Rabbit proof fence free essay sample

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Rabbit Proof Fence. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Rabbit Proof Fence paper right on time. Out staff of freelance writers includes over 120 experts proficient in Rabbit Proof Fence, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Rabbit Proof Fence paper at affordable prices with LivePaperHelp. com! Rabbit Proof Fence ? Directed by Phillip Noyce (001) The film Rabbit Proof Fence is reminiscent of a war story as the country has been invaded and taken over. The invaders are taking away the children and placing them in camps. We will write a custom essay sample on Rabbit proof fence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Only three manage to escape on their epic journey home they must cross through enemy occupied territory, never knowing friend from foe. The movie Rabbit Proof Fence and the book The Stolen Children their stories edited by Carmel Bird aims to impose its values and attitudes on the responder, which compels the viewer to adopt this perspective, thus leading to a change. Both these texts use the language of empathy to impose their perspectives on their audience. This is effectively achieved through the use of a visual and oral medium as it allows the director to use empathetic language thus allowing the audience to enhance the power of understanding and imaginatively entering into another person’s feelings. There are many techniques used to enable the audience to embrace this perspective. Phillip Noyce, director of Rabbit Proof Fence not only portrays the colonial setting of the time but also treats the story with respect and understanding of the cultural protocols that are required. The Film is authentic as it is based on a true story. The authenticity of the film can be proven as it has been recorded in the local press as well as in the archives of the department of Native affairs. Furthermore Molly and Daisy are still alive and footage of them is shown at the end of the film. This footage gives the film a sense of reality. The director Phillip Noyce ensured that the film was culturally appropriated, by employing Pilkington Garimara, Molly’s daughter who is also the author of Following the Rabbit Proof Fence, which the movie is based on. Molly can speak from personal experience, as she was part of the stolen generation. Phillip Noyce uses the universal language of emotions to change peoples perspectives of the stolen generation. This is achieved not just domestically but internationally. Write my Essay on Rabbit Proof Fence for me The audience becomes emotionally overwhelmed during the children’s epic journey home. The audience are able to strongly identify themselves with the three girls due to the fact that they are young, innocent and powerless. The audience can easily connect with the girls for we have all been children. The viewer soon finds themselves on the children’s side, in their shoes and identifying with them, the viewer takes on the perspective of the stolen generation. Carmel Bird has used a written text that contains a report of separate oral accounts of the indigenous peoples past she seeks to detail the differing situations and outcomes of these people. The film Rabbit Proof Fence stands as one story that represents them all. The distinct importance of the individual voices in The Stolen Children is replaced in the film by an intense visual. This visual representation emphasised through the use of symbols, such as the fence and the eagle, which symbolises Molly’s freedom. Rabbit Proof Fence stands as a cinematic analogue of Carmel Bird’s Stolen children. The director uses film techniques to manipulate the audience’s perception to his liking. During the emotionally charged scene where a local policeman tears the girls from their mother’s arms, Phillip Noyce uses ground level camera angles that keep up with the action, furthernore emersing the audience in the traumatic action. Another film technique used is the first person film technique that has the effect of portraying the events of the stolen generations as if they were not witnessed out side the view of history, thus accurately capturing the brutality of government policy towards the indigenous population. Another technique is the use of music to create the mood and atmosphere. Peter Gabriel’s soundtrack Long Walk Home draws power to the scenes. Gabriel has successfully blended traditional aboriginal instruments such as the didgeridoo with the modern instruments to withdraw dramatic emotion. Molly’s perspective of the camp â€Å"I hate this place, makes me sick† drives her to take her siblings and commence a 1600 kilometre long journey back home, all they had to guide them was the rabbit proof fence a 1800 mile long landmark that bisects Western Australia from north to south. Ironically the same people who wanted to keep them from home had built the fence that guided them home. The decisive moment in the chase that structures Rabbit Proof Fence is the confusion between two rabbit proof fences. The girls have unwillingly found themselves on the wrong fence this mistake miraculously saved them from being recaptured by Mr Neville. The Rabbit Proof Fence is used as a device to enact the defeat of the unalterable linear of aboriginal people, over the attempt at systematic genocide. Thus drawing a parallel between Aboriginal liberation and incarceration. A. O. Neville the protector of aborigines represents the opposing perspective of the government; he is portrayed as a cold but ‘rational’ character that believes in his cause. A British actor plays this character in order to highlight that the racist perspectives are remnants from the British Colonial era. Neville administrates the governments â€Å"assimilation† program that’s aim was to separate half-cast aboriginal children from their families and culture to then convert them to Christianity and domesticate them. The perspective of the white people at the time was that by integrating them into the white society and breeding them out they would be saved from their own â€Å"primitive savagery†. â€Å"By the third generation the aboriginal has simply been breed outâ€Å" â€Å"in spite of himself the native must be helped† â€Å"The problem of half cast is not simply going to go away. If it is not dealt with now it will fester for years to come. These children are that problem. † These quotes provide sufficient evidence that the forced removal policies were an attempt at systematic genocide. The loss of identity. culture and family that is so profoundly emphasised in the voices section of The Stolen Children is also seen in Rabbit Proof Fence. The mission is where the indigenous people are stripped of their linear; this is depicted in several ways. They are not allowed to speak their own language this lead to loss of language culture. The longer you seem to be at the mission the more of your culture you forget. â€Å"They have no mothers, no body have got any mothers. † This quote creates a visual image of daughter cut off from connection with mother. This imagery is also use on the front cover off Carmel Bird’s text. In the introduction she talks of a severing from the umbilical cord. This is a powerful movie that strikes at the heart of Australian history and its current values. Furthermore is has effectively changed the perspective of the viewer and internationally informed many of the suffering of the stolen generations. The movie has also brought up the issue of a national apology. â€Å"Something needs to jolt our political leaders into action on Aboriginal reconciliation. Hopefully this movie proves to e the catalyst. † John Hewson. former national Liberal leader. Please note that this sample paper on Rabbit Proof Fence is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Rabbit Proof Fence, we are here to assist you. Your cheap custom college paper on Rabbit Proof Fence will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment from LivePaperHelp. com and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible! Rabbit Proof Fence free essay sample All journeys require a strong sense of ones humanity in order to be successful. In ken Watsons anthology â€Å"at the round Earth imagined corners† ‘A righteous day by Mudrooroo and Journey to the interior’ by Margret Atwood and as well as the film ‘Rabbit Proof Fence’ by Phillip Noyce have all expanded my understanding of journeys to myself individuals and the world. Through these texts we can observe different aspects of a journey. Journeys are essential in life because they teach us to overcome adversity thus strengthening out sense of spirit, that journeys can be mentally or physiologically challenging that they confront our sanity and journeys physically and mentally strengthening us as human being helping us discover who we really are. In Ken Watsons Anthology â€Å"At the round earths imagined corners the aspect of journeys expanding ones knowledge of themselves, individuals and the world is explored through the poem â€Å" A righteous day† by Mudrooroo, it illuminates that journeys are essential in life to overcome adversity thus strengthening our sense of spirit. We will write a custom essay sample on Rabbit Proof Fence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is shown through the quote â€Å"protecting my wrists from the slashes of insecurity† this personification in the phrase slashes of insecurity† conveys personal attitudes towards the propaganda faced by aboriginals, which is supposed to placate him from experiencing his feeling of grief and anger. Here the port also alludes to the high rates of aboriginal suicide in prison. Similarly, this point is explored thought the cinematic technique of a long shot of the view of the rabbit proof fence fading into the distance, this represent the long distance of the journey ahead and emphasises the harsh environment of the Australian dessert, the reoccurring motif of the barb wire fence represents the isolation and exclusion of the aboriginal people. Both uses of techniques show the expanding understand of how journeys can be emotional and cultural as well as relating the individuals reaction to the world around them. They teach us t o overcome adversity and strengthen our sense of spirit. Journeys can challenge individuals, the world and ourselves by being mentally and psychologically challenging in a way that confronts our sanity. This is shown in Noyce’s Rabbit proof fence. Noyce captures the pain of journeys through strong images and a range of techniques the low camera angle of heat rising of the dessert close up of Molly carrying Daisy and the symbolism of Molly digging for water all represent the harshness of the Australian desert. Similarly to Margret Atwood’s journey to the interior and shown by the quote (have I been walking in circles again? ) Atwood has used the techniques of first person point of view to create empathy towards the personas own feeling of isolation and desperation in an unfamiliar place. This rhetorical question shows the challenging of ones sanity and shows how journeys force us to over come inner mental obstacles of fear and depression. Atwoods use of fragmented syntax us intended to reflect the own confusion and doubt, which gives us an insight into how the persona feels. Furthermore, Journeys can mentally and physically strengthen us as human being and help us discover who we really are, this is shown in Mudrooroo’s ‘A righteous day’ through the quote â€Å"today I shall walk tall with the leaders that walk on stilts and stumble†. Mudrooroo’s use of enjambment shows the continual degrading of the aboriginal people, the sibilance shown in the phrase ‘ walk on stilts and stumble† symbolised the superiority and detainment of white leaders. Also shown in Atwood’s journey to the interior thought the quote ‘Whatever I do I must keep my head. I know it is easier for me to lose my way forever. † This quote shows irony because the person has realised she has lost her way. But also shows a sliver of hope for the speaker as she is determined to stay sane therefore showing her way to discover who she is. Throughout the analysis of these texts I have expanded my own knowledge of the importance of a journey and have observed true hardships experienced by individuals in these texts. The protagonists of each text follow through with a defiant journey and ultimately discover something within them. Thus reinforcing the statements that in order to strengthen ourselves and discover and discover who we really are we must overcome adversity and commence our own journeys physical or mental. This will ultimately supply us with a strong spirit and an understanding of ones himanity

Parent-Teacher Communication Strategies for Success

Parent-Teacher Communication Strategies for Success Maintaining parent-teacher communication throughout the school year is the key to student success. Research has shown that students do better in school when their parent or guardian is involved. Here is a list of ways to keep parents informed with their childs education and encourage them to get involved. Keeping Parents Informed To help open the lines of communication, keep parents involved in everything their child is doing in school. Keep them informed about school events, classroom procedures, educational strategies, assignment dates, behavior, academic progress, or anything school related. Utilize Technology - Technology is a great way to keep parents informed because it allows you to get information out quickly. With a class website you can post assignments, project due dates, events, extended learning opportunities, and explain what educational strategies you are using in the classroom. Providing your email is another quick way to communicate any information about your students progress or behavior issues. Parent Conferences - Face-to-face contact is the best way to communicate with parents and a lot of teachers choose this option as their main way to communicate. Its important to be flexible when scheduling conferences because some parents can only attend before or after school. During the conference its important to discuss academic progress and goals, what the student needs work on, and any concerns the parent has with their child or the education that they are being provided with. Open House - Open house or Back to School Night is another way to keep parents informed and make them feel welcome. Provide each parent with a packet of essential information they will need throughout the school year. Within the packet you can include: contact information, school or class website information, educational objectives for the year, classroom rules, etc. This is also a great time to encourage parents to become classroom volunteers, and share information about parent-teacher organizations that they can participate in. Progress Reports - Progress reports can be sent home weekly, monthly or a few times a year. This way of connecting gives parents tangible evidence of their childs academic progress. Its best to include your contact information in the progress report, just in case parents have any questions or comments about their childs progress. Monthly Newsletter - A newsletter is a simple way to keep parents informed with important information. Within in the newsletter you can include: monthly goals, school events, assignment due dates, extension activities, volunteer opportunities, etc. Getting Parents Involved A great way for parents to get involved in their childs education is to give them the opportunity to volunteer and become involved in school organizations. Some parents may say they are too busy, so make it easy and provide them with a variety of ways to get involved. When you give parents a list of choices, they can decide what works for them and their schedules. Create an Open-Door Policy - For working parents it can be hard to find the time to get involved in their childs education. By creating an open-door policy in your classroom it will give parents the opportunity to help out, or observe their child whenever it is convenient for them. Classroom Volunteers - In the beginning of the school year when you send home your welcome letter to students and parents, add a volunteer sign-up sheet to the packet. Also add it to the weekly or monthly newsletter to give parents the option to volunteer anytime throughout the school year. School Volunteers - There can never be enough eyes and ears to watch over the students. Schools would gladly accept any parent or guardian that would like to volunteer. Give parents the option to choose from any of the following: lunchroom monitor, crossing guard, tutor, library aid, concession stand worker for school events. The opportunities are endless. Parent-Teacher Organizations - A great way for parents to interact with the teacher and school outside of the classroom is to become involved in parent-teacher organizations. This is for the more dedicated parent who has the some extra time to spare. The PTA (Parent Teacher Association) is a national organization that is composed of parents and teachers who are dedicated to help maintain and improve student success.

Map Skills Thematic Unit Plan for First Grade

Map Skills Thematic Unit Plan for First Grade The theme of this unit is map skills. The unit is based on this theme and will focus on cardinal directions and a variety of maps. After each activity, you will find how you can assess the students learning. Materials Concept webCardinal directionsStudent JournalPlace-mat of neighborhoodMe on the Map by Joan SweenyClayFranklins Neighborhood by Paulette BourgeoisTown map worksheetArt suppliesSalt mapsTreasure box Objective Throughout this unit, the students will partake in whole group, small group, and individual activities. Each student will participate in varied activities that incorporate language arts, social studies, mathematics, and science. The students will also keep a journal where they will write with creative spelling, draw, and answer questions. Activity One: Introduction to Unit Time: 30 min. As an introduction to this unit, have the whole class participate in filling in a concept web about maps. While the students are filling in the web, show them examples of different kinds of maps. Then introduce them to cardinal directions. Have an N, S, E, and W placed appropriately on the walls of the classroom. To make sure all of the students comprehend correctly have the students stand up and face north, south, and so on. Once they understand, then have students identify an object in the classroom by using a series of directional clues to aid the students to identify a mystery object. Next, divide the students into pairs and have one child guide their partner to an object using the directional clues. For example, take four giant steps east, now take three tiny steps north. (Social Studies/Geography, Body-Kinesthetic, Interpersonal) Assessment - Have students draw where the north, south, east, and west locations are in their journal. Activity Two: Cardinal Directions Time: 25 min. To reinforce cardinal directions, have the students play Simon Says using the terms north, south, east, and west (which is labeled on the classroom walls). Then, hand each student a laminated placemat of a neighborhood. Use cardinal directions to direct the students to find a particular spot on the map. (Social Studies/Geography, Body-Kinesthetic, Intrapersonal) Assessment/Homework: - Have students map out the route they traveled to and from school. Encourage them to look for landmarks and say if they made a right turn and went east or west. Activity Three: Map Key Time: 30-40 min. Read the story Franklins Neighborhood by Paulette Bourgeois. Discuss the places Franklin went to and the map key and symbols on the map. Then hand out a map of a town worksheet where students must circle important landmarks. For example, circle the police station in blue, the fire station in red, and the school in green. Review cardinal directions and have students tell you where specific things are located on the map. (Social Studies/Geography, Mathematics, Literature, Logical-Mathematical, Interpersonal, Visual-Spatial) Assessment - Groups students together and have them share their maps by asking Find ____ on my map. Then have students draw a picture of their favorite place from the book in their journal. Activity Four: Mapping my World Time: 30 min. Read the story Me on the Map by Joan Sweeny. Then give each student a ball of clay. Have students roll one small ball which will represent themselves. Then have them add to that ball, which will represent their bedroom. Have them continue adding clay so each piece will represent something in their world. For example, the first ball represents me, then my room, my home, my neighborhood, my community, my state and finally my world. When the students are finished, have them cut the ball of clay in half so they can see how they are just a small piece in the world. Social Studies/Geography, Art, Literature, Visual-Spatial, Interpersonal) Activity Five: Body Maps Time 30 min. For this activity, the students will make body maps. To get started, divide students into groups of two. Have them take turns tracing one anothers bodies. When they are finished, have each student label their body map with N, S, E, and W. When they have finished labeling, they can color in their bodies and draw their facial features. (Social Studies/Geography, Art, Visual-Spatial, Body-Kinesthetic) Assessment - You will be able to assess students by determining if they labeled their body map correctly. Activity Six: Salt Maps Time:30-40 min. Students will make a salt map of their state. First, have students try to identify their state on the United States map. Next, have students create a salt map of their home state. (Social Studies/Geography, Art, Visual-Spatial, Body-Kinesthetic) Assessment - Place four laminated cards shaped like different states in the learning center. The students job is to choose which shaped card is their state. Culminating Activity: Treasure Hunt Time: 20 min. Have students put their map skills to use! Hide a treasure box somewhere in the classroom. Divide students into small groups and give each group a different treasure map that leads to the hidden box. When all of the groups have arrived at the treasure, open the box and distribute the treasure inside. Social Studies/Geography, Body-Kinesthetic, Interpersonal) Assessment - After the treasure hunt, gather the students together and discuss how each group used their map to get to the treasure.

Organisational Behaviour in Vidsoft Technologies Essay

Organisational Behaviour in Vidsoft Technologies - Essay Example However, certain revisions are to be made to overcome the problem situation through modification of the leadership styles and changing the ways of managing people. The recommendation for the same covers areas of appropriate leadership style for Vidsoft, the expected changes in the attributes of a leader, and some of behavioural changes in the leader. Steps that could have been taken by Babatunde for avoiding the situation Although it is crucial that Babatunde, being a leader empowers his people through the sharing of his power among team members and enhancing their feelings of personal effectiveness, too much reliance on the decision of team members must not be entertained. At present, Babatunde is seen to be representing the ‘country club’ leadership style according to the Managerial Grid presented by Blake and Mouton, and shown in the following figure. Figure 1: Managerial Grid by Blake and Mouton (Source: University of Kentucky, 2011, slide-19) According to the countr y club style of leadership he has been showing high concern for people, showing support and warmth towards followers, maintaining good relations with them, showing respect to their feelings and being sensitive to their needs. These attributes get reflected through the fact when he chose to allow Hsu to present his grievances against his decisions. Firstly this was allowance for Hsu to refuse to comply with his decisions. Hsu’s request to refuse to report to Li and further to be transported to a different support group which was supporting another product line shows an attempt to go against or flout the decisions that had been taken. His deepest for... Today, Vidsoft Technologies is an internet company which develops softwares for meeting the procurement needs of customers. The company has been known for its high quality of service delivered to customers through a culture of teamwork, cooperative efforts, collaboration and solidarity among organization employees. However, the researcher mentiones that along with the growth of the organization, it has been confronting with leadership issues which are summarized in the following section. Technical Support Manager at Vidsoft initially applied his management style having a micro-management attitude where all his efforts went towards performance and success of the entire team. However, as number of team members kept growing, this management style felt short and it was increasingly difficult collaborating efforts and attaining a common consensus of all individuals in the group. Secondly, Babatunde’s leadership style represents a participative form of management style in which he a llows participation of group members in the decision making process of the company. Thirdly, it is Babatunde’s decision to assign responsibilities for managing one of the product lines is not accepted by all, he does seem to be depicting a strong support over own decisions. Lastly, the researcher recommends that the leadership style of Babatunde could be focused on inspiring and motivating them to support the management’s business decisions rather than trying to gain the staffs’ approval for every decision making.

Business and Employment Law Essay Example | Topics and Well Written Essays - 1500 words

Business and Employment Law - Essay Example it is the EEC (now known as the EU) that has had the most significance, particularly for law†2. Elliot further comments that in addition to the economic objectives, â€Å"it is intended that there should be increasing political unity, though there is some disagreement – particularly, though not exclusively in Britain – as to how far this should go†3. It is submitted that economic integration and the policy making of the EU is inherently dependent on legislation and therefore a central issue of importance is the ability of the EU institutional framework to effectively implement and regulate EU economic objectives at national level4. As an initial observation, Baimbridge and Whyman posit that the organisational model of the EU with the roles of the Commission, European Parliament and the European Court of Justice is its inherent weakness in achieving EU harmonisation5. In supporting this argument, they refer to the EU regulatory model as the democratic deficit of the EU framework â€Å"in terms of direct influence afforded to European citizens over the decision making process of the principle institutions†6. As such, the institutional framework clearly lends itself to conflict with the national political framework of member states. The focus of this paper is to critically evaluate the impact of European Union and EC law on the UK and business. Whilst the sheer complexity of multifarious issues raised by the impact of EC law and EU institutional policy making on the UK is outside the remit of this paper, in evaluating the issue this paper will focus on the policy initiatives of the EU, impact of legislation and undertake a contextual evaluation of the impact of the Human Rights Act 1998 (â€Å"HRA†). The tension between European Community law (EC) and national law is arguably the most debated topic of constitutional law7. The convention of Parliamentary supremacy is rooted within the British constitution as a fundamental limb of the separation of powers

His work with the senate committee on Indian Affairs Essay Example for Free

His work with the senate committee on Indian Affairs Essay Senator Campbell can be considered as a politician who made the most out of his political assets and political positions so that he can make a difference and contribute especially to his own culture, tradition and heritage. Proof of how he pursued areas focused on his own culture is his efforts and success in becoming the first individual with Indian ancestry and heritage to act as chairman of the Indian Affairs Committee . Senator Campbell was an important politician particularly in the Senate Indian Affairs Committee. This particular committee was something that he served in as chairman for several different years. His first years serving as chairman for the Senate Indian Affairs Committee started on 1997 and ended in 2001. Before Campbell took this position, it was held by John McCain. When he left after his 2001 tenure was over, he was succeeded by Daniel Inouye, whom he replaced as chairman for the same committee after Inouyes term was over in 2003. From 2003 to 2005, Senator Campbell resumed his chairmanship of the committee, and when his tenure was over, it was McCain who replaced him. The National Law Enforcement Officers Memorial and Museum Another important contribution that Senator Campbell provided is through his role in the National Law Enforcement Officers Memorial and Museum. Campbell, who is a former policeman, has always publicly expressed how he is after the safety as well as welfare of the police officers. This is just one of the proofs of Campbells efforts to be able to contribute something to the United States police force. The National Law Enforcement Museum was created in 2000 during President Clintons term so that the public can be informed about the different aspects of police work and police life through the displays and features of the museum. The National Law Enforcement Officers Memorial, on the other hand, is important as well because it honors those who are dead but served gallantly as a police officer, giving individuals a chance to get to know more the police officers serving for the US government and those who already served and died in the name of loyal service to the country and to the people . Both of these aspects are strongly supported by Senator Campbell. Because of his work and contributions to making this happen, it was eventually realized. Campbell served as a sheriffs deputy in Sacramento County. This part of his life attached him intensely to the police officers and to the life of a police officer. He empathized because he experienced things first hand. This empowered Campbell to personally lend a strong helping hand to legislations that can help the police officers and contribute to the development of police officers welfare. Actually, Campbells authorship of the National Law Enforcement Museum Act, which is also known as the Public Law number 106-492, was just one of the legislations that are focused on police officers since there are also the 2003 Law Enforcement Officers Safety Act and the Bulletproof Vest Partnership Act . Laying all of the things he accomplished for everyone to see, the challenge, according to Campbell, was to follow his footsteps and continue the development of the efforts geared towards police officer safety and welfare .

John Keats To Autumn Essay -- John Keats Autumn Essays Poem Poetry

John Keats' "To Autumn" Life is a beautiful thing that should not be wasted. Life must be lived without warning; it is not to be taken for granted. We will never fully understand life, not even in a million years. The theme of John Keats' "To Autumn" is to enjoy life, even as you grow old and it begins to move away from you. He spreads his message through the time frame, imagery, and diction of the stanzas. To begin with, the time frame of the stanzas begins to prove the theme. By itself, it doesn?t prove the theme, but, when added with the imagery and diction, it gets the job done. The second and third proofs build off of the time frame. The time frame of the stanzas progresses through autumn and a day as a person?s life does. It shows that autumn and a day are being paralleled to a person?s life. The first stanza is set in early autumn and the morning. This is shown is passages from the poem. For example, season of mists and warm days will never cease show this time setting. Season of mists prove morning because mist forms in the early morning. Warm days will never cease proves early autumn because this is the hottest and most humid time of the year. The first stanza clearly takes place during the morning in early autumn, and those are paralleled to childhood in life. The second stanza is set in mid-autumn and the afternoon. This is evident in the poem. In example, while thy hook, gleaner, and on a half-reaped furrow sound asleep show the time frame is mid-autumn and afternoon. While thy hook and gleaner show mid-autumn because these quotes deal with the harvest, which happens in mid-autumn. On a half-reaped furrow sound asleep proves afternoon because the furrow is half-reaped, thus half way through the day, or the afternoon, and naps are usually taken during the afternoon hours. Obviously, the second stanza is set in the afternoon during mid-autumn. Mid-autumn and afternoon compare to adulthood in life. The third stanza is set in late autumn and the evening. The proof is in the poem. For instance, gathering swallows and hedge crickets sing prove the time frame is late autumn in the evening. Gathering swallows proves late autumn because that is the time when birds gather to migrate to warmer climates. Hedge crickets sing proves evening because crickets produce their patented sound in the evening hours. Certainly, the setting of stanza th... ...s fullest. The first stanza contains active imagery, while the second uses passive. The third stanza is expected to contain even more passive diction, but instead uses a mix of both active and passive. The active diction is used a little bit more. The diction in the third stanza is what makes this poem so great. If you add this proof to the first two, you get life slipping away as it progresses, with the individual being active even as he is dying. In other words, the person is enjoying his life as it slips into death?s hands, which is the theme of the poem. The theme of John Keats? ?To Autumn? is to live your life actively until darkness consumes your body. The time frame, imagery, and diction of the stanzas prove this. The time frame shows that life is progressing, while the imagery is paralleled to life being taken away from the individual. The diction proves that the person is active during childhood, passive during adulthood and slightly active during the elderly years of life. The proofs clearly show what the theme of the poem is, proving every part of it thoroughly. This was a wonderfully written poem, and it gives a great message that everyone should learn and live by. John Keats' To Autumn Essay -- John Keats Autumn Essays Poem Poetry John Keats' "To Autumn" Life is a beautiful thing that should not be wasted. Life must be lived without warning; it is not to be taken for granted. We will never fully understand life, not even in a million years. The theme of John Keats' "To Autumn" is to enjoy life, even as you grow old and it begins to move away from you. He spreads his message through the time frame, imagery, and diction of the stanzas. To begin with, the time frame of the stanzas begins to prove the theme. By itself, it doesn?t prove the theme, but, when added with the imagery and diction, it gets the job done. The second and third proofs build off of the time frame. The time frame of the stanzas progresses through autumn and a day as a person?s life does. It shows that autumn and a day are being paralleled to a person?s life. The first stanza is set in early autumn and the morning. This is shown is passages from the poem. For example, season of mists and warm days will never cease show this time setting. Season of mists prove morning because mist forms in the early morning. Warm days will never cease proves early autumn because this is the hottest and most humid time of the year. The first stanza clearly takes place during the morning in early autumn, and those are paralleled to childhood in life. The second stanza is set in mid-autumn and the afternoon. This is evident in the poem. In example, while thy hook, gleaner, and on a half-reaped furrow sound asleep show the time frame is mid-autumn and afternoon. While thy hook and gleaner show mid-autumn because these quotes deal with the harvest, which happens in mid-autumn. On a half-reaped furrow sound asleep proves afternoon because the furrow is half-reaped, thus half way through the day, or the afternoon, and naps are usually taken during the afternoon hours. Obviously, the second stanza is set in the afternoon during mid-autumn. Mid-autumn and afternoon compare to adulthood in life. The third stanza is set in late autumn and the evening. The proof is in the poem. For instance, gathering swallows and hedge crickets sing prove the time frame is late autumn in the evening. Gathering swallows proves late autumn because that is the time when birds gather to migrate to warmer climates. Hedge crickets sing proves evening because crickets produce their patented sound in the evening hours. Certainly, the setting of stanza th... ...s fullest. The first stanza contains active imagery, while the second uses passive. The third stanza is expected to contain even more passive diction, but instead uses a mix of both active and passive. The active diction is used a little bit more. The diction in the third stanza is what makes this poem so great. If you add this proof to the first two, you get life slipping away as it progresses, with the individual being active even as he is dying. In other words, the person is enjoying his life as it slips into death?s hands, which is the theme of the poem. The theme of John Keats? ?To Autumn? is to live your life actively until darkness consumes your body. The time frame, imagery, and diction of the stanzas prove this. The time frame shows that life is progressing, while the imagery is paralleled to life being taken away from the individual. The diction proves that the person is active during childhood, passive during adulthood and slightly active during the elderly years of life. The proofs clearly show what the theme of the poem is, proving every part of it thoroughly. This was a wonderfully written poem, and it gives a great message that everyone should learn and live by.

How did the nature of work change during the 20th century? Essay

The industrial revolution transformed the nature of work. It involved a breakthrough in the use of inanimate energy and power, massive investment in industries such as iron, coal, and textiles and a transport revolution. Industrialization changed the dimension of work. In pre-industrial society â€Å"those who are employed experience a distinction between their employers time and their â€Å"own† time. And the employer must use the time of his labour, and see it is not wasted, time is now currency: it is not passed but spent. Writing in the 19th century, Marx predicted that the intermediate strata would be depressed into the proletariat. However during the latter 20th century, a number of sociologist’s had suggested that the opposite was happening. They claimed that a process of embourgeoisement was occurring whereby increasing numbers of manual worker’s were entering the middle class. During the 1950’s there was a general increase in prosperity in advanced industrial societies and, in particular, amongst a growing number of manual worker’s whose earning’s fell within the white-collar range. These highly paid affluent workers’s were seen to be increasingly typical of manual worker’s. This development, coupled with study’s, which suggested that poverty was rapidly disappearing, led to the belief that the shape of stratification system was being transformed. From the triangle or pyramid shape of the 19th century (with a large and relatively impoverished working class at the bottom and a small wealthy group at the top), it was argued that the stratification system was changing to a diamond or pentagon shape with an increasing proportion of the population falling into the middle range. In this middle mass society, the mass of the population was middle rather than working class. The U.S work activity has changed radically For example. In the 1950’s, about 20% of the workforce was professional, 20% skilled and 60% unskilled. By the 1970 the comparable figures were about 20% for professional, less than 20% for unskilled and over 60% for skilled. This reflects a change both in the skills required for new and emerging jobs and the rising skill demands for existing jobs. The theory used to explain this presumed development was a version of economic determinism. It was argued that the demands of modern technology an advanced industrial economy determined the shape of the stratification system. E.g. American sociologist Clark Kerr claimed that advanced industrialism request’s an increasingly highly educated, trained and skilled workforce which in turn leads to a higher pay and status occupations. In particular skilled technicians are rapidly replacing unskilled machine minders. Jessie Bernard argued that working-class affluence is related to the needs of an industrial economy for a mass market. In order to expand, industry requires a large market for its products. Mass consumption has been made possible because large sectors of modern industry have relatively low labour costs and high productivity. Bernard claimed that there is a rapidly growing middle market, which reflects the increased purchasing power of affluent manual worker’s. Home ownership and consumer and consumer durables such as washing machine’s, refrigerators, televisions and motorcars are no longer the preserve of white-collar workers. With reference to the class system, Bernard say’s † The proletariat has not absorbed the middle class but rather the other way round, in the sense that the class structure here described reflects modern technology. It vindicates the Marxist thesis that social organisation is â€Å"determined† by technological forces. (Goldthorpe and Lockwood 1969, p.9.) Change in the nature of work has also been driven by the changes in organization structures and the design of management often referenced as the shift from â€Å"fordism† to â€Å"post-fordism†. â€Å"Fordism† is named after Henry Ford, the American car manufacturer who pioneered mass production, which involved fairly rigid, highly structured and hierarchical forms of management. Michael J. Piore is amongst those who believe that capitalist countries have entered a â€Å"post-fordism† era. He claims that much work is now organised according to the principals of flexible specialization, management now involves more team-based work settings, with more governance, greater decentralization and less hierarchical or â€Å"top-down† management. As a result of this shift in organization and management, job design has changed form being narrow, repetitive, simplified, standardized in the old system to being broad, doing many task’s and having multiple responsibilities in the new system. Employees are now required to be multi/cross skilled, whereas specialized skills were required in the old system. These shifts are not likely to slow or lesson in the immediate future and the current economy suggests that these are the more rapid growing industries and job growth in these types of industries will outpace the rate of growth in other industries where the skills demands may be less. Worker’s in companies which are changing along these lines need to be more broadly trained as their work becomes increasingly varied. Because of their long training and the importance of their skills to their companies, they enjoy more job security, and management makes greater attempts to enlist their cooperation. Some firms have adopted another Japanese technique, quality circles. In quality circles groups of workers and managers meet together periodically to discuss how the production or performance of the company can be improved. Other initiatives may include worker’s representatives sitting on company boards, and profit-sharing scheme’s, which enable worker’s to benefit from any success the company enjoys. Flexible specialization then, increases the skills needed by the workforce, and unlike industries where scientific management techniques are used; workers may cooperate with management in organizing the labour process. By, implication, job satisfaction increases and industrial conflict decreases. The theory of flexible specialization also implies a move away from the concentration of capital in giant corporations and an increase in the number of small businesses. The British economist John Atkinson has developed similar views in his theory of the flexible firm. Atkinson believes that a variety of factors have encouraged managers to make their firms more flexible. Economic recession in the 1970’s and 1980’s, and the consequent reduction in trades union power, technological changes and a reduction in the working week, has all made flexibility more desirable and easier to achieve. According to Atkinson flexibility takes two main forms. One of which is functional flexibility, this refers to the ability of managers to redeploy workers between different tasks. Functional flexibility requires the employment of multi-skilled employees who are capable of working in different areas within a firm. Such flexible workers form the core of a company’s workforce. They are employed full-time and have considerable job security. The core is usually made up of â€Å"managers, designers, technical sales staff, quality control staff, technicians and craftsmen†. The second form of flexibility is numerical flexibility, which is provided by peripheral groups. Numerical flexibility refers to the ability of firms to reduce or increase the size of their labour force. The first peripheral group have full-time jobs but enjoy less job security than core workers. These workers might be â€Å"clerical, supervisory, component assembly and testing†, and they are easier to recruit than core workers because their skills are common to employment in many different firms. The second peripheral group of workers are even more flexible. They are not full-time permanent employees. They may work part-time, on short-term contracts, under temporary contracts or under government-training schemes. Atkinson believes that flexible firms are making increasing use of external sources of labour. More work is subcontracted and the self-employed and agency temporaries are used. A change in the attitudes towards work has also changed as a result of industrialization. The historian Thompson argues that large-scale, machine powered industry necessitated the introduction of new working patterns and with them new attitudes. According to Thompson pre-industrial work was regulated by task orientation; the new necessities of the job determined when and how hard people worked. However in post-industrialization the patterns of work are based round time rather than tasks. Thompson says â€Å"time is now currency; it is not passed but spent†. Workers who were used to a considerable amount of control over their work patterns experienced the new working day in the factory, with its emphasis on punctuality, as oppressive. They resented having to work to the clock. The early factory owners had considerable problems trying to persuade people to take jobs in factories. When they had recruited workers they often regarded their reluctant employees as work-shy and lazy. They therefore sought to change their attitudes and get them to accept new working patterns. According to David Lee and Howard Newby: â€Å"workers brought up under the assumptions of â€Å"task orientation†, were subject to massive indoctrination on the folly of â€Å"wasting† time by their employers, a moral critique of idleness which stemmed from the puritan work ethic†. One of the major changes in the nature of work is that the modern concept of the â€Å"housewife† was created in the 20th century. In earlier times, although there were clearly differentiated gender roles, there was little doubt that men and women were both involved in production. No one would have described the wife in a household of European peasants, or American pioneers, as primarily a consumer. In mid-nineteenth century America, households still carried out a vast range of productive activities; growing and preparing food, sewing and mending cloths, and reusing fabric scraps in quilts, rugs, and homemade upholstery, making and repairing furniture, tools, and other household goods, even making candles and sop from household wastes. The expansion of consumer goods industries toward the end of the 19th century began to change all this, providing affordable mass-produced substitutes for many things that had formerly been made at home. This industrial change allowed, and perhaps required, the rise of a consumer society. In the new regime, the work of the housewife shifted away from material production, toward consumption of marketed goods combined with carrying for, or â€Å"nurturing†, other family members. The change was a contradictory one, at once liberating women form exhausting toil, and commercialising daily life to an ever-expanding extent. Over the past century the way in which we go about getting work done has changed dramatically and this has created and facilitated fundamentally different social arrangements in the workplace. Indeed the application of new technologies has created new workplaces and challenged our thinking about where certain kinds of work can and should be done. Technological advances have resulted in the sharp divisions between professionals, skilled workers and unskilled workers being altered dramatically in the latter stages of this century. Whereas a century ago there were far more unskilled workers than skilled ones, in today’s world this has completely reversed and there are know far more skilled workers than unskilled. Bibliography (1) The sociology of work; Keith Grint (2) The personal consequences of work in the new capitalism: Richard Sennett (3) The future of work: Charles Handy (4) Briton in Europe: Tony Spybey (5) Www.islandpress.org/ecocompass/changingnatow/changing

What Is Culture

WHAT IS CULTURE? Culture is a word frequently used by people everywhere most times they use it to make a point clear to someone else in the way they see and interpret things. We all practice culture in one way or another even though most people do not notice it. One thing clear to us is that culture is attached to everything we do. Williams and Geertz both portrayed quite similar and different ideas towards culture in their essays. Williams noted that culture is a whole way of life, (pg. 1) this is in the sense that in everything we do we apply culture.The way we talk, eat, worship and so on culture is depicted inside it. For example, in a family it is possible that before they eat they wash their hands and say a prayer; right there a part of culture is shown. Also in a way it shows that culture is ordinary. Culture does not necessarily mean it has to be something of a big event, the tiniest things we do can portray culture. Geertz divided his view of culture into three parts known a s culture theory. He also mentioned that culture is an acted document and also described it to be public.For culture to exist it has to be practised. Geertz made a point by saying culture is an acted document because the name culture is not something we just have to know, we put culture into action and for it to be public means people have to notice it. If a particular group of people have a certain culture they depict it is important that others are aware about it, because that way they can share ideas and appreciate the works of others. This shows that culture is included in everything we do. Williams also included in his essay that culture is like a journey.He used the word like to distinguish the distance between culture and journey. Culture is like a journey in the sense that it continues to grow from generation to generation. Even if the people decide to stop such culture, it will still be in history that they practiced it and history cannot be erased. Again culture is include d in everything we do including the way history is being taught. According to Geertz’s essay he said that, ’Culture has different meanings and is shown in different ways’.In a world filled with over a billion people we do not expect everyone to be exactly the same. We all have our different likes and dislikes, we have different attitudes and we look differently. The same thing applies to culture our way of life does not have to be the same as the person next to us, that is what makes culture interesting and broad. Our culture and the way we see and read meaning to it might not be the same way a stranger sees and interprets it. And for culture to be shown in different ways proves the fact that culture is also a form of being creative.Again culture is attached to everything we do including creativity of the body and mind. Williams described culture in another way he used the teashop as an example of where cultivated people went to. When people use the word uncultu red the first thing that comes to their mind is when someone does something insane or disgusting. In the case of the teashop Williams said he was intimidated by the people that went to the teashop meaning he felt uncultured he did not get why they went there to just sip tea or coffee meanwhile to them it was a normal thing.If people find going to a teashop very intriguing and important as little and unimportant as it may look it shows that they follow a certain style of culture, this is just another idea that culture is attached to everything we do. Geertz said that people should read meaning to culture (pg. 13). When we meet other people with different culture, it is courtesy to understand their culture. We should not start judging them because of the things they do. Most times when they figure out that we appreciate their culture they tend to open up more easily and that is the best way to start a relationship with another.

Zitkala Sa essays

Zitkala Sa essays During the time of western development in the 19th century of American history, the Sioux Nation was at the forefront of political aggression. Already forcing the Native American people onto cramped lands, the dominant white man began to turn to new solutions in order to kill the salvage and westernize the Indians. While it was obvious for the most part it is hard to school an elder and force him/her to repent their ways, the best possible solution was to disconnect the future generations from their heritage and exploit their innocence and purity. Methods such as cutting each natives hair in order to separate them from their former people, banning the young Indians from making snow angels which in turn reminded each who they really are, installing proper eating habits and not tolerating any language except English to be spoken by every native even if he/she did not know how. Call these methods culture shock, trauma schooling or whatever you must they slowly helped minimize the Native American culture. If it was not for those wise enough to cherish their heritage, it is quite possible the culture would have been lost for ever. Zitkala-Sa was one of those people. Capturing a feeling of anger and distrust while preserving on paper the rebellions of her youth that helped form her independence from society, she was able to find her own place between her lost past and the world of the white man. The cruel intent of the so called missionaries shaped Zitkala-Sa's future into what it has become. The education she received that was meant to erase her reflection that she could so easily find in the "snow" was the greatest gift she received. Instead of westernizing she used the white man's words to tell her tale of bead work, oral story telling, schooling and her lonesome world If only her mother truly knew at the time of Zitkala-Sa's youth of what impact she ...

A sociological investigation into cohabitation in Britain today Essay Example for Free

A sociological investigation into cohabitation in Britain today Essay ? In my coursework I shall conduct a sociological investigation into cohabitation in Britain today. This is expanded from my previous coursework, which updated past research into the stigmas attached to cohabitation. It interests me to investigate whether facts and opinions of cohabitation have changed over time. To achieve this aim I shall look at the following questions throughout my research: 1. Why has cohabitation increased? 2. Does cohabitation have an effect on children? 3. What advantages and disadvantages are there to cohabitation? 4. Is there still a stigma attached to cohabitation? 5. Do cohabiting couples ever wish to marry or is it a permanent status? I believe that cohabitation is increasingly replacing marriage. I intend to research cohabitation using a questionnaire, which will be given to both cohabiting and married couples to complete. 133 Words Context Cohabitation has doubled since 1981 to around 25% and is greatly increasing. It is defined as when two people live together in a relationship without being married. This can be either a short-term arrangement or a permanent status in which the couple do not see the need to be legally married. Sociologists have researched into many areas of cohabitation and the family. However, more recently the main focus has been on the increase in cohabitation. It is argued that marriage is becoming less popular and so people are developing alternatives to conventional married life. Also, there are increasing numbers of marital breakdown, which are reflected in rises in the divorce rates. The General Household Survey from Social Trends (2000) found that in Great Britain between 1998 and 1999, 26% of males and 25% of females, between the ages of 16 and 59, were in a cohabiting relationship. This is relevant as it show evidence of the large numbers of cohabiting couples in society today. Chester (1980) has argued that cohabitation is only a temporary situation that often leads to marriage. Chester said that in many cases it is not possible for a couple to marry, due to one or both partners being married. Also, many couples see cohabitation as a trial period, which often determines whether they choose to marry. Chester concluded that around 2% of single women aged 18-49 are living and bearing children in â€Å"constitutional unions† which may be permanent. However, Chandler argues against this theory, seeing the increase in cohabitation as more significant. Chandler says that couples appear to be spending lengthening amounts of time cohabiting and seem to be choosing cohabitation as a permanent replacement for marriage. Chandler (1993) supports this by noting that 28% of children were born to unmarried mothers, 70% of which were registered by both parents. These arguments show the conflicting opinions, between sociologists, regarding the status that cohabitation appears to now have. Approximately 15% of one-parent families are created through the break-up of cohabiting unions, showing that cohabitation’s with children are even more likely to break-up than childless ones. Today, more than 20% of children are born to cohabiting couples, although around only a third of these children will remain with both parents throughout their childhood. This means that children born to cohabiting parents are more likely to experience a series of disruptions in their family life, which can have negative consequences for their emotional and educational development. Berthoud and Gershuny found, in ‘seven years in the lives of British families’, that 70% of children born to married parents are likely to live their entire childhood with both parents whereas only 36% of children born to cohabiting parents remain with both parents. It has also been shown that children living in cohabiting stepfamilies are at a significantly higher risk of child abuse, showing that these informal cohabiting families are the most unsafe environments for children. This is interesting as it shows an insight into the effects that cohabitation can have on children. There have been many theories as to why cohabitation has increased, alongside the simple and more obvious explanations. Marriage is seen as a more risky choice in a relationship due to the divorce rates and expense of marriage, along with the decline in religious influence and growing economic and employment insecurity worries. Single parenthood has been a partial explanation as to why cohabitation has increased as many women choose to cohabit in a relationship, rather than having the irresponsibility of raising a child outside of a stable relationship. Cohabitation has greatly occurred from the great rise in divorce rates, which may also have the effect if children, from divorced parents, being wary of marriage. However, the decline in childbirth and the conscious decision to not have children may have made it less necessary for couples to marry. Past research conducted into sociology appears to indicate that the once prominent stigma attached to cohabitation has greatly declined in society. Th decline in the negative view to cohabitation, in society, has been shown in the Social Trends Survey (1996). The results from ‘people who feel cohabitation is wrong: by gender, 1994’ show that between 1960 and 1978, 7% of males and 6% of females felt that cohabitation is wrong. This has greatly decreased from 40% of males and 37% of females in 1930. These statistics could also imply that these numbers are still decreasing in society today. Ronald Fletcher’s (1988) theory shows an inclination as to why this social stigma has decreased. He suggests that cohabitation is a form of marriage, which is similar to that of a nuclear family, rather than a different relationship form altogether. He argued that cohabiting couples are concealed nuclear families that are not legalised through marriage. This theory not only suggests reasons for cohabitation but also indicates that it could continue to increase in society. 810 Words Methodology feelings towards discussing such information. Using a questionnaire will allow me to get results in a short period of time, which will be easy for both me and my participants as it will take into account any individual variables, such as the participant being in a rush etc. Questionnaires will be the best method of data collection for my study as I can then easily quantify and analyse the results in relation to my rationale. I shall conduct my study by In sociology, structionalists and interactionists have each used different methods of attempting to research areas of sociology. Structuralists are positivists and so use scientific, quantitative methods if collecting data. Common methods used by structuralists are laboratory experiments, which isolate the variables to find a relationship between them and field experiments, which, attempt to control variables in a natural situation. Also used by structuralists are questionnaires, structural interviews and the analysis of official statistics. Interactionists, however, are anti-positivists and reject scientific research methods, using qualitative methods of collecting data. Common methods used by interactionists are informal/unstructured interviews, where the subject directs the interview, and participant observation, where the participants are observed during their daily activities. For my research I shall be using the quantitative research methods of questionnaires. I considered using formal interviews to collect my data as I would have been able to get more in-depth and personal results, but decided that this would be more difficult to conduct and a suitable sized sample may be harder to find for reasons such as time difficulties and personal handling out questionnaires to randomly aged cohabiting, married and non-cohabiting couples. I shall use 25 questionnaires to complete my study as I feel that this is a relatively suitable sized sample to gain reliable results with. I have chosen this sample in the hope that I will gain a wide variety of couples and ages, without attempting to manipulate who participates. The gender of my participants shall also be randomly selected, rather than pre-determined. I shall also distribute my questionnaires in a variety of places sixth form college, workplace, public areas) to aid my aim of getting a varied sample and ensure that my results are representative. I shall ensure that I am ethical in my approach of this by gaining their consent before handing them the questionnaire. The questionnaires shall also have details of the nature of the study written above the questions and they shall be verbally informed that it is not required of them to answer any questions that they do not wish to. The questionnaires shall also be confidential and so will not require a name or contact details from the participant, which may increase the validity of my results as they may be less likely to lie or refuse to disclose information. When constructing my questionnaire I ensured that I considered all of my aims, stated in my rationale. I included questions which required both written answers and a choice of pre-selected answers, depending on the nature of the question. For two of my questions, the answer choices were given in ranges, rather than individual answers (e. g. are you, 26-35 etc). I did this with ages to male the question less personal as the participant may be uncomfortable disclosing their exact age. It has also been done when asking how many cohabiting couples they know of, as it is unlikely that they would consider the exact amount accurately. I constructed the questionnaire in a form that is suitable for both married and cohabiting/non cohabiting couples to complete, and based all of my questions on a more personal form of my aims, which will hopefully result in valid results. Before conducting my final study, I completed a pilot study of four questionnaires to find any area of improvement which could better my final study. I conducted and distributed these questionnaires in exactly the same way as planned for the final study. I feel that my pilot study was successful and without any major problems. I shall, however, change some minor aspects of the questionnaire. I found that the question regarding ‘benefits of cohabiting couples’ may have been misinterpreted as financial benefits only, and so I shall change the structure of that question. I also found that people were writing more, for their answers, than the allocated space and so I shall add more lines per question on my final questionnaires. The remainder of my questionnaire shall stay the same. 741 Words Evidence To present the results of my questionnaire I shall display and discuss each question individually, in the order which they appear in on the questionnaire itself. 1. Are you: Male Female I decided to first gain some knowledge of the participant so that any relations could be made between the results and their personal details, if necessary. For my research, however, I am looking at the overall current opinions of the public and so am not looking for any direct relationships related to gender. Due to my random sample it was not expected that an equal number of males and females would be used, and this is shown in the above table. A sociological investigation into cohabitation in Britain today. (2017, Sep 10).

The differences in educational attainment in class, gender and Essay

The differences in educational attainment in class, gender and ethnicity - Essay Example This discussion is in the context of ethnic groups, turns toward the socio-economic factors when one tries to find out reasons behind these differences. The Labour Force Survey( 2004/05) as in defined households poverty on the basis of income and presented the percentage of different ethnic groups. White British are 20% of the total with the lowest in income poverty. Compared to the Whites, 25% of Indian, 30% of Black Caribbean, 45% of Black African, 55% of Pakistani and 65% of Bangladeshi households are in income poverty. Strand and Lindsay (2009) reported an economic disadvantage on the basis of Free School Meal in the UK. They indicate that in 2005, 11% Chinese, 12% Indian, 14% White British pupils, up to 30% for the Black Caribbean, 34% for Pakistani, 44% Black African and 47% for Bangladeshi pupils.Patterns emerge between the achievement gap and socioeconomic disadvantage.The sociologist explains that such gaps are rooted in the economic backgrounds. Historically, as early as 19 60, it had been pointed out that poor children fell behind rich and middle-class during the early age and then stayed behind all school life. The most significant factor or factors had not been found. Sylva et al expressed that, in the early years, parenting practices and learning environment at home are crucial factors in educational attainment and progress.Hart and Risley conducted an intensive research project on language acquisition. The study continued for ten years and covered 42 families with newborn children in Kansas City.... Sylva et al, (2004) expressed that, in the early years, parenting practices and learning environment at home are crucial factors in educational attainment and progress. Hart and Risley(1995) conducted an intensive research project on language acquisition. The study continued for ten years and covered 42 families with newborn children in Kansas City. They families can roughly be divided into two classes naming ‘professional’ and ‘on-welfare’. During the first three years, they visited each family once a month. They recorded all communication between the child and the parents. The researchers then analyzed each child’s language development comparing the each parent’s communication style. They found the following amazing gaps Child Development Professional Families On-welfare Families Vocabulary by 3 years 1100 525 Parents Utterances per hour 487 178 Encouragement Expressions listened by 3 500,000 75,000 Discouragement Expressions listened by 3 80 ,000 200,000 Average IQ of the group 117 79 Table 1 developed on the data from Hart and Risley(1995) These findings from Hart and Risley(1995) expose some interesting and crucial relationships. The comparison of the vocabulary scores of each child correlated closely to the number of words the parents spoke to the child. Further, the child from lower socio economic class heard more discouragement and disapproval words whereas child from professional families heard encouragement and praise words most of the time. Children’s higher IQ , their higher vocabulary and the higher encouragement words by the parents have correlation among the professional families. On the other hand, Children’s lower IQ , their lower vocabulary and the lower encouragement words by their