Role Models Essays - FIFA 100, Social Psychology, Kabyle People

Role models Introduction Today, sport stars and other athletes are looked up to by all ages. Everyone loves them. They appear on television, there as fame as film stars, and do this with the entire world watching. No wonder we make heroes out of our favorites. They are seen, as heroes because they can do things that most of us can't. But if you examine athletes while they're not on the court or on the field, you can see what they are like in every dimension. Athletes have many positive and negative sides that affect their public face and both benefit and harm their abilities to become role models and they encourage there fans to become like them rather positive or negative. Today, athletes are known for wealth, privilege, and fame, because of their talent, salary, and positions as leaders, it's inevitable that we admire them. We can learn quite a lot from role models like determination and confidence because we try to be like them, you have to love a sport in order to do it well. When we look at athletes, normally you would say that they do everything good and positive, that's how they are when they are on TV or something, but real life do as much bad as they do good. In the news all the time, we hear about people like Stan Collymore or Roy Keane had a fight or something, it will not only affect there reputation but it will make children or even adults that look up to them behave like them. Role Models could give a good impression to someone and make their parents or someone proud but they could also give people bad impressions like taking drugs or having lots of alcohol. I have made a table below of a list of role models that give good impressions and the ones who give bad impressions. Positive Impression Negative Impression Thorpe Maradona Ronaldo Hidetoshi Nakata Gary Liniker Paul Merson Tony Adams Eric Cantona Casiraghi Stan Collymore John Fashinu Bruce Gobblar Zidane Romario Well your probably thinking why these people are positive or negative role models, so here's a brief explanation what I think they are positive or negative. Positive Impressions Thorpe, because it he won all medals that he was in for swimming, he was a good athlete to look up to. Casiraghi, I say that he is a good role model, because is still injured and still gets paid, plays for Chelsea but loves to play football so he wants to leave the club and join any team even lower divisions. Gary Liniker, he was one of England's best footballers and as far as we know he hasn't done anything bad in his life. Tony Adams, an Arsenal defender, you would probably think he is a bad impression because he use to drink a lot, but I say he is a good impression because he stopped drinking for the sake of his health, career and sport. Negative Impressions Maradona, he is known as one of the worlds greatest footballers of all time, but he gives a really bad impression because people tend to copy who they look up to and Maradona takes a lot of drugs and cheated in football, using his hands instead of head. Hidetoshi Nakata, Japan's first player to play abroad and Japans best player was not really a good impression because in the World Cup he wasn't really bothered to sing his own National Anthem and in Copa America Japan was invited but he rejected the International Callup. Eric Cantona, former Manchester United player, because he use to foul a lot in football and done a flying kick at someone on live T.V. Stan Collymore, because slapped his girlfriend. John Fashinu, because he use to set-up matches so he could score lots of goals and win. Bruce Gobblar, former Liverpool goalkeeper, because people use to pay him to let goals in and lose. Zidane, Juventus footballer, because he wanted to leave he told everyone his wife wanted to go to Spain so he could leave the club. Romario, was one of Brazils top strikers, in my opinion he is a bad role model, because he use to always bunk the training sessions and sometimes not even attending football matches.

Primary school teachers in uk The WritePass Journal

Primary school teachers in uk Chapter 1 Introduction Primary school teachers in uk Chapter 1 IntroductionChapter 2: To examine and critically analyze the under representation of men in primary schools2.1 – Introduction to the Chapter2.2 – A Feminised Profession?2.3    The Social Status of Teachers2.4 – Male Teachers and the Fear of Being Branded a Paedophile2.5 – The Preference of Men to Teach in Secondary Schools3.1 Introduction to chapter3.2 – Male Teachers as Role Models3.3 – The Job Being Done by Female Primary Teachers3.3 – The Masculinisation of the Primary Sector4.1 – Introduction to the Chapter4.2 – Gender Specific Jobs and the Division of Labour4.3 – Primary School Teaching as a ProfessionReferenceRelated Chapter 1 Introduction This piece of work is designed to examine male primary school teachers; the work that they do, their supposed under representation in UK based primary schools and the apparent feminisation of the profession. Within this body of work there are various main aims which are to be met. Firstly an extensive examination of the factors that result in an under representation of men will be undertaken. Within this aim reasons for men not becoming primary school teachers that are provided in relevant research and literature will be critically analysed with the intention of giving a thorough multi-factoral explanation as to why men aren’t performing teaching jobs within the primary school sector. The second aim to be examined is to assess the effectiveness and purpose the role of a male primary teacher plays in the development of a child. There is a wide acceptance that the male primary school teacher is important in providing a male role model in a modern child’s life (Francis Skelton, 2005). This view amongst others will be queried as will the view that a male primary teacher can provide something that a female primary teacher cannot. The final primary aim is to look at the professi on of primary school teaching historically and the role that the division of labour and patriarchy had on the shaping of primary school teaching. Within this the development of gender specific roles and jobs will be looked at along with the division of labour and the importance that patriarchy had in shaping these roles. Each of these aims will be divided into various sub-sections looking at specific points within each aim. Through the use of previous works, research and literature on each subject contrasting views will be critically analysed with the idea of coming to a conclusion and offering possible instruction regarding various facets that arise with the subject of the male primary school teacher. A lack of male primary school teachers is common all over the western world with many western countries driving to recruit more of what appears to be an endangered species (Skelton, 2003). There are many contributing factors for this being the case including the fear for men that being part of such a childcare profession could lead to them being branded as a paedophile (March bank Let herby, 2007). Since the development of the primary teaching role the preference has been to hire women rather than men as women were seen as more natural at aiding the development of a child and historically women were often hired due to them being very much a cheaper option (Quartararo, 1995). The modern assumption is that by not providing a sufficient male role model within the primary school setting that children and particularly boys are being put at a disadvantage (Wilson, 2006). Such a subject as the primary school teacher is important in the sense that the type of teacher a child has can impact on the child’s future development both academically and in future life chances (Leonhardt, 2010). It has even been described previously as the most important job in the world (Teachers First, 2008). Although this may be a slightly biased viewpoint should a male primary school teacher improve the academic attainment of those currently underachieving (such as those in the lower social class strata or boys in general) then the implementation of more male primary school teachers is important in ensuring every child is given the best opportunity to reach their potential and the drive by many countries to hire more men as primary school teachers is the right thing to do. Equally if the general consensus is that a male primary teacher does not offer anything that a female primary school teacher could offer in terms of teaching style or relationships with the children that they are teaching then reasons for some children’s underachievement are yet unidentified and pushing the recruitment of male primary school teachers may not be the best way to go forward in terms of improving teaching and the educational attainment of the child within the primary school sector. The subject of teaching will always hold great importance within a society as it aids in shaping the lives of those children who are being taught. If the teaching of children is at the best quality as it can be so will the quality of learning. The general aim of this work is to not only outline as to why men are not opting to teach in primary schools but also to assess whether trying to tempt more males into the job is beneficial. Would having more male teachers benefit the pupils that are being taught and will providing more male teachers mess with the division of labour that has been a part of UK life for years in a negative way? Personally the subject of male primary teachers is of great interest. A profession that may end up becoming my career, the role that the male primary teacher plays is of great importance to me. As personally I chose to pursue a career with children it interests me that the vast majority of my peers on the same degree course are women. The reasons as to why many males opt against taking a role in teaching or working with younger children while still being willing to work with children at secondary school level is also of great interest. Much of what I have learned regarding the taking care and teaching of younger children has been dictated to me by women; with this being the case whether a male does have an impact on the way a child learns or develops can be questioned. Should a male be practicing the same teaching methods as women are then does the gender of the teacher actually make a difference on how the child react to the teacher and in turn how the child learns. Why primary scho ol teaching has been characterised as a typically female profession is also something that interests me. Why is it that a woman would historically be considered more suited to a job than a male like myself. Is this simply because women are the child bearers, or is it as a result of gender stereotyping stemming back to times where the patriarch took on a ‘breadwinner’ role while women took care of children or is it due to other contributing factors? Chapter 2: To examine and critically analyze the under representation of men in primary schools 2.1 – Introduction to the Chapter Within this chapter the number of males working in primary schools in the modern day will be examined. As well as looking at the statistics the reasons for men opting out of teaching in the primary school sector will be identified and critically analysed in an attempt to offer explanations for the reported under representation of men in primary schools today. 2.2 – A Feminised Profession? ‘No country should pride itself on its educational system if the teaching profession has become predominantly a world of women.’ (Langeveld, 1963 cited in Lyon Migniuolo, 1989). But this is what appears to be the case with the primary school sector of the UK education system. In 2009 statistics provided (Guardian, 2009) showed that a total of 4,587 which is more than a quarter of primary schools in the UK operated with solely female teachers. In some counties including Lancashire, Cumbria, Hampshire, Essex, Derbyshire, Hertfordshire and Norfolk there are more than 100 schools which are taught by just women teachers. In 2010 of 567,817 teachers were registered in the UK of which 75.1% are women, up from 74.4% in 2009 with the numbers of women working in schools increasing year on year since 2006. In terms of males 24.9% of the 567,817 are teachers, down from 25.6% in 2009. In terms of primary schools 12.5% of the teachers are men, down from 13% in 2009. (General Teaching Council cited in Telegraph, 2010). The expression of panic regarding the small numbers of male primary school teachers is nothing new as such feeling was similar during the rise of feminisation in the 1950’s and 1960’s (Acker 1994 cited in Drudy,2005) The possible reasons for such underrepresentation are vast. One reason may be that historically primary school teaching has been viewed as a feminised profession. Coffey and Delemont (2000) argue that primary school teaching being a feminine profession is a view that has a ‘long history’ and that since the establishment of the state education system in 1870 the teaching of younger children has consistently been seen as a job for women. So the idea that different sexes are more suited to certain jobs is not uncommon and there are various jobs around that are considered to be typical for women. Primary school teaching and nursing are just 2 examples of this. Within these kinds of professions there are certain attributes that are thought to be important in order to be good at said job. Primary teaching in particular is thought to require ‘emotional labour’ something that is said to be much more common in women than in men (Hochschild, 1983). This in turn poses various problems to those men who do work in primary schools; male teachers’ competence when working in primary school settings may be questioned should they not show levels of emotional labour that some women do. The same may occur should the male teacher begin to show signs of typical masculinity, something that is rather uncommon in primary schools. (Connell Messerschmidt 2005) In primary teaching men are in somewhat of a difficult situation, while in some cases their masculinity can give them an advantage in originally obtaining the job such displays of masculinity while in the job can be frowned upon by those women already working in the feminised job of primary education and leave them alienated from their colleagues (Allan, 1993). Should a male teacher however display the kind of attributes and attitudes currently associated with those working as a primary school teacher however then these attributes could be interpreted as feminine and the man may find their sexualit y becoming questioned (Sargent, 2001) something that may well prevent a man from thinking about teaching young children. The process by which sex is directly linked to feminine or masculine activities can lead to ‘sexism or sex stereotyping’ (Drudy 2005) something that may well be present within primary schools nowadays. An example of this is the way that male teachers are perceived; since the end of World War 2 the idea of men as teachers has been viewed as ‘out of place’ (Kaplan, 1974 cited in Robinson Hobson, 2004) and even morally questionable (Tubbs 1946 cited in National Association for the Education of Young Children, 1980). Currently it appears that the feminisation of the sector is as a result of various conditions including not just the sheer number of women working as primary school teachers but also the strengthened feminine interpretation of various facets in the job and the domestic ideology that comes with it. (Drudy, 2005) These are all thi ngs that could discourage men from pursuing a career in primary school teaching. Despite the apparent effect of a feminised profession preventing men from teaching in primary schools the whole premise behind describing primary schools as feminised has been questioned. If a primary school were to be considered unquestionably feminised then there would have to be various identifying factors rather than simply because of the sheer number of female staff at the setting. If we are to believe previous works on female teachers then one would expect to observe a non-hierarchical, democratic management system (Powney Weiner, 2000) with agendas within the school that are free to flexibility (Ozga, 1990). There is an argument that rather than the primary school environment being best suited to female teachers that infact it is becoming a more masculinised environment to work in (Mahony Hextall, 2000) particularly in reference to the management structure in that there is a hierarchy of staff rather than a democracy of such and in terms of how the schools in general appear to be structured; in an inflexible way based on routine and a fixed way of doing things (Mahony Hextall). If it were the case that the profession was becoming more suited to those with masculine tendencies then one would expect there to be a marked increase in men opting to teach in primary schools, with current statistics indicating otherwise (General Teaching Council cited in Telegraph, 2010) there must be other reasons as to why men are choosing not to become primary school teachers. 2.3    The Social Status of Teachers Other potential reasons limiting the participation of males teaching in primary schools are things such as low social status and relatively low wage (Armitage, 1999). It is also claimed that ideas of the role a teacher has is shaped by the experience that each of us has when we were pupils (Campbell StNeill, 1994); with this in mind some people hold the view that primary school teachers have it easy.   This view is put forward because some think that teachers have fairly short working hours similar to those of the students and as such aren’t as respected as they perhaps should be. The perceived long holidays in comparison to other jobs also has an effect on the social status of those working as primary teachers as some think that because they have relatively long holidays in comparison to other jobs that primary teachers ‘have it easy’ (Campbell StNeill, 1994). Primary school teachers it would appear hold even less social prestige than those working in seconda ry schools or other settings of education. This is because of the perception that those working with younger children do not have to work very hard and actually merely oversee play. (Rumbold, 1988 cited in Campbell StNeill) This along with the old saying ‘He who can does, he who cannot, teaches’ (George  Bernard Shaw, Man and Superman Maxims for Revolutionists, 1903)  results in a consensus engrained in UK national identity that those who teach are deficient in some way (Campbell StNeill, 1994), to be viewed in such a manner will not be an attractive prospect for those men perhaps thinking of becoming a primary school teacher. 2.4 – Male Teachers and the Fear of Being Branded a Paedophile Although on the face of things it would appear that job satisfaction and contentment for those working as primary school teachers is at a relatively low level due to low social status and relatively low wage in comparison to other jobs there are various findings that indicate otherwise. The National Foundation for Educational Research (2002) conducted research into the job satisfaction of teachers in comparison to the job satisfaction of people in other jobs. The findings showed that although there is a certain amount of dissatisfaction towards the pay that they receive and generally higher levels of stress amongst teachers they still enjoy more job satisfaction. Primary school teachers imparticular seemed to enjoy higher levels of job satisfaction and job security than not only those within other professions but also when compared to those teachers who work in secondary schools. Those teachers who do work in primary schools were also found to be more positive about the relationships that they form within their workplace with peers and were also found to be rather less disgruntled about the level of pay that they receive for doing their job (Sturman, 2002). It would appear that one of the major reasons for the modern day male deciding not to enter teaching at primary school level is through the fear of being branded a ‘child abuser’ or a ‘paedophile’. Due to high profile cases of child abduction and cases of paedophilia In the UK over recent years men are beginning to become more cautious with regards to spending time with children (Clark, 2010). A survey conducted by Play England (2010) discovered that in the UK 44% of men would be hesitant to help a child in need due to the risk of being seen as a child abductor or child abuser (Play England, 2010) this is perhaps due to guidelines set by the NSPCC advising men not to approach lost children for the aforementioned reasons (FACT, 2006). This fear may well be having an impact on the number of   men opting to work in primary schools. John Bangs who is the assistant secretary for the national union of teachers argued that men are being put off by an increasing s uspicion surrounding men who teach in primary schools, Bangs stated ‘people have become much more suspicious of men who want to work with children’ and that ‘these perceptions are absurd but men are reluctant to be stigmatised in this way’ (Guardian, 2008). This fear of being branded in such a way is something that many male primary teachers currently working have to deal with. During a study with primary school teachers Sargent (2001) found that many of the male teachers’ gripes with the profession was that of being labelled as a child abuser or as gay due to the work that they do. During the research it was found that the majority of respondents expressed a concern when coming into physical contact with the children that they teach. This is through the fear that when making physical contact with the child their intentions may be misconstrued and as a result may find themselves being accused of touching the child inappropriately or being homosexual. While female primary teachers can often come into close proximity with a child and even make physical contact with a child without much being said. Men on the other hand feel as though they are unable to have contact with a child due to the way that they may be viewed by others and through fear of the possible controversy that may ensue (Sargent, 2001). As so eloquently put by one of the respondents during the study conducted by Sargent ‘Women’s laps are places of love, men’s laps are places of danger’. This fear may well be having a negative effect on the teaching performance of those men as they cannot meet the social and emotional needs as effectively as their female counterparts (Sargent,2001). Although these fears of child abuse within schools are largely unfounded partly due to current stringent criminal record checking prior to teachers taking a job it is easy to see why some males may be hesitant about taking a job working with children and is als o understandable for those not wanting to work in primary schools due to the difficulties that these men face within their role. 2.5 – The Preference of Men to Teach in Secondary Schools The reason for the underrepresentation of men in primary schools may not be due to mistreatment in primary schools but rather a preference towards teaching in secondary schools. While statistics show that the number of male teachers in primary schools in dwindling in secondary schools disparity between the genders of secondary school teachers is not as evident as the split is much more balanced (Office for National Statistics, 2007). Rather than simply a preference of working with older children David Hanson, the chief executive of the Independent Association of Prep Schools argued that more men would opt for primary school teaching if there were opportunities to teach singular subjects similar to how secondary schools are taught. Hanson argued that teaching individual subjects meant that lessons become more ‘rigorous’ and that teachers taking part in teaching singular subjects take more pride in their job, it was also stated that ‘there seems to be something to do with men being able to attach a sense of status to the subject’ and that ‘subject specialism seems to have an appeal for men.’ (Davis, 2010) To argue that there is simply one reason why men choose not to teach in primary schools would be far too simplistic. The reasons for not teaching in a primary school could be specific to each individual. For example while one person may opt out of primary school teaching due to the lack of specialised subjects another may opt against it out of fear of being branded a child abuser. Reasons may also be due to various facets of the job that are unappealing. Despite the perceived multi factoral reasons for opting out of primary school teaching it may after all just come down to money.   In 2009 52% more men chose to pursue a career in primary school teaching. The cause of this was attributed to the recent recession and subsequent insecurity of some other jobs where cuts were frequent or where promotion was difficult to come by. (Williams, 2010) It was then thought that through the job security and promotional opportunities that primary school teaching offers it was becoming a more appe aling prospect for potential male teachers; although the vast majority of those opting to teach in primary schools are still women. 3.1 Introduction to chapter This chapter will attempt to examine the reasons why there seems to be such a drive to introduce more male teachers into primary schools in the UK. Within the chapter whether introducing more male teachers is the best way to improve teaching practices and attainment of the children and where this leaves the female primary school teacher will be analysed, as will the effectiveness of male primary school teachers and the role that they play within the school. 3.2 – Male Teachers as Role Models Recently it has become the view of government officials that the dominant ‘female domain’ that is primary school teaching is beginning to have a negative effect on the achievement and attainment of male pupils (Morris 1998) and there have been numerous government initiatives established with the aim of increasing the number of male primary school teachers. But despite high profile drives to increase the numbers of male teachers’ numbers are still dwindling. Historically there did not seem to be any issue with the numbers of men in the primary school field until the 1980’s where feminists argued that the numbers of men teaching in primary schools should be increased as a means of breaking down sexual and gender barriers while perhaps having a positive effect on the children they teach. (Aspinwall, Drummond, 1989 cited in Brush Middlewood, 1997). As recent as 2009 there was a new drive encouraging males to become primary school teachers with a page on the go vernment’s website dedicated to getting men to teach younger children. One of the major reasons for championing the introduction male teachers into primary schools is the perceived problem of children not having a sufficient male role model. Much of this could be due to the distinct rise in children becoming members of single parent families (SPF). In 2007 it was announced that 24% of children; nearly a quarter were living in SPF’s. Within this 24% 9 out of 10 of these households are being headed by a women (often the mother) rather then the father or any other male figure (Independent, 2007). As a result of such figures for some it is thought that male pupils need male teachers as role models as well as teachers in order to develop and to reach their full potential. A poll conducted in 2008 for the Training and Development Agency of 800 men looked at the impact of male teachers in the development of boys. Within the survey it was found that 35% of respondents felt that having a male teacher encouraged them to work harder at schools, 50% said tha t they would be more likely to ask a male teacher for help regarding bullying, and 49% stated that they would be more likely to ask for help about school work if the teacher was male rather than if the teacher was female. Tanya Byron a consultant clinical psychologist claims that male primary school teachers are vital in providing a positive role model for children. Byron also claims that male primary school teachers are often stable and reliable figures in the lives of the children that they teach and that they inspire their children to ‘be more confident, work harder and to behave better’. Mancus (1992 cit; Drudy,2005) Found that when they are taught by both male and female teachers children became less rigid in thoughts about gender roles. Mancus continued by claiming that in comparison to their counterparts who have no male teachers those who do have male teachers to some degree tend to view male and female teachers as both nurturing as well as having authority. Thi s could result in giving boys a wider range of behavioural choices which means they may well be more likely to show a more nurturing side if they were to see a male teacher behaving in such a nurturing manner. It could however be argued that the impact of male teachers as role models is overstated. Currently in most of the developed world girls tend to perform better anyway (Programme for International Student Assessment, 2000 cit; OECD, 2000). The tendency regarding the underperformance of boys is to blame the feminisation of schooling for the disparity between the sexes. Miller (1996 cit; Kramarae Spender, 2000) claims that the apparent feminisation of the primary school sector is merely used as a scapegoat in explaining the underperformance of boys in schools and that values and mechanisms must be looked at before coming to such a conclusion. Differences in the attainment of the sexes are not particularly due to the feminisation of the primary school. When looking at how   the sexes perform in school it is important to not simply look at the sex of the student when other things could have a more profound   effect such as social class and where the child lives (Lynch, 1999)It can be argued that there is infact no evidence that the feminisation of primary schools is the reason for any kind of underperformance by boys, this is underlined by the fact that in instances where boys outperform girls in things such as mathematics (OFSTED, 2003) this is irrelevant of whether the boys are taught by male or female teachers. Russell Hobby the general secretary of the National Association of Head Teachers has a similar point of view in thinking that male teachers effect on boys is overstated stating that he doesn’t believe that ‘it has a huge impact’ and that boys often have other male role models in other aspects of life such as ‘home, sporting clubs and the Boy Scouts’.   This view is also argued by Allen (1994) who stated regarding male primary teachers as role models that ‘in practice, male role modelling emerges as a kind of optimistic ritual approach to solving social problems: No one knows what it is or how it works, but letà ¢â‚¬â„¢s do it anyway’. A study conducted in Australia also found that not all male primary school teachers were positive about the view that they should be/are considered role models for the children that they teach. Within the study of those who rejected the notion that they are a role model many stated that they regarded themselves as an ‘educator’ rather than a ‘parent substitute’ (Smith, 2004). Although many male primary school teachers accept the assumption that they are to be role models to those that they teach it could be argued that such expectations are putting unrealistic expectations on these people as they are already expected to teach these children should they also be expected to act as the primary male influence on these children’s life? 3.3 – The Job Being Done by Female Primary Teachers The whole question regarding male primary school teachers leaves the status of the female primary school teacher very much under question. On the page Graham Holley Chief Executive of the Teaching Development Agency stated that ‘Men are under-represented in primary schools and we are keen to improve the balance over time.  This is not an educational issue: there is nothing wrong with the thousands of splendid women teachers who we are fortunate to have in our schools.  But a well-balanced, diverse and representative workforce is of huge benefit to children socially and in their broader development.’ But it could be questioned as to whether the sex of the teacher is what matters in the first place The whole idea of trying to tempt more men into teaching in primary schools has been interpreted as an ‘implicit criticism’ of female teachers in primary schools by Chris Keates, the general secretary of NASUWT. Keates argued that there was little evidence to sh ow that increasing the number of male teachers would have any significant influence on the further educational attainment of the children which they teach. Also it was argued that the apparent positives of hiring a male primary school teacher such as the ability to inspire children, encourage them to work harder and behave better are all attributes that are gender neutral and that women who are doing a good job in primary schools can encourage children to behave and work in a similar manner without having to be viewed as a role model. (Guardian, 2009). This is a view shared by Yee (1973) who claimed that in teacher recruitment it was not the sex of the teacher that actually made a difference in the education of the child instead it was the qualities of the teacher that actually mattered. It just so happened that the traits that make one a good teacher in the primary school sector are more common in women rather than men. This view is one that has been taken on by quite a few and has since been dubbed as the ‘so what’ factor (Armitage, 1999) Concerns that boys are under performing is something that is common all over the world in not just the UK but other Western and South American countries (Hutchings, 2001 cit; Skelton, 2002) and   it may be simplistic to think that this is just because of a lack of male teachers within schools. While there appears to be a stereotyping of children in the sense that it is thought that boys require a male teacher in order to perform at their best it could be argued that a subsequent stereotyping of teachers is occurring at the same time. There is no doubt a need for strong teachers in primary schools and to suggest that one gender is better at fulfilling such a role this is merely emphasising damaging stereotypes (Burn, 2001). 3.3 – The Masculinisation of the Primary Sector On the contrary to what is commonly thought there is a view that the primary school sector is infact favouring male teachers rather than female teachers. Despite the sector becoming a profession predominantly occupied by women it would appear that this has not resulted in equal opportunities for the 2 sexes. In conducting a study regarding the promotion patterns of primary schools in the UK Thornton Bricheno (2000) found that often men enjoy career advancement which is quicker than what is commonly experienced by women. This is also suggested through statistics provided regarding primary schools in Scotland. In 2005 93% of primary school teachers were women and 7% men. Women accounted for 81% of head teachers in primary schools and men 19%; this shows a definite preference for promoting males rather than females to authoritative positions (Scotland.gov, 2007). As a result it was found that although men who do work as primary school teachers are in a relatively low status profession they tend to enjoy more power and status within it than their female counterparts and as a result men envisage a more rapid rise to higher paid positions; a finding that has been evidenced by a number of other studies on the subject (Reid Thornton, 2000 cit; Thornton Bricheno, 2006). It is thought that men who do opt to teach in primary schools are well aware of the promotion opportunities available to them. Skelton (2001) backed up this theory through conducting interviews with various male primary school teachers. Within those who were questioned one respondent claimed that men were placed in headship positions merely because they ‘were men’.   Another respondent offered a more comprehensive explanation as to why men are elevated to roles of more responsibility citing the traditional ideas of masculinity; the teacher stated that within the modern day society men are seen primarily as men rather than teachers and that men are seen as slightly superior and able to p rosper in a role such as head teacher. Despite this study being on a micro scale and as such cannot be generalised throughout the country there does appear to be some sort of validity to the claims that men are being unfairly favoured when a head teacher post comes available because they are male. The views of the primary school teacher as a whole are shaped by both cultural history and traditions within this country and the considerable influence of the media on the subject (Burn, 2001). Currently it would appear that men are being labelled as assets within the classroom (Pepperell Smedley, 1998) due to their supposed authoritative persona and ‘discipline man’ image. This is something that some male teachers use to their advantage; after getting used to women disciplining them children were taking more notice of male teachers due to their deeper voice (Burn, 2000). Grant (1989) had similar findings when examining the promotion aspects of women. When questioning a sele ct group of women who were being interviewed with regards to a senior management position Grant found that posts often went to tall strong men who kept the children within their setting in line. These men were perceived as ‘bullies’ that took a hard line when it came to discipline by their fellow teachers and this was offered as a reason as to why they were selected to these higher roles. Whether the authoritative nature of the male teacher is the reason for men being given higher positions within the school setting is unclear but in recent times it does not appear that men are being preferred in these roles any more.   According to data provided by the Training and Development Agency for Schools those who are being appointed as head teachers across the UK are much younger than has been previously, but perhaps of more greater significance in regards to this piece of work there appears to be a significant rise in the number of women being promoted to the headship positions. The statistics published stated that women were now accounting for 70% of the workforce along with now 67% of head teacher and deputy head teacher positions. In comparison to the rest of the UK workforce this percentage of women in senior management positions is relatively high with just 12.5% of senior management positions within the top 100 UK companies being occupied by women. (TDA, 2011 cited in Daily mail, 2011) 4.1 – Introduction to the Chapter This chapter will look at the history of the teaching profession and what has happened to shaped it into what it is today. Specifically the history of the division of labour and how it has affected the type of person to take a teaching job will be looked at, as will the debate of teaching being a professional or a semi-professional career. 4.2 – Gender Specific Jobs and the Division of Labour The idea that different roles are more suited to certain people is not something that is uncommon, as is explained through the ‘division of labour’. The division of labour is defined as the way by which different tasks are allocated to certain groups of people in a given society. The idea of the division of labour in post industrialised western countries is to increase production by allocating certain jobs to those deemed most suited to it.   In terms of gender, this refers to the ‘sexual division of labour’ where the traditional roles of a male breadwinner and a female housewife are generally considered the norm. The sexual division of labour arose following the separation of the household and the workplace during the industrialisation of western civilisations at which time men were then expected to become the breadwinner and provide for their family while the woman was expected to stay at home, complete various domestic chores and look after any children within the household. This occurred for a couple of reasons, firstly the jobs that arose as a result of industrialisation were primarily jobs of a physical nature; something that was assumed to be much more of a man’s forte as men were stereotypically thought to be stronger than women. As well as this women were considered more suited to the role of rearing the child due to the thought that women were more caring than men and also because women are the ones that give birth and carry the unborn child it was thought that this meant that the woman was more suited to the domestic role. With this sexual division of labour came the rise of patriarchy within western societies. As the men were going out to do work to keep the family running the men seemed to grasp a sense of greater importance and take the major ruling role within the family and other sectors. As stated; the male role is deemed as ‘instrumental’ while the woman’s role deemed as ‘expressiveà ¢â‚¬â„¢ (Parsons 1956 cited in Podell, 1966) In terms of the UK the history of the division of labour and the patriarchal society has had a profound effect.   Even in modern day Britain women between the ages of 16-64 are almost twice as likely to be considered ‘economically inactive’ than their male counterparts. Of those women who do work far less hours are contributed that men. Women were found to be four times more likely to work part-time rather than full time and on average spend 70% more hours on domestic chores than men (Washbrook, 2007).This seems to have had an effect on the amount of pay that women get in comparison to men for those working in full time work it was found that men are earning more an hour than women in 18% of circumstances while in part time work men are earning more an hour in 40% of circumstances. (Olsen Walby, 2004 cited in Washbrook, 2007) The reason for this has been given as because women often spend a longer amount of time outside of the workforce than men, often due to familial care responsibilities or maternity leave, something that men do not have or use as often as women do. (Olsen Walby, 2004 cited in Washbrook, 2007). The disparity of wages between the sexes is something that indicates the prominence of the division of labour.   Becker (1991) offered possible explanation for this being the case. This is through the theory that through the difference in wage there is a benefit to the household generally. Becker argued that should a couple differ in wage and household productivity then the output of the household can be maximised if both the man and woman within the household allocate their time to the sector of which they are deemed most productive (i.e. women taking part in domestic work and men earning outside of the household) and then exchange any surplus work within either section with their respective spouse. Becker argued that the bigger the difference in the spouse’s productivity the greater the potential gains are for the household. (Becker, 1991) Becker’s theory indicates that there is an assumption that the differing genders excel in different areas.   Such assumptions when they are widely held by the society in which people live can have a marked effect on the choices that members of either sex make and also potentially the choices of occupation that individuals choose to be a part of. (Washbrook, 2007) Following research conducted in 2005 it was found that women   appear   to opt for occupations where the skills required are comparatively similar to those required within the domestic realm. Skills such as household maintenance and caring attributes required when bringing up children are the skills used in the jobs that women in the UK tend to choose. This is shown in that women in 2005 women accounted for over 80% of workers within secretary, administrative and personal service sectors. As we have examined; a high percentage of women were also seen to be working in the education sector. Though the percentage of those working in such a profession is not as high as 80% like in secretary, administrative or personal services   the proportion of women working in the health, social work and importantly the education sectors is still high (Washbrook, 2007). There are certain indicators however that the division of labour is beginning to become impacted on. The changing of social trends over time is given as a possible reason for the division of labour being changed. A perfect example of this is the changing difference in pay between men and women. In 1973 the gap in pay between men working in full time work and women working in full time work was 29%, this had lowered by 12% to 17% in 2005. Within that same time period the number of women working in Britain rose by 10%. As mentioned previously much of the reason men were earning more money and were more likely to work full time was due to the amount of time women were spending outside of the workforce. More recently however women have to spend less time outside of the workforce due to numerous factors; the massive rise in divorce rates, the postponement of first marriage and the decrease of women wanting children or the delay of children has resulted in women have a longer period of tim e being able to be economically independent, spend a prolonged uninterrupted period of time within the workforce and as a result minimize the pay disparity between male workers and female workers. Educational attainment of the respective sexes has also been highlighted as a possible reason for the differences in pay reducing. In 1970/1971 of those in further education 58% were male, while 67% of those taking part in higher education were men. By the year 2000 things changed greatly, 59% of those in further education were now female while 57% of those in further education were also female (Washbrook, 2007) 4.3 – Primary School Teaching as a Profession Historically teaching in primary schools was deemed as a semi-professional job (Etzioni, 1969). This correlates with the observation that women historically worked in jobs where the pay was less than that for men, with much of the work they did do being part time. So what of the history regarding primary teaching as a ‘profession’? A profession is defined as ‘an occupation, such as law, medicine, or engineering that requires considerable training and specialized study’. What is most noticeable about the definition provided is that there is no reference to teaching within it. This is primarily because historically teaching has not actually been viewed as a ‘profession’ as such. Although teaching had been acknowledged as an important job it was is rarely held in high esteem similar to that enjoyed by doctors or lawyers. This it is argued is due to the view that teachers who taught within public and grammar schools were ‘born and not madeâ₠¬â„¢ (Smith, 1957). Because of this these schools began to be populated by teachers who although were university educated were largely unprepared for the many potential difficulties that can arise within a classroom (Simon, 1981). The job first took a step towards professionalism following the 1902 education act. The 1902 education act provided the development of numerous grammar schools around the UK within which students had the opportunity to go on to teacher training colleges. Most importantly however the education act insisted that any entrants wishing to enrol into a teacher training college must have completed 4 years of full time grammar school education before doing so (Kandel, 1955). This meant that those pupils now wishing to become teachers were at least educated to a decent level and due to the teacher training colleges were in theory now better prepared for potential classroom situations. What the 1902education actually did however how widen the gap between elementary schools and grammar schools. Although in theory bringing the two closer by ensuring they were both involved with the state education system inadvertently the differing settings were being dragged further apart. The implementation of the 1902 education act meant that elementary schools and grammar schools were being governed by differing organisations, having to adhere to different codes.   This meant that there was still a distinct difference in class between grammar schools and elementary schools and the quality of teachers that they could attract to their setting (Gillard, 2005). At first the teacher training colleges focussed solely on subjects and methods of teaching. The teachers association after a time decided however that this was not stringent enough and encouraged a style of training similar to that of other professions, the need to change the way which teachers were trained was enhanced when it became apparent that education was beginning to put a greater emphasis on aiding a child’s development not just intellectually but also physically morally and emotionally (Kandell, 1955). At this point universities began to offer their graduates who wished to become teachers an opportunity to continue studying at the same university in training departments whereby the students would learn about teaching theory and also teaching practically. (Gillard,2005). By 1944 the McNair committee report outlined various recommendations regarding the staffing and training of teachers; this included a 3 year compulsory training course for those who wished to become t eachers and also a salary increase for teachers. This report along with the education act of the same year was the first indication that teaching was becoming considered as a profession. The professionalism of teaching enjoyed a peak within the 1960’s in the UK due to various contributing factors. In 1960 the recommendation by the McNair report to extend the teacher training course from 2 years to 3 years came into fruition. In 1963 the Robbins report also recommended the introduction of other teaching degree courses where over a 4 year period students could study both education and 2 other main subjects. In 1964 school councils were introduced following a recommendation from the Lockwood report. This in theory meant that schools would have much more responsibility for what goes on within their own school. This meant that schools could take a role in what they teach to their pupils and also how the curriculum is taught to them by their teachers. This in turn was designed to h elp the teachers meet the expanding needs of their pupils by giving them a bit more freedom to teach using different techniques. (Watkins, 1993) In 1967 the Plowden report was published. Although congratulating the unique responsibility ad spur of freedom that teachers in the UK had the report did express some issue with the training system at that time. Plowden felt that it was wrong that someone can obtain a teaching degree with little or no professional training, consequently Plowden recommended that all teachers should be required to become professionally qualified prior to taking on a teaching role. (Plowden, 1968) In 1970 Plowden’s recommendations regarding professional qualification was taken on board by the government and at which time it became a requirement for teachers to gain Qualified Teacher Status and be approved by the teaching department prior to conducting formal teaching within any school. One would think that this would result in teachers being seen as professionals but this was not the case. A series of publications criticising teachers and teaching were released, the first publication in 1969 argued that teaching in primary schools was a major cause of unrest amongst university students as well as a large factor in developing other unwelcome tendencies amongst students (Gallton, Simon Croll, 1980). A publication by Bennet (1976) also received much press attention as apparent ‘progressive’ styles of teaching supposedly was having a negative effect on the development of their pupils (Galton, Simon Croll, 1980). Publications of such Black Papers lead to the involvement of then Prime Minister Jim Callaghan who although applauding much of what goes on within schools expressed a concern at complaints within the teaching profession that many of those who were being recruited into the job did not have the basic skills required in order to effectively carry ou t their job. Callaghan also noted the concern being expressed by parents regarding the perceived informal methods of teaching being utilised by many teachers at that time (Gillard, 2005). Callaghan went on to explain that teachers were in such a job to appease both industry and parents while meeting the needs of their pupils. He also stated that if the general public were not convinced that teachers were doing things correctly then the profession was sure to come under more scrutiny in the future. The appointment of the Conservative government in 1979 and the subsequent 1980 education act went about taking a share of the power from teachers in the education system and giving in to parents. Parents were now given the opportunity to take a seat on the school boards and were also given greater freedom in deciding where their children went to school. Parents continuously were given more power throughout the 80’s with the 1984 ‘parental influence at school’ green pape r, the implication of which was that parents and government officials were blaming teachers for the state of the education system and in order for the system to improve then parents and officials must take a more prominent role in shaping the education system. (Gillard, 2005) It wasn’t just the teachers who suffered from such assumptions however; it had a damaging effect on the education of the children, most particularly in terms of the curriculum. The emphasis of the Conservative government in terms of education was that teachers should be teaching children the 3 R’s of reading, writing and arithmetic rather than any other more experimental teaching (Gillard, 2005). This method of teaching was introduced despite the opposition of many, it was actually thought by many that a flexible curriculum, concentrating on cognitive development would be better in aiding the development of the child. (Gipps, 1993 cited in Chitty Simon, 1993). In more recent times teachers are continuing to suffer from a lack of morale and from a lack of status with little help from the government in rectifying the situation. (Gillard, 2005). The year 2003 saw what appeared to be a return to the past where teachers did not require specialist training. This became the case as student teachers were given permission to cover for fully qualified staff when they are off school. This was often cheaper than hiring fully qualified substitute teachers and became commonplace in schools around the country (Revell, 2004). The use of unqualified workers within schools was something championed by the Labour government in 2005 where the government said that they would widen routes into teaching by providing more varied support staff roles within schools. New teachers also argued that often schools often shirked their responsibility with regards to dedicating 10% of the teacher’s timetable for professional development. (Revell, 2005). The prominenc e of unqualified workers operating within schools and the lack of continuous professional training for newly appointed teachers makes it unsurprising that often teaching isn’t considered to be a profession. In order to achieve the best results for both teachers and pupils it should ensured that teachers are sufficiently trained before entering a job. Although it is important for students wishing to enter teaching to experience it first hand unqualified teachers should not be permitted to teach classes alone as they are as of yet unqualified to do so. Until those who are unqualified are unable to teach classes within schools and until those newly qualified teachers are continuously helped with regards to professional development then teaching it would appear will remain a job that is not considered a ‘profession’ Reference Allan, J. (1993)   Male elementary teachers, experiences and perspectives. London: Sage. Armitage, C. (1999). Men’s primary problem. The Australian Newspaper, 15.3.99 BBC. (2009).  Primary Schools Seek Male Teachers. Available: at:http://news.bbc.co.uk/newsbeat/hi/the_p_word/newsid_7981000/7981125.stm. Last accessed 08/11/10. Becker, G.S. (1991) A Treatise on the Family. Harvard: Harvard University Press. Brush, T. Middlewood, D. (2004) Managing people in education. London: Sage. Burn, E. (2001)  Do boys need male primary teachers as positive role models?.  Available: leeds.ac.uk/educol/documents/00001884.htm. Last accessed 24/3/2011. Campbell R.J. St Neill, S.R. (1994)  Primary Teachers At Work. London: Routledge. Chitty, C. Simon, B. (1993)  Education answers back: critical responses to government policy  London: Lawrence and Wishart. Coffey, A. Delamont, S. (2000)  Feminism and the classroom teacher: research, praxis, and pedagogy. London: Routledge. Connell, R. Messerschmidt, J. (2005) W. Hegemonic masculinity: Rethinking the concept, Gender Society. London: Sage Daily Mail. (2011)  Please, Miss: Number of female headteachers rising and they’re getting younger.  Available: dailymail.co.uk/news/article-1363658/Number-female-headteachers-risinggetting-younger.html#comments. Last accessed 22/3/2011. Davis, A. (2010)  Lack of subjects ‘puts men off teaching in a state primary’ schools.  Available: thisislondon.co.uk/standard/article-23882409-lack-of-subjects-puts-men-off-teaching-in-a-state-primary-schools.do. Last accessed 23/3/2011. De Lyon, H Widdowson Migniuolo, F. (1989)  Women teachers: issues and experiences. Maidenhead: The Open University Press. DirectGov. 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(2009)  Primary Schools Lack Male Teachers.  Available: guardian.co.uk/education/2009/mar/23/male-teachers-primary-schools. Last accessed 5/1/2011. Lynch, K. (1999)  Equality in Education. London: Gill Macmillan. Mahony, P. Hextall, I. (2000) Reconstructing Teaching. London: Routledge. Marchbank, J. Letherby, G. (2007)  Introduction to gender: social science perspectives. Essex: Pearson Education Ltd. Nias, J. (1989)  Primary Teachers Talking. London: Routledge. OECD. (2010)  OECD Programme for International Student Assessment.  Available: oecd.org/document/4/0,3746,en_32252351_32236159_33668932_1_1_1_1,00.html. Last accessed 13/2/2011. OFSTED. (2003)  Annual Report 2002/2003.  Available: ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Annual-Report/2002-03. Last accessed 15/2/2011. Ozga, J. (1990) Women in Educational Management. Buckingham: Open University Press. Pepperell, S. Smedley, S. (1998) Calls for more men in primary teaching: problematizing the issues.  International Journal of Inclusive Education. 2 (4). Podell, L. (1966) Sex Role Conflicts.  Journal of Marriage and Family. 28 (2). Powney, J. Weiner, G. (1991) Outside of the Norm: equity and management in educational institutions, European Commission-funded report. London: South Bank University. Quartararo, A. (1995)  Women teachers and popular education in nineteenth-century France. London: Associated University Press. Revell, P. (2005)  Professionals, or parrots?.  Available: guardian.co.uk/education/2005/mar/08/teachertraining.schools. Last accessed 24/3/2011. Revell, P. (2004)  Qualified success.  Available: guardian.co.uk/education/2004/sep/07/teachertraining.schools. Last accessed 24/3/2011. Sadler, C. Francis, B. (2005)  Reassessing Gender and Achievement: Questioning Contemporary Key Debates  . Cornwall: Routledge. Sargent, P. 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Johannes Vermeer Bio - Dutch Baroque Painter

Johannes Vermeer Bio - Dutch Baroque Painter Movement, Style, School or Type of Art: Dutch Baroque Date and Place of Birth: October 31, 1632, Delft, Netherlands This was, at least, the date on which Vermeer was baptized. There is no record of his actual date of birth, though we assume it was close to the above. Vermeers parents were Protestant Reformed, a Calvinist denomination that held infant baptism as a sacrament. (Vermeer himself is thought to have converted to Roman Catholicism when he married.) Life: Perhaps appropriately, given the scant factual documentation about this artist, any discussion of Vermeer must begin with confusion over his real name. Its known that he went by his birth name, Johannes van der Meer, shortened it to Jan Vermeer later in life and was given the third moniker of Jan Vermeer van Delft (presumably to distinguish him from an unrelated family of Jan Vermeers who painted in Amsterdam). These days, the artists name is correctly referenced as Johannes Vermeer. We also know when he was married and buried, and civic records from Delft indicate the dates Vermeer was admitted to the painters guild and took out loans. Other records tell that, after his early death, his widow filed for bankruptcy and support for their eight minor (the youngest of eleven, total) children. As Vermeer did not enjoy fame - or even a widespread reputation as an artist - during his lifetime, everything else written about him is (at best) an educated guess. Vermeers early work concentrated on history paintings but, around 1656, he moved into the genre paintings he would produce for the rest of his career. The man seems to have painted with painstaking slowness, dissecting a whole color spectrum out of white light, executing near-perfect optical precision and reproducing the most minute details. This may have translated to fussy from another artist, but with Vermeer it all served to highlight the personality of the pieces central figure(s). Possibly the most amazing thing about this immensely famous artist is that hardly anyone knew he had lived, let alone painted, for centuries after his death. Vermeer wasnt discovered until 1866, when the French art critic and historian, Thà ©ophile Thorà ©, published a monograph about him. In the years since, Vermeers authenticated output has been variously numbered at between 35 and 40 pieces, although people hopefully search for more now that they are known to be both rare and valuable. Important Works: Diana and her Companions, 1655-56 Procuress, 1656 Girl Asleep at a Table, ca. 1657 Officer with a Laughing Girl, ca. 1655-60 The Music Lesson, 1662-65 Girl with a Pearl Earring, ca. 1665-66 Allegory of the Art of Painting, ca. 1666-67 Date and Place of Death: December 16, 1675, Delft, Netherlands As with his baptismal record, this is the date upon which Vermeer was buried. Youd want to assume his burial was very near to his date of death, though. How To Pronounce Vermeer: vur ·mear Quotes From Johannes Vermeer: No, sorry. We have nothing from this man of mystery. We can only imagine what he might have said. (One guess, with eleven children in the house, would be the occasional plea for quiet.) Sources and Further Reading Arasse, Daniel; Grabar, Terry (trans.). Vermeer: Faith in Painting.Princeton : Princeton University Press, 1994. Baker, Christopher. Vermeer, Jan [Johannes Vermeer]The Oxford Companion to Western Art. Ed. Hugh Brigstocke. Oxford University Press, 2001. Grove Art Online. Oxford University Press, 6 November 2005. Franits, Wayne. Vermeer, Johannes [Jan] Grove Art Online. Oxford University Press, 6 November 2005. Read a review of Grove Art Online. Montias, John M. Artists and Artisans in Delft, a Socio-Economic Study of the Seventeenth Century.Princeton : Princeton University Press, 1981. Snow, Edward A. A Study of Vermeer.Berkeley : University of California Press, 1994 (revised ed.). Wheelock, Arthur K.; Broos, Ben. Johannes Vermeer.New Haven : Yale University Press, 1995. Wolf, Bryan Jay. Vermeer and the Invention of Seeing.Chicago : University of Chicago Press, 2001. Videos Worth Watching Dutch Masters: Vermeer (2000) Girl With a Pearl Earring (2004) Vermeer: Master of Light (2001)Publisher website Vermeer: Light, Love and Silence (2001) See more resources on Johannes Vermeer. Go to Artist Profiles: Names beginning with V or Artist Profiles: Main Index

Changes in our culture Essay Example | Topics and Well Written Essays - 500 words

Changes in our culture - Essay Example It reminds of a simpler time in history when one has to catch food in order to eat or plant crops to be harvested for sustenance. That time of having the familiarity of building a house with one’s own hands or with the help of neighbors. All of these virtues and values are at a lost in today’s world where we open cans, lids, pouches, or any of other similar make for our so-called nourishment. But this is what our evolution has come to be. This is the era of conveniences and expediency. The availability of all modernity does not impose relentless clutch on all that it offers but it provides for a choice, because ultimately how one lives is according to how he desires to. I have to admit that I was born in a time where I can no longer imagine having to live without all of the tools that are easily available to me. There is no question that I am thrilled and relieved even that I only have to pop something in the microwave for a couple of minutes in order to satisfy my hunger. There is no hesitancy that my laptop is most cherished and adored of all the tools that great minds have invented. This is especially true because of the internet which has now been declared a basic human right by the United Nations, raising its rank along the same level as food, clothing, shelter and education (as cited by Chipchase, par. 5). Google is a dear old friend who virtually knows everything I need to know when I have to finish an assignment. Email is especially welcome in how it has made communication such a breeze. Losing my mobile phone feels almost like losing an arm. But in all the exigencies that this state of constant sprint that we are in, the choice remains ours in whether to follow the flow of the current, go against it or simply remain still. In however positive or negative opinion we have of these changes in our culture, we cannot deny the fact that this is actually where our

Six Sigma versus Total Quality Management Essay

Six Sigma versus Total Quality Management - Essay Example During the past few decades, quality management has emerged as a major competitive edge in business and a source of long term profitability. Different techniques and concepts have evolved to improve product or service quality, including Zero Defects, Six Sigma, quality circles, TQM, Quality Management Systems (ISO 9001 and others) and continuous improvement. Essentially, it means setting up systems and processes that ensure product or service quality and that people are rewarded for doing the right thing, thus keeping their highest-quality performance strong and accurate. This paper attempts to compare, contrast and analyze two such techniques i.e. Six Sigma and Total Quality Management. What is Six Sigma? Bill Smith, a senior engineer and scientist at Motorola in the year 1986 introduced the concept of Six Sigma (Quinn, 2002). The main purpose was to standardize the way defects are counted. Six Sigma provided Motorola the key to addressing quality concerns throughout the organization, from manufacturing to support functions. The application of Six Sigma also contributed to Motorola winning the Malcolm Baldrige National Quality award in 1988 (Motorola University, 1994). Six Sigma not only improved Motorola’s products and processes, it also saved the company more than US $15 billion in the 10 years after it began the program (Microsoft Office System, Operation Agenda, N.D.).

Interview Questions for Manager Profiles Essay Example for Free

Interview Questions for Manager Profiles Essay Q1.What do you think are the challenges for Hero MotoCorp at this moment? Q2.What steps would you take to meet the challenges? Â  Q3.Describe a situation in which you were required to handle an unsatisfactory customer. Q4.How has your previous company benefited from you? Â  Q5.What are the most important skills that are required for this job profile? Which of these do you have and don’t have? Q6.What life lessons does a management degree teach? Â  Q7. Tell us about a time when, as a team leader, you had to deal with a difficult situation professionally. How did you solve the issue keeping the team members in purview? Q8.What are the two significant trends in the two wheeler industry today? Q9.Describe a situation when you had to convince a non-supporting team member to consider your plan of action. Q10.What was your specialization in your management studies? Q11.What was going on in your mind when you decided on the management specialization subjects? Q12.How has your previous job experience helped you personally and professionally? Q13.Describe your usual work week. What kinds of works do you do as a manager? General Interview Questions for Hero MotoCorp Ltd Q1.Tell us something about yourself. Q2.What are your hobbies? Q3.What is your vision for Hero MotoCorp? Q4.How did you come to know about Hero MotoCorp? What made you apply here? Q5.Give us reasons why you want to work in this company and not any other. Q6.How do you think will you make a difference in the company? Q7.Which product or service of Hero MotoCorp interests you the most? Why? Q8.How do you see yourself 5 years from now? Q9.What is your expectation in terms of salary? Q10.Tell us about the competitors of Hero MotoCorp. How do these competitors rate in comparison to this company? Q11.How would you describe your role in Hero MotoCorp, if you are hired?

Lies My Teacher Told Me by James W. Loewen Essay -- Papers History Com

Lies My Teacher Told Me by James W. Loewen High school history textbooks are seen, by students, as presenting the last word on American History. Rarely, if ever, do they question what their text tells them about our collective past. According to James W. Loewen's Lies My Teacher Told Me, they should be. Loewen has spent considerable time and effort reviewing history texts that were written for high school students. In Lies, he has reviewed twenty texts and has compared them to the actual history. Sadly, not one text measures up to the author's expectation of teaching students to think. What is worse, though, is that students come away from their classes without "having developed the ability to think coherently about social life"(Lies p.4). Loewen blames this on the way that today's texts are written. This paper will compare one text, The American Pageant, to Lies. One of the biggest problems with today's texts is the process of heroification. This process turns real people, from our past, into "pious, perfect creatures without conflicts, pain, creditability, or human interest"(Lies p.9). Several examples, including the lions from our history, in Pageant include Christopher Columbus, Thomas Jefferson, Abraham Lincoln, and Woodrow Wilson. Others are defamed, like Stephen A. Douglas, and John Brown. In Pageant Christopher Columbus is one of the first people named as relevant to our history. He is built up as a hero, with words such as "a man of vision, energy, resourcefulness, and courage" used to describe him (Pageant p.4). We are told that he knows the world is round, but that nobody will believe him. Finally he convinces Spain's monarchs to fund him, and is given "three tiny but seaworthy ships manned... ...ils to explain why this song was so popular. In this case not giving all of the facts about a historical figure is to that person's detriment. The lengths that many textbook writers go to keep our history on a positive note, and to make heroes out of many of our historical figures comes at a high cost, according to Loewen. These costs include incorrect history, and boring history. The end results are students who hate history class, and who come out of those classes not equipped to think about our past in a rational or coherent way. Bibliography: Works Cited Thomas A. Bailey and David M. Kennedy. The American Pageant, A History of the Republic. Eighth edition. D.C. Heath and Company: Lexington, Massachusetts, 1987. James W. Loewen. Lies My Teacher Told Me, Everything Your American History Teacher Got Wrong. The New Press: New York, 1995.

Motorcycle Helmet Laws Essay

The NHTSA (National Highway Traffic Safety Administration) estimates that helmets saved 1,784 motorcyclists from death in 2007. If all motorcyclists had worn helmets, an additional 800 lives could have been saved. As an avid motorcycle operator, I have been in a few close calls of my own. Luckily for me, if something would have occurred, I would have at least been safer due to my motorcycle helmet. It is safe to say that thousands of lives could be saved each year by national adoption of universal helmet laws. From 1984 through 1995, helmets saved the lives of more than 7,400 motorcyclists. However, more than 6,300 additional deaths could have been prevented if all riders had been wearing helmets (tntrafficsafety. org). There are minor debates about one not feeling comfortable while riding with a helmet because of to the weight of it. However, manufacturers make carbon fiber helmets that have virtually no weight. On average they weight around two to three pounds. They are a bit more expensive than your average helmet. However, one can’t put a price on life. Safety should definitely be the underlying factor, especially since riding a motorcycle is already considered dangerous in itself. The analysis of fatal crash data from 2008 to 2010 showed 12 percent of motorcyclists in states with universal helmet laws were not wearing helmets, but 64 percent of riders were not wearing helmets in states with partial helmet laws and 79 percent weren’t wearing helmets in states with no helmet laws. According to CDC Director Dr. Thomas Frieden, â€Å"Increasing motorcycle helmet use can save lives and money. In 2010, more than $3 billion in economic costs were saved due to helmet use in the United States. Another $1. 4 billion could have been saved if all motorcyclists had worn helmets (www. ohsonline. com). † Annual cost savings in states with universal motorcycle helmet laws for motorcycle riders and passengers were nearly four times more per registered motorcycle than in states without them, according to a Morbidity and Mortality Weekly Report study. Annual medical, productivity, and other costs ranged from a high of $394 million in California (which has a universal helmet law) to a low of $2. 6 million in New Mexico (which has a partial law). Studies comparing hospital costs of helmeted and un-helmeted motorcyclists involved in crashed have found costs for un-helmeted riders to average $3,000 more than for helmeted riders. And, riders who don’t wear helmets are less likely to have health insurance, resulting in the cost of their care being forced on to taxpayers.. Not only does wearing a helmet save lives, it also saves the rider money. The financial burden for treatment and care of uninsured motorcycle crash victims is placed on the government and taxpayers. In 2005, Maryland estimated that a repeal of its all-rider helmet law would increase Medicaid expenditures by $1. 2 million in the first year and annually up to $1. 5 million thereafter. All-rider helmet laws will increase motorcycle helmet use, decrease deaths and injuries, and save taxpayer dollars. This is why all states should have a helmet law. Another reason that helmet laws should be passed in all states is because according to the Office of Highway Safety Planning, riders without helmets are 40% more likely to suffer fatal head injuries than those with helmets, and are 15% more likely to incur nonfatal head injuries. This is why it is imperative that each state adopts a helmet law. A rider already has a disadvantage because they are not protected as they would in the cabin of a car or truck with seat belts and airbags. There is nothing holding the rider down on the motorcycle at the point of an impact. So if, and when an impact occurs, the chances of a fatal brain injury are higher in an individual who rides without a helmet on. Every state should adopt a helmet law for motorcycle drivers. Simply put, motorcycle helmets save lives. Point. Blank. Period. Death rates from head injuries are twice as high among motorcyclists in states without all-rider helmet laws. Motorcycle helmets are 37 percent effective in preventing motorcyclist deaths and 67 percent effective in preventing brain injuries (tnttrafficsafety. org). A helmet can possibly save the life of the rider, and any future suffering caused to their family due to possible death and costs in medical bills. Making helmet laws mandatory will be a win-win situation for everyone. References Motorcycle safety (Rev. Oct. 1999. ed. ). (1999). Washington, D. C. : U. S. Dept.of Transportation, National Highway Traffic Safety Administration. Highway safety NHTSA’s motorcycle helmet activities. (1997). Washington, D. C. : The Office. Chenier, T. C. , & Evans, L. (1984). Motorcyclist fatalities and the repeal of mandatory helmet wearing laws. Warren, Mich. : General Motors Research Laboratories. Motorcycle helmet use laws. (1999). Washington, DC: U. S. Dept. of Transportation, National Highway Traffic Safety Administration. Http://saferoads. org/files/Top%20Ten%20Reasons%20for%20Helmet%20Law%20091107. pdf Http://tntrafficsafety. org/sites/default/files/motorcyclehelmets1. pdf.

Reviewing and Summarizing the Life of Sarny

A very powerful sequel to the book Nightjohn, Gary Paulsen’s book entitled Sarny: a Life Remembered follows the life of a brave woman who learned to read and write while being held captive by slavery and how she served as an inspiration to her fellowmen. The story is set during the Civil War and slavery was reaching its peak action. Therefore, the book was focused on the important themes related to war such as justice and freedom. Because the narrator was a female slave, the voice of the story is naturally defiant, brave, and full of hope. This is a very qualification of novels that tackle about the lives of Black slaves for it adds character to the wholeness of the plot. In the narration of the book, Sarny was already ninety years old. Her lifetime was devoted her struggles to unite her family, to keep her children safe, and to be able to serve as an educator to other slaves. In Paulsen’s work we witness how Sarny victoriously escaped slavery and how she taught herself to be literate, along with the other slaves she was with. She was married twice and her two children, Tyler and Delie, were separated from her when they were sold as debt payments by their owner. When she was able to leave her owner, she dedicated her time and effort to search for her children. After achieving emancipation, Sarny devoted her time in building a school where she would teach other former slaves to be literate. Other important characters in the story were Lucy, a young slave who has become Sarny’s friend on the road, and Miss Laura, who helped Sarny find her children. These two characters contribute significantly to the direction of Sarny’s life. On the other hand, Sarny also served as an important factor to the developments of these two characters. Sarny is an amazing, informative book to read for all ages, particularly targeting the audience of young adolescents. Even though the main protagonist of the story was already in her nineties, the whole plot of the story would be educational and interesting for all young students who would read this book. There is a fair amount of racial violence and sexual issues that were tackled in the book so the readers should at least be adolescents. But as a whole, Sarny has a very interesting array of characters and its plot is really heartwarming. It is a book that deserves to be highly recommended for it touches important realities of motherhood, family life, slavery, social equality, and freedom.

The Greatest Salesman essays

The Greatest Salesman essays 1. To start the book The Greatest Salesman in the World there is a man named Hafid who is the greatest salesman in the world. This novel takes place many years ago when there was a big trade of ginger, bread, grapes, fine linens, honey, carpets, oil and many other necessities. Hafid has made his fortune by selling all these products across the lands. Hafid is very old, his wife has died and has nothing to live for. Erasmus, Hafids chief bookkeeper has been this loyalty assistant for many years. Hafid has order Erasmus to sell all the products in the warehouses around the world. Also he commands Erasmus to give all the works triple wages for there years of work. At first Erasmus is a little resistant to do as his master says, but eventually does. Hafid also says give the managers of the warehouses an extra bonus. A when the products in the warehouses are sold off give all the profits to the poor people of the city. When Erasmus hears his masters command he asked many questions and that is when Hafid asks is this task to unpleasant for you? 2. Erasmus makes it known that he has no problem granting his masters wish. Hafid hugs his friend because he is always looking out from his best interest. Hafid tells Erasmus to transfer fifty thousand talents into his own account. Also asks for Erasmus to stay until he dies. After Erasmus agrees Hafid stays I will show you something that I have only shared with my beloved wife. Hafid takes Erasmus to highest floor in the house and then into a bedroom that no one has been in except for Hafid and his wife. Inside the big room is only a chest sitting in the middle on the floor. Inside the chest is ten ancient scrolls handed down for thousands of years on how to become the greatest salesman in the world. Hafid explains that only one who is generous like Erasmus can have the scrolls. 3. In this section of the book Hafid tells Eras...

The Judiciary Act of 1801 and the Midnight Judges

The Judiciary Act of 1801 and the Midnight Judges   The Judiciary Act of 1801 reorganized the federal judicial branch by creating the nation’s first circuit court judgeships. The act and the last-minute manner in which several so-called â€Å"midnight judges† were appointed resulted in a classic battle between the Federalists, who wanted a stronger federal government, and the weaker government Anti-Federalists for control of the still-developing U.S. court system. Background: The Election of 1800 Until ratification of the Twelfth Amendment to the Constitution in 1804, the electors of the Electoral College cast their votes for president and vice president separately. As a result, the sitting president and vice president could be from different political parties or factions. Such was the case in 1800  when incumbent Federalist President John Adams faced off against incumbent Republican Anti-Federalist Vice President Thomas Jefferson in the 1800 presidential election. In the election, sometimes called the â€Å"Revolution of 1800,† Jefferson defeated Adams. However, before Jefferson was inaugurated, the Federalist-controlled Congress passed, and still-President Adams  signed the Judiciary Act of 1801. After a year filled with political controversy over its enactment and implantation, the act was repealed in 1802. What Adams’ Judiciary Act of 1801 Did Among other provisions, the Judiciary Act of 1801, enacted along with the Organic Act for the District of Columbia, reduced the number of U.S. Supreme Court justices from six to five and eliminated the requirement that the Supreme Court justices also â€Å"ride circuit† to preside over cases in the lower courts of appeals. To take care of the circuit court duties, the law created 16 new presidentially-appointed judgeships spread over six judicial districts. In many ways the act’s further divisions of the states into more circuit and district courts served to make the federal courts even more powerful than the state courts, a move strongly opposed by the Anti-Federalists. The Congressional Debate Passage of the Judiciary Act of 1801 did not come easily. The legislative process in Congress came to a virtual halt during the debate between Federalists and Jefferson’s Anti-Federalist Republicans. Congressional Federalists and their incumbent President John Adams supported the act, arguing that more judges and courts would help protect the federal government from hostile state governments they called â€Å"the corrupters of public opinion,† in reference to their vocal opposition to the replacement of the Articles of Confederation by the Constitution.    Anti-Federalist Republicans and their incumbent vice president Thomas Jefferson argued that the act would further weaken the state governments and help Federalists gain influential appointed jobs or â€Å"political patronage positions† within the federal government.  The Republicans also argued against expanding the powers of the very courts that had prosecuted many of their immigrant supporters under the Alien and Sedition Acts. Passed by the Federalist-controlled Congress and signed by President Adams in 1789, the Alien and Sedition Acts were designed to silence and weaken the Anti-Federalist Republican Party. The laws gave the government the power to prosecute and deport foreigners, as well as limiting their right to vote. While an early version of the Judiciary Act of 1801 had been introduced before the 1800 presidential election, Federalist President John Adams signed the act into law on February 13, 1801. Less than three weeks later, Adams’ term and the Federalist’s majority in the Sixth Congress would end. When Anti-Federalist Republican President Thomas Jefferson took office on March 1, 1801, his first initiative was to see to it that the Republican-controlled Seventh Congress repealed the act he so passionately detested. The ‘Midnight Judges’ Controversy Aware that Anti-Federalist Republican Thomas Jefferson would soon sit as his desk, outgoing President John Adams had quickly- and controversially- filled the 16 new circuit judgeships, as well as several other new court-related offices created by the Judiciary Act of 1801, mostly with members of his own Federalist party. In 1801, the District of Columbia consisted of two counties, Washington (now Washington, D.C.) and Alexandria (now Alexandria, Virginia). On March 2, 1801, outgoing President Adams nominated 42 people to serve as justices of the peace in the two counties. The Senate, still controlled by Federalists, confirmed the nominations on March 3. Adams began signing the 42 new judges’ commissions  but did not complete the task until late in the night of his last official day in office. As a result, Adams’ controversial actions became known as the â€Å"midnight judges† affair, which was about to become even more controversial. Having just been named Chief Justice of the Supreme Court, former Secretary of State John Marshall placed the great seal of the United States on the commissions of all 42 of the â€Å"midnight justices.† However, under the law at the time, judicial commissions were not considered official until they were physically delivered to the new judges. Mere hours before Anti-Federalist Republican President-elect Jefferson took office, Chief Justice John Marshall’s brother James Marshall began delivering the commissions. But by the time President Adams left office at noon on March 4, 1801, only a handful of the new judges in Alexandria County had received their commissions. None of the commissions bound for the 23 new judges in Washington County had been delivered and President Jefferson would start his term with a judicial crisis. The Supreme Court Decides Marbury v. Madison When Anti-Federalist Republican President Thomas Jefferson first sat down in the Oval Office, he found the still undelivered â€Å"midnight judges† commissions issued by his rival Federalist predecessor John Adams waiting for him. Jefferson immediately reappointed the six Anti-Federalist Republicans who Adams had appointed, but refused to reappoint the remaining 11 Federalists. While most of the snubbed Federalists accepted Jefferson’s action, Mr. William Marbury, to say the least, did not. Marbury, an influential Federalist Party leader from Maryland, sued the federal government in an attempt to force the Jefferson administration to deliver his judicial commission and allow him to take his place on the bench. Marbury’s suit resulted in one of the most important decisions in the history of the U.S. Supreme Court, Marbury v. Madison. In its Marbury v. Madison decision, the Supreme Court established the principle that a federal court could declare a law enacted by Congress void if that law was found to be inconsistent with the U.S. Constitution. â€Å"A Law repugnant to the Constitution is void,† stated the ruling. In his suit, Marbury asked the courts to issue a writ of mandamus forcing President Jefferson to deliver all of the undelivered judicial commissions signed by former President Adams. A writ of mandamus is an order issued by a court to a government official ordering that official to properly carry out their official duty or correct an abuse or error in the application of their power. While finding that Marbury was entitled to his commission, the Supreme Court refused to issue the writ of mandamus. Chief Justice John Marshall, writing the Court’s unanimous decision, held that the Constitution did not give the Supreme Court the power to issue writs of mandamus. Marshall further held that a section of the Judiciary Act of 1801 providing that writs of mandamus might be issued was not consistent with the Constitution and was therefore void. While it specifically denied the Supreme Court the power to issue writs of mandamus, Marbury v. Madison greatly increased the Court’s overall power by establishing the rule that â€Å"it is emphatically the province and duty of the judicial department to say what the law is.† Indeed, since Marbury v. Madison, the power to decide the constitutionality of laws enacted by Congress has been reserved to the U.S. Supreme Court. Repeal of the Judiciary Act Of 1801 Anti-Federalist Republican President Jefferson moved swiftly to undo his Federalist predecessor’s expansion of the federal courts. In January 1802, Jefferson’s staunch supporter, Kentucky Senator John Breckinridge introduced a bill repealing the Judiciary Act of 1801. In February, the hotly debated bill was passed by the Senate in a narrow 16-15 vote. The Anti-Federalist Republican-controlled House of Representatives passed the Senate bill without amendment in March and after a year of controversy and political intrigue, the Judiciary Act of 1801 was no more.

The Importance of Phonetics & Phonology in English Assignment

The Importance of Phonetics & Phonology in English - Assignment Example These distinctions usually go unnoticed within the community if they occur regularly, but can attract attention by those of the non-English speaking community, or those learning English. The effect of delay on articulator movement can be seen in English words such as more and now, where the beginning of the vowel is nasalized, partly because of the delay in raising the velum at the end of the nasal consonant. The nasality of the initial consonant thus overlaps onto the following oral vowel. A similar effect tends to nasalize the voiced fricative following [n] in such words as burns and bronze. In most varieties of English, this occurs in particular before // and (in rhotic dialects) before coda /r/ (that is, /r/ followed by a consonant or at the end of a word); it also occurs, to a lesser extent, before tautosyllabic // and /g/. Some examples of neutralization of // to /e/ before // are beg, egg, Greg, keg, leg, and peg's coming to rhyme with Craig, Hague, plague and vague. Some varieties (including most American English dialects) have significant vocalic neutralization before intervocalic /r/, as well.