Cultural Competence Essay Example

Cultural Competence Essay Example Cultural Competence Essay Cultural Competence Essay This paper is a presentation to the academic community on three areas of intercultural communication.They are the components in learning process, and they are knowledge, attitudes, and reflections. Intercultural communicative competence refers to sophisticated ability required to perform effectively and certain duties appropriately when interacting with other members in a social setting who are culturally and linguistically different. Therefore, it implies to persons who can interact and communicate across diverse cultural boundaries.And there are several components to intercultural competence, and the main ones we are going to address are Knowledge, Attitudes, and reflections (Kothari, 2004). Culture as Knowledge Cultural competence is a result of changing culture which consists of both visible and invisible experiences. Culture has different layers; the outer layer may consist of what people associate with a culture that is apparent realities like the food, clothes, housing, behavior and language or what can be referred to as explicit culture. The inner layer or the hidden part consists of the norms values of the society; these can also be seen as the normative culture or implicit culture.Culture is the way of life of particular people in a particular setting. They are individuals who consider themselves part of a group because of their culture and they differentiate themselves from other groups in their locality.Culture is not static but rather fluid that keeps changing over time. With the globalization and internationalization process of markets and the global media and a greater influx of migrants have led to an exponential increase of cultural exchanges. In the process of such exchanges and contacts, different forms of traditions and cultures are fast disappearing. Local cultures are changing at an alarming rate and combining with others to create new ones that never existed. The boundaries of what are local and foreign are now blurred, and many cultures are now more culturally heterogeneous and what was once foreign is within the society.Members of what were once largely homogenous groups are now living with immigrants from different parts of the world with different attitudes, religion and language and they have become part of the local community. Coming together of different cultures is now being experienced in almost all parts of the worlds. On the other hand, geographical location is no longer part of the determining factor of cultural affiliation. This process of understanding culture as a dynamic fluid that keeps on changing as a result of interaction of other values, norms and lifestyle have undermined the conceptualization 0of intercultural competence (Kel ley Clark, Brown, Sitzia, 2003). Attitudes In acquiring intercultural competence, one aspect that would enhance the process is the positive attitude to cross-cultural situations.A positive attitude that is emotionally effective would be one of the best qualities or the motivation to develop a competent intercultural competence learning process.The positive motivation is the decisive factor in the learning process of intercultural competence, for instance, learning about an explicit cultural knowledge. Therefore, one of the beneficial attitudes in learning intercultural competence is to be open and appreciation of diversity in culture (Reinharz Lynn, 1992).There is also the ability to of individual to deal with new culture in a more open and curious way without any prejudice or any ethnocentric judgment. The idea of being open and appreciating other diverse cultures would need some effort and has psychological limits.For example, when learning a new language or cultural education cultural blindness to foreign culture would le ad to uncertainties or anxieties which may result in self-defense and offending others (Robson, 1993). Reflections Ability to change perspectives and expand ones frame of reference and the horizon of understanding will comprise the overall reflections. This is a point of ethnorelative view perspective that will lead to an effective form of communication in a foreign language (Jansen, 2010). Reference page Jansen, H. (2010). The logic of qualitative survey research and its position in the field of social research methods. Forum: Qualitative Social Research, 11(2), Art. 11, Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs1002110. Kelley, K., Clark, B., Brown, V., and Sitzia, J. (2003). Good practice in the conduct and reporting of survey research. International Journal for Quality in Health Care. Retrieved from http://intqhc.oxfordjournals.org/content/15/3/261 Kothari, C. R. (2004). Research methodology: Methods and techniques. New York, NY: New Age International. Print. Reinharz, S and Lynn, D. (1992). Feminist methods in social research. New York, NY: Oxford University Press. Robson, C. (1993) Real world research: A resource for social scientists and practitioner- researchers. Washington, DC: Blackwell Publishers.

How To Adopt CoSchedule With This Simple Change Management Process

How To Adopt With This Simple Change Management Process Odds are you’ve been managing your projects, campaigns, workflows, team communication, reporting, and more in non-marketing tools. And you’ve got spreadsheets for days. So. Many. Spreadsheets. You’ve been weighed down with single-solution tools that do one thing†¦ but they don’t integrate†¦ ⠝Å' You use Asana or Wrike for project management. ⠝Å' You’ve got Hootsuite or SproutSocial for social publishing. ⠝Å' You’ve got Google calendar, docs, or a spreadsheet for your editorial calendar. ⠝Å' And of course endless email threads. We call this â€Å"Makeshift Marketing† and this is the problem marketers like you face every day. Fortunately, it’s also the problem that solves.    ^^^ does this look familiar? It’s a perfect visual of Makeshift Marketing. So, if you’re stuck wasting time, missing deadlines, and without visibility into ALL of your marketing details†¦ it’s time for . Why is seeing it all in one place important? Marketers who organize their marketing strategy AND plan are 538% more successful than those who don’t.    Want another reason? Marketers who organize their process workflow to create a scalable repeatable process are 466% more successful than those who don’t.    Now that you’ve chosen , you will solve each of these problems!

Weimar and the Rise of the Nazi Party Essay Example | Topics and Well Written Essays - 750 words

Weimar and the Rise of the Nazi Party - Essay Example Although political revolution changed following the abolishment of monarchy, Nicholls (2000:62) notes that administrative structures of the previous authoritarian government remained unchanged. According to Nicholls (2000:65), Weimar republic government retained a large proportion of civil servants and judicial personnel from the previous administration. Retention of these civil servants hindered implementation of the new government’s policies. The country’s judicial system was conservative and nationalistic, which resulted to biasness in passing judgments to the various antagonizing parties in the country (Davidson, 1978:42). For instance, the courts heavily punished left wing rivals, while right wing enemies such as Hitler were handed light sentences (Nicholls, 2000: 72). In the education sector, officials with strong dislike to democratic reforms were allowed to retain their duties, where they â€Å"indoctrinated students with dictatorial and nationalist ideologiesà ¢â‚¬  (Kershaw, 1998: 19). Lack of cooperative administrative institutions encouraged the country’s industrialists to develop significant influence and power, which eventually toppled the Weimar republic. The military in the Weimar republic was highly autonomous and since it was one of the major institutions responsible for protecting the country against aggression, the government was compelled to make policies favourable to the force, creating further instability (Davidson, 1978:57). The autonomy in the military resulted in formation of private armies, such as Freikorps which undermined sustenance of stable and peaceful political environment. According to Davidson (1978), citizens inclined to democratic governance were violently suppressed by private security agencies. The apparent failure of the Weimar republic to discipline and take control of these security agencies exposed the public to threats and intimidation, which eventually undermined sustainable development of dem ocratic government in Germany. Moreover, formation of many political parties necessitated formation of coalition government which made it more difficult to manage and run a successful government (Kershaw 1998:94) Several key events took place from 1918 to 1924. In October 1918, the military government handed power to civilians. In the following year, internal revolutions, violent uprisings and mutinies took place in Germany, creating political crisis. However, a constituent assembly was formed in January 1919 and new constitution promulgated seven months later. In June 1919, the treaty of Versailles was signed, a developed that severely undermined the incumbent government. In the beginning of 1921, German economy experienced high inflation, which developed into hyperinflation in 1923. According to Kershaw (1998:59)) the German currency totally collapsed where 4.2 trillion dollar marks exchanged for one US $ in November 1923. In November 1923, Adolf Hitler’s attempt to take co ntrol of Weimar government and conservative Bavarian state failed, but the Beer Hall Pursch exposed the then obscure politician to publicity (Nicholls, 2000: 69) In 1924, Stresemann became the leader of Weimar government and a period of rapid economic development and political stability that lasted for about six years followed. In 1924 for instance, German currency was reissued and Dawes plan that encouraged huge foreign investment from the United States to German economy and rescheduling of reparation payments was implemented. The collapse of the United States stock market in 1929 triggered a global economic depression and Germany was severely affected (Davidson, 1978:44). This event marked a turning point for the National Socialist Party

Impact of Unions on Human Resources Management Research Paper

Impact of Unions on Human Resources Management - Research Paper Example The approach taken by this paper focuses on the context of both the employees and the employer, in order to understand how basing on these two, unions influence the human resources management of an organization. Overall, this paper will show that unions have both negative and positive impact on human resources management of an organization. Literature Review Labor Laws, Unions, and Human Resources Management Labor laws are essential in guiding the relationship between the employers, the employees, and the unions. Therefore, through them, there arise various expectations, which influence the management of a unionized organization in various ways. Neuser and Barker (2010) wrote an article, which explores the state of labor laws in the United States. In their article titled â€Å"What Every Employer Should Know about the Law of Union Organizing,† Neuser and Barker explore the various labor laws in the United States, and interpret them to show how these influence employers, and wh at is wrong or right for employers to do when faced with unionization. Nonetheless, a major aspect of employers’ actions, which the labor laws guide, is the counter-campaign. Neuser and Barker (6) argue that, â€Å"An employer is permitted, and is almost always well advised, to conduct an employee informational campaign when confronted with a union organizing campaign.† However, the manner through which this is done determines whether the labor laws are violated or adhered to by the employer. The counter-campaign by the employer results in changes in the human resources and management practices in a company. However, an employer conducts a counter-campaign, in accordance with the Section 8(a) of the Act, as well as various opinions by the judicial and the board. Therefore, in a bid to prevent employees from unionizing, employers might adopt additional human resources practices, or improve on the existing human resources practices, in order to promote employee job satis faction. For instance, they might increase employee salaries, promote some employees to higher position, and generally improve on the working conditions of employees. Nonetheless, all these changes and new adoptions in HR practices will have been brought about by unionization. However, Neuser and Barker emphasize that this counter-campaign should not infringe on any labor law (26). Unionizing, Job Satisfaction, and Human Resources Management Various researches have been conducted to explore the effect of unionizing on employee job satisfaction. In their study, Bryson, Cappellari, and Lucifora (2010) explored the effect of unionizing on employee job satisfaction in Britain. Results show that there are no significant differences in the level of job satisfaction between union and nonunion employees. However, for those union employees that lacked collective bargaining, the level of job satisfaction was found to be lower. Nonetheless, collective bargaining is an important determinant of job satisfaction for union workers. In another study, Artz (2010) investigated how union experience influences employee job satisfaction. Results showed that job satisfaction was only higher among the employers, who were in unions for the first time, thus low experience in unions. However, the more an employee gained increased experience in uni

High School and Education Essay Example for Free

High School and Education Essay 1a) Cultural Deprivation -Intellectual Development: development of thinking and reasoning skills. Theorists would argue that many WC homes lack educational books, toys and activities that would help stimulate a child’s intellectual development. Douglas- WC pupils scored lower on test of ability, as their parents are less likely to support their children’s intellectual development. Bernstein and Young- mothers choose toys that influence intellectual development. Criticism: WC may not be able to afford these toys etc. -Language: children fail to develop necessary language skills and grow up incapable of abstract thinking and unable to use language to explain, describe, enquire and compare. Restricted Elaborated code; Bernstein. MC have an advantage as the elaborated code is used by teachers, text books and exams. Also MC pupils are already fluent speakers (socialisation) so they ‘feel at home’ in school and are more likely to succeed. Criticism: Bernstein describes WC speech inadequate. -Attitudes and Values: Parents attitudes and values are a key factor affecting educational achievement. Douglas- WC parents place less value on education. Feinstein- the lack of interest is more important than financial hardship or factors within school. Many WC subcultures have different goals, beliefs, attitudes and values from the rest of society. Hyman- WC subculture is a self-imposed barrier to educational success. Sugerman- Fatalism, Collectivism, Immediate Gratification, Present-time Orientation. WC children internalise the beliefs and values of their subculture through the socialisation process meaning under-achievement. -Compensatory Education: Policy designed to tackle the problem of CD by providing extra resources to school and communities in deprived areas. E.g. Sure Start, Education Action Zones etc. Criticism: Don’t see the real cause of under-achievement (poverty and material deprivation). -Criticisms: Keddie; CD is a myth and blames victims. A child cannot be deprived of their own culture they are just culturally different. Troyna and Williams; teachers have a ‘speech hierarchy’ where MC speech is highest. Blackstone and Mortimore; parents attend fewer parent evenings as they may work longer hours/less regular hours or put off by school’s MC atmosphere. Also may not help their children’s progress as they lack the knowledge. -Studies show that WC children are more likely to leave school from the age of 16 and are less likely to go on to sixth form and university. Also working-class children are more likely to start school unable to read, and are more likely to fall behind in reading, writing and number skills. 1b) Material Deprivation -Referred to poverty and lack of material necessities (housing/income). -Stats; 32% of WC students were considering moving out of the family home to attend university. 90% of failing schools are in deprived areas. 33% of those receiving free school meals got 5 or more A*-C GCSE grades. 90% of ‘failing’ schools are located in deprived areas. -Housing- overcrowded housing means less space to do work, play, sleep etc, and greater risk of accidents. -Diet and health- lower intakes of energy, vitamins and minerals. Poor nutrition - weaker immune system - lowering children’s energy levels - get ill easier (poor attendance at school). WC children are more likely to have behavioural or emotional problems. -Financial Support- WC children lack equipment and miss out on school trips. They also make do with hand-me-downs (results in being stigmatised/bullied). Children living in poverty take on jobs (baby sitting, cleaning, paper rounds) which has a negative impact on their school work. Also very few go on to university. The government has tried to tackle this problem, e.g. EMA, raising the school leaving age and providing free-school meals. -Criticisms: Ignores internal factors and cultural deprivation. 1c) Cultural Capital -Bourdieu suggested MC culture is as valuable in educational terms as economic capital. The forms of knowledge, values, ways of interacting and communicating ideas that MC children possess are developed further and rewarded by the education system (qualifications).WC have a lack of cultural capital which leads to exam failure. They also ‘get the message’ that education isn’t meant for them thus they truant/leave school early/provide no effort. -Education, economic and cultural capital can be converted into one another. E.g. MC children with cultural capital are better equipped to meet the demands of school and gain qualifications. Wealthier parents can convert their economic capital into educational capital by sending their children to private schools, and paying extra tuition. -Gewirtz: sees how greater parental choice of school has benefited one social class more. Study; 14 London schools with interviews from parents and teachers. She found that differences in economic and cultural capital lead to class differences in how far parents can implement choice of secondary school. She identifies three main types of parents; privileged-skilled choosers (MC parents who used their economic and cultural capital to gain educational capital for their children), disconnected-local choosers (WC parents whose choices were restricted by their lack of economic and cultural capital), and semi-skilled choosers (mainly WC who were ambitious for their children but lacked cultural capital). Internal Factors (class difference) 2a) Labelling -Attaching a meaning to someone. Teachers often attach labels regardless of their ability or attitude. -Howard Becker- Did a study based on interviews with 60 Chicago high school teachers; they judge pupils to what they think is the ‘ideal pupil’. WC children were furthest (regarded as badly behaved). -Cicourel and Kitsuese- Did a study of educational counsellors in an American high school; they claimed to judge students according to their ability, however, they judged students on their social class/race- MC have more potential than WC children. -Rist- Did a study of an American kindergarten; the teacher used information about children’s background and appearance to place them into separate groups. At the front was the ‘tigers’ (MC, given complex work), ‘cardinals’ and then the ‘clowns’ (given easy work like drawing). -Sharp and Green- Did a study about a ‘child-centred’ primary school; children picked their own activities, teachers felt when a child is ready to learn they will seek help. However, teachers believed that children who weren’t ready should engage in ‘compensatory play’. Their findings support the interactionist view that children of different class background are labelled differently. They argue that the negative labelling of the WC is also the result of inequalities in wider society. 2b) Self-Fulfilling Prophecy -A prediction that comes true because it has been made. Step 1: Teacher labels pupil and makes predictions. Step 2: Teacher treats the pupil accordingly. Step 3: Pupil internalises the teacher’s expectation which becomes part of their self-concept/image, and becomes the kind of pupil the teacher believed (prediction is fulfilled). -Streaming: involves separating children into different ability groups (streams). Each group is taught differently. Studies show that the self-fulfilling prophecy is likely to occur once streamed. WC children are usually put in a lower stream as they aren’t ‘ideal pupils’. It is difficult to move up into a higher stream thus are locked into their teachers expectations - self-fulfilling prophecy as the children live up to their teachers expectations by under-achieving. 2c) Pupil Subcultures -A group of pupils who share similar values and behaviour patterns. They emerge as a response to the way pupils have been labelled (reaction to streaming). -Lacey: Differentiation- process of teachers categorising pupils according to their ability/attitude/behaviour. Polarisation- process in which pupils respond to streaming by moving towards one of the two opposite extremes. Pro-school subculture- placed in higher streams, remain committed to the values of school and gain status through academic success. Anti-school subculture- placed in lower streams, have inferior status. -Hargreaves: There are two distinctive subcultures: Conformists and Non-conformists delinquents (a delinquent subculture that helped guarantee their educational failure). -Woods: argues that rather than seeing pupil subcultures as either conformist or deviant, it is more realistic to see a variety of possible adaptations/responses to the schooling process. Pro-school: Ingratiation (pupils who try to earn the favour of teachers), Opportunism (those who vary between teacher and peer approval), Compliance (pupils who conform for instrumental reasons), Ritualism (pupils who go through the motions), Colonisation (pupils who avoid trouble, but will deviate if there is less punishment). Anti-school: Ritualism, Retreatism (not opposed to school values, but not concerned about achieving success), Colonisation, Intransigence (deviate and aren’t bothered about the consequences), Rebellion (pupils have little regard to school values and reject school teachings). -Ball: found that when the school abolished banding, the basis for pupils to polarise into subcultures was largely removed and the influence of the anti-school subculture declined. However, differentiation continued. As a result, class inequalities can continue due to teachers labelling. -Limitations: Deterministic: assumes that once pupils are labelled, they have no choice but to fulfil the prophecy and will inevitably fail. Ignores wider structures of power: blames teachers for labelling pupils but fails to explain why. 2d) Marketisation and Selection Policies -Marketisation is a policy that introduces market forces of supply and demand into areas run by the state. Marketisation has brought in; Funding formula (giving a school the same amount of funds for each pupil), Exam League Tables (ranking schools based on their exam performance), Competition among schools to attract pupils. -A-C Economy: Schools need to achieve a good league table position to attract pupils and funding. However, this widens the class gap in achievement. The A-C economy is a system in which schools ration their time, money, effort and resources to those who will get 5 A*-C GCSEs to get a high rank. -Educational Triage: sorting pupils; ‘those who will pass anyway’, ‘those with potential’, ‘hopeless cases’. Those classed as hopeless cases are ignored (self-fulfilling prophecy and failure). -Competition and Selection: Schools with a good league table position will be placed to attract other able/MC pupils. Thus improves the school’s results and makes it more popular which increases funding. Popular schools can afford to screen out less able and more difficult pupils, unpopular schools are obliged to take the, get worse results, and get less funding. Cream skimming: selecting higher ability pupils, who gain the best results and cost less to teach. Silt-shifting: off-loading pupils with learning difficulties, who are expensive to teach and get poor results. -Attraction: creating school contracts to attract parents, buying things like pipe organs to get a ‘traditional’ image of the school (attracting the MC), grant maintained and city technology colleges provide vocational education in partnership with employers (another route to elite education). Ball et al suggests that schools spend more on marketing themselves to parents, and spend less in special needs in other areas. -Marketisation and selection created a polarised education system, with successful, well-resourced schools at one extreme, and failing un-resourced schools at the other; blurred hierarchy. External Factors (ethnic differences) 3a) Cultural Deprivation -Intellectual and linguistic skills: Major cause of under-achievement. Many children from low-income black families lack intellectual stimulation and enriching experiences. This leaves them poorly equipped for school because they have not been able to develop reasoning and problem-solving skills. Also the language used by black children in inadequate for educational success. Also those who don’t speak English at home may be held back educationally. However, Mirza and Gillborn note that Indian pupils do very well despite not having English as their home language. -Attitudes and Values: Lack of motivation is a major cause of the failure of black children. Many children are socialised in a mainstream culture of ambition, competitiveness and willingness to make scarifies to achieve long-term goals. Black children are socialised into a fatalistic subculture. -Family structure: Failure to socialise children adequately is the result of dysfunctional family structure. Many black families are headed by a lone-mother; their children are deprived of adequate care because she has to struggle financially due to the absence of the male breadwinner. The absence of the father also leads to the absence of the positive role model. Charles Murray: would lead to the under-achievement of some minorities. Pryce: Asian pupils are higher achievers because their culture is more resistant to racism and gives them a greater sense of self-worth. Black culture is less cohesive and less resistant to racism. Thus they have low self-esteem and under-achieve. -Asian families: Driver and Ballard: they bring educational benefits as the parents have more positive attitudes towards education, higher aspirations and are therefore more supportive. Lupton: respectful behaviour towards adults was expected from children, and had a knock-on effect in schools. Khan: parents are ‘stress ridden’, bound by tradition, and controlling. -Criticisms: Driver: ignores positive effects of ethnicity on achievement. Lawrence: black pupils under-achieve because of racism not self-esteem. Keddie: victim-blaming theory. They under-achieve because schools are ethnocentric and favour white culture. Compensatory Education: it is an attempt to impose on the dominant white culture on children who have a culture of their own. Critics propose 2 alternatives: Multicultural education: recognises values of minority cultures and includes them in the curriculum. Anti-racist education: challenges the prejudice and discrimination that exists in schools and wider so ciety. 3b) Material Deprivation -Stats: 1) Pakistani and Bangladeshi women are more likely to be in low-paid jobs. 2) 15% of ethnic minority households live in overcrowded conditions. 3) Unemployment is three times higher for African and Bangladeshi/Pakistani people. -Gillborn and Mirza argue that social class factors don’t ignore the influence of ethnicity. When we compare pupils of the same social class but different ethnic origins, we still find differences in achievement. 3c) Racism in Wider Society -David Mason: ‘Discrimination is a continuing and persistent feature of the experience of Britain’s citizen’s of ethnic minority origin’. -Rex: shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethnic minorities. E.g. housing; minorities are more likely to be forced into substandard accommodation than whites. -Noon: two people with the same qualifications and experience applied for a job. However, the white person got the job, rather than the Indian. Thus shows that ethnic minorities are more likely to face unemployment and low pay. Internal Factors (ethnic differences) 4a) Labelling and Teacher Racism -Interactionists: They see that teachers picture an image of the ‘ideal pupil’. But they see that black and Asian far from the ideal pupil. This leads them to label black pupils as disruptive and aggressive, and Asian pupils as passive and a problem they can ignore. -Gillborn and Youdell: due to racialised expectations, teachers were quicker to discipline black pupils than others for the same behaviour. -Black pupils: Teachers misinterpreted their behaviour as threatening/challenge to authority. Pupils then responded negatively and further conflict resulted. This may be why many black pupils are excluded, and their stereotypes may cause them to be in lower sets (under-achievement). -Asian pupils: Teachers assumed that they would have a poor grasp of English and left them out of class discussions or used simplistic childish language. They also felt isolated when teachers mispronounced their names or teachers expressed disapproval of their customs. 4b) Pupil Responses and Subcultures -Fuller: Study of a group of black girls in year 11. Found that the girls conformed as far as school work was concerned. They worked consistently, but gave the appearance of not doing so (positive attitude to academic success, but preferred to rely on their own efforts than teachers). Fuller sees that pupils may still succeed even when they refuse to conform, and negatively labelling doesn’t always lead to failure (no self-fulfilling prophecy). -Mirza: Study of ambitious girls who faced teacher racism. The study failed as their coping strategies restricted their opportunities and thus under-achieved. She found that racist teachers discouraged black pupils from being ambitious through the kind of career advice that was given to them. The colour blind: teachers who believe all pupils are equal but allow racism got unchallenged. Liberal chauvinists: teachers who believe black pupils are culturally deprived and had low expectations of them. Overt racists: teachers who believe blacks are inferior and discriminate against them. -Sewell: Four ways in which boys respond to racist stereotyping: Rebels (rejected both the goals and rules of school, conforming to the stereotype of the ‘black macho lad’. Saw white boys as effeminate), Conformists (keen to succeed, accepted the school’s goals and avoided stereotypes from teachers or their peers), Retreatists (disconnected from both school and black subcultures), Innovators (pro-education but anti-school). 4c) The Ethnocentric Curriculum -Ethnocentric: attitude/policy that gives more value to one culture and ignores the rest. -The curriculum is very ethnocentric (favouring white culture). E.g. in teaching languages; non-European languages are ignored (also other cultures in literature, art and music). However, in history, black history is taught, but it is focused on slavery. This may produce lower self-esteem to black pupils as this image of black people as inferior undermines them and may lead to failure. 4d) Institutional Racism -Institutional racism: discrimination that is built into the way institutions operate. -Schools tend to set schemes for the gifted and talented, and vocational schemes for the less academic e.g. black and Asians. External Factors (gender differences) 5a) Girls -Feminism: McRobbie shows that magazines in the 1970’s emphasised the importance of getting married. Whereas, nowadays, they contain images of assertive, independent women. Also soap operas now highlight the importance of self-esteem and personal choice for young women. -Family: Sine the 1970’s there have been major changes in the family. For example: an increase in divorce rates, increase in cohabitation and a decrease in the number of first marriages, increase in the number of lone-parent families (female-headed) and smaller families. These changes affect girl’s attitudes to education. Such as: the increase in female lone-parent families may mean more women need to take on the breadwinner role. This creates a new adult role model for girls- the financially independent. To achieve this, women need well-paid jobs, and thus good qualifications. Also the increase in divorce rates suggests that girls can make their own living. -Employment: 1970 Equal Pay Act (illegal to pay women less for the same job as men), Sex Discrimination Act. Women’s employment has risen due to the service sector and flexible part-time work. 1975- The pay gap between men and women has increased. Women are now breaking through the ‘glass ceiling’ (keeps them out of high-level professional managerial jobs). -Ambitions: Sharpe- study involved conducting interviews with girls in the 1970’s and 1990’s. In the 1970’s the girls felt that education with unfeminine and if they were interested, it would make them unattractive. In the 1990’s, the girl’s ambitions had changed, and thought careers are more important as they can support themselves. 5b) Boys -Feminisation of education: Schools do not nurture ‘masculine’ traits such as competitiveness and leadership. Also coursework has created differences in educational achievement. -Shortage of male primary school teachers: Strong positive male role models both at home and at school cause may cause under-achievement. 16% of men are primary school teachers. 42% said they made them work harder. Yet, Myhill and Jones found they felt male teachers treated boys harshly. -‘Laddish’ subculture: WC boys are more likely to be labelled as sissies and subjected to homophobic verbal abuse if they appeared to be ‘swots’. Boys were more concerned to be labelled by peers than girls, as it is a threat to their masculinity. Thus, WC boys rejected schoolwork to avoid being called ‘gay’. Epstein- ‘real boys don’t work’ if they do, they get bullied. Internal Factors (gender differences) 6a) Girls and Achievement -Equal opportunities policies: Policies such as GIST and WISE encourage girls to pursue a career in non-traditional areas. The National Curriculum has removed one source of gender inequality by making girls and boys study mostly the same subjects. Also schooling has become meritocentric. -Positive role models: The increase in female teachers shows that women can achieve positions of importance and giving them non-traditional goals to aim for. -GCSE and coursework: Girls are more successful in coursework as they are more conscientious and better organised. Sociologists argue that these characteristics and skills are the result of early gender socialisation. E.g. girls are likely to be encouraged to be neat, tidy and patient. This puts girls in a better place as they achieve greater success. Elwood- not the only cause of the gender gap. -Teacher attention: Teachers paid more attention to boys as they are attracted to reprimands. This may explain why teachers have more positive attitudes to girls, whom they see as cooperative, than to boys, whom are seen as disruptive. This may lead to self-fulfilling prophecy in which successful interactions with teachers promote girls self-esteem and raise the achievement levels. -Challenging stereotypes in the curriculum: Sexist images have been removed from learning materials. This may help raise girl’s success levels- more positive images of what women can do. -Selection and league tables: Girls are more likely to be recruited from good schools as they are more attractive to schools. This may create a self-fulfilling prophecy. -Feminists: Liberal- See that further progress will be made by the continuing developments of equal opportunities, and see education is a meritocracy. Radical- System still remains patriarchal. E.g. sexual harassment continues, education still limits their subject choice and career options, females are less likely to become head-teachers.

Analysis of The Lamb and The Tyger by William Blake Essay -- William B

William Blake was a first generation Romantic poet. Many of his poems were critical of a society who thought themselves to be almost perfect, a society run by, not their own free will, but the use of technology. He wanted people to question what they had always done, and whether it was morally right. He did so by using varying techniques that set up clashes between ideologies and reality. His poems allow us to see into ‘the eternal world of the spirit’ and his dreams of the sacred England he had always wanted, a place undamaged by technology, a place that is peaceful and tranquil. But not all his poems reflect this. In fact, from Blake’s ‘Songs of Innocence and of Experience’ there are a number of poems, describing what life could be like and in reality what life is like. Two examples are ‘The Lamb’ and ‘The Tyger’. We can see he uses poetic techniques to set up such clashes. These two poems demonstrate exactly Blake’s views on the ills of society, mainly referring to the industrial revolution and the impacts and consequences it brought. ‘The Lamb’ and ‘The Tyger’ are both poems written in the form of a lyric which describes the capturing of a particular moment and most importantly the mood or insight it stimulates in the poet. Blake thought that a lyric gives the freedom to tell anything and explore the emotions and ideas that some incident has created. Blake shows the original meaning of ‘lyric’ by actually titling his volume ‘Songs of Innocence and of Experience’. The ‘Songs of Innocence’ are poems which bring out happy feelings and show the greatness in life. They represent innocence and a child - like vision, thus ‘The Lamb’ is about God creating a lamb who is a special and holy creature. The ‘So... ...and ‘symmetry’ do not rhyme unlike the other rhyming couplets. This is also to cause confusion and bring about s sense of unease, the same confusion Blake felt through his life and child hood when he had visions and the society around him was changing. ‘The Tyger’ and ‘The Lamb’ are two poems written along the same lines but ending up to be completely different. However both poems show the same beliefs and opinions of William Blake perfectly and emphasize what he wanted everyone to remember and the lesson he wanted everyone to learn. This was that no matter how far man gets with technological advances and no matter how far the industrial revolution takes people; it will never be able to beat down the tool of human imagination, which is by far the strongest, and natures wild spirit, found in creatures such as the ‘fierce’ tyger and ‘meek & mild’ lamb.

Biography of a Mathematician: Sir Isaac Newton Essay

Sir Isaac Newton has made an impact on scientists to this day. Even though his discoveries derived in the late 1600s, we are still affected today in the present. The ideals and theorems he sought out still hold legitimate centuries after his time. With the information laid out for them, a scientists using his theories can improve their research to achieve fame themselves. â€Å"Some would say that he was the greatest product of the Enlightenment, the explosion of intellectual knowledge that occurred in his century† (Universe Today). What did Isaac Newton discover to go down in history as prestige in both the historical and modern world? According to BBC, Newton was an English physicist and mathematician, and the greatest scientist of his era. However, before it’s understood why Sir Isaac Newtown became so famous, it is very important to know how he got to that point. By doing so, understanding his early and later life experiences is key. â€Å"Isaac Newton was born on 4 January 1643 in Woolsthorpe, Lincolnshire. His father was a prosperous farmer, who died three months before Newton was born. His mother remarried and Newton was left in the care of his grandparents† (BBC). As it can be seen, Isaac Newton lived a rather challenging youth by being separated by his primary care takers to his grandparents. Once he became of age to attend college, he became fascinated in mathematics, astronomy, optics, and physics. An education to fulfill these interests is exactly what he required. In 1661, he enrolled into Cambridge University. Howbeit, â€Å"In October 1665, a plague epidemic forced the university to close and Newton returned to Woolsthorpe† (BBC). Although attending the University for a short time, the two years benefited him extremely in beginning to charm him of the idea about gravity. In addition, he also focused on optics and mathematics, where current day calculus was just a mere idea of little to no importance. Not giving up his aspire to make a little idea into a dream, Newton returned to Cambridge in 1667, where he became a fellow of Trinity College. He was appointed to two very importance groups that exposed him to the scientific community. Just two years after returning to Cambridge he was appointed second Lucasian professor of mathematics at 27. He was then named in membership of the Royal Society 4 years later. In 1668, the development of his reflecting telescope only proved that Newton’s findings will leave an impact on history forever. Following his  education at Cambridge University, Newton wished to share his recent findings. Therefore publishing ‘The Opticks’ which dealt with light and colour. â€Å"In addition he studied and published works on history, theology and alchemy† (BBC). Then in 1687, â€Å"with the support of his friend the astronomer Edmond Halley, Newton published his single greatest work, the ‘Philosophiae Naturalis Principia Mathematica’ (‘Mathematical Principles of Natural Philosophy’)† (BBC). This showed his findings of the law of gravity. Subsequent to his discoveries and sharing them, Newton achieved many appointments. â€Å"In 1689, Newton was elected member of parliament for Cambridge University (1689 – 1690 and 1701 – 1702). In 1696, Newton was appointed warden of the Royal Mint, settlin g in London. In 1703, he was elected president of the Royal Society, an office he held until his death. He was knighted in 1705.† (BBC). His life story ended in 1727. According to BBC, It was said Newton was a difficult man, prone to depression and often involved in bitter arguments with other scientists, but by the early 1700s he was the dominant figure in British and European science. Now that a baseline of his life has been established, it can now be understood as to why Sir Isaac Newtown left such a mark on areas of science and mathematics. In regards to the field of science, Newton found a quantity of laws and theories that helped future scientists make their way into space. â€Å"He discovered gravitational force and established the three Universal Laws of Motion. By tying these discoveries to the work Johannes Kepler and his Laws of Planetary motion, he established classic mechanics the beginning of modern Physics. This was huge in many ways as he proved definitively the heliocentric model first proposed by Copernicus.† (Universe Today) On top of all this he proved that all things in the universe revolve around the laws of motion. The laws of motion formed a footing for our understanding of the universe. This is a leap in science for his time and to this day. Newton’s gains in the field of mathematics were just as relevant.† He came up with the Binomial Theorem and was one of the two creators of calculus.† (Universe Today) These findings served as jump in the fields of math and science. Now calculations can that more accurately modeled than before. In regards to space, without the ideas and betterment in mathematics, scientists would be clueless of how to safely get into space. â€Å"Calculus gave scientist the tools to set up a theoretical model of a situation and still  account for varying factors. This basic knowledge would help scientist such as Einstein to be ab le make even greater discoveries such as the Theory of Relativity and Nuclear Fission† (Universe Today). With no doubt, Sir Isaac Newton has made an impact on scientists to this day. From break through from his time to laying out laws that still affect scientists and mathematicians today, the world’s technological systems would be nothing without Newton’s advances. The world is constantly improving in terms of military, aviation, and the civilian life. With the baseline formed by Isaac Newtown, scientists are able to progress towards new discoveries and fame that the future holds. Works Cited â€Å"Isaac Newton (1643 – 1727).† BBC News. BBC, n.d. Web. 18 Mar. 2014. Jessa, Tega. â€Å"What Did Isaac Newton Discover?† Universe Today RSS. N.p., 05 Sept. 2009. Web. 20 Mar. 2014.

Government Regulation on Media in America

The government is the political direction and control exercised over the actions of the members, citizens, or inhabitants of communities, societies, and states. Media is the means of communication, such as radio, television, newspapers, magazines, and the internet which influence people broadly. The mainstream American media information presented to the public viewers is selected by the government. Outside of government institutions, no other unit has more influence in determining policy decisions and elections more than the mass media. Although the framers of the Constitution could never have envisioned the increase of mass media that we enjoy today, they were very aware that the press would play a serious role in the growing democracy. It's no coincidence that freedom of the press constitutes the First Amendment in the Bill of Rights. The media's role in government goes back to the colonial era, when daily newspapers were the only source of political as well as other news for the colonists. The media has transformed intensively over the past 200 years. Most of the change has occurred since the mid-1990s, with the advent of the Internet and all-news cable television channels. As these and other communication technologies keep on evolving at the speed of light, the role of the media in government will also continue to modify. The Internet has become an immense factor in the media, primarily the major social networks, because it communicates frankly without the filter of editors, publishers, and corporate parents similar to Viacom, Disney, Time-Warner, and General Electric. In a democracy, the free flow of information, ideas, and opinions is vital. The media has three primary responsibilities: setting the agenda, investigating the institutions of government, and facilitating the exchange of ideas and opinions. Elected officials, nonelected government workers, and political candidates spend a considerable amount of time figuring out ways to shape media coverage. The following five techniques are most normally used. Staged events are the most common way to attract media coverage. In 1994, the House Republicans had a â€Å"signing ceremony† on the Capitol steps to launch their â€Å"Contract with America† campaign theme. The event received enormous press coverage. An off-the-record conversation is another technique. Politicians, bureaucrats, and candidates have off-the-record conversations with reporters when they want to propagate certain information, but don't want that information associated with them. Reporters usually attribute off-the-record comments to anonymous or unnamed sources. Sound byte is where the most elected officials are skillful at giving â€Å"sound bites† (concise and colorful quotes) to reporters. Officials who consistently deliver the best sound bites usually receive the most coverage. New York senator Chuck Schumer is regarded as a terrific source of sound bites. From time to time government officials will float â€Å"trial balloons†, anonymous program or policy thoughts to the press in order to gauge the public's feedback. Trial balloons allow officials to test ideas or potential appointments without taking responsibility for them. During the recent stem-cell research debate, the White House floated a trial balloon about keeping the controversial research on embryonic stem cells legal, but decided against it after the administration's conservative base reacted negatively. Last, there is a technique called leaks. Almost every day in Washington, confidential information is passed from government officials to the media. Leakers do this for one of two reasons. First, to cast a negative light on their opponents and second to strengthen their point of view on a particular matter among their colleagues. Investigations in particular tend to be common with leaks. There were so many leaks during the Monica Lewinsky investigation that the leaks themselves became a separate legal inquiry. Although the Constitution promises freedom of the press, the government does regulate various media. Print media are for the most part unregulated, and newspapers and magazines can print almost anything as long as they don’t insult anyone. The Internet has also gone mostly unregulated; despite congressional efforts to restrict some controversial fulfillments. Broadcast media, however, are subject to the most government regulation. Radio and television broadcasters must attain a license from the government because according to American law, the public owns the airwaves. The Federal Communications Commission (FCC) issues these licenses and is in charge of managing the airwaves. The FCC also acts as a police agency of the airwaves, and it can fine broadcasters for violating public decency principles on the air. The FCC can even revoke a broadcaster’s license, keeping him off the air permanently. For example, he FCC has fined radio host Howard Stern plentiful times for his use of profanity. They also fined CBS greatly for Janet Jackson’s â€Å"wardrobe malfunction† during the halftime performance at the Super Bowl in 2004. The government is involved in media doctrines. The Federal Communications Commission has also established rules for broadcasts relating to political campaigns. The equal time rule, which states that broadcasters have to supply the same broadcast time to all candidates for a specific office. The right of rebuttal, which requires broadcasters to make available an opportunity for candidates to reply to criticisms made against them. A station cannot air an attack on a candidate and not succeed to give the objective of the attack a possibility to respond. The fairness doctrine, states that a broadcaster who airs a controversial program is required to provide time to air opposing views. The FCC has not obligated the fairness doctrine since 1985, and some claim that the FCC has taken a lax come up to enforcing the other regulations as well. The government has also regulated ownership of media outlets to make sure that no one broadcaster monopolizes the market. Since the 1980s the government has loosened limitations on media possession, and Congress accepted the Telecommunications Act in 1996 to permit companies to possess even more media outlets. Due to the loosening of tenure boundaries, more and more media outlets are declining under the power of a few colossal corporations, an inclination called media consolidation. The Hearst, Knight Ridder, and Gannett corporations own the majority of the nation’s newspapers, whereas Clear Channel Communications owns numerous radio stations. Huge companies also have the major networks and other television stations. The Walt Disney Corporation, for example, owns ABC and ESPN, along with the Disney Channel, and Viacom owns CBS and MTV. Meanwhile the Rupert Murdoch’s Media Corporation owns all of the Fox channels, several radio networks, satellite television providers, and newspapers in many countries. And Time-Warner owns dozens of magazines, counting Time, Life, and Sports Illustrated, as well as the CNN and Turner television networks. Critics challenge that media consolidation confines consumers’ choices because a small number of companies own all the media outlets. They fight that consolidation is not competitive and that corporate owners might control or influence news coverage. Some critics also lament the homogenization of American culture due to media consolidation. Because radio and television formats have turn out to be more and more uniform, people all through the country receive the same broadcasts. It is not clear if the FCC has the ability to regulate cable television. The FCC is entitled to regulate those who broadcast over the airwaves because the people own the airwaves. Cable television is not sent through the airwaves. Cables transmit the programs directly into people’s houses. Seemingly this means that cable television cannot be regulated, but some members of Congress have still required doing so. I have come to believe that media is important in the government because it’s the primary source of political information for most people, so it plays a big role in democracy. Also, I notice the way a point is transmitted affects how the message is received. Television, for example, is a visual medium, so viewers will surely be affected by images. Plus, media tends to provide more facts and details than television. The media has massive power within the American Government because just about all Americans get their news from the media instead of from other people or other sources. Media coverage shapes how Americans recognize the world and what they consider to be important. Voters and politicians comparable must pay attention to the media. In the American political system, the media perform a number of functions important to the self-governing process. The media reports the news, serves as a mediator between the government and the people, helps agree on which issues should be discussed, and keeps people energetically involved in society and politics. In the United States, the media plays a big role in socializing people to American society, culture, and politics. Much of what young people and immigrants learn about American culture and politics comes from magazines, radio shows, and television. Many people worry that juvenile people are exposed to too much violence and sex in the media, knowing the effect it will have on children’s views and development. The media also provides a public forum for debates between political leaders. During campaigns, opposing candidates often broadcast advertisements and debate with each other on television. Many voters learn a great deal about the candidates and the issues by watching these ads and debates. Even during years without elections, though, the news media allows elected official to explain their actions via news stories and interviews. In this way the government has the power to control people though its subliminal messages. It has the ability to brainwash or give an image of what may be wrong or right through its regulations.

John Wayne Gacy essays

John Wayne Gacy essays A serial killer is an individual who murders at least four persons in a reasonable amount of time. A serial killer continues to kill until they are either dead or captured. However, serial killers are proned to have "cooling off" periods in which they take a short break from killing innocent victims. Among most murder cases, someone they know, whether the murderer is a family member, a friend, an acquaintance, or a co-worker, kills the victim. However, serial killers murder strangers. For the majority of the time, serial killers work alone. Only in rare and few cases, have serial killers work with another person. In other murder cases, the motive to kill can range from rage to jealousy to money to anger; however, serial killers' motive is to kill. There are many vicious serial killers that have made their mark in history but, the most intriguing serial killer is John Wayne Gacy. John Wayne Gacy was born in Chicago March 17 1942 on St. Patricks Day. Marion Elaine Robinson Gacy and John Wayne Gacy, Sr. welcomed their first son into the world at Edgewater Hospital. John Wayne Gacy, Jr. was the second of three children. His older sister Joanne was born two years before him and two years later came his youngest sister Karen. All of the Gacy children were raised Catholic and all three attended Catholic schools where they lived on the northern side of Chicago at 4505 N. Marmara. The neighborhood in which Gacy grew up was middle class. Gacy seemed to have a very normal childhood with the exception of his relationship with his father and a series of accidents that affected him. When Gacy was eleven years old he was playing by a swing set when he was hit in the head by one of the swings. The accident caused a blood clot in the brain. However, the blood clot was not discovered until he was sixteen. From the age of eleven to sixteen he suffered a series of blackouts c aused by the clot, yet the blackouts ceased when he was given medication...

Comparable Worth Compared to Equal Pay

Comparable Worth Compared to Equal Pay Comparable worth is shorthand for equal pay for work of equal value or equal pay for work of comparable worth. The doctrine of comparable worth is an attempt to remedy the inequities of pay which result from a long history of sex-segregated jobs and different pay scales for female and male jobs. Market rates, in this view, reflect past discriminatory practices, and cannot be the only basis of deciding current pay equity. Comparable worth looks at the skills and responsibilities of different jobs and attempts to correlate compensation to those skills and responsibilities. Comparable worth systems seek to fairly compensate jobs held primarily by women or by men more equitably by comparing the educational and skill requirements, task activities, and responsibility in different jobs, and attempting to compensate each job in relation to such factors rather than by the traditional pay history of the jobs. Equal Pay vs. Comparable Worth The Equal Pay Act of 1973  and many court decisions on pay equity revolve around the requirement that  the work being compared be equal work.  This approach to equity assumes that there are men and women in the job category and that they should not be paid differently for doing the same work. What happens when jobs are distributed differently, where there are different jobs, some held traditionally by mostly men and some held traditionally by mostly women?  How does equal pay for equal work apply? The effect of the ghettos of male and female jobs is that often, the male jobs were traditionally compensated more highly in part because they were held by men, and the female jobs were compensated less well in part because they were held by women. The comparable value approach then moves to looking at the work itself: What skills are required? How much training and education? What level of responsibility is involved? Example Traditionally, the job of a licensed practical nurse has been held mostly by women, and the job of a licensed electrician mostly by men.  If the skills and responsibilities and required training levels are found to be relatively equal, then a compensation system involving both jobs would adjust compensation to bring the LPNs pay into line with the electricians pay. A common example in a large organization, like state employees, might be outdoor lawn maintenance compared to nursery school aides.  The former has traditionally been done more by men and the latter by women.  The level of responsibility and education required is higher for the nursery school aides, and lifting small children may be similar to lifting requirements for those maintaining the lawn who lift bags of soil and other materials. Yet traditionally, the nursery school aides were paid less than the lawn maintenance crew, probably because of the historical connections of the jobs with men (once assumed to be breadwinners) and women (once assumed to be earning pin money).  Is the responsibility for a lawn of more value than the responsibility for the education and welfare of small children? The Effect of Comparable Worth Adjustments By using more objective standards applied to otherwise-different jobs, the effect is usually to increase pay to the jobs where women dominate in numbers. Often, the effect is also to equalize pay across racial lines as well, where jobs had been distributed differently by race. In most actual implementations of comparable worth, the pay of the lower-paid group is adjusted upwards, and the pay of the higher-paid group is allowed to grow more slowly than it would have without the comparable worth system in place.  It is not common practice in such implementations for the higher-paid group to have their wages or salaries cut from current levels. Where Comparable Worth Is Used Most comparable worth agreements have been the result of labor union negotiations or other agreements  and are more likely to be in the public sector than the private sector. The approach lends itself better to large organizations, whether public or private and has little effect on such jobs as domestic workers, where few people work in each workplace. The union AFSCME (American Federation of State, County, and Municipal Employees) has been particularly active in winning comparable worth agreements. Opponents of comparable worth generally argue for the difficulty of judging true worth of a job, and for allowing the market forces to balance a variety of social values. Bibliography Linda M. Blum. Between Feminism and Labor: The Significance of the Comparable Worth Movement. 1991.Sara M. Evans, Barbara N. Nelson. Wage Justice: Comparable Worth and the Paradox of Technocratic Reform. 1989, 1991.Joan Acker. Doing Comparable Worth: Gender, Class, and Pay Equity. 1989, 1991.Helen Remick. Comparable Worth and Wage Discrimination. 1984, 1985.

Give recommendation to Partners Assignment Example | Topics and Well Written Essays - 500 words

Give recommendation to Partners - Assignment Example In comparison, the second investment is a high interest saving account that provides 2% on a daily compounding basis for a six monthly investment. When compared through the effective rate of interest, the high interest saving account only provides up to 0.02% higher than the nominal interest rate of 2%. The two short term investments were then evaluated through future value analysis as well. The future value calculated for the Certificate of Deposit came out to be $2,030.15 which is $30.15 higher than the present value of $2,000 invested at the beginning of the six month period. In comparison to the Certificate of Deposit, the future value earned in the high interest saving account was $4,020.05 which is only $20.05 higher from the investment amount which was $4,000 for six months. This clearly indicates that the Certificate of Deposit is a better short term investment opportunity for the organization than the high interest saving account. There are various analyses which can be conducted on short term investment opportunities. A number of opportunities can be utilized in a combination as well to provide large savings for the organization. The main concept behind any short or long term investment is the investment objectives of the organization. If the organization believes in liquidity and requires ready cash then the best options would be those that help liquidate investments immediately. In that context high interest saving accounts may be a better choice than certificates of deposit, if high interest saving accounts do not have a conditional drawing clause. On the other hand, if the organization believes in saving rather than liquidity, then certificates of deposit would be a better choice in the short term where the money is fixed and cannot be drawn for the next six

How did the Industrial Revolution change and redefine the world Research Paper

How did the Industrial Revolution change and redefine the world - Research Paper Example The changes caused to the world as a result of industrial revolution are presented in this paper using appropriate literature. It is proved that the effects of industrial revolution have been significantly more than the planners of this movement had imagined. Such implication can be characterized as expected since the culture, the social ethics and the political frameworks of states internationally are often highly differentiated. The power of industrial revolution to change and redefine the world cannot be doubted. At a first level, industrial revolution has been related just to the economy and technology; this trend is reflected in the following definition: ‘industrial revolution is the process by which the society acquired control over vast resources of inanimate energy’.1 The above definition is based on the view that industrial revolution is mostly related to the economy, a view that is critically opposed by most theorists and academic researchers. Of course, in its early phases industrial revolution has been related to the use of sources of energy not used in production previously, at least not massively: ‘coal, oil and electricity’.2 In regard to the society, the industrial revolution led to the development of new social classes: ‘industrial workers, i.e. the non-specialized staff of industrial units, and scientific professionals, such as engineers and technicians’.3 In other words, the industrial revolution can be considered as responsible for the introduction of inequality in the workplace. Since workers of different educational background have become necessary, different terms of employment have not been avoided. Indeed, the inequalities related to a series of employment issues, such as the level of compensation, the access to high levels of the organizational hierarchy and the level of performance – based awards, have become quite common in firms of all industries.4 The expansion of this phenomenon has re sulted to important social inequalities: since not all individuals have been fairly compensated for their work their potentials to secure their financial status are different.5 Professionals and highly specialized workers can reach a quite high level of income, a fact that gives them the opportunity to establish a style of life quite different from that of non-specialized workers. In other words, the inequalities in the workplace, as a result of industrial revolution, have resulted to inequalities in society. The oppositions of people to the above inequalities have been quite strong. The appearance of social movements for the protection of the rights of the weaker members of the society has been related to the industrial revolution. The movements focusing on ‘the rights of women’s and of minorities’6 have resulted in order to lessen inequalities both in work and in social life, as these two aspects of human life have been affected by industrial revolution. The hi gh involvement of industrial revolution in social life is made clear through the study of Mokyr (1985). The above researcher focuses on the effects of industrial revolution on social life and economy of Britain. It is noted that in the particular country industrial revolution has led to the transformation of the economy and the society: a) initially, industrial revolu