...Assess the effects of policies designed to create an education market in UK The UK government has designed policies in the past to bring about an education market; an education market is a system whereby educational establishments (such as schools) are forced to be competitive. Policies that have been introduced have led to increased parental control, removal of state control over establishments and league tables where i.e. exam results are compared; many of the policies either the same as or built upon the 1988 Education Reform Act introduced by Margaret Thatcher; Margaret was the Prime Minister at the time and was a part of the Conservative Political Party, therefore, the New Right tend to be supportive of the policies implemented. The New Right favour the marketization of the educational system (introduction of an education market) as they believe that state control leads to inefficiency within educational establishments; marketization also forces these establishments to compete for better exam results so that they can attract more pupils and thus more funding. The New Labour also hold similar views as the New Right in that they favour the marketization of education they view the marketization as a way of reducing inequality of achievement and promoting greater diversity. Labour governments have seen Tony Blair and Gordon Brown follow similar policies as Margaret Thatcher’s educational reform act. Despite Marketization offering a format whereby schools are forced to raise...
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...Using material from item A and elsewhere, assess the view that the education system exists mainly to select and prepare young people for their future work roles. Across the UK, it is now compulsory for everyone under the age of 18 to be in full time education. This, according to the government, allows enough time for students to become fully socialised and ready to go out in to the work place and keep young people off the streets. However, there are many arguments that claim the education system does not do what it is meant to do. The education system was originally introduced to ensure that everyone could be properly socialised, as family can only equip children with the basic skills. So the education system is there to continue the process of socialising children and allocate them for the necessary work roles. Marxists, however, would strongly disagree with that statement. They believe that the education system was created by the middle class for the middle class, and therefore it only benefits middle class students. Louis Althusser (1971) argues that education is only there to maintain each generation by transmitting the ruling class views in to the working class students, and disguising them as common values. This causes the conditions needed for capitalism to flourish without having to use force. Marxist believes that there are two main functions of the education system. They argue that education reproduces the inequalities and social relations of a capitalist...
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...Outline and assess the view that in school factors have the main influence on the educational achievement of different social classes (50 Marks) INSIDE - The Curriculum What is taught in schools disadvantages working class pupils. The knowledge taught in school is different to the cultural experiences of working class pupils. For example, History deals with the ruling class such as kings, queens and politicians, rather than the majority of ordinary people. Cultural Bias of the hidden curriculum favours middle class pupils. This may lead the underachievement and truancy of those from working class backgrounds. Ramsay argues that knowledge is used as a form of social control and that there is a hidden curriculum behind the subjects of Maths and English to keep the working class in their place. Ramsay argues that truancy is a protest against this pressure. - Teacher Labelling Interactionists study the interactions between teacher & student and student & student. Their explanations are based on a “labelling theory”. Teachers judge students not by their ability or intelligence, but by characteristics such as class. Keddie – “Classroom Knowledge” Keddie studied classroom interactions in a large, socially mixed comprehensive school in London. She had found that teachers categorised and evaluated classroom knowledge. The knowledge that teachers gave pupils was based on their assessment of the pupil’s ability to cope with the knowledge. Pupils that were categorized as “bright”...
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...Assess the contribution of Marxism to our understanding of society (33 marks) - June'13 A popular group of sociologists , who have conducted various amounts of research in regard to society, are Marxists, who believe that power in society is largely stemmed from wealth, which has created a capitalist society (a society in which people are employed for wages, and businesses are set up with the aim of making profit). In capitalism the working-class employees (proletarian) are exploited by the bourgeoisie (the ruling-class), because they were not paid the full value of their work since the bourgeoisie kept surplus value. According to Marxism, family developed so that men were able to feel certain of the paternity of their children. Engels (Marxist) believes that marriage would allow men to control women's sexuality and minimise the chances of women having an affair. This is supported by Murdock (Functionalist) who believes there are 4 functions to the family, one being the sexual function, which states that family prevents disruption to society by limiting sexuality to monogamous relationships, therefore preventing any conflict that may arise from sexual desire. This suggests that Marxists believe that society created the idea of family in order for men to feel confident they are passing down their property to their biological offspring. In addition, Marxist Feminists believe that society is controlled by men and the ruling-class; and that family encourages the working-class...
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...In this essay, the view that social class differences in educational underachievement are the result of school processes such as labelling will be assessed. Internal and external factors will be assessed with the use of researchers such as: Bernstein, Bereiter & Engelmann, Keddie and Howard. Internal factors such as labelling have been shown to effect education achievement. To label someone is to attach a meaning or definition to them. Becker carried out a study on labelling on 60 Chicago high school teachers, and found that they judged pupils according to how closely they fit an image of the ideal pupil. The pupils work, conduct, and appearance were key factors to the teachers’ judgements. Becker found that middle class children were closer to the image of the ideal pupil whereas the working class children were furthest away and seen as badly behaved. Cicourel & Kituse’s study of educational counsellors in an American high school shows how this labelling can disadvantage working class student. They found that the way in which counsellors would assess the student’s suitability for courses. They judged students on the basis of their class and/or race. Where students would have the same grades, they work more likely to label middle class pupils as having college potential and to place them on higher level courses. Rist did a study on an American kindergarten and found that the teachers used information about the children’s home, background and appearance to place them...
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...Theory and Research in Education http://tre.sagepub.com/ Individual choice and unequal participation in higher education Kristin Voigt Theory and Research in Education 2007 5: 87 DOI: 10.1177/1477878507073617 The online version of this article can be found at: http://tre.sagepub.com/content/5/1/87 Published by: http://www.sagepublications.com Additional services and information for Theory and Research in Education can be found at: Email Alerts: http://tre.sagepub.com/cgi/alerts Subscriptions: http://tre.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://tre.sagepub.com/content/5/1/87.refs.html >> Version of Record - Feb 13, 2007 What is This? Downloaded from tre.sagepub.com at Templeman Lib/The Librarian on January 28, 2013 . . TRE Individual choice and unequal participation in higher education k ri st i n vo i g t Department of Politics and International Relations, University of Oxford, UK a b s t rac t Does the unequal participation of non-traditional students in higher education indicate social injustice, even if it can be traced back to individuals’ choices? Drawing on luck egalitarian approaches, this article suggests that an answer to this question must take into account the effects of unequal brute luck on educational choices. I use a framework based on expected utility theory to analyse qualitative studies on educational choice.This reveals...
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...the concepts in the mark scheme but there should be at least some that are familiar to you. * The examiner’s advice usually outlines bad, moderate and good answers to the question so pick out the ways in which you can achieve top band and incorporate this into your plan. June 2015 Examine the impact of government policies and laws on family life. [24 marks] From the mark scheme: Concepts and issues such as the following may appear: patriarchy; familism; surveillance; ideological control; gender regimes; marital breakdown; family structure; family diversity; welfare dependency; underclass; reserve army of labour Policies/laws on abortion; divorce; contraception; reproductive technology; marriage; adoption; pensions; benefits; taxes; education; childcare; child protection; sexuality; immigration may be discussed Analysis and evaluation may be developed, for instance by comparing the impact of different policies/laws or by discussing perspectives on social policy and the family (eg New Right, feminist, functionalist etc) From the examiner’s report: The most successful answers were able to identify relevant policies...
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...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
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...Critical Perspectives on Accounting- MMPA 516 Journal This Journal provided me an opportunity to express my views and critically analyze the different aspects to which accounting relates. It had been a great experience and a great approach to express ones opinion. 2014 Harleen Kaur Juneja 300289064 6/3/2014 Critical Perspectives on Accounting- MMPA 516 Journal This Journal provided me an opportunity to express my views and critically analyze the different aspects to which accounting relates. It had been a great experience and a great approach to express ones opinion. 2014 Harleen Kaur Juneja 300289064 6/3/2014 TABLE OF CONTENTS 1. INTRODUCTION Page 2 2. ACCOUNTING IN ITS WIDER SENSE Page 3 3. ACCOUNTING AND EDUCATION Page 4 4. ACCOUNTING AND WAR Page 8 5. ACCOUNTING AND GLOBAL FINANCIAL CRISIS Page 11 6. ACCOUNTING AND CSR Page 13 7. REFERENCES Page 15 INTRODUCTION In this course I was surprised to see the other face of accounting. Till date I use to see the stereotypical accounting course that teaches us on a pattern to make us number crunchers who can arrange, categorize, and report details in a manner so unreasoned that only other accounting student can understand them. I had not seen to possess the more important reasoning skills that are necessary for the real life problem solving and business leadership, except to my exception in the MMPA 511 course taught by Arun Elias...
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...COVER PAGE The inevitable changes among vehicular modal share in the Transport system thirty years from now Phumelela Kubheka, 200675320 This Assignment is submitted in partial fulfilment of the requirements of the Bachelor of Technology Degree in Transportation Management In the Department of Transport and Supply Chain Management Faculty of Management At the University of Johannesburg 03 April 2014 Table of contents 1.1 Introduction …………………………………………....3 2. Transport issues …………………………………….….5 2.1 Amount of travel ……………………………………....5 2.2 Purpose of travel ……………………………………...6 2.3 Public Transport accessibility ………………………..7 2.4 Affordability …………………………………………....8 2.5 Accessibility to shopping complexes, and medical facilities …………………………….…...10 3. The Bicycle modal share ………………………………11 4. Conclusion………………………………………………14 5. References………………………………………………15 Introduction It is important to remember that transport should be made accessible and affordable to people of all income groups. Poverty is seen as a relative concept, and the view is taken that we should not be considering one South African poverty problem, but rather strategies for developing the metropolitan, urban and rural poor households. The households have been further grouped into quintiles according to their incomes. In my quest to answer how likely trends are going to change, I will give an analysis of a broad range of...
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...and Select Committees? [5] Public Bills Committee is part of legislative process, whereas Select Committee is part of scrutiny process. In the former committee, the bill is examined by line by line to ensure that its wording and language is clear to allow any amendments on the bill. In the latter committee, there are two departments – governmental and non-governmental. They examine government departments’ expeditures , policies and policies. There are between 16 to 50 members in the PBC who are selected by Committee of Selection whose 7 out 9 members are ships. On the other hand, there are 11 members in the SCs and to eliminate “the conflict of interest, all the members are backbench members who are elected using the Alternative vote system. 2a What are the main functions of Parliament and how well does it perform them? [5] < This question is a 20-mark question > 3a What are the differences between direct and representative democracy? [5] In direct democracy, people are directly involved in decision-making processes, whereas in representative democracy, people elect MPs who will represent and form a government in Parliament. For instance, some qualified members of Athenian society were involved in decision-making and a referendum is a limited form of direct democracy. Also general elections are kind of parliamentary democracy, they are held every five years to election a representative and a government. There is potential danger that decision-making mechanisms...
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...SCLY 3: Beliefs in Society Revision Guide 2009-10 Name: Remember: You have to revise everything, because essay questions will focus on more than one area of the specification. The specification: The relationship between religious beliefs and social change and stability * Functionalism: conservative force, inhibition of change, collective conscience, Durkheim and totemism, anomie; civil religions * Marxism: religion as ideology, legitimating social inequality, disguising exploitation etc * Weber: religion as a force for social change: theodicies, the Protestant ethic * Neo-Marxism: religion used by those opposing the ruling class, liberation theology * Feminism: religious beliefs supporting patriarchy * Fundamentalist beliefs: rejecting change by reverting to supposed traditional values and practices. Religious organisations, including cults, sects, denominations, churches and New Age movements, and their relationship to religious and spiritual belief and practice * Typologies of religious organisations: churches, denominations, sects and cults, with examples of each New Religious Movements and typologies of NRMs eg world rejecting/accommodating/affirming; millenarian beliefs, with examples of each * New Age movements and spirituality, with examples * The relationship of these organisations to religious and spiritual belief and practice. The relationship between different social groups and religious/spiritual organisations and movements, beliefs...
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...SCLY 3: Beliefs in Society Revision Guide 2009-10 Name: Remember: You have to revise everything, because essay questions will focus on more than one area of the specification. The specification: The relationship between religious beliefs and social change and stability * Functionalism: conservative force, inhibition of change, collective conscience, Durkheim and totemism, anomie; civil religions * Marxism: religion as ideology, legitimating social inequality, disguising exploitation etc * Weber: religion as a force for social change: theodicies, the Protestant ethic * Neo-Marxism: religion used by those opposing the ruling class, liberation theology * Feminism: religious beliefs supporting patriarchy * Fundamentalist beliefs: rejecting change by reverting to supposed traditional values and practices. Religious organisations, including cults, sects, denominations, churches and New Age movements, and their relationship to religious and spiritual belief and practice * Typologies of religious organisations: churches, denominations, sects and cults, with examples of each New Religious Movements and typologies of NRMs eg world rejecting/accommodating/affirming; millenarian beliefs, with examples of each * New Age movements and spirituality, with examples * The relationship of these organisations to religious and spiritual belief and practice. The relationship between different social groups and religious/spiritual ...
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...Inequality, Poverty and Unmet Social Needs in Singapore Lien Centre for Social Innovation CATHERINE J. SMITH (Additional research and writing by John Donaldson, Sanushka Mudaliar, Mumtaz Md Kadir and Yeoh Lam Keong) As this handbook is intended to provide an overview of the arguments of others, the role of the authors largely consisted of compiling, arranging, and contextualizing. Further, the ideas expressed herein, which are various and often contradictory, do not necessarily represent the views of the handbook’s authors, or of the staff and Board of the Lien Centre for Social Innovation. Copyright © March, 2015 by Lien Centre for Social Innovation. All rights reserved. Published by the Lien Centre for Social Innovation Singapore Management University, Administration Building, 81 Victoria Street, Singapore 188065 www.lcsi.smu.edu.sg No part nor entirety of this publication may be reproduced or transmitted in any form or by any means, or stored in any retrieval system of any nature without the prior written permission of the Lien Centre. Readers should be aware that internet websites offered as citations and/ or sources for further information may have changed or disappeared between the time this was written and when it was read. Limit of Liability/Disclaimer of Warranty: While the publisher and authors have used their best efforts in preparing this publication, they make no representations and/or warranties with respect to the accuracy and/or completeness of the...
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...Communist Party of Nepal (Maoist) fought twelve years People's war under the doctrine developed by Mao Tse-tung of China, but raised many issues highly influenced by the New Social Movement such as ethnic, gender, Dalit and Madesh related to the identity and human rights, not based on socialism or communism. The article 'New Social Movements: of the Early Nineteenth Century' written by Craig Calhoun is important to make our perception on the various social movements of Nepal. It is new concept in the sociological theory which was developed after only 1968, different than old social movements like the Marxism, socialism and labour movement of the past. Most of the contemporary social movements are emerged outside the mainstream political system, political parties and formal institutional life and inspired by the non-hierarchical, participatory form of democracy, human rights, social justice, environmental preservation and peace. It is true that only Marxism could not analyze the broad peripheries of the human society and their multifarious issues of social movements. This paper has focused on the theoretical bases of New Social movement with exemplifying the various issues on social movements and made easier to analyze the various movements of Nepal whether these are social movement or not,...
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