Social And Political Factors: National Curriculum

Social And Political Factors: National Curriculum In understanding the factors that led historically to the formation of the Education National Curriculum, it is important to understand the position of Britain troughout history in the past three centuries in terms of socio-economical structure, political trends, religious climate as well as the position of the country in the international arena, both economically and socially. With these three aspects together, and the different historic events and legislations that took place during the XIX and XX century, it becomes clear the reasons, motivations and necesities that led to the establishement of such curriculum within the already established education structure of the country, as well as its objectives and purposes. The British Government attached little importance to education until the end of the 19th century, however there is evidence of the change in mentality before the end of the century. It all began on 1807 when Samuel Whitbread, a champion of religious and civil rights, and a proponent of a national education system he proposed the abolition of slavery, (1) proposed a new poor law , establishing a free educational system -two years of education for those unable to pay- the measure was of course seen too radical for the time and thus easily defeated in the house of common. (2) This thinking is nurtured mainly to the climate of the time, where higher classes of society had no interest in cultural developement, the relationship that Britain had with other countries was totally vertical, Britain had a reputation and status and has always been more concetrated in colonial adquisitions, external growth and power, Britain was leading the world in industry and commerce, there was a laissez-fair e feeling that education would somehow take care of itself.(3) The Idea of education for the masses remained within the spirit of the times, but it only started to gain real interest on the second half of the 19th century when the commercial and manufacturing supremacy of Britain was in decline in comparisson to other european counterparts (4) it now seemed financiable viable to have educated workforce. At that time, the Church of England was responsible for most schools, à ¢Ã¢â€š ¬Ã… ¾Before 1870, education was largely a private affair, with wealthy parents sending their children to fee-paying schools, and others using whatever local teaching was made available (5). It became clear that education needed to (surpass) that frontier of elite, and be more centrered towards the masses, In the second half of the 19th century, not only Britains supremacy was in decline, but crime, pauperism and social distress increased as well, as a sign of lack of a developed education system, political and social stability were now linked with education of the peo ple (6) It is only until 1870 that we can see real State intervention in the education field, The Education Act of 1870 drawn by William Edward Foster, and thus known as à ¢Ã¢â€š ¬Ã… ¾the Foster Act , gave birth to the modern education system in England (4,6) (5), at the time the Chancellor of the Exchequer, Robert Lowe, remarked that the government would now have to educate our masters. (7) It can be seen clearly that there was an advancement in mentality towards education of the people and the future of the country; this act stressed four main points : first, the country will be divided into School districts. Second, School Boards were to be elected by ratepayers in each district. Third, School Boards were to examine the provision of elementary education in their district, and make arrangements if necessary. And fourth, school Boards could make their own by-laws, allowing them to to charges fees if necessary. It was an establishement of elementary schools nationwide, not replacing those s chools run and/or erected by the Church or any other independent body, but it supplemented them. (8) Following to the Foster Act, many others followed such as :The Free Education Act 1891 , The , The Voluntary Schools Act 1897, which stresses in areas such as funding and compulsory age leaving, started to à ¢Ã¢â€š ¬Ã… ¾modernised and forge the education system that we know, Later acts such as The Education Act 1902 , abolished school boards and created Local Education Authorities (LEA) and the 1918 Fischer Act which concentrates on compulsory age of leaving school for Secondary. (5) A well structured Education system was being born in england, driven by the need to have skilled and qualified work force, what followed is the 1944 Education act also know as the Buttler Act which changed the education system for secondary schools implementing a tripartite eduation system and secondary education free for all pupils (9). And thus replacing all previous legislation. 1944 Education Act was an attempt to create the structure for the post-war British education system (10) It only took effect until 1947 after WWII. WWII played an extremely important role in the vision that politicians had on education. In effect, the example set by other european countries in terms of political and social balance everyone else seemed to be doing better than England, mainly because they had better education systems, what stroke the most was the advancement in technology that Germany showoff during the war(13), the astonish organization of its people, the loyalty to the Nazi cause, and the fact that they were all pursuing the same goal. This opened the eyes, not only of the British but to the world. The Nazis were aware that education would create loyal Nazis by the time they reached adulthood, schools were to play a critical part in developing a loyal following for Hitler indoctrination and the use of Nazi propaganda. The sole purpose of this educational structure was to create a future generation that was blindly loyal to Hitler and the Nazis. (11) This historic event let to favouring the formation of a natio nal curriculum, not to follow Hitlers steps per se, but learn from the education experience, however, there is the doubt and fear of political indoctrination, in the formation of such curriculum. There was however a strong motivation to educate the people, produce better citizens and better workers, the British were now more concentrated in quality of the labour rather than quantity. (12) The real revolution in education legislation came in 1988 with the education reform act, which is so far the most important since Butlers act, with this reform was born the National Curriculum(14), so far the most important provision, giving an estatury entiletlement to learning for all, regardless of gender, race, or special situation, determining what should be taught, how, and when, it also sets attainment targets for learning and how this should be asses. (15) The British goverment finally understood that it is important to organize education in the country without letting anyone out, they also understtod the need of educated people, not only in the workforce but as well educated persons, nurturing with moral and values, education became the reflexion of a whole society and society is what makes a country, We have seen the past of Education in the British society and how little importance it had in times when power and wealth seemed the most important, we have also seen how a laissez-faire policy on education did not bring any strengh to society or feeling of collectivity, it is seen as well the different motivations and changes in mentality towards education for the masses throutout history, many pieces of legislations and acts have been drafted in order to secure educated generations to come. Knowing as well the position of power, influence and wealth that England has always represented in the global arena, and following the repercusions and experiences from WWII, it was just a matter of time for England to start thinking in investing in its people, in creating a society that reflects the wealth and power that it endevours, and that society is built throughout education, and the creation of the National curriculum sets the criteria to the delivery of such education aware and responsi ve to changes in society and the economy, aware of the need to nourrish a multi-ethnical society in the spiritual, moral, social and cultural areas adapting to the needs and demands of the time. Society reflects a nation, and a nation reflects society, the National curriculum allows today to educate both, the future nation, and the society to come. B- demonstrate understanding of the National Curriculum by showing how it makes provisions for meeting the holistic needs of all learners. The art of holistic education lies in its responsiveness to the diverse learning styles and needs of evolving human beings. (16) Having an holistic approach means taking into account and consideration the complete person, both, physically and psycologicaly, in education sector this is based in giving sense to identity to every learner, a purpose in life and connections to a collectivity. The National Curriculum in Enlgand promotes develoment in many different areas that can be qualified as à ¢Ã¢â€š ¬Ã… ¾holistic in the sense that their purpose is to foster a balanced education in the knowledge or academic field and the pastoral or more psychological care of each pupil as well. The National Curriculum makes various provisions to meet this holisctic needs such as the promotion of spiritual, moral, social and cultural attitudes and understandings, also promoting key skills, thinking skills and other important aspects(17) that will enable every pupil to develop independent reasoning and thinking, in order to make decisions and be an active and correct member of this society, both intelectually and moraly. We will go throught this provisions to demonstrate how the National Curriculum aim to meet the holistic needs of every learner regardles . In a rapidly changing society, it is important to have a curriculum that will adapt to its sudden cahnges, that is why the four main purposes of the curriculum are set in a way that will enable everyone to be responsive to the needs of the time, these four main purposes are, first: to establish an entitlement of areas of studies and develop of knowledge. Second, establishing standars of performance and assesment in order to examine the learning progress. Third, promoting continuty and coherence that will enable learners to facilitate transitions in a fast moving society and fourth, promoting public understanding leaving to the public the right to discuss about educational issues, giving the collectivity confidence in the openensees of its work. By this, it is intendend to guarantee to the collectivity effective ways to meet the individual needs of every child by clearly and transparently establishing this four main purposes in education. Being a very important aspect taking into account the age of the learners, the National Curriculum has been developed in a cognitive style, this is with the porpuse of creating a more balanced and relaxed way of learning, meeting the needs of each pupil at the correct stage of their developement. That is why the National curriculum its organized and establishes key stages, every Children develop at different rates and this is important to not let anyone behind, and also to ensure the same standards of teaching and learning across the nation. This rigourous aspect of the Curriculum intends to meet the needs of the learners holistically, by being aware of the external and internal influences of a whole generation in a country, giving coherence in what is being taught and taking into account the aging factor. Anotherimportant component of the National curriculum is Religious education; on despite of the fact that parents are free to withdrawn their children from these, it remains a basic component of the curriculum it is considered to make a distinctive contribution to the School curiculum by developing the pupils knowledge and understanding of religious beliefs, by which pupils will consider and respond to a variety of important questions related to thier own spiritual developement, develop identity and comon belongings and values in the comunity(17). Great britain has been mainly christian, but other principal religions presented in Britain and must be taken into account. The spiritual aspect of a human being plays an important role in its developement and the National curriculum provides guidelines to foster this, in a multiethnic society. Other Aspects that promotes the national curriculum are the developent of skills. In effect, the National curiculum promotes Key skills and thinking skills as part of the learning experience. Key skills are intended to help learners in understanding how can they improve and perfom better in their own education, these are embeded in the National curriculum, in all subjects, pupils will be taught skills such as : communication, Application of numbers, information and technology, working with others, improving own learning and problem solving. Skills that will not only nurture their academic education but will enrich their interaction with the outside world. Thinking skills, on the other hand complement the latter and will give pupils all the tools to have creative and analytical thinking, reasoning deducting and evaluating skills, allowing pupils to understand the why and how of their environment. The National Curriculum promotes financial aspects, as is important nowadays to be aware of the changes in the economy and be aware and informed costumers, to make inteligent financial decisions aware of the responsabilities and rights as knowledgeable costumers. In order to do it so, the national curriculum Promotes the adquisition of, financial capability knowledge, entreprise and entreprenual skills that will enable pupils to have some foundation knowledge if they consider as a career path, and the promotion od education for sustainalbe development, which encourage pupils to understand and value the taking part in how we do things individually and in collectively. We have seen how in order to adapt to a changing environement the National curriculum has set criteria to meet these changes and how the age factor is an important issue in the delivering of the education that the national curiculum promotes, being aware that as human beings we develope at different rates. It also takes into consideration Religious education, which enlighten mind and soul in the understanding of ourselfs as beings. With all this clear and set up as a statury entitlement for pupils in england, it is clear that the National curriculum aims to the delivery of an academic and pastoral education in a balanced style and thus having an holistic approach, giving chnces to all learners to develop at thier rate and providing order and criteria to educators in order to deliver such education, the face of the nation relies on the developemtn of their students, and its important for a nation to have educated people in knowledge and sound in mind, ready to make part of a multiethn ical society. C- Understand the strenghts and weaknesses of the National Curriculum The National Curriculum is the most essential and important tool for teachers and it has been a revolutionary approach to education in this nation. Delopping Differentiated lesson planning skils: Learning outcome a) :In demonstrating understanding of the key areas of a lesson plan, A lesson plan is a teachers detailed description of the course of instruction for an individual lesson, it should encourage learners to progress and motivate them to improve in their work, it should also excite interest and commitment and willing to continue the learning. To achieve this results, it is very important to have a clear understanding of the key areas of a lesson plan, their purpose, their significance and impact in the lesson itself and very importantly, be proactive in the adaptation of varied approaches in addressing all learners needs in each key area of the lesson in order to differentiate every learning need, creating an environment conducive to learning for all. A quality lesson plan must be a reflection of the school vision as well as philosophy and obviously integrating the National Curriculum guidelines both in the pastoral and academics, making provisions for pupils different learning needs, these should not be time-consuming and should become a teachers second nature. A well composed lesson plan allows any person educated in the subject to deliver a lesson without any further details, just using the lesson plan as a guide. There are six key areas in a lesson plan. 1) General Background: is the detailed information about the lesson, such as : date, Year group, classroom number, unit of work, subject, support available, number of SEN pupils, risk assessment, links to National Curriculum and type of pupils (mix-abilities, mono ethnical, multi-ethnic, etc) all these information will enable the teacher to know, What, Where, and Who, is he going to teach and by knowing these details, the teacher can then adapt or create teaching resources accordingly. 2) Lesson Objective: What do you want your students to learn as a result of the lesson? In a nutshell, the answer to this question is a lesson objective. A Lesson objective should be clear, realistic and measurable, always be aware of what grade level the lesson plan is being put in place for.(page 20) it shows the keywords of the lesson, the teacher must know; where the students are heading, how are they reaching there and know when they have arrived (page 34) A lesson objective is what the teacher wants to achieve with the pupils, these must be coherent and always within the framework of the National Curriculum programme of study. 3) Learning outcomes: is what the learner will be able to do as a result of the learning experience. They vary depending on the pupils ability, learning outcomes are a tool to examine learning process in certain pupils and know where to improve, they should be differentiated and always tailored in what the pupils will achieve, it is important to use formats such as: all pupils will be able to Most pupils will be able to Some pupils will be able to. Teachers should prepare or adapt resources beforehand at different levels to allow pupils to advance at their rate, also encourage students and share the objectives in the classroom so that they can make decisions about their own improvement, the teacher must of course apply many different strategies to achieve differentiation. According to Bloom Learners should benefit from: cognitive, affective and psycho-motor domains, that is why is very important for teachers to prepare a large variety of resources to enable a benefit learning, thinking about the learning styles of the pupils and adapting all of these thoroughly. The teaching should focus on the particular intelligences of each person (multiple intelligence H.Gardner) . 4) Starter: it can be defined as an attention grabber, teachers as part of their lesson delivery must be creative and think in ways to grab and incite attention to the lesson, a starter is defined by many as a fun based activity that will ignite curiosity. Creativity can be in any form, the starter should be brief, allowing pupils mind to get interest in the subject making them want to know more. Starters can be linked as well with previous subjects to carry on continuity of the lesson, always bearing in mind to use as much as possible all learning styles, also keeping in mind strategies to grab the attention of SEN pupils who might not be as excited as his peers in knowing more about the lesson, always have differentiation as a second nature. 5) Main Lesson: Is the period of time in which learners are taught about a particular subject or taught how to perform a particular activity, In other words, is the delivery of the lesson by the teacher; the transfer of knowledge, it should be in an oderly fashion, using as much teaching methods and ressources as possible in order to integrate all learning styles and learning intelligences (H gardner). It is the duty of the teacher to build some kind of motivation from the part of his pupils into the lesson and thus, enabeling an enthusiastic learning. The main lesson can include: Videos, peer talk, debates, discussions, visits from people into the classroom. There should be a variety of student activities, they should be engaged, active, not passive in order to reinforce the learning experience, this activity part takes place soon after the learning experience. 6) The Plenary: The plenary helps Students to have an overall picture of what they are learning; What have we learned today from this/these activities? Pupils usually reflect their difficulties and doubts, these can be discussed and help clear common difficulties; Summary notes can be given at the end. After completion of work it is important to go over any common difficulties with the group, it is important to ask for feedback from the class as a whole in order to summarize what has been learned, the plenary can be a very interesting part of a lesson for inexperience or new teachers as own teaching performance can be asses to see if the primary lesson objective is being met, teachers can then realize what is going wrong in the delivery of their own teaching through the plenary. Lesson plan is a rigorous method to structure what is going to occur in the lesson. Lesson plan is an art not a Science, (442 teaching today) Which lead to the conclude that a lesson plan is the key for a succesful lesson, planning carefully and thourufully each lesson, taking into account the needs of the students, encounter unexpected situations, always thinking in preparing too much because at the end of the day: fail to plan is plan to fail. B) Explain how a lesson plan can meet the needs of individual learners: Inclusion, differentiation, diversity, entitlement, equal opportunities, special needs, personalised learning, ensuring equal opportunities All of these concepts are highlighted strongly to trainee teachers and always brought up as if it was the most important concepts in teaching; and the reality is indeed that those concept are the most important and the first that should be bared in mind at all times when wanting to teach in an UK classroom, concepts that must become an automatism in the teaching profession. The UK is hitherto a multi-ethnic and cultural society that has put equality of rights at the top, reason why education must reflect the same vision and values. But how can a lesson plan meet the needs of individual learners in a classroom where every individual might have a learning need? It will be illustrated the issue of inclusive education and mix abilitiy in the classroom and how a well prepared lesson plan can meet the needs of individual learners and have an inclusive approach. In 1978 Baroness Warnock in the early 1980s laid the foundation for the Statement of Special Education Needs: a legally binding assesment guaranteeing ressources for children with severe needs, she denounced as well segregation in the schools and coined the term SEN. The principle of Inclusion is that children with Special Educational Needs (SEN) or a Disability have the right to be educated in Mainstream Schools alongside other children from their community rather than being educated in Special Schools(cita). Main education needs are the following: Cognitive and learning difficulties (dyslexia, dyspraxia, dyscalculia) Autistic spectrum difficulties Behavioural, social and emotional difficulties Sensory and physical (Visual and hearing impairments) Interaction difficulties (EAL-English) Inclusion can be seen as a top up for integration, is about removing all possible barriers that avoid development, learning and participation in the school, and that includes drafting every lesson plan in this fashion. Teachers can always consider his pupils special needs and integrate appropiate strategies and resources on his lesson plans, they should not be necessarirly time or money consuming and should be, of course effective. There are however situations in which the need of the pupil is severe and such an approach can be inadequate in meeting certain pupils needs, in these cases, special provisions and IEPs Individual Education Plan, can help the concerned pupil in achieveing identified targets in his learning, and thus ameliorating by identifying his learning style. IEP will be explained more in depth in section (D) of this module. As a result of inclusion, integration and diversity in the classroom, teachers face themselves with the challenging task of delivering lesson to mix-abilities pupils. Education in the UK is dealt in a cognitive progression (citacion), The National Curriculum sets targets and attainment levels, their porpuse is to differeantiate that pupils have different abilities, they all have differences in learning styles, different ways of thinking and preferences, Hence the reason why teachers must integrate sustainable and measurable learning challengeces, integrating a variety of activiy for each learning and ability group in order to extend their abilities. An example would be as illustrated in annex where, as shown in this lesson plan for year 3, teacher introduce all VAK learning styles into his lesson plan, making as well provisions and arrangements for students who might demonstrate a lack of inclusion to the mainstream lesson, the teacher had the previous acknoledgemt about his classroom, knowing that he has two statemented pupils, an autistic and an ADHD. Teacher has made provisions for a rich lesson in ressources and VAK styles (citacion), taking into account the fact tthat they will be pushed to develop their way of learning and understanding, challenged to carry on their learning in mainstream at the same time that their peers , this will give confidence to them, encouraging, making them part of the lesson as a whole, inluding them, integrating them into the lesson, which is exactly what the National Curriculum says. Teachers should understant of course, how far to push and how, understand the limitations of the learners. When a teacher sees a sign of alarm e.g, a pupil left behind and lost in the lesson, is the teachers duty to have made previous provisions and take inmediate action to help metting that particular pupils learning need. Teacher can first, as part of his lesson, expect this situations arising and have a back up plan to support, they should be effective but not exhausting and consuming that would distract the teacher from the rest of the pupils (see annex special provisions) drafting an IEP in cases where there is a genuine strong difficulty, its the tool will allow us in identifying the rot of these difficulties as well as in understanding how to reach this learner, what is his learning style ? and the special provisions that will be done for him, would be discovered, and easier to implement in the future. See IEP (section d of this module) We must not forger that as teacher, we will have the opportunity to encounter many gifted and talented pupils, who themselves, happened to have a learning need, in fact, if as teacher we concentrate too much in delivering a lesson objective without preparing more in depth ressources and knowledge, these students will not be benefeting of and appropriate education, these pupils demonstrate leadership, initiative, creativitenes, high level of practical skills, so there must be provisions done to meet these demanding needs as the group is achieveng as well in its many different abilities. Research and observations from educators has led to a large variety of teaching methods, research done by Professor John Hattie concluded that successful methods share three caractheristics: They set challenging tasks, students and teacher get informative feedback and that the teaching was constructivist. Concluding that after all the teaching procces should include both parties constatntly evolving (Student Teacher) and have a dialogue approach. Learning from studies done about education will enable teachers in many different ways about delivering an inclusive education.Teachers must make sure to adquire as much academic knowledge regarding inclusion as possible and apply in many different ways, being an energetic proactive person willing to enthusiastically and objectively deliver a lesson plan with the solely objective in mind (in the mind of the teacher), of making that lesson objective for the day create great learning outcomes from the part of the pupils, and repeat that every day. c. Be able to adopt an inclusive lesson plan for a mix-ability group. D) Be able to demonstrate understanding of an IEP. When do we write an IEP? More than just understanding an IEP, knowing when to apply one is the real challenge. When the expected results in the pupil learning are not met, and there are signs of alarm, an IEP is an early intervention. IEPs are working documents for all staff that must be written in a jargon free language understandable for all. In it, a structured planning documentation to help students achieve identified targets. It ditacte what should be teach and the criteria; setting realistic targets that should be assessable and understandable. They should be teaching and learning plans setting out what, how and how often particular knowledge, understanding and skills should be taught. Using additional or different activities from the mainstream lesson. It contains the steps and teaching requirements needed to help students achieve identified targets.(inclusive edu) Porpuses of IEPs are mostly ocused in addresing an identified learning need in order to discover proper ways on how to meet the pupil;s learning need, and how to address it. As a result of an IEP, teachers have two tools: early action plus and school action plus. The former, focuses on what provisions can the school make to help the pupil using internal resources in the school, the latter, is intervention of external parties from the school that can address more appropiately e.g psychologists, police, etc (cita) An IEP should include: Short term targets, teaching strategies, provisions, revision date, succes or exit criteria, outcomes. Everything should be realistic and integral to classroom and curriculum planning. Targets should be achievable for both pupil and teacher, they should be in small steps so that the succes is clearly visible to the pupil as he will become more self-confident, the challenges will be made rigourous. Parents should always be informed and communicate with them, they are a great source of information and help. Pupils informaito nshould be communicated to all staff inless issues of confidentiallity should be considered. However if the need is severe or complex, all staff should be informed, record progress and share with parents al the information. Its important to note that one-to-one tuition will not always be the best way: an alternative and most appropitate way will be providing differentiated or additional learning material, equipment, peer or adult support. As a result of an IEP, concerne pupils will be monitored and will benefit from differentiated or additional learning that in some cases led the educators the task to make the pupil achieve targets, an IEP is the first step in cases when educators are identifying a genuine learning difficulty requiring a statementing process, informaton about the 5- Classroom behavious management A) Understand different strategies for dealing with childrens behaviour in the classroom and their link with different theories on behaviour. Classroom management is how the teacher delivers the curriculum and the environment at which students will learn (cita pag55 mana). Throughout time, q lqrve variety of theories and strategies about behaviour have been made available, thanks

McGregor -Theory X and Theory Y Essay

McGregor, an American psychologist, built upon earlier studies into the psychology of the workplace. From these studies he constructed a model of management attitudes, and from this model demonstrated that managers, wittingly or unwittingly, strongly dictated the type and attitude of workers in their employ. McGregor firstly examined the work of Taylor. In the early 1900’s the Classical and Scientific (Taylorian) schools of management, suggested that workers were to be given tasks in their simplest forms. Within such Taylorian businesses, the role of management was to ensure that the simplest, most efficient, and productive working methods were used. Employees would have nothing to contribute but their labour. It can be argued that the early success of Ford Motors was to a large part due to the implementation of this structure. The second element McGregor used was the more recently developed Human Relations School. Studies performed by students of the Human Relations School, such as Mayo, found that many employees would produce higher levels of output, and be more aware of quality issues, if they are brought into the decision making that affected their jobs, rather than being just told what to do, and how to do it . There was a recognition by the Human Relations School that employees would have needs over and above those of financial needs. And if these needs were at least partially satisfied workers would become able to contribute to the more efficient operation of the business organisation. McGregor then put forward the idea that in the main, it was managers that created the two types of worker, and if this were so, managers had the ability to, over time, change the psychology of their employees. He called the two types of managers -Theory X and Theory Y ? The Theory X Manager The first of these management styles, is founded upon the â€Å"assumption of the mediocrity of the masses†. The Theory X type of manager makes several assumptions about his employees, (none of them good): ? Workers must be supervised, or quality and quantity of output will fall ? Workers only respect the type of boss that tells them what to do, and does so with complete authority ? Money is the only motivator ? Workers do not want to be involved in the decision making process ? Workers wish to remain faceless and unknown to management ? Workers have little ambition, they wish to remain ‘one of the boys’ ? The Theory Y Manager The Theory Y manager of course believes that the reverse is true. He starts with several positive assumptions about his employees. ? Workers cannot be motivated by money alone, they seek more than financial satisfaction from their jobs. ? Workers are ambitious, willing to train, and contribute to improve their chances of promotion. ? Workers will be more efficient if they are left to their own devices. Trust breeds responsibility. ? Workers want to contribute to improving efficiency. They want to be seen, noticed, rewarded and appreciated when they work well. ? The impact of Theory X and Theory Y managers on Businesses. If managers behave in the ways indicated above, there must be many company wide implications for all hierarchically structured businesses (i.e. all medium to large businesses). The main areas of impact will be in: ? The use of job enrichment and enlargement ? Empowerment ? Delegation and methods of communication ? Hierarchical structure To use a quote from McGregor â€Å"The theoretical assumptions management hold about controlling its human resources, determine the whole character of the enterprise.† ? Consequences of Theory Y Managers The above quote indicates that Theory Y managers are likely to create an open structure, with both formal and informal paths of communication, and delegated powers. Workers will be given responsibilities, and a wider range of tasks. In the case of Theory Y managers, managers are facilitators. It is likely that managers will adopt a Democratic Style – this is based on encouraging participation in decision making. In the case of Theory Y managers the consequences for the firm will be: ? Requirement for training ? Use of cell working – restructuring of production and service methods ? Setting up of formal communication channels, with both vertical and lateral communication. ? Promotion structures ? Flexible working practices ? Consequences of Theory X Managers But on the other hand, if managers are employed who believe that workers have little or no ambition, wish to be left alone, must not be involved in the wider business environment and must be supervised if they are to maintain quality and quantity of work, then a reverse set of consequences arise. In this case these Theory X managers are likely to be Autocratic managers who are objective and task setters, controlling and dictating operations. The consequences to the firm include: ? Strict control of formal methods of communication ? Tasks must be designed so they are broken down into their simplest units ? Responsibilities must be clear and unambiguous ? Supervisors must maintain quality. ? High level of dependence on decision making of senior management ? Conclusions The essence of this theory is that the managers will, over a period of time, dictate how workers behave. So if we have a Theory Y manager positioned in a business where workers have previously behaved within the Theory X pattern, it is quite possible for the existing workers to be transformed from being uncooperative, de-motivated, and unconcerned with the success of the business to become contributors, motivated to improve quality, output and ambitious for personal and company success. It also follows from this, that lack of motivation amongst workers and poor quality of output, is a management created problem. It is the role of management to create methods of production and management of Human Resources that will allow these resources to realise their full potential. It is of course quite possible that some organisations might benefit from the Theory X manager, after all it is sometimes necessary to gain control, especially when previous management have let organisations become unwieldy or uncoordinated. It can therefore be seen that for most businesses especially those wishing to use the latest production and motivational methods, the Theory Y manager is appropriate. But there can be cases where a dose of Theory X is exactly what a business needs.

The Cold War Essay examples - 1629 Words

Harry Truman once said, â€Å"There is not one piece of territory or one thing of a monetary nature that we want out of this war. We want peace and prosperity for the world as a whole.† In July of 1945 Truman set on his journey to Europe for the Grand Alliance meeting between the three leading allied powers, Great Britain, the Soviet Union, and the United States. The Potsdam Conference discussed post World War II arrangements in Europe. Harriet Truman and Winston Churchill were on the same side wanting to create democratic governments throughout Europe. On the other hand Stalin was determined to dominate all of Europe and impose communism on its nations. Three days after the conclusion on the Potsdam Conference, on August 5 1945, we released†¦show more content†¦Dr Strangelove is the more comical version of the issues at hand, involving the Cold War. The filmmakers of Dr. Strangelove took the idea of this horrible bomb and projected it to be comical and something that we should just accept. The subtitle of the movie ‘How I learned to stop worrying and love The Bomb’ was implying we shouldn’t worry about nuclear bombs for the reason that there is nothing an ordinary person, can do to stop it. The subtitle is a way of saying that no one is really in control over the deployment of nuclear weapons. In Dr. Strangelove they recognized that the Soviet Union had been working on a Doomsday device. An obsessive right-wing commander found a way to declare red alert, that lead to a domino effect of events that were unstoppable resulting in mass destruction. At the beginning of the movie they placed a disclaimer stating that the â€Å"Air Force would prevent [this type of incident from happening, and that] none of the characters portrayed in this film are meant to represent any real persons living or dead† (Dr. Strangelove, Or, How I Learned to Stop Worrying and Love the Bomb.) The male sex drive is what seemed to influence many of the jokes that were portrayed throughout the movie. Characters were introduced with sexually referenced names such as Mandrake, which is a plant that is meant to increase fertility rates. While their focusShow MoreRelatedThe War Of The Cold War1644 Words   |  7 PagesThe Cold War was a state of political and military tension stemming from World War II fought primarily between the United States and the Soviet Union. 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Jennifer Lawrence Strong Gender Role in Joy - Free Essay Example

Sample details Pages: 5 Words: 1613 Downloads: 4 Date added: 2018/12/28 Category Cinematographic Art Essay Type Review Level High school Topics: Feminism Essay Film Analysis Essay Jennifer Lawrence Essay Did you like this example? Abstract Women in the film industry have usually being sexualized and ignored especially when it comes to playing the roles that are supposed to elevate the men. This is because society has always been inclined towards the male version of doing things and when there is an imbalance in the social order women are usually portrayed as weak. However, in Joy, the role of the lead character who is a woman downplays all those notions and creates a woman who is able to defy odds and becomes successful. Don’t waste time! Our writers will create an original "Jennifer Lawrence Strong Gender Role in Joy" essay for you Create order The success that she acquires in her mop business comes from sacrifice and help from all the family members, colleagues and even her ex-husband who still has respect and admiration for her. But in the same manner that Hollywood is elevating the women characters in the films it portrays the intricate role played by men in society and how they sometimes derail the progress of women. Through the use of other scholarly articles, the role of women and the men in creating a just society are used to showcase how those roles sometimes compare and contradict each other. Jennifer Lawrence in the movie Joy came out at a time when Hollywood was under the scrutiny of ignoring women and giving them meager roles in films especially where there were A-list male celebrities. However, in Joy, the film changed that narrative and instead gave Jennifer Lawrence the lead role in a film where Robert de Nero and Bradley Cooper would play the second fiddle to her lead character. But on closer scrutiny, the film is not about the contrasting or opposing roles of males and females; the film is about the emergence of a woman who had almost despaired in life. Jennifer Lawrence role in the film shows a strong transformation and character that propels her to be a matriarch and an inventor in a world where she was almost swindled by men. This shows the cruelty and hardship that business women and innovators have to go through because these fields are male-dominated. Throughout the interaction period that Jennifer Lawrence engages her male counterparts, there is no time tha t she goes off the track and belittles them even where they seem to be taking advantage of her goodwill to let their mistakes and imposing traits slide. Therefore, the representation of the gender role in the film comes on as a well-crafted and integrated part that was made to fit the protagonist and represents the woman as a free thinker, go-getter, hardworking and innovative. According to the film, the depiction of a woman who has been divorced and who results to go back to her matrimonial home is not something new, but the idea that the film tries to create is the struggle of the woman in a family setting. While divorce continues to take center stage in many homes, Jennifer Lawrence proves that she is ready to go the extra mile in ensuring that her kids get the best out of the world they live in. In doing that, the first steps that Jennifer has created as a form of accepting her fate is by making the kids connect with their father even if they live apart. Joys ex-husband helps her in the new role of being an inventor and a businesswoman.while acknowledging that films sometimes portray strong, competent women, she presents that women presented as strong are often simply protecting their young or are dealt with negatively (Stanley et al., (65). While this pronunciation may be true in relation to many Hollywood films, the role that Jennifer Lawrence plays i n Joy is based on having a wholesome character who balance all the roles that she has to play in business and family. There is no time in the film that Jennifer fails to acknowledge the existence of her family, but in the same breath, she realizes that she has a business that she needs to run. These are the complications and challenges that are faced by modern day women who sit on corporate boards or run their businesses. Hollywood in the 90s was made to create the role of the women as condensing and where they were made to play sexually oriented roles in a male-dominated stage. The explanation which I offered by Stanley et al. (68),was that most female characters were young, attractive and motivated by romance. However, as the time went by, the roles that women played began to take shape according to the happenings of the society which had started to integrate traditional roles of the men to those of the women in the society. This is the aspect that the movie Joy shapes its main character and the supporting characters on, that women can be able to help other women fulfill their destiny. When Jennifer discovers that she can be able to make a mop that will revolutionize the cleaning industry, the person who agrees to invest in her business is Trudy who is her stepmother. Their relationship is based on understanding the need of elevating the woman as long as she has the right mindset and she can work ha rd and beat the competition of the male counterparts.In fact, for the last decade or so, positive businesswomen outnumber businessmen by a ratio of more than two to one: 73 percent of women are rated positively in business, while only 30 percent of the businessmen are positive characters (Stanley et al., 71). This change in how Hollywood portrays women proves that there has been a revolution and a transformation in how women and men roles in films are being made in the current millennium as it is portrayed by the strong female characters in joy. Wollstonecraft offers a different approach on how men should treat women regardless of their social standings or whatever the contemporary world dictates. The first scathing remark that Wollstonecraft makes is by bringing the theme of feminism and masculinity dominance where men make women feel like inferior creatures and objects that are supposed to be desired and used sexually. However, she also retaliates that the strength of a woman can only be realized if she is given the right environment to thrive and it starts with having a basic education.The education of women has, of late, been more attended to than formerly; yet they have still reckoned a frivolous sex, and ridiculed or pitied by the writers who endeavor by satire or instruction to improve them (Wollstonecraft, 12). This observation is used in the Joy movie by making Jennifer Lawrence understand the need of creating a brand and finding the right procedures and laws that are supposed to ensure that she has a patent. This i s the use of knowledge that Wollstonecraft insists on rather than relying on sweet words that come from the male counterparts which end up being false. True to the observation of Wollstonecraft about the male dominance and ignorance, Jennifer is almost swindled and bankrupted by Derek Markham who has constantly been defrauding her. In realizing her dream, Jennifer has to go the extra mile of knowing the cause and the root of her problems without relying on emotions. In doing this, it continues to prove the suitability and adaptability of her leading role in the film. In this world, the recurring role of the women is usually running parallel, or it is entwined with that of the males due to their existence in the society. While it is commendable to elevate both genders so that equality can be achieved on all levels, society usually installs in the males a sense of entitlement and privilege. These privileges are brought by the way men are usually made to adapt and grow into manhood without fully understanding how they should be able to do that. From the physical exercises to psychological warfare, the males are made to ignore their feminine side as they are encouraged to be brave and masculine irrespective of whether it by false or default. Chip Brown goes through various traditional and modern-day world versions of making the boy child appear male, and the results that he comes up with are clear indication that there is no any guideline for being a man. While in the developed world boys are taught how to hunt and take the life of the game which they have acquired, there are others who have to endure the traditional form of circumcision.Both were in the midst of a momentous transition, morphing under a fresh influx of the powerful hormone into physically mature men: body hair, defined muscles, bigger shoulders, burgeoning sexuality, an appetite for risk, and potentially elevated levels of aggression (Chip, 4). The sense of manhood and entitlement is also portrayed in the movie Joy where Bradley Cooper agrees to advertise the mops that Jennifer Lawrence makes in his infomercial, but he fails to deliver. This is because he felt that anything to do with mobs was potentially easy to sell to an audience without doing a background check on what it entails. This is the same manner in which Derek Markham devises to run Jennifer out of business because she is a woman. However, in the end, Jennifer can confront all the adversity that is facing her, and she emerges as a successful woman who is out to inspire other women to pursue their dreams. Works Cited A Vindication of the Rights of Woman by Mary Wollstonecraft Being a Man- The Many Ways Society Makes a Man- How does a 21st- century boy reach manhood? In some cultures the rite of passage is clear. In others, not so much by Chip Brown Photographs by Pete Muller Feminism in Films by Stanley Rothman, Stephen Powers, and David Rothman