Describe the employment opportunities of women in Britain between 1914 and 1918.
Robert Haines 5V Describe the employment opportunities of women in Britain between 1914 and 1918. Before 1915 there were high unemployment rates as trade with the Triple Alliance had ceased, many servants and maids were dismissed and some employees shut down their factories in the initial war panic. In September 1914 44% of working women were unemployed. In 1915 the situation changed. The shortage of armaments and supplies for the army and navy meant that there was a shortage of supplies in the munitions industry. There was a growing need for more people to take up posts in the army such as clerks and nurses as it was growing larger. As those who worked in farms were going out to fight there was a shortage of people to work on the land and in the public services. At first there was hostility towards women in most areas that they started to work in. Men argued that it was wrong for women to be paid as much as a man who was working to support his family. 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
The Morality of Drug-Testing In the Workplace
The Morality of Drug-Testing In the Workplace The function of morals in society is more or less to distinguish between what is best for society as a whole, generally speaking, the way for the most people to be happy. Drugs in society are looked down upon, though widely used throughout civilization. More importantly, drugs are given a negative outlook especially when they put other innocent lives in danger. Drugs in the workplace create hazard upon hazard no matter what the job may be, however, people have the right to do whatever they want on their own free time, as long as it does not cause harm to others. This is where a moral dilemma is developed. Are the rights of others to have a safe working environment greater than the right to privacy? The morality of drug-testing is more than just a matter of drug-abuse in the workplace, as it presses the issue of an employees basic right to privacy as well as an employers right to getting the most out of each of their employees. Employers have the right to getting the most out of each worker and employees have the duty to protect society from any harm, financial, physical, or emotional. 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
Women in Victorian times compared to now
Girlhood Girlhood represents a state of being a girl between the ages of 4 -16. It is important to focus on girlhood during the Victorian era and present day in Britain because the knowledge of women in the past can help transform the future. Research shows that the conditions of these two generations are different. It is evident that there is a long way to go before women will have the same opportunities as men. Issues that are present in the Victorian period and modern time can be compared to help the reader understand why equality has not yet been accomplished. To compare the way girls dress, the education they receive, and their attitude towards marriage and motherhood can broaden our knowledge of girlhood. 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. For older girls, ages 10-18, the clothing accented a small waist and feminine body. And of course this design followed into womanhood. Certainly the fashion of the older girls
Assess the view that the education system exists mainly to select and prepare young people for their future work roles.
Sociology Homework- Mrs Steward Assess the view that the education system exists mainly to select and prepare young people for their future work roles? (20). One perspective that supports this is the functionalist view that secondary socialisation prepares children for work later on in life. They believe secondary socialisation does this as in a school environment you learn the norms and values of authority figures, for example, the teachers. Functionalists therefore believe that this can then later be applied in the work place as the norms and values are carried on however the authority figure role changes from Teacher to Boss. Functionalist Talcott Parsons also believe that school and society are based on meritocractic principles. Parsons claimed school to be the 'focal socialising agency' acting as a bridge between family and the wider society, e.g the work place. Parsons sees school as preparing us to move from family to the wider society because they are both based on meritocractic principles. In meritocracy everyone is given equal opportunities and individuals achieve rewards through their own effort and ability. This can be applied to the work place because. At work we gain promotion or get the sack on the strength of how good we are at the job, while at school we pass or fail through our own individual efforts this is how parsons believes school prepares the young
Describe the employment opportunities for women in Britain in 1914, at the outbreak of world war one
Anna Carlisle Describe the employment opportunities for women in Britain in 1914, at the outbreak of world war one. At the outbreak of world war one, in 1914, job opportunities for women were very limited. This was partly due to the fact that society had the view that men and women had separate roles in life, known as 'The Separate Spheres Argument': men went to work and were involved in politics, whereas women stayed at home and looked after children. Women were seen as less capable than men and therefore only 2% of women had an education, passed the school leaving age of 12: lower class parents could not afford the price of education and would not want to miss out on their daughter's wage. 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. In fact, only a very small minority of middle class women worked in the professions and for most women, there was no possibility of receiving enough education.
Write about two stories from Opening Worlds in which older or traditional ways of life are affected by change.
Write about two stories from Opening Worlds in which older or traditional ways of life are affected by change. In Dead Man's Path the mission authorities appointed a 'young and energetic man' to take over the school. This was to make the school progress more. Mr Obi and his wife say how they shall make the school 'modern and delightful.' He shows disrespect for people who have been teaching for many years, the same type of people that gave him a 'sound education,' which 'set him apart from other headmasters.' Instead of respecting and showing gratitude towards them he just said, 'these old and superannuated people in the teaching field who would be better employed in the Onitsha market.' Mr Obi thinks that he can run a school properly and he implies it has not been run properly before, ' what a grand opportunity we've got at last to show these people how a school should be run.' Mr Obi's wife worked the school gardens and turned them into her own 'dream-gardens.' I think this shows some selfishness within Mrs Obi, as she does not appear to be interested in the pupil's education, but only in fulfilling some of her dreams. I think that the gardens were probably not perfect before, as the education standards of the school were more important. When Mr Obi saw a woman walking down the path to the place of burial he asked a teacher who had been at the school for three
Women and Football
Women and Football: WAGS or Fans? As the WAGS take control, what stake do women have in the beautiful game? Cheryl Cole, staunch wife of Chelsea and England defender Ashley Cole, has to be one of the success stories of 2008. Badgered by the press after allegations her husband had been unfaithful, Mrs Cole managed to turn 2008 into her most successful year yet with a string of hit singles with Girls Aloud and by becoming the winning judge on The X Factor. On the pitch however, her husband Ashley was getting booed by domestic and national fans. Perhaps this display of resentment from the fans went hand in hand with his personal life. Could it be that the female influence on football is growing, either via the boardroom, the WAGS (that's wives and girlfriends) or the now huge numbers of female football supporters? It wasn't so long ago that the England WAGS were the objects of ridicule at an international tournament, has that had an affect on how real female football fans are perceived by the average man-down-the-pub? The 2006 football World Cup in Germany revealed to the world England's WAG culture. Many believe that it is this very culture responsible for our boys demise on the international stage, if not currently then at least during that tournament. Rather then reporting on the quality of football, newspapers found more entertainment in the designer flauntings of Mrs.
To What Extent Have Labour Continued the Conservatives Education Policy
To What Extent Have Labour Continued the Conservatives Education Policy Traditional Conservative and Labour policy through the years have been different for the most part. However the 1997 Labour government has been different from those that preceded it, this is due to the emergence of the more centre, mainstream New Labour. There have not been very many major differences in Education policy since Labour came into power. Labour have kept Grammar schools and have changed the names of what were city technology colleges, to city academies. Labour have also turned many schools in specialist schools that specialise in certain areas. These policies have faced criticism as private companies are sponsoring academies, which go against the traditional labour belief of nationalisation. Grammar and specialist schools are also argued to be creating a two-tier system of comprehensive education, with Grammar being better than most and schools that specialise in subjects such as P.E, music and art are argued to be poor at the other, perhaps more important subjects. In some cases Labour have adapted or furthered ideas the conservatives started. League tables for schools were introduced in 88 by the conservatives Labour have adapted them so that the schools results take into account the schools intake, area and resources, this is called value added. Grant Maintained schools where the
Comparison Of Marxist And Functionalist Views On Education
Comparison Of Marxist And Functionalist Perspectives On Education Education is important in society; the structure and processes of education systems are related to the general process of socialization. All sociologists agree with this statement, but different sociologists have many views about how societies are structured, they have different views about the role of education in society. The Marxist perspective tries to explain everything about an area it has identified, such as education. It tries to look for correlation in certain field of data, to explain and understand the reasons for how things are how they are. A Marxist perspective on school would state that it was constructed and built upon the principle of a hierarchy. Hierarchy is a key idea in Marxism, as it is a structuralist perspective. The teachers are seen as in charge and the students follow any instructions put by teachers. Marxist views would also state that education is a system of social inequality, meaning that not everyone passes, schools justify this by saying that the inequality it produces is just and reasonable, and the students who have received high grades deserve them. The Functionalist perspective looks at Education as a type of sorting station in which students undergo thorough training and testing so that they are given their appropriate place in society, this all depends on how well they
Education in Nervous Conditions.
Education in Nervous Conditions. Education is often regarded as beneficial for people and necessary for advancement where people willingly accept to get educated. However in the case of Africa, education was forced on the population, especially western education. Although the Africans had an established medium of education, western education came to replace it and this education under the façade of benefiting the society was there to exploit the people. Western education destroyed the people's culture exploiting their intellect and their labor. The African's medium of education was there to inculcate the values and culture of the tribes and this way of educating people was seen as inferior and the Europeans believed in an eradication of that type of education: "The traditional African educational systems, in their various forms, served the needs of the African people much more than the colonial educational system ever could." Colonial education brought forward by missionaries was intended to make the local people westernized and follow or corporate with the western government: "colonial African education was not based on a desire to educate the African people, but a desire to have the ability to control the African people." Students who follow colonial education are torn between the western world and their own African world and they have this feeling of not belonging to