Comparison of Dictatorship and Democracy Essay Example | Topics and Well Written Essays - 500 words

Examination of Dictatorship and Democracy - Essay Example There has been a discussion which type of government is increasingly advantageous for the individuals living in the general public too for the advancement and financial improvement of the nation and various individuals have various perspectives. It is critical to examine and comprehend both these types of government before talking about and looking at these two structures. A fascism is a totalitarian type of government and for the most part, this sort of government is run or administered by a solitary individual or a little gathering of individuals as a theocracy (Acemoglu, 2006). Regularly this single individual or little gathering has all the forces. Some accept that tyrants have the force without the assent and endorsement of the individuals living in the public arena. Then again, majority rule government is characterized as the administration that is chosen by the individuals or resident of the nation (Olson, 1993). In a majority rules system, any qualified resident of the nation can take an interest and get chose for structure the administration. Majority rule government is additionally named or characterized as the legislature of the individuals, by the individuals, and for the individuals (Dewey, 2004). Throughout the years, there has been a discussion whether fascism is all the more impressive and better in administering the administration or vote based system. In any case, a few researchers and government officials accept that majority rule government is progressively significant and pivotal for the financial development and flourishing of the nation. One of the primary favorable circumstances of vote based system is that the administration is chosen by the individuals and residents of the nation (Dahl, 1989). Accordingly the legislature will put forth their attempts to ensure that the economy flourishes and the nation moves the correct way. Nonetheless, then again in an autocracy, despots that are administering and dealing with the nation might possibly think about the advancement of the nation as they are not chosen as in a law based nation. By and large, the right to speak freely of discourse is restricted or less in a tyranny type of government than a popularity based form.â Â Â â

Nursing Indicators Essay

Nursing markers are quantifiable instruments utilized in nursing. The markers center around the structure, procedure of nursing, and the general patient results of the consideration got by medical caretakers. The structure of nursing care depends on the instruction and accreditations just as the aptitude level the nursing staff has. Procedure pointers are an approach to gauge nursing care through evaluation, intercession, and reassessment. The general patient results that depend on nursing pointers are nursing driven. Models are forestalling falls, forestalling pressure ulcers with pivoting quiet in bed, and changing IV’s to forestall intravenous invasion (Nursing World, 2014). It is basic to have a comprehension of nursing pointers and be utilized every day. The nursing markers could have been useful on account of Mr. J. In the event that the Nurse and the CNA had known the significance of repositioning, and forestalling pressure ulcers, at that point Mr. J wouldn’t of had the inception of the blushed zone on his back. Regardless of whether the CNA had not had the best possible instruction to perceive the starting phases of a weight ulcer. It ought to have been imparted to the RN and an appropriate skin investigation/evaluation could have been performed. Just as the patient repositioned as often as possible. A patient should possibly be handcuffed on the off chance that they are a mischief to themselves or others. Visit toileting, sustenances, repositioning, just as evacuation of the limitations are generally nursing evaluation and reassessment markers. In the event that the patient is at a fall hazard, for the most part restrictions aren’t utilized. A major nursing touchy pointer that is evident is the fulfillment of the patient just as the patient’s family. The medical caretaker excused the worries and strict convictions with respect to the patient’s Jewish convictions. Because the patient is befuddled, doesn’t mean its ‘okay’ to excuse the significance of the particular eating regimen requested. Nursing touchy quality pointers are a significant piece of building up proof base d practice rules.

Classes! REX! Politics! Science! (Vlog and a Riddle)

Classes! REX! Politics! Science! (Vlog and a Riddle) Hello Friends! I am back with my biweekly vlog update, quite late because I am lazy have been preoccupied with my schedule. Ive been wonderful! Classes have started! REX happened! Politics is happening! Blogging is happening! Science is happening! And I decided not to twitter anymore because Im not at my laptop enough. Isnt that astonishing? Here is a riddle for today: You have 2012 jars of 1-kg mollusks, with 2012 1-kg mollusks in each jar. The local dumpster cat gang has raided one jar, leaving 2012 0.3-kg resealed mollusk shells in that jar. You need to figure out which jar they raided before you take the mollusks to market. Your evil neighbor, a competing mollusk hunter who owns the dock’s only mollusk scale, insists that you can identify the lighter jar by performing only one measurement, and refuses to let you use his scale more than once. How can you identify the jar of empty mollusk shells by performing only one measurement on your neighbor’s scale? Hint: while you cannot open the mollusks, you may open the jars and you may remove mollusks from the jars. For extra credit, solve last times riddle:   ????? ????? + ????? ?????? There are two solutions. The meaning of the words is irrelevant. Dont let the cyrillic stop you. Have a wonderful day!   =) Post Tagged #REX

Psychopathic Traits in Childhood and Their Effects on Delinquency - Free Essay Example

Sample details Pages: 8 Words: 2396 Downloads: 6 Date added: 2018/12/14 Category Sociology Essay Type Research paper Level High school Tags: Childhood Essay Mental Health Essay Did you like this example? Problem Statement Misbehavior exhibited by youths has been increasing each day in the current societies. The behavior can be of various forms and have different ways of understanding them. Rebellious behaviors seen in youths and the juveniles are related basically to their unwillingness or inability to obey and follow the norms of a certain community and have respect for the authority or for the rights of other people in the society. Don’t waste time! Our writers will create an original "Psychopathic Traits in Childhood and Their Effects on Delinquency" essay for you Create order The behaviors can be exhibited in lighter forms such as absenteeism from school or in more serious forms and aspects such as homicide and rape. These acts are related and can never take place as incidents that are isolated (Assary et al 2014). Actions that include attacking another person or shoplifting are different in seriousness since they are looked at by the common law that abides the citizens and the authorities. Most of the youths however occasionally involve themselves in antisocial and illegal actions with a few of them committing serious offences in a regular manner. The few of them that get involved in persistent serious acts account for a significant portion of the total antisocial offences committed. This portion therefore makes it necessary for the investigations to go on. The link between criminality and having attributes of psychopaths are very strong. However, it is just recently that the communities of criminology appreciated the specific qualities of psychopathy as developing in the youths and are unevenly distributed in the society. In appreciation, the study appraises the importance of the qualities of psychopathic callous-unemotional in the youths together with vital variables related to criminology that would be used to explain the violence (Assary et al 2014). According to the results, the callous-unemotional qualities remain strong among the ancient criminological variables that were used to explain violence in the juveniles. In addition, the callous-unemotional traits are seen to relate with major criminological covariates in such a way that when the levels of one construct becomes higher the effects of the others associates in violence and criminal actions is weakened. In its adult exhibition psychopathy is seen as a personality disorder that is so much complex and is characterized by gathering affective, interpersonal and behavioral qualities. The incidence rate of psychopathy in the overall population mostly ranges from 0.5%-1% a nd 15%-25% in the confined population. Those suffering from this disorder do not have feelings of empathy, remorse or even guilt. They also lack responsibility and fear for punishment and may find it hard to regulate their emotions. The symptomologies of psychopathy seem to be similar through the lifespan that is during childhood or adolescence or adulthood. Psychopathic behavior may be inherited in children and adolescents. Though there have been several studies to examine the psychopathic behavior in the early childhood, few of these studies have tried to examine the relationship between negative and conflictive relationships between the parent and the psychopathic child and adolescent tendencies. This is possibly explained by the circumstance that most of these researchers have left out the impacts of early ecological influences on the psychopathic behavior development. The present day studies are mostly aimed at filling the gap by investigating the association between adverse pa rental effects and the psychopathic behavior in a model of twins considered between pre and middle adolescence. By investigating the associations in a genetically useful scheme it is possible to examine the course and the hereditary and ecological etiology of parenthood and child actions. This research is on the development and identification of pre-psychopathic behaviors and affect in children. This is important to study because understanding differences in the personality and thought processes in children can allow professionals to implement early intervention and promote more pro-social behaviors (Bailey Chitsabesan 2017). Literature Review In the present time new interests have come up to study the juvenile misbehavior and new research hypothesis and theories developed. Renowned authors of this section in research emphasized the importance to cheer research that is aimed to study the seriousness and persistence misbehavior in youths to collect reliable scientific evidence which can later validate interventions in relation to efficiency of therapy and the cost and benefits. Research carried out in the recent past have concluded that serious rebellious behavior are more concentrated in males adolescents and that when behaviors such as those are introduced early they are very steady during their entire life course. According to studies that relate to this issue the best foretellers of rebellious behavior in children and adolescents are the characters of the individual as well as the family. Past rebellious behaviors best predicts the probability of future rebellious behaviors. Using psychopathy construct for the adol escents in the juvenile misbehavior context has in the recent past gained importance in studies despite having a long history in the psychological and biomedical sciences. The relationship between this construct and higher stability and regularity of rebellious behavior has had accumulating evidence with more severe and violent misbehaviors, the criminal activity on setting too early, early police arrests and convictions at a very early stage (Bezdjian et al 2010). Psychopathy is commonly hypothesized as a syndrome which can remain throughout the lifetime of an individual and the gathering and incorporation of extreme emotional, behavioral, interpersonal and lifestyle characteristics. The adult men who are diagnosed with psychopaths incline to have more proactive violent actions more regularly and this is motivated by influential reasons such as revenge and material gains. Psychopathic characters and traits which are defined from a point of view that is dimensional refer to a deviou s, callous, deceitful and remorseless pattern which has been associated to more persistent, serious and violent early commencement kind of disruptive behavior in men preferring dangerous and exciting behaviors. Psychopathy studies in the past have been carried out by psychopathologists and forensic psychologists and they mostly focused on adult men. In the recent past some researchers have improved psychopathy network and adapted the present instruments used in psychopathy research to adolescents, children and women (Bezdjian et al 2010). The researchers claim that children who exhibit a combination of attention deficit, hyperactivity, conduct disorder and impulsivity have a specific toxic variant of behavior disorder that makes them alike to the adult psychopaths. The children can be recognized by the use of psychopathy measures, inconsiderate behavior and tasks in the laboratory intended to examine response modulation which includes having a hard time when delaying gratificatio n. According to research that has been carried out so far claim that the youth psychopaths construct which has gathered the most reliable evidence is a structure called the tridimensional structure. This structure has three dimensions which are the impulsivity, narcissism and unemotional/callous traits dimension. The study has shown the importance of unemotional and callous traits by defining it as an effective- such as restriction of emotions displayed and lack of guilt and interpersonal styles such as lack of empathy which arises as a unique dimension. These traits have been referred to help in differentiating more serious and aggressive types of youths delinquents different from what the narcissism and impulsivity dimensions cannot distinguish. Some of the best traits that are common between antisocial characters and psychopaths traits are their resilient mutual relationship and their great steadiness in their childhood and adulthood lives. The occurrence of psychopathic qualitie s with other disorders is very high and may at times be considered the rule. The evidences supporting that children diagnosed with disruptive behavior disorders and deficiency in attention comorbid combinations have been on the increase and suggest that they exhibit a certain serious and violent kind of antisocial trait which is similar to the traits of adults diagnosed with psychopathy. After the analysis of the relationship between youths psychopathy and expressing psychopathology as defined in disruptive behavior terms, it was concluded that there was a moderate relationship between them. Some researchers tried demonstrating the existence of retroactive bond between psychopathy found in adults and the childhood conduct disorders such as prolonged violence, impulsivity, being involved in several crimes and early beginning of antisocial traits. Some other researchers also investigated the association between psychopathy and various kinds of psychopathology in adolescents who were h ospitalized and got numerically important positive relationships of psychopathy with antisocial traits and conduct disorders. Other surveyors also found a strong and important relationship between the Antisocial Process Screening Device dimension (which include narcissism, unemotional or callous traits and impulsivity) and disorder in conduct. The idea of low self-esteem has been typically linked to the juvenile delinquency although its association with traits that psychopathic related is under study and therefore it remains not clear. The sociologists, psychologists and criminologists have for a very long time considered that self-esteem relates significantly with antisocial traits although its relationship with psychopathic traits has not been studied yet. Having low self-esteem among the young people forces them to relate with the other young people who are involved in antisocial behaviors. Some researchers show how the young people with low self-esteem are excluded and reject ed more regularly by their age mates and how the exclusion and rejection produces a venomous cycle which intensifies the violent behavior. In other experimental studies the young people who have low self-esteem incline to be involved in antisocial behaviors more regularly and that this as a result may increase their self-esteem. Psychopathy in juveniles is a significant study area though little research has been made on the topic mainly in samples from Europe (Salekin 2016). Recommendations From the studies that have examined the association between antisocial behaviors in children and the parenting styles, it is important to note that the parenting characteristics are of significance in the childrens antisocial traits development. Particularly, inconsistent and harsh parenting is connected to the development of delinquency, aggression and conduct problems. In the model of parents effects, undesirable parenting styles are alleged to impact the antisocial traits of a child. Although there have been few studies that investigate the association of psychopathic nature and parenting styles, evidence shows that there lies a relationship between the style of parenting and the psychopathic personality of the child in future during his/her adulthood. Research using a retroactive study design shows that male prisoners with the psychopathic disorder have had more severe experiences at their childhood such as abuse and neglect than the male prisoners who are non-psychopathic. Peo ple who have high psychopathic behaviors have had been exposed to childhood abuse and/or neglect as opposed to those who have low psychopathic behaviors (Rutter 2010). More recent studies that have used potential study design have shown that reduced parental bonding (such as absence of motherly care and low patriarchal overprotection) and physical abuse at an early stage are related with adulthood psychopathic behavior. Even though most of the studies carried out previously show that there is a strong association between the style of parenting and psychopathic behavior, evidence also show that psychopathic behavior in children is not influenced by the kind of parenting received. For instance, study that included females showed that the style of parenting had no relationship with psychopathic traits which include callousness, signifying that the psychopathic traits have a specific developmental path autonomous from the style of parenting or the quality. However, when all these stu dies are taken together they suggest that the style of parenting has a significant influence on the psychopathic behavior development influencing effects driven by parents. In some other evidence the relationship between the style of parenting and antisocial traits in children is not exclusively determined by parental affects, but also may be initiated by the child. Particular characteristics of a child (such as their irritable behavior and oppositional) prompt negative reactions from the ecology. That is, some of the aggression in parents may be induced or be a reaction to the aggressive and antisocial behavior seen in the children rather than being a cause. The adoption studies on the antisocial traits supports the hypothesis that violent children provoke more undesirable surroundings from their own parents. For instance, a research has showed that children at a risk of heredity which is based on the biological characteristics of the mother had a more undesirable parenting from their adoptive guardians than the children not at a heredity risk. A more recent research has showed a relationship between genetic risk and parental negativity for the psychopathic behavior traits. Hence, bidirectional impacts probably exist between the characteristics of parenting and the antisocial behaviors exhibited by the children whereby both effects driven by the parent or child work in a reciprocal way. In the growing literature of psychopathy in juveniles, there is an argument on whether or not to use the construct on youths. Some people suggest that marking the children and adolescents as psychopathic may have negative effects such as being endorsed for more deterring placements. The limited evidence however is vague (Silva 2013). Conclusion This study provides more information on the issue by evaluating the judicial insights and recommendations to a case that is hypothetical. The results indicate that insights of cooperation and dangerousness influenced by psychopathy and recommendation for settlement. More particularly the youths who were marked as being psychopathic and recognized the psychopathic behavior were seen as less cooperative to treatment and more hazardous and had a high probability of being recommended for deterring placement than those youths who were never described or labeled as such. The impact of psychopathy on the recommendations were however not very important after they had controlled the insights of danger. This shows that the impact of psychopathy on the legislative restrictiveness might work through the alleged awfulness of the youths. References Assary, Elham, Randall T. Salekin, and Edward D. Barker. 2014. Big-Five and Callous-Unemotional Traits in Preschoolers.? Journal of Psychopathology and Behavioral Assessment37(3):371–79. Bailey, S., Tarbuck, P. and Chitsabesan, P. (2017). Forensic Child and Adolescent Mental Health. Cambridge: Cambridge University Press. Bezdjian, S., A. Raine, L. A. Baker, and D. R. Lynam. 2010. Psychopathic personality in children: genetic and environmental contributions.? Psychological Medicine? 41(03):589–600. Kerr, Margaret, Maarten Van Zalk, and Hkan Stattin. 2011. Psychopathic traits moderate peer influence on adolescent delinquency.? Journal of Child Psychology and Psychiatry53(8):826–35. Rutter, M. (2010). Rutters Child and Adolescent Psychiatry. Malden, Mas.: Blackwell. Salekin, R. and Lynam, D. (2010). Handbook of child and adolescent psychopathy. New York: Guilford Press. Salekin, R. T. 2016. Psychopathy in childhood: why should we care about grandiose-Manipul ative and daring-Impulsive traits The British Journal of Psychiatry? 209(3):189–91. Silva, Diana Ribeiro Da, Daniel Rijo, and Randall T. Salekin. 2013. Child and adolescent psychopathy: Assessment issues and treatment needs.? Aggression and Violent Behavior18(1):71–78.

Treatment Methods Of The Antipsychotic Drug Therapy

IV. Treatment- There are many beneficial treatment methods for schizophrenia. Of the most common treatment methods is the antipsychotic drug therapy. â€Å"A study done in 2013 of 43,049 patients, they compared the effectiveness and tolerance of fifteen antipsychotic drugs. The study found that all fifteen antipsychotic drugs were significantly more effective than placebos.† (Cetin, 2015, p.97) It has also been a well-known fact that those diagnosed with schizophrenia and not taking any antipsychotic medications experience the symptoms of hallucination and delusions which are unable to be treated through therapy alone. This is why it is important that patients with schizophrenia not only use therapeutic treatment but antipsychotic medications as well. Another form of therapy that is important for schizophrenics is psychotherapy. Psychotherapy such as cognitive-behavior therapy can be beneficial because it provides the patient with education about the causes of their hallucinat ions, helps the patient learn when and how to expect their own symptoms and how to prepare for them, how to interpret those hallucinations, and then how to cope with the hallucinations and delusions with techniques such as breathing and relaxation techniques. This type of therapy helps the patient gain better control of their hallucinations and delusions. â€Å"Cognitive behavioral therapy, as a specific treatment in addition to routine pharmacological and supportive care, impacts acute and chronic positive andShow MoreRelatedSeizures and the Brain1084 Words   |  4 Pagesparadigm for treatment of schizophrenia. At this early stage of understanding schizophrenia’s pathology, it was believed these chemicals were imbalanced and shocking the brain would force a rebalance of these vital chemicals. 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Schizophrenia does not have a cure, but antipsychotic medication helps to manage symptoms and improve the affected person’s quality of life. Antipsychotics have been available since the mid-1950s (National Institute of Mental Health, n.d.). There are two classes of antipsychotic medication used in the pharmacological treatment of schizophrenia: older â€Å"traditional† drugs and newer â€Å"atypical† drugs. The use of traditional drugs has declined recently, however, they are still prescribedRead MoreThe Effects Of Adolescent Medications1261 Words   |  6 Pagesmanage behavior, emotional disturbances, and mental illnesses. Recent data has shown a substantial increase of children using antipsychotics as behavior modification despite minimal information, regarding long-term effects. Parents, medical providers and children are sometimes afforded a choice on which path of treatment to follow; whether it is medication management, therapy, or a combination of the two. 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Conflict of Parents and Teens Free Essays

The most common issue in our world today is the conflict between parents and teenagers. However, it is more than just conflict. What was once a sort of a â€Å"B. We will write a custom essay sample on Conflict of Parents and Teens or any similar topic only for you Order Now F.F.† relationship is now sour and bitter; full of arguments and sometimes fights! The arguing becomes an everyday thing and the parent nor is the child able to prevent it. It becomes natural to both. With that in mind, yes it is conflict, but it’s not forever; just temporary. Ask yourself a question about the situation†¦ Why are the teenage years more difficult with parents? Well, simply because the teenage years are when teens seek identity and parents majority come in-between it. In the present time, 13 years old is when everything goes downhill for the relationship. We start becoming more rebellious, the â€Å"back-talking† starts, conflict problems with other teens, wanting to be independent and unfortunately its good-bye to the video games and hello to the parties! All of this at only age 13. Can you imagine what the next 5 years will be? When a person reaches his or her physical maturity, there is also a change in your mental state as well as physical. We mature much earlier now days. There is no longer a match between our demand for independence, and our ability to actually be independent! Our teenage bodies and minds are screaming â€Å"I am ready to be independent! I want to make my own decisions! I want to be my own boss!† Your parents and society are screaming back at you, â€Å"You are not ready to be independent yet! You have not learned what you need to know yet! You cannot support yourself! You do not yet fully understand the dangers in this world! You are not grown!† . . . . And in the end they are right. We struggle with this unnatural situation. Reference http://www.livestrong.com/article/7895-conflict-between-parents-teenagers-/ How to cite Conflict of Parents and Teens, Essay examples

Research Report free essay sample

This research project is dedicated to my parents Kipkirui Arap Chepkwony and Tapsabei Chepkwony for their prayers and support, my brothers Alexander, Joseph, Philip, Alfred, Charles, David, Julius, Edwin, Bernard and all my siblings for giving me a chance to be a role model and for inspiring me towards further studies. I thank my supervisors Dr. Harriet Kidombo and Dr. Christopher Gakuu for being there for me whenever I requested for clarifications and for their wise counsel. I am also indebted to Prof. Maitho, Prof. Prokariyal, Prof.Macharia and Ms Patricia Muchiri for guiding me in correcting my proposal and towards completing my research project. I cannot forget to thank my colleagues Eddah Biegon and Walter Koech for enabling me to access research materials. I am also grateful to my wife Nelly Cheptoo, Clement Lelei, Justus Sang, Simon Ouko, Janet Mutai and Ken Mutai for their crucial support towards completing my research. We will write a custom essay sample on Research Report or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Special thanks to all the staff of Extra Mural department and School of Continuing and Distance Education for giving me the opportunity to pursue the Masters program. Most students spend a lot of time to network with friends in the face book website. Most of the staff members lack computer skills. Teachers lamented on limited access to the available computers and restricted internet usage. In addition, use of ICT demanded a lot of time, for instance making slides for teaching, which they explained could slow down syllabus coverage. Some teachers however were not well versed with computer usage for teaching purposes, for instance preparing power point slides. Computers are being utilized for planning, preparation and administration.

Reflexive Spanish Verbs With an Indirect Object

Reflexive Spanish Verbs With an Indirect Object Spanish often uses reflexive verbs  in a way that seems unfamiliar to English speakers. And they can seem downright indecipherable at when they are in sentences include two object pronouns of a single verb, a phenomenon that is unheard of in everyday English unless those pronouns are connected by and or or. Here are three examples of sentences that include two object pronouns that have different grammatical functions (that is, that arent joined by a conjunction such as y or o). Translations given arent the only ones possible; alternatives are explained below.) Se me rompià ³ la taza. (The objects are se and me. My cup got broken.) ¿Se te olvidà ³ el tomate? (The object pronouns are te and me. Did you forget the tomato?)La espiritualidad es algo que se nos despierta en cierto momento de nuestra vida. (The object pronouns are se and te. Spirituality is something that awakens for us at a certain time of our lives.) Why Two Objects Are Used You may have noticed that the three translations above took different approaches- but that none of the translations are literal, word-for-word ones, which wouldnt make sense. The key to understanding these sentences grammatically is to remember that the se in each of these cases is part of a reflexive verb, and that the other pronoun is an indirect object, one that tells who is affected by a verbs action. Basically, a reflexive construction is one in which the subject of a verb acts on itself. An example in English would be I see myself (Me veo in Spanish), where the person speaking is both seeing and being seen. In Spanish, however, it is possible to think of a verb acting on itself even when we dont translate it that way in English. This can be seen in the first example, where the most common definition of romper is to break. So we can think of romperse (romper plus the reflexive pronoun se) as meaning to break itself, (The translation to be broken might also be used.) The other pronoun, in this case me, tells us is affected by that breaking. In English, we might translate the indirect object me as me, to me, or for me. So a fully literal meaning of the sentence might be something like The cup broken itself to me. Obviously that doesnt make much sense. So how do we translate such a sentence. Normally, if a cup breaks and it affects me, its probably my cup, so we could say My cup broke or My cup got broken. And even I broken the cup would be fine if that fit the context of what happened. The other sentences can be analyzed in the same way. In the second example, olvidarse typically means to be forgotten rather than the literal to forget itself. And if the forgetting of the tomato affects you, you are probably the person who lost it, and the the translation given. And in the third example, despertarse usually means to wake up or to awaken. Without the nos in the sentence, we could could think merely of spirituality waking up. The for us is used to clearly indicate who is a beneficiary of the verbs action, although awakens us could be used. Note how in all these sentences, the se is placed before other pronoun. Se should not be placed between a verb and any other object pronoun. Other Sample Sentences You can see how this pattern is followed with the other sentences. Again, the translations given arent the only ones possible: Estoy agradecido no se me ocurrià ³ antes. (Im grateful it didnt happen to me sooner.) ¡El cielo se nos cae encima! (The sky is falling on us!)Pedid y se os dar. (Ask and it will be given to you.)Que se te moje el telà ©fono mà ³vil es una de las peores cosas que puede pasar. (Getting your cellphone wet is one of the worst things that can happen to you.) Key Takeaways The reflexive pronoun se can be used along with indirect object pronouns that indicate who is affected by the action of the reflexive verb.Se is placed before the indirect object pronoun.Sentences using se and an indirect pronoun can be translated in at least three different ways.

The False Cause Fallacy Correlation Does Not Equal Causation

The False Cause Fallacy Correlation Does Not Equal Causation The False Cause Fallacy: Correlation Does Not Equal Causation When we see that two things happen together, we may assume one causes the other. If we don’t eat all day, for example, we will get hungry. And if we notice that we regularly feel hungry after skipping meals, we might conclude that not eating causes hunger. A good deduction! But does the same logic always apply? Are two things that seem to occur together always related? Or is this sometimes an error? In this post, we look at correlation and causation to help you understand – and hopefully avoid – the false cause fallacy in your academic writing. Correlation and Causation A correlation is a mutual relationship between two or more things. Typically, this is a statistical relationship where two variables are interdependent: A positive correlation occurs when two or more variables seem to increase or decrease together. For instance, there is a clear correlation between the variables â€Å"foot size† and â€Å"shoe size† because people with bigger feet reliably have bigger shoes. A negative correlation occurs when one variable increases as another one decreases. For example, the variables â€Å"speed of vehicle† and â€Å"duration of journey† are negatively correlated because a faster vehicle will typically complete a journey in less time. Correlations like this can be useful because they can help us spot a connection between two things. In some cases – including the examples we’ve used here so far – you can even identify a causal relationship between the variables. For instance, few would deny that skipping meals can cause hunger, or that a faster vehicle can reduce journey time. But we must be careful when drawing this kind of conclusion. Correlation does not always imply causation. And if we misinterpret a correlative relationship, we might fall into the false cause fallacy. The False Cause Fallacy The false cause fallacy occurs when we wrongly assume that one thing causes something else because we’ve noticed a relationship between them. For instance, if one thing happens after something else, we may assume that the first causes the second. However, following from or coinciding with something is not the same as causing it. And if we are too quick to conclude a causal relationship, we might end up with a false cause. Two major hazards here are reverse causation and spurious correlation. The False Cause Fallacy: Reverse Causation When looking at a correlation, we may misunderstand the relationship between the variables. And this can lead to mixing up a cause and an effect. For instance, based on a correlation alone, it would be just as reasonable to believe that windmills cause wind as it would be to believe wind causes windmill blades to turn. All we know is that the two things happen together, increasing and decreasing at the same rate. Its basically a big rotary fan, right? (Photo: music4life) For anyone who knows anything about windmills, though, this is obviously a case of the false cause fallacy. We know this because we know that windmills catch wind to create rotational energy. Thus, a correlation can only tell us about a cause if we know how the variables are related. And if we get this relationship wrong, we can end up with reverse causation. The False Cause Fallacy: Spurious Correlation The false cause fallacy can also occur when there is no real relationship between variables despite a correlation. For example, there is a genuine statistical correlation between movies released featuring Nicolas Cage and the number of people who drown in US swimming pools each year. Is Nicholas Cage a secret pool murderer? Our libel lawyers say No. (Graph: TylerVigen.com) If correlation implied causation, we might assume that Nicolas Cage movies are deadly around water. But this would be at best a hasty conclusion. As with the windmill example above, correlation alone is not proof of causation. If we truly wanted to say that one of these variables caused the other one, we would need to explain how Nicolas Cage movies are related to pool deaths. And we’d need evidence that the two things were connected. Without this, we’re left with a spurious correlation (i.e., two things that coincidentally overlap in some way). And we cannot draw any useful conclusions from this kind of relationship between variables. How to Avoid False Cause Fallacies So, then, how do you avoid the false cause fallacy in your own work? We have a few tips that you might want to follow: Remember that correlation does not equal causation. It is fine to report a correlation in your data, but you cannot assume a cause and effect relationship from that alone. Always consider how variables in a correlation are related. Think about non-causal explanations, such as pure coincidence. Is there enough data to suggest a strong correlation between two variables? Consider whether other variables could explain the correlation. For example, ice-cream sales and hospital admissions for heat stroke are positively correlated because both are influenced by a third variable (i.e., high temperatures), not because eating ice-cream causes heat stroke. If you are going to argue that a correlation suggests a causal relationship between variables, back this up with evidence. Don’t forget, too, that having your work proofread can help you express yourself clearly. And the more clearly you can set out your arguments, the easier it will be to avoid false cause fallacies.

Discussion 1 Week 6 Corporate-level Strategies Assignment

Discussion 1 Week 6 Corporate-level Strategies - Assignment Example The merger could increase tendencies for dependencies between the corporate partners. As such, two examples which would illustrate the manner in which each company would avoid risks of dependency are as follows: (1) one company could replicate a successfully implemented business model in new market segments within the industry (Hill and Jones); and (2) the corporate partner could differentiate its products (or services) by focusing on core competencies which appeal to their clientele. For instance, offering exemplary customer service through acknowledging loyal clients by name recognition or provision of perks and freebies. 2. From e-Activity, determine the fundamental drawbacks associated with horizontal integration. Suggest another corporate-level strategy that could redefine the Southwest business model and thus allow the company to increase its competitive advantage within a changing industry environment. Provide a rationale to support your response. The fundamental drawbacks associated with horizontal integration include being exposed to coming into conflict with the Federal Trade Commission (FTC) for potential violations of anti-trust laws which undermine fair competition. In addition, customers’ interests and purchasing power could also be jeopardized if major companies within the industry engage in horizontal integration and control or dictate market prices. As such, another corporate-level strategy that could redefine the Southwest business model and allow the company to increase its competitive advantage within the changing airlines industry is the application of vertical integration. Southwest could look into improving scheduling (queuing of airline routes to facilitate speed in the number and volume of flights). The strategy would assist in minimizing costs, as well as improving customer satisfaction through speed within which services

Strategy Report of Tesco Case Study Essay Example | Topics and Well Written Essays - 3500 words

Strategy Report of Tesco Case Study - Essay Example Although Tesco concentrated on the core growth of the company during the 50s and 60s, apart from organic growth, they also grew through acquisitions. They increased their market share at low cost as they concentrated in opening stores in and around London. The organic growth represents the long-term strategy of the company and also its core strength and vitality. The number of stores grew and they acquired cost leadership but cost leadership comes with disadvantages (Porter, 1979). Very low cost may take loyal customers away and it may also start losing revenues, which is what happened to Tesco. It then changed its strategy to increase its market share – price reduction and centralized buying. Thereafter Tesco concentrated on growth based on four factors. While UK was their core market, they also expanded internationally. Apart from market development, they also focused on product development as they became as strong in non-food products as in food. Besides, they also introduced new retailing services. So their strategy was both market and product development. This is how they penetrated into the market and increased their market share. In their overseas expansion, they adopted a localized approach where they took into account the local culture, local suppliers and ways of working. They also recognized that each individual was different and hence adopted the multi-format strategy. They focused on a few markets which helped them gain competitive advantage and then find the direction for growth and development. During the 1990s Tesco concentrated on national market development through product innovation. They attracted and retained customers through different innovative strategies. To retain loyal customers they introduced loyalty cards; to attract a new segment they started online shopping and thereby created differentiation in their service offerings. It was the same market but with the help of technology they could

Analysis of Barbara Kruger

Analysis of Barbara Kruger For this short essay writing I get an example of single contemporary artist Barbara Kruger. Barbara Kruger is an American conceptual artist. A lot of her effort consists of black and white photographs overlaid with declarative captions-in white-on-red Futura Bold Oblique. The phrases in her works frequently consist of use of pronouns such as you, your, I, we, and they. I begin my essay with the retort how Barbara Kruger be considered illustrative of Baudrillards or Barthes theories. Postmodernism was born out of a response in opposition to the policy of Modernism. Most particularly, Postmodern artists discarded the Modernist obsession with the aesthetic and began by questioning the recognized qualities tied to this aesthetic. As the Postmodern movement progressed, this critique intensified and moved beyond simply formal concerns; artists also began criticizing many underlying notions of Modernism, together with ideas about creativity and authority. Simultaneously, French philosophers Roland Barthes and Jean Baudrillard introduced theories concerning the rising artistic practices of appropriation and simulation. Barthes, in his elaboration on the theory of appropriation, described principles and practices that a lot of artists were employing in their critiques on Modernism. The work of American artist Barbara Kruger gives the most powerful embodimen t of Barthes theories of appropriation. Roland Barthes, in his 1967 essay The Death of the Author, stripped mutually authority and authorship from artists and writers, declaring, A text is not a line of words releasing a single theological meaning (the message of the Author-God), but a multi-dimensional space in which a variety of writings, none of them new, blend and collide. This theory not only described the postmodern artistic practices of the time, but it undermined Modernisms lofty goals and claims of creating original artwork. According to Barthes, no author or artist creates something new and unique. Instead, every formed thing is a recycled regurgitation of that which preceded it. As Postmodernism continued to develop, many artists not only acknowledged Barthess denouncement of originality but also embraced it as a means through which to further critique the works and tenets of Modernism. These artists favored the readymade object as more powerful than the supposedly new crafted objects shaped by Modernist artists. By openly acknowledging the process of appropriation that occurs within the manufacture of all art, these artists leveraged the power of pre-existing imagery and signs to produce new works with multiple layers and multiple meanings. Barbara Kruger began her career as a graphic designer and commercial artist for publications and magazines such as Mademoiselle. Her work as a postmodern artist began to garner attention in the early 1980s; about fifteen years later than Barthes published The Death of the Author. Krugers experience in the profitable design world greatly influenced her work both officially and philosophically. She embraced both the imagery and language of advertising, combining black and white photographs with ambiguous but accusatory statements in collage-like presentations. But she concurrently rejected the philosophies of commercial advertising and the majority, by raising questions concerning gender equality, consumerism, and stereotypes. Regarding the state of culture, In Untitled (Your Comfort is My Silence), 1981, Kruger combined a black and white image of a mans head with his index finger over his mouth and two lines of text reading, Your comfort is my silence. The initial two words cover the mans eyes, further eliminating his exact identity and reducing him to a generic symbol of masculine dominance and control. The text is presented in a combination of black text over white rectangles and white text in red rectangles in a cut-and-paste manner. By employing collage to join pre-existing imagery with authoritative statements, Kruger practices the appropriation that Barthes described. Krugers work also assigns an interpretive role to both the viewer and culture at large, as posited by Barthes. By keeping her statements to some extent cryptic or ambiguous, Kruger forces viewers to build meaning from their own earlier experiences, thereby actively participating in the procedure of appropriation. In addition I am going to cover the answers of is it simplistic for an artist to rely heavily on theory, Does good art go beyond theory and Are these original works? While Kruger and other artists who deliberately practice appropriation are most likely aware of Barthess philosophies and statements, it is hard to say how much their work and practice is shaped by such theory. Oftentimes theory seems somewhat reflexive to contemporary practices; critics notice existing artistic trends and then posit theories and extend technical language to describe such practices. As such, one could disagree that artistic practice influences theory just as much as theory influences the practice that follows. Certainly theory plays some role in virtually every piece or work of art, even if the producer or artist is unaware of it. Sometimes, the identical theory can even direct artists in two completely different or opposing directions. Modern theory, for example, called for aesthetic experience and form al purity, and many artists worked to attain the ideal representation of these criteria. Postmodern practice should not be viewed as alike attempt to perfectly render the theories of Postmodernism; rather, it is more perfectly a reaction against the tenets of Modern theory. From my point of view it seems then that theory and practice share a somewhat cyclical relationship. Artists produce new work, and then critics develop theories and language to describe it. Other artists take these newly-formed theories as information for what constitutes art at the time and turn out their art accordingly. After a period of extremely following the most recently canonized theories, other artists consciously operate outside of the dominant theory or refuse it altogether and produce another new type of work. This appears to be a recurring trend in the relationship among art theory and art practice. The work of artists such as Barbara Kruger, poses many essential questions and reiterates those raised by Roland Barthes. Although such artists intentionally employ the process of appropriation in producing their artwork, their works are no less original than that of other artists. Even Modernist painters, who so adamantly strove for originality and uniqueness, operated within the framework and visual language of the preceding millennia of art and history. As Barthes says, The writer [or artist] can only imitate a gesture that is always anterior, not at all original. Possibly this means that, concurrently, not anything is original and everything is original.

Three Day Road: Character Development

The two main characters in the novel â€Å"Three Day Road† by Joseph Boyden; Xavier Bird and Elijah Weesageechack, have many key differences that are illustrated throughout the novel. Xavier is reserved and visceral, while Elijah is self-assured and talkative. Xavier was raised by his Aunt Niska for the Majority of his childhood, opposed to how Elijah was raised in Moose Factory by nuns at a residential school. These factors hold an important responsibility on their personalities and the way that they think and make decisions. The three key differences between them that are paramount to the story and the themes of the novel are; firstly their respect for their Oji-Cree culture, secondly their respect and love for human life, and lastly their personalities. The differences in their personalities create positive chemistry back in their homeland of Canada, but when they are sent to Europe to fight in World War One, their relationship is put to the test. An important difference between Elijah and Xavier is the difference in their respect for their Aboriginal culture. Respecting their Oji-Cree culture is paramount to Xavier, while it is much less important to Elijah. An example of Xavier’s close association with his aboriginal culture can be seen through the following quote, â€Å"All of them stare down at me. I look up, sitting cross-legged with one of the horses sprawled beside me, its head on my lap. I look like I’ve been painted red. The smell of blood is heavy. It covers the wooden walls, the floor, the straw upon the floor. Elijah sees that one of my hands rests on the floor with my skinning knife in it. The horse’s neck gapes open along its big artery. (Page 189) This example shows Xavier’s connection to his aboriginal culture because having respect for animals is a major part of the Oji-Cree morals. In this exact scene Elijah was willing to shoot the horses, which shows a lack of respect for the animal, which goes against the morals of his aboriginal heritage. A second key example of how Xavier and Elijah differ when it comes to their aboriginal culture is seen through Elijah’s willingness to assimilate into European culture. In the novel Elijah states, â€Å"â€Å"Jolly good night for a little snooping, eh, Thompson? Elijah says. Thompson shakes his head at the words, and his teeth are white almost to a glow. â€Å"You do a better British accent than a Brit†, he says. † (Page 137) Elijah’s readiness to develop an English accent is in stark contrast to the fact that Xavier refuses to assimilate into the European culture. The third example of how Xavier and Elijah are different in the way they treat their aboriginal heritage is seen when the two of them are on their way to Toronto and they sell their canoe to get some extra money so they can afford new clothes. These new clothes are a necessity because they need to blend into their new environment to a certain extent. The following quote depicts the moment perfectly, â€Å"â€Å"When Elijah strolls out, I laugh. He has chosen a black suit and stiff, high white collar. In the mirror he looks like a preacher. This appeals to Elijah† (Page 142). In the scene, it is obvious that Xavier purchases his clothing out of necessity, while Elijah purchases his new clothes because it is appealing to assimilate into the new Canadian culture they are about to be immersed within. The most important part of the quote is the final sentence, which states, â€Å"This appeals to Elijah†. The fact that it appeals to him proves that he has interest in being assimilated into the Canadian society. Through the example presented it is blatant to see that Xavier has respect for his Oji-Cree culture, while Elijah has a lack of respect for it. A second example of how Elijah and Xavier differ is seen through their different views of brutality and respect towards other people’s lives. Xavier has a lot of respect for humans and their lives and due to this he kills out of necessity. On the other hand, Elijah enjoy killing humans and does it for the sake of sport. A perfect example of how Xavier and Elijah differ in regards to the respect of human lives is seen in the subsequent quote, â€Å"I jump to my feet before I know that I do it and approach Elijah with balled fists. Then I find myself reaching for my knife. But what he said makes me gag and I kneel down and stick my finger down my throat. The contents of my stomach come out in a slimy glob†. Page 310) This example highlights the fact that Xavier isn’t even willing to joke about eating German citizens, while Elijah doesn’t only find it funny he can’t understand why Xavier would take it so incredibly seriously. Elijah’s lack of respect for the people he kills shows a vicious brutality that is not seen in Xavier Bird. A second example of how Xavier and Elijah’s personali ties contrast can be seen through Elijah’s thirst to kill people. Elijah’s obsession over carnage can be highlighted in the following excerpt, â€Å"In the long hours of hunting Elijah tries to understand what is growing on him. He talks to me about this through the nights we spend out in the damp and mud. Mist rises from craters and swirls in the stink. In the end, the answer that comes is simple. Elijah has learned to take pleasure in killing† (Page 283). This quote is an incredible example of Elijah’s brutality because it is not only seen through his actions, but also his thought process. It proves that Elijah is not just killing for necessity he has actually gone mad. This highlights the difference between the two characters because Xavier strictly kills so he can survive through the war. The final exemplar in regards to Brutality and respect for human life can be emphasized by the connection that the two main characters have with their comrades. The following quote accentuates this fact, â€Å"He opens his eyes and looks up at Elijah. Elijah raises the wood in both hands and swings it down hard as he can onto Grey Eyes’ forehead† (Page 340). This exemplar distinctly shows the variance in Elijah’s connection with his comrades in comparison to Xavier relationship with his comrades. Xavier doesn’t have the ability to speak as well as Elijah, but he has a much stronger emotional connection with the people he fights with. When looking at Elijah, it undisguised that he doesn’t have a strong emotional connection with any of his comrades and if there is connection at all it is strictly to use them. Elijah’s closest friend in the war other than Xavier was Grey Eyes and he was willing to kill him so he could get away with the crimes he had committed. In conclusion, Xavier puts his comrades and the people he is fighting against in high regard and has a serious respect for them, while Elijah just wants to eliminate every problem that confronts him; he doesn’t care how he does it. The third and final example between the two characters that has a major effect on the story and the key themes of the novel are their personalities. As stated in the opening paragraph, Xavier is reserved and visceral, while Elijah is self-assured and talkative. Xavier was raised by his Aunt Niska for the Majority of his childhood, opposed to how Elijah was raised in Moose Factory by nuns at a residential school. These differences in upbringing play a distinct role in how the two of them make decisions, and how closely they hold onto their aboriginal culture. It is clear that the chemistry of their friendship works in the setting of the Northern Ontario woods, but it fails to follow through when they fight in World War One. An example of a difference between the two characters is seen in the way that Xavier is much more a quiet character, he doesn’t have much to say because his English isn’t very strong. A subtle yet important example of this is seen in the ensuing quotation, â€Å"†So you’re an Indian, then? † he asks. I nod. â€Å"You’re pretty short for an Indian, ain’t ya? The others laugh. † (Page 23) Xavier’s trouble with the English language is highlighted in the excerpt because all he does is nod. This makes life in Europe incredibly awkward for Xavier. This is in blatant contradistinction to Elijah because he thrives in this type of situation. Elijah’s verbose nature can be examined in the following passage, â€Å"He began talking this way to get the others to laugh, but he likes it now. Makes him feel respectable. He told me there’s a magic in it that protects him. (Page 137) Elijah’s ability to speak English fluently and to adapt the way he talks so that he has an English accent makes him much more popular with their comrades. Elijah’s upbringing has an effect on his appeal for European culture because instead of being brought up in the wilderness he is brought up in a residential school by nuns. Giving him a much different outlook on their culture than Xavier. The final example of how Elijah and Xavier differ in terms of personality is seen best in the following passage, â€Å"â€Å"I wish I could fly like that,† Elijah says to me in Cree. I wish I could fly like that, like a bird,† he repeats, staring up like a little boy. â€Å"Maybe a pilot will take me up sometime. † â€Å"Me, I’m happy to stay on the ground on my belly in the dirt,† I answer. â€Å"Thinking about falling from up there makes me sick†Ã¢â‚¬  (Page 164). This passage highlights the difference between their adventurousness. Elijah’s willingness to go up in a plane can be correlated with his courageousness in battle. Xavier’s contentment with being on the ground can be correlated with his timid nature socially and on the battlefield to a certain extent. This quotation proves that Elijah has a much more adventurous personality than Xavier. In cessation, Elijah and Xavier are incredibly different people with personalities that are nearly opposites and this ends up having an extreme effect on the plot and the themes of the story â€Å"Three Day Road†. In conclusion, the two main characters in the novel â€Å"Three Day Road† by Joseph Boyden; Xavier Bird and Elijah Weesageechack, have many significant differences that are illustrated over the course of the novel. As shown with the supporting points above, Xavier is reserved and visceral, while Elijah is self-assured and talkative. Xavier was raised by his Aunt Niska for the majority of his childhood, opposed to how Elijah was raised in Moose Factory by nuns in a residential school. These factors that affect their personalities have major impacts on the three main differences that lie between them. These differences are, firstly their respect for their Oji-Cree culture, secondly their appreciation and love for human life, and lastly how they carry themselves throughout the novel. The differences between them have a positive influence on their relationship when they are in Canada, but in Europe, these differences end up destroying their friendship.

Potential For Renewable Energy Generation - 1515 Words

Potential for Renewable Energy Generation: Edgecomb, ME is surrounded by many sparsely populated towns, this factor along with it’s location at the delta of both the Sheepscot and Damariscotta rivers leads to a high potential for utilizing renewable energy. Such conditions allow for potentially using many different kinds of renewable energy sources: tidal, hydro, biomass, solarvoltaic, wind, and geothermal. While all of these renewable energy sources have potential for use in Edgecomb, there’s a lot of different combinations of renewables that could power Edgecomb as well as the entire Sheepscot and Damariscotta valley. In Maine, just like any other place with the capabilities and potential to take advantage of renewable resources there†¦show more content†¦Mainers are well aware of the asset inherent hydropower to control the flow of energy for optimal use, and generally share a conservative attitude toward industrial shifts, due to historic industrial collaps es of small Maine communities, thus, they would tend to favor hydropower over tidal energy. Maine as a state, the Sheepscot and Damariscotta valleys, and the community of Edgecomb have massive potential for biomass energy production, due to sparsely populated communities and an above average proportion of land use dedicated to agriculture. These conditions would allow for the expansion of biomass production, however Maine does not currently take advantage of biomass energy production on a mass scale; thus, the infrastructure to take advantage of this biomass potential on a mass scale would be a huge cost to incur. Additionally, biomass energy production inherently includes burning biomass, which directly emits carbon dioxide. In an effort to cut greenhouse gas emissions by shifting to renewable energy biomass production is an improvement over burning fossil fuels, but not enough to make the infrastructure worth the investment unless carbon capture systems are implemented as well. Ca rbon capture systems capture carbon dioxide at the emission site, compress the carbon dioxide then transport in order to inject it into the ground, aptly named geologicalShow MoreRelatedThe Future of Potential Energy Sources633 Words   |  3 PagesFuture of Potential Energy A lot of factors must be considered when it comes to assessing the potential of renewable energy for economic sustainability bearing in mind that the energy sector is continuously growing. It is imperative that available information on Department of Energy DOE, lands and solar and wind renewable energy resources are gathered. 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The Birth Experience.from 2 Points of View Essay - 959 Words

We are all told that though painful, giving birth is one of the most amazing and beautiful experiences that a person can go through. When talking to two women that have given birth you see the differences of the two but you also see similarities. Given the opportunity to talk to two mothers I learned their stories and how things have changed in life from one time that one had given birth to the time the second woman gave birth. Even down to the simplest things there are differences in todays experience of giving birth that make things easier compared to 50 years ago. Two women, two stories, and a little person brought into this world, these sort of conversations are both enlightening and beautiful stories. Barbara Martin, a 72 year old†¦show more content†¦Because it was her first born the labor seemed long, although it only lasted 10 hours she said it â€Å"felt like forever†. It wasn’t until two hours after she gave birth that she finally got to see and hold her newborn baby girl. The second woman I interviewed was Shea-La Baker, a 24 year old caucasian woman. On the day after Thanksgiving 2008, 19 year old Shea-La found out that she was pregnant by missing her period. Though she didn’t take that as her only way of knowing, Shea-La went out and bought 5 at home pregnancy tests, that all confirmed she was indeed pregnant. At first Shea-La was filled with all sorts of emotions from scared, to happy, and from nervous to extremely excited. Being that Shea-La was young she knew this meant a big lifestyle change, she couldn’t go out and party and she was no longer going to be able to drink alcohol. As the first few months went by things went from new and exciting to tragic in an instant. In March 2009, her boyfriend, and father of her baby, was injured and put into a coma due to an ATV accident. Because of this accident Shea-La was filled with worry and stress so she was unable to enjoy being pregnant. After a month her boyfrien d was finally able to come home but still, Shea-La had to take care of him and it took a toll on her pregnancy. After it was Shea-La’s last trimester she was put on bed rest and finally had to stop and think about the health of her and her baby. During her pregnancy

Social Imagination - 579 Words

Social Imagination and Same Sex marriage and society. To me social imagination is the ability to remove yourself from a given situation whether it affects your life or not personally and try to imagine the situation or conflict from a different perspective or more global view. It’s the personal aspect that affects our judgments, opinions and actions in a particular situation. Removal of the personal viewpoint gives us a much fairer and unbiased way to make a decision that is fair. Removing our past prejudices and mores we have grown up with can give us a total different way of looking at the world. One of the greatest issues today affecting many countries but seemingly most evident right now in the United States is same sex marriage.†¦show more content†¦There was actually a landmark constitutional case, â€Å"Loving vs. Virgina† An interracial couple sued the state of Virginia as it was illegal at the time for interracial marriage and a couple was jailed for one year in Virginia for their marriage which was a violation of the Racial Integrity act of 1924. The Supreme court ruled this unconstitutional and ended all restriction on marriage according to race. That decision is now widely being used as the guide for the court on the Same Sex Marriage issues of DOMA and proposition 8. It was decided earlier the the freedom to marry is one of the basic civil rights of free men. The social opinions have changed so rapidly in regard to Same Sex Marriage. The country is now at 55% pro to 40% against voting that same sexed couple should be allowed to marry as compared to 1996 when the percentages were only 27% pro. This is extremely rapid social change for a country in 7 years. The way social imagination helps us to resolve issues like this is to remove our personal beliefs totally and be â€Å"outside† the issue. Not look at how this could affect us personally. Look at the individuals involved and remove our prejudices and try to imagine the situation in another form than we are familiar with. We will come to a decision totally different than one made with past opinions and bias and reach one with fairness toShow MoreRelatedSocial Imagination682 Words   |  3 PagesThe story of an hour, is about Louisise Mallard, a women with heart trouble that learned her husband died in a railroad disaster. Lousise sister, Josephine, did not tell Mrs.Mallard straightforward that he was dead, but instead veiled hints. 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Primary school teachers in uk Free Essays

string(94) " has been characterised as a typically female profession is also something that interests me\." Chapter 1 – Introduction This piece of work is designed to examine male primary school teachers; the work that they do, their supposed under representation in UK based primary schools and the apparent feminisation of the profession. Within this body of work there are various main aims which are to be met. Firstly an extensive examination of the factors that result in an under representation of men will be undertaken. We will write a custom essay sample on Primary school teachers in uk or any similar topic only for you Order Now Within this aim reasons for men not becoming primary school teachers that are provided in relevant research and literature will be critically analysed with the intention of giving a thorough multi-factoral explanation as to why men aren’t performing teaching jobs within the primary school sector. The second aim to be examined is to assess the effectiveness and purpose the role of a male primary teacher plays in the development of a child. There is a wide acceptance that the male primary school teacher is important in providing a male role model in a modern child’s life (Francis Skelton, 2005). This view amongst others will be queried as will the view that a male primary teacher can provide something that a female primary teacher cannot. The final primary aim is to look at the profession of primary school teaching historically and the role that the division of labour and patriarchy had on the shaping of primary school teaching. Within this the development of gender spe cific roles and jobs will be looked at along with the division of labour and the importance that patriarchy had in shaping these roles. Each of these aims will be divided into various sub-sections looking at specific points within each aim. Through the use of previous works, research and literature on each subject contrasting views will be critically analysed with the idea of coming to a conclusion and offering possible instruction regarding various facets that arise with the subject of the male primary school teacher. A lack of male primary school teachers is common all over the western world with many western countries driving to recruit more of what appears to be an endangered species (Skelton, 2003). There are many contributing factors for this being the case including the fear for men that being part of such a childcare profession could lead to them being branded as a paedophile (March bank Let herby, 2007). Since the development of the primary teaching role the preference has been to hire women rather than men as women were seen as more natural at aiding the development of a child and historically women were often hired due to them being very much a cheaper option (Quartararo, 1995). The modern assumption is that by not providing a sufficient male role model within the primary school setting that children and particularly boys are being put at a disadvantage (Wilson, 2006). Such a subject as the primary school teacher is important in the sense that the type of teacher a child has can impact on the child’s future development both academically and in future life chances (Leonhardt, 2010). It has even been described previously as the most important job in the world (Teachers First, 2008). Although this may be a slightly biased viewpoint should a male primary school teacher improve the academic attainment of those currently underachieving (such as those in the lower social class strata or boys in general) then the implementation of more male primary school teachers is important in ensuring every child is given the best opportunity to reach their potential and the drive by many countries to hire more men as primary school teachers is the right thing to do. Equally if the general consensus is that a male primary teacher does not offer anything that a female primary school teacher could offer in terms of teaching style or relationships with the children that they are teaching then reasons for some children’s underachievement are yet unidentified and pushing the recruitment of male primary school teachers may not be the best way to go forward in terms of improving teaching and the educational attainment of the child within the primary school sector. The subject of teaching will always hold great importance within a society as it aids in shaping the lives of those children who are being taught. If the teaching of children is at the best quality as it can be so will the quality of learning. The general aim of this work is to not only outline as to why men are not opting to teach in primary schools but also to assess whether trying to tempt more males into the job is beneficial. Would having more male teachers benefit the pupils that are being taught and will providing more male teachers mess with the division of labour that has been a part of UK life for years in a negative way? Personally the subject of male primary teachers is of great interest. A profession that may end up becoming my career, the role that the male primary teacher plays is of great importance to me. As personally I chose to pursue a career with children it interests me that the vast majority of my peers on the same degree course are women. The reasons as to why many males opt against taking a role in teaching or working with younger children while still being willing to work with children at secondary school level is also of great interest. Much of what I have learned regarding the taking care and teaching of younger children has been dictated to me by women; with this being the case whether a male does have an impact on the way a child learns or develops can be questioned. Should a male be practicing the same teaching methods as women are then does the gender of the teacher actually make a difference on how the child react to the teacher and in turn how the child learns. Why primary scho ol teaching has been characterised as a typically female profession is also something that interests me. You read "Primary school teachers in uk" in category "Essay examples" Why is it that a woman would historically be considered more suited to a job than a male like myself. Is this simply because women are the child bearers, or is it as a result of gender stereotyping stemming back to times where the patriarch took on a ‘breadwinner’ role while women took care of children or is it due to other contributing factors? Chapter 2: To examine and critically analyze the under representation of men in primary schools 2.1 – Introduction to the Chapter Within this chapter the number of males working in primary schools in the modern day will be examined. As well as looking at the statistics the reasons for men opting out of teaching in the primary school sector will be identified and critically analysed in an attempt to offer explanations for the reported under representation of men in primary schools today. 2.2 – A Feminised Profession? ‘No country should pride itself on its educational system if the teaching profession has become predominantly a world of women.’ (Langeveld, 1963 cited in Lyon Migniuolo, 1989). But this is what appears to be the case with the primary school sector of the UK education system. In 2009 statistics provided (Guardian, 2009) showed that a total of 4,587 which is more than a quarter of primary schools in the UK operated with solely female teachers. In some counties including Lancashire, Cumbria, Hampshire, Essex, Derbyshire, Hertfordshire and Norfolk there are more than 100 schools which are taught by just women teachers. In 2010 of 567,817 teachers were registered in the UK of which 75.1% are women, up from 74.4% in 2009 with the numbers of women working in schools increasing year on year since 2006. In terms of males 24.9% of the 567,817 are teachers, down from 25.6% in 2009. In terms of primary schools 12.5% of the teachers are men, down from 13% in 2009. (General Teaching Council cited in Telegraph, 2010). The expression of panic regarding the small numbers of male primary school teachers is nothing new as such feeling was similar during the rise of feminisation in the 1950’s and 1960’s (Acker 1994 cited in Drudy,2005) The possible reasons for such underrepresentation are vast. One reason may be that historically primary school teaching has been viewed as a feminised profession. Coffey and Delemont (2000) argue that primary school teaching being a feminine profession is a view that has a ‘long history’ and that since the establishment of the state education system in 1870 the teaching of younger children has consistently been seen as a job for women. So the idea that different sexes are more suited to certain jobs is not uncommon and there are various jobs around that are considered to be typical for women. Primary school teaching and nursing are just 2 examples of this. Within these kinds of professions there are certain attributes that are thought to be important in order to be good at said job. Primary teaching in particular is thought to require ‘emotional labour’ something that is said to be much more common in women than in men (Hochschild, 1983). This in turn poses various problems to those men who do work in primary schools; male teachers’ competence when working in primary school settings may be questioned should they not show levels of emotional labour that some women do. The same may occur should the male teacher begin to show signs of typical masculinity, something that is rather uncommon in primary schools. (Connell Messerschmidt 2005) In primary teaching men are in somewhat of a difficult situation, while in some cases their masculinity can give them an advantage in originally obtaining the job such displays of masculinity while in the job can be frowned upon by those women already working in the feminised job of primary education and leave them alienated from their colleagues (Allan, 1993). Should a male teacher however display the kind of attributes and attitudes currently associated with those working as a primary school teacher however then these attributes could be interpreted as feminine and the man may find their sexualit y becoming questioned (Sargent, 2001) something that may well prevent a man from thinking about teaching young children. The process by which sex is directly linked to feminine or masculine activities can lead to ‘sexism or sex stereotyping’ (Drudy 2005) something that may well be present within primary schools nowadays. An example of this is the way that male teachers are perceived; since the end of World War 2 the idea of men as teachers has been viewed as ‘out of place’ (Kaplan, 1974 cited in Robinson Hobson, 2004) and even morally questionable (Tubbs 1946 cited in National Association for the Education of Young Children, 1980). Currently it appears that the feminisation of the sector is as a result of various conditions including not just the sheer number of women working as primary school teachers but also the strengthened feminine interpretation of various facets in the job and the domestic ideology that comes with it. (Drudy, 2005) These are all thi ngs that could discourage men from pursuing a career in primary school teaching. Despite the apparent effect of a feminised profession preventing men from teaching in primary schools the whole premise behind describing primary schools as feminised has been questioned. If a primary school were to be considered unquestionably feminised then there would have to be various identifying factors rather than simply because of the sheer number of female staff at the setting. If we are to believe previous works on female teachers then one would expect to observe a non-hierarchical, democratic management system (Powney Weiner, 2000) with agendas within the school that are free to flexibility (Ozga, 1990). There is an argument that rather than the primary school environment being best suited to female teachers that infact it is becoming a more masculinised environment to work in (Mahony Hextall, 2000) particularly in reference to the management structure in that there is a hierarchy of staff rather than a democracy of such and in terms of how the schools in general appear to be structured; in an inflexible way based on routine and a fixed way of doing things (Mahony Hextall). If it were the case that the profession was becoming more suited to those with masculine tendencies then one would expect there to be a marked increase in men opting to teach in primary schools, with current statistics indicating otherwise (General Teaching Council cited in Telegraph, 2010) there must be other reasons as to why men are choosing not to become primary school teachers. 2.3 – The Social Status of Teachers Other potential reasons limiting the participation of males teaching in primary schools are things such as low social status and relatively low wage (Armitage, 1999). It is also claimed that ideas of the role a teacher has is shaped by the experience that each of us has when we were pupils (Campbell StNeill, 1994); with this in mind some people hold the view that primary school teachers have it easy. This view is put forward because some think that teachers have fairly short working hours similar to those of the students and as such aren’t as respected as they perhaps should be. The perceived long holidays in comparison to other jobs also has an effect on the social status of those working as primary teachers as some think that because they have relatively long holidays in comparison to other jobs that primary teachers ‘have it easy’ (Campbell StNeill, 1994). Primary school teachers it would appear hold even less social prestige than those working in secondary schools or other settings of education. This is because of the perception that those working with younger children do not have to work very hard and actually merely oversee play. (Rumbold, 1988 cited in Campbell StNeill) This along with the old saying ‘He who can does, he who cannot, teaches’ (George Bernard Shaw, Man and Superman â€Å"Maxims for Revolutionists†, 1903) results in a consensus engrained in UK national identity that those who teach are deficient in some way (Campbell StNeill, 1994), to be viewed in such a manner will not be an attractive prospect for those men perhaps thinking of becoming a primary school teacher. 2.4 – Male Teachers and the Fear of Being Branded a Paedophile Although on the face of things it would appear that job satisfaction and contentment for those working as primary school teachers is at a relatively low level due to low social status and relatively low wage in comparison to other jobs there are various findings that indicate otherwise. The National Foundation for Educational Research (2002) conducted research into the job satisfaction of teachers in comparison to the job satisfaction of people in other jobs. The findings showed that although there is a certain amount of dissatisfaction towards the pay that they receive and generally higher levels of stress amongst teachers they still enjoy more job satisfaction. Primary school teachers imparticular seemed to enjoy higher levels of job satisfaction and job security than not only those within other professions but also when compared to those teachers who work in secondary schools. Those teachers who do work in primary schools were also found to be more positive about the relationships that they form within their workplace with peers and were also found to be rather less disgruntled about the level of pay that they receive for doing their job (Sturman, 2002). It would appear that one of the major reasons for the modern day male deciding not to enter teaching at primary school level is through the fear of being branded a ‘child abuser’ or a ‘paedophile’. Due to high profile cases of child abduction and cases of paedophilia In the UK over recent years men are beginning to become more cautious with regards to spending time with children (Clark, 2010). A survey conducted by Play England (2010) discovered that in the UK 44% of men would be hesitant to help a child in need due to the risk of being seen as a child abductor or child abuser (Play England, 2010) this is perhaps due to guidelines set by the NSPCC advising men not to approach lost children for the aforementioned reasons (FACT, 2006). This fear may well be having an impact on the number of men opting to work in primary schools. John Bangs who is the assistant secretary for the national union of teachers argued that men are being put off by an increasing susp icion surrounding men who teach in primary schools, Bangs stated ‘people have become much more suspicious of men who want to work with children’ and that ‘these perceptions are absurd but men are reluctant to be stigmatised in this way’ (Guardian, 2008). This fear of being branded in such a way is something that many male primary teachers currently working have to deal with. During a study with primary school teachers Sargent (2001) found that many of the male teachers’ gripes with the profession was that of being labelled as a child abuser or as gay due to the work that they do. During the research it was found that the majority of respondents expressed a concern when coming into physical contact with the children that they teach. This is through the fear that when making physical contact with the child their intentions may be misconstrued and as a result may find themselves being accused of touching the child inappropriately or being homosexual. Wh ile female primary teachers can often come into close proximity with a child and even make physical contact with a child without much being said. Men on the other hand feel as though they are unable to have contact with a child due to the way that they may be viewed by others and through fear of the possible controversy that may ensue (Sargent, 2001). As so eloquently put by one of the respondents during the study conducted by Sargent ‘Women’s laps are places of love, men’s laps are places of danger’. This fear may well be having a negative effect on the teaching performance of those men as they cannot meet the social and emotional needs as effectively as their female counterparts (Sargent,2001). Although these fears of child abuse within schools are largely unfounded partly due to current stringent criminal record checking prior to teachers taking a job it is easy to see why some males may be hesitant about taking a job working with children and is also u nderstandable for those not wanting to work in primary schools due to the difficulties that these men face within their role. 2.5 – The Preference of Men to Teach in Secondary Schools The reason for the underrepresentation of men in primary schools may not be due to mistreatment in primary schools but rather a preference towards teaching in secondary schools. While statistics show that the number of male teachers in primary schools in dwindling in secondary schools disparity between the genders of secondary school teachers is not as evident as the split is much more balanced (Office for National Statistics, 2007). Rather than simply a preference of working with older children David Hanson, the chief executive of the Independent Association of Prep Schools argued that more men would opt for primary school teaching if there were opportunities to teach singular subjects similar to how secondary schools are taught. Hanson argued that teaching individual subjects meant that lessons become more ‘rigorous’ and that teachers taking part in teaching singular subjects take more pride in their job, it was also stated that ‘there seems to be something to do with men being able to attach a sense of status to the subject’ and that ‘subject specialism seems to have an appeal for men.’ (Davis, 2010) To argue that there is simply one reason why men choose not to teach in primary schools would be far too simplistic. The reasons for not teaching in a primary school could be specific to each individual. For example while one person may opt out of primary school teaching due to the lack of specialised subjects another may opt against it out of fear of being branded a child abuser. Reasons may also be due to various facets of the job that are unappealing. Despite the perceived multi factoral reasons for opting out of primary school teaching it may after all just come down to money. In 2009 52% more men chose to pursue a career in primary school teaching. The cause of this was attributed to the recent recession and subsequent insecurity of some other jobs where cuts were frequent or where promotion was difficult to come by. (Williams, 2010) It was then thought that through the job security and promotional opportunities that primary school teaching offers it was becoming a more appeali ng prospect for potential male teachers; although the vast majority of those opting to teach in primary schools are still women. 3.1 – Introduction to chapter This chapter will attempt to examine the reasons why there seems to be such a drive to introduce more male teachers into primary schools in the UK. Within the chapter whether introducing more male teachers is the best way to improve teaching practices and attainment of the children and where this leaves the female primary school teacher will be analysed, as will the effectiveness of male primary school teachers and the role that they play within the school. 3.2 – Male Teachers as Role Models Recently it has become the view of government officials that the dominant ‘female domain’ that is primary school teaching is beginning to have a negative effect on the achievement and attainment of male pupils (Morris 1998) and there have been numerous government initiatives established with the aim of increasing the number of male primary school teachers. But despite high profile drives to increase the numbers of male teachers’ numbers are still dwindling. Historically there did not seem to be any issue with the numbers of men in the primary school field until the 1980’s where feminists argued that the numbers of men teaching in primary schools should be increased as a means of breaking down sexual and gender barriers while perhaps having a positive effect on the children they teach. (Aspinwall, Drummond, 1989 cited in Brush Middlewood, 1997). As recent as 2009 there was a new drive encouraging males to become primary school teachers with a page on the go vernment’s website dedicated to getting men to teach younger children. One of the major reasons for championing the introduction male teachers into primary schools is the perceived problem of children not having a sufficient male role model. Much of this could be due to the distinct rise in children becoming members of single parent families (SPF). In 2007 it was announced that 24% of children; nearly a quarter were living in SPF’s. Within this 24% 9 out of 10 of these households are being headed by a women (often the mother) rather then the father or any other male figure (Independent, 2007). As a result of such figures for some it is thought that male pupils need male teachers as role models as well as teachers in order to develop and to reach their full potential. A poll conducted in 2008 for the Training and Development Agency of 800 men looked at the impact of male teachers in the development of boys. Within the survey it was found that 35% of respondents felt that having a male teacher encouraged them to work harder at schools, 50% said tha t they would be more likely to ask a male teacher for help regarding bullying, and 49% stated that they would be more likely to ask for help about school work if the teacher was male rather than if the teacher was female. Tanya Byron a consultant clinical psychologist claims that male primary school teachers are vital in providing a positive role model for children. Byron also claims that male primary school teachers are often stable and reliable figures in the lives of the children that they teach and that they inspire their children to ‘be more confident, work harder and to behave better’. Mancus (1992 cit; Drudy,2005) Found that when they are taught by both male and female teachers children became less rigid in thoughts about gender roles. Mancus continued by claiming that in comparison to their counterparts who have no male teachers those who do have male teachers to some degree tend to view male and female teachers as both nurturing as well as having authority. Thi s could result in giving boys a wider range of behavioural choices which means they may well be more likely to show a more nurturing side if they were to see a male teacher behaving in such a nurturing manner. It could however be argued that the impact of male teachers as role models is overstated. Currently in most of the developed world girls tend to perform better anyway (Programme for International Student Assessment, 2000 cit; OECD, 2000). The tendency regarding the underperformance of boys is to blame the feminisation of schooling for the disparity between the sexes. Miller (1996 cit; Kramarae Spender, 2000) claims that the apparent feminisation of the primary school sector is merely used as a scapegoat in explaining the underperformance of boys in schools and that values and mechanisms must be looked at before coming to such a conclusion. Differences in the attainment of the sexes are not particularly due to the feminisation of the primary school. When looking at how the sexes perform in school it is important to not simply look at the sex of the student when other things could have a more profound effect such as social class and where the child lives (Lynch, 1999)It can be argue d that there is infact no evidence that the feminisation of primary schools is the reason for any kind of underperformance by boys, this is underlined by the fact that in instances where boys outperform girls in things such as mathematics (OFSTED, 2003) this is irrelevant of whether the boys are taught by male or female teachers. Russell Hobby the general secretary of the National Association of Head Teachers has a similar point of view in thinking that male teachers effect on boys is overstated stating that he doesn’t believe that ‘it has a huge impact’ and that boys often have other male role models in other aspects of life such as ‘home, sporting clubs and the Boy Scouts’. This view is also argued by Allen (1994) who stated regarding male primary teachers as role models that ‘in practice, male role modelling emerges as a kind of optimistic ritual approach to solving social problems: No one knows what it is or how it works, but let’s do it anyway’. A study conducted in Australia also found that not all male primary school teachers were positive about the view that they should be/are considered role models for the children that they teach. Within the study of those who rejected the notion that they are a role model many stated that they regarded themselves as an ‘educator’ rather than a ‘parent substitute’ (Smith, 2004). Although many male primary school teachers accept the assumption that they are to be role models to those that they teach it could be argued that such expectations are putting unrealistic expectations on these people as they are already expected to teach these children should they also be expected to act as the primary male influence on these children’s life? 3.3 – The Job Being Done by Female Primary Teachers The whole question regarding male primary school teachers leaves the status of the female primary school teacher very much under question. On the page Graham Holley Chief Executive of the Teaching Development Agency stated that ‘Men are under-represented in primary schools and we are keen to improve the balance over time. This is not an educational issue: there is nothing wrong with the thousands of splendid women teachers who we are fortunate to have in our schools. But a well-balanced, diverse and representative workforce is of huge benefit to children socially and in their broader development.’ But it could be questioned as to whether the sex of the teacher is what matters in the first place The whole idea of trying to tempt more men into teaching in primary schools has been interpreted as an ‘implicit criticism’ of female teachers in primary schools by Chris Keates, the general secretary of NASUWT. Keates argued that there was little evidence to show tha t increasing the number of male teachers would have any significant influence on the further educational attainment of the children which they teach. Also it was argued that the apparent positives of hiring a male primary school teacher such as the ability to inspire children, encourage them to work harder and behave better are all attributes that are gender neutral and that women who are doing a good job in primary schools can encourage children to behave and work in a similar manner without having to be viewed as a role model. (Guardian, 2009). This is a view shared by Yee (1973) who claimed that in teacher recruitment it was not the sex of the teacher that actually made a difference in the education of the child instead it was the qualities of the teacher that actually mattered. It just so happened that the traits that make one a good teacher in the primary school sector are more common in women rather than men. This view is one that has been taken on by quite a few and has since been dubbed as the ‘so what’ factor (Armitage, 1999) Concerns that boys are under performing is something that is common all over the world in not just the UK but other Western and South American countries (Hutchings, 2001 cit; Skelton, 2002) and it may be simplistic to think that this is just because of a lack of male teachers within schools. While there appears to be a stereotyping of children in the sense that it is thought that boys require a male teacher in order to perform at their best it could be argued that a subsequent stereotyping of teachers is occurring at the same time. There is no doubt a need for strong teachers in primary schools and to suggest that one gender is better at fulfilling such a role this is merely emphasising damaging stereotypes (Burn, 2001). 3.3 – The Masculinisation of the Primary Sector On the contrary to what is commonly thought there is a view that the primary school sector is infact favouring male teachers rather than female teachers. Despite the sector becoming a profession predominantly occupied by women it would appear that this has not resulted in equal opportunities for the 2 sexes. In conducting a study regarding the promotion patterns of primary schools in the UK Thornton Bricheno (2000) found that often men enjoy career advancement which is quicker than what is commonly experienced by women. This is also suggested through statistics provided regarding primary schools in Scotland. In 2005 93% of primary school teachers were women and 7% men. Women accounted for 81% of head teachers in primary schools and men 19%; this shows a definite preference for promoting males rather than females to authoritative positions (Scotland.gov, 2007). As a result it was found that although men who do work as primary school teachers are in a relatively low status profession they tend to enjoy more power and status within it than their female counterparts and as a result men envisage a more rapid rise to higher paid positions; a finding that has been evidenced by a number of other studies on the subject (Reid Thornton, 2000 cit; Thornton Bricheno, 2006). It is thought that men who do opt to teach in primary schools are well aware of the promotion opportunities available to them. Skelton (2001) backed up this theory through conducting interviews with various male primary school teachers. Within those who were questioned one respondent claimed that men were placed in headship positions merely because they ‘were men’. Another respondent offered a more comprehensive explanation as to why men are elevated to roles of more responsibility citing the traditional ideas of masculinity; the teacher stated that within the modern day society men are seen primarily as men rather than teachers and that men are seen as slightly superior and able to pros per in a role such as head teacher. Despite this study being on a micro scale and as such cannot be generalised throughout the country there does appear to be some sort of validity to the claims that men are being unfairly favoured when a head teacher post comes available because they are male. The views of the primary school teacher as a whole are shaped by both cultural history and traditions within this country and the considerable influence of the media on the subject (Burn, 2001). Currently it would appear that men are being labelled as assets within the classroom (Pepperell Smedley, 1998) due to their supposed authoritative persona and ‘discipline man’ image. This is something that some male teachers use to their advantage; after getting used to women disciplining them children were taking more notice of male teachers due to their deeper voice (Burn, 2000). Grant (1989) had similar findings when examining the promotion aspects of women. When questioning a select group of women who were being interviewed with regards to a senior management position Grant found that posts often went to tall strong men who kept the children within their setting in line. These men were perceived as ‘bullies’ that took a hard line when it came to discipline by their fellow teachers and this was offered as a reason as to why they were selected to these higher roles. Whether the authoritative nature of the male teacher is the reason for men being given higher positions within the school setting is unclear but in recent times it does not appear that men are being preferred in these roles any more. According to data provided by the Training and Development Agency for Schools those who are being appointed as head teachers across the UK are much younger than has been previously, but perhaps of more greater significance in regards to this piece of work there appears to be a significant rise in the number of women being promoted to the headship positions. The statistics published stated that women were now accounting for 70% of the workforce along with now 67% of head teacher and deputy head teacher positions. In comparison to the rest of the UK workforce this percentage of women in senior management positions is relatively high with just 12.5% of senior management positions within the top 100 UK companies being occupied by women. (TDA, 2011 cited in Daily mail, 2011) 4.1 – Introduction to the Chapter This chapter will look at the history of the teaching profession and what has happened to shaped it into what it is today. Specifically the history of the division of labour and how it has affected the type of person to take a teaching job will be looked at, as will the debate of teaching being a professional or a semi-professional career. 4.2 – Gender Specific Jobs and the Division of Labour The idea that different roles are more suited to certain people is not something that is uncommon, as is explained through the ‘division of labour’. The division of labour is defined as the way by which different tasks are allocated to certain groups of people in a given society. The idea of the division of labour in post industrialised western countries is to increase production by allocating certain jobs to those deemed most suited to it. In terms of gender, this refers to the ‘sexual division of labour’ where the traditional roles of a male breadwinner and a female housewife are generally considered the norm. The sexual division of labour arose following the separation of the household and the workplace during the industrialisation of western civilisations at which time men were then expected to become the breadwinner and provide for their family while the woman was expected to stay at home, complete various domestic chores and look after any children wi thin the household. This occurred for a couple of reasons, firstly the jobs that arose as a result of industrialisation were primarily jobs of a physical nature; something that was assumed to be much more of a man’s forte as men were stereotypically thought to be stronger than women. As well as this women were considered more suited to the role of rearing the child due to the thought that women were more caring than men and also because women are the ones that give birth and carry the unborn child it was thought that this meant that the woman was more suited to the domestic role. With this sexual division of labour came the rise of patriarchy within western societies. As the men were going out to do work to keep the family running the men seemed to grasp a sense of greater importance and take the major ruling role within the family and other sectors. As stated; the male role is deemed as ‘instrumental’ while the woman’s role deemed as ‘expressiveâ₠¬â„¢ (Parsons 1956 cited in Podell, 1966) In terms of the UK the history of the division of labour and the patriarchal society has had a profound effect. Even in modern day Britain women between the ages of 16-64 are almost twice as likely to be considered ‘economically inactive’ than their male counterparts. Of those women who do work far less hours are contributed that men. Women were found to be four times more likely to work part-time rather than full time and on average spend 70% more hours on domestic chores than men (Washbrook, 2007).This seems to have had an effect on the amount of pay that women get in comparison to men for those working in full time work it was found that men are earning more an hour than women in 18% of circumstances while in part time work men are earning more an hour in 40% of circumstances. (Olsen Walby, 2004 cited in Washbrook, 2007) The reason for this has been given as because women often spend a longer amount of time outside of the workforce than men, often due to familial ca re responsibilities or maternity leave, something that men do not have or use as often as women do. (Olsen Walby, 2004 cited in Washbrook, 2007). The disparity of wages between the sexes is something that indicates the prominence of the division of labour. Becker (1991) offered possible explanation for this being the case. This is through the theory that through the difference in wage there is a benefit to the household generally. Becker argued that should a couple differ in wage and household productivity then the output of the household can be maximised if both the man and woman within the household allocate their time to the sector of which they are deemed most productive (i.e. women taking part in domestic work and men earning outside of the household) and then exchange any surplus work within either section with their respective spouse. Becker argued that the bigger the difference in the spouse’s productivity the greater the potential gains are for the household. (Beck er, 1991) Becker’s theory indicates that there is an assumption that the differing genders excel in different areas. Such assumptions when they are widely held by the society in which people live can have a marked effect on the choices that members of either sex make and also potentially the choices of occupation that individuals choose to be a part of. (Washbrook, 2007) Following research conducted in 2005 it was found that women appear to opt for occupations where the skills required are comparatively similar to those required within the domestic realm. Skills such as household maintenance and caring attributes required when bringing up children are the skills used in the jobs that women in the UK tend to choose. This is shown in that women in 2005 women accounted for over 80% of workers within secretary, administrative and personal service sectors. As we have examined; a high percentage of women were also seen to be working in the education sector. Though the percentage of those working in such a profession is not as high as 80% like in secretary, administrative or personal services the proportion of women working in the health, social work and importantly the education sectors is still high (Washbrook, 2007). There are certain indicators however that the division of labour is beginning to become impacted on. The changing of social trends over time is given as a possible reason for the division of labour being changed. A perfect example of this is the changing difference in pay between men and women. In 1973 the gap in pay between men working in full time work and women working in full time work was 29%, this had lowered by 12% to 17% in 2005. Within that same time period the number of women working in Britain rose by 10%. As mentioned previously much of the reason men were earning more money and were more likely to work full time was due to the amount of time women were spending outside of the workforce. More recently however women have to spend less time outside of the workforce due to numerous factors; the massive rise in divorce rates, the postponement of first marriage and the decrease of women wanting children or the delay of children has resulted in women have a longer period of tim e being able to be economically independent, spend a prolonged uninterrupted period of time within the workforce and as a result minimize the pay disparity between male workers and female workers. Educational attainment of the respective sexes has also been highlighted as a possible reason for the differences in pay reducing. In 1970/1971 of those in further education 58% were male, while 67% of those taking part in higher education were men. By the year 2000 things changed greatly, 59% of those in further education were now female while 57% of those in further education were also female (Washbrook, 2007) 4.3 – Primary School Teaching as a Profession Historically teaching in primary schools was deemed as a semi-professional job (Etzioni, 1969). This correlates with the observation that women historically worked in jobs where the pay was less than that for men, with much of the work they did do being part time. So what of the history regarding primary teaching as a ‘profession’A profession is defined as ‘an occupation, such as law, medicine, or engineering that requires considerable training and specialized study’. What is most noticeable about the definition provided is that there is no reference to teaching within it. This is primarily because historically teaching has not actually been viewed as a ‘profession’ as such. Although teaching had been acknowledged as an important job it was is rarely held in high esteem similar to that enjoyed by doctors or lawyers. This it is argued is due to the view that teachers who taught within public and grammar schools were ‘born and not madeâ€⠄¢ (Smith, 1957). Because of this these schools began to be populated by teachers who although were university educated were largely unprepared for the many potential difficulties that can arise within a classroom (Simon, 1981). The job first took a step towards professionalism following the 1902 education act. The 1902 education act provided the development of numerous grammar schools around the UK within which students had the opportunity to go on to teacher training colleges. Most importantly however the education act insisted that any entrants wishing to enrol into a teacher training college must have completed 4 years of full time grammar school education before doing so (Kandel, 1955). This meant that those pupils now wishing to become teachers were at least educated to a decent level and due to the teacher training colleges were in theory now better prepared for potential classroom situations. What the 1902education actually did however how widen the gap between elementary sc hools and grammar schools. Although in theory bringing the two closer by ensuring they were both involved with the state education system inadvertently the differing settings were being dragged further apart. The implementation of the 1902 education act meant that elementary schools and grammar schools were being governed by differing organisations, having to adhere to different codes. This meant that there was still a distinct difference in class between grammar schools and elementary schools and the quality of teachers that they could attract to their setting (Gillard, 2005). At first the teacher training colleges focussed solely on subjects and methods of teaching. The teachers association after a time decided however that this was not stringent enough and encouraged a style of training similar to that of other professions, the need to change the way which teachers were trained was enhanced when it became apparent that education was beginning to put a greater emphasis on aiding a child’s development not just intellectually but also physically morally and emotionally (Kandell, 1955). At this point universities began to offer their graduates who wished to become teachers an opportunity to continue studying at the same university in training departments whereby the students would learn about teaching theory and also teaching practically. (Gillard,2005). By 1944 the McNair committee report outlined various recommendations regarding the staffing and training of teachers; this included a 3 year compulsory training course for those who wished to become t eachers and also a salary increase for teachers. This report along with the education act of the same year was the first indication that teaching was becoming considered as a profession. The professionalism of teaching enjoyed a peak within the 1960’s in the UK due to various contributing factors. In 1960 the recommendation by the McNair report to extend the teacher training course from 2 years to 3 years came into fruition. In 1963 the Robbins report also recommended the introduction of other teaching degree courses where over a 4 year period students could study both education and 2 other main subjects. In 1964 school councils were introduced following a recommendation from the Lockwood report. This in theory meant that schools would have much more responsibility for what goes on within their own school. This meant that schools could take a role in what they teach to their pupils and also how the curriculum is taught to them by their teachers. This in turn was designed to h elp the teachers meet the expanding needs of their pupils by giving them a bit more freedom to teach using different techniques. (Watkins, 1993) In 1967 the Plowden report was published. Although congratulating the unique responsibility ad spur of freedom that teachers in the UK had the report did express some issue with the training system at that time. Plowden felt that it was wrong that someone can obtain a teaching degree with little or no professional training, consequently Plowden recommended that all teachers should be required to become professionally qualified prior to taking on a teaching role. (Plowden, 1968) In 1970 Plowden’s recommendations regarding professional qualification was taken on board by the government and at which time it became a requirement for teachers to gain Qualified Teacher Status and be approved by the teaching department prior to conducting formal teaching within any school. One would think that this would result in teachers being seen as professionals but this was not the case. A series of publications criticising teachers and teaching were released, the first publication in 1969 argued that teaching in primary schools was a major cause of unrest amongst university students as well as a large factor in developing other unwelcome tendencies amongst students (Gallton, Simon Croll, 1980). A publication by Bennet (1976) also received much press attention as apparent ‘progressive’ styles of teaching supposedly was having a negative effect on the development of their pupils (Galton, Simon Croll, 1980). Publications of such Black Papers lead to the involvement of then Prime Minister Jim Callaghan who although applauding much of what goes on within schools expressed a concern at complaints within the teaching profession that many of those who were being recruited into the job did not have the basic skills required in order to effectively carry ou t their job. Callaghan also noted the concern being expressed by parents regarding the perceived informal methods of teaching being utilised by many teachers at that time (Gillard, 2005). Callaghan went on to explain that teachers were in such a job to appease both industry and parents while meeting the needs of their pupils. He also stated that if the general public were not convinced that teachers were doing things correctly then the profession was sure to come under more scrutiny in the future. The appointment of the Conservative government in 1979 and the subsequent 1980 education act went about taking a share of the power from teachers in the education system and giving in to parents. Parents were now given the opportunity to take a seat on the school boards and were also given greater freedom in deciding where their children went to school. Parents continuously were given more power throughout the 80’s with the 1984 ‘parental influence at school’ green pape r, the implication of which was that parents and government officials were blaming teachers for the state of the education system and in order for the system to improve then parents and officials must take a more prominent role in shaping the education system. (Gillard, 2005) It wasn’t just the teachers who suffered from such assumptions however; it had a damaging effect on the education of the children, most particularly in terms of the curriculum. The emphasis of the Conservative government in terms of education was that teachers should be teaching children the 3 R’s of reading, writing and arithmetic rather than any other more experimental teaching (Gillard, 2005). This method of teaching was introduced despite the opposition of many, it was actually thought by many that a flexible curriculum, concentrating on cognitive development would be better in aiding the development of the child. (Gipps, 1993 cited in Chitty Simon, 1993). In more recent times teachers are continuing to suffer from a lack of morale and from a lack of status with little help from the government in rectifying the situation. (Gillard, 2005). The year 2003 saw what appeared to be a return to the past where teachers did not require specialist training. This became the case as student teachers were given permission to cover for fully qualified staff when they are off school. This was often cheaper than hiring fully qualified substitute teachers and became commonplace in schools around the country (Revell, 2004). The use of unqualified workers within schools was something championed by the Labour government in 2005 where the government said that they would widen routes into teaching by providing more varied support staff roles within schools. New teachers also argued that often schools often shirked their responsibility with regards to dedicating 10% of the teacher’s timetable for professional development. (Revell, 2005). The prominenc e of unqualified workers operating within schools and the lack of continuous professional training for newly appointed teachers makes it unsurprising that often teaching isn’t considered to be a profession. In order to achieve the best results for both teachers and pupils it should ensured that teachers are sufficiently trained before entering a job. Although it is important for students wishing to enter teaching to experience it first hand unqualified teachers should not be permitted to teach classes alone as they are as of yet unqualified to do so. 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