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AS and A Level: Work & Leisure
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Functionalists see that roles are allocated to certain people within society. Those who do well in education are rewarded by being able to reach occupations that have high pay and high status. Therefore this meritocracy encourages people to believe that social background is not important, allowing plenty of social mobility. Talcott Parson, a sociologist goes on to further research and justify this role allocation believing young people re given appropriate roles in the wider society, depending on their talents and abilities.
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Social Class and Identity 1. The working class are associated mainly with the labour party and trade unions
(e) There are three ways in which schools act as agencies of socialisation. Firstly is skills provision. This is that education teaches the skills required by a modern industrial society. The second is role allocation. This is that education allocates people to the most appropriate job for their talents using examinations and qualifications. Third is socialisation. This is that education helps to maintain society by socialising young people into key cultural values, for example, achievement and individualism. Social Class and Identity 1.
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The upper and even middle class, which usually has a good education, have the duty to show the lower class the light and to get these people
Why can these people of lower class never achieve crossing the class boundary? Most of lower class does not have an education. Therefore their opportunities for having profitable and non-dead-end jobs are nearly impossible by all standards. Because of their lower education, their job selection is limited to mostly manual labor, where pay is minimal, at best. Due to their low-paying salaries, a good college education is usually completely out of the question for their children. College is too much money and "they got along fine without a college education," which is sometimes the case, but severely limits future opportunities for their children.
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In this paper, I will argue my thoughts on what is the experience of education. There are many ways to argue what the experience of education is. My argument is that the experience of education means gaining the skills and knowledge to not only to survive in the real world, but to gain awareness and appreciation for life-long learning and the things that happen around us. Education is such a broad field as there are so many educational paths to take to become successful in a particular field. Common knowledge says that the education we've experienced in elementary school have helped prepare us for middle school.
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Using material from Item A and elsewhere, assess the contribution of functionalist sociology to an understanding of the role of education in society.
Identify and briefly explain two reasons why females in general are now achieving better GCSE grades than males. (8 marks) One reason that I think females are achieving better GCSE grades than males is that more pressure is being put on females nowadays due to women being more determined to be treated equally to men in areas such as jobs. Another reason, is that I think women are becoming more independent are striving harder to reach their targets and goals.
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Marxists would disagree with this and are interested in the way education works in the interests of the ruling class in a capitalist society. They see the education system as driven by the needs of capitalism which wants a work force that is easily exploited and accepts their exploitation. Both Marxists and functionalists see education as a powerful influence on students, making sure that they conform to societies norms and values.
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American education is a lot different than the early Chinese education. In America, school is for developing critical thinking skills. American
This approach of learning narrowed the range of knowledge that a Chinese student might have. This would limit the students thinking and restrict their future development. When a student is limited in what he of she can do then that will dramatically decrease the number of jobs that they have to chose from. American education is a lot different than the early Chinese education. In America, school is for developing critical thinking skills. American education teaches students to apply what they learn in the class to the outside world.
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Identify FOUR Values that are associated with education in the Caribbean. Explain how these values have shaped your choices and behaviours.
School teaches individual's to learn to interact and cooperate with people who are neither friend nor family; therefore, school provides the perfect atmosphere to acquire interaction skills. The school allows the students to interact under a fixed set of rules and these experiences allow the student to grow and prepare themselves for interaction with the wider society. Durkheim also added that school rules must be enforced and punishments should me put in place where necessary. This in turn helps the student to learn that their act was wrong and would be able to exercise self- discipline not only to avoid punishment but because their action has done damage to that social system.
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In my opinion, they were showing that they were disagreeing with the pay system. The problem is occurring with teachers who are given the responsibility of educating the future pioneers. Being dissatisfied, especially in this part of Human Resources, is actually dangerous and expensive especially in the long term. Currently, teachers, in my opinion, started omitting some parts of the purpose of teaching. Why is that? Because they aren't happy with their salaries. Is it important to solve their problem? Absolutely yes, because the whole country is relying on schools to educate children and adults.
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If society valued people ONLY economically (i.e. by using money) Which type of people would be the most valuable - and why?
Doctors and Surgeons would be very valuable, to care and treat all of the sick and injured people. Children with great education and skills would be valuable because you will need new people to tack the roles of scientists and doctors when the old ones retire.
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Dress During the Victorian Period the ways girls dressed was down to men. Young girls, like their mothers, wore long dresses that covered their entire bodies. The fabric was. Girls usually sewed their own clothing. Accessories included hats, gloves, umbrellas and fans, which were used when a mother and daughter wanted to impress society. For girls, ages 4-9, the structure of their dresses included a small bow, or tie located about heart level. This design accented a small bust and long torso.
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He called a double or nothing on the jewelry, as he picked up the dice. He shook and rolled snake eyes (Which meant he lost automatically). Rob puts on his new accessories as he packed up and left for class laughing. The bell rang, but Jamie sat silent in the cafeteria, thinking about what to do. He was silent until the P.A came on to remind students of the unicef fundraiser. After the announcement he smiled, grabbed his bag and left. Int. School hallway- Day Rob stops at his locker, which he shares with his girlfriend MARY.
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Lack of education, health services * Too little provison of job opportunities * No investments in the productive sector (agriculture, mining, fishing) * Climatic conditions (sand storms, dust storms) * The maluse of natural resources - They haven't taken advantage of their resources * Bad health care has opened the way
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What was important to women in the past/ what is important to them now/ what will be important to them in the future?
Although having a family/husband was still important, women started getting jobs. However, the jobs they were getting were not like the men's - they mostly had jobs like secretaries, teachers, nurses (jobs that have become stereotypical.) As time progressed, the importance of having a career and being independent grew among women. We definitely saw this in the early '80's with women starting to break into the business world. The importance of this to women was shown in movies and music of the '80s. Even in fashion, we started seeing women dressing like men - I.e.
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Girls do not want to be dependant on men anymore and want to become something, with their own identity. They want to be independent, not having to rely on someone else to do things for them; they want their freedom: girls do not want to be like those women who were unable to become something and are now relying on government or other people to give them money. They want to be themselves, without people interfering in their lives. They want people to be proud of them for being better than boys, or being just as good. Boys were always given more rights than girls and now that is something girls want changed, and one of the biggest ways they can do that is by being educated.
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This maybe because there parents can't afford decent clothes or school uniform for them and so this can lead to bullying at school. They can't afford basic school supplies such as pens and pencils and on raining days they have no car to get driven to school in. It is no secret that labelling takes place in schools and because the working class child arrives at school already at a disadvantage from there tatty clothes they are more likely to be labelled negatively than that of a middle class child.
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Really, it was only the middle classes who were educated because the upper classes could not be bothered. They did not have to. The lower classes simply could not afford it. A hundred years later, the issue of everyone not having a fair chance of a decent education still remains. Overall, everyone has a better, much improved, education than they would have had a hundred years ago, but nowadays good jobs still demand a better education than a modern poor family's money can provide. The system is relatively similar; the more money available, the better the education. As for the issue of war, two wars have been fought since the play was written.
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Describe the employment opportunities for women in Britain in 1914, at the outbreak of world war one
Middle class parents were much more likely to pay for a boy's education because a girl would be expected to get married and not have to work. This lack of education meant that most women had little chance of getting a degree or having a profession such as medicine, even though some universities did let women study there. Even if a woman was highly qualified, there was resistance to them working: for example, in the teaching profession women had to leave their jobs if they got married and they were rarely promoted above men.
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This was where the education stopped for the females; though, the upper class young boys went on to attend a public school, such as the ones at Eton, Harrow and Winchester, which taught classics, such as Latin and Greek, classical History and sport. Though these schools were well known for bullying, including fagging, strict corporal punishments and really bad teaching. These types of schools were very inefficient, and many parents knew these schools taught mainly 'manly habits,' such as fighting and bullying.
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Explore the ways in which European values and customs are shown to effect African Society in DMP, SW and TR
Obi remains stubborn and does not remove the sticks. A few days later Obi awakes to find that his beautiful compound has been destroyed, every hedge has been torn up, every flower has been trampled on and even one of the school buildings has been pulled down. On this day the school inspector comes and writes a bad report. Obi had put all his efforts to make the school marvellous and beautiful. Still, one morning, Obi woke up among the ruins of his work. He was influenced by European customs and he disrespected the views of the villagers and for this he paid the ultimate price.
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Although it was not too difficult for women to get jobs, promotion opportunities were poor. One reason for this was that women were often not as well educated as men. Before 1876 education was not compulsory, and it was not free until 1880. In 1902 the school leaving age was raised to twelve, and staying at school after this meant winning a scholarship or paying fees. Sometimes parents would pay for a son to carry on but not a daughter, as it was assumed that a daughter would get married and be supported by her husband.
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Trade unions were worried that if women took up men's jobs now then after the war they would not be able to return to their jobs. Although soon most women were working along side men on a friendly basis some men refused to help them as they feared their employees would cut their wages as women were cheaper to employ. Many women joined trade unions. In 1914 433,679 women belonged to trade unions and by 1918 this figure had almost trebled to 1,209,278.
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Many people would agree with the government's decision to re-integrate the two boys back into the school. Others also argue that the school overreacted and was extremely harsh for expelling the boys. In their opinion, a lighter punishment should be given but expulsion is not the solution. Many factors contribute to the solution of a permanent expulsion being scrapped. Some people would claim that it is unfair to make pupils travel outside their local area to get to school. With most parents working, this means that the children will have to travel by public transport, meaning an extra cost to consider.
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Of the three and a half million women in paid employment 50% were confined to jobs in domestic service, despite being highly skilled were paid low wages. Many women were turning to teaching to find greater awards although not rewarded equal to those of a man in the same job. There was no state old-age pension in 1901; those who could no longer work had no other income. In the early twentieth century there was distinctive breach between the classes.
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To avoid all these steps people can just drive down the street and pick up their meals from a fast food restaurant. Today, the inside-lines can even be avoidable with the addition of the drive through window. There are many advantages to the fast food restaurant, but as Ritzer explains there are also "irrationalities of rationality." In the example of the fast food restaurant, to prepare meals as cheaply, quickly, and easily as possible the health of individuals eating such foods is quite often sacrificed.
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