations during the First World War. Of 8 million men mobilised, some 1.7 million were wounded and 722,000 killed (Bourke, 1994). Sometimes referred to as the war to end all wars 5 million men served and survived and every frontline soldier experienced loss; it made an unforgettable impact on those who lived through it (Gregory, 1994). 7% of all men between the ages of 15-49 were killed in battle (Bourke, 1996). Men who fought in the trenches had memories of living with the dead, fears of death, close escapes of death, killing and bereavement. It is no wonder men were traumatised and broke down (Gregory, 1994). In this essay, I will show how this trauma challenged the idea of a man being masculine and how this is linked to challenges of ethnicity. Masculinity for many people is what differentiates men from women or femininity (Bour ke, 1996). Ethnicity is a social construction representing â€Å"the cultural values and norms which distinguish members of a given group from others† (Giddens, 2001:689). What was unbearable about modern warfare was its passivity in the midst of extreme dangers. Modern warfare was more psychologically difficult than warfare in the past because the men had to remain for days, weeks, months in a narrow trench exposed to constant dangers (Bourke, 2000). The trauma of world war one made society less secure, the period following the Great War is portrayed as the decline in Victorian values. The world wide economic depression meant fewer jobs and for those men who were unemployed found themselves no longer the breadwinner of the family (Bourke, 1996). Before world war one, those who were without limbs were mostly working class, for example children of the poor, adult factory workers, dock labourers and miners. However, after the war men who had been very fit had become war amputee s, for example 70% war amputees were aged younger than 30 but also 10% officers (Bourke, 1996). The war affected all classes. The trauma of world war one made all men from different classes who were amputees invisible in the labour market. Labourers had no incentive to give jobs to disabled men. This became very embarrassing for soldiers; advice and help from officials such as the Heritage School at Chailey recognised that there was little they could do to ease what must have been a difficult alteration for wounded men. Crippled soldiers had to be made in to men again, because they were often reduced to being children (Bourke, 1996). The war had a dissolving effect on the class structure of Britain, although still being a class-conscious society the emotional stress of war brought males classes closer together. Before the war, not having an arm or a leg meant you were poor but because of the war all classes were affected. Going out to work was an important milestone on the road to m anhood and a source of pride, there was a link between masculinity and â€Å"living wage† that required defending (Bourke, 1994). Although the majority of disabled veterans found employment, 100,000 disable ex servicemen were unemployed in 1920 (Gregory, 1994). It did not matter about your class anymore, during the war all men had to live in the trenches regardless. Those men who had suffered losing a limb during the war regardless of their class faced challenges to their masculinity because they were no longer the breadwinner of their families (Bourke, 1994).

Proposal Essay Example | Topics and Well Written Essays - 750 words - 10

Proposal - Essay Example Moreover, the kinds of issues raised by this saga are concentrated on interesting for this social group ordinary relations within family and school institutions, romantic love, and superpowers. Thus, analyzing this text enables discovery of the main messages that are accepted by contemporary adolescents in terms of Hollywood cultural industry, Twihards fan culture, and phenomenon of contemporary globalization process. For this purpose, both text written by Stephanie Mayer and its film adaptation are considered in the current research. In case of Hollywood cultural industry, the way the screening of Twilight saga happened was made in a standardized way described by Theodor Adorno. In this context, regular referring to the movie’s celebrities in general and romantic real love between main actors in particular is reflected in the usual way Hollywood movies are promoted nowadays. Therefore, the way Twilight Saga was presented on the screen determines the whole context of teenagers’ behavior and ideals in the society. As for fan culture, the fact that most Twihards (Twilight fans) have female gender corresponds with the observation made by Henry Jenkins on distinguishing eroticized fans from all the others. But, this approach should applied not only on exotic forms of culture but also in such an ordinary case of customer culture. Thus, the fan communities should be also considered from the Gender Studies perspective. Finally, contemporary globalization with the phenomenon of â€Å"eating the other† stated in Hook’s essay is literally used in Twilight. In particular, Edward Callen and all the members of his family have extremely white skin. Moreover, they are superior to all the others as they are able to kill by eating blood. And so, in this case Hook’s theory can be applied even more accurately than the author supposed to use it. In context

Low acheiving Students Assignment Example | Topics and Well Written Essays - 250 words

Low acheiving Students - Assignment Example The theory of crystallized intelligence is important in accessing student abilities. Students’ abilities can be assessed through the ease of learning. Teachers have to regulate the learning abilities through intellectual gifts and talents ability (Hoy & Hoy, 2009). Students have different abilities which are referred to as different intelligences. Teachers must access the strength and ability of students based on their ability to develop original and advanced ideas. Strong students have ideas whose importance is lasting. Teachers can bring meaningful change into the learning abilities through being equipped with psychiatric fundamental skills. Since effective learning in multidimensional, teachers must be empowered to handle a variety of attitudes, and challenges that hamper learning. Swanson argues that this should be followed by outstanding training on how to implant knowledge when dealing with strong and weak students in a sustainable way. According to Hoy & Hoy, the ability of students should include artistic abilities, and creativity. Teachers should use support groups, background information and personality tests to teach students. Teachers track the progress and give regular reports based on a holistic analysis. Research shows the ability of students to learn is influenced my multiple factors. For teaching to be effective in inclusive classrooms, the causes of different reasoning and understanding abilities must be addressed through professional skills and parent, teacher, students’ action plans and conferences. This has to be done in a sustainable