Compare and contrast the Marxist and Functionalist views on the role of education in industrial society
Compare and contrast the Marxist and Functionalist views on the role of education in industrial society The functionalists and the Marxists both believe that the education system benefits everyone, but both have different views on society. The Marxist views of the education system are that there are conflicts because there is an inequality between the working class and the higher classes. They believe that there are two different classes which education produces, and that is the working class and the ruling class. The people who don't achieve good grades in school and who aren't very bright, will be known in society as the working class, and so won't have very good status jobs in society, and the people that do brilliantly in school and who are very intelligent are the ones who get good jobs and important jobs in society, so they are seen as the ruling class, which is above the working class. This theory that the Marxists has, is similar to the theory that the functionalists have, and that is that the education system could also be known as a role allocation. This is where a persons job is allocated to them through there grades from school, so if the person does well, then they will get a more important job, however if a person does not do that well, then the person will have a low status job in society. However, the functionalist's view of society is that it is meritocratic,
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.
Rational "What is considered inherently interesting is knowledge about men. Because men control the records, and the value system, it is generally believed that it is men who have done all the exciting things: it is men who have made history, made discoveries, made inventions and performed feats of skill and courage - according to men. These are the important activities and only men become the curriculum." (Dale Spender 1982) The above quite reflects the findings and attitude of Dale Spender, a female sociologist. She believed that his is the reason why females were underachieving during this time and females were gendered into caring subjects. To remove this gender difference the national curriculum, and programs such as the "Girls into science and technology" was introduced. The national curriculum helped girls under achievement. Today girls are now outperforming boys. However there is still a clear difference in subject choice by gender. Girls still tend to study and take up careers in the arts and social science where as males study science and technological subjects in higher education. I am currently a college student studying A levels in Information communication technology, biology, chemistry and sociology. In my scin3ece and technology subjects I have observed that there is a small female presence in the classroom, but in my sociology classroom the majority of
women pre world war
Describe the employment opportunities of Women in Britain in 1914 at the outbreak of the war The employment opportunities for women pre world war one were generally very limited. They depended very much on whether you were working class or middle class. However attitudes remained the same for both classes. They had to dress suitably showing no flesh nor go out without a chaperone and never go into a pub! These attitudes were still very much Victorian. Job opportunities for women and many attitudes towards them pre world war one remained the same whether you were a working class women or middle class. Women weren't allowed to vote in Parliamentary elections, work as lawyers or work in the civil service and they were also expected to run the home. They were generally less paid than men due to them being considered inferior to men. Upper class women didn't work before or after the war but working class women had to too support their families. Working class women made up most of the 29% of women who worked. They were employed in the less skilled areas of working life. For example domestic service; which is made up of cleaning, working as a servant or cooking. They also worked in the textile industry or secretarial work. Working class women mainly worked in factories but some professions like teaching they were forced to give up once they became married. Although some workers
Case Study 2: Daimler-Chrysler
OPIM201: Business Processes G2 Case Study 2: Daimler-Chrysler Prepared for: Asst. Professor Byung Joon Park Prepared by: Cheok Shuling, Cerissa S 8112817 J Fong Wei Lin S 8327725 D Kee Zhong Ting S 8114368 D Lye Yun Xin, Sheena S 8220219 F . Introduction In the increasingly competitive automobile industry where China's fledgling auto industry is pressuring a downward spiral in prices, automobile giants like Daimler-Chrysler now have to look to outsourcing to optimize the use of their resources and reduce labor costs incurred by the company. Productivity is improved by implementing process improvements within their own operations. The main priority of Daimler-Chrysler is to convert as much fixed costs to variable costs as possible by restructuring current operations through outsourcing its engine production and assembly operations. 2. The Outsourcing Plan With many brands under the Daimler-Chrysler umbrella, this outsourcing plan is focused on the Mercedes-Benz A-Class Saloon. With its sandwich construction and compact interior, the car was to be a radical move for Mercedes-Benz. The company has been looking into reintroducing the A-Class into the consumer market after the failure of a much publicized collision-avoidance test. As such, Daimler-Chrysler has been investing in its Research and Development (R&D) to overcome this
The McDonaldization of Society
The McDonaldization of Society The McDonaldization of society may sound somewhat misleading but the term actually refers to the rationalization of society. The use of the word "McDonaldization" just simply indicates that the fast food restaurant is one of many great examples of rationality. Ritzer discusses five dimensions that characterize rationality or a rationalized society: efficiency, predictability, calculability, the use and preference of non-human technology, and the control over uncertainty. The five characteristics can be noticed in various aspects of society which exemplifies the extent that rationality affects our society and societies worldwide. In this paper I will summarize Ritzer's discussion of these five characteristics and give possible examples of each dimension. First, efficiency refers to the most efficient or best means to an end. Ritzer uses the fast food restaurant as an example of the best means to obtain a meal, instead of actually preparing food at home. Individuals no longer have to go out to the supermarket, buy food and bring it home, prepare it over a hot stove, and let's not forget the tedious task of hand-washing the dishes. 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
Describe the role and status of women in Britain in the late 1940's and 50's.
. Describe the role and status of women in Britain in the late 1940's and 50's. During the war women in Britain experienced freedom they had never had before. However, when the war came to and end and the men returned from fighting, many women were immediately made redundant without any explanation. The government encouraged them to go back to working in the home, looking after her family was seen as a woman's priority and duty. Women in Britain were used as a 'reserve army of labour' called upon in a crisis but expected to go back to their traditional roles when the crisis was over. People saw a women's place as being in the home looking after the children, they were only required for emergencies. Any part time work was viewed as 'pin money' (extra money) for spending on luxuries and the children. Men were seen as the main bread winners. Statistics show that the number of women in paid employment in the middle of the war was 51%, but by 1951 this had decreased to only 35%. Although in some ways women were treated very unfairly in the post war period, in some respects the war had led to some positive changes in the status of women. The new Welfare State was introduced in 1942 in the 'Beveridge report' and recommended that laws be made so that all people were looked after from the 'cradle to the grave.' Before this National Insurance had only been available to workers,
Once World war first broke out there was an unemployment crisis for both men and women.
Once World war first broke out there was an unemployment crisis for both men and women. This was due to many reasons. Trade with Germany stopped, factories were shut down in the panic of war, and many upper-class and middle-class women dismissed their servants. Men who were unemployed could join the army; however the women were left unemployed. By the end of September 1914, approximately 44% of women were unemployed, and without money. Many funds were set up to help the unemployed. The National Relief Fund set up by the Prince of Wales, helped people who were out of work. Men and women both received ten shillings a week if they lived in London and 8 shillings otherwise. Some funds were only aimed at middle-class women such as the Women's Golfers Fund. However, by the summer of 1915 there was a different situation. Employment was available and in some cases there was a shortage of workers. This was because necessary supplies had to be provided to the men in war, and as time went by more men also joined the war. Companies started to recruit women, and soon women were in office and transport work. However, male trade unionists were unenthusiastic to see women take over their jobs, especially in industry. Men were afraid to leave their positions at work to join the war because they were afraid that at their return they would not be given the job back, because it was taken over
What was important to women in the past/ what is important to them now/ what will be important to them in the future?
What was important to women in the past/ what is important to them now/ what will be important to them in the future? In the early 20's, things like getting married at an early age while you were still at your prime, building a family, buying a house with a "white picket fence" were important. Then in the 30's, getting married and having a family was still the most important thing, but also perhaps becoming a socialite and presenting a good imaging. *NOTE: It may be important to note that women were always expected to 'keep up appearances' or be perfect and project the right image. At this point, having a career was relatively not important In the 60's is when women started getting out there and looking for jobs. 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. blazers, pants instead of skirts, ties...careers, independence, and equality became even more
How Do Finances Differ In First World Countries To Third World Countries?
How Do Finances Differ In First World Countries To Third World Countries? Third World countries are developing countries. The countries of the Third World, containing some two thirds of the world's population, are located in Latin America, Africa, the Middle East, and Asia. The majority of people living in first world countries have... • Good housing • Basic sanitation facilities • Good Education. Third World countries are extremely poor, and poverty and hunger are common. The lack of money in third world countries mean the people of Latin America, Africa, the Middle East, and Asia live very differently to people living in countries such as England or the USA. A lack of money in the third world means... • Poor housing • Lack of sanitation • Lack of education In first world countries the chance of getting a good education is excellent whereas the lack of money in third world countries means the chance of education is almost impossible. Third world people are not educated on the important things they need to know like Birth control, farming and building and basic literacy. A good education would greatly increase present and future generation's health. Third world countries do not have access to good food and do not have a chance of a balanced diet like first world countries. they are unable to grow good food due to a lack of education of farming and
Group Work and Team building
Group-work and Team Building Evaluating the effectiveness of a group The group that I will be examining is my yoga class. We meet once a week for two and a half hours. The class is reasonably small with twelve members, aged between twenty-one to fifty-four and all from my local community. I will be concentrating on the process of deciding and agreeing on a posture for the term and then how we work towards achieving our goal. In my yoga class we use many different postures and to do these we must firstly prepare our body for the task and strengthen the muscles, which we will mainly be reliant upon. The task itself was as a group we had to decide which posture we would like to learn after being given some choices. We would then work towards and complete the posture; this was the aim of our group. I intend to examine my group throughout its task using Tuckman's 'Theory of group processes' (1965). The first stage of Tuckman's theory is categorised as the forming stage. This is essentially an anxious period where members worry how they are perceived and what their role in within the group is. Members are careful to avoic conflict and to look to other members for approval or leadership. In the first term of my yoga class I personally felt a little anxious and overwhelmed. I decided to join the group for the opportunity to learn something new and to take in the benefits of yoga