Ford Case Assignment Example | Topics and Well Written Essays - 250 words

Ford Case - Assignment Example Demographic circumstances The overall economy was sluggish in 1961 with many consumers having a delay in purchasing in the models that were developed in 1961 and 1962. Social circumstances There was a change in the preferences of customers and in the period, the makers were struggling to find the perfect satisfaction for the consumers. Economic circumstances There was increase in the disposable income to about 5 percent. This was in 1962. There was severe price overlap in the period. Political circumstances There was change in management of the organization with Lee Iacocca becoming Division manager in 1960. There was election of Kennedy as the president. Competitors of the target market The competitors of the target market include Chevrolets, Fords, and Plymouths. There were also bringing out of Pontiacs, Buicks, and Dodges. Needs from the competitors The needs that were figured out from the competitors were the target market that needed the cars. The growth of two-car families was an optimistic factor that was also realized. Development of products Features: the car was compact. The car also had a six-cylinder engine and transmission to the power. Brand name: Mustang Design: sports car Quality level: developed from the existing model Setting of price The price of the car was set at 2368 dollars. There price was set through inviting 52 couples to view the model and quote a price. Keeping the price low The development was kept low through using the models that had been earlier developed.

An analysis of corporate governance in the GCC countries and the Literature review - 1

An analysis of corporate governance in the GCC countries and the impact of sharia law on it - Literature review Example Other than the parties within the organization, corporate governance is also concerned with the relationships that exist among the stakeholders of an organization and its impact to the achievement of the organization’s goals and objectives. In modern business organizations, major external business stakeholders include trade creditor, customers, suppliers, shareholders, debtors and the general public members who are directly or indirectly affected by the corporation’s activities (Maria and Thomas, 1999). There are also some internal stakeholders in every organization that too need to be taken care of by the management. These include the employees, board of directors, executives and management itself. The external stakeholders need more attention than the internal stakeholders since they are the one who help in meeting the expectations of the external ones. There are many debates held by scholars, researchers and modern economist on how economic well being is impacted by the corporate governance existing in a country or a certain trade block. The issue of concern here is the welfare of shareholders, who are the most sensitive external stakeholders in every corporation. Majority of these debaters argue that there is need to establish regulatory policies to ensure that companies have given the necessary priority to the needs of shareholders. To them economy efficiency in any country depends strongly on the ability of that country to attract many domestic and international investors. This can only be achieved if shareholders are satisfied hence attracting more investors or they can even increase their investment by increasing capital (Becht, 1997), There issue of concern in this study is basically on how corporate governance has been taking place in different parts of the world with more emphasis put on the Gulf Cooperation Council Countries

Self Reflection: Time Monitoring Worksheet

Self Reflection: Time Monitoring Worksheet Time Monitoring Worksheet Part 1: Monitor your time in hourly increments. Time Monday Tuesday Wednesday 5 a.m. Work work Work Work 6 a.m. Work Work work 7 a.m. work Work work 8 a.m. work work work 9 a.m. work work work 10 a.m. work Volunteer/supervision work 11 a.m. 11:00 to 11: 30 lunch Volunteer at a counseling service 11:00-11-30 lunch 12 p.m. work Lunch/rest work 1 p.m. Work until 1:30 Rest/reading work 2 p.m. Volunteer at a counseling service Counseling/group work 1:30 3 p.m. Volunteer at a counseling service Counseling group work rest 4 p.m. Rest/ nap Rest/nap homework 5 p.m. Rest/ nap/reading rest Home work 6 p.m. Rest/nap/shower/supper Homework/supper Homework 7 p.m. Praise team practice Home work homework 8 p.m. Practice over at 8:15 homework Shower/eat/sleep 9 p.m. sleep sleep sleep 10 p.m. sleep sleep sleep Time Monitoring Worksheet Part 2: Reflection On day four, review your completed Time Monitoring Worksheet in order to take a serious look at how you use your time each day. Write a 250 500 word reflection on how you manage your time. Include the following in your reflection: What are some things you can do more efficiently? What are the main items/tasks that take up most of your time? Do you see areas in your daily routine where you can make adjustments to become more productive? Do you have any black holes that unnecessarily suck up a lot of your time? Essay I know there is a lot of thing I am involved in. Most of my time is spent not with friends, texting, talking on the phone, or on face book. In fact, lately I have scheduled time to visit my sons and grandchildren. The log sheet helped as a visual aide. Ross, S., Nibbling, B., Heckert, T. (1999) Major source of stress among students are interpersonal, intrapersonal, academic and environmental to the list in their research. They reported the top sources were changes in sleep habits, vacation, breaks, and increased work load. This research was conducted more than seventeen years ago. It is relevant today. I have little time to get things done but to see it written. What take up most of my time is volunteering at a non-profit called HUGS. There is a struggle to give up volunteering at a non-profit because I love the work. I do realize I need to cut back on the hours. The log sheet does not reflect the group work due to the holidays. I feel pressured and conflicted to give up part of vol unteering. I love working with client who have co-occurring and substance abuse disorders. I love group facilitation. Realistically, it is time to let go part of the counseling commitments at this site. Earning a masters degree must take priority. There was a research conducted by Macan, T., Shahani, C., Diaphoye, R., Phillips; A. (1999) Their findings were students who perceived had control of their time reported significantly greater work and life ratification. They reported less role ambiguity, less role overload and fewer job induced and somatic tensions. Some of my stress is due to role ambiguity. So, I have worked out a schedule. Monday, I will provide a revised schedule for the program director at this site. I have evaluated what is best practice for myself and clients. I will keep two clients, scheduled on the same day, anger management rotate with another facilitator, RUNNING HEADING: Time Monitoring Essay 2 and continue weekly supervision. This schedule will provide criteria needed to continue certification as a certified clinical supervisor. I have been wrestling with my decisions for over a week. This exercise helped to put into perceptive where the adjustments must be made. The volunteering is a positive black hole. While attending GCU, volunteering more than 10 hours becomes a black hole. The services I provide at the center is rewarding and career enhancing. I need time to be a good student. I cannot become a successful student without preparing and completing assignment. References Macan, T., Shahani, C., Diaphoye, R., Phillips. A., (1999). College students time management: Correlations and academic performance and stress. Journal of Educational Psychology, 82(4), 760-768 Ross, S., Nibbling, B., Heckert, T. (1990). Source for stress among college students. College Student Journal 33(2)6 chart 1

Hawthornes Young Goodman Brown †A Psychological Short Story Essay exa

â€Å"Young Goodman Brown† – a Psychological Story      Ã‚  Ã‚   Let us discuss the psychological aspect of Nathaniel Hawthorne’s writing as evidenced in his tale â€Å"Young Goodman Brown.†    Peter Conn in â€Å"Finding a Voice in an New Nation† explains Hawthorne’s mix of psychology and theology. His chosen terrain lay between the realms of theology and psychology, and allegory provided the means of his explorations. . . . Concerned with individuals as specimens or types, he endowed his characters with solemnly stylized features and then studied their anxiety, or doubt, or guilt. He placed them amid settings and objects that gave symbolic expression to their inward states (83-84).    Henry Seidel Canby in â€Å"A Skeptic Incompatible with His Time and His Past† talks about the value of Hawthorne’s â€Å"literary psychology†:    This irreverent generation [of the 1950’s] has mocked at Hawthorne’s struggling souls who torture themselves over peccadilloes like adultery and are morally wrecked by obsessions that (so it is assumed) any good psychoanalyst could remove. . . . an observer of both epochs might add that the value of his literary psychology lies not in the deeds analyzed but in the picture of a struggle between right and wrong where the state of mind of the characters in conflict is immensely significant without regard to the rightness of what they think right or the wrongness of what they think wrong (62).    There is probably unanimity among literary critics that Hawthorne is a â€Å"psychological† writer. Consider some of their statements chosen at random from various critiques of Hawthorne; Stanley T. Williams in â€Å"Hawthorne’s Puritan Mind† says:    What he wrote of New England was . . . .the subconscious mind... .... â€Å"Hawthorne as Poet.† In Hawthorne – A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.    Lewis, R. W. B. â€Å"The Return into Time: Hawthorne.† In Hawthorne – A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.    Martin, Terence. Nathaniel Hawthorne. New York: Twayne Publishers Inc., 1965.    Swisher, Clarice. â€Å"Nathaniel Hawthorne: a Biography.† In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA: Greenhaven Press, 1996.    Wagenknecht, Edward. Nathaniel Hawthorne – The Man, His Tales and Romances. New York: Continuum Publishing Co., 1989.    Williams, Stanley T. â€Å"Hawthorne’s Puritan Mind.† In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA: Greenhaven Press, 1996.         

How to write a rationale? Essay

In 200-300 words, answer the following questions in paragraph form: †¢How is the context of the task linked to the particular course? †¢How is the task intended to explore particular aspects of the course? Consider the changing historical, cultural and social context in which particular texts are written and revised. Students are asked to understands the context of the production of a given text, and compare that context to the way the text is understood today, or at another time. I believe I fulfilled one/various learning outcomes for part 3: literature in context. For example I considered the changing historical, cultural, and social context in which dahls short stories were written and received by exploring ideas of postmodernism, such as dark humor †¢The nature of the task chosen – what is it about? How is it written? What is the text type? What is about; how did you write it? Style? Formality? Images? †¢ Information about audience, purpose and the social, cultural or historical context in which the task is set. This sample written task is written by Michael Michell, who teaches at the International School of Amsterdam. The task is the product of a greater unit on the portrayal of women and sex in advertising. It takes its inspiration from Jean Kilbourne’s ‘Killing Us Softly’. Students watched this polemic presentation and discussed many of the ads that it features. Students explored the defining characteristics of opinion columns and more specifically the columns of Maureen Dowd. You can see that he imitates her writing style or ‘voice’ very well. After you view Kilbourne’s presentation and read the written task, assess his work according to the assessment criteria. Then compare your marks to the examiner’s marks offered below. How do your marks differ from the examiner’s? Sample Rationale: For Part 2 of my English course we studied how women are portrayed by the media. We began by viewing Jean Kilbourne’s Killing Us Softly 3 and reading Kilbourne’s book The More You Subtract, The More You Add. I refer to statistics and facts from this sources in the written task. The Calvin Klein ad pictured here, the one that I refer to in my written task, is one I also used for an â€Å"ad critique presentation† (IB further oral activity). We spent time in class asking ourselves who was responsible for several problems, including the social construction of gender, beauty and sexuality to the often dangerous behaviors advertisements seem to promote (eating disorders, objectification of women, violence against women, hyper-masculinity, and others). We also discussed ways in which individuals and groups can resist these problems and promote social change. An opinion column seemed to be the ideal forum for me to write. I wanted to move from the specific problems I saw in this ad and speak to the larger issues it points to. I read many writers of Op-Eds and decided to model mine after New York Times columnist Maureen Dowd because her voice combines comic elements with biting commentary. Her columns, like many other Op-Ed writers, are grounded in the writer’s personal life. It contains not only her opinion, but many newsworthy statistics and a call to action. I believe that have met several of the learning outcomes for Part 2. I have examined different forms of communication within the media, by looking at a range of texts, from ads and opinion columns to documentaries and counter ads. I have also shown an awareness of the potential for ideological influence of the media, by looking at both sexist ads and counter-propaganda, such as Kilbourne’s speech. Written Task 1: My child walked into the study last night while I was hammering away on a column about W.’s inability to use the English language in a speech he delivered to the National Education Association conference this past weekend. â€Å"Mommy, look at me. I’m beautiful.† I turned around, reading glasses perched on the end of my nose, peering over the top to see my eight-year-old posing, nearly naked, hips jutting provocatively forward and gently sucking a thumb, in one of her father’s dress shirts from the laundry basket and CK written in my red lipstick on the pocket, only one lower button closing the shirt so my baby’s privates were just covered like the proverbial fig leaf. I was horrified. Horrified at what she was communicating – already – without awareness. I shook my head, dismayed, â€Å"Daniela, let’s get you into your jammies and off to bed.† As I walked into her room, I told her how I feel about the advertisement she was mimicking. I told her about women’s strength and real â€Å"girl power.† And then I helped her change, and read her several pages of Stargirl until she drifted off to sleep. It is no surprise that Daniela and so many others, especially children and young people, are influenced by the images they see – everywhere and all the time – telling the same stories of beauty: expose yourself, be thin, be childlike and vulnerable, be sexually available, be like the image you see. As Daniela gets older she will be socialized to know that girls and women are to be available, to be sexy, to be vulnerable and that boys and men are different: they are to be hard, powerful, in control, and forceful. If we believe the statistics, and I do, the consequences for the health, happiness, and welfare for our society are dire: the average American sees 3,000 advertisements a day, computer retouching of images is so pervasive that no images of human models escape â€Å"reworking,† only 5% of American women have body types seen in most advertising, 4 of 5 American women are dissatisfied with their bodies, 5-10 million women struggle with a serious eating disorder, and on and on and on. The list of consequences is legion. Who is responsible? The ad agencies? They own a share, but we are all responsible. We buy the magazines. We watch the television. We purchase the products. But we have choices. We don’t have to buy products that exploit and manipulate. More importantly, we can and should communicate to companies directly about what we think and feel in response to their advertisements, and how they will affect our choices as consumers. For many readers this may seem daunting. It does take commitment and effort, but there are resources that can help. For guidance on writing such letters, as well as a rich body of information about media issues, visit the Fairness and Accuracy in Reporting website (http://www.fair.org). For a superb archive of actual letters praising and condemning specific advertisements and ad campaigns, visit the About-Face website (http://www.about-face.org). In many cases, response letters are included, and in a few of these we see how the consumer has affected change. In his 1950 Nobel acceptance speech, American writer William Faulkner said, â€Å"Never be afraid to raise your voice for honesty, and truth, and compassion against injustice, and lying, and greed. If people all over the world†¦would do this it would change the Earth.† Faulkner’s right. We can change the world. But we must â€Å"Be the change we seek in the world,† as Gandhi said. We must act. We must educate ourselves and each other. We must educate our children about the images they see. We must never let a teachable moment pass. We must never let those images rule our children and us. We must act – with our voices, with our wallets, with our pens and computers. Criteria| Possible| Awarded| Comments| A: Rationale| 2| | | B: Task and Content| 8| | | C: Organization | 5| | | D: Language and Style| 5| | | Feedback: Criterion A – Rationale – 2 marks * 1 out of 2 – The rationale explains how the task is connected to the coursework. However, Criterion B – Task and content – 8 marks The content of a task should lend itself well to the type of text that one chooses. The task should demonstrate an understanding of the course work and topics studied. Finally, there should be evidence that the student has understood the conventions of writing a particular text type. * 7 out of 8 – This task is very appropriate for the content. The voice of Maureen Dowd has been carefully studied and replicated. You can see the student demonstrating his understanding of the coursework and Jean Killbourne’s film. Having said this, the Calvin Klein text is only analyzed in passing. This could have received a little more attention. Criterion C – Organization – 5 marks The task is organized effectively and appropriately with a regard for the text type. There must be a sense of coherence. * 4 out of 5 – The task moves nicely from an anecdote to a social commentary. It is illustrated effectively with statistics and interesting quotes. It has the structural conventions of an opinion column. Unfortunately, the task falls short of the minimum word count requirement of 800. Criterion D – Language – 5 marks The language of the task must be appropriate to the nature of the task. This means that students use an appropriate and effective register and style. Whatever the nature of the task, ideas must be communicated effectively. * 5 out of 5 – The choice of vocabulary and the use of syntax are superb! The narrative voice is characteristic of Maureen Dowd. Here is a draft of a Written Task 1 that a student wrote. It has multiple problems and requires help. Answer the following questions before reading the feedback. 1. Which pitfalls has the student fallen into? 2. How could the ‘three right ingredients’ be used to steer this student in the right direction? 3. Look at the page on opinion columns in the reference section of this Subject Site. According to this definition, there are six defining characteristics of opinion columns: voice, newsworthiness, call to action, humor, hard facts and logos. Where do you see evidence of these in the column below? How could these characteristics be added to the task to make it more successful? Column on the advantages of being fat ‘Don’t you want to lose weight some day’? Is the question I was asked about weekly. And then I replied with my happiest voice; No! The they gave me this kind of look like, okay, you must be crazy. And yes I am. There are so many advantages of being fat. Lets start by shopping. Sale. The thing I like best, and so handy when you’re fat, because almost 70% of all the woman are skinny, at least skinny to fit in the most common sizes. So all the big sizes are left over. How nice. So there I was, standing at the H&M, at the sale-corner. Nothing but big sizes. So as a child in a toy shop I started grabbing the things I liked and made my way to the fitting room. It was rather crowdie over there so I accepted the fact that I had to wait for some minutes. I heard the sound of an opening door and saw a skinny girl coming outside, at a glance she saw me and then continued looking in the mirror. Her friend, waiting for her, said she looked pretty and the girl asked her friend ‘don’t I look fat in this dress?’ No it’s lovely’ she replied. I laughed. I never had those kind of problems. For I already accepted the fact that I was fat, and it would never disappoint me when shopping. When the girls left I went in to the fitting room and started to change. This dress was lovely, I took another look in the mirror, turned around and smiled. Shopping is great, after like half an hour I was ready, with about 9 dresses hanging over my arm I made my way to the pay desk. Only50 pounds for 9 dresses. Good job, I thought. As happy as I was I walked to the bus stop I realized I was just in time because the bus was about to leave. I hastened myself to get inside the bus, and lucky as I was, there was one seat left over, a seat for 2, just for me. The whole trip no one came to sit next to me, for they probably thought they wouldn’t have enough space, sitting next to 1.5 person. Life is great, and so you see, being fat is too! (: Criteria| Possible| Awarded| Comments| A: Rationale| 2| | | B: Task and Content| 8| | | C: Organization | 5| | | D: Language and Style| 5| | | ————————————————- Feedback First of all, this written task falls into is the pitfall of not reflecting course content. It is not clear what was studied in class from this piece. If the student studied obesity, its causes and effects, then this needs to be made clear. Where does the statistic on the percentage of skinny women (70%) come from? Are overweight people really happy for the reasons suggested in this column? If so, explain where this is supported. Secondly, this opinion column sounds very informal, using words such as ‘like’ and the emoticon ‘(:’. Columns often contain something that is newsworthy and relevant to the target audience. The context of this text is not self evident. ————————————————- Finally, this text must refer to another text or texts. If the student read an article about obesity, then she could explain its significance. It is suggested that this student start all over again with a completely new idea and set of texts. She may want to see the lesson on anorexia and the sample written task on the portrayal of women in the media. Sample Rationale: My diary entry, written in Ekwefi’s point of view, contains 2 different entries that intend to show her thoughts and emotions regarding her romantic life. Set it Nigeria in the late 1880s, she compares the days in which she fell in love with Okonkwo and ran away from her husband to the present situation she finds herself in. Being a diary, the audience is the writer herself, and for each entry I used a different tone: lightheartedness can be seen in the sentence â€Å"Okonkwo and I should elope, as he is the man I have always longed for† while melancholy is present in the following one: â€Å"And it all seems so different from back then.† The language I employed is intended to be similar to the one on â€Å"Things Fall Apart† and the Ibo language, including the months â€Å"Onwa Agwu† meaning June and â€Å"Onwa Okike† meaning November, as well how they popularly use the word â€Å"shall.† I wrote this this because I wish we had seen m ore of the personal sides of the characters in the novel, especially of a woman, since they allow us to connect to them and feel with them more deeply. The nature of the chosen task comes from the fact that the concept of love is a very delicate, complex, and even clichà © idea, yet it is the one common factor that has been present in th world despite the different cultures that exist. Therefore its purpose is to prove that even in a novel of postcolonial origin and focus, the role romance pays in a character’s life is a subject that can be regarded. 1. What’s good about this rationale? 2. What’s missing? 3. What could be done better? ————————————————- Sample Written Task 1 ‘Language issues’ A MESSAGE FROM THE CHAIRMAN AND CEO ZOULIKHA VAN KLAVEREN The discussion about Ebonics or African American English (AAE) has recently started again, due to the Drug Enforcement Administration (DEA) seeking Ebonics translators. The commotion around our language is about the DEA putting Ebonics on their list of languages they translate, among official languages like Spanish or Vietnamese. Many white Americans have put a somewhat radical opinion out there; in general they think that Ebonics should not be seen as a distinct language and thus should not be on a list among official and distinct languages. Personally I was shocked to see so many aggressive comments towards the language we speak in our daily lives – and expressing yourself so hostile against Ebonics is not the right thing to do in my opinion. The characterizations of Ebonics as ‘slang’, ‘lazy’ or ‘broken English’ are incorrect, demeaning and could offend a great amount of people. Ebonics is a form of communication that deserves recognition and study. In this months’ special edition we are taking a closer look at the events that are going on right now. There will be different views on this issue; the topics that are named here are all coming back and will be assessed throughout an in-depth article written by Aleecia Dewiz, Marcus Reganus, Tanya Leeso and Sean Comsin. The last debate about the Ebonics language was almost fourteen years ago. On December 18th, 1996, the Oakland, California, Unified School District proposed using Ebonics for teaching English. This caused a national discussion and drew an awful lot of media attention. Due to this unwanted attention, the school board to alter their plans and teach it as a second language. My dear friend Jesse Jackson expressed his opinion on this matter saying that it was unacceptable for it may damage the children’s Standard English skills. Later he reversed his position towards the case by saying that he misunderstood the schools’ wish to teach Ebonics as a standard language – which was eventually not the case. Although I personally deeply care for the Ebonics language, English is a global lingua franca, so it is obvious that Standard English is the most important language that has to be spoken and taught in school. It has an instrumental motivation, while Ebonics is somehow rega rded as more of a language that people use or learn with a intergrative motivation. However, there are so many other versions of English spoken over the world: almost each country that has English as their official or second official language, speaks a slightly different dialect. Just to name a few: Hong Kong English, Singapore English, Cameroon English, New Zealand English and Jamaican English. These are languages that can be learned because of the integrative and instrumental motivation. Ebonics could be one of these languages and this will be discussed in the article â€Å"Ebonics: language or idiolect?† The question that came up to me was why there is such a fuss about this specific variety of English. In the Anglophone world – which is an immense part of the world we live in – there are many different varieties of English. The one that is quite comparable to Ebonics is Chicano English, since it is also a cultural variety of English in the United States. There is less (media) commotion about this language, though. Is this because it is not considered a distinct language, as it is not on the DEA list or has not been tried to teach in schools? Or does it have something to do with people being intimidated by the Black American society? The thing that worries me is that this renewed issue might trigger polarization between the radical-thinking white Americans and us Black Americans. There is a large group of Black Americans that speaks Ebonics and is not against it being a distinct or even an official language, while the large group of non-African Americans thinks the othe r way around. If this is going to be a national debate again, a divide of ethnic groups might occur. Like mentioned above, in this issue there will be different views on this topic, including the negative point of view, explained by both a Black American and white American. This is why I am kindly stressing to stand up for the Ebonics language, but to not forget about Standard English. I have written a feature on this as well, together with great help provided by Stephanie Reed and Tyrese Lutchin. Some might not like our language because they don’t understand it – hence the searching for translators, which definitely points out that not everyone can simply understand us. So speak the Ebonics language with pride, but think about the people around you and about your best interests – because Standard English is the most important language to know and to master. At least, for now. Criteria| Possible| Awarded| Comments| A: Rationale| 2| | | B: Task and Content| 8| | | C: Organization | 5| | | D: Language and Style| 5| | | Examiner’s Feedback: The written task is a missed opportunity. The student has an excellent topic with no examples of language in use. The task reminds us that, besides exploring various attitudes towards varieties of English language, we must look at concrete examples of English in use. Criteria| Possible| Awarded| Comments| A: Rationale| 2| 0| The student fails to include a rationale.| B: Task and Content| 8| 4| The task is generally appropriate, though it lacks examples. It shows some understanding of letters from the editor, as a type of text, though it slips into essay form sometimes.| C: Organization | 5| 4| The task is well organized and generally well structured.| D: Language and Style| 5| 4| The student’s use of English is inaccurate and inappropriate.| Sample Written Task 1 Rationale: In class we explored several texts by African Americans, analyzing their use of English as an expression of a social identity. In particular we look looked at several song lyrics by rappers. I was intrigued by 2Pac Shakur’s lyrics. I wanted to create a context in which I could explore the effects of his lyrics on the African American community. Therefore, I decided to invent a column in Rolling Stone magazine called ‘Lyrics Up Close’, in which I interview several young African Americans on their response to 2Pac’s lyrics. The year is 1998 and 2Pac is still climbing the pop charts even though he has been killed in a shooting. I ask how 2Pac has earned respect among his target audience, and how they identify with him. I give several reasons, including his personal history and his use of English to account for his success. What’s more I define the main message of the song as one that encourages troubled youth to get off the streets, stop selling drugs and cease violent activity. I look at this within the context of 2Pac’s own violent life, which exposes his hypocrisy. All in all, the task made me think critically about language and culture. Task: A ‘Brotha’ Who Understands ‘Brotha’s’ From ‘Lyrics Up Close’ a column in Rolling Stone magazine 2Pac Shakur landed in the top ten again this week with ‘Changes’, and so it appears that he is enjoying more success posthumously than when he lived. Has his iconic status increased because of his death, or could it be that this song has struck a chord with African-Americans across the nation. Rolling Stone hit the streets of 2Pac’s old neighborhood in Marin City, asking young African-Americans how the lyrics of ‘Changes’ made them feel. â€Å"Here’s a brotha’ who understands brotha’s,† answered one high school student, who seemed to capture the sentiments of many in the area. Where, though, in the lyrics do young African Americans identify with 2Pac’s message? At first glance, ‘Changes’ sounds quite pessimistic. It opens with the lines, â€Å"I’m tired of bein’ poor & even worse I’m black.† This defeatist attitude seems strange when compared to 2Pac’s tough image, an image that many young gang members have imitated. One young man we spoke to, who wore a gangster-style bandana, explained that the opening lines are not so much pessimistic as realistic. The lyrics explain why young African Americans deal drugs and commit crime: â€Å"First ship ’em dope & let ’em deal the brothers / give ’em guns step back watch ’em kill each other.† While this may sound like the tone of a victim, 2Pac is not encouraging young African Americans to give up or lose hope. It is important that we keep the target audience of the song in mind. It does not intend to create sympathy among white Americans for poor African Americans. Rather, the song targets African Americans. In fact many young black men of Marin City feel spoken to by 2Pac’s song. He seems to call on them to change: â€Å"But now I’m back with the facts givin’ it back to you Don’t let ’em jack you up, back you up, crack you up and pimp smack you up You gotta learn to hold ya own.† In these lines, â€Å"you† is directed to troubled black youth. When asked what â€Å"hold ya own† means, many young African Americans explained: they must refuse to become victims of the hardships that 2Pac so poignantly describes in his lyrics. This call to social responsibility might just be the main theme of the song, which he suggest in the lines, â€Å"I got love for my brother but we can never go nowhere unless we share with each other.† He calls on African Americans to stop dealing drugs to each other and stealing from each other. How, though, does 2Pac deliver this message without sounding patronizing? First of all, as the saying goes, ‘it takes one to know one.’ 2Pac’s criminal past and time in prison have earned him respect among troubled, black youth. But what’s more, he speaks to them in their language, a lyrical, almost sophisticated form of Ebonics or African American Vernacular English (AAVE). The rhythm and rhyme of the lyrics is engaging and compelling, which we see in the afore mentioned lines, â€Å"jack you up, back you up / crack you up and pimp smack you up.† The verb, ‘to pimp smack one up’ exemplifies the poetic style of street speech. Finally he addresses his audience as his â€Å"brothers†, he uses the word â€Å"nigga† in a permissible context and alludes casually to â€Å"Huey†, a.k.a. Huey P. Lewis, co-founder ofthe Black Panthers. These are all ‘in-group’ markers, which help establish his credit and rapport among African Americans in general and black gangsters specifically. It is for these reasons that he has earned the right to speak to them about these complex issues. In the midst of the many depressing scenarios that 2Pac sketches from children dying of drug abuse to the constant fear of being killed by an old enemy (â€Å"I never get to lay back / ‘Cause I always got to worry ’bout the pay backs†), his spoken words cast a ray of light and call for reasoning. â€Å"We gotta make a change†¦ It’s time for us as a people to start makin’ some changes. Let’s change the way we eat, let’s change the way we live and let’s change the way we treat each other. You see the old way wasn’t working so it’s on us to do what we gotta do, to survive.† The final question that remains is: ‘How are troubled, young African Americans supposed to change the way they live?’ Unfortunately 2Pac left us with few answers and, even worse, a poor example. He lived his life like the lyrics of ‘Changes’: a series of violent, depressing acts interspersed with a few moments of clarity. At least his song helps create understanding the complex issues that poor, young African Americans face every day. From this kind of understanding and the realization that ‘it’s on us to do what we gotta do’, change can arise. Criteria| Possible| Awarded| Comments| A: Rationale| 2| | | B: Task and Content| 8| | | C: Organization | 5| | | D: Language and Style| 5| | |

Graduation: Black People and Negro National Anthem Essay

Graduation is one of the most memorable moments in a lifetime. Maya Angelou’s graduation was an exciting moment, yet it was a very hurtful experience because of racism/segregation. This badly affects Angelou at her graduation. The overall point in Graduation is racism and segregation. Her choice of words is very powerful and emotional: It was awful to be a Negro. It was brutal to be young ad already trained to sit quietly and listen to charges brought against my color with no chance of defense. We should all be dead. I thought I should like to see us all dead, one on top of the other. A pyramid of flesh with white folks on the bottom as the broad base, then the Indians with their silly tomahawks and teepees and wigwams and treaties, the Negros with their mops and recipes and cotton sacks and spiritual sticking out of their mouths. The Dutch children should all stumble in their wooden shoes and break their necks. The French should choke to death on the Louisiana Purchase (1803) white silkworms ate all the Chinese with their stupid pigtails. As a species, we were an abomination. All of us. (110) This explains her emotions about racism, and how horrible it is. She closes it off by saying we are all the same species, and no one is different. This proves she believes racism is wrong. Because of segregation, the white schools are totally different from the black schools. Angelou defines the overall point by comparing the white schools to the black schools:†Unlike the white high school, Lafayette County Training School distinguished itself from having neither lawn, nor hedges, nor tennis court, nor climbing ivy† (103). This reveals what kind of luxuries the white schools had and how unfair the education system was. When Donleavy, a white man comes to speak at the graduation he focuses on the improvements coming to the schools. The white schools had new academics and classroom equipment and the black schools had new tool boxes and athletic equipment. The writer refers to her anger as if African Americans could not achieve anything academic or intellectual. Donleavy is also a racist, â€Å"The white kids were going to have a chance to become Galileos and Madame Curies and Edisons and Gauguins, and our boys would try to be Jesse Owenses and Joe Louises† (109). Angelou dramatizes an experience involving segregation and racism. At the graduation, the graduates expect certain things to happen, The National Anthem, the Pledge of Allegiance and the â€Å"Negro National Anthem†: â€Å"The song every black person knew called the Negro National Anthem. All done in the same key, with the passion and most often standing on the same foot† (108). This proves there is segregation in this time period because they sing their own song, which makes them feel separate from the nation. In the beginning of the ceremony, Angelou was thrilled to graduate. Once Donleavy speaks, the African Americans lose hope, â€Å"The man’s dead words fell like bricks around the auditorium and too many settled in my belly† (110). Donleavy is unconscious about the effect on his words: Graduation, the hush-hush magic time of frills and gifts and congratulations and diplomas, was finished for me before my name was called. The accomplishment was nothing. The meticulous maps, drawn in three colors of ink, learning and spelling decasyllabic words, memorizing the whole of The Rape of Lucrece- it was for nothing. Donleavy had exposed us. (110) After Donleavy’s speech the writer understands the words to the â€Å"Negro National Anthem† for the first time, because of how badly he put down the African Americans. To get the overall point, Angelou leads the readers as if they were sitting alongside her at her graduation. She describes the black community, and the graduating class. Angelou starts out the essay by describing the community in Stamps: â€Å"The children in Stamps trembled visibly with anticipation. Some adults were excited too, but to be certain the whole young population had come down with graduation epidemic† (103). She also describes the teachers, â€Å"Even the teachers were respectful to the now quiet and aging seniors, and tended to speak to them, if not as equals, as beings only slightly lower than themselves† (103). She uses effective similes to make the story come to life, â€Å"But the graduating classes themselves were nobility. Like travelers with exotic destinations on their minds, the graduates were remarkably forgetful† (103). This makes the readers understand the graduates’ excitement, and how they were forgetful of the aspect of life, like to bring their books to school. As travelers with exotic destinations, the graduates have their whole future ahead of them, full of exotic experiences. She also uses another simile to describe herself on her graduation day: â€Å"I was going to be lovely. A walking model of all the various styles of fine hand sewing and it didn’t worry me that I was only twelve years old and merely graduating from eight grade† (105). She was so happy and filled with joy because of the accomplishments she had made, in which she felt beautiful like a model.

Outline and critically analyse a prominent contribution to the construction of modern childhood, illustrating your argument with contemporary examples The WritePass Journal

Outline and critically analyse a prominent contribution to the construction of modern childhood, illustrating your argument with contemporary examples Introduction Outline and critically analyse a prominent contribution to the construction of modern childhood, illustrating your argument with contemporary examples ). Education is conflicted since there is pressure to see it as a preparation for the real world of work and the child-centred pedagogy appears to be abandoned in both national and international policy (Moseley 2007). Locke made it clear that children were not to be indulged or spoilt by their parents and he preferred praise and encouragement to punishment.   Locke believed children should not be spoken to harshly, lectured or chastised, but felt that children should be listened to and engaged with. Physical punishment was only a last resort and should never be carried out in anger, but measured and controlled, (Moseley, 2007). States schools in England abolished corporal punishment in 1987 responding to new constructions of childhood which saw corporal punishment as cruel and inhumane and children as vulnerable and in need of guidance and protection. Locke wanted children to become virtuous and to override their negative urges and internalise self-discipline, through the right amount of praise and example, especially public praise. However, there has been some criticism of Lockes highly conditioned child since Locke encouraged the love of reputation, for control purposes (Ryan, 2008, p. 569).   Ryan argues that this love of reputation was also encouraged with a obedience to a politically correct world. Ryan (2008, p.569 cites Locke, 1963) and argues that there are many examples where Locke explains how to avoid the exercise of the masters brute force and make the desired habits â€Å"natural in them† without the child perceiving you have any hand in it. Lockes ideas on esteem and disgrace, public praise and private admonitions, were also seen by Ryan as another example of punishments and rewards. Ryan (2008, p. 569) acknowledges however, that Lockes conditioned child helped to encourage a new construction of a more authentic, political and developmental child, for the future. Locke promoted the idea of virtue in children meaning to have the powers of rational thought and to defer gratification. Locke also suggested that unruly children should be cultivated rather than curbed. The Department of Educations advice to modern day head teachers (2014) reminds us that discipline is still a priority in schools with head teachers responsible for promoting good behaviour, self-discipline and respect.   Locke argued that learning should be appropriate to a childs stage of development and consideration had to be given for a childs immaturity when they behaved inappropriately.   The work of Jean Piagets stage theory confirmed the idea of developmentally appropriate education for children in schools, with materials and instruction appropriate for pupils in terms of both their physical and cognitive skills (Eyesenk and Flanagan 2001). However, Lockes idea that learning should be tailored to each childs needs is virtually impossible in schools today with rising class sizes, increasing discipline problems, special needs requirements, language differences and mixed abilities. Locke preferred wherever possible for children to be home tutored. However, research shows that young people in Britain in the 21st Century are some of the least confident and unhappiest in the developed world (Blundell 2012).   In 2008 the policy think tank Compass reported that childhood was being excessively commercialised and children were the target of aggressive marketing which included both gadgetry as well as brand names (Blundell 2012).   Palmer (2006) argues that childhood is under pressure from the marketing and promotion of consumption as the root of happiness and opportunities for play are becoming increasingly limited.   Recreation time has now been replaced with adult organised play and sport, homework and exams. The Childrens Society (2009) discovered that childrens lives were being negatively affected by fears for their safety. They were also given unrealisable materialistic desires and goals as a result of the pressures of the consumerist culture. This is contrary to what Locke believed about free play and learning without fe ar (Moseley, 2007, p. 36). The discourses on childhood reflect a deeply dualistic and contradictory way of thinking with childhood   seen both as important in itself and at the same time as a preparation for adulthood, (Jones, 2009).   Children can be seen as both vulnerable and in need of protection, but also seen as capable and competent.   Jones, (2009) writes it is these dualistic, ways of viewing children, that contribute to their silence and invisibility. Jenks (2005) adds to this discourse by describing this dualism in terms of both chaotic and disorderly (Dionysian) and   sweetness and light, (Apollonian). Stainton-Rogers (2011) writes about an unequal relationship between the child and adult and argues that we treat children like they are another species as object to be studied rather than as people. At the heart of the UNCRC however, there is a rather different approach to childhood and one which now recognises childrens rights, (Gittins 2005). Children are seen as active agents and engaged participants in their lives. Children all over the world are now involved in the digital world of mobile phones, social media, interactive games, social networking and blogging and this has had significant influence on childhood, their play experience and their literacy. Waller (2012) argues that children are now actively involved in co-constructing their own lives, culture and activities, in their own time and space. Emerging is an acceptance that there are multiple and diverse childhoods in the globalist world we now live in (Waller 2012).   The emphasis is on participatory rights for children   which challenges the way we carry out child research and the ways we study children, as well as approaches to teaching. A modern view of children therefore acknowledges agency and childrens capa city to both understand and act upon their world   (Waller, 2012 p.8). Although this may seem far removed from Lockes construction of childhood as a time for parental guidance, example, protection, supervision, discipline, control and virtuosity, many of his ideas have laid the foundation for children to be viewed in a more humane and enlightened way and has led to contemporary discourses on childhood.   Bibliography Blundell, D. (2012) Education and Constructions of Childhood.   London: Continuum International Publishing Group. Buckingham, D. (2000) After the death of childhood: growing up in the age of electronic media; Cambridge: Polity Press. Children’s Society (2009) A Good Childhood. London: Penguin. Compass (2008)   The Commercialisation of Childhood, London: Compass. Dahlberg, G., Moss, P. and Pence, A.(2007) Beyond Quality in Early Childhood Education and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Care:    Postmodern Perspectives, 2nd ed. London and New York: Routledge Falmer. Department of Education (2014) Behaviour and Discipline in Schools:   Advice for Headteachers and School Staff. Available at https://www.education.gov.uk. [Accessed 18/12/2014]. Eysenck, M. W. Flanagan, C. (2001) Psychology.   Sussex, UK: Psychology Press Ltd. Gianoutsos, J. (2006) Locke and Rousseau: Early Childhood Education. The Pulse (Vol 4, p. 1-23).     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Available at baylor.edu/content/services/document.php?id=37670.   [Accessed   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   16.12.2014]. Gittins, D. (2009) The Historical Construction of Childhood in Kehily, M.J. (ed) An Introduction to Childhood Studies. Buckingham: Open University Press. James, A. and Prout, A. (1997) Constructing and Reconstructing Childhood: contemporary issues in the sociological study of childhood. London: Routledge. Jenks, C. (2005) Childhood. 2nd Ed. London: Routledge. Jones, P. (2009) Rethinking Childhood: Attitudes in Contemporary Society. London: Continuum   Ã‚  Ã‚  Ã‚  Ã‚   International Publishing Group. McDowall-Clark, R. (2010) Childhood in Society in Early Childhood Studies. Exeter: Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Matters Ltd. Moseley, A. (2007) John Locke.   London: Bloomsbury Publishing. Palmer, S. (2006) Toxic Childhood: How the Modern World is Damaging Our Children. London:   Ã‚  Ã‚   Orion Books Ltd. Penn, H. (2008) Understanding Early Childhood: Issues and Controversies. 2nd ed. UK: Open   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   University Press. Ryan, P. J.   (2008) How New Is the â€Å"New† Social Study of Childhood? The Myth of a Paradigm   Ã‚  Ã‚  Ã‚   Shift.   Journal of Interdisciplinary History, xxxviii (4), p. 553–576. The Plowden Report (1967) A Report of the Central Advisory Council for England. Available @   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   educationengland.org.uk/documents/plowden/plowden1967-1.html.   Accessed   Ã‚   18/12/2014. Waller, T. (2012) Modern Childhood: Contemporary Theories and Childrens Lives in C. Cable., L. Miller., and G. Goodliff, Working with Children in the Early Years. 2nd Ed.   NY: Routledge. UNICEF (2012) A Summary of the United Nations Convention of the Rights of Children. Available at   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   https://www.unicef.org.uk/Documents/Publication-pdfs/betterlifeleaflet2012_press.pdf.     Ã‚  Ã‚  Ã‚  Ã‚   [Accessed   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   18/12/2014].

Ancient Greek Cultures essays

Ancient Greek Cultures essays Ancient Greek culture is much different from modern American culture, but they both have some similarities also. Americans developed some things from the Greek culture; like concepts of math and science, democracy, and also the modern view of beauty. Modern American culture has learned a lot from the Greeks and use a lot of what The differences between American culture and Greek culture is that the Greek culture developed things before the Americans did. The American culture acted different towards different types of subjects and people. For example the Greeks had a government way before the Americans did. The Americans saw that the Greeks were well managed people, so they developed a government for themselves. Modern American culture now has a well-rounded government which we learned and developed from the Greek culture. The Greeks also had the Olympics in Greece before the Americans could. Modern America holds the Olympics here every two years mostly, another thing that the Americans presented because of the Greeks. The differences between the two cultures are that one learned more things before the other. The Greek culture was developed before the American, but now the American culture is more In ancient Greek the men treated the women different too. Such as in the Iliad, the Greek men were trying to kidnap women that they thought she was pretty or they would take them just to punish another Greek. Unlike modern American culture which has respect for women and think of them as equal to men. Women work in modern American culture and can support themselves, unlike Greek culture where women did not work and the men supported them. Women did not live by themselves and support themselves. Today in modern society women can depend on themselves to make a ...

Applying Marxism to contemporary issues of work and employment

Marx’s ideas of ownership of production, alienation and power relationships may play a key role in explaining contemporary issues in work and employment such as lack of job security, having a voice within the workplace and discrimination. As stated in â€Å"The workplace and social democracy in the post-crisis age†, the financial crisis and recession have caused a change in attitudes towards employment relationships. More now than ever employees worry about job security. Marx belonged to a period of industrial society, whereby factories had thousands of employees all under one authoritative figure, the Boss or Manager. Job Security in this era was not a massive issue as it is now in contemporary times. The Joseph Rowntree Foundation in 1999 published the results of Job Insecurity and Work Intensification survey and showed that job insecurity had steadily been rising since the second world war. The majority of job insecurity lay in the manufacturing industries and blue-collar workers during the 1970’s and 1980#s but at the beginning of the 1990’s professional and managerial workers had their first great exposure to job insecurity. The information age which we now live in has cost many civil servant s their jobs, due to streamlining of systems through computer technology. White collar workers were much less prepared for the changes affecting their occupation. Because redundancy had never occurred to these workers before, the idea of unemployment caused most to experience anxiety and insecurities. Some argue this is an overreaction when compared to the bigger issue of insecurity experienced by the working classes (Giddens, 2009). Anxieties from job insecurities can lead to â€Å"loss of control† and a link has been made between job insecurity and poor overall health (Burchell et al, 1996). This feeling of helplessness against impending unemployment can be explained by Marx’s theory of alienation. Blauner (1964) argued that the introduction of automation to factories has reduced worker alienation. Automation has helped to â€Å"integrate the workforce and gave workers a sense of control over their work that had been lacking with other forms of technology†. E vidently having a sense of ownership towards your work and feeling part of a community diminishes alienation and in turn will diminish any sense of job insecurity: as workers will feel their role within the workplace is needed. Richard Sennett (1998) conducted a study of workers in a bakery which had an automated high-tech production line. Ironically none of the workers were actually bakers but workers trained in how to use the machinery, but only how to use the machinery. The â€Å"bakers† had no physical contact with the bread at any point. Computers decided every aspect of the baking process. However, despite the workers being skilled with computers, not one was trained in how to fix the computers when they broke, causing massive disruption amongst the production line. Sennett found that the workers wanted to be useful and fix the computers but did not because the automation had destroyed their autonomy. Computer technology within the workplace has not only led to an incre ase in workers’ skills but also a group of clerical, service and production workers who lack autonomy in their jobs, are alienated from their work, and lack job security. Another issue concerning work and employment in the UK currently is the movement of work. In a bid for maximum profit, some companies have moved the work from its country of origin to developing countries, where the work is cheaper. Now British companies such as Primark and Matalan have been accused of exploiting workers in these other countries because of their extremely low pricing. It is widely known that transnational factories in developing countries use sweatshop conditions, child labour and pay exploitative rates of pay. Any codes of conduct put in place are either sneakily avoided or completely disregarded altogether: â€Å"research consistently revealed an inadequate, if not poor, level of integration of CSR and Code compliance responsibilities in the internal structure of MNEs and suppliers† (ILO, 2003). However, as wrong as we may think this is, it could be argued that there has just been a shift in location of exploitation. Marx argued that the bourgeoisie, or the owners of production, exploited workers during the period of feudalism. Society was divided into peasants who worked on the land and nobles who were paid in terms of both crops and labour in return for protection, during this period wages were practically unheard of. For Marx, owning land and being able to take food from peasants if fundamentally different from being a peasant working on the land. Peasants (according to Marx) were a group with shared interests and attitudes and nobles were another. This still applies to today’s world of transnational corporations (TNCs). TNCs open factories in developing countries where cheaper labour can be found. The motives between TNCs and nobles are not all that dissimilar. Although TNCs have the resources to choose where to place their factories, such as technology, money and power, whereas nobles were born into a position of power and had no desire to move as they were meant to serve a duty to protect the fundamental relationship betw een owner and producer are still the same. Nobles wanted to extract maximum surplus and gain power, peasants wanted to be free or at the very least have more to eat. The introduction of towns and technology created a possibility for â€Å"free† labour it actually only led to new classes such as bankers and guilders and thus created new conflicts. In modern day society Marx’s theory of class conflict and exploitation is still relevant. TNCs take the role of the nobles or the owner of production and sweatshop workers take the role of peasants, exploited for their cheap labour in order for the TNCs to gain maximum profit and inevitable more power. Increasing intensity of international competition, particularly from Far Eastern countries, where wages are lower, weakens unions’ bargaining power (Western, 1997). In the early development of modern industry, workers had little or no political rights and very little influence over the conditions of work in which they were employed. Unions were developed in order to restore this imbalance of power between workers and their employees. Through Unions workers influence within the workplace was considerably increased. Originally, unions were set up as defensive organizations; workers could stop any overwhelming power that employers enforced on workers’ daily lives. Now, workers have negotiating rights with employers (which means they can press for economic benefits and any problems within the workplace can be discussed). Unions have essentially enabled workers to have a voice within the workplace and in turn have helped the working classes battle through their struggle with the bourgeoisie, as Marx highlighted. â€Å"Of all the classes that stand face to face with the bourgeoisie today, the proletariat alone is a really revolutionary class. The other classes decay and finally disappear in the face of modern industry, the proletariat is its special and essential product.† Marx depicted the working classes as in a constant resistance to acquire a voice/power and the introduction of Unions, especially the dramatic influence Unions gained after the second world war, has made this a possibility. However, alongside international competition, there are several other factors that have created a fall in union density within industries. High levels of unemployment due to recession in the world economic activity, particularly during the 1980s has weakened the bargaining power of labour and the introduction of right-wing governments such as Margaret Thatcher in 1979 led to an aggressive assault on unions throughout the 1980s. These attacks on unions can be seen replicated in the recent conservative coalition government as well. But possibly the most prominent of union failings was seen during the National Union of Minors strike in the UK in 1984-5. Marx believed that â€Å"the proletariat †¦ is a revolutionary class† and that at some point the working classes would rise against the owners of production. However, this is unlikely to occur any time soon. Union membership has declined considerably in industrialized countries and right-wing governments are not the only source of blame. High unemployment and more flexible production decrease the force of unionism (unionism works well when many people work together in large factories and there is a collective atmosphere). Having considered this though, Unions are highly unlikely to disappear. Workers individually have very little say or power when it comes to their employment and rely heavily on unions to provide this type of support. The collective strength that unions give t o workers enables the proletariat to carry on with their struggle against the bourgeoisie and as long as unions continue to work hard in stabilizing their position within the economic and political sphere then trade unions are likely to be here to stay. However, the chances of their ever being an uprising as Marx has suggested in his writings is dubious. Dwindling memberships to unions suggest people are losing faith in union support and this implies that workers have almost given up in their â€Å"struggle†. One of the aims of unions is to eradicate discrimination within the workforce. Discrimination in the workplace has always been a recurring issue. Gender divisions within the workplace have never been eradicated, nor has ethnicity (not fully anyway). Divisions of labour between genders have been evident in humanity for thousands of years. Inequality in modern day society is seen as wrong. From an economic view point not making use of everyone’s maximum potential regardless of their gender, class or ethnicity is wasteful. From a Marxist perspective, societies that have inequality will suffer. But for women, it can be questionable if women are in the job market at allWomen suffer from a dual burden (Young, 2000). In modern society women are expected to maintain a job whilst dealing with domestic chores and childcare. Because of these responsibilities thrust upon women, women are more likely to be found in certain job sectors which tend to be low in status. Women are more likely t o be found in â€Å"poor quality† jobs (part time, temporary, low pay, long hours, unpleasant, few benefits). Again this seems unlikely to be choice (or not â€Å"free† choice) but some have argued that these jobs reflect women’s preference for jobs compatible with home life and child care. Marxist feminists argue that men benefit from family life at the expense of women. Women as mothers are pressured by culture to have children and to take time out of the labour market to bring them up. These children become the workforce of the future at little or no expense to the capitalist class. This also benefits men, because it means that women cannot compete on a level playing field for jobs or promotion opportunities if their first priority is looking after children. But this male dominance is not universal. Some men are even discriminated against in the workforce due to their class or ethnicity. Factors such as language skills intervene causing racial preferences wit hin the workplace. The â€Å"job application culture† we live in requires individuals to give off first impressions that dazzle, however many companies look for image or whether you would â€Å"fit† in to the company. Not having UK qualifications may make applications harder (if an employer does not recognise a level of qualification he is likely to disregard it). Ethnic minority groups come under discrimination, however not all the time and not everywhere. In some companies whereby international relations are crucial to their business, languages skills may come in useful. But still discrimination occurs, whether it is gendered or ethnic. Arguably not making full use of a persons’ skill is wasteful. Economically it should not matter who a person is or what a person looks like for a job to get done. And Marx, in this instance, is correct in stating that not making full potential of every worker will cause society to suffer. Not just at the level of the company, b ut also at the level of the individual. Bibliography: Blauner, R. (1964) Alienation and Freedom (Chicago, IL: University of Chicago Press) Burchell, B. Et. al (1996) â€Å"Job Insecurity and Work intensification: Flexibility and the Changing boundaries of work† (York: YPS ILO (2003) â€Å"Business and code of conduct implementation: how firms use management systems for social performance† (Geneva: ILO), mimeo Jameson, H. 22 March 2011, â€Å"The Workplace and social democracy in the post-crisis age†, Policy Network, http://www.policy-network.net/articles/3981/The-workplace-and-social-democracy-in-the-post-crisis-age, Accessed 25th March 2011 Marx, K. Communist Manifesto. Sennett, R. (1998) The corrosion of character: The personal consequences of work in the new capitalism (London: Norton) Western, B. (1997) Between classes and market: Postwar Unionization in the Capitalist Democracies (Princeton: Princeton University Press) or put poshly – appropriate the fruits of our labour but here is the problem according to marx in the evil capitalist system the capitalist (the factory owner) pay the exchange value of labour for an individuals service which is only enough to keep him alive but the capitalist gets the use value of his labour (the total value of the labour) or put poshly – appropriate the fruits of our labour but here is the problem according to marx in the evil capitalist system the capitalist (the factory owner) pay the exchange value of labour for an individuals service which is only enough to keep him alive but the capitalist gets the use value of his labour (the total value of the labour) Applying Marxism to contemporary issues of work and employment Marx’s ideas of ownership of production, alienation and power relationships may play a key role in explaining contemporary issues in work and employment such as lack of job security, having a voice within the workplace and discrimination. As stated in â€Å"The workplace and social democracy in the post-crisis age†, the financial crisis and recession have caused a change in attitudes towards employment relationships. More now than ever employees worry about job security. Marx belonged to a period of industrial society, whereby factories had thousands of employees all under one authoritative figure, the Boss or Manager. Job Security in this era was not a massive issue as it is now in contemporary times. The Joseph Rowntree Foundation in 1999 published the results of Job Insecurity and Work Intensification survey and showed that job insecurity had steadily been rising since the second world war. The majority of job insecurity lay in the manufacturing industries and blue-collar workers during the 1970’s and 1980#s but at the beginning of the 1990’s professional and managerial workers had their first great exposure to job insecurity. The information age which we now live in has cost many civil servant s their jobs, due to streamlining of systems through computer technology. White collar workers were much less prepared for the changes affecting their occupation. Because redundancy had never occurred to these workers before, the idea of unemployment caused most to experience anxiety and insecurities. Some argue this is an overreaction when compared to the bigger issue of insecurity experienced by the working classes (Giddens, 2009). Anxieties from job insecurities can lead to â€Å"loss of control† and a link has been made between job insecurity and poor overall health (Burchell et al, 1996). This feeling of helplessness against impending unemployment can be explained by Marx’s theory of alienation. Blauner (1964) argued that the introduction of automation to factories has reduced worker alienation. Automation has helped to â€Å"integrate the workforce and gave workers a sense of control over their work that had been lacking with other forms of technology†. E vidently having a sense of ownership towards your work and feeling part of a community diminishes alienation and in turn will diminish any sense of job insecurity: as workers will feel their role within the workplace is needed. Richard Sennett (1998) conducted a study of workers in a bakery which had an automated high-tech production line. Ironically none of the workers were actually bakers but workers trained in how to use the machinery, but only how to use the machinery. The â€Å"bakers† had no physical contact with the bread at any point. Computers decided every aspect of the baking process. However, despite the workers being skilled with computers, not one was trained in how to fix the computers when they broke, causing massive disruption amongst the production line. Sennett found that the workers wanted to be useful and fix the computers but did not because the automation had destroyed their autonomy. Computer technology within the workplace has not only led to an incre ase in workers’ skills but also a group of clerical, service and production workers who lack autonomy in their jobs, are alienated from their work, and lack job security. Another issue concerning work and employment in the UK currently is the movement of work. In a bid for maximum profit, some companies have moved the work from its country of origin to developing countries, where the work is cheaper. Now British companies such as Primark and Matalan have been accused of exploiting workers in these other countries because of their extremely low pricing. It is widely known that transnational factories in developing countries use sweatshop conditions, child labour and pay exploitative rates of pay. Any codes of conduct put in place are either sneakily avoided or completely disregarded altogether: â€Å"research consistently revealed an inadequate, if not poor, level of integration of CSR and Code compliance responsibilities in the internal structure of MNEs and suppliers† (ILO, 2003). However, as wrong as we may think this is, it could be argued that there has just been a shift in location of exploitation. Marx argued that the bourgeoisie, or the owners of production, exploited workers during the period of feudalism. Society was divided into peasants who worked on the land and nobles who were paid in terms of both crops and labour in return for protection, during this period wages were practically unheard of. For Marx, owning land and being able to take food from peasants if fundamentally different from being a peasant working on the land. Peasants (according to Marx) were a group with shared interests and attitudes and nobles were another. This still applies to today’s world of transnational corporations (TNCs). TNCs open factories in developing countries where cheaper labour can be found. The motives between TNCs and nobles are not all that dissimilar. Although TNCs have the resources to choose where to place their factories, such as technology, money and power, whereas nobles were born into a position of power and had no desire to move as they were meant to serve a duty to protect the fundamental relationship betw een owner and producer are still the same. Nobles wanted to extract maximum surplus and gain power, peasants wanted to be free or at the very least have more to eat. The introduction of towns and technology created a possibility for â€Å"free† labour it actually only led to new classes such as bankers and guilders and thus created new conflicts. In modern day society Marx’s theory of class conflict and exploitation is still relevant. TNCs take the role of the nobles or the owner of production and sweatshop workers take the role of peasants, exploited for their cheap labour in order for the TNCs to gain maximum profit and inevitable more power. Increasing intensity of international competition, particularly from Far Eastern countries, where wages are lower, weakens unions’ bargaining power (Western, 1997). In the early development of modern industry, workers had little or no political rights and very little influence over the conditions of work in which they were employed. Unions were developed in order to restore this imbalance of power between workers and their employees. Through Unions workers influence within the workplace was considerably increased. Originally, unions were set up as defensive organizations; workers could stop any overwhelming power that employers enforced on workers’ daily lives. Now, workers have negotiating rights with employers (which means they can press for economic benefits and any problems within the workplace can be discussed). Unions have essentially enabled workers to have a voice within the workplace and in turn have helped the working classes battle through their struggle with the bourgeoisie, as Marx highlighted. â€Å"Of all the classes that stand face to face with the bourgeoisie today, the proletariat alone is a really revolutionary class. The other classes decay and finally disappear in the face of modern industry, the proletariat is its special and essential product.† Marx depicted the working classes as in a constant resistance to acquire a voice/power and the introduction of Unions, especially the dramatic influence Unions gained after the second world war, has made this a possibility. However, alongside international competition, there are several other factors that have created a fall in union density within industries. High levels of unemployment due to recession in the world economic activity, particularly during the 1980s has weakened the bargaining power of labour and the introduction of right-wing governments such as Margaret Thatcher in 1979 led to an aggressive assault on unions throughout the 1980s. These attacks on unions can be seen replicated in the recent conservative coalition government as well. But possibly the most prominent of union failings was seen during the National Union of Minors strike in the UK in 1984-5. Marx believed that â€Å"the proletariat †¦ is a revolutionary class† and that at some point the working classes would rise against the owners of production. However, this is unlikely to occur any time soon. Union membership has declined considerably in industrialized countries and right-wing governments are not the only source of blame. High unemployment and more flexible production decrease the force of unionism (unionism works well when many people work together in large factories and there is a collective atmosphere). Having considered this though, Unions are highly unlikely to disappear. Workers individually have very little say or power when it comes to their employment and rely heavily on unions to provide this type of support. The collective strength that unions give t o workers enables the proletariat to carry on with their struggle against the bourgeoisie and as long as unions continue to work hard in stabilizing their position within the economic and political sphere then trade unions are likely to be here to stay. However, the chances of their ever being an uprising as Marx has suggested in his writings is dubious. Dwindling memberships to unions suggest people are losing faith in union support and this implies that workers have almost given up in their â€Å"struggle†. One of the aims of unions is to eradicate discrimination within the workforce. Discrimination in the workplace has always been a recurring issue. Gender divisions within the workplace have never been eradicated, nor has ethnicity (not fully anyway). Divisions of labour between genders have been evident in humanity for thousands of years. Inequality in modern day society is seen as wrong. From an economic view point not making use of everyone’s maximum potential regardless of their gender, class or ethnicity is wasteful. From a Marxist perspective, societies that have inequality will suffer. But for women, it can be questionable if women are in the job market at allWomen suffer from a dual burden (Young, 2000). In modern society women are expected to maintain a job whilst dealing with domestic chores and childcare. Because of these responsibilities thrust upon women, women are more likely to be found in certain job sectors which tend to be low in status. Women are more likely t o be found in â€Å"poor quality† jobs (part time, temporary, low pay, long hours, unpleasant, few benefits). Again this seems unlikely to be choice (or not â€Å"free† choice) but some have argued that these jobs reflect women’s preference for jobs compatible with home life and child care. Marxist feminists argue that men benefit from family life at the expense of women. Women as mothers are pressured by culture to have children and to take time out of the labour market to bring them up. These children become the workforce of the future at little or no expense to the capitalist class. This also benefits men, because it means that women cannot compete on a level playing field for jobs or promotion opportunities if their first priority is looking after children. But this male dominance is not universal. Some men are even discriminated against in the workforce due to their class or ethnicity. Factors such as language skills intervene causing racial preferences wit hin the workplace. The â€Å"job application culture† we live in requires individuals to give off first impressions that dazzle, however many companies look for image or whether you would â€Å"fit† in to the company. Not having UK qualifications may make applications harder (if an employer does not recognise a level of qualification he is likely to disregard it). Ethnic minority groups come under discrimination, however not all the time and not everywhere. In some companies whereby international relations are crucial to their business, languages skills may come in useful. But still discrimination occurs, whether it is gendered or ethnic. Arguably not making full use of a persons’ skill is wasteful. Economically it should not matter who a person is or what a person looks like for a job to get done. And Marx, in this instance, is correct in stating that not making full potential of every worker will cause society to suffer. Not just at the level of the company, b ut also at the level of the individual. Bibliography: Blauner, R. (1964) Alienation and Freedom (Chicago, IL: University of Chicago Press) Burchell, B. Et. al (1996) â€Å"Job Insecurity and Work intensification: Flexibility and the Changing boundaries of work† (York: YPS ILO (2003) â€Å"Business and code of conduct implementation: how firms use management systems for social performance† (Geneva: ILO), mimeo Jameson, H. 22 March 2011, â€Å"The Workplace and social democracy in the post-crisis age†, Policy Network, http://www.policy-network.net/articles/3981/The-workplace-and-social-democracy-in-the-post-crisis-age, Accessed 25th March 2011 Marx, K. Communist Manifesto. Sennett, R. (1998) The corrosion of character: The personal consequences of work in the new capitalism (London: Norton) Western, B. (1997) Between classes and market: Postwar Unionization in the Capitalist Democracies (Princeton: Princeton University Press) or put poshly – appropriate the fruits of our labour but here is the problem according to marx in the evil capitalist system the capitalist (the factory owner) pay the exchange value of labour for an individuals service which is only enough to keep him alive but the capitalist gets the use value of his labour (the total value of the labour) or put poshly – appropriate the fruits of our labour but here is the problem according to marx in the evil capitalist system the capitalist (the factory owner) pay the exchange value of labour for an individuals service which is only enough to keep him alive but the capitalist gets the use value of his labour (the total value of the labour)

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Station Nightclub Fire - Research Paper Example The video footage reveals that the smoke of the fire acted as the disincentive for the crowd to break through and the exit blockade acted as the catalyst (NIST Engineering Laboratory, 2011). The first flames were thought to be the part of the act. When the flames reached the ceiling and the smoke began to spread all throughout the club, people realized that the fire is not under control. Within a few seconds after the polytechnics ended the band stopped to play and most band members took the escape route through the west. The fire alarm of the club acutely made everyone aware of the danger while most tried to take the way through which they entered. The massive crowd led to stampede and the exit got completely blocked. This resulted in deaths and severe injuries for the staffs. After the tragedy the Governor declared a moratorium on the displays of pyrotechnic for the venues that can hold less than 300 people. After five months of the accident, the band started a benefit tour. A portion of the generated proceeds were forwarded to the Station Family Fund. The site was cleared and the relatives left a multitude of crosses for the deceased. The members who managed to survive intended to acquire the site and place a permanent memorial. Since the month of May, 2003, nondenominational services started at the fire site on monthly basis. The members of the affected families and the friends who lost their dear ones gathered to take part in the memorial. The Station Fire Memorial Foundation was formed in June, 2003. The purpose of the foundation was to purchase the property and take care of the memorial. The Foundation is still continuing the services on yearly basis. Investigations started to dig out the cause of the fire. The investigation included local and the f ederal agencies. The investigators interviewed the witnesses and visited the scene. The scene was divided

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MPH599 - Culminating Project Mod 4Case Assignment - Essay Example In doing so, they have data on what is being done and what is working. Involving a representative can only improve the work to be done. The Centers for Partnerships and Strategic Alliance also would be a helpful group to involve as they are involved in some of the granting that is being done for this problem and may be of great help to this group in determining funding that might be available. The NIHCM is a non-profit organization whose mission it is to promote improvement in health care access, management and quality and to foster dialogue and find creative workable solutions to American Health System Problems (nihcm.org). Further ASTHO which is a national nonprofit organization representing the state and territorial public health agencies of the US, US Territories, and District of Columbia (ASTHO.org). There is of course a need for involvement of the children themselves and their parents as anything that comes out of this affect them in some way. Physicians, School nurses and the health care community need to be involved as they are the primary people to carry out any of the plans or principles that come from this. They will also be the data collectors. The local community, schools, and Universities will need to determine how they can help with playgrounds and safe walking and biking trails. Finding tax money to make these improvements may be necessary and involving this group ahead of time will make that process easier. Last but not least are the schools and their contract with the vending machine industry. It makes no sense at all for a child to eat healthy food in the cafeteria and then be able to go out in the hall to get M&Ms. Of course, we know that this is a livelihood for many of these people but what will be needed is for them to change the kind of snacks that are available here. This includes things like Coke and Pepsi machines. This will not be an easy task, however, involving them early in the process will help the process become more

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Effective Programs For Hispanic Students - Essay Example lthough schools cnnot chnge the socil relity, they cn crete different society within their wlls. Getting to know the students nd their fmilies s well s welcoming their lnguges nd cultures cn build coherent community where the bilingul progrm becomes n integrl prt of the school. Improvement of bilingul progrms necessittes fundmentl chnges within the whole school becuse the overll qulity of the school will ffect the bilingul progrm. For the most prt, good bilingul progrms exist within good schools. To crete sound context for bilingul lerners schools should set cler gols, crete bilingul biculturl society, integrte the bilingul progrm into the school community, know the bilingul students, provide ledership nd support for the bilingul progrm, set high expecttions for bilingul students, hire qulity personnel willing nd prepred to work with bilingul students, estblish productive prtnerships with prents nd communities of the bilingul students. Commitment of principls nd minstrem stff to the progrm nd the students mkes it possible for bilingul progrms to be integrted into the whole school. ll stff nd not only the bilingul stff should be responsible for the bilingul students' eduction. In turn, the bilingul stff should prticipte in generl school ctivities nd decision mking. When curriculum improvement or specil progrms re introduced, the bilingul progrm should lso be included. Regrdless of how integrtion is implemented, school mission, curriculum, nd environment must reflect the presence of students of different lnguges nd cultures. Otherwise, integrted nd two-wy progrms tht succeed in bringing both groups of students together will remin isolted within the school. In order to mnge the sitution when the school district oppose introduction of bilingul eduction, necessry strtegies should be pplied. First of ll, it is importnt to mke bilingul students need to feel tht their school is community tht cres for them, trets them s individuls, nd wnts them to succeed. In effective schools, dministrtors nd techers know their students nd students know ech other. Knowledge of the students nd personliztion of the teching re keys to good teching. Becuse techers relte to students both s lerners nd s children or dolescents, techers must estblish how they will ddress these two types of reltionships, wht they need to know bout their students, nd how they will cquire this knowledge. The techer--lerner reltionship implies involvement between techers nd students round subject mtter, wheres dult--child or dult--dolescent reltionships re more personl nd intimte. Focusing on both types of reltionships bridges the gp between school nd the world outside it, gp tht is especilly importnt for mny bilingul students whose world differs gretly from school. Techers working with young students hve succeeded in combining both types of reltionships in the context of the clssroom. For exmple, Czden, Crrsco, Mldondo-Guzmn, nd Erickson ( 1980) observed Mexicn mericn techer working with first-grde Spnish spekers. Every morning s they st in circle, she collected homework nd ddressed the children with endering terms, sking questions bout them nd their fmilies. In successful high schools these reltionships hve been somewht seprte with the

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Effective Programs For Hispanic Students Essay Example | Topics and Well Written Essays - 7500 words

Effective Programs For Hispanic Students - Essay Example lthough schools cnnot chnge the socil relity, they cn crete different society within their wlls. Getting to know the students nd their fmilies s well s welcoming their lnguges nd cultures cn build coherent community where the bilingul progrm becomes n integrl prt of the school. Improvement of bilingul progrms necessittes fundmentl chnges within the whole school becuse the overll qulity of the school will ffect the bilingul progrm. For the most prt, good bilingul progrms exist within good schools. To crete sound context for bilingul lerners schools should set cler gols, crete bilingul biculturl society, integrte the bilingul progrm into the school community, know the bilingul students, provide ledership nd support for the bilingul progrm, set high expecttions for bilingul students, hire qulity personnel willing nd prepred to work with bilingul students, estblish productive prtnerships with prents nd communities of the bilingul students. Commitment of principls nd minstrem stff to the progrm nd the students mkes it possible for bilingul progrms to be integrted into the whole school. ll stff nd not only the bilingul stff should be responsible for the bilingul students' eduction. In turn, the bilingul stff should prticipte in generl school ctivities nd decision mking. When curriculum improvement or specil progrms re introduced, the bilingul progrm should lso be included. Regrdless of how integrtion is implemented, school mission, curriculum, nd environment must reflect the presence of students of different lnguges nd cultures. Otherwise, integrted nd two-wy progrms tht succeed in bringing both groups of students together will remin isolted within the school. In order to mnge the sitution when the school district oppose introduction of bilingul eduction, necessry strtegies should be pplied. First of ll, it is importnt to mke bilingul students need to feel tht their school is community tht cres for them, trets them s individuls, nd wnts them to succeed. In effective schools, dministrtors nd techers know their students nd students know ech other. Knowledge of the students nd personliztion of the teching re keys to good teching. Becuse techers relte to students both s lerners nd s children or dolescents, techers must estblish how they will ddress these two types of reltionships, wht they need to know bout their students, nd how they will cquire this knowledge. The techer--lerner reltionship implies involvement between techers nd students round subject mtter, wheres dult--child or dult--dolescent reltionships re more personl nd intimte. Focusing on both types of reltionships bridges the gp between school nd the world outside it, gp tht is especilly importnt for mny bilingul students whose world differs gretly from school. Techers working with young students hve succeeded in combining both types of reltionships in the context of the clssroom. For exmple, Czden, Crrsco, Mldondo-Guzmn, nd Erickson ( 1980) observed Mexicn mericn techer working with first-grde Spnish spekers. Every morning s they st in circle, she collected homework nd ddressed the children with endering terms, sking questions bout them nd their fmilies. In successful high schools these reltionships hve been somewht seprte with the