RACE, MILIEU, AND MOMENT IN “TITANIC” BY JAMES CAMERON: HISTORICAL APPROACH

Literary criticism is defined as a science and try to investigate literary work with analyse and comparison. The purpose of this study is to get some information and to identify the race milieu and moment in literary work. Outlined Hipollyte Taine perspective in three concepts, namely (1) race, (2) Milieu, and (3) Moment. This phenomenon occurs in Titanic film by James Cameron. The researcher using Qualitative descriptive methods to analyse race, milieu and moment in Titanic film by James Cameron. The data collected by recording the data. Data analysed using Hippolyte Taine and Guerin theory for historical biographical approach. The result of analysis found that the disparity in the status of ship passengers for the poorer and upper classes is depicted in James Cameron's film Titanic as evidence of social class inequality. Because of his act of obtaining an award despite being in the lower class, Jack, as a class representative, does not have the right to be considered a person at the bottom. Mileu pits the position of social class against the community, which is backed up by the class division. Meanwhile, Moment is viewed through the lens of a social class that exists between the bourgeoisie and the proletariat, as evidenced by the numerous forms of discrimination discovered.

Social class and sex differences in higher-education attainment among adults in Scotland since the 1960s

An important question about adult education is whether it compensates for or exacerbates initial inequality. The paper looks at this question in relation to higher education in Scotland, considering inequality with respect to sex and to social class. The data come from three cohorts followed from birth to 2011–12. The oldest is unique to Scotland, consisting of people born in 1936. The other two are the Scottish components of British cohorts who were born in 1958 and 1970. This range of time allows an investigation of the effects of half a century of higher-education expansion, drawing a distinction between all higher education and degree-level higher education. The conclusions are that the proportion of women who gained any higher-education qualification was lower than that of men in the 1936 cohort right up to age 75, was equal to men’s in the 1958 cohort up to age 54, and in the 1970 cohort was higher than men’s from the outset and moved increasingly ahead up to early middle age. For degrees, the female proportion converged with but did not overtake the male proportion. On social class, inequality for all higher education widened with age in the oldest cohort, did not change in the middle cohort, and narrowed with age in the youngest cohort. For degrees, inequality did not change across cohorts or across ages within cohort. Thus any widening of access by adults to higher education has depended mainly on levels below that of degrees.<br /><br />Key messages<br /><ul><li>Investigates the effects on learning in later life of half a century of higher-education expansion.</li><br /><li>Understanding inequality requires paying attention to the whole life-course.</li><br /><li>Between people born in 1936 and in 1970, women moved from being behind men in later life to being ahead.</li><br /><li>Social class inequality widened with age for people born in 1936, but narrowed with age for those born in 1970.</li></ul>

Trajectories of social justice within social stratification: towards a Bourdieusian reading of social class for social workers

Vies towards social justice in the social work academy and elsewhere have too frequently been imprecise, rhetorical and definitionally opaque. This article pursues a rigorous and theoretically exact treatment of the matter of social class for social workers, towards presenting set parameters for operationalising social justice. The research base of the article is social stratification scales drawn from the social sciences, upon which a bespoke and composite conceptual frame is applied. Within this, the Bourdieusian theory of capital, extended and applied within Bonnycastle’s relational illustrative model of social justice, supports both an economic and non-materialist reading of class. The intention is to assist social workers in understanding and therefore contesting social class inequality, towards creating a more egalitarian and socially just society.

Chinese Students Choosing Hungarian Tertiary Education: a Systematic Review

China has been the leading source of foreign students pursuing tertiary degrees in other countries. The incoming Chinese students in Hungary comprised the third highest number of foreign students in the country in 2016. This paper examines the Chinese students’ motivations for choosing the Hungarian education system, with the purpose of gaining a more comprehensive and accurate understanding of the flow of Chinese students to Hungary. In terms of methodology, this paper uses the systematic review protocol by retrieving relevant literatures. The author developed the main factors influencing Chinese students’ choice of the Hungarian education system, which are social class inequality and the modernization process from the Chinese perspective; meanwhile, the state policy perceptions, the institution, and community influence are encouraging from the Hungarian views. Moreover, individual motivation and the challenges of “invisible academic performance in the classroom” are explored with regard to Chinese students in Hungary. This article practically contributes to policy implications for Hungarian higher education in the international environment and inspires Chinese students who are from the lower socioeconomic classes.

A People’s Portfolio of the United States

This chapter focuses on how finance has transformed household wealth—a trend with long-term implications for how social-class inequality becomes entrenched. It first reviews the uneven distribution of wealth in the United States. Wealth inequality has risen since the last quarter of the 20th century. Today, fewer American families have sufficient means to accumulate wealth over time, and the concentration of capital in the hands of a select few has widened the fault line between the richest and the rest. The chapter also examines how the distribution of wealth has changed across generations—more precisely, what social scientists call “cohorts.” That is, wealth for the baby boomer generation differs greatly from wealth among the millennials. Since wealth accumulation develops over the course of a person’s life, families in young adulthood and near retirement are considered.

Analisis Tentang Hubungan Antara Cerpen Reaching For The Sky Karya Mitchell Waldman dengan Teori Strukturalisme Genetik

The journal entitled "Analysis of the Relationship between Reaching For The Sky Short Story and Genetic Structural Theory" aims to describe the genetic structuralistic relationship shown in the study of Reaching For The Sky short stories. This research uses descriptive analysis method by using literary sociology analysis techniques. Short Story Reaching For The Sky is an interesting to be chosen because it is thought to show the relationship between structuralism theory and social inequality.The results showed that the short story Reaching For The Sky by Mitchell Waldman is work that is full of criticism about social class inequality that occurs in Brooklyn, New York, USA. This short story besides carrying the theme of social class, can also be examined more deeply using the theory of Genetic Structuralism. This can be achieved because between the short story and the author, there is a very close relationship. Can be identified through the author's background and what is in the short story. Characters, settings, story lines, enough to represent the correlation of short stories, authors and theories that support the link between the short storyline and genetic structuralism. Among these are: facts of humanity, collective subjects, worldview, structuration and dialectics of understanding.

‘Personal’ troubles and public spaces: the community as a site of care and social action

The crisis in community development in Ireland has been discussed by community workers, academics and equality experts. This article contributes to this analysis with empirical research encompassing the voice of people living with inequality, including a number of community activists. The research shows how affective relations take precedence in women’s discussions about social class inequality and activism at a community level. Yet, this everyday concern with the affective is not given a legitimate status in academic and political discourse about community development. It is argued that this depoliticization of affective relations is part of the crisis in community development when it fails to incorporate a political analysis of what matters most to people at a community level.