...Using material from Item A and elsewhere assess the extent to which social policies reflect and support the traditional nuclear family. (24 Marks) Social policies are the measures taken by the state bodies and based on laws introduced by the government that aim to deal with a problem or achieve a goal. They can have both direct (aimed specifically at family life) and indirect effects (aimed on other social or economic issues but also affects the family). The traditional nuclear family is the ‘cereal packet’ family comprised of two adults of opposing sex with segregated roles of male breadwinner and female nurturer, and two children. There are many examples of government policies which support the traditional family norm and therefore social policy may be seen as an aspect of family ideology. Ideology is a set of beliefs that serve the interests of a dominant social group, and so we are encouraged to view the traditional family as normal and desirable. Functionalists believe that the state acts in the interests of the whole society and that its policies help the family to perform its functions. There is a March of Progress view as they believe policies are gradually improving family life. Functionalists believe that the welfare state enables families to look after their members better through access to the NHS, child benefit etc. However Feminists argue that social policies only benefit men whereas New Right believes that the interference of the state creates a “perverse...
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...CHAPTER 1 THE PROBLEM AND ITS BACKGROUND INTRODUCTION Marriage is one of the deepest and most complex involvements of human relationships. It is a corner stone of society and a very necessary part of the social system. It is a crucial and sacred bond between two personalities merging into one for ideas, attitudes, habits and likes and dislikes. In Philippines marriage is considered a lifelong partnership. It is the foundation stone on which the family is built. Basically marriage is a social and legal contract. People marry great number of reasons- personal or social. Usually they have a certain preconceived notions about the kind of person they would like to marry. The large percentage of separation each year, non-marital pregnancies and premarital cohabitation have all dramatically changed the traditional family structure (Amato et.al, 2003). Millions of children are no longer being raised in nuclear families. The institution of marriage, the backbone of society, appears to be under threat. Marriage has, despite demographic and political shifts, significant value for the individual, families and the society (Nock, 2005). When looking at marriage as an institution, as opposed to a free-standing concept, marriage represents socially sanctioned behavior. Marriage embraces traditionally virtuous, legal and predictable assumptions concerning what is moral and what is proper (Nock, 2005). Through marriage an individual is transformed; they are perceived and treated differently...
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...are: Democracy and political participation Party policies and ideas Elections Pressure groups There is no significance to the order in which questions appear. Each question is divided into three sections (a), (b) and (c). When choosing which questions to do, the following principles are recommended: It is almost certain that you will be better off choosing your strongest question to do first. You should choose questions on the basis of how well you can answer the section (c) part. The (c) part carries 25 of the 40 marks available for the whole answer. Do not choose a question simply because you can do part (a) especially well. The (a) question is only worth 5 marks. It would be illogical to choose your strongest (a) part if you cannot do well on section (c). If you cannot decide between several (c) parts, i.e. you can do more than one equally well, make your choice on the basis of part (b) which carries 10 marks. But remember, it is the (c) parts that will determine most what your overall mark will be. So, when you first look at the exam paper, look at the (c) sections first. Assessment Objectives Each question is divided into three sections, as follows: carries 5 marks carries 10 marks carries 25 marks The way you answer questions should be determined by the way assessment objectives are distributed. Assessment objectives provide the basis upon which examiners award marks. You need to be familiar with them to maximise your marks. They will help direct your revision and with...
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...International Organisations 81 Chapter 7 Security in the Contemporary World 99 Chapter 8 Environment and Natural Resources 117 Chapter 9 Globalisation 135 Chapter 1 The Cold War Era OVERVIEW This chapter provides a backdrop to the entire book. The end of the Cold War is usually seen as the beginning of the contemporary era in world politics which is the subject matter of this book. It is, therefore, appropriate that we begin the story with a discussion of the Cold War. The chapter shows how the dominance of two superpowers, the United States of America and the Soviet Union, was central to the Cold War. It tracks the various arenas of the Cold War in different parts of the world. The chapter views the NonAligned Movement (NAM) as a challenge to the dominance of the two superpowers and describes the attempts by the non-aligned countries to establish a New International Economic Order (NIEO) as a means of attaining economic development and political independence. It concludes with an assessment of India’s role in NAM and asks how successful the policy of nonalignment has been in protecting India’s interests. The end of the Second World War led to the rise of two major centres of power. The two pictures above symbolise the victory of the US and the USSR in the Second World War. 1. American soldiers raising the US flag during the Battle of Iwo Jima, Japan, on 23 February 1945 Credit: Raising the Flag on Iwo Jima, Photograph...
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... Yemen’s president fled in June and eventually signed a transition deal to end his 33-year reign; Saudi troops helped to put down unrest in Bahrain; and reform was embraced in Morocco and Jordan. But the Arab spring was met with stiff resistance in Syria, where protests were brutally put down by Bashar Assad’s regime, resulting in over 7,000 deaths so far. In Libya Muammar Qaddafi caused a civil war after he tried to crush an opposition movement that spread from Benghazi. NATO aircraft enforced a no-fly zone, endorsed by the Arab League, in support of the rebels. After a summer of conflict, Qaddafi was captured by rebels in his home town and swiftly killed. He had ruled Libya since 1969. Russia’s Prime Minister, Vladimir Putin, hatched a plan to run for president again in 2012. But his coronation might not run so smoothly this time. His United Russia party did not do as well as expected in parliamentary elections (amid allegations of ballot fraud), after which anti-Putin...
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...(NCS) Curriculum and Assessment Policy Statement LIFE SCIENCES Further Education and Training Phase Grades 10-12 basic education Department: Basic Education REPUBLIC OF SOUTH AFRICA CurriCulum and assessment PoliCy statement Grades 10-12 life sCienCes CAPS LIFE SCIENCES GRADES 10-12 department of Basic education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 department of Basic education isBn: 978-1-4315-0578-4 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) LIFE SCIENCES GRADES 10-12 FOREWORD by thE ministER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). the Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; improve the quality of life of all citizens and free the potential of each person; lay the foundations for a democratic and open society in which government is based on the will...
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...Leigh Sparks Institute for Retail Studies University of Stirling Stirling FK9 4LA Scotland, UK Phone: 44 (0)1786 467386 Fax: 44 (0)1786 465290 E-Mail: s.l.burt@stir.ac.uk ; Leigh.Sparks@stir.ac.uk Revised for Seminar - January 2003 DEPARTMENT OF TRADE AND INDUSTRY: COMPETITIVE ANALYSIS OF THE RETAIL SECTOR IN THE UK Contents 0 Executive Summary I Background and Framework for Analysis II Competitive Analysis – the UK Retail Sector III Summary and Policy Recommendations IV Appendix – Analysis of Retail Sub-Sectors EXECUTIVE SUMMARY 0.1 Background and Framework for Analysis In early 2002 the Institute for Retail Studies at the University of Stirling was commissioned to carry out a ‘Competitive Analysis of the Retail Sector in the UK’ (tender CGS/1239) based on secondary sources and restricted to the UK rather than international comparisons. The project had three objectives: · to define and map the sector in terms of size and composition of the businesses which operate within it; · to analyse the competitiveness of the sector now through SWOT, PEST and Porter's 5 forces and any other appropriate means and summarise the key issues facing the sector as a whole, and also sub-sector specific issues; · to provide recommendations for industry and government. The report is divided into four parts. In Part I we provide a background to the sector and explain the framework for analysis used in the study. Part II provides the competitive analysis...
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...AS LEVEL Specification HISTORY A H105 For first assessment in 2016 ocr.org.uk/alevelhistorya We will inform centres about any changes to the specification. We will also publish changes on our website. The latest version of our specification will always be the one on our website (ocr.org.uk) and this may differ from printed versions. Copyright © 2014 OCR. All rights reserved. Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use. Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered company number 3484466. Registered office: Hills Road 1 Cambridge CB1 2EU. OCR is an exempt charity. Contents Introducing… AS Level History A (from September 2015) Teaching and learning resources iv Why choose an OCR AS Level in History A? 1 1a. Why choose an OCR qualification? 1 1b. Why choose an OCR AS Level in History A? 2 1c. What are the key features of this specification? 3 1d. 2 iii Professional Development 1 ii How do I find out more information? 3 4 2a. Overview of AS Level in History A (H105) 4 2b. Content of AS Level in History A (H105) 5 2c. Content of unit group 1: British period study and enquiry (Units Y131 to Y143) 8 2c. ...
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...University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral in preparing you to lead and succeed. I encourage you to take advantage of these opportunities to become the best you can be. We also invite our students to connect to the campus and the neighbouring communities. UOIT students enjoy a stimulating campus life experience that includes a wide variety of clubs, cultural and community events. We are proud of our outstanding recreational...
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...Origins, Development and Impact HUANG, AN-HAO Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy August 2009 School of Social and Political Sciences Faculty of Arts The University of Melbourne Produced on archival quality paper ABSTRACT This thesis aims to examine how and why a continental-oriented China has shifted its maritime strategic orientation and naval force structure from its coast toward the far seas in an era of interdependent international system. Generally, China is an ancient continental land power with an incomplete oceanic awareness. With the transformation after the Cold War of China’s grand strategy from landward security to seaward security, maritime security interests have gradually become the most essential part of China’s strategic rationale. Undoubtedly, the quest for sea power and sea rights has become Beijing’s main maritime strategic issue. Given China’s escalating maritime politico-economic-military leverage in the Asia-Pacific region, its desire to become a leading sea power embodying global strategic thinking means that it must expand its maritime strategy by developing its navy and preparing for armed confrontation in terms of international relations realism. Conversely, Beijing’s maritime policy leads at the same time towards globalization, which involves multilateralism and strategic coexistence of a more pragmatic kind. This research analyses Chinese maritime strategy in the Asia-Pacific by asking:...
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...ibo.org © International Baccalaureate Organization 2014 The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http://www.ibo.org/copyright. IB merchandise and publications can be purchased through the IB store at http://store.ibo.org. Email: sales@ibo.org International Baccalaureate, Baccalauréat International and Bachillerato...
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...Strategic Management Strategic Management Philip Sadler First published in 1993, authors James C Craig and Robert M Grant Second edition published in Great Britain and the United States in 2003 by Kogan Page Limited, author Philip Sadler Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licences issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned addresses: 120 Pentonville Road London N1 9JN UK www.kogan-page.co.uk 22883 Quicksilver Drive Sterling VA 20166–2012 USA © James C Craig and Robert M Grant, 1993 © Philip Sadler, 2003 The right of Philip Sadler to be identified as the author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. ISBN 0 7494 3938 6 British Library Cataloguing in Publication Data A CIP record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Sadler, Philip, 1930Strategic management / Philip Sadler. – 2nd ed. p. cm. – (MBA masterclass series) Rev. ed. of: Strategic management / James C. Craig. 1st ed. 1993. Includes bibliographical references...
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...RESEARCH REPORT 16 CORPORATE SOCIAL RESPONSIBILITY A ROLE IN GOVERNMENT POLICY AND REGULATION? Constantina Bichta The University of Bath School of Management is one of the oldest established management schools in Britain. It enjoys an international reputation for the quality of its teaching and research. Its mission is to offer a balanced portfolio of undergraduate, postgraduate and post-experience programmes, research and external activities, which provide a quality of intellectual life for those involved in keeping with the best traditions of British universities. CORPORATE SOCIAL RESPONSIBILITY A ROLE IN GOVERNMENT POLICY AND REGULATION? Constantina Bichta Desktop published by Jan Marchant © The University of Bath ISBN All rights reserved Centre for the study of Regulated Industries (CRI) The CRI is a research centre of the University of Bath School of Management. The CRI was founded in 1991 as part of the Chartered Institute of Public Finance and Accountancy (CIPFA). It transferred to the University of Bath School of Management in 1998. It is situated on the 8th floor of Wessex House (North), adjacent to West car park. The CRI is an interdisciplinary research centre investigating how regulation and competition are working in practice, both in the UK and abroad. It is independent and politically neutral. It aims to produce authoritative, practical contributions to regulatory policy and debate, which are put into the public domain. The CRI focuses...
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...surrounding women, gender and work must be holistic. That means considering the role of productive work in life as a whole and the distribution of unpaid work as well as the myriad questions relating to employment. This important anthology brings together the thinking of leading philosophers, economists and lawyers on this complex subject. Selected recent articles from the multidisciplinary International Labour Review are assembled for the first time to illuminate questions such as how we should define equality, what equal opportunity means and what statistics tell us about differences between men and women at work, how the family confronts globalization and what is the role of law in achieving equality. There is an examination of policy – to deal with sexual harassment and wage inequality, for example, as well as part-time work, the glass ceiling, social security, and much more. A major reference on the best of current research and analysis on gender roles and work. Martha Fetherolf Loutfi has been Editor-in-Chief of the International Labour Review, a Senior Economist for the Brandt Commission and in the ILO’s Employment and Development Department and an associate professor of economics. She has written books and articles on employment, women, energy, environment, capital flows and foreign aid. Price: 40 Swiss francs WOMEN, GENDER AND WORK 30.11.2002 ILO c.i+iv_WomGend&Work WHAT IS EQUALITY AND HOW DO WE GET THERE ? WOMEN, GENDER WORK Edited...
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...Mahatma Gandhi to the Anti-Nuclear Movement by Howard Ryan (howard@netwood.net) Preface 2 Part I 1 2 3 4 5 6 7 Problems of Nonviolent Theory Nonviolent Philosophy 6 Moral View: Violence Itself Is Wrong 9 Practical View: Violence Begets Violence 13 Nonviolent Theory of Power 21 Voluntary Suffering 24 Common Nonviolent Arguments 34 A Class Perspective 49 Part II 8 9 10 11 12 13 14 15 16 Gandhi: A Critical History Father of Nonviolence 56 Satyagraha in South Africa 59 Textile Strike 66 Noncooperation Movement 1919-22 70 Religious Conflicts 80 Salt Satyagraha 87 Congress Ministries 97 The War Years 101 Independence and Bloodshed 111 Part III 17 18 19 20 Nonviolence in the Anti-Nuclear Movement Nonviolent Direct Action 120 Consensus Decision Making 123 Open, Friendly, and Respectful 136 Civil Disobedience 142 Epilogue 151 Notes 154 ©2002 by Howard Ryan. All rights reserved. Readers have my permission to use and distribute for non-profit and educational purposes. Critique of Nonviolent Politics 2 Preface (2002) Critique of Nonviolent Politics may be the only comprehensive critique of nonviolent theory that has been written. I wrote it between 1980 and 1984, while living in Berkeley, California. Since 1977, I had been active in the movement against nuclear power and weapons which, in California, focused its protests at the Diablo Canyon Nuclear Plant near San Luis Obispo, and at the University of California's Lawrence Livermore Labs where nuclear weapons are designed. Nonviolence...
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