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AS and A Level: Work & Leisure

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  • Marked by Teachers essays 2
  1. Constraints of literacy in developing countries

    The percentages of men who are literate are three to four times larger. Among other countries the gender gap is noticeable large: Libya 30%, China 38%, Zaire 26%, Botswana 21% and Turkey 23%.[4]coge ger segegew orge gek inge foge ge. Obstacles to literacy "Women's place is in the home." Subsequently, we have heard this phrase many times over. In several developing countries, this saying is true for while the men folk are away from the home, the women take over the men's work while attending to their customary chores.

    • Word count: 3793
  2. Find out what subjects girls study more in higher education as well as for boys. Why are girls less likely then boys to study science and technology subjects? Create and carry out questionnaires similar to Dale spender research.

    Objectives: * Find out what subjects girls study more in higher education as well as for boys. * Why are girls less likely then boys to study science and technology subjects? * Create and carry out questionnaires similar to Dale spender research. Context The sociological perspectives that can be identified best with this research are Feminist Perspective and an Integrationist perspective. I will be specifically relating to a Radical Feminist perspective. " Radical Feminist consider that patriarchy - the system of domination of females by males - is the central issue for women.

    • Word count: 4631
  3. An Investigation into Primary School Physical Education

    intention to delve into the government's involvement in physical education, it is necessary to mention their ambitions to constantly improve both the teaching and learning of physical education. This ambition can be represented through the numerous teaching schemes, courses and initiatives that have also been made available by organisations such the Physical Education Association (PEA) as reported latter on in the assignment. Furthermore the government have the responsibility for deciding on the cornerstone set of guidelines known as the National Curriculum.

    • Word count: 4016
  4. 1) Describe the employment opportunities of women in Britain in 1914?

    Thus, remuneration for woman was much lower than their counterparts. Working in factories was extremely difficult because the work was very monotonous. More or less nine hundred thousand women worked in the textile Industry. The Sweated trade also engaged large numbers of women, the figure almost climbing to a million. Most employers were unbearable in their attitudes towards these working class women and therefore paid very low salaries. The worst fields of the Sweated trades were the clothing and the dressmaking industries.

    • Word count: 3017
  5. a) With reference to the Items and elsewhere, assess the view that the introduction of comprehensive schools has led to "equal opportunity for all". (14 Marks)

    They believe that without social class they would be an uncivilised society ruled by money and not class or background. The introduction of the comprehensive system took place in the late 1950s. it was introduced because there was a need for a higher quality education for the masses. Many people also disliked the 11 plus and tripartite system and wanted a change for the better. In 1969 the Labour Government decided that all education authorities should have some comprehensive schools.

    • Word count: 5404
  6. What were the lives of people like in the 19th century cities?

    On their workplace they will infect more people and finally everybody will be contaminated. Diseases were very common during those times around the industrial revolution. The workers had to throw the trash on the street or into the nearby trash pit (if there was one). The pit was not emptied often either, hence another factor of the great risk of a major worker corruption. An example of this was the Cholera. It was, however spreading through the water. Cholera was a disease infecting large amounts of people in London a bit before the Industrial Revolution.

    • Word count: 4104
  7. Inequalities in education.

    Research suggests that middle class parents have more interest in their childs education, JWB Douglas research measured parental interest in how many times working class and middle class parents attended parents evening, hence the middle class parents attended more often which illustrates more interest. However, working class parents may have less time to attend school because of the demands of their jobs, or the working class may be intimitated by authority figures such as teachers and may feel ill at ease, not uninterested in their childs' education.

    • Word count: 3367
  8. Examining equality in Education.

    In 1893, the school leaving age was raised to 11 and again in 1899 it was raised to 12. By the end of the Second World War, the school leaving age had been raised to 14 and following the introduction of the Butler Act (1944), the school leaving age was raised to 15 in 1947. The Butler Act aimed to introduce secondary education for all and abolish class inequalities within the education system. Until now, not only had the girls been taught separately from boys but they were also taught a different curriculum.

    • Word count: 3241
  9. Match Girls Sources Questions

    The articles contradict each other in some ways. For example Annie Besant in Source A states that the girls were paid 'average' wages, Source B challenges this. It says 'the lowest rate of wages paid to unskilled apprentices...was given as the average to all workers'. This implies that the Matchgirls supporter was either lying or over exaggerating about the facts and figures she used in her article. The differences of opinion about the wages, between Source A and Source B, are immense.

    • Word count: 3055

Conclusion analysis

Good conclusions usually refer back to the question or title and address it directly - for example by using key words from the title.
How well do you think these conclusions address the title or question? Answering these questions should help you find out.

  1. Do they use key words from the title or question?
  2. Do they answer the question directly?
  3. Can you work out the question or title just by reading the conclusion?
  • Assess the view that schools and what takes place within them are the main causes of social class difference in educational achievement.

    "To conclude my essay I think that school and what takes place in them isn't the main cause of social class. I think schooling is a good pathway provided in order for you to achieve you goals. This is only the case if the individual want to learn and work hard for a good job. Functionalist say that meritocracy isn't a myth with I agree with because its all about the individual."

  • Assess the View that Working Class Children Underachieve Because they are Culturally Deprived

    "Race also comes into the argument, in the sense that teachers can often label and black boys are frequently perceived as badly behaved and under achieving. However Errol Lawrence challenges this view and blames it on racism. To conclude, the extent to which working-class children are affected by their cultural values and socialisation is more vast than that of a middle-class pupil. Sugarman outlines four main factors that affect this; Falism; Collectivism; Immediate gratification and present-time orientation. It has been proved that children of working class families have a much higher chance of possessing these traits, and this can often lead to labelling and a negative attitude towards education, resulting in failure."

  • Religion can both be a conservative force and an initiator of social change. To what extent do sociological arguments and evidence support this view of religion?

    "In conclusion, religion can be both a conservative force and an initiator of social change. Functionalists would argue that religion acts as a conservative force in that it inhibits social change by promoting social solidarity and integration. Marxists have a similar view, however, they believe religion inhibits social change in that it discourage individuals from trying to change their position in society. On the other hand, Weber and Neo-Marxists argue that religion can be revolutionary and act as an initiator of social change. This evidence suggests that religion can both be a conservative force and an initiator of social change. Jessica Pemberton"

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