Class Conflict Essay Example for Free

Class Conflict Essay Introduction: This essay aims to examine the extent to which class conflict affects education and life opportunities. The following paragraphs seek to illustrate how factors such as class position and parental attitudes affect education and life opportunities among different social classes and the conflict that lies between them. In order to understand the content of this essay it is first necessary to understand all of the possible variables involved. Throughout this essay I will examine the definitions of class, conflict, education and opportunity. The main body of the essay seeks to highlight the reason as to why people are members of certain classes and the effects this has on their chances for education and life opportunities, using the example of education in Britain. In conclusion, a brief synopsis of class conflict will be given and considerations of some of the reasons why this occurs. In answering the question through the use of an example from the social context in which class conflict effects education and life opportunities this essay aims to highlight how the conflict between classes effect a person’s right to an education and equal life opportunities. Class, Conflict, Education, Opportunity: In order to understand the content of this essay it is first necessary to understand all of the possible variables involved. Norman Goodman defines class as â€Å"a term widely used in sociology to differentiate the population on grounds of economic considerations such as inequalities in terms of wealth or income† (Goodman, 1992).In support of this the Concise Oxford English Dictionary defines conflict as â€Å"an incompatibility between opinions† (2004). In light of these two aforementioned definitions Karl Marx argues that â€Å"class conflict is not only inherent but inevitable within capitalism† (Goodman, 1992).Education can be defined as â€Å"the theory and practice of teaching† (2004). To once again quote from the Concise Oxford English Dictionary an opportunity is â€Å"a favourable time or set of circumstances for doing something† (2004). Why do we have social classes? Ultimately social classes are based on economic factors. Dating back to Victorian times, lower, middle and upper classes existed. The lower classes would have been made up of the landless labourers. Middle classes would have included the tradesmen i.e. people with a professional skill/qualification such as a blacksmith. Finally the upper classes would have consisted of the large farmers and business owners. The upper classes would traditionally employed people from the lower classes to run their farms or businesses. Although we have moved on since Victorian times, this social divide hasn’t changed much. There still remains today a prominent divide between the lower middle and upper class people. This can be seen now within the third level education in present days. Due to the economic crisis we are currently experiencing, less and less people are able to afford the luxury of a third level education. Sadly this is hitting the lower and working classes the hardest. Due to government cutbacks grants are being chopped leaving the less fortunate members of our society starved for further education. How does the conflict between different social classes effect education and life opportunities? As mentioned in the introduction class position and parental attitudes play a vital role in the effect that class conflict has on education and life opportunities. It has been proven that class position has a huge effect on parental attitudes in getting involved with their children’s school lives. A.Lareau outlines parental involvement as â€Å"preparing children for school (Lareau, 2000) , this includes assisting the child in learning the alphabet, speaking and reading stories to the child. This is to promote language development. Also parents should attend school event such as parent teacher meetings and comply with the requests teachers make of parents in furthering a child’s education. School success is positively linked with parental invol vement (Lareau, 2000). Through research it has been proven that a lack of â€Å"parental involvement is not random and that social classes have a powerful influence on parent involvement patterns† (Lareau, 2000).For example, â€Å"between forty and sixty per cent of working †¦ and lower-class parents fail to attend parent teacher conferences. For middle-class parents these figures are nearly halved, i.e., about twenty to thirty per cent. (Lightfoot1978, et al.). This is also proven true when we turn to the promotion of language development. These areas include â€Å"reading to children, taking children to the library, attending school events and enrolling children in summer school† (Lareau, 2000). Middle class parents were shown to take a more active role in schooling than the parents of middle and lower class children. Originally to enter the secondary educational system in Britain a fee had to be paid. It was privately organised and based on â€Å"differentiation along lines of socia l class† (McCulloch, 1998). The working and lower classes were only obliged to attend elementary education. Secondary education was intended solely for the wealthier middle class. The very wealthy and sons of landowners attended the â€Å"nine great schools of Eaton, Harrow†¦Merchant Taylors and St. Paul’s† (Sally Power, 2003), these were originally called public schools. Within the middle class there was a differentiation in the line of secondary education. This was shown by the Taunton Commission of the 1860s. Schools were divided into 3 categories depending on their clientele. The first group was catered for the sons of professional men, men in business (â€Å"whose profits put them on the same level as the great majority of professional men† (McCulloch, 1998)).This grade continued to the age of 18 or more. The second grade was much broader in its general curriculum than the first. This continued till the age of 16 and catered for the sons of â€Å"large shopkeepers, rising men of business and the larger tenant farmers† (McCulloch, 1998) .The third group catered for the â€Å"distinctly lower scale† such as small tenant farmers, small tradesman and superior artisans. This grade continued only till the age of 14. Gradually, however, access to secondary education was widened. The 1902 Act introduced a scholarship route which enabled intelligent products of elementary education to â€Å"proceed to free places in secondary education† (Roberts, 1977). Then, all children, â€Å"with exception of approximately five per cent whose parents desired and could afford an independent education† (Roberts, 1977), were given an equal opportunity with entry to different types of secondary schools that were introduced. â€Å"This depended solely on their performances in an impartial selection procedure that became known as the eleven-plus† (Roberts, 1977). At this time (1944) it was believed that society had reached equality in terms of secondary education and that each child was the maker of their own destiny depending only on their own accomplishments and hard work and not upon the socio-economic status of their parents. Now, However it is common knowledge that the 1944 Act was not successful as government reports showed that a â€Å"strong link remained between children’s educational attainments and their social class origins† (Roberts, 1977). Investigation showed that, in what was meant to be an equal opportunity of education for all, working class children seemed to â€Å"fall at every hurdle†. Social class was shown to be related to the allocation of children in primary school streams, their achievement in the eleven-plus selection procedures, â€Å"the streams towards which they gravitated within secondary schools† (Roberts, 1977), their chances of remaining in education passed the statutory age and also their resulting chances of entering higher education. Hence affecting their chance of employment in their future life which would enable them to support their family and hence being amore active member of the society in which they live. Conclusion: To conclude, from my research I do believe that class conflict has an effect on education and life opportunities as mentioned above parental attitudes and class position can have a devastating effect on a child’s life but it can also have a positive effect. This is down to where one’s family lies in the class structure. Trends show that many members of lower classes do not succeed in education as much as the members of the wealthier middle classes. This lack of success in education is often presents itself in further life. Bibliography: 2004. Concise Oxford English Dictionary. s.l. : Oxford University Press , 2004. Goodman, Norman. 1992. Introduction to Sociology. New York : Harper Perennial, 1992. Lareau, Annette. 2000. Home Advantage. Maryland : Rowman Littlefield Publishers , 2000. Lightfoot1978, Ogbu1974, McPherson1972 and Galen1987, Van. McCulloch, Gary. 1998. Failing the Ordinary Child ? Buckingham : Open University Press, 1998. Roberts, Cook, Clark, Semeonoff,. 1977. The Fragmentary Class Structure. London : Heinemann Educational Books Ltd, 1977. Sally Power, Tony Edwards, Geoff Whitty ,Valerie Wigfall. 2003. Education and the Middle Class. Buckingham : Open University Press, 2003.

Sherlock Holmes Essay example -- English Literature

Sherlock Holmes Sherlock Holmes is a famous fictional detective with his own series of books written by Sir Arthur Conan Doyle between the late 1800’s and early 1900’s otherwise known as the Victorian era in England. The stories were set in London on Baker Street. The people of Victorian England loved Sherlock Holmes because he always got his man, and the police in their time could not get anyone. Another reason the English people from the Victorian era loved Sherlock Holmes is the way he solves the crimes. He is observant, intelligent, has a sense of humour, brave and makes deductions very well from almost nothing. Sherlock is a tall slim man with sharp piercing eyes, square shoulders, and known for his hat and pipe, which he smokes quite a lot. He sometimes acts stupidly to catch criminals or uses role reversal and take the criminals for fools. Sherlock Holmes is seen as an amateur detective that you can count on. In â€Å"The Red Headed League† Holmes shows he is truly a great detective by changing personalities to handle the suspects. He uses sarcasm, intelligence, his ability to appear calm and relaxed, sense of humour and of course his deductive and observant mind. In this story, however, he mainly uses his observant mind and sense of humour. ‘Until the comical side of the affair so completely over-topped every other consideration that both burst out into a roar of long laughter.’ He has the criminal copying from a dictionary for no reason, which is quite amusing. Then he uses both his sense of humour and observant mind when he says ‘Behind the obvious fact that he has at sometime done some manual labour, that he takes snuff, that he is a freemason, and that he has done a considerable amount of wri... ...lso, since Sherlock Holmes was a cocaine addict like most middle class people at the time, it appealed to them along with the fact that he was like the justice they were not receiving because he always got his man. The stories are popular today because they are set in London but not modern London Victorian London. Since they were written in the Victorian period the plot and structure of the original stories are seen to be well written, very imaginative and including a variety of characters, crimes and types of clues. Also since the police in the Victorian era couldn’t solve anything Sherlock Holmes was seen as a hero because he would always solve his crimes in a unique and flawlessly constructed way and since he was the first literary super hero working to help the underdog modern day people, including me, have to respect his stories, like them or not.

Individual delivery of a learning and development session plus 2000 words reflection

our site – CUSTOM ESSAY WRITING –How to engage in a conversation with clients that would lead to sales?Part A: Lesson PlanThe specific group of learnersFor this study the specific group of learners included the sales and marketing attaches attached to sales agent who deals with automobiles.The training needsThe training meets the needs of knowledge how to pitch their sales to the potential customers as it was always difficult to pitch sales to potential automobile customers. Unlike in other markets where there was only one product in the automobile market there were different types of products that met various needs of the customers. Therefore it was necessary to train the new employees how to understand the customers during the initial conversation. It was important to train the trainees how to learn the needs of the customers and meet those needs by helping the customer to select a car that would meet their potential needs. The other need was to create confidence amo ng the trainees to face client and to ask tough questions.The overall aim of the whole learningThe overall aim of the learning was to equip the trainees with the sales knowledge on how to engage a conversation with clients that would lead to sales. The aim was to help the trainees to understand the potential client’s needs without first asking the price and the money that the customer has. The specific aims were to teach how to ask questions that lead to sales and how to keep from discussing price and discuss the value of automobile.Learning outcomesThe learning outcomes are improved understanding of the sales concepts such as asking question and having discussion that make the customer understand the value of the automobiles that he or she is going to purchase.Overall timeline of the session including the content heading and contentTable 1: Session and content SessionContent IntroductionDefine pitching as the ability to convince the client by having appropriate words and information concerning the products. It is convincing the clients that the product has the capacity to meet the customer needs and wants. LecturesTeach clients about asking questions, pitching and asking client questions that will lead to closure of the sale. Role playsOrganise trainees into pairs where one of them acts as a salesman and the other as client Table 2:Mini lesson plan Time durationLearning and development methodTrainer activityLearner participationAids and resources 0-1st minuteIntroductionDefine pitching as the ability to convince the client by having appropriate words and information concerning the products. It is convincing the clients that the product has the capacity to meet the customer needs and wants.Take notesPower point 1-5th minuteLecturesTeach clients about asking questions, pitching and asking client questions that will lead to closure of the sale. Taking notesPower point 6-10th minuteRole play to identify of learningOrganise trainees into pairs where one of them acts as a salesman and the other as clientThe student will act as a salesman while the other students will act as the purchase with a certain budget and is looking for a car model that can fit within that model. Each student will have to act as a salesmen and a client. This will be done by organisation the students in groups of two. The student will act in front of the class.A classroom 11-12th minuteBrainstorm on potential questions to ask clientsAsk students the best type of questions to ask clients provide two questions they would ask a potential customer that would make them know the customer and the need that the customer has.The student to provide tow questions that they would ask potential automobile client.A handout with open ended questions that the sales man should ask clients 13 – 15th minute Question and answersEvaluate students on their ability to ask questions that make the customers to explain their needs. They will also be valued on the basis of the answers and personal obtained from the client such as budget and the car model the client is looking for or the functionalities that the client is looking for in car.Students to fill in a form indicating what roles they have played and the questions they have formulated as well as comment what was interesting and what they have learned about the lesson.A notebook The lesson will considered to be effective based on the students understanding of the sales concepts such as asking questions and having discussion that make the customer understand the value of the automobiles that he or she is going to purchase. Task B: Personal ReflectionIntroductionThis is a reflection on how I planned the lesson and the activities that were undertaken to teach students about executing good auto sales. Various knowledge and theories about theory of learning were employed in this research to ensure that the lesson was effective and it attained the research objectives of making the student understand how to execute good auto sales. The first part is the introductory section. The second part of this reflection reflects on the lesson plan and takes into the consideration the theory that was used in planning the lesson and the learning activities. The third section measured the effectiveness of the lesson. The fourth section reflects on what happened in the practice aspect of the lesson and what has been learnt from this experience.Plan for the lesson and the theory taken into considerationIn planning for this lesson, I was aware of three learning theories which were the behaviourism, cognitivism and constructi vism. The behaviourism holds that teaching should be behaviour oriented and it should make the learners to respond in a particular way through stimuli-response (Salsbury and Melinda, 2008). This means that the teachers should provide stimuli and condition the learners to respond to the stimuli in particular way. This means for instance hearing a door bell rising should lead to the response of opening the door (Fink, 2005). However this theory is mostly applicable in social and in behavioural training such as training soldiers and members of the discipline forces which was not the case for this lesson. Learning is assessed through drills and real life experiences. The other learning theory that could be applied in learning is the cognitive theory. This theory holds that information can be retained in memory through deliberate cognitive activities such as memorising and doing mental exercises. The exercise should be enhanced through internal processing of information. The cognitive learning theory holds that learning is student based and should be examined through individual assessments. The other learning theory that could be used in designing the lesson plan is the constructivism which holds that learning is based on the individual’s interpretation of the information and knowledge. It holds that there is no single way of interpreting and applying knowledge as each person has their own viewpoints and experiences that shape their world view (Mccrea, 2015). Therefore every individual is expected to act differently and to understand the provided knowledge distinctly from the other person. When using this theory the most applicable teaching methods included brainstorming, case studies, simulations or role playing, and problem based learning. In my lesson the constructivism was used to impart knowledge to the students. The theory was preferred because the lesson focused on the sales training which was based on experiences of greatest salesmen. There was no given way of doing sales as different people had done it differently depending with the customers and the types of products and service that they were selling (Serdyukov and Ryan, 2008). Sales was also dependent on the types of customers as each type of customer had varying needs when purchasing an automobile as some wanted automobiles that were luxurious others wanted performance such as speed and acceleration. Other customers wanted low costs automobiles such hence price was the most significant consideration. Others wanted to conserve the environment and wanted vehicles that were environmentally friendly such as the hybrid vehicles. This meant for one to be a great salesmen they had first to understand the individual customer and then apply the knowledge that they have on selling on the individual customer (Salsbury and Melinda, 2008). Therefore constructivist approach was the most appropriate learning approach that could be employed in teaching the learners about good auto sales. When using this theory the learning activities included role playing and simulation activities that included simulating sales scenario and the type of conversations that occur between the potential customers and the salesmen (Salsbury and Melinda, 2008).How the success of the lesson was assessedThe first way of assessing the effectiveness of the lesson was ensuring that the learning objectives were met. The learning objectives for this study were met. The first objective of this lesson was to ensure that the students understood how to ask questions that led to sales. The second objective was to ensure that the students learned how to discuss the value of the automobile rather than the price of the automobiles. The other way that the effectiveness of the lesson was i dentified was through participation of the students in the lesson activities (Zimmerman, 2015). All the students that were involved in the lessons activities retained more knowledge than those who were not involved. For instance one of the ways of ensuring that the students understood the lesson was asking them to participate in role playing where they will act as a salesman and client. Those who managed to ask the open ended questions that made the client to talk about themselves and the need that was to be met by the automobile were considered to have understood the lesson or the content for that learning. Also the students who discussed the value of the car more than the price were considered to have met the objective of the lesson. However, assessing the effectiveness of the lesson was difficult especially because the time allocated for the lesson was not adequate for all the students to participate in the role play. However, it ensured that each individual understood and learne d to apply the selling techniques on their own individuals’ capacity based on the clients’ needs. Activities during the practice and what I got from the practice One of the things that happened during the practice is that the students were excited about the lesson activities. The students wanted to participate in formulating the appropriate questions that they should ask potential automobile clients. The activity was the most interesting part and each student participated in formulating questions that they would ask a potential customers. However some of the students who were not confident did not participate. The other aspect that was interesting to the students was that of role playing. The students played according to social groups which made it interesting. Some of the client were tough and made the lesson exactly like what would happen to a car salesman. However those who were shy did not perform well in the role playing because they asked direct questions that could be answered fast (Skowron, 2010). On assessing the students based on their participants in role playing most of the confident students who were outgoing had better performance than the shy students. In the written test most of the student had better scores indicating that the information was highly retained by the students after the role play and simulation of a sales scenario (Zuiker, et al., 2016). The students were also happy and excited because they were actively involved in the lesson. Based on this experience the most important thing I have learnt is that the students have the capacity to learn on their own with minimal guidance. I noted that to be effective the teacher should incorporate more doing activities in the lesson because they helped the student to apply knowledge in real life situation other than having theoretical knowledge only. However, the time allocated for the lesson was not enough to include more activities in the lesson plan.ConclusionThe reflection has echoed the learning that has been accrued during the preparation of the lesson plans. The exercise has helped me to put into use theories of learning employed in teaching. I have noted that each theory applies in different scenario based on the subject being taught. I have noted that involvement of the student in real life activities through role playing and simulation was effective especially in teaching studies that required application of knowledge in strict life situation like selling to cus tomers who are different and need differing products. References Fink, D. L. (2005) Integrated course design. Manhattan, KS: The IDEA Center. Mccrea, P. (2015) Lean Lesson Planning: A practical approach to doing less and achieving more in the classroom. Brighton: Teacherly. Salsbury, E. and Melinda, S. (2008) Lesson Planning: A Research-Based Model for K-12 Classrooms. Alexandria, VA: Prentice Hall. Serdyukov, P. and Ryan, M. (2008) Writing Effective Lesson Plans: The 5-Star Approach. Boston: Allyn & Bacon. Skowron, J. (2010) Powerful Lesson Planning: Every Teachers Guide to Effective Instruction. 10th edn. Thousand Oaks, CA: Corwin Press. Zimmerman, B. (2015) ‘Self-Regulated Learning: Theories, Measures, and Outcomes’, International Encyclopedia of the Social & Behavioral Sciences, pp. 541-546. Zuiker, S., Anderson, K., Jordan, M. and Stewart, O. (2016) ‘Complementary lenses: Using theories of situativity and complexity to understand collaborative learning as systems-level social activity’, Learning, Culture and Social Interaction, 9(11), pp. 80-94

Women s Influence On The Enlightenment Movement Essay

Though women made up a significant part of an artist’s workshop crew, there is little documentation or representation of women as the artists or artisans in the writings and illustrations from The Encyclopà ©die, which represents one of France’s greatest contributions and influences on The Enlightenment movement. Though a majority of the illustrative plates of the Encyclopà ©die do not include any people, as the plates are mostly diagrams about anatomy, scientific concepts, machines, instruments and tools, those that do have people at work portray them as almost exclusively men, with women playing subservient roles when they are pictured. Furthermore, in discussing women from a scientific viewpoint, various contributing authors describe women as the lesser half of men, never given the respect of being considered an individual, with her roles as mother, sister, wife culminating in her definition and limitation. Women were prized for their â€Å"beauty, modesty, compla isance, cleverness, fertility, impressive ancestors, and lots of land.† (citation needed) Unable to train officially as an apprentice, women were rarely granted the protections of Guilds, As found in the article â€Å"Enlightenment Salons: The Convergence of Female and Philosophic Ambitions†, Dena Goodman writes how women of the upper classes embraced and expanded the educational opportunities that were provided to them, providing and employing resources such as those that created the Encyclopà ©die. A new, sociallyShow MoreRelatedThe Intellectual Movement of Enlightment828 Words   |  3 PagesThe intellectual movement of Enlightenment was a very intricate movement that was centralized on the concepts of progression, reasoning, and the scientific method. The Enlightenment thinkers believed they could implement some of these ideas to create a better influence towards societies and people. 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