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AS and A Level: Work & Leisure

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  1. The struggle for the emancipation of women.

    These were the wives of men who worked in manufacturing. Working class women were poor both mother and father of a family would work and the children would do nothing. They had large families. They had very poor diets and very little education. Most working class women worked as servants for the upper classes having just half a day off a week. Education for the different classes was varied. A governess educated upper class women. They were taught to be lady-like. They were also taught art, literature, French, to play the piano, tapestry and etiquette.

    • Word count: 1598
  2. A Day in the Life of a Teacher

    Which is a lot. When I arrive at school, about 10 to 8 I park, load up my stuff and walk to the front office. In the staff room I have a social chat to the other teachers, we talk about assembly, make our coffee or tea and get ready to leave. With a mug in one hand, handbag and everything else in the other, we back onto the staff door and out the front office. You can always tell a new teacher, they haven't got the art of getting out the staff door in the morning perfected yet.

    • Word count: 1967
  3. Outline and assess the view that the main purpose of education is to encourage individual achievement whilst maintaining social solidarity.

    This experience prepares him or her for interacting with members of society as a whole in terms of society's rules. Durkheim believed that school rules should be strictly enforced. Punishments should reflect the seriousness of the damage done to the social group by the offence, and it should be made clear to them why they are being punished. In this way pupils would have come to learn what is wrong and what id right. They would learn to exercise self-discipline, not just because they wanted to avoid punishment, but also because they would come to see that misbehaviour damages society

    • Word count: 1770
  4. The breakfast club

    I knew what she ment, a girl as popular as me should never be seen on detention on a Saturday, if people found out they would think of me as a trouble maker or something to that extent. It was two months away from prom and for the majority of the year I was almost certain to be queen and I don't want to lose my high position so near to the big event. Going to first period I saw Andrew walking my way.

    • Word count: 1086
  5. Discuss the view that the educational system is an ideological conditioning device.

    The first way in which education functions is to provide Capitalists with a workforce who has the personality, attitudes and values which are most useful to them. If Capitalism is to succeed it requires a hard-working, docile, obedient and lightly motivated workforce, which is too divided and fragmented to challenge the authority of management. Bowles and Gintis argues that the education system helps to achieve these objectives largely through the hidden curriculum - It isn't the content of lessons and the examinations which pupils take which are important, but the form that teaching and learning take and the way the schools are organised.

    • Word count: 1549
  6. Assess Functionalist and Marxist approaches to the relationship between education and the economy

    In this way, the child is prepared for society and will join it with a sense of social solidarity, and will understand that he/she must cooperate with people that are neither peers nor kin. Another important function of the educational system, according to Durkheim, is the transmission of occupational skills. He felt that this was essential for industrial society, due to its specialised division of labour. At school pupils must acquire the skills that enable them to become specialists. Durkheim believed this was particularly important, because he felt that social solidarity is based upon the interdependence of specialised skills.

    • Word count: 1837
  7. Compare and contrast the Marxist and Functionalist views on the role of education in industrial society

    However, the functionalist's view of society is that it is meritocratic, which means that those who do well will achieve more in life and will receive rewards for their hard work, which fits in with the role allocation idea of those who do well in school, will end up having the better jobs in the adult world, and that the role of education benefits everyone equally. The Marxists believe that the role of education benefits the ruling class only, and that is where there is a difference between the two theorists.

    • Word count: 1640
  8. The Morality of Drug-Testing In the Workplace

    Therefore if employees must take drug tests to prove their ability, than drug testing should be morally and ethically acceptable. The 4th amendment guarantees citizens the right to privacy as long as what they do in their private lives does not harm other people. It has been argued time and time again that drug testing steals this right from people, and maybe in some ways it does. People do have the right to treat themselves how they want, and also have the right to enjoy life however they choose to enjoy it.

    • Word count: 1744
  9. Gender and Educational Attainment

    This is because it was a known fact in the 1970's that the males would look after the whole family which would include the wife and children and so therefore the women would not be required to work. However since this time evidence now shows that girls are outperforming boys at GCSE level. This shows those major changes in attitudes and teaching methods has occurred since the 1970's. Results now show that girls statistically perform better in later stages of secondary school as the GCSE achievements of the girls are well above those of the boys.

    • Word count: 1557
  10. In the rest of the U.K., to what extent did the domestic legislative reforms of the liberal’s administration of 1868-74 Improve conditions for the working class?

    Gladstone was under tremendous pressures and found it hard to draw up an act that both pleased everyone and had considerable effect for the working class children. The major act of the education reform programme was Forster's education act of 1870. This act laid the foundations of the English education system; the 'dual system' was created where either Church schools or state schools provided education. Anglican and Nonconformist schools continued with increased grants, and boards were set up to control state schools.

    • Word count: 1284
  11. “Why did it take so long for women to achieve the franchise?”

    Finally and most arguably the biggest factor in delaying the extension of the franchise was the outbreak of the First World War. It is evident that many other factors were present but it is the three above that seemingly hindered women's suffrage greatly. In the years before 1928 women's rights had undoubtedly improved but not enough to give them the vote. The Victorian attitudes that men placed on women were still present, many still believed that the woman's place was at home were the woman played a central role, caring for the children, completing domestic duties and of course tending to the needs of her husband.

    • Word count: 1464
  12. Argumentative Writing-Use of Third World Slave Labour

    I believe that the people who are actually producing the clothes play just an equally important and crucial role in the manufacturing process as those higher up in the business and it is extremely unfair that the difference in pay is so vast. The factory workers possibly even work harder and for longer hours, yet they are barely paid a subsistence wage. In 1999, Gap spent �360 million on advertising alone, so it definitely could afford to pay decent wages.

    • Word count: 1833
  13. Comment on the suggestion that women gained “illusory progress” in the societies of Western Europe during the inter-war period?

    The term Illusory Progress is advancement towards a higher social standing based on a deception. The concept of progress is multi dimensional making any answers a judgement on the importance of a large variety of sources. I will break progress into a judgement on opportunities at the time and the effect on potential opportunities in the future. I will do this using the main Western European countries of Germany, France, Italy and Britain for analysis in the inter war period, 1918-1939. The first area of progression to discuss is employment; advancement in employment would give women a greater economic and social status.

    • Word count: 1603
  14. Malcolm X, the African Diaspora and Education

    Even though they militarily removed the existing chiefdoms and other local forms of governments they had always faced resistance and hence the need for an ideological 'brainwashing' of the African societies which was made possible by the establishment of an education which propagated and promulgated the colonialists values and worldview. The curriculum carried the viewpoints of the colonialists, which did not by any means, reflect the social and cultural heritage of the native peoples. It enforced ideas which indoctrinated the pseudo-inferiority of the black people and geared the populace to the legitimating of the colonial rule.

    • Word count: 1344
  15. The expectations of girls in education and attainment

    Girls believed their lives are to be centred on domesticity marriage and restricted job opportunities. (See appendix 1) Although the girls interviewed in 1991 appear more independent than those interviewed in 1972. Many of the girls in 1972 had chosen careers in office work and in low paid jobs. In 1991 girls' attitudes had changed saying they would like a career in nursing, teaching and veterinary nurse but none of the girls had said they would like to become doctors or surgeons. In 1991 the priority of the girls' was still to get married. Relationships towards male within society appeared to have changed very little, they were still seen by girls as the breadwinners.

    • Word count: 1135
  16. In What Ways Did Popular Culture and People’s Pastimes Divert the Working Class Away From Socialism?

    Pubs were more popular than ever, and the ease of travel brought on by the development of railways meant that standardised holiday trips were sold as commodities. The entrepreneurs responsible for commercial entertainment in the mid to late 19th century, according to Chris Waters, used the same style of language as the reformers, who advocated rational recreation. This was to get the critics on their side and also to promote their forms of mass entertainment as wholesome, morally uplifting pursuits.1 Their promotional techniques were evidently working, and socialists had their work cut out from the start, if they were to provide alternatives to paid-for mass entertainment.

    • Word count: 1759

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